- Häftad (Paperback)
- Antal sidor
- Fisher, Douglas / Frey, Nancy / Gojak, Linda M. / Moore, Sara Delano / Mellman, William
- Grades K-12
- 229 x 185 x 20 mm
- Antal komponenter
- 3:B&W 7.5 x 9.25 in or 235 x 191 mm Perfect Bound on White w/Gloss Lam
- 613 g
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Visible Learning for Mathematics, Grades K-12
What Works Best to Optimize Student Learningav John Hattie319Skickas inom 7-10 vardagar.
Fri frakt inom Sverige för privatpersoner.In this book, John Hattie, Doug Fisher, Nancy Frey, team up with mathematics experts Linda M. Gojak, Sara Delano Moore, and William Mellman to walk teachers through the key research-based moves they should focus on in their mathematics classrooms - those with the highest effect sizes in the phases of surface, deep, and transfer learning. In accessible, every-day language, they offer their best guidance to teachers on what surface, deep, and transfer learning mean, look, and sound like in the mathematics context. How to ensure teacher clarity through setting meaningful learning intentions and success criteria that build on prior learning, and by continually checking for understanding.
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Fler böcker av John Hattie
John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning.
Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College. He has served as a teacher, language development specialist, and administrator in public schools and non-profit organizations, including 8 years as the Director of Professional Development for the City Heights Collaborative, a time of increased student achievement in some of San Diegos urban schools. Doug has engaged in Professional Learning Communities for several decades, building teams that design and implement systems to impact teaching and learning. He has published numerous books on teaching and learning, such as Assessment-capable Visible Learners and Engagement by Design.Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. Winner of the Presidential Award for Excellence in Science and Mathematics Teaching, Linda M. Gojak directed the Center for Mathematics and Science Education, Teaching, and Technology (CMSETT) at John Carroll University for 16 years. She has spent 28 years teaching elementary and middle school mathematics, and has served as the president of the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), and the Ohio Council of Teachers of Mathematics.
Sara Delano Moore is an independent mathematics education consultant at SDM Learning. A fourth-generation educator, her work focuses on helping teachers and students understand mathematics as a coherent and connected discipline through...
List of Figures List of Videos About the Teachers Featured in the Videos Foreword by Diane Briars About the Authors Acknowledgments Preface Chapter 1. Make Learning Visible in Mathematics Forgetting the Past What Makes for Good Instruction? The Evidence Base Noticing What Does and Does Not Work Direct and Dialogic Approaches to Teaching and Learning The Balance of Surface, Deep, and Transfer Learning Surface, Deep, and Transfer Learning Working in Concert Conclusion Reflection and Discussion Questions Chapter 2. Making Learning Visible Starts With Teacher Clarity Learning Intentions for Mathematics Success Criteria for Mathematics Preassessments Conclusion Reflection and Discussion Questions Chapter 3. Mathematical Tasks and Talk That Guide Learning Making Learning Visible Through Appropriate Mathematical Tasks Making Learning Visible Through Mathematical Talk Conclusion Reflection and Discussion Questions Chapter 4. Surface Mathematics Learning Made Visible The Nature of Surface Learning Selecting Mathematical Tasks That Promote Surface Learning Mathematical Talk That Guides Surface Learning Mathematical Talk and Metacognition Strategic Use of Vocabulary Instruction Strategic Use of Manipulatives for Surface Learning Strategic Use of Spaced Practice With Feedback Strategic Use of Mnemonics Conclusion Reflection and Discussion Questions Chapter 5. Deep Mathematics Learning Made Visible The Nature of Deep Learning Selecting Mathematical Tasks That Promote Deep Learning Mathematical Talk That Guides Deep Learning Mathematical Thinking in Whole Class and Small Group Discourse Small Group Collaboration and Discussion Strategies Whole Class Collaboration and Discourse Strategies Using Multiple Representations to Promote Deep Learning Strategic Use of Manipulatives for Deep Learning Conclusion Reflection and Discussion Questions Chapter 6. Making Mathematics Learning Visible Through Transfer Learning The Nature of Transfer Learning The Paths for Transfer: Low-Road Hugging and High-Road Bridging Selecting Mathematical Tasks That Promote Transfer Learning Conditions Necessary for Transfer Learning Metacognition Promotes Transfer Learning Mathematical Talk That Promotes Transfer Learning Helping Students Connect Mathematical Understandings Helping Students Transform Mathematical Understandings Conclusion Reflection and Discussion Questions Chapter 7. Assessment, Feedback, and Meeting the Needs of All Learners Assessing Learning and Providing Feedback Meeting Individual Needs Through Differentiation Learning From What Doesn't Work Visible Mathematics Teaching and Visible Mathematics Learning Conclusion Reflection and Discussion Questions Appendix A. Effect Sizes Appendix B. Standards for Mathematical Practice Appendix C. A Selection of International Mathematical Practice or Process Standards Appendix D. Eight Effective Mathematics Teaching Practices Appendix E. Websites to Help Make Mathematics Learning Visible References Index