Teaching Mathematics in the Visible Learning Classroom, Grades 3-5

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, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of elementary 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.

Table of Contents:
List of Videos Acknowledgments About the Authors Introduction What Works Best What Works Best When The Path to Assessment-Capable Visible Learners in Mathematics How This Book Works Chapter 1. Teaching With Clarity in Mathematics Components of Effective Mathematics Learning Surface, Deep, and Transfer Learning Moving Learners Through the Phases of Learning Differentiating Tasks for Complexity and Difficulty Approaches to Mathematics Instruction Checks for Understanding Profiles of Three Teachers Reflection Chapter 2. Teaching for the Application of Concepts and Thinking Skills Ms. Buchholz and the Relationship Between Multiplication and Division Ms. Mills and Equivalent Fractions and Decimals Ms. Campbell and the Packing Problem Reflection Chapter 3. Teaching for Conceptual Understanding Ms. Buchholz and the Meaning of Multiplication Ms. Mills and Representing Division as Fractions Ms. Campbell and the Volume of a Rectangular Prism Reflection Chapter 4. Teaching for Procedural Knowledge and Fluency Ms. Buchholz and Fluent Division Strategies Ms. Mills and Comparing Fractions Ms. Campbell and Computing Volume Reflection Chapter 5. Knowing Your Impact: Evaluating for Mastery What Is Mastery Learning? Ensuring Tasks Evaluate Mastery Ensuring Tests Evaluate Mastery Feedback for Mastery Conclusion Final Reflection Appendices A. Effect Sizes B. Planning for Clarity Guide C. Learning Intentions and Success Criteria Template D. A Selection of International Mathematical Practice or Process Standards References Index