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  • Visible Learning for Mathematics (Summer 2018)


July 2     Chapter 1:  Make Learning Visible in Mathematics

July 9     Chapter 2:  Making Learning Visible Starts with Teacher Clarity

Chapter 3:  Mathematical Tasks and Talk that Guide Learning

July 16    Chapter 4:  Surface Mathematics Learning Made Visible             

   Chapter 5:  Deep Mathematics Learning Made Visible

July 23    Chapter 6:  Making Mathematics Learning Visible Through Transfer Learning

July 30    Chapter 7:  Assessment, Feedback, and Meeting the Needs of All Learners


  • 16 Jul 2018 8:31 AM | Anonymous member (Administrator)

    Classroom discussion is shown to have an effect size of 0.82.  What strategies do you use to promote effective class discussions?

    Use of metacognitive strategies have an effect size of 0.69.  How often do your students engage in metacognitive strategies?  Do they use any prompts or sentence frames like those on p.121?

    How often do you use flexible grouping strategies in your classroom?  How often do you change groups?  How do you decide how to group students for the lesson?

  • 05 Jul 2018 7:04 PM | Anonymous member (Administrator)

    How often do you incorporate pre-assessments as you begin a new unit?

    Think about an important topic that you teach and the tasks you use to engage students with the topic. Place the tasks on the Difficulty/Complexity graph on p. 77. What do you notice?

  • 05 Jul 2018 6:57 PM | Anonymous member (Administrator)

    Share a quote that is meaningful, engaging, or thought provoking to you. What are some changes you are making in your own math instruction?

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