PDF-[DOWNLOAD] - Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize

Rich tasks collaborative work number talks problembased learning direct instructionwith so many possible approaches how do we know which ones work the best In Visible Learning for Mathematics six acclaimed educators assert its not about which oneits about whenand show you how to design highimpact instruction so all students demonstrate more than a years worth of mathematics learning for a year spent in school Thats a high bar but with the amazing K12 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 Hatties 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 Whenthrough carefully constructed experiencesstudents explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings Deep learning phase Whenthrough the solving of rich highcognitive tasks and rigorous discussionstudents 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 higherlevel 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 K12 through intentionally designed guided collaborative and independent learning. Grade Band: . 6-8. Making Connections and Using Representations. The purpose of the 2014 Mathematics SOL Institutes is to provide professional development focused on instruction that supports process goals for students in mathematics. . ALM Conference. July 15, 2015. Trena L. Wilkerson. Professor, Mathematics Education. Baylor University. Trena_Wilkerson@baylor.edu. NCTM Board of Directors. Session Overview. What are Mathematical Practices for students . . Brandon Collier-Reed. Nicky Wolmarans, Reneé . Smit. Centre for Research in Engineering Education. 18%. Students who achieved more than 50% for Mathematics I in mid-year in 2009. 2008. First cohort of learners matriculate under the new NSC. Anne Watson . Professor of Mathematics Education. University of Oxford. February 16. th. 2009. My claim. Personal engagement in mathematics, and reflection on the nature of that engagement, is at the heart of good mathematics teaching, and may make much of what is written about pedagogy redundant.. Anne Watson. ACME/ University of Oxford. Sept 15th 2010. Evidence. Synthesis of research about what children can do in and out of educational contexts. What it means to understand and be able to do mathematics. : What Every Middle and High School Teacher Should Know. Ben Sinwell, Pendleton High School. Ed Dickey, University of South Carolina. 2015 SCCTM Conference. Greenville SC. Mathematical Thinking. What is it?. Ensuring Mathematical Success for All. Developed by: Dr. DeAnn Huinker, . University of Wisconsin–Milwaukee. A Focus on . Effective Mathematics Teaching Practices. “Mr. Harris and the Band Concert Task”. Heather Dorsey. Purpose of the Fellows. To be a part of and support a system that focuses on math making sense for all students. . --Leadership in the Extended Community. To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. what. . teachers are . teaching and . what. students are learning, student achievement increases.. Grounding. Recall the teachers who truly made a difference to . you . when you were in school. .. K-2. . Session. 1. Agenda. Revisions . to Standards and Purpose. Emphasis on Specific Content. Decomposing . and Composing . Numbers . Computation. : Problem . Types. Fractions. Support . for Implementation. . Grades 3-5 . Session. 1. 2. Welcome and Introductions. Agenda. Revisions . to standards and purpose. Emphasis on Specific Content. Number and Number Sense - Fractions. Computation and Estimation - Problem Types. Mathematics and Language Learning: An around the world tour of promising mathematics instructional practices Michele Haberlach , samya matouk , & Steve Morrison Something to Think About… The Students. ’ perceptions.. Intro:. Joyce Nyama. Teacher of secondary mathematics in Birmingham. 2. nd. year . phd. This presentation will report on a pilot study I carried out last year. My research interest. eacher Education and Development 2015 Vol 172 182 -198182Balancing classroom management with mathematical learning Using practice-based teacher educationIrene BizaElena NardiUniversit