Integrating Technology into
Math Learning
SELECTED BY THE TEA
Serving All Students Grades 3-8
The ultimate RTI solution
Focused Instruction
Targeting instructional goals for Texas
Unlimited Access
Web-based
A FEW HEADLINES ABOUT TTM
• Grounded in Research
• Winner of the 2012 CODiE Award
• Aligned to TEKS
• Unprecedented Differentiation
• Unprecedented Motivation
AGENDA
• Introduction to TTM
• Program Effectiveness
– Motivation
– Adaptive Content
– Real-Time Quality Instruction
– Actionable Reports
• Meeting the TEKS/STAAR Challenge
• Navigating Think Through Math
• Implementing for Results
• Next Steps
EXPECTED OUTCOMES
Participants Will:
• Learn the key components of the TTM Overview
• Learn the purpose/objective of the components
• Learn the three easy steps to getting started in Think Through Math
INTRODUCTION
INTRODUCTION
OVERVIEW OF TTM
VIDEO
Watch video at http://texassuccess.org
Write Down:
• Questions
• Things You Like
EFFECTIVENESS
KANAWHA
COUNTY
WEST VIRGINIA
KANAWHA COUNTY SCHOOLS
% STUDENTS TESTING PROFICIENT IN MATH
Facts
• 28,000 Students
• 57% Below Mastery
Implementation
• 4 Middle Schools
• 9 Weeks
Results
38% Increase in Proficiency
GARLAND
TEXAS
Demographics
• 45% African American
• 27% Caucasian
• 19% Hispanic
57,000 Students
Participants “At Risk”
as defined by TAKS
test scores
MORE
STUDENTS
DOING MORE MATH
A
FORMULA
FOR
SUCCESS
MEETING INDIVIDUAL NEEDS
Student
Motivation
Easy-to-Use,
Actionable Reports
Adaptive
Content
Real-time,
Quality Instruction
MOTIVATION
• Intrinsic
• Extrinsic
EXTRINSIC
MOTIVATION
DO MATH TO EARN POINTS
Charities
Class Goals
Avatar
Customization
EXTRINSIC
MOTIVATION
FUN AND MOTIVATIONAL CONTESTS
September–October
March
October–November
April
December–January
January–February
ADAPTIVE
CONTENT
ADAPTIVITY
Adaptive Placement
Grade-Level Pathway
Tier 1
Lessons
Tier 2
Lessons
Precursor Lessons
Inserted
EXPERT TEACHING
• U.S. based
• Certified in math
SUPPORT
LADDER
RESPONSE TO STUDENT NEEDS
Concept
Zone
Expert
Math Teacher
Corrective
Feedback
LIVE
TEACHER
HOURS
School Year 2012–13
DAY
Monday–Thursday
TIME (CST)
6:30 a.m.–11:00 p.m.
Friday
Saturday
Sunday
6:30 a.m.–9:00 p.m.
10:00 a.m.–2:00 p.m.
5:00 p.m.–9:00 p.m.
LESSON ACTIVITIES
Live Teachers Available
Test Out
Option
Activate
Preview
First Try
5-Step
Process
Prepare
Show
Mastery
ACTIONABLE REPORTS
REPORTS
MEETING THE
CHALLENGE
STAAR/TEKS
DEEPEN
CONCEPTUAL UNDERSTANDING
CURRENT STANDARD (G4 & G6)
2014 TEKS (G4)
TEKS 6.2.A Model addition and subtraction
situations involving fractions with objects,
pictures, words, and numbers
4.3.B Decompose a fraction in more than one
TEKS 6.2.B Use addition and subtraction to solve
problems involving fractions and decimals
4.3.E Represent and solve addition and
subtraction of fractions with equal denominators
and referring to the same whole using objects and
pictorial models that build to the number line such
as strip diagrams and properties of operations.
way into a sum of fractions with the same
denominator using concrete and pictorial models
and recording results with symbolic
representations such as 7/8 = 5/8 + 2/8; 7/8 = 3/8
+ 4/8…
LET’S
TAKE
A
LOOK
STUDENT EXPERIENCE
BREAK
IMPLEMENTING FOR RESULTS
Getting Started in 3 Easy Steps
View training portal for additional training and support
•Add Your Class(es)
•Add Your Students
•Print out Start Cards
STUDENT
RESULTS
IMPLEMENTING WITH FIDELITY
IMPLEMENTING
FOR
RESULTS
FIDELITY
•Utilize adaptivity
•Complete 30 lessons or more
over the course of a year
•Pass 70% of lessons
•Work in TTM at least 2-3 times
per week
•Complete a minimum of 60 –
90 minutes per week
IMPLEMENTING
FOR
RESULTS
FIDELITY
•Use headphones
•Build excitement with students
•Establish and display clear goals and expectations
•Require students to use a math journal
•Monitor progress regularly
•Have Fun!
USE MODELS
USE
MODELS
1:1 BEST PRACTICES
Logistics
• One student at each computer
• Headphones
• Motivation System
• TTM Journal
USE
MODELS
1:1 BEST PRACTICES
Teacher Role
• Monitor closely to ensure students
are on task
• Review data–the numbers talk!
• Pull reports to group students for
small-group instruction
USE MODELS
ROTATIONS
Logistics
• One student at each computer
• Headphones
• Motivation System
• TTM Journal
USE
MODELS
ROTATIONS BEST PRACTICES
Teacher Role
• Monitor closely to ensure students are on task
• Review data in reports to group students for small-group
instruction
• Provide work for students not on computer
• If there not enough computers to implement with fidelity,
choose students with greatest need for “in-class” access; create
“extended-day” access for other students.
TTM
JOURNAL
BEST PRACTICES
Standard Practices
• Record Username/Password
• Record weekly goals
• Take notes
• Build vocabulary
• Reference information
TTM
JOURNAL
BEST PRACTICES
Student Opportunities
1. Show their work
2. Draw or diagram the
problem
3. Demonstrate thinking
process
4. Set goals
EMBEDDED
PROFESSIONAL
SUPPORT
EMBEDDED PROFESSIONAL
SUPPORT
LAUNCH EVENT
STUDENT
LAUNCH
EVENT
GETTING OFF TO THE RIGHT START
Available on KNOWLEDGE BASE
• Student video
• Launch presentation
• Best practices for the launch
STUDENT
LAUNCH
EVENT
A KICKOFF MATTERS
• Introduce TTM in an assembly or Classroom Kickoff
• Build excitement
• Review program goals
• Ensure effective use
• Communicate expectations
STUDENT
LAUNCH
EVENT
A KICKOFF MATTERS
Be Prepared!
•
•
•
•
Print out students Start Cards
Prepare TTM Journals or notebooks
Complete tech check
Read and understand the entire student launch PowerPoint
Be Clear and Concise!
• Aim for 20 minutes or less
• Customize your slides where needed
Be Excited!
• Talk about the prizes, the avatars, and the Live Teachers. Your
enthusiasm is infectious!
NEXT
STEPS:
TRAINER
PRIOR TO TRAINING
Preparation
• Add teachers
• Prepare .csv and Upload
• Add Teachers to Class
Precision
• Read and understand the PowerPoint and notes slides
• Read and understand the Trainer Agenda
Enthusiasm
• Highlight the benefits of the program with enthusiasm
QUESTIONS
THANK YOU
E-mail: support@thinkthroughmath.com
scooper@thinkthroughmath.com
Web: thinkthroughmath.com