This book helps teachers leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of mathematics students.Ã
This book helps teachers leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of mathematics students.Ã
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode¿s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. One of his recent projects includes developing the Distance Learning Playbook for College and University Instruction in response to the COVID-19 pandemic. Continuing his collaborative work with colleagues on what works best in teaching and learning, How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press, were released in 2021.
Inhaltsangabe
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
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
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