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OverviewIn high-impact mathematics instruction, it's not only what works, but when. This hands-on sequel to Visible Learning for Mathematics puts visible learning strategies in action in K - 2 classrooms to help teachers leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student. Full Product DetailsAuthor: John T. Almarode (James Madison University, USA) , Douglas Fisher (San Diego State University, USA) , Kateri Thunder , John Hattie (The University of Melbourne, Australia)Publisher: SAGE Publications Inc Imprint: Corwin Press Inc Weight: 0.520kg ISBN: 9781544333298ISBN 10: 1544333293 Pages: 288 Publication Date: 09 April 2019 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsList 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 IndexReviewsAuthor InformationDr. 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 work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic. Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021. Douglas Fisher 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 a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. 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 collaborated with thousands of educators to catalyze change in their classrooms, centers, and schools. She is the chair of NCTM’s Research Committee and co-creator of The Math Diet. Additionally, she is a best-selling author for Corwin’s Teaching Mathematics in the Visible Learning Classroom Series, the Success Criteria Playbook, and Visible Learning in Early Childhood. 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 professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook. Tab Content 6Author Website:Countries AvailableAll regions |
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