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Visible Learning for Mathematics, Grades K-12 : What Works Best to Optimize Student Learning - John A. Hattie

Visible Learning for Mathematics, Grades K-12

What Works Best to Optimize Student Learning

Paperback

Published: 1st November 2016
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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 Math , 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.

About the Author

John Hattie - The University of Melbourne, Australia

Douglas Fisher - San Diego State University, USA

Nancy Frey - San Diego State University, USA

Linda M. Gojak - Center for Mathematics and Science Education, Teaching, and Technology, Director

Sara Delano Moore - ETA Hand2Mind

William Mellman

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5.0

A great read for teachers of mathematics

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from Sydney

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Pros

  • Informative
  • Well Written

Cons

    Best Uses

    • Reference

    I am going to adapt the ideas, strategies and my new learnings into my teaching program.

    (1 of 1 customers found this review helpful)

     
    5.0

    Visible learning for Mathematics - a must

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    from Melbourne Australia

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    Pros

    • Deserves Multiple Readings
    • Informative
    • Well Written

    Cons

      Best Uses

      • Reference

      As a teacher reference that gives theoretical and practical advice on how to
      further student learning. The videos are an added bonus.
      I have already not only gifted this text but also others who have seen it have
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      List of Figures
      List of Videos
      Foreword by Diane Briars
      Preface
      Acknowledgments
      About the Authors
      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

      ISBN: 9781506362946
      ISBN-10: 150636294X
      Series: Corwin Mathematics Series
      Audience: Professional
      Format: Paperback
      Language: English
      Number Of Pages: 304
      Published: 1st November 2016
      Publisher: SAGE Publications Inc
      Country of Publication: US
      Dimensions (cm): 23.2 x 18.7  x 1.8
      Weight (kg): 0.61
      Edition Number: 1