Accel Math=Accel Students
Personalizing education is the most successful thing I have done for not only my classroom as a group, but my students individually, as …
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Renaissance Accelerated Math® aims to provide deep math practice at the unique levels students need for them to grow – from foundational skills to grade-level standards. The software integrates with Star Math data to place students in instructional groups. Each group then receives tailored assignments based on state standards. Assignments incorporate multiple skill levels and tasks at Depth of Knowledge levels 2 and 3. Fast scoring and reporting give educators and their students immediate feedback so that progress can be measured.
According to the vendor, key benefits include:
Deployment Types | SaaS |
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Operating Systems | Unspecified |
Mobile Application | Mobile Web |
Supported Languages | English |
Personalizing education is the most successful thing I have done for not only my classroom as a group, but my students individually, as well. I have taught the traditional way with whole group instruction followed by an assignment from the text book. I tested and assessed at the end of each chapter and unit. Then, we moved on. That worked to an extent, however, I found myself doing a lot of re-teaching and my intervention groups large in numbers. I was pressuring myself to move on in order to cover the needed content for the year. I didn’t feel like the students had complete mastery of the objectives. Then, I started using the Renaissance Learning Accelerated Math and STAR Math assessment programs. Wow! I was amazed at how this allowed me to focus on each individual student and their needs plus successes. I found my students mastering content within a more time efficient manner and it allowed me to have continual daily dialogue with all of my students. This approach paved the way for me to be able to establish a relationship with each of my students. It didn’t depend on their learning ability either. I was conversing with every student daily and multiple times. I became more engaged with each step of their learning. I was able to see exactly what part of the learning objective they were struggling with and which ones they were mastering easily. Catching the “mistake” immediately, therefore, re-teaching immediately was allowing my strategies to be more effective. The students became more involved with their learning, nevertheless, it contributed to highly effective learning. We push the idea of “highly effective” teachers. What about pushing for “highly effective” learners? Don’t they go hand-in-hand?
We use it school-wide to some degree.