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Welcome to the Visible Learning for Mathematics Book Study! 

 

Hopefully, you had an opportunity to join us at a Dine & Discuss. If not, that's okay, too. To participate in the online forum, you must be a member of ATOMIM. But no worries- because our membership is now free! Just sign up on the link. 


Our rules here are simple: Keep it professional and respectful. Take a moment to read   through others' comments. Use the reply option if you have a question or comment on someone else's post. We can make this an interactive space - an ongoing conversation - and get the most out of our learning together.

Following is the schedule for our Book Study this year. It will end prior the Spring Conference April 5 & 6, where we hope to celebrate our learning together. 


 Nov. 26 Chapter 1  Make Learning Visible in Mathematics

 Dec. 10 Chapter 2  Making Learning Visible Starts With Teacher Clarity

 Jan. 7 Chapter 3 Mathematical Tasks and Talk That Guide Learning

 Jan. 24 Chapter 4 Surface Mathematics Learning Made Visible

 Feb. 4 Chapter 5 Deep Mathematics Learning Made Visible

 Feb. 18 Chapter 5 Deep Mathematics Learning Made Visible

 March 4 Chapter 6 Making Mathematics Learning Visible Through Transfer Learning

 March 18 Chapter 7 Assessment, Feedback, and Meeting the Needs of All Learners


  • 10 Dec 2018 6:31 PM | Anonymous member (Administrator)

    Learning intentions can help students make connections between current learning and previously learned content. Identify the learning intention for a lesson you have recently taught. What previously learned content is connected to this learning intention? Did your students see the connection? If so, how did this impact thier engagement in the learning? If not, how might you modify the learning intention and experience to bring more attention to this connection?

  • 10 Dec 2018 8:35 AM | Anonymous member

    Learning intentions should be intentionally inviting to students. Look back over your learning intentions from recent lessons and rewrite them to be more inviting to students. Use the examples in Figure 2.1 for guidance.

  • 28 Nov 2018 8:21 AM | Anonymous member

    Think about the instructional strategies you use most often.

    1. Which do you believe are the most effective?

    2. What evidence do you have for their impact?


    Save these notes so you can see how the evidence in this book supports or challenges your thinking about effective practices.

  • 28 Nov 2018 5:06 AM | Anonymous member (Administrator)

    Identify one important mathematics topic that you teach. Think about your goals for this topic in terms of the SOLO model discussed in this chapter.

    1. Do your learning intentions and success criteria lean more toward surface (uni and multi-structural) or deep (relational and extended abstract)?

    2. Are they balanced across the two?

    3. What can you do to create a balance within this topic? Or do you think a balance isn't necessary? 


  • 28 Nov 2018 5:06 AM | Anonymous member (Administrator)

    Please introduce yourself by stating: your name, your city, your grade level or position, and why you were interested in participating with us this year. 


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