Teaching Mathematics in the Visible Learning Classroom, Grades 6-8
1st Edition
Published on 4. April 2019
Book
Paperback/Softback
264 pages
978-1-5443-3318-2 (ISBN)
Description
Select the right task, at the right time, for the right phase of learning
It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, 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 the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of middle school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.
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 student.
It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, 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 the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of middle school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.
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 student.
More details
Series
Edition
First Edition
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 191 mm
Thickness: 14 mm
Weight
503 gr
ISBN-13
978-1-5443-3318-2 (9781544333182)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
John Almarode is a 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. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.
Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.
Joseph Michael Assof is a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He is also an educational consultant and presents internationally on a wide array of topics including teacher clarity, mathematics teaching and learning, visible learning, and more. Joseph coauthored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos. Joseph holds bachelor's and master's degrees in mathematics and a doctorate in Educational Leadership with an emphasis in Mathematics Teacher Leadership. Mathematics and mathematics education are Joseph's second passion-his first being his two beautiful boys, Joseph Fred and Jamie Beau.
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.
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 is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.
Joseph Michael Assof is a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He is also an educational consultant and presents internationally on a wide array of topics including teacher clarity, mathematics teaching and learning, visible learning, and more. Joseph coauthored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos. Joseph holds bachelor's and master's degrees in mathematics and a doctorate in Educational Leadership with an emphasis in Mathematics Teacher Leadership. Mathematics and mathematics education are Joseph's second passion-his first being his two beautiful boys, Joseph Fred and Jamie Beau.
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.
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 is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.
Content
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
Checks for Understanding
Profiles of Three Teachers
Reflection
Chapter 2. Teaching for the Application of Concepts and Thinking Skills
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
Reflection
Chapter 3. Teaching for Conceptual Understanding
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
Reflection
Chapter 4. Teaching for Procedural Knowledge and Fluency
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
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
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
Checks for Understanding
Profiles of Three Teachers
Reflection
Chapter 2. Teaching for the Application of Concepts and Thinking Skills
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
Reflection
Chapter 3. Teaching for Conceptual Understanding
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
Reflection
Chapter 4. Teaching for Procedural Knowledge and Fluency
Ms. Halstrom and Circles and Cylinders
Ms. Fernandez and Systems of Linear Equations
Mr. Singh and Integers
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