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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


  • 04 Feb 2019 9:43 AM | Anonymous member

    1. How are manipulatives used in your mathematics instruction?


    2. Mathematical practice 5 calls for students to use appropriate tools strategically. How do you allow students to make decisions about the tools they use in their work?


    3. How are these tools used to move learning from surface learning to deep learning?

  • 24 Jan 2019 5:47 PM | Anonymous member (Administrator)

    Consider the strategies you use, and the strategies you've read about and tried from this chapter to solidify surface learning. What are some effective ways to build surface learning, and why is that necessary?

  • 22 Jan 2019 8:09 AM | Anonymous member

    1. How are manipulatives used in your mathematics instruction?


    2. In what ways are they used for multiple representations as students work on mathematics collaboratively?


    3. What strategies can you use to make these tools more available to your students?

  • 07 Jan 2019 7:17 PM | Anonymous member (Administrator)

    Identify two or three mathematics tasks you've asked your students to work on recently. Think about each task in light of its difficulty and complexity (see Figure 3.1 on page 77). In which quadrant does each task fit? 


    Is each the right kind of task given your learning intentions? 

  • 07 Jan 2019 8:24 AM | Anonymous member

    Make notes of the questions you typically ask in your math lessons. Think about them in terms of the focusing and funneling questions framework discussed in this chapter.


    1. Which way does your questioning sequence lean?

    2. How can you make focusing questions a stronger presence in your mathematics classroom?

  • 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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