MATHia X - Carnegie Learningcdn.carnegielearning.com/assets/mathiax-pdfs/MATHia_X... ·...
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MATHia XUser's Guide
Educational Services
Section 1: Getting Started for StudentsKey Features of the Student Software Pre-Launch Protocol 4 Lesson Page 5 Student Help Tools 7 Step by Step 9 Skillometer 10 Glossary 11 Check for Understanding 12 Instructional Tools 13Motivational/Engagement Features 16Customer Support 18
Section 2: Implementation ToolsLab Facilitation Strategies 20Online Learning Look-Fors 23Implementation Fidelity Rubric 24Grading Strategies 25
TABLE OF CONTENTS
Section 1:Getting Started
for Students
ContentsKey Features of the Student Software Pre-Launch Protocol 4 Lesson Page 5 Student Help Tools 7 Step by Step 9 Skillometer 10 Glossary 11 Check for Understanding 12 Instructional Tools 13Motivational/Engagement Features 16Customer Support 18
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Pre-Launch Protocol
KEY FEATURES OF THE STUDENT SOFTWARE
The Pre-Launch Protocol module is presented at the beginning of each course in the software. It provides an overview on how to use the various tools in MATHia X, as well as introduces key learning science topics.
Click Tour to view
descriptions for the
various features of
MATHia X.
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The Lesson Page provides a math lesson on specific topics for each unit.
Lesson Page
KEY FEATURES OF THE STUDENT SOFTWARE
Modeled problems of the
math concepts in this unit are
displayed on the Lesson Page.
The Key Terms that are
introduced in the unit are
available here. The Key
Terms are hyperlinked to
the Glossary.
Skills that you will learn
in the unit are listed here.
You will see these in the
Skillometer™ as you work.
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After reading the Lesson Page, you will launch into the Check for Understanding questions. Check for Understanding questions can be used to gauge your understanding of material covered in the Lesson Page.
Lesson Page
Key Features of the Student Software
cont'd
Click Let's Go! to jump to the
Check for Understanding
if you feel confident in the
lesson material.
You will receive immediate
feedback as you answer
questions in the Check for
Understanding. When you
answer a question, a note
is provided re-enforcing the
concept, coloring it as red or
green, indicating a correct/
incorrect answer. You can
try again if your original
answer was incorrect.
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Four forms of help are available throughout the software to help solve the problem you are working on.
1. Just-in-Time Hints automatically appear when you make a common error. Just-in-Time Hints are indicated by the arrow in a red text box.
2. On-Demand Hints are hints that you can ask for at any time while working on a problem.
Student Help Tools
KEY FEATURES OF THE STUDENT SOFTWARE
Position your mouse over
the red box to view the hint.
There are multiple hints
available for each question.
The level of detail of On-
Demand Hints increases as
you ask for more help.
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Student Help Tools
Key Features of the Student Software
cont'd
3. Click Help for detailed assistance with the software tools and interface.
4. Click Tour to view descriptions for the various features of MATHia X.
The Help tool provides you
with helpful information on
getting started and working
with the software tools.
The Tour will display an
overlay that defines each of
the tools on the screen.
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The Step by Step demonstrates how to use the tools in a lesson by guiding you step-by-step through a sample math problem.
Starting a Step by Step When you click Let's Go!, the Step by Step will automatically begin.
Basic Instructions
1. Read the scenario.
2. Read the hint in the little window and try to answer the question. If you don’t know the answer, you can guess. This will not affect your skill level.
3. If you enter the wrong answer twice, the system will correctly complete the step for you. Take some time to think about why the suggested answer is the correct one.
4. Continue answering the questions until you complete the problem.
5. Click Go to Problem to go to the required math problems.
Step by Step
KEY FEATURES OF THE STUDENT SOFTWARE
Step by Step is located
here. When working
on a problem, you can
refer back to the Step
by Step for assistance.
A student Crew Member
will walk you through each
step of the problem.
You can Go to Problem at
any time and toggle between
the example and your
problem as needed.
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The Skillometer shows a summary of the major skills that are being covered in a given workspace as well as your progress on those skills.
The name of each skill, such as “Calculate quotient,” is displayed along with a level of mastery. The level of mastery is not a percent of your correct and incorrect responses. Rather, it is a predictor of the probability that you will be able to demonstrate that skill again in the future. An orange bar indicates skills that have not been completely mastered. A green bar indicates skills that have been completely mastered in the current workspace. As you work, you will notice the elongated progress meter progressing from orange to green.
Skill Tracking Behavior When beginning a given unit, the initial skill levels are not zero because there is some likelihood that you are already familiar with a concept or will be able to learn the skill unassisted. When you answer something correctly, the level of mastery increases because there is a greater probability that you understand the skill and will be able to complete a similar task in the future. Answering incorrectly or asking for a hint usually indicates that you do not understand a given skill, so the level of mastery may decrease. For some skills, it is likely that reading a hint will increase understanding, so the level of mastery may increase. Similarly, for some skills, it is likely that by answering incorrectly, you will “learn from your mistake,” so the level of mastery may increase. Note that the level of mastery will stop increasing after a given percent, even if you continually request hints. So, it is not possible for you to “hint” your way through to complete a unit.
Skillometer
KEY FEATURES OF THE STUDENT SOFTWARE
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The Glossary is available throughout the software. It contains a list of definitions and examples for key mathematical terms used throughout the curriculum. You can open the Glossary by choosing the icon at the top of the screen.
The Glossary is automatically opened when you click on any of the key terms links in the lesson page. For example choosing the link circle in the right column of the lesson opens the Glossary entry for circle as shown above.
On the search tab of the Glossary, use the find box on the top left to search for a topic or term. You should enter complete words, but do not be too detailed, as the search is based on exact matching of the words entered. Any topic or term in the Glossary that has text matching your search will be displayed in the left window, in alphabetical order. Click on the term in the left window that you wish to view. A definition and example for the term will appear in the right window. The Glossary is also available in Spanish and can be accessed by clicking the Español button at the top.
Glossary
KEY FEATURES OF THE STUDENT SOFTWARE
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The Check for Understanding gauges your understanding of material to be covered in the upcoming lesson.
Check for Understanding
KEY FEATURES OF THE STUDENT SOFTWARE
Access the Check for
Understanding from the
Lesson Page.
You will receive immediate
feedback as you answer
questions in the Check for
Understanding. When you
answer a question, a note
is provided re-enforcing the
concept and coloring as
red or green, indicating a
correct/incorrect answer.
You can try again if your
original answer was
incorrect.
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Explore Tools Explore Tools allow you the opportunity to investigate different mathematical concepts, search for patterns, and look for structure in ways that make sense to you. These tools also provide optional supports for you as you answer questions and solve problems.
Animations Animations provide you with an opportunity to watch, pause, and re-watch demonstrations of various mathematical concepts. They are a way to connect the visual representations of different mathematical ideas to their abstract underpinnings through visual representations and audio narrative.
Instructional Tools
KEY FEATURES OF THE STUDENT SOFTWARE
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Instructional Tools
Key Features of the Student Software
cont'd
Classification Tools Classification tools allow you to apply your mathematical understanding into the form of categorizing answers based on similarities. These tools also provide you with the means to demonstrate proficiency in recognizing patterns in problem structure.
Problem Solving Problem solving tools provide you with highly individualized and self-paced instruction that adapts to your exact needs to deepen your conceptual understanding of the mathematics. Through adaptive learning technologies, you engage in reasoning and sense-making.
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Instructional Tools
Key Features of the Student Software
cont'd
Worked Examples Worked Examples provide you with a tool that allows you to question your understanding, make connections with the steps, and ultimately self-explain. Analyzing Worked Examples also allows you to identify your own misconceptions, make sense of the mathematical concepts, and then ultimately to persevere in problem solving.
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Modules can be expanded or
collapsed by clicking the empty space.
Unlocked units have a Let's Go! or
a Review button. Review indicates
completed units that you can go back
to and review.
Homepage You have a clear picture of the work that is ahead of you. You see the modules, units, and number of workspaces assigned to you.
MOTIVATIONAL/ENGAGEMENT FEATURES
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Student Crew As in the text, the characters in the software will provide information to help you along the way.
Growth Mindset Language in Animation Research shows students who believe that they can get smarter will work harder. Learning about the way the brain changes as you learn has been shown to encourage you to believe you have the capability to learn. Within MATHia X, we praise effort above innate ability.
Motivational/Engagement Features
cont'd
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Customer Support is available to answer your questions about using the software.
Email: [email protected]
Phone: 877.401.CLCS (2527) or 888.851.7094 (Select Option 3)
Chat: Visit resources.carnegielearning.com/contact-us to connect with us via chat.
Websites:
Carnegie Learning Online http://online.carnegielearning.com Carnegie Learning Technical Support Website http://www.carnegielearning.com/support
CUSTOMER SUPPORT
Section 2:Implementation Tools
ContentsLab Facilitation Strategies 20Online Learning Look-Fors 23Implementation Fidelity Rubric 24Grading Strategies 25
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Completed through the collaboration of Carnegie Learning, Inc. and Richmond County Schools.
Teacher and Student Responsibilities During Lab Time
Math Lab Class Daily Schedule
Time Frame Students Teacher
Daily
} Report any computer issues to the teacher immediately
} Talk softly only to ask a question or assist another student
} Use lesson information and interactive examples before asking for assistance
} Work only on the assigned material } Complete Lab Learning Log
} Work through the software as a student (outside of lab time)
} Actively monitor students in the lab } Post Standards in the room/lab } Have a meaningful prompt for the
Lab Learning Log } Read completed Learning Logs } Conference with students about
progress on the software using Detailed Student Reports (about 1–2 minutes per student, about 5–6 students per day)
Weekly
} Turn in completed Lab Learning Log on designated day
} Record time, etc., on Lab Learning Log after conferencing with teacher
} Run Detailed Student Reports to assign grades
} Run Class Skills Alerts to identify additional areas of deficit (addressed in small groups)
} Run Class Progress Report and post for students to monitor their progress or create a Lab Chart
Instructional Framework
Students’ Responsibilities
Teacher’s Responsibilities
Opening } Log on to the computer and log in to the software
} Log in to the Teacher’s Toolkit } Monitor students to make sure they
are logging in correctly } Return Lab Learning Logs } Record attendance
Work Period } 2 days a week } Work through assigned units
} Monitor students for: } Off-task behavior } Errors in the software
} Conference with students about progress in the software
} Discuss time/problems solved/etc.
} Share reports with students weekly or bi-weekly
Closing } Write in Lab Learning Logs
} Use electronic versions of Lab Learning Log
} Determine what you want students to complete in the Lab Learning Log
} Read Lab Learning Logs to see where students are, what they are thinking, and what kind of progress they are making
LAB FACILITATION STRATEGIES
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Sample Math Lab Learning Log
Day of Week What Math Did You DO Today? Current Workspace
Monday
Tuesday
Wednesday
Thursday
Friday
Name Beginning Date
Lab Facilitation Strategies
cont'd
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Sample Math Lab Learning Log
Bragging Rights (What are you proud of this week?)
Sticking Points (What are you struggling with this week?)
Teacher’s Choice Prompt:
Progress Made Last Week:
Time Spent:
Workspaces Completed:
Number of Step by Step Used:
Average Number of Hints Per Problem:
Grade Sheet (Teacher Use Only)
Time/Participation (10%): /3 (in hours)
Problems Completed (10%): /
Workspaces Completed (10%): /3
Mastered Skills (60%): /
Lab Learning Log (10%): /10
Additional samples can be found at resources.carnegielearning.com
Name
Problems Completed:
Number of Skills Mastered:
Grade:
Lab Facilitation Strategies
cont'd
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ONLINE LEARNING LOOK-FORS
The Technology
Gives students control over time place path pace
Differentiates to create a personalized learning path for each student
Provides opportunities for students to self-monitor and self-assess
Connects to the in-person, brick and mortar learning
Assesses student understanding
The Teacher
Communicate usage and/or progress goals with students
Has clear and consistent routines in place for online learning time
Uses an established method for celebrating student success
Poses effective questions to help students make sense of the mathematics and unravel misconceptions
Interacts with students while they are working and is proactive to student needs
Fosters student independence
Models/encourages self-directed learning
Monitors student progress Provides a flexible learning
environment
The Students
Take responsibility for their own learning
Have little need for teacher direction/clarification
Actively engage with the online learning tool
Make sense of problems and persevere in solving them
Collaborate with their peers Ask each other questions Hold each other accountable Monitor their progress Assess their own
understanding
NOTES:NOTES:NOTES:
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PRIM
E Le
ader
ship
Fra
mew
ork,
NC
SM, 2
007;
Cla
ssro
om In
stru
ctio
n Th
at W
orks
, R. M
arrz
ano,
200
1; P
rinci
ples
and
Sta
ndar
ds fo
r Sch
ool M
athe
mat
ics,
NCT
M; O
n Ex
celle
nce
in T
each
ing,
R. M
arrz
ano,
200
9; A
ddin
g It
Up:
H
elpi
ng C
hild
ren
Lear
n M
athe
mat
ics,
J. K
ilpat
rick,
et.
al, 2
001;
Ele
men
tary
and
Mid
dle
Scho
ol M
athe
mat
ics:
Tea
chin
g D
evel
opm
enta
lly, J
. Van
de
Wal
le, 2
006;
Enh
anci
ng P
rofe
ssio
nal P
ract
ice:
A F
ram
ewor
k fo
r Tea
chin
g, C
. D
anie
lson
, 200
7; Q
ualit
ies
of E
ffec
tive
Teac
hers
, J. S
tron
g, 2
007.
Soft
war
e Im
plem
enta
tion
Fide
lity
Rubr
ic
IMPLEMENTATION FIDELITY RUBRIC
Not
Dem
onst
rate
dEM
ERG
ING
PRO
FICI
ENT
EXEM
PLA
RYN
o Ev
iden
ceLi
ttle
Evi
denc
eSo
me
Evid
ence
Stro
ng E
vide
nce
S-1
Soft
war
e Ti
me
Com
men
ts:
The
clas
sroo
m-to
-com
pute
r tim
e is
sig
nific
antly
di
ffere
nt th
an th
e pr
opos
ed ti
me
The
clas
sroo
m-to
-com
pute
r tim
e is
som
ewha
t di
ffere
nt th
an th
e pr
opos
ed ti
me
The
clas
sroo
m-to
-com
pute
r tim
e al
igns
with
the
prop
osed
tim
e
S-2
Clas
sroo
m
Envi
ronm
ent
Com
men
ts:
Com
mun
ity e
nviro
nmen
t exi
sts
whe
re fe
w s
tude
nts
feel
free
to ta
ke ri
sks
Few
rout
ines
and
pro
cedu
res
are
esta
blis
hed
Com
mun
ity e
nviro
nmen
t exi
sts
whe
re s
ome
stud
ents
feel
free
to ta
ke ri
sks
Som
e ro
utin
es a
nd p
roce
dure
s ar
e es
tabl
ishe
d
Com
mun
ity e
nviro
nmen
t exi
sts
whe
re a
ll st
uden
ts
feel
free
to ta
ke ri
sks
Clea
r and
con
sist
ent r
outin
es a
nd p
roce
dure
s ar
e es
tabl
ishe
d
S-3
Know
ledg
e Tr
acin
g
Com
men
ts:
The
teac
her f
requ
ently
adv
ance
s st
uden
t pl
acem
ent o
r mov
es th
em b
ack
to re
peat
co
mpl
eted
uni
ts w
ith li
ttle
cons
ider
atio
n of
the
know
ledg
e tra
cing
The
teac
her r
arel
y ut
ilize
s th
e Sk
illom
eter
to a
ssis
t st
uden
ts in
nee
d
The
teac
her r
arel
y ad
vanc
es s
tude
nt p
lace
men
t or
mov
es th
em b
ack
to re
peat
com
plet
ed u
nits
with
so
me
cons
ider
atio
n of
the
know
ledg
e tra
cing
The
teac
her f
requ
ently
util
izes
the
Skill
omet
er to
as
sist
stu
dent
s in
nee
d
The
teac
her m
aint
ains
fide
lity
to th
e kn
owle
dge
traci
ng b
y ke
epin
g th
e st
uden
t lea
rnin
g in
divi
dual
ized
and
sel
f-pac
ed
Th
e te
ache
r con
sist
ently
util
izes
the
Skill
omet
er to
as
sist
stu
dent
s in
nee
d
S-4
Teac
her S
uppo
rt
of S
tude
nt
Lear
ning
Com
men
ts:
The
teac
her r
arel
y in
tera
cts
with
stu
dent
s w
hile
th
ey a
re w
orki
ng in
the
softw
are
Teac
her a
nsw
ers
stud
ents
' que
stio
ns w
ithou
t en
cour
agin
g th
em to
find
the
answ
ers
them
selv
es
(e.g
., us
es th
e st
uden
t's k
eybo
ard
or m
ouse
)
Te
ache
r inc
onsi
sten
tly u
ses
ques
tioni
ng
tech
niqu
es a
nd p
rovi
des
little
to n
o w
ait-t
ime
(e.g
., qu
estio
ns p
osed
in ra
pid
succ
essi
on)
Teac
her r
arel
y co
nnec
ts s
oftw
are
prob
lem
s to
cl
assr
oom
exp
erie
nces
, prio
r kno
wle
dge,
real
-wor
ld
expe
rienc
es, t
ools
, and
/or t
echn
olog
y
The
teac
her s
omet
imes
inte
ract
s w
ith s
tude
nts
whi
le th
ey a
re w
orki
ng in
the
softw
are,
but
thei
r ac
tions
are
reac
tive
to s
tude
nt n
eeds
Teac
her e
ncou
rage
s in
depe
nden
t lea
rnin
g, b
ut
inco
nsis
tent
ly re
quire
s st
uden
ts to
be
resp
onsi
ble
for t
heir
own
lear
ning
(e.g
., te
ache
r occ
asio
nally
gi
ves
an a
nsw
er in
stea
d of
gui
ding
the
stud
ent
to u
se th
e hi
nt, le
sson
, glo
ssar
y, or
ste
p-by
-ste
p ex
ampl
e)
Te
ache
r fre
quen
tly u
ses
a va
riety
of q
uest
ions
and
pr
ovid
es s
ome
wai
t-tim
e
Te
ache
r fre
quen
tly c
onne
cts
softw
are
prob
lem
s to
cl
assr
oom
exp
erie
nces
, prio
r kno
wle
dge,
real
-wor
ld
expe
rienc
es, t
ools
, and
/or t
echn
olog
y
The
teac
her c
onsi
sten
tly in
tera
cts
with
stu
dent
s w
hile
they
are
wor
king
in th
e so
ftwar
e an
d is
pr
oact
ive
to s
tude
nt n
eeds
(e.g
., te
ache
r foc
uses
at
tent
ion
on a
ll st
uden
ts, n
ot ju
st th
e st
uden
ts
need
ing
help
)
Te
ache
r con
sist
ently
enc
oura
ges
stud
ents
to b
e re
spon
sibl
e fo
r the
ir ow
n le
arni
ng (e
.g.,
stud
ent i
s ac
coun
tabl
e fo
r rea
ding
the
less
on, c
heck
ing
the
glos
sary
, usi
ng th
e hi
nt, a
nd/o
r com
plet
ing
the
step
-by-
step
exa
mpl
e
Te
ache
r effe
ctiv
ely
uses
a w
ide
varie
ty o
f que
stio
ns
and
prov
ides
app
ropr
iate
wai
t-tim
e
Te
ache
r con
sist
ently
con
nect
s so
ftwar
e pr
oble
ms
to c
lass
room
exp
erie
nces
, prio
r kno
wle
dge,
real
-w
orld
exp
erie
nces
, too
ls, a
nd/o
r tec
hnol
ogy
S-5
Stud
ent
Enga
gem
ent
Com
men
ts:
Few
stu
dent
s ar
e en
gage
d in
the
softw
are
(e.g
., ta
king
full
owne
rshi
p of
lear
ning
act
iviti
es,
utili
zing
tool
s, c
olla
bora
ting
with
pee
rs, a
nd a
skin
g qu
estio
ns a
s ne
eded
; som
e st
uden
ts a
re p
assi
ve
part
icip
ants
or o
ff-ta
sk)
Mos
t stu
dent
s ar
e ac
tivel
y en
gage
d in
the
softw
are
(e.g
., ta
king
full
owne
rshi
p of
lear
ning
act
iviti
es,
utili
zing
tool
s, c
olla
bora
ting
with
pee
rs, a
nd a
skin
g qu
estio
ns a
s ne
eded
; few
stu
dent
s ar
e pa
ssiv
e pa
rtic
ipan
ts o
r off-
task
)
All s
tude
nts
are
activ
ely
enga
ged
in th
e so
ftwar
e (e
.g.,
taki
ng fu
ll ow
ners
hip
of le
arni
ng a
ctiv
ities
, ut
ilizi
ng to
ols,
col
labo
ratin
g w
ith p
eers
, and
ask
ing
ques
tions
as
need
ed)
S-6
Data
-Driv
en
Inst
ruct
ion
Com
men
ts:
Teac
her r
arel
y ac
cess
es T
each
er's
Tool
kit X
repo
rts
(e.g
., on
ly fo
r gra
ding
pur
pose
s)
Te
ache
r rar
ely
shar
es d
ata
from
Tea
cher
's To
olki
t X
repo
rts
in a
tim
ely
man
ner w
ith in
divi
dual
stu
dent
s an
d ne
glec
ts to
pos
t pro
gres
s of
all
stud
ents
Teac
her r
arel
y us
es d
ata
to in
form
inst
ruct
ion
in th
e cl
assr
oom
(e.g
., us
ing
smal
l gro
ups
in th
e la
b to
add
ress
spe
cific
nee
ds id
entifi
ed, g
roup
ing
stra
tegi
es in
the
clas
sroo
m)
Teac
her f
requ
ently
acc
esse
s Te
ache
r's T
oolk
it X
repo
rts
to m
onito
r stu
dent
pro
gres
s an
d in
form
so
ftwar
e fa
cilit
atio
n/in
stru
ctio
n
Te
ache
r fre
quen
tly s
hare
s da
ta fr
om T
each
er's
Tool
kit X
repo
rts
in a
tim
ely
man
ner w
ith in
divi
dual
st
uden
ts a
nd u
sual
ly p
osts
pro
gres
s of
all
stud
ents
Teac
her f
requ
ently
use
s da
ta to
info
rm in
stru
ctio
n in
the
clas
sroo
m (e
.g.,
usin
g sm
all g
roup
s in
the
lab
to a
ddre
ss s
peci
fic n
eeds
iden
tified
, gro
upin
g st
rate
gies
in th
e cl
assr
oom
)
Teac
her r
egul
arly
acc
esse
s a
varie
ty o
f Tea
cher
's To
olki
t X re
port
s to
mon
itor s
tude
nt p
rogr
ess
and
info
rm s
oftw
are
faci
litat
ion/
inst
ruct
ion
Teac
her c
onsi
sten
tly s
hare
s da
ta fr
om T
each
er's
Tool
kit X
repo
rts
in a
tim
ely
man
ner w
ith in
divi
dual
st
uden
ts a
nd re
gula
rly p
osts
pro
gres
s of
all
stud
ents
Teac
her c
onsi
sten
tly u
ses
data
to in
form
in
stru
ctio
n in
the
clas
sroo
m (e
.g.,
usin
g sm
all
grou
ps in
the
lab
to a
ddre
ss s
peci
fic n
eeds
id
entifi
ed, g
roup
ing
stra
tegi
es in
the
clas
sroo
m)
Teac
her:
Scho
ol:
Da
te:
CL C
oach
:
St
atus
2:
Stat
us 3
: St
atus
4:
Stat
us 5
:
Cop
yrig
ht ©
201
6 C
arne
gie
Lear
ning
, Inc
.
MATHia X User's Guide | Implementation Tools | 25
Though each teacher should develop his/her own method for grading the software based on his/her classes and school protocols, it is helpful to have a few ideas about grading the software from which to start. Below you will find suggestions for getting started. As a standard model of implementation, most teachers weigh the software computer time as 40% of the student’s overall grade, as students spend about 40% of their instructional time on the software.
Option 1: Setting Benchmarks In this option, teachers set standards for what they want students to accomplish in a given time period. The number of units or workspaces that students can accomplish might depend on access to computers, length of class period, and other factors.
Keep in mind:
} Benchmarks can be set for any time period: two weeks, four weeks, nine weeks, etc. } Students can access the software remotely at http://online.carnegielearning.com to catch up or
accelerate, if needed. } Benchmarks can be set individually based on special student needs or circumstances. } Beyond the first benchmark, expectations of individual students can be adjusted to respond to student
performance. } Once they understand the system, students can set benchmarks themselves. } It is much easier to lower high expectations than to increase low expectations; set the standards high!
Some teachers set time benchmarks in addition to unit/workspace benchmarks. This strategy encourages students to continue working, even if they have completed all of the assigned units, and rewards students for their time commitment.
Option 2: Assigning Points Objectively This grading model assigns points based on how much work students have completed and how much time and effort they have invested. If you use this method, you will need to set report markers after each time you assign grades (refer to the bulleted list below). This way, you will be able to run a report for a specific time period and have only the information needed to generate current grades.
Sample point distribution:
} 1 point for each word problem completed * } 1– 2 point for each equation solved * } 6 points for each hour worked } 1 point for each 10 additional minutes worked beyond the last full hour } 15 points for each unit completed } 2 points for each workspace completed in the current unit
*Refer to the Content Browser to determine which are problem-solving and which are equation-solving units.
GRADING STRATEGIES
Cop
yrig
ht ©
201
6 C
arne
gie
Lear
ning
, Inc
.
MATHia X User's Guide | Implementation Tools | 26
Once points are determined for each student in a class, use the data to determine grades. You can assign the highest point total 100% and use that total to determine percentage scores for remaining students. You may want to consider eliminating any outlying point values before setting the 100% score.
Option 3: Completing a Daily Self-Assessment Students will self-assess daily and assign a grade for their work. Each student is given a small sheet of paper where they place their name, unit/workspace starting, unit/workspace finishing, and a place for tally marks where they will track how many problems they complete in this class time. Have the students fill in the information at the beginning of class and tally during class. At the end of the class students will give themselves a grade out of 5 points and write a sentence of evidence for this grade. The teacher can modify the grade as needed. The advantage to this method is that there is immediate feedback for the students each day and they are self-monitoring and assessing their progress. The disadvantage is that it is only focused on progress, not mastered skills. A suggestion is to combine this with another method or use it at the beginning of the year to establish a routine, then phase out.
Option 4: Using a Rubric By using this rubric, teachers can grade students according to how many problems they complete along with how much time they are actively using the software each week. The rubric can be used over any time period. The rubric below was designed to span four sessions on the computers.
Sample four-session grading rubric:
20 16 12 8 4PROBLEMS
The student has completed
at least 50 problems.
at least 40 problems.
at least 30 problems.
at least 20 problems.
less than 20 problems.
WORKSPACESThe student has
completed
at least 8 workspaces.
at least 6 workspaces.
at least 4 workspaces.
at least 3 workspaces.
less than 3 workspaces.
SKILLSThe student has
mastered 100% of their skills.
mastered < 100% of their skills.
mastered < 90% of
their skills.
mastered < 80% of
their skills.
mastered < 70% of
their skills.TIME
The student has spent
at least 2 hrs 30 mins in the
problems.
at least 2 hrs in the problems.
at least 1 hr 30 mins in the
problems.
at least 45 mins in the problems.
less than 45 mins in the problems.
BEHAVIORThe student was
never off task or a disruption
in the lab.
occasionally off task or a disruption in
the lab.
often off task or a disruption
in the lab.
almost always off task or a disruption in
the lab.
always off task or a disruption
in the lab.
Grading Strategies
cont'd
Cop
yrig
ht ©
201
6 C
arne
gie
Lear
ning
, Inc
.
MATHia X User's Guide | Implementation Tools | 27
Features of the sample rubric:
} Rows 1 and 2 incorporate a balance between the number of problems a student completes and his/her progress through the units, holding the student accountable for working at a reasonable rate.
} Row 3 assigns students credit for logging in and working through the software for a certain amount of time each week, holding them accountable for making up their work when they are absent.
} Row 4 addresses lab management, holding students accountable for remaining on task while logged in and working.
TIP! Print and attach the Student Detail Report to the rubric every four visits to the lab, which is, on average, every two weeks. This practice provides students and parents with ownership of the grading process.
Grading Strategies
cont'd