Teaching Mathematics in the Visible Learning Classroom, Grades K-2

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Teaching Mathematics in the Visible Learning Classroom, Grades K-2 by John T. Almarode, Kateri Thunder, John Hattie, Dr. Nancy Frey, Doug B. Fisher, SAGE Publications
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Author: John T. Almarode, Kateri Thunder, John Hattie, Dr. Nancy Frey, Doug B. Fisher ISBN: 9781544333274
Publisher: SAGE Publications Publication: January 9, 2019
Imprint: Corwin Language: English
Author: John T. Almarode, Kateri Thunder, John Hattie, Dr. Nancy Frey, Doug B. Fisher
ISBN: 9781544333274
Publisher: SAGE Publications
Publication: January 9, 2019
Imprint: Corwin
Language: English

Select the right task, at the right time, for the right phase of learning

How can you best help K–2 students to become assessment-capable visible learners in mathematics? This book answers that question by showing Visible Learning strategies in action inhigh-impact mathematics instruction. Walk in the shoes of K–2 teachers as they mix and match strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every young student.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Select the right task, at the right time, for the right phase of learning

How can you best help K–2 students to become assessment-capable visible learners in mathematics? This book answers that question by showing Visible Learning strategies in action inhigh-impact mathematics instruction. Walk in the shoes of K–2 teachers as they mix and match strategies, tasks, and assessments, demonstrating that it’s not only what works, but when. A decision-making matrix and grade-leveled examples help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every young student.

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