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

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

First Edition
By: John Taylor Almarode, Douglas Fisher, Kateri Thunder, 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 K–2 mathematics student.

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Product Details

Grade Level: K-2
ISBN: 9781544333298
Published By: Corwin
Series: Corwin Mathematics Series
Year: 2019
Page Count: 288
Publication date: January 29, 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.

Description

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.

Key features

Like being a fly on the wall of real K-2 classrooms!

Includes:

Grade- and content-specific vignettes of three teachers across nine complete lessons showing surface, deep, transfer learning across a unit
90 minutes of real K-2 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. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic.

Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021.

Douglas Fisher

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.

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.

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 professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. 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. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

Table of Contents

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

Mr. Southall and Number Combinations

Ms. McLellan and Unknown Measurement Values

Ms. Busching and the Ever-Expanding Number System

Reflection

Chapter 3. Teaching for Conceptual Understanding

Mr. Southall and Patterns

Ms. McLellan and the Meaning of the Equal Sign

Ms. Busching and the Meaning of Addition

Reflection

Chapter 4. Teaching for Procedural Knowledge and Fluency

Mr. Southall and Multiple Representations

Ms. McLellan and Equality Conjectures

Ms. Busching and Modeling Subtraction

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. Teaching for Clarity Planning 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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Related Professional Learning

Related Webinars

Teaching Mathematics in the Visible Learning Classroom

Related Resources

Access to companion resources is available with the purchase of this book.
Checklist for Creating Tests that Assess Mastery [Checklists and Assessments]