On-Line Learning H. S.
Transcript of On-Line Learning H. S.
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Technology-Based Math Curriculumwith Real-World Applications
Dr. Beth BosDr. Joey OfferMina Benjamin
Texas State UniversityCAMT 2008
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Common Theoretical Themes •Real-World Problems•Group Work•Safe Environment•Practice
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Common Theoretical Theme: Real-World Problems
•increase intrinsic motivation•increase recall and transfer skills
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Common Theoretical Theme: Real-World Problems
•students see relevance and builds on foundation of prior knowledge•provides for natural dialogue•estimate reasonableness of solutions
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Common Theoretical Theme: Group Work
•models student collaboration•students can work in small groups
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Common Theoretical Theme: Group Work
•allow students to share their ideas and strategies•provide feedback
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Common Theoretical Theme: Safe Environment
Students have the opportunity to work through problems and receive feedback without concerns about their ability.
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Common Theoretical Theme: Safe Environment
•flashy graphics are nice, but a short-term hook•real value is in that technology allows students to try and they can be wrong without negative feedback
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Common Theoretical Theme: Practice
Different opportunities for practice: •Open-ended (guided and teacher graded)•Unlimited•Multiple-choice format (including TAKS-like questions)
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Common Theoretical Theme: Practice
Example: Unlimited Practice
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Theory Into Practice: Real World Problems
Are they relevant to our students?
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Theory Into Practice: Group Work
Are there teacher support materials in the curriculum?
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Theory Into Practice: Safe Environment
How do we keep it “safe,” but provide enough structure?
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Theory Into Practice: Practice
How do we provide adequate feedback online in a reasonable amount of time?
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Other Findings:
Quasi-Experimental Design
Population: 9 teachers, 4 schools, 4 groups (treatment LEAP, treatment non-LEAP, Control non-LEAP)
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Other Findings
Our data shows enrollment in LEAP, a gifted and talented Our data shows enrollment in LEAP, a gifted and talented program, has a significant effect on performance on the test of program, has a significant effect on performance on the test of everyday reasoning, deductive reasoning, and one’s ability to everyday reasoning, deductive reasoning, and one’s ability to make inferences.make inferences.
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Other Findings
The means for the Tests show a notable difference.The means for the Tests show a notable difference.
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Test of Everyday Reasoning
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Analyze Test Sub-Score at Time TwoAnalyze Test Sub-Score at Time Two
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Conclusion
Teachers have to be ready for transition from theory to practice and administration must support the teachers.