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Teaching mathematics in the visible learning classroom, grades 6-8 / John Almarode [and five others].

Teaching mathematics in the visible learning classroom, grades 6-8 / John Almarode [and five others].
Catalogue Information
Field name Details
Record Number 20134
ISBN 9781544333182
1544333188
Location 510.7 ALM
Author Almarode, John, author
Title Teaching mathematics in the visible learning classroom, grades 6-8 / John Almarode [and five others].
Published Thousand Oaks, California : Corwin, a SAGE Company, [2019]
Collation xvi, 239 pages ; 24 cm.
Content types text
Carrier type volume
Series Corwin mathematics series
Bibliography Note Includes bibliographical references and index.
Contents Note Machine generated contents note: What Works Best -- What Works Best When -- The Path to Assessment-Capable Visible Learners in Mathematics -- How This Book Works -- ch. 1 Teaching With Clarity in Mathematics -- Components of Effective Mathematics Learning -- Surface, Deep, and Transfer Learning -- Moving Learners Through the Phases of Learning -- Surface Learning in the Middle School Mathematics Classroom -- Deep Learning in the Middle School Mathematics Classroom -- Transfer Learning in the Middle School Mathematics Classroom -- Differentiating Tasks for Complexity and Difficulty -- Checks for Understanding -- Profiles of Three Teachers -- Joanna Halstrom -- Luciana Fernandez -- Jasvinder Singh -- Reflection -- ch. 2 Teaching for the Application of Concepts and Thinking Skills -- Ms. Halstrom and Circles and Cylinders -- What Ms. Halstrom Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking --
Contents note continued: Teaching for Clarity at the Close -- Ms. Fernandez and Systems of Linear Equations -- What Ms. Fernandez Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking -- Teaching for Clarity at the Close -- Mr. Singh and Integers -- What Mr. Singh Wants His Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking -- Teaching for Clarity at the Close -- Reflection -- ch. 3 Teaching for Conceptual Understanding -- Ms. Halstrom and Circles and Cylinders -- What Ms. Halstrom Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking -- Instructional Approaches That Promote Conceptual Understanding -- Teaching for Clarity at the Close -- Ms. Fernandez and Systems of Linear Equations -- What Ms. Fernandez Wants Her Students to Learn -- Learning Intentions and Success Criteria --
Contents note continued: Instructional Approaches That Promote Conceptual Understanding -- Modeling Strategies and Skills -- Teaching for Clarity at the Close -- Mr. Singh and Integers -- What Mr. Singh Wants His Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking -- Instructional Approaches That Promote Conceptual Understanding -- Teaching for Clarity at the Close -- Reflection -- ch. 4 Teaching for Procedural Knowledge and Fluency -- Ms. Halstrom and Circles and Cylinders -- What Ms. Halstrom Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Guiding and Scaffolding Student Thinking -- Instructional Approaches That Promote Procedural Fluency -- Teaching for Clarity at the Close -- Ms. Fernandez and Systems of Linear Equations -- What Ms. Fernandez Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Modeling Strategies and Skills -- Guiding and Scaffolding Student Thinking --
Contents note continued: Instructional Approaches That Promote Procedural Fluency -- Teaching for Clarity at the Close -- Mr. Singh and Integers -- What Mr. Singh Wants His Students to Learn -- Learning Intentions and Success Criteria -- Modeling Strategies and Skills -- Instructional Approaches That Promote Procedural Fluency -- Teaching for Clarity at the Close -- Reflection -- ch. 5 Knowing Your Impact: Evaluating for Mastery -- What Is 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 -- Final Reflection -- A.Effect Sizes -- B.Teaching for Clarity Planning Guide -- C.Learning Intentions and Success Criteria Template --
Contents note continued: D.A Selection of International Mathematical Practice or Process Standards.
Topical Term Mathematics teachers -- In-service training
Mathematics -- Study and teaching (Middle school)
Mathematics -- Study and teaching (Elementary)
Mathematics -- Study and teaching (Primary)
Mathematics -- Study and teaching (Middle school)
Mathematics teachers -- In-service training
Added Name Almarode, John, (author).
Catalogue Information 20134 Beginning of record . Catalogue Information 20134 Top of page .
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1286776 510.7 ALM
Loan   . Available .  
TF1286821 510.7 ALM
Loan   . On Loan . 4 May 2020
TF1286872 510.7 ALM
Loan   . Available .  
TF1286910 510.7 ALM
Loan   . Available .  
. Catalogue Record 20134 ItemInfo Beginning of record . Catalogue Record 20134 ItemInfo Top of page .

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