Web-based mathematics program A collaboration of Stanford University and K-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: Integers Number Sense: Decimals and Fractions Geometry Logic and Reasoning Measurement Data/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 review Math races Review exercises New material Lectures Exercises
…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
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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
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When an individual lifts personal skills through practice and hard work on targeted areas and gaps in skill
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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 Independence Hands-on Computer Ask questions Use resources Feedback 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 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 progress Used at parent-teacher conferences, sent home with students, used for follow-up assignme nts Parent information night can demonstrate program effectively Partnership with employers of the student’s parents/guardians School Website or Newsletter Tips for working from home School lab availability
…gives the best chance for student success