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Teaching mathematics in the visible learning classroom, grades 6-8

Author: John Almarode
Publisher: Thousand Oaks, California : Corwin, a SAGE Company, [2019]
Series: Corwin mathematics series
Edition/Format:   Print book : EnglishView all editions and formats
Summary:

This book helps teachers leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of mathematics students.

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Details

Document Type: Book
All Authors / Contributors: John Almarode
ISBN: 9781544333182 1544333188
OCLC Number: 1048014180
Description: xvi, 239 pages ; 24 cm
Contents: 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 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 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 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
Series Title: Corwin mathematics series
Responsibility: John Almarode [and five others].

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