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Title: Teaching mathematics in the visible learning classroom, grades 3-5 /John Almarode [and five others]. Author: Almarode, John,(author.). Location: 372.7 ALM Added Name: Almarode, John, (author.). Subject: Mathematics -- Study and teaching (Primary) Mathematics teachers -- In-service training. Mathematics teachers -- In-service training. Mathematics -- Study and teaching (Elementary) Visible learning. ISBN: 9781544333243 1544333242 Series: Corwin mathematics Collation: xvi, 260 pages :illustrations ; 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 Intermediate Mathematics Classroom -- Deep Learning in the Intermediate Mathematics Classroom -- Transfer Learning in the Intermediate Mathematics Classroom -- Differentiating Tasks for Complexity and Difficulty -- Approaches to Mathematics Instruction -- Checks for Understanding -- Profiles of Three Teachers -- Beth Buchholz -- Hollins Mills -- Katy Campbell -- Reflection -- ch. 2 Teaching for the Application of Concepts and Thinking Skills -- Ms. Buchholz and the Relationship Between Multiplication and Division -- What Ms. Buchholz Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Contents note continued: Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Ms. Mills and Equivalent Fractions and Decimals -- What Ms. Mills Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Ms. Campbell and the Packing Problem -- What Ms. Campbell Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Reflection -- ch. 3 Teaching for Conceptual Understanding -- Ms. Buchholz and the Meaning of Multiplication -- What Ms. Buchholz Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Contents note continued: Teaching for Clarity at the Close -- Ms. Mills and Representing Division as Fractions -- What Ms. Mills Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Ms. Campbell and the Volume of a Rectangular Prism -- What Ms. Campbell Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Reflection -- ch. 4 Teaching for Procedural Knowledge and Fluency -- Ms. Buchholz and Fluent Division Strategies -- What Ms. Buchholz Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Ms. Mills and Comparing Fractions -- Contents note continued: What Ms. Mills Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- Teaching for Clarity at the Close -- Ms. Campbell and Computing Volume -- What Ms. Campbell Wants Her Students to Learn -- Learning Intentions and Success Criteria -- Activating Prior Knowledge -- Scaffolding, Extending, and Assessing Student Thinking -- 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.Planning for Clarity Guide -- Contents note continued: C.Learning Intentions and Success Criteria Template -- D.A Selection of International Mathematical Practice or Process Standards. General Note: "Grades 3-5 classroom companion to Visible Learning for Mathematics" -- Cover. Bibliography Note: Includes bibliographical references and index. ------------------------------ TF1293618 Available at Main Loan 372.7 ALM TF1293669 Available at Main Loan 372.7 ALM TF1293714 Available at Main Loan 372.7 ALM TF1289109 Available at Main Loan 372.7 ALM TF1287197 Available at Main Loan 372.7 ALM {MISSING } TF1285976 Available at Main Loan 372.7 ALM TF1286020 Available at Main Loan 372.7 ALM -----------------------------------------------