| Record Number |
20094 |
| ISBN |
9781544333243 |
| 1544333242 |
| Item Number |
99980710431 |
| Location |
372.7 ALM |
| Author |
Almarode, John, (author). |
| Title |
Teaching mathematics in the visible learning classroom, grades 3-5 / John Almarode [and five others]. |
| Published |
Thousand Oaks, California : Corwin, a SAGE Company, [2019] |
| Collation |
xvi, 260 pages : illustrations ; 24 cm. |
| Content types |
text |
| Carrier type |
volume |
| Series |
Corwin mathematics |
| General Note |
"Grades 3-5 classroom companion to Visible Learning for Mathematics" -- Cover. |
| 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 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. |
| Subject |
Mathematics -- Study and teaching (Primary) |
| Mathematics teachers -- In-service training |
| Mathematics teachers -- In-service training |
| Mathematics -- Study and teaching (Elementary) |
| Visible learning |
| Added Name |
Almarode, John, (author). |
