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• Title:Visible learning for mathematics, grades K-12 : what works best to optimize student learning / John Hattie, Douglas Fisher and Nancy Frey, with Linda M. Gojak, Sara Delano Moore, and William Mellman, foreword by Diane J. Briars.
  
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• Author/Creator:Hattie, John, author.
  
• Published/Created:Thousand Oaks, California : Corwin Mathematics, [2017]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: QA16 .H38 2017
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Mathematics--Study and teaching (Elementary)
  Mathematics--Study and teaching (Secondary)
  Effective teaching.
  Student-centered learning.
  
• Description:xxvii, 269 pages : illustrations ; 24 cm
  
• Summary:Rich tasks, collaborative work, number talks, problem-based learning, direct instruction, and with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it's not about which one -- it's about when -- and show you how to design high-impact instruction so all students demonstrate more than a year's worth of mathematics learning for a year spent in school. That's a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie's synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When through carefully constructed experiences students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When through the solving of rich high-cognitive tasks and rigorous discussion students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning. - Publisher.
  
• Notes:Includes bibliographical references (pages 249-257) and index.
  
• ISBN:9781506362946 (pbk. : alk. paper)
  150636294X (pbk. : alk. paper)
  
• Contents:Machine generated contents note: Forgetting the Past / Diane J. Briars
  What Makes for Good Instruction? / Diane J. Briars
  Evidence Base / Diane J. Briars
  Meta-Analyses / Diane J. Briars
  Effect Sizes / Diane J. Briars
  Noticing What Does and Does Not Work / Diane J. Briars
  Direct and Dialogic Approaches to Teaching and Learning / Diane J. Briars
  Balance of Surface, Deep, and Transfer Learning / Diane J. Briars
  Surface Learning / Diane J. Briars
  Deep Learning / Diane J. Briars
  Transfer Learning / Diane J. Briars
  Surface, Deep, and Transfer Learning Working in Concert / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Learning Intentions for Mathematics / Diane J. Briars
  Student Ownership of Learning Intentions / Diane J. Briars
  Connect Learning Intentions to Prior Knowledge / Diane J. Briars
  Make Learning Intentions Inviting and Engaging / Diane J. Briars
  Language Learning Intentions and Mathematical Practices / Diane J. Briars
  Social Learning Intentions and Mathematical Practices / Diane J. Briars
  Reference the Learning Intentions Throughout a Lesson / Diane J. Briars
  Success Criteria for Mathematics / Diane J. Briars
  Success Criteria Are Crucial for Motivation / Diane J. Briars
  Getting Buy-In for Success Criteria / Diane J. Briars
  Preassessments / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Making Learning Visible Through Appropriate Mathematical Tasks / Diane J. Briars
  Exercises Versus Problems / Diane J. Briars
  Difficulty Versus Complexity / Diane J. Briars
  Taxonomy of Tasks Based on Cognitive Demand / Diane J. Briars
  Making Learning Visible Through Mathematical Talk / Diane J. Briars
  Characteristics of Rich Classroom Discourse / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Nature of Surface Learning / Diane J. Briars
  Selecting Mathematical Tasks That Promote Surface Learning / Diane J. Briars
  Mathematical Talk That Guides Surface Learning / Diane J. Briars
  What Are Number Talks, and When Are They Appropriate? / Diane J. Briars
  What Is Guided Questioning, and When Is It Appropriate? / Diane J. Briars
  What Are Worked Examples, and When Are They Appropriate? / Diane J. Briars
  What Is Direct Instruction, and When Is It Appropriate? / Diane J. Briars
  Mathematical Talk and Metacognition / Diane J. Briars
  Strategic Use of Vocabulary Instruction / Diane J. Briars
  Word Walls / Diane J. Briars
  Graphic Organizers / Diane J. Briars
  Strategic Use of Manipulatives for Surface Learning / Diane J. Briars
  Strategic Use of Spaced Practice With Feedback / Diane J. Briars
  Strategic Use of Mnemonics / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Nature of Deep Learning / Diane J. Briars
  Selecting Mathematical Tasks That Promote Deep Learning / Diane J. Briars
  Mathematical Talk That Guides Deep Learning / Diane J. Briars
  Accountable Talk / Diane J. Briars
  Supports for Accountable Talk / Diane J. Briars
  Teach Your Students the Norms of Class Discussion / Diane J. Briars
  Mathematical Thinking in Whole Class and Small Group Discourse / Diane J. Briars
  Small Group Collaboration and Discussion Strategies / Diane J. Briars
  When Is Collaboration Appropriate? / Diane J. Briars
  Grouping Students Strategically / Diane J. Briars
  What Does Accountable Talk Look and Sound Like in Small Groups? / Diane J. Briars
  Supports for Collaborative Learning / Diane J. Briars
  Supports for Individual Accountability / Diane J. Briars
  Whole Class Collaboration and Discourse Strategies / Diane J. Briars
  When Is Whole Class Discourse Appropriate? / Diane J. Briars
  What Does Accountable Talk Look and Sound Like in Whole Class Discourse? / Diane J. Briars
  Supports for Whole Class Discourse / Diane J. Briars
  Using Multiple Representations to Promote Deep Learning / Diane J. Briars
  Strategic Use of Manipulatives for Deep Learning / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Nature of Transfer Learning / Diane J. Briars
  Types of Transfer: Near and Far / Diane J. Briars
  Paths for Transfer: Low-Road Hugging and High-Road Bridging / Diane J. Briars
  Selecting Mathematical Tasks That Promote Transfer Learning / Diane J. Briars
  Conditions Necessary for Transfer Learning / Diane J. Briars
  Metacognition Promotes Transfer Learning / Diane J. Briars
  Self-Questioning / Diane J. Briars
  Self-Reflection / Diane J. Briars
  Mathematical Talk That Promotes Transfer Learning / Diane J. Briars
  Helping Students Connect Mathematical Understandings / Diane J. Briars
  Peer Tutoring in Mathematics / Diane J. Briars
  Connected Learning / Diane J. Briars
  Helping Students Transform Mathematical Understandings / Diane J. Briars
  Problem-Solving Teaching / Diane J. Briars
  Reciprocal Teaching / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars
  Assessing Learning and Providing Feedback / Diane J. Briars
  Formative Evaluation Embedded in Instruction / Diane J. Briars
  Summative Evaluation / Diane J. Briars
  Meeting Individual Needs Through Differentiation / Diane J. Briars
  Classroom Structures for Differentiation / Diane J. Briars
  Adjusting Instruction to Differentiate / Diane J. Briars
  Intervention / Diane J. Briars
  Learning From What Doesn't Work / Diane J. Briars
  Grade-Level Retention / Diane J. Briars
  Ability Grouping / Diane J. Briars
  Matching Learning Styles With Instruction / Diane J. Briars
  Test Prep / Diane J. Briars
  Homework / Diane J. Briars
  Visible Mathematics Teaching and Visible Mathematics Learning / Diane J. Briars
  Conclusion / Diane J. Briars
  Reflection and Discussion Questions / Diane J. Briars.