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Visible Learning for Mathematics, Grades K-12
- What Works Best to Optimize Student Learning
- Narrated by: Lee Goettl
- Length: 8 hrs and 54 mins
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Publisher's summary
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 Mathematics, 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 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.
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This game-changing book puts you behind the curtain at Toyota, providing new insight into the legendary automaker's management practices and offering practical guidance for leading and developing people in a way that makes the best use of their brainpower. Drawing on six years of research into Toyota's employee-management routines, Toyota Kata examines and elucidates, for the first time, the company's organizational routines - called kata - that power its success with continuous improvement and adaptation.
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This is NOT an entry level book.
- By Keenan on 09-13-24
By: Mike Rother
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Positive Discipline Tools for Teachers
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- By: Jane Nelsen, Kelly Gfroerer
- Narrated by: Virginia Wolf
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The positive discipline method has proved to be an invaluable resource for teachers who want to foster creative problem-solving within their students, giving them the behavioral skills they need to understand and process what they learn. Each tool is tailored specifically for the modern teacher, with examples and solutions to each and every roadblock that stands in the way of cooperative and student-centered learning.
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Good ideas but misleading
- By J. Frazier on 03-29-18
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Designing for Growth
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Jeanne Liedtka and Tim Ogilvie educate listeners on one of the hottest trends in business development: "design thinking", or the ability to turn abstract ideas into practical applications for maximal business growth. Jeanne Liedtka's recent book, The Catalyst: How YOU Can Lead Extraordinary Growth, was named a Top Innovation and Design Thinking Book by Business Week. Tim Ogilvie has been hailed as a visionary for his pioneering contributions to service innovation, business model innovation, and customer experience design.
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Audiobook requires regular book
- By GoingGoingGone... on 07-01-18
By: Jeanne Liedtka, and others
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What listeners say about Visible Learning for Mathematics, Grades K-12
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- 1911
- 08-18-23
Made a difference in professional learning
I used to create a professional learning series from using effect size to select instructional strategies to moving from surface learning to transfer learning.
So far, teachers have stated this is the most useful information that can be applied almost immediately to their practice.
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