Teaching Mathematics in the Visible Learning Classroom, Grades 6-8
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Description
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, 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 middle 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.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
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
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- 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. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
References
References
Index
Index
Additional materials
Description
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, 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 middle 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.
Contents
List of Videos
List of Videos
Acknowledgments
Acknowledgments
About the Authors
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
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- 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. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
References
References
Index
Index
Additional materials
Teaching Mathematics in the Visible Learning Classroom, Grades 6-8
October 2018 | 264 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781544333182 | $40.95 |
| Lifetime | 01/02/2026 | 9781544333199 | $37.00 |
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, 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 middle 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
- Checks for Understanding
- Profiles of Three Teachers
- Reflection
- Chapter 2. Teaching for the Application of Concepts and Thinking Skills
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 3. Teaching for Conceptual Understanding
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- Reflection
- Chapter 4. Teaching for Procedural Knowledge and Fluency
- Ms. Halstrom and Circles and Cylinders
- Ms. Fernandez and Systems of Linear Equations
- Mr. Singh and Integers
- 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. Teaching for Clarity Planning Guide
- C. Learning Intentions and Success Criteria Template
- D. A Selection of International Mathematical Practice or Process Standards
- References
- Index