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

First Edition

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March 2019 | 280 pages | Corwin
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 elementary 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.

 
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
Ms. Buchholz and the Relationship Between Multiplication and Division  
Ms. Mills and Equivalent Fractions and Decimals  
Ms. Campbell and the Packing Problem  
Reflection  
 
Chapter 3. Teaching for Conceptual Understanding
Ms. Buchholz and the Meaning of Multiplication  
Ms. Mills and Representing Division as Fractions  
Ms. Campbell and the Volume of a Rectangular Prism  
Reflection  
 
Chapter 4. Teaching for Procedural Knowledge and Fluency
Ms. Buchholz and Fluent Division Strategies  
Ms. Mills and Comparing Fractions  
Ms. Campbell and Computing Volume  
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. Planning for Clarity Guide  
C. Learning Intentions and Success Criteria Template  
D. A Selection of International Mathematical Practice or Process Standards  
 
References
 
Index

Sample Materials & Chapters

Table of Contents

Introduction


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John Taylor Almarode

Learn more about John Almarode's PD offeringsDr. 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... More About Author

Douglas B. Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diego’s urban schools.  Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning.  He has published... More About Author

Kateri Thunder

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 PreK program, serves as... More About Author

Sara Delano Moore

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... More About Author

John Allan Hattie

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... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading.  More About Author

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ISBN: 9781544333243
$34.95