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Teaching Mathematics in the Visible Learning Classroom, Grades K-2
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Teaching Mathematics in the Visible Learning Classroom, Grades K-2

First Edition


January 2019 | 296 pages | Corwin

Select the right task, at the right time, for the right phase of learning

Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?

 

In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.

 
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 K–2 student.

 
 
List of Videos
 
Acknowledgements
 
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 Charity in Mathematics
Components of Effective Mathematics Learning  
Surface, Deep, and Transfer Learning  
Moving Learners through the Phases of Learning  
Surface Learning in the Grades K-2 Mathematics  
Deep Learning in the Grades K-2 Mathematics  
Transfer Learning in the Grades K-2 Mathematics  
Differentiating Tasks for Complexity and Difficulty  
Approaches to Mathematics Instruction  
Checks for Understanding  
Profile of Three Teachers  
Adam Southall  
Rosa McLellan  
LaTonya Busching  
Reflection  
 
Chapter 2 - Teaching for the Application of Concepts and Thinking Skills
Mr. Southall and Number Combinations  
What Mr. Southall Wants His Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. McLellan and Unknown Measurement Values  
What Ms. McLellan Wants Her Student to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledege  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. Busching and the Ever-Expanding Number System  
What Ms. Busching Wants Her Students to Learn  
Learning Intentions and Success Critera  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
 
Chapter 3 - Teaching for Conceptual Understanding
Mr. Southall and Patterns  
What Mr. Southall Wants His Students to Learn  
Learning intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. McLellan and the Meaning of the Equal Sign  
What Ms. McLellan Wants Her Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding. extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. Busching and the Meaning of Addition  
What Ms. Busching Wants Her Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
 
Chapter 4 – Teaching for Procedural Knowledge and Fluency
Mr. Southall and Multiple Representations  
What Mr. Southall Wants His Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. McClellan and Equality Conjectures  
What Ms. McLellan Wants Her Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
Ms. Busching and Modeling Subtraction  
What Ms. Busching Wants Her Students to Learn  
Learning Intentions and Success Criteria  
Activating Prior Knowledge  
Scaffolding, Extending, and Assessing Student Thinking  
Teaching for Clarity at the Close  
 
Chapter 5 – Knowing Your Impact: Evaluating for Mastery
Mastery Learning  
Using Learning Intentions to Define Mastery Learning  
Establishing the Expected Level of Mastery  
Collecting Evidence of Progress Toward Mastery  
Ensuring Tasks Evaluate Mastery  
Ensuring Tests Evaluate Mastery  
Feedback for Mastery  
Task Feedback  
Process Feedback  
Self-Regulation  
Conclusion  
 
Appendices
A. Effect Sizes  
B. Teaching for Clarity Planning Guide  
C. Learning Intentions and Success Criteria Template  
D. A Selection of International Mathematical Practice or Process Standards  
 
References
 
Index

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