Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Member Services
.
Purchase Suggestion
.
New Items List
.
Artwork Collection
.
Women Collection
.
LGBTIQA+ Collection
.
Picture Books
.
Prof. Stephen Dinham Collection
.
Search Menu
Simple Search
.
Advanced Search
.
Refine Search
.
Journals
.
New Items Menu
Education Journal - Search
.
Education Journal - Issues
.
Hot Topics Guides
.
Borrowing and Postal Services
.
Bottom Menu
Select Catalogue
.
Staff Login
.
© LIBERO v6.4.1sp240211
Page content
You are here
:
Catalogue Card Display
Catalogue Card Display
RAK
Title: Teaching mathematics in the visible learning classroom, grades 6-8 /John Almarode [and five others]. Author: Almarode, John,(author.). Location: 510.7 ALM Added Name: Almarode, John, (author.). Subject: 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. Visible learning. ISBN: 9781544333182 1544333188 Series: Corwin mathematics series Collation: xvi, 239 pages ; 24 cm. 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. Bibliography Note: Includes bibliographical references and index. ------------------------------ TF1286776 Available at Main Loan 510.7 ALM TF1286821 Available at Main Loan 510.7 ALM TF1286872 On Loan Due: 20 Nov 2023 from Main Loan 510.7 ALM {LONG OVERDUE } TF1286910 Available at Main Loan 510.7 ALM -----------------------------------------------