LearnBop Community Blog

Incorporating LearnBop with Whole Class Instruction

Posted by Cindy Bryant

Jan 7, 2014 6:00:00 AM

We’ve talked a great deal about the LearnBop program and how it was developed by a team of experienced and knowledgeable award winning K - 16 math teachers who know and understand the Common Core content and practice standards. In addition, we’ve talked about how LearnBop can serve as a useful RTI tool in uncovering students learning gaps, monitoring progress with the detailed data reports, and providing guided step-by-step tutorial interventions for concepts students have not yet mastered.   So it’s high time that we talk about the various ways you can actually implement the program in classrooms.  Let’s begin by first looking at a couple of scenarios for using the program with the whole class.

Our program was organized and developed around specific algebra and algebra readiness Common Core concepts in grades 5 – 9.  Three of the 6th grade concepts are shown below.  Each diagnostic is compiled of 10 Bops (problems) related to the specific concept referenced in the title.

 

Incorporating_LB_whole_class_1

 

For example, let’s look at how LearnBop can be used with concept 6.RPA.3c-2: Students will be able to find a percent of a quantity as a rate per 100.

Scenario 1:  Using LearnBop following whole class instruction.  Begin by first providing an instructional lesson related to learning about ways students can find a percent of a quantity as a rate per 100. 

Then assign each student the set of 10 online diagnostic Bops aligned to the concept to determine whether they have mastered the concept.  Students can complete their assigned Bops anywhere they have internet access during class time, computer lab time, during before/after school programs, for homework at home, etc.

A detailed data report is provided for you documenting every response, both correct and incorrect, for every step in each problem each student has completed.  And as you know, an incorrect response can be very telling in helping to understand student misconceptions. 

Suggested interventions based upon individual student performance are provided that include additional concept diagnostics, Learn Zillion videos, and Illustrative Mathematics example problems for concepts and pre-requisite concepts students are struggling with. At your discretion, the interventions can be assigned to the whole class, small groups, or individual students that are identified as needing interventions. 

Scenario 2:  Using LearnBop for whole class instruction. For this scenario you’ll need a computer and projection device, internet access, and the two-column recording sheet for students.

Begin by choosing the first diagnostic Bop that aligns to the concept you wish to address.  In  6.RPA.3c-2:  Students will be able to find a percent of a quantity as a rate per 100, Cameron’s jacket problem is Bop #1 and the first diagnostic Bop in the 10-Bop compilation for this concept.  Distribute recording sheets to students then project the diagnostic Bop. 

Incorporating_LB_whole_class_2   Incorporating_LB_whole_class_3

Read the Diagnostic Problem Statement and ask students to work with their shoulder partner to solve the problem making sure to record their work on their individual recording sheet. Do not discuss the answer to the Problem Statement at this time, but rather proceed through each of the steps.

Proceed to Step 1 of the Bop and have students work with their shoulder partner to find the answer for the critical thinking statement.

Incorporating_LB_whole_class_4

After allowing time for partners to determine the critical thinking statement solution or which diagram correctly represents the information, and before revealing the correct response to Step 1, work through the step’s hints and incorrect responses.  Work through the remaining steps (steps 2 and 3 in this problem) in the problem following the same process as described for step 1. 

Discuss the final answer to the original Problem Statement and verify why it’s the correct answer.  Allow additional time for instruction related to the concept and/or questions students may have about the problem. 

Like the first scenario, assign each of your students the 10 related diagnostic Bops (which also includes the one used for whole group instruction) to determine whether they have mastered the concept.  Since the program can be accessed from anywhere internet is available, you can assign the diagnostics to be completed during regular class time, during computer lab time, during before/after school programs, for homework at home, etc.  

Once a student completes the Bops, a detailed data report is provided for you documenting every response, both correct and incorrect, for every step in each problem they have completed.  As previously noted, an incorrect response can be very telling in helping to understand student misconceptions. 

Suggested interventions based upon individual student performance are provided that include additional concept diagnostics, Learn Zillion videos, and Illustrative Mathematics example problems for concepts and pre-requisite concepts students are struggling with. At your discretion, the interventions can be assigned to the whole class, small groups, or individual students that are identified as needing interventions.

The following charts provides an overview for using LearnBop in whole class instruction with optional interventions for struggling students, but you can easily personalize a plan to fit your students and their needs.  Visit www.learnbop.net for information about our free 30-day trial.

Topics: Teachers Using LearnBop, Implementing the Common Core, Resources, Teaching & Learning

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