2007-2008. Web-based mathematics program A collaboration of Stanford University and K-12 schools...
-
Upload
claire-manning -
Category
Documents
-
view
215 -
download
0
Transcript of 2007-2008. Web-based mathematics program A collaboration of Stanford University and K-12 schools...
2007-20082007-2008
Web-based Web-based mathematics mathematics programprogram
A collaboration A collaboration of Stanford of Stanford University and University and K-12 schoolsK-12 schools
2
Mission: accelerate the learning of all students through highly individualized instruction
Intelligent curriculum and course design◦Computer as intelligent agent, not media presentation tool
Analysis of learning data◦Using student responses and performance data from over 10 million completed exercises
Embedded continual assessment ◦Using mathematical modeling to devise the optimal plan of achievement for each participant
Adaptive content◦Ongoing program updates and improvements
Number Sense: IntegersNumber Sense: Decimals and Fractions
GeometryLogic and ReasoningMeasurementData/Statistics/Probability
Continual assessment and review Sophisticated determination of mastery
Standards-based curriculum
One exercise on the screen
Second chance at each exercise with a hint where appropriate
Practice and reviewMath racesReview exercises
New materialLecturesExercises
…is available to administrators, teachers, parents, and students with any certified computer
…can easily use this program to add the value of differentiation to their current instructional plan
…stay engaged as independent learners
…is always available
Requires practice as a group Requires blending with all But, needs an individual to practice away from the group and then come back, ready to contribute
A small group…
Work to bring up his or her own skills
.
Get stronger and practice on his or her own and get ready to play
Spend personal time in the weight room, practicing free throws, whatever can make the individual an asset to the team
This moves the individual forward as well as the team
.
When an individual lifts personal skills through practice and hard work on targeted areas and gaps in skill
.
Individual practice, differentiated as to the need
A stronger individual adds value to the group
Individuals get ready at different rates but all move forward
The group moves forward together
Have Best Practices for implementation in place
Use this program together with teacher-led instruction to create a powerful duo
Classroom Teacher Stanford Math
Standards. . . . . . . . . . . . . . . . Standards Group instruction . . . . . . . . . Differentiated instruction
Collaboration. . . . . . . . . . . . . . IndependenceHands-on. . . . . . . . . . . . . . . . .ComputerAsk questions. . . . . . . . . . . . . .Use resourcesFeedback. . . . . . . . . . . . . . . . .Instant feedback
Unit by unit. . . . . . . . . . . . . . . Distributed practice across strands
Students begin to RETAIN information and to transfer what they have learned from the classroom setting to the computer setting and back
This continual review and assessment method helps students THINK about what they have learned
At least 90-100 minutes per week Frequency per week: five 20-minutes
sessions or three 30-minute sessions are ideal
Part of curriculum, not an add-on Hold students accountable Encourage work outside of class Encourage transfer of content between
classroom instruction and computer instruction
Lab/classroom combination each week Lab only Classroom stations After school Before school At home In community settings Mix and match all of the above
Additional class period for computer assisted learning
After-school programs Before-school programs Stations in the classroom Labs At home In community settings Some combination of all above
Individual assessment Mixed exercises that review prior
concepts Immediate feedback: a response
is either correct or incorrect Students use mastery of concepts
and resources to achieve success Self-motivation creates autonomy
Monitor and track student progress
Change parameters to meet individual needs
Identify learning gaps Differentiation allows each
student to accelerate learning as appropriate
Detailed reports available for parents and students
Detailed report of student progressUsed at parent-teacher conferences, sent
home with students, used for follow-up assignments
Parent information night can demonstrate program effectively
Partnership with employers of the student’s parents/guardians
School Website or Newsletter Tips for working from homeSchool lab availability
…gives the best chance for student success