Welcome to this Introduction Session for ITTS from IRSC’s ABE Online Instruction.
An ITTS WALKTHROUGH IN: Ease of use Student version Individualized instruction Teacher version...
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Transcript of An ITTS WALKTHROUGH IN: Ease of use Student version Individualized instruction Teacher version...
![Page 1: An ITTS WALKTHROUGH IN: Ease of use Student version Individualized instruction Teacher version Reports & analyses Dan Helms daniel_helms@mcgraw-hill.com.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649e0f5503460f94af9929/html5/thumbnails/1.jpg)
An ITTS WALKTHROUGH IN:
•Ease of use
•Student version
•Individualized instruction
•Teacher version
•Reports & analyses
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• MATHEMATICS• Level A• 1. Number and Number Operations 2. Decimals 3. Fractions• Equivalent Forms Adding Decimals Adding Fractions• Factors and Multiples Subtracting Decimals Subtracting Fractions• Percents Multiplying Decimals Multiplying Fractions• Ratios and Proportions Dividing Decimals Dividing Fractions• Exponents and Scientific Notation
4. Integers 5. Percents 6. Computation in Context• Adding Integers Finding the % of a Number Decimal Word Problems• Subtracting Integers Find the the Total When a Fraction Word Problems• Multiplying Integers Percent is Given Percent Word Problems• Dividing Integers Finding a % When the Word Problems (A+)• Whole and Part are• Given
• 7. Order of Operations 8. Estimation 9. Measurement• Using Order of Operations Rounding and Estimation Converting Measurements• Perimeter & Circumference• Area & Volume•
10. Geometry & Spatial Sense 11. Data Analysis 12. Statistics and Probability• Lines, Rays, Points, Angles Bar, Line, & Circle Graphs Probability• Angles (A+) Tables, Charts, Diagrams Statistics and Sampling• Plane and Solid Figures Conclusions from Data• Triangles• Coordinate Geometry
• 13. Algebraic Operations 14. Patterns, Functions 15. Problem Solving & Reasoning• Using Roots, Radicals, and Exponents Algebra Problem-Solving Strategies• Solving Equations Patterns Problem-Solving Strategies (A+)• Solving Equations and Inequalities (A+) Inequalities• Simplifying Expressions Linear Equations• Algebraic Expressions (A+) Variables, Expressions, Equations
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Level AInterpret Graphic Information Maps and GraphsReference SourcesReference Sources (A+)Consumer MaterialsConsumer Materials (A+)Words in ContextContext MeaningRecall InformationSequenceStated ConceptsConstruct MeaningMain IdeaSummarizing and ParaphrasingCause and EffectComparing and ContrastingDrawing ConclusionsSupporting EvidenceCharacter AspectsEvaluate/Extend MeaningFact and OpinionPredicting OutcomesMaking GeneralizationsShowing Effect and IntentionAuthor’s PurposeGenre and Style TechniquesGenre: FictionFiction (A+)Genre: NonfictionNonfiction (A+)Genre: PoetryPoetry (A+)
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Level AUsage NounsPronounsAntecedent AgreementVerbsVerb Tenses (A+)Subject-Verb AgreementSubject-Verb Agreement (A+)Adjectives and AdverbsChoosing the Right WordSentence FormationComplete Sentences, Fragments, and Run-OnsCompound Parts and SentencesComplex SentencesComplex Sentences (A+)ModifiersImproving SentencesImproving Sentences (A+)Paragraph DevelopmentTopic SentencesSupporting SentencesSequence and TransitionsSequence and Transitions (A+)Unrelated SentencesCapitalizationCapitalizationPunctuationCommasWriting ConventionsQuotation MarksApostrophesLetter Parts
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Need Help?
• www.wgcontemporary.com
• Email me: [email protected]
• Tech hotline: 877-869-6603
• Tech Support email:– [email protected]
![Page 11: An ITTS WALKTHROUGH IN: Ease of use Student version Individualized instruction Teacher version Reports & analyses Dan Helms daniel_helms@mcgraw-hill.com.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649e0f5503460f94af9929/html5/thumbnails/11.jpg)
This is the logon page. It is the same for teachers and students.
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The first step for a teacher: Set up a class.Box will open automatically, and can always be accessed by clicking “CLASS MANAGEMENT.”
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Give your class a name (and a description if you wish), then click “Add Class.”
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The second step for a teacher: Add students’ names and logon information.
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After adding a student, click to add him/her to the school or to this class and the school.
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This shows that I have now added 2 students to my class.
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Set the student’s Mastery Level.
E=easyM=medium difficulty
D=difficultA=Advanced (coming soon)
+=masteryP=partial mastery- = not mastered
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Don’t forget to save your settings for each level/subject.
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I have set up this student’s ‘Assessment and Study Plan.’ I have assigned her the level of ‘Not Mastered’ for every category, because I know she needs work in all areas. I could have also imported her TABE scores, which would have automatically set her levels for me. If she had already demonstrated mastery in certain areas, these would now show as ‘+’ or ‘Mastered,’ and she wouldn’t have to work on the lessons in those areas.
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Because my other student, Noah Lott, has demonstrated mastery of some of the
concepts,I will create an individualized plan for him which reflects this.
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Because Noah has demonstrated that his language skills are more advanced than Anita’s, I have advanced him to level M for his language lessons.
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I have also elevated Noah to level M for his Reading Study Plan.
Notice the“View Plan”
link
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I can click on “View Plan” and print out a hard copy for Noah.
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Now I’m going
to go back to the logon
screen, and logon as
student Noah Lott.
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Noah can now choose which subject he wants to work on today.
Let’s go to math.
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Notice that Noah does not have to work through the lessons he has already mastered. However, he can review those lessons if he finds that he needs to.
Let’s start with the Pretest for Computation in Context.
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This is question 1 of the pretest.
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He answers the first question,
then clicks ‘Next.’
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Noah doesn’t quite
understand how to find
the answer for question #2.
He continues with the quiz,
answering one question
at a time.
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On question 5,
Noah misunderstood.
Instead of 19 cents tax,
he thought it said 19% tax.
He cannot find his answer
so he decides to
‘Ask A Question’
of the teacher.
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He types his question and clicks ‘Send.’
He then clicks on the answer that is closest to his answer and continues the quiz.
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When Noah finishes the quiz, he immediately sees his results.
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Noah clicked ‘Continue.’
Because he passed the quiz,
he sees that
‘Computation in Context’
has been added to
the list of ‘Mastered Units.’
He no longer needs to
work on this item,
and can move on to topics
where he needs more work.
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Next, Noah took the pretest on ‘Estimation,’ but didn’t do quite as well.
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When he clicks ‘Continue,’ he is taken to the lessons
he needs to study and learn in order to master this concept.
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Noah clicked on the
lesson for rounding.
As he works through the
interactive lesson, he
has to stop and
answer questions
before continuing.
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Many of thelesson questions
require Noah’sinteraction.
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This is a sampleof another question
on Rounding.
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This slide, and the next2, demonstrate the instructional aspect
of the lessons.
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Each instructional point isfollowed by an interactive
Question.
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Noah has correctly dragged and dropped each rounded-numberanswer into its correct answer space. Feedback, during the lessons,
is immediate.
Also noticed the “speaker”icon next to each chunkof text. Students can
have the narrativeread aloud.
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If Noah answersincorrectly during a lesson,
he is given additionalinstruction and another chance.
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This is the last questionduring Noah’s lessonon rounding numbers.
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Each lesson ends witha “Checkpoint,” to
review the objectivesaddressed during the
lesson.
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Now it’s time for the Lesson Quiz.
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Noah finishes the Lesson Quiz and is given immediate feedback,in this case, letting him know that he has mastered this lesson.
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Now I’m loggingback in as Noah’s
teacher.
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I select the student
named ‘Noah.’
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Clicking on the ‘Mathematics’
tab, I can see what
he has already Mastered.
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By clicking on ‘Lesson Reports,’
I can see that how much time he
has spent on task,
and that he has mastered the
quiz on Rounding.
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By clicking on Class Assessment, I can see all students. Only 2 have taken tests.
Noah has taken 5 pre-tests so far, and no post-tests. His average score on all
pre-tests is 85.4%, and he spent 36.5 minutes taking them.
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By clicking
‘Total Time on Task,’
I see that Noah Lott
has spent a total of 3.4 hours
working on his pretests,
quizzes, and lessons.
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The Student Assessment Report will giveyou the most information for an individual student’s test scores.Here I can see how well Noah performedon each test. I can also click on theQuestions link to see exactly howNoah answered each question.
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This is an example of the feedback you will get per
question. Noah choose answerchoice D. The correct answer
is C. An explanationfor the correct answer is
also given.
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By clicking on
‘Resource Management,’
I can view other Contemporary
printed resources that the
teacher may want to utilize
when assigning extra work
on a particular topic, or…
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I can add my own,
teacher-created resources
to the list for future reference.
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Content Review is another teacher tool. It allows you to view every test and quiz question (over a thousand), as well as every lesson that the students maybe assigned. Just click on the Subject, the Level, and the Unit you wish to view. For example, looking at Mathematics, Level M, Addition of Whole Numbers,you can view subject tests, unit tests, lessons, and lesson quizzes.
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As you view the test questions,You will see the question,the correct answer,And a worked-out solution.
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As you view the lessons,you can work through the
same interactive exercises,and receive the same
feedback, as a student whohas been assigned to do
the lesson.
![Page 62: An ITTS WALKTHROUGH IN: Ease of use Student version Individualized instruction Teacher version Reports & analyses Dan Helms daniel_helms@mcgraw-hill.com.](https://reader035.fdocuments.us/reader035/viewer/2022062321/56649e0f5503460f94af9929/html5/thumbnails/62.jpg)
Summary:
•A complete instruction and assessment program•Leveled (E, M, D, & A) and interactive•386 lessons•1002 assessments•Individualized study plans•Based on Mastery Learning•Detailed reporting of student performance
Contemporary’s I.T.T.S.
Maxine McCormick
609-234-9603