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https://dudodiprj2sv7.cloudfront.net/product-logos/ZH/3s/N438SXNVBQ6N.JPEGRenaissance LearningAwakening Math Minds with AM!2019-02-11T16:29:37.084ZRenaissance Accelerated Math (AM) is a favorite resource for the 2nd-5th-grade students whom I teach. This year our county adopted and mandated a new math program. Our school voted to purchase AM, which has proven results as demonstrated by our testing scores. AM is wonderful because it provides the practice that students need. Other resources teach the concept and provide a few problems. AM has proven itself valuable by allowing me to provide students with review and interventions that are not available to my students through any other resources. Personally, I like the flexibility that the program provides. I can individualize math problems or I can assign the same concept for groups of students to work on together. This flexibility allows students to work at their ability level, which is very important. Most importantly, the students enjoy the immediate feedback they receive as they work through their lessons. I enjoy having the data that informs me of their individual needs. AM is a win for us all!,Quick and easy access to data reports.
Immediate student feedback.
Individualized instruction.
The opportunity to work independently or in group settings on the same problems.
The flexibility of printing assignments or providing online work.,I'd like students to see their growth per standard that they've passed. Perhaps in the form of a visual like a collection of ribbons.,7,Thanks to the practices, exercises, and tests, by end of year 85% of my students will be on grade level or above and those who struggle will make significant growth.
I like that I can quickly assess and fix misconceptions with a quick print out of a couple of problems.,,Study IslandCarly SchwartzAccelerated Math - Wonderful!2017-07-28T16:37:44.471ZI use Renaissance Accelerated Math in our 6th, 7th and 8th grade classrooms. It was purchased just for my classroom, at my request. The program helps with intervention and allows me to assess my students and create differentiated, individualized content for each of my students.,Gives instantaneous and detailed data in each student.
Allows students to track there own data and learning targets.
Allows for easy intervention and differentiation.,Does have a learning curve for new users.
Relies on technology, which might not always be available.
Requires daily maintenance from the teacher,10,It has helped our students achieve data benchmarks in order to avoid retention
It has dramatically improved standardized test scores
It has improved student's sense of accomplishment by achieving goals regularlyLaura WestAccel Math=Accel Students2017-04-12T17:40:03.571ZPersonalizing 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.,“Kids don’t care what you know until they know that you care.”
One of the very first things I learned my first five years of teaching, except that student teaching does not really prepare you, is that it is my job to help my students succeed, not to just give them a grade. In the beginning, I taught the lesson, assigned work, administered tests, and took grades. I did that because that is how we are supposed to determine efficiency. Right? No, Wrong. I learned this the hard way and, sadly and regrettably, at the expense of my students at that time. Over time, I noticed how sometimes it took re-teaching along with small group instruction and interventions for students to understand and master the concepts. Since then, I have allowed for them to fix, re-do, and re-re-do their work, as needed.
I focus on my interventions just as much as I do my initial teaching of the objective. Making sure that they truly understand and master the content before moving on to another objective helps me just as much as it helps them. It saves me from continually re-teaching. Slow and steady does win the race. This approach allows me to help the student master objectives with more efficiency.
Accelerated Math has allowed for me to individualize my instruction and interventions. I love this program. Truly! I have three types of students; above, on target, and below. This program allows for growth in each area. However, I have found the most growth in my bottom quartile. Why? I believe it is because I am able to recognize a problem or issue with a particular objective immediately. I, then, can address that issue immediately before the bad habits or wrong approach is repeated.
This program is masked as a whole-group classroom approach, however, the most important components are found under the mask. One-on-one instruction is how I describe it to educators. My students are actively engaged in their own learning. They are also actively engaged in the learning of their peers, as well. I use a lot of peer tutoring techniques. They have access to knowing who is also working on mastering the same objective(s) they are working on plus they know who has already mastered said objective. This allows them to know who to go to for effective help. They are able to steer their own learning to a point. They can ask a peer or me. They can get on Accel math and look at the objective and see completed answers for a reference. This also boosts the confidence of their own understanding. They feel confident in having control of the path they want to use for gaining knowledge. Peer-tutoring and peer-discussions give them the opportunity to say out loud what they are thinking/feeling about a concept and rationalize their approach to evaluating said concept. As the teacher, I play various roles. I can teach, facilitate a small group, or just be an observer. A lot of times, I just ask open-ended questions to jump start their own questions.
Accel Math has assisted my math classrooms with tremendous gains. My test scores have gone up significantly. My students have a greater sense of accomplishment since they have been given the "driver's seat" for their own learning. This makes my heart smile! ;),On-line practices need to be able to be re-scored by the teacher.
Group the objectives within the standards, then the educator can decide which ones they want.
Add more to the Accel Reader like the math has. Accel Reader is limited as [far as] using for daily teaching.,10,My test scores have increased dramatically.
Student involvement is higher.
Student/teacher interactions are more effective.,,3,Missy BerryWe love accelerated math!2017-04-27T16:05:23.025ZWe use Accelerated Math in our elementary schools in the district (14 schools). I make sure students are loaded into the software appropriately, and also give feedback to principals on which classes use the software, and use it effectively. I train new teachers on the use of the software also.,Classrooms that use Accelerated Math with fidelity have higher high-stakes math scores than other classrooms.
Accelerated Math allows teachers to differentiate instruction with the computer doing the necessary background preparation.
There are many resources for help in learning math concepts.,Over the years, Renaissance has added the ability to do math lessons online. This has helped with the tons of printed papers needed to run the program sufficiently.
Accelerated Math 2.0 has never been used in our district because it took away the 'differentiation' piece that was such a plus!,10,Accelerated Math has had positive results in our district! Test scores soar where it is used with fidelity!Brenda CurtisAccelerated Math: The Differentiation Champion2017-03-30T18:47:28.235ZAccelerated Math (AM) is used in our school district for differentiating math instruction. AM is used in different capacities and for varying purposes depending on the grade level and integration by each teacher. Accelerated Math enables teachers to differentiate for multiple purposes, including math topics, students' level of understanding, and small/large group instruction.,AM is perfect for differentiating by ability level across all grade levels.
Accelerated Math allows teachers to accelerate learning for gifted and high-ability students better than any product I've ever used.
Accelerated Math is a good fit in regular education classrooms AND in intervention settings, for both Tier 2 and 3 instruction.,Some interface features could be improved.,10,AM has enabled my students to accelerate beyond my imagination.,,Skyward HRMS, Google Classroom, Google Drive, Google FormsDavid Keech
Unspecified
Renaissance Accelerated Math
8 Ratings
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