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Renaissance Learning Accelerated Math Training of Trainers Campbell County, TN 9/26 & 27, /2011 WELCOME!!. What Accelerated Math Does. Generates individualized assignments. Scores, gives immediate feedback , and records progress. - PowerPoint PPT Presentation
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Renaissance Learning
Accelerated MathTraining of Trainers
Campbell County, TN9/26 & 27, /2011
WELCOME!!
What Accelerated Math Does
Generates individualized assignments
Scores, gives immediate feedback, and records progress
Empowers each student to take control of learning
Identifies which concepts students understand and which they are
struggling with
Getting to Know Powerful Math Practice
Why is practice effective?
MyelinSheath
Neurons
Thicker = faster and better
What makes practice powerful?1. Appropriate
difficulty/challenge
2. Appropriate quantity
3.Distributed review
What makes Practice Powerful?
Let’s practice
Find your name
Class and School
Form Number
Objectives
Work assignments and show the work
Inform teacher
Allow collaboration
p. A23
Select answers
Scoring with the AccelScan Scanner
p. A24
Filling out a NEW scan card
1. Write your name
2. Check the assignment type
3. Write the form number
4. Bubble the form number
5. Bubble the answers
Scan
Principles of Effective Practice
• Dedicate time to practice• Practice what you need to
practice• Practice until you know it• Let instruction inform practice
and let practice inform instruction
• Practice boosts confidence• Review cements learning
Getting to Know Accelerated Math
Content
Teachers work through a cycle
Plan instruction and teach
Print assignments
Score assignments
Provide feedback to the students and you
Report on student progress
An assistant could . . . Accelerated Math can . . .
You control content
AM generates and scores assignments
Students show work and own efforts
Practice is personalized
Ideas behind the design of AM
1 What is Accelerated Math?
2 What content does it have?
3 How do I get the content to my students?
Questions:
• A library is a group of math objectives
• Each library contains all the objectives for a single grade or course; for example, Grade 5 Library or Algebra 1 Library
• You choose which library(s) to use for your class
What is a Library?
•An objective is a math concept; for example: Dividing Whole Numbers by Fractions
• You assign objectives to students and Accelerated Math generates the assignment
•Use existing objective order or reorder objectives to match your curriculum
What is an Objective?
Create an objective list
p. A4
1 What is Accelerated Math?
2 What content does it have?
3 How do I get the content to my students?
Questions:
• Review the Library Guide and Scope and Sequence
• Print Objective List (RP) or Class Objectives List (Desktop) Report
• Reorder objectives to match your curriculum (optional)
• Set state tags
Adding a Library
Add objectives to the Assignment Book
Assign objectives to students
Understand how students advance in their practice
1 Student practice cycle
2 Testing students
3 Review
NOW….
Managing objectives
Students practice objective 1
After they score some Practices . . .
Criteria5 out of last 6 correct;
18 problems max.
met
still workingnot m
et
Practices can have multiple objectives
Objectives “Ready to Work”
Review objectives
Any others that you assign
p. A37
A closer look at the practice criteria
7 8 9 10 11 12 13 15 16 181714
7 8 9 10 11 12 13 15 1817142 3 4 5 61 16
7 8 9 10 11 12 13 15 16 1817142 3 4 5 61
2 3 4 5 61
2 3 4 51 6 117 8 9 10 12
7 8 9 10 11 124 5 61 2 3 13 15 16 1714 18
3 4 5 61 2
Printing Your First Practice
Assign objectives and print first practices
p. 16
Printing First Assignments
1.• Create and name objective list
2• Add objectives to objective list
3• Print Objective List Report
4• Assign objectives to students
5• Print first practice assignments
1 Student practice cycle
2 Testing students
3 Review
NOW….
Are students ready to test?
Criteria for Advancement:
5 out of the last 6 problems correct
p. 16
A closer look at the test criteria
10987654321
10987654321
10987654321
54321
54321 109876
54321 109876
Mastery of an Objective
= Mastered
Criteria for Mastery of an Objective:
4 out of the last 5 problems correct
Edward is ready to test on 3 objectives
The teacher prints a Test for Edward
Edward’s Test has 15 items
Edward scores his Test
He gets 5/5 correctfor objectives 5 & 6 and
3/5 correct for objective 8.
Which state will each objective move to?
Testing considerations
1) no talking2) no resources3) complete in class
Minimum number of mastered objectives (per week)
Grades 1–2 2
3 and up 4
Goals in Accelerated Math
1 Student practice cycle
2 Testing students
3 Review
NOW….
Two weeks after mastering objectives . . .
A closer look at the review criteria
87654321
87654321
87654321
321 4
54321 6
7654321 8
Type of Assignment Content
How Objectives Are
SelectedHow Printed How to Use Criteria to
Advance
Practice
New, unsuccessful, and review objectives
Automatically selected by Accelerated Math after teacher assigns the objective; each practice is individualized
Automatically or by the teacher
Most common type of assignment; use for daily practice
5 out of 6 problems worked correctly to advance to Ready to Test
ExerciseAny objectives the teacher chooses
Teacher selects objectives and number of problems; can be identical or individualized
By the teacher
Use to follow-up a lesson, review objectives, or provide focused practice on specific objectives
5 out of 6 problems worked correctly to advance to Ready to Test
Regular Test
Successful objectives from a practice or exercise
Automatically selected by Accelerated Math; each test is individualized
By the teacher
Use to test mastery after students have successfully practiced an objective
4 out of 5 problems worked correctly to advance to Mastered
Diagnostic TestAny objectives the teacher chooses
Teacher selects objectives; can be identical or individualized
By the teacher
Use to place a student in a library, check for areas of weakness, or advance a student through a library
4 out of 5 problems worked correctly to advance to Mastered
Practice Test Review
__ out of last __ correct
__ out of last __ correct
__ out of last __ correct
___ problems maximum
___ problems maximum
___ problems maximum
_________ _________ _________
5 6
18
Ready to test
4 5
10
Mastered
3 4
8
Reviewed
Monitoring and Routines
1 Monitor practice
2 Keep Track of Progress
Questions:
3 Set routinesOrganize materials
Students engage with their own learning
Score their own assignments
Make their thinking visible
Receive and act on immediate feedback
TOPS Report Feedback for Students
Scan card mistakes?
Showing Corrections
Review within a few minutes, if possible
Start with the bottom of the “oops” pile
Keep the discussion brief
Check for scan card mistakes
An assistant could . . . Tips for reviewing TOPS Reports
1 Monitor practice
2 Keep Track of Progress
Questions:
3 Set routinesOrganize materials
How do you know the status of your class?
Print a Test?Print work or
assign objectives?Check on
assignments?
Group for reteaching?
Intervene?
Activity 1
If students are repeatedly unsuccessful: intervene
= Intervene
The Intervene StateStatus for an objective changes to Intervene if the student does not fulfill the following:
Practice Test Review
18problems(maximu
m)
10problems(maximu
m)
8problems(maximu
m)5 out of 6
correct4 out of 5
correct3 out of 4
correct
If Intervene Practice - print an Exercise for the objective(s) causing difficulty
When student passes Exercise: objective status will change to Ready to Test
Removing the Red
Daily plan for supporting AM practice
1 Monitor practice
2 Keep Track of Progress
Questions:
3 Set routinesOrganize materials
• Gather supplies: paper, scan cards, folders, stapler, and baskets for TOPS Reports
• Make available a computer station with laser printer and scanner
• Establish a student folder system
Prepare Your Classroom
Routines: Working and Scoring Assignments
pp. 35 - 37Handout Page 3
1. Take the assignment and scan card out of my AM folder.
2. Complete the assignment (making sure to show work).
3. Fill out the scan card.4. Scan to get the TOPS Report and next
assignment (if there is one).5. Correct any mistakes and put all of
the work in the right basket.
Student Steps
Ideas for organizing materials
Ensuring a Successful Start
What Resources Do I Have?
80
Getting the Most Guide
81
Click to edit Master title style
82
Access resources
• Getting the Most out of STAR Guides• Software: manuals, live chat• Phone: (800) 338-4204 • Email: [email protected]• Renaissance Training Center: www.renlearn.com/training
• On-demand sessions• Implementation tips• Getting the Most out of STAR Guides
Independent Study Guide
84
Software: Manuals, Help and Search, Live Chat
Resources in Software:
1. Manuals
2. Help
3. Live Chat:
MATH
PUZZLES AND RIDDLES
SOLVE THIS SEQUENCE
O T T F F
MATH FUN
• Pick a two digit number• Add the digits together• Subtract your answer from the
original number.• Now add the two digits of your
answer together.• Everyone should end up with……
9!!
Pick A Number
• Pick any number.• Add 6.• Subtract 5 from the sum.• Multiply the difference by 3.• Add 3 to the product.• Divide the sum by 3.• Subtract the number you started
with.• Everyone should end up with 2.
IF THE SHOE FITS…...• Write down your shoe size to the nearest
whole number.• Multiply by 2.• Add 39.• Multiply by 50.• Subtract 1950.• Add the current calendar year.• Subtract the year of your birth.• The first two digits are your shoe size and
the other two are your age!!
“Oh no!”
• Write your age today.• Add your age next year.• Add 5.• Divide by 2.• Subtract your present age.
• If your number is not 3, say “Oh no!”
MORE MATH MADNESS
Substitute one letter for another in each word, without changing the sequence, to form a math word.
• fix• file• fight• dunce• court• core• boot• bent• bear
ANSWERS• SIX• FIVE• EIGHT• OUNCE• COUNT• CONE• ROOT• CENT• YEAR
• fix• file• fight• dunce• court• core• boot• bent• bear