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Welcome!

Let’s try something new this year – book discussion via blog! Hopefully this will make it easier for more folks to participate.

The focus of this year’s book study will be Visible Learning for Mathematics: What Works Best to Optimize Student Learning by John Hattie, Douglas Fisher, and Nancy Frey, with Linda M. Gojak, Sara Delano Moore, and William Mellman.

The book is divided into seven chapters, with reflection and discussion questions at the end of each. Read the book at whatever pace is comfortable for you, and we’ll set “target dates” for posting your thoughts on the reflection and discussion questions. Click the appropriate link below to comment on a chapter.

Target Dates

Chapter 2 ~ November 22

Chapter 3 ~ December 20

Chapter 4 ~ January 24

Chapter 5 ~ February 14

Chapter 6 ~ March 13

Chapter 7 ~ April 3

Feel free to share the blog with other K-12 mathematics educators! Let’s get a conversation started!

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Chapter 1 ~ Make Learning Visible in Mathematics

Here are the reflection and discussion questions for chapter 1. If you choose to comment on more than one, please use separate comments to keep the conversation organized. Comments for this chapter will be accepted until November 1st.

  1. Think about the instructional strategies you use most often. Which do you believe are most effective? 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.

  2. 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. Do your learning intentions and success criteria lean more toward surface (uni- and multi-structural) or deep (relational and extended abstract)? Are they balanced across the two?

  3. A key element of transfer learning is thinking about opportunities for students to move their learning from math class, to use their knowledge to solve their own problems. Think about the important mathematical ideas you teach. For each one, begin to list situations that might encourage transfer of learning. These might be applications in another subject area or situations in real life where the mathematics is important.
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