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. |
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 |
Added Name |
Almarode, John, (author). |