John Almarode, Douglas Fisher, Joseph Assof, John Hattie, Nancy Frey Teaching Mathematics in the Visible Learning Classroom, High School

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Select the right task, at the right time, for the right phase of learningIt could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students learning-what's going to generate that light bulb "aha" moment of understanding?In this sequel to the megawatt best sellerVisible Learning for Mathematics, John Almarode, Douglas Fisher, Joseph Assof, John Hattie, and Nancy Frey help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of high school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction.Using grade-leveled examples and a decision-making matrix, you'll learn to Articulate clear learning intentions and success criteria at surface, deep, and transfer levels Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers Use formative assessments to track what students understand, what they don't, andwhy Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the rightphaseof learning Adjust the difficulty and complexity of any task to meet the needs of all learnersIt's not only what works, butwhen. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practicesat the most effective timeto meet the surface, deep, and transfer learning needs of every student.