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Teaching Mathematics in the Visible Learning Classroom, Grades K-2
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Teaching Mathematics in the Visible Learning Classroom, Grades K-2

First Edition


January 2019 | 288 pages | Corwin

Select the right task, at the right time, for the right phase of learning

Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?

 

In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.

 
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 K–2 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
Mr. Southall and Number Combinations

 
Ms. McLellan and Unknown Measurement Values

 
Ms. Busching and the Ever-Expanding Number System

 
Reflection

 
 
Chapter 3. Teaching for Conceptual Understanding
Mr. Southall and Patterns

 
Ms. McLellan and the Meaning of the Equal Sign

 
Ms. Busching and the Meaning of Addition

 
Reflection

 
 
Chapter 4. Teaching for Procedural Knowledge and Fluency
Mr. Southall and Multiple Representations

 
Ms. McLellan and Equality Conjectures

 
Ms. Busching and Modeling Subtraction

 
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

Sample Materials & Chapters

Table of Contents

Introduction


John Taylor Almarode

Dr. John Almarode is a bestselling author and an Associate 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. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode's... More About Author

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and... More About Author

Kateri Thunder

Kateri Thunder, Ph.D., has the pleasure of collaborating with learners and educators from school divisions and early learning centers around the world to translate research into practice. She has 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. Her research, writing, and presentations focus on equity and access in early childhood and mathematics education, as well as the intersection of literacy and mathematics for teaching and learning. Kateri has... More About Author

John Allan Hattie

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... More About Author

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a... More About Author

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ISBN: 9781544333298
$38.95