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

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

Paperback(First Edition)

$34.95
Available for Pre-Order. This item will be available on March 19, 2019

Product Details

ISBN-13: 9781544333243
Publisher: SAGE Publications
Publication date: 03/19/2019
Series: Corwin Mathematics Series
Edition description: First Edition
Pages: 280
Product dimensions: 7.37(w) x 9.12(h) x (d)

About the Author

Learn more about John Almarode's PD offerings

Dr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments. He has worked with hundreds of school districts and thousands of teachers across the world. The work of John and his colleagues has been presented to the United States Congress, The United States Department of Education, as well as the Office of Science and Technology Policy at The White House. John has authored multiple articles, reports, book chapters, and books. However, what really sustains John, and his greatest accomplishment is his family. John lives in Waynsboro, Virginia with his wife Danielle, a fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Angel and Forest.

John can be reached at www.johnalmarode.com.




Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa Mc Auliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu.



Kateri Thunder, Ph.D. 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 (a National Writing Project site at the University of Virginia). Kateri is a member of the Writing Across the Curriculum Research Team with Dr. Jane Hansen, co-author of The Promise of Qualitative Metasynthesis for Mathematics Education, and co-creator of The Math Diet. Currently, Kateri has followed her passion back to the classroom. She teaches in an at-risk Pre K program, serves as the Pre K-4 Math Lead for Charlottesville City Schools, and works as an educational consultant. Kateri is happiest exploring the world with her best friend and husband, Adam, and her family. Kateri can be reached at www.mathplusliteracy.com.

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.


Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 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, most recently, 10 Mindframes for Visible Learning. Learn more about his research at www.corwin.com/visiblelearning.


Table of Contents

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 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
Profile of Three Teachers
Reflection
Chapter 2 - Teaching for the Application of Concepts and Thinking Skills
Ms. Buchholz and the Relationship Between Multiplication and Division
What Ms. Buchholz Wants Her Students to Learn
Learning Intentions and Success Criteria
Activating Prior Knowledge
Guiding and Scaffolding Student Thinking
Modeling Strategies and Skills
Closure
Ms. Mills and Equivalent Fractions and Decimals
What Ms. Mills 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. Campbell”s Packing Problem
What Ms. Campbell 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 3 - Teaching for Conceptual Understanding
Ms. Buchholz and The Meaning of Multiplication
What Ms. Buchholz 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. Mills and Representing Division as Fractions
What Ms. Mills 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. Campbell and The Volume of a Rectangular Prism
What Ms. Campbell Wants Her Students to Learn
Learning Intentions and Success Criteria
Activating Prior Knowledge
Modeling Strategies and Skills
Scaffolding, Extending, and Assessing Student Thinking
Teaching for Clarity at the Close
Chapter 4 – Teaching for Procedural Knowledge and Fluency
Ms. Buchholz and Fluent Division Strategies
What Ms. Buchholz 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. Mills and Comparing Fractions
What Ms. Mills Wants Her Students to Learn
Learning Intentions and Success Criteria
Activating Prior Knowledge
Scaffolding, Extending, and Assessing Student Thinking
Making Students’ Learning Visible
Ms. Campbell and Computing Volume
What Ms. Campbell Wants Her Students to Learn
Learning Intentions and Success Criteria
Modeling Strategies and Skills
Strategies that Promote Procedural Knowledge
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 Feedback
Conclusion
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