Teaching Mathematics in the Visible Learning Classroom, High School

Teaching Mathematics in the Visible Learning Classroom, High School

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In high-impact mathematics instruction, it's not only what works, but when. This hands-on sequel to Visible Learning for Mathematics puts visible learning strategies in action in high school classrooms to help teachers leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.
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Product details

  • Paperback | 272 pages
  • 187 x 231 x 22.86mm | 510g
  • Thousand Oaks, United States
  • English
  • First Edition
  • 1544333145
  • 9781544333144
  • 447,666

Table of contents

List of Videos
About the Authors
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
Profile of Three Teachers
Chapter 2. Teaching for the Application of Concepts and Thinking Skills
Ms. Rios and Systems of Linear Equations
Mr. Wittrock and Three-Dimensional Shapes
Ms. Shuzhen and Statistical Reasoning
Chapter 3. Teaching for Conceptual Understanding
Ms. Rios and Systems of Linear Equations
Mr. Wittrock and the Volume of Three-Dimensional Shapes
Ms. Shuzhen and Independent Versus Conditional Probability
Chapter 4. Teaching for Procedural Knowledge and Fluency
Ms. Rios and Systems of Linear Equations
Mr. Wittrock and Trigonometric Relationships
Ms. Shuzhen and Probabilities of Compound Events
Chapter 5. Knowing Your Impact: Evaluating for Mastery
What Is Mastery Learning?
Ensuring Tasks Evaluate Mastery
Ensuring Tests Evaluate Mastery
Feedback for Mastery
Final Reflection
A. Effect Sizes
B. Teaching for Clarity Planning Guide
C. Learning Intentions and Success Criteria Template
D. A Selection of International Mathematical Practice or Process Standards
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About John T. Almarode

Learn more about John Almarode's PD offerings
Dr. John Almarode has worked with schools, classrooms, and teachers all over the world. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide-range of students. Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments. He has worked with hundreds of school districts and thousands of teachers across the world. The work of John and his colleagues has been presented to the United States Congress, The United States Department of Education, as well as the Office of Science and Technology Policy at The White House. John has authored multiple articles, reports, book chapters, and books. However, what really sustains John, and his greatest accomplishment is his family. John lives in Waynsboro, Virginia with his wife Danielle, a fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Angel and Forest.

John can be reached at www.johnalmarode.com.

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 Diego's 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.

Joseph Assof is an 11th and 12th grade mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He leads his department's reform efforts to align to the Common Core Standards - with a focus on high quality instruction. He is a member of the San Diego County Math Leaders Task Force, whose mission is to support every student in meeting the rigorous expectations of the Common Core. Joseph's classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos.

Professor John Hattie 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. Learn more about his research at www.corwin.com/visiblelearning.

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.
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