Leseprobe
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Teaching Mathematics in the Visible Learning Classroom, High School
John T. Almarode, Joseph Assof, John Hattie, et al.
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Kinder- und Jugendbücher / Lernen
Beschreibung
Select the right task, at the right time, for the right phase of learning
It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students′ learning—what’s going to generate that light bulb "aha" moment of understanding?
In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Joseph Assof, John Hattie, and Nancy Frey help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of high school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.
Using grade-leveled examples and a decision-making matrix, you’ll learn to
- Articulate clear learning intentions and success criteria at surface, deep, and transfer levels
- Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers
- Use formative assessments to track what students understand, what they don’t, and why
- Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning
- Adjust the difficulty and complexity of any task to meet the needs of all learners
It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
Kundenbewertungen
conceptual understanding, math talk, procedural fluency, secondary mathematics strategies, deep learning, effect size, surface learning, mathematical discourse, mathematical practices, Math, transfer learning