EPGY Stanford University Mathematics Program

1. EPGY Stanford University Mathematics Program 2007-2008

2. What is the Stanford Math Program? • Web-based mathematics program • A collaboration of Stanford University and K-12 schools

3. Stanford University Mathematics Program Mission: accelerate the learning of all students through highly individualized instruction

4. StanfordMath uses… • 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

5. And uses… • Embedded continual assessment • Using mathematical modeling to devise the optimal plan of achievement for each participant • Adaptive content • Ongoing program updates and improvements

6. Six Learning Strands Number Sense: Integers Number Sense: Decimals and Fractions Geometry Logic and Reasoning Measurement Data/Statistics/Probability

7. Curriculum Design • Continual assessment and review • Sophisticated determination of mastery • Standards-based curriculum

8. Format Design • One exercise on the screen • Second chance at each exercise with a hint where appropriate

9. One Exercise

10. Typical Course Session • Practice and review • Math races • Review exercises • New material • Lectures • Exercises

11. Access… …is available to administrators, teachers, parents, and students with any certified computer

12. Teachers… …can easily use this program to add the value of differentiation to their current instructional plan

13. Students… …stay engaged as independent learners

14. Support… …is always available

15. Think about this…

16. Making music together… • 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

17. Whether a large group…

19. Or… • A small group…

20. The individual must… • Work to bring up his or her own skills

21. . .

22. For a game…

23. A player should… • 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

24. The team goals…

25. . .

26. Can be realized… • When an individual lifts personal skills through practice and hard work on targeted areas and gaps in skill

27. .. .

28. Individual →Group • 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

29. How can this apply to the study of mathematics? Have Best Practices for implementation in place Use this program together with teacher-led instruction to create a powerful duo

30. Two Working Together Classroom TeacherStanford 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

31. Transferring Knowledge 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

32. Best Practices 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

33. Models for the Elementary Level 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

34. Models for Middle/HS 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

35. Importance for Students • 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

36. Importance for Teachers • 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

37. Importance for Parents • Detailed report of student progress • Used 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 home • School lab availability

38. Thoughtful implementation… …gives the best chance for student success