Claim: Students can improve math abilities by practicing math facts on an online website.
Support: Students' improved math scores.
Support: Students' improved math scores.
http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html
In my classroom, students practiced math facts on a daily basis. It only takes three minutes and the students can see immediate feedback by seeing their scores at the end of the three-minute session. As suggested in Classroom Instruction That Works, "providing students with feedback that is corrective, timely, and focused on criteria, and by involving them in the feedback process, teachers can create a classroom environment that fosters and support student learning” (Dean, Hubbell, Pitler, & Stone). This allowed students to immediately see where they were in their learning and what they needed to do to become better.
During my study at Miami University, heard a lot about Curriculum Based Measurements (CBM's), but I did not fully understand how it should be used in the classroom. Since working at our district, I have been exposed to universal forms of CBM's, such as, STAR reading and math that is used to measure student progress throughout the year. I wanted something similar that I could use in my own classroom on a day to day basis; something that would measure student progress and offer more immediate feedback throughout the school year.
During my course through the master"s program at Marygrove I learned more about CBM's and how I could use them in my classroom. I learned that using student mastery of a skill is one way to implement a CBM in my classroom. One of the areas that my students need to improve is in math facts. After researching different websites I found "That's a Fact" website (http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html). It is very user friendly for my students and I am able to change the operation, the amount of time, and the levels of ability in order to accommodate each students needs. This website was very successful in my classroom this year. I was very pleased with the results, and how much it actually helped my students' math facts improve. The artifact below shows the progress of one of my students. His first results showed a score of 257 and he had incredible growth; with a final score of 468.
During my study at Miami University, heard a lot about Curriculum Based Measurements (CBM's), but I did not fully understand how it should be used in the classroom. Since working at our district, I have been exposed to universal forms of CBM's, such as, STAR reading and math that is used to measure student progress throughout the year. I wanted something similar that I could use in my own classroom on a day to day basis; something that would measure student progress and offer more immediate feedback throughout the school year.
During my course through the master"s program at Marygrove I learned more about CBM's and how I could use them in my classroom. I learned that using student mastery of a skill is one way to implement a CBM in my classroom. One of the areas that my students need to improve is in math facts. After researching different websites I found "That's a Fact" website (http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html). It is very user friendly for my students and I am able to change the operation, the amount of time, and the levels of ability in order to accommodate each students needs. This website was very successful in my classroom this year. I was very pleased with the results, and how much it actually helped my students' math facts improve. The artifact below shows the progress of one of my students. His first results showed a score of 257 and he had incredible growth; with a final score of 468.
References
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. Classroom Instruction That Works (2nd Edition ed.). Alexandria, Virginia, USA: ASCD.
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. Classroom Instruction That Works (2nd Edition ed.). Alexandria, Virginia, USA: ASCD.