00000cam a22000004i 4500 UP-99796217613234223 Buklod 20230515133406.0 t grm 00| u| ta 230515s2017 xx d |||| || | 9781506362946 (pbk) (iLib)UPD-00443966919 DLC DEDUC rda eng DMLUC QA 16 H38 2017 Hattie, John author. Visible learning for mathematics, grades K-12 what works best to optimize student learning John Hattie, Douglas Fisher and Nancy Frey ; with Linda M. Gojak, Sara Delano Moore, and William Mellman ; foreword by Diane J. Briars. Thousand Oaks, California Corwin Mathematics [2017] xxvii, 269 pages illustrations 24 cm text rdacontent unmediated rdamedia volume rdacarrier Includes bibliographical references (pages 249-257) and index. 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 -- Making learning visible starts with teacher clarity. Learning intentions for mathematics -- Success criteria for mathematics -- Preassessments -- Mathematical tasks and talk that guide learning. Making learning visible through appropriate mathematical tasks -- Making learning visible through mathematical talk -- 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 -- 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 -- 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 -- 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 -- Appendices. A. Effect sizes -- B. Standards for mathematical practice -- C. A selection of international mathematical practice or process standards -- D. Eight effective mathematics teaching practices -- E. Websites to help make mathematics learning visible. Rich tasks, collaborative work, number talks, problem-based learning, direct instruction_with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it's not about which one-it's about when-and show you how to design high-impact instruction so all students demonstrate more than a year's worth of mathematics learning for a year spent in school. That's a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie's synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When-through carefully constructed experiences-students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When-through the solving of rich high-cognitive tasks and rigorous discussion-students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning. -- Provided by publisher. Mathematics Study and teaching (Elementary) Mathematics Study and teaching (Secondary) Effective teaching. Student-centered learning. Visible learning. Hattie, John author. Fisher, Douglas author. Frey, Nancy author. Gojak, Linda M. author. Moore, Sara Delano author. Mellman, William author. Book FO UPD DEDUC QA 16 H38 2017 Book