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Teaching Mathematics in the Visible Learning Classroom, Grades 3-5

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By: John Taylor Almarode, Douglas Fisher, Kateri Thunder, Sara Delano Moore, John Hattie, Nancy Frey

Leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every elementary school mathematics student.

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Product Details

Grade Level: 3-5
ISBN: 9781544333243
Published By: Corwin
Series: Corwin Mathematics Series
Year: 2019
Page Count: 280
Publication date: February 18, 2019

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Author(s) Table of Contents

Description

It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students' learning—what’s going to generate that light bulb “aha” moment of understanding?

In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of elementary school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.

Using grade-leveled examples and a decision-making matrix, you’ll learn to

Articulate clear learning intentions and success criteria at surface, deep, and transfer levels
Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers
Use formative assessments to track what students understand, what they don’t, and why
Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning
Adjust the difficulty and complexity of any task to meet the needs of all learners

It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Key features

Like being a fly on the wall of real 3-5 classrooms!

Includes:

Grade- and content-specific vignettes of three teachers across nine complete lessons showing surface, deep, transfer learning across a unit
105 minutes of real 3-5 classroom video
Grade-specific descriptions, teaching takeaways, vocabulary, and tools for high-effect instructional strategies
Lesson plans include standards, learning intentions and success criteria, tasks, tools, checklists, and facilitation notes—all downloadable from companion website
Interactive reflection and activity sections

Author(s)

John Taylor Almarode

Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode's work has been presented to the US Congress, the Virginia Senate, and the US Department of Education.

John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs, Visible Learning, Visible Teaching, and the SOLO Taxonomy.

Douglas Fisher

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, The Teaching Reading Playbook, and Welcome to Teaching!.

Kateri Thunder

Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. She has served as an inclusive early childhood educator, an Upward Bound educator, a mathematics specialist, an assistant professor of mathematics education at James Madison University, and Site Director for the Central Virginia Writing Project. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood.

Sara Delano Moore

Sara Delano Moore is an independent mathematics education consultant at SDM Learning. A fourth-generation educator, her work focuses on helping teachers and students understand mathematics as a coherent and connected discipline through the power of deep understanding and multiple representations for learning. Sara has worked as a classroom teacher of mathematics and science in the elementary and middle grades, a mathematics teacher educator, Director of the Center for Middle School Academic Achievement for the Commonwealth of Kentucky, and Director of Mathematics & Science at ETA hand2mind. Her journal articles appear in Mathematics Teaching in the Middle School, Teaching Children Mathematics, Science & Children, and Science Scope.

John Hattie

John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.

Nancy Frey

Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

List of Videos

Acknowledgments

About the Authors

Introduction

What Works Best

What Works Best When

The Path to Assessment-Capable Visible Learners in Mathematics

How This Book Works

Chapter 1. Teaching With Clarity in Mathematics

Components of Effective Mathematics Learning

Surface, Deep, and Transfer Learning

Moving Learners Through the Phases of Learning

Differentiating Tasks for Complexity and Difficulty

Approaches to Mathematics Instruction

Checks for Understanding

Profiles of Three Teachers

Reflection

Chapter 2. Teaching for the Application of Concepts and Thinking Skills

Ms. Buchholz and the Relationship Between Multiplication and Division

Ms. Mills and Equivalent Fractions and Decimals

Ms. Campbell and the Packing Problem

Reflection

Chapter 3. Teaching for Conceptual Understanding

Ms. Buchholz and the Meaning of Multiplication

Ms. Mills and Representing Division as Fractions

Ms. Campbell and the Volume of a Rectangular Prism

Reflection

Chapter 4. Teaching for Procedural Knowledge and Fluency

Ms. Buchholz and Fluent Division Strategies

Ms. Mills and Comparing Fractions

Ms. Campbell and Computing Volume

Reflection

Chapter 5. Knowing Your Impact: Evaluating for Mastery

What Is Mastery Learning?

Ensuring Tasks Evaluate Mastery

Ensuring Tests Evaluate Mastery

Feedback for Mastery

Conclusion

Final Reflection

Appendices

A. Effect Sizes

B. Planning for Clarity Guide

C. Learning Intentions and Success Criteria Template

D. A Selection of International Mathematical Practice or Process Standards

References

Index

Other Titles in: Mathematics | Elementary Teaching Methods | Visible Learning

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