“Algebra Intervention that HelpsStudents Who "Just Dont Get It"
The problem became apparent thirty years ago whenthe report “A Nation at Risk” warned of a "rising tide of mediocrity" in the public schools. The reportclaimed that too few students were taking the morerigorous courses in high school. Twenty years later, enrollment in college-prep courses is way up. Unfortunately, evidence indicates that student learning is about the same as it was back then.
The strongest predictor of failure to learnalgebra is not race or income; it is a lack of adequate academic preparation.
Inside Algebras Unique Instructional DesignThe Inside Algebra four-step lesson design is a powerful tool that weaves: Concept Development Activities that build conceptual understandingthrough concrete modeling experiences Practice Activities that support new learning through games and small-group activities Problem-Solving Activities that build problem-solving skills throughrelevant, real-world connections Progress-Monitoring Activities that help build computational ﬂuency andmonitor student understanding
A Simple and Effective Lesson Plan Sequence1. Students are pre-tested to determine their needs on objectives. The National Math Panel concluded, "Algebra teachers should not assume that all students understand even basic concepts." The pre-tests in Inside Algebra pinpoint algebra concepts students dont understand. Two distinct instructional plans provide explicit guidance in the selection of appropriate activities for differentiation based on student pre-test results.
2. Teachers select from a multitude of activities that support mastery of the objectives and match the needs of individual students. Concept Development Activities Teachers select a concept development activity that meets the needs of students. Depending on their progress, students move to a practice activity or to another concept development activity. Practice Activities Practice activities strengthen understanding and bring relevance to newly learned concepts. The motivating games, projects, problem-solving strategies, and worksheets for independent practice also present opportunities for personal success. Progress-Monitoring Activities Progress-monitoring activities provide information to adjust instruction and determine differentiation through alternate activities as they buildﬂuency with basic algebra skills Problem-Solving Activities Students apply a variety of skills to solve problems related to a speciﬁc objective. These engaging exercises are effective in reinforcing students problem-solving strategies and reﬂective thinking skills.
4-Day Instructional PlanUse the 4-Day Instructional Plan when pretest results indicate that students can movethrough the activities at a faster pace. This plan is ideal when the majority of studentsdemonstrate mastery on the pretest. CD 1 Using Algebra Tiles ACCELERATE DIFFERENTIATEDay 1 PM 2 Apply Skills 2 PM 1 Apply Skills 1 CD 3 Solving the PA 1 Sharing the Factors Trinomial Equation PM 4 Apply Skills 4 PM 2 Apply Skills 2 DIFFERENTIATE DIFFERENTIATEDay 2 PA 2 Finding the CD 3 Solving the CD 2 Making Area Trinomial Equation Rugs CD 3 Solving the PM 5 Apply Skills 5 PM 3 Apply Skills 3 Trinomial Equation PA 2 Finding the PM 3 Apply Skills 3Day 3 PS 1 Paving the Yard PA 2 Finding the PM 4 Apply Skills 4 PS 1 Paving the Yard PM 4 Apply Skills 4 PS 2 Finding Dimensions PM 5 Apply Skills 5Day 4 Posttest Objective 3 Pretest Objective 4 CD = Concept Development PM = Progress Monitoring PS = Problem Solving PA = Practice Activity = Includes Problem Solving Chapter 9 Objective 3 807
3. Students are post-tested to determine mastery, and data is recorded to help monitor student progress. Post-Tests measure student growth in mastering that objective. They also identify concepts that may need reinforcement.4. If mastery has not been achieved, students are givenadditional opportunities for further instruction.
Powerful Assessment Tools Comprehensive assessment system tracks and monitors student growth from placement to mastery:This user-friendly assessment system provides teachers with the measures they need to accurately place students andmonitor their progress though the curriculum. It furnishes the teacher with the data necessary to inform instruction toensure each student meets his or her goals.
Placement AssessmentBased on students demonstrated understanding of key mathematics concepts and skills, data from the Inside Algebra placement testsaccurately place students at one of the two entry points in the curriculum.Ongoing AssessmentRegular testing of student mastery of the content and skills taught in the curriculum ensures that teachers have current information abouteach student in order to adjust pacing or provide instructional support activities for individual students.Informal AssessmentOngoing informal assessments help teachers gauge student understanding. Inside Algebra encourages teachers to use informal assessmenttechniques in each lesson. Informal assessment strategies such as ask for, watch for, and listen for provide insight into student progress.VPORT Online Assessment SystemThis easy-to-use data management system allows teachers and administrators to record, track, and report student test results. Teachersand administrators can monitor student growth through reports that can be generated at the individual, class, building, and district levels.Easy to Access Data Informs Differentiation During Instruction . . .Inside Algebra offers multiple opportunities to assess, reinforce, and differentiate instruction to promote mastery of each objective. After each objective pre-test teachers use data to select an appropriate instructional plan for the class. Throughout each instructional plan teachers use informal assessment data to identify groups for acceleration or differentiation, providing a second layer of differentiation to support a range of learners.
. . .And After AssessmentExtensions and reinforcements are provided in every chapter.After administering the Chapter Test, teachers determine differentiation using student databy: scoring the test by objective and reviewing student scores. identifying differentiation needs. establishing small groups for extension or reinforcement.