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• Title:Teaching mathematics in the visible learning classroom, grades K-2 / John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey.
  
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• Author/Creator:Almarode, John, author.
  
• Other Contributors/Collections:Fisher, Douglas, 1965- author.
  Thunder, Kateri, author.
  Hattie, John, author.
  Frey, Nancy, 1959- author.
  
• Published/Created:Thousand Oaks, California : Corwin, a SAGE Company, [2019]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION stacks (order via Document Delivery)Where is this?
    
  • Call Number: QA135.6 .A46 2019
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Mathematics--Study and teaching (Early childhood)
  Mathematics teachers--In-service training.
  
• Description:xv, 268 pages ; 24 cm
  
• Series:Corwin mathematics.
  
• Summary:"It could happen at 10:10 a.m. in the midst of a worked example, at 2:30, when listening to students struggle through a challenging problem, or even after class, when planning the next lesson based on what you saw today. 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 their megawatt best seller Visible Learning for Mathematics, Douglas Fisher, Nancy Frey, and John Hattie again team up with mathematics experts and grade-level practitioners to help you answer that question by sharing structures and tools for effective mathematics instruction that have high-impact on learning, They illustrate what that can look like in your classroom with your students and the mathematics content you teach"-- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781544333298 paperback alkaline paper
  1544333293 paperback alkaline paper
  9781544333274 electronic publication
  
• Contents:Machine generated contents note: What Works Best
  What Works Best When
  Path to Assessment-Capable Visible Learners in Mathematics
  How This Book Works
  ch. 1 Teaching With Clarity in Mathematics
  Components of Effective Mathematics Learning
  Surface, Deep, and Transfer Learning
  Moving Learners Through the Phases of Learning
  Surface Learning in the Kindergarten Through
  Second Grade Mathematics Classroom
  Deep Learning in the Kindergarten Through
  Second Grade Mathematics Classroom
  Transfer Learning in the Kindergarten Through
  Second Grade Mathematics Classroom
  Differentiating Tasks for Complexity and Difficulty
  Approaches to Mathematics Instruction
  Checks for Understanding
  Profiles of Three Teachers
  Adam Southall
  Calder McLellan
  Carol Busching
  Reflection
  ch. 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 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 Ever-Expanding Number System
  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
  Reflection
  ch. 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
  Reflection
  ch. 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. McLellan 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
  Reflection
  ch. 5 Knowing Your impact: Evaluating for Mastery
  What Is 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 Feedback
  Conclusion
  Final Reflection
  Appendices
  A. Effect Sizes
  B. Teaching for Clarity Planning Guide
  C. Learning Intentions and Success Criteria Template
  D. Selection of International Mathematical Practice or Process Standards.