This excerpt from Visible Learning for Mathematics, Grades K-12, explains how making learning visible starts with teacher clarity and the strategic use of learning intentions and success criteria promote student self-reflection and metacognition.
Learn the strategies that build conceptual understanding of mathematical ideas and problem solving to help students demonstrate more than a year's worth of growth for every year spent in school. John Almarode and Kateri Thunder, authors of Teaching Mathematics in the Visible Learning Classroom, Grades K-2 and Grades 3-5, help participants learn how. By using the right approach at the right time you can design classroom experiences that maximize mathematics learning.
This excerpt from Visible Learning for Mathematics, Grades K-12, provides example questions that teachers can use to check for understanding—a crucial aspect of visible learning.
This checklist from Teaching Mathematics in the Visible Learning Classroom, Grades K-2, provides instruction on how to compose mathematics tests that truly assess mastery.
Use the following template and lesson plan from Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, to help your students analyze each other’s work for a more effective teaching practice.
Included in this excerpt from Teaching Mathematics in the Visible Learning Classroom, High School, is a Peer Assisted Review (PAR) activity on on understanding volume formulas. PARs are a great resource to help students reflect on their own thinking and solve meaningful problems.
Use these accountable talk moves from Visible Learning for Mathematics, Grades K-12, to constructively challenge your students' conclusions and misconceptions.
Use these sample language frames from Visible Learning for Mathematics, Grades K-12, in your mathematics class to guide your students to deeper understanding through a thorough explanation of their process.
This Peer-Assisted Reflection (PAR) activity from Teaching Mathematics in the Visible Learning Classroom, Grades 3-5, helps you develop strategies for process feedback, which is critical as learners explore the why and the how of specific mathematics content.