Teaching Mathematics in the Visible Learning Classroom, Grades K-2
Douglas Fisher, Nancy Frey, John Hattie, et al.
Kinder- und Jugendbücher / Lernen
Beschreibung
Select the right task, at the right time, for the right phase of learning
Young students come to elementary classrooms with different background knowledge, levels of readiness, and learning needs. What works best to help K–2 students develop the tools to become visible learners in mathematics? What works best for K-=–2 mathematics learning at the surface, deep, and transfer levels?
In this sequel to the megawatt bestseller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey help you answer those questions by showing how Visible Learning strategies look in action in K–2 mathematics classrooms. Walk in the shoes of teachers as they mix and match the strategies, tasks, and assessments seminal to making conceptual understanding, procedural knowledge, and the application of mathematical concepts and thinking skills visible to young students as well as to you.
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 K–2 student.
Kundenbewertungen
deep learning, effect size, Math, elementary mathematics strategies, transfer learning, surface learning, procedural fluency, teacher clarity, conceptual understanding, mathematical practices