In this unit, participants explore the concept of visible learning, which includes not just what happens inside the classroom, but also documenting the impact of teaching on student learning. Educators aim to not only observe, but also measure, the progress students make. Equally important, is instilling this awareness in students themselves, encouraging them to take ownership of their own learning—a crucial step toward nurturing lifelong learning. The unit also focuses on the specific content of middle level math classes.  Participants explore depth of knowledge, how to select tasks that provide students with the opportunity to engage in practices that support learning concepts, how to facilitate targeted and productive questioning strategies, and how to use evidence gained from formative assessment projects (TQE - Task, Questioning, Evidence). Participants explore the progression of skills from eighth grade into high school, the mathematics of each topic, and how all of this can be successfully implemented in the classroom. Part 1 of Middle Level Mathematics Methodology examines making learning visible in mathematics (starting with teacher clarity and constructing mathematical tasks and talk that guide learning) and the teaching and learning of fractional operations, integer concepts and operations, ratio and proportional relationships, equations, expressions, and inequalities. Part 2 continues the study of visible learning, focusing on surface and deep mathematics learning made visible, making mathematics learning visible through transfer learning, and assessment, feedback, and meeting the needs of all learners. Content exploration includes functions, measurement and geometry, and statistics and probability.

 

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