I'm trying to make a module for learning the addition facts. I work with grownups who discreetly are still counting (either on their fingers or in their heads) or using calculators for everything. My experience has been that described in this blog post by Michael Pershan Missing Factors: On Learning What You Don’t Know – Teaching With Problems in which he describes a teaching experience, and cites research showing that students w/ learning handicaps stuck to counting even with lots and lots of games for practice in basic facts. They just learned to count as fast as they could. Welp, when you get to algebra, it *really* gets in the way. I want a way out!
In the cited research, the 'solution' was to provide the answer quickly. I'm wondering whether we can't leverage technology and, in "SAMR" jargon -- get from Substitution and Augmentation up at least into Modification and lean a little into Redefinition of an educational experience. Specifically, can we integrate "concrete-representational-abstract" progressions into learning the facts?
Even more basic than that: can I build in the review into quizzes? My Orton-Gillingham training and immersion taught this skeptic the value of practicing to automaticity. I get bored with practice long before the students, especially when we're tracking progress.
was also useful (it's not just about 'administrative' stuff -- it includes the basic 'how to do it.')
My next search for Question Banks info then gets a question about somebody where the same question was repeated between 8 and 16 times out of 60 questions... on the final exam... not the end of the world for drill , tho' it's not good. The idea that randomly selected questions should be set up not to repeat a selection seems obvious would be a special feature that a person could try getting votes for? I suppose I shouldn't broach "could I pull in the questions from the assorted groups, and then... once I've got 25 questions... have it *then* randomize them all?" I know just enough to know that good Object Oriented Design would make that possible (and also enough to know what a challenge that is )
So! Back to the practical. I am thinking of making completely separate banks for each quiz and doing the "send to another quiz bank" with the individual questions. Then we'll see how it plays out. I've broken the math addition facts into 12 chunks (per https://canvas.instructure.com/files/47799716/download?download_frd=1 this excel file) and I've done the first two. Yes, it's different working without the assumption that "this has been designed to work so keep trying!" -- I have to go to "oops, that's probably glitchy... what's another way to do this, or something simpler?" That's #goopen
(NOT a Canvas expert despite my points)
Lots of background & experience helping students who struggle (whatever reason: learning disabilities, mismatched teaching, confidence) to understand math. I've evolved from reading specialist for students w/ specific language disorders ... I'm trying to design conceptual math lessons (as opposed to the procedure-based ones that it seems all the materials for older students have).