TAKS Workshop Part I

1. TAKS Workshop Part I Installing the Program Exploring the Program L&M Instructional Resources, Inc. www.lmmath.com

2. Installing and Beginning • Install the program by placing the CD in the CD drive. It will self install. Be sure to reboot to activate the fonts. • Start the program. For the Windows version, go to the start menu, then choose TAKS Workshop, and it should begin.

3. Signing In 1. As An Individual 2. With Your Class 3. As A Guest There are three ways to sign in: For now, sign in as an individual. Click on the “student”on the opening screen, then click on “Individually.”

6. Sign In As an Individual The screen asks for the filename. Type your first name and press ENTER. (Anytime you see a blinking cursor in this program, you are to type, then press ENTER.)

7. Don’t forget to press ENTER once you have typed your name.

8. Back

9. Options: Formula charts, pretest results and quiz reports. These menus are available from every screen. Lessons and Quizzes

10. Pretest • The pretest consists of one question from each of the Student Expectations, and can be used as a diagnostic tool, to get a snapshot of where your students are on their way to TAKS success. • It is divided into 3 parts, to give students the opportunity to do each in a shorter time period.

12. Just guess! Pretest • At the end of the pretest, a student profile sheet will be generated. • Take the pretest quickly, choosing any answers, to see the profile sheet at the end.

14. Pretest Student Profile Sheet The student profile sheet can be printed and given to the student and teacher to be used as a means of identifying the benchmarks students need to master for TAKS Success. When you have reviewed the Student Profile Sheet, clickContinueto return to Main Menu.

15. Main MenuThe Student Expectations The core of TAKS Workshop is in the Lessons and Quizzes within the TEKS Connections & Practice

16. Clicking on one of the Objectives brings up the Student Expectations. Click the close button to select a different objective.

17. Takes you back to the previous menu screen If YELLOW this key provides an answer solution strategy. Access a calculator Print Pull up a report Brings up the full text of the student expectation being practiced. Exit

18. Quizzes • Students usually begin by taking quizzes. • Before you take a quiz, here are some things to observe. What will you see?

19. Quizzes Glance around the room at the other computer monitors. Because these problems are random, you probably will not see the same problem on other screens.

20. Quizzes Notice the corrective feedback. This feedback will vary throughout the program, offering a variety of strategies including models, algorithms, questioning hints, calculator keystrokes, checking for reasonableness, etc.

22. The key contains a full explanation of the solution.

23. Quizzes Be sure that you answer questions incorrectly at least once to see the variety of strategies provided. Watch for the key to turn yellow and check out the solution strategy. Some quizzes contain more keys than others.

24. Quizzes Remember: The red arrow will take you back to the previous menu. • The answer KEY will be YELLOW if there is an extended answer feedback to the problem.

25. Quizzes Now, select some student expectations and try some practice problems.

26. 5 problems per quiz. Every Student Expectation has from 20 to 50unique questions in the bank.

27. Quiz Reports • Now click on Options in the upper left corner of screen. • Your report has been entered into your file, and will remain there until the file has been deleted.

28. The next quiz Libby takes will be recorded under this one, and her records will accumulate until the file is deleted.

29. Lessons • Go to Menus in the upper left hand corner of your screen and select Objective Menu. • This time, select 2.2, Determine reasonableness of domain and range.

30. Lessons • The lessons are very short reviews of information the student has already been given. They were designed for the 30-second sound byte kid. • They are interactive, requiring input on the part of the student. • They are graphical, hopefully keeping the interest of the students. • They are not just a textbook page on the screen.

31. Lessons - continued • The lessons use animations to direct the student’s attention. • Multiple strategies are used to develop important concepts. • Many times teachers have found interesting approaches to complicated concepts in these little snippets of lessons.

32. Summary Points • Students are guided to use both traditional and non-traditional strategies. • Students are encouraged to use the calculator in the feedback and lessons (we even give the necessary keystrokes). • Students are taught how to use models to further their understanding and problem solving skills. • Student use algorithms to solve problems where appropriate.

33. L&M Support Need Help? Libby Chaskin – libbyc@aol.com sec03@nisd.net Alice Ehlert – aehlert@fivestar-ed-solutions.com

34. Other L&M Programs The framework of all of the L&M review products is basically the same. Our other products are: • Algebra for Texas • TAKS Workshop – grades 7- 8 • TAKS Workshop – grades 5-6 • TAKS Workshop – grades 3-4

35. TIME FOR A BREAK!! In Part II we will discuss setting up your classes and managing student files.