The purpose of this course is to connect the Visible Learning research to instructional strategies that accelerate student learning in mathematics education. You will examine dynamic and high-probability teaching strategies that support surface, deep, and transfer phases of learning and see these strategies in action with video from real classrooms.
This course is designed for teachers focused on mathematics instruction across all grades K–12. Upon completion of this course, you will be prepared to analyze the impact of your own teaching practices on student progress and achievement and be able to apply your knowledge to guide students to become drivers of their own learning, regardless of the content area.
By the end of this course, you will be able to:
- Articulate the key findings from Professor John Hattie’s visible learning research;
- Communicate the importance of well-timed, effective strategies and instructional routines for mathematics education;
- Examine the concepts of formative assessment, feedback, differentiation, and learning intentions with success criteria in mathematics;
- Apply the three-phase learning process (surface learning, deep learning, and transfer learning) to mathematics curriculum planning and instructional practices.