1. CPS Proposal Sarah L. Beery MSU – CEP 812

2. The Background   Required Math and Science classes   Population of 9th and 10th graders   Many different learning levels, same class, same subject material   70% regular education students and 30% special needs students   all deserve opportunity to excel   all need to feel confident enough to answer questions, succeed on assessments, and learn the material at the mastery level

3. The Educational Problem  Little interest in mathematics or science  High school level requires a different (and higher) level of thinking  Some tend to fall behind, and look for shortcuts: cheating, giving up, loss of self-confidence  Mathematics and science: tough subjects, some practice required

4. A Solution  Classroom Performance System – CPS  Hand held remote system where each student participates  Will improve  Assessment  Motivation  Performance

5. CPS -- Assessment  Student  Question format, Anonymity  Teacher  Question format, ability to save and store, “openers”, quizzes, discussion or thought questions, “buzzer” to answer or when done with questions

6. CPS -- Motivation  Student  Technology  Have to answer – teacher will know if they are pretending to pay attention  Games  Teacher  Fun for students  Immediate feedback

7. CPS -- Performance  Student  Everyone may immediately know if they do or don’t know the material  Teacher  Will immediately know who does or doesn’t know the material  Can individualize lessons based on the immediate feedback  Provide help immediately while problem is fresh in student’s mind

8.  Company suggestions:  http://www.einstruction.com/index.cfm?fuseaction=Methodolog y.Display&Menu=Methodology http://www.einstruction.com/index.cfm?fuseaction=Methodolog y.Display&Menu=Methodology http://www.einstruction.com/index.cfm?fuseaction=Methodolog y.Display&Menu=Methodology  My classroom  Openers  Quizzes  Thought questions  Review/Games Methodology

9. Implementation  Problems  Learning the system  Immediately  Openers  Several weeks  Quizzes  Discussion questions

10. Support and Training  Company sponsored  Discussion forum  Support chat room, free tech support  System users  Fast response from company  Easy to use system

11. Evaluation  My goals:  Are my students (particularly the uninterested student and the “too cool for school” student) motivated and paying attention?  Can I compare the number of discipline problems in my classroom from before I received the system to after?  Are the assessment scores on a particular unit better than last year?  Are my inclusion students doing better than before I received the system?  Am I seeing individual problems with students that I missed before?

12. Evaluation  Paying attention to student performance  Track discipline notices  Compare yearly unit scores  Monitor inclusion student’s progress – easier to tailor lessons to their needs

13. In Conclusion…  CPS doesn’t change the content, but might be a nudge that will capture a student’s interest and motivate them to excel.  Many different learning levels -- at times students get lost in the topic. This software will enable me to better see where they struggle and help them on a more individual basis.  CPS is a tool that can be easily used, monitored, and adapted to fit the needs of any student. This system will help me to help my students better master the areas of science and mathematics.

14. REFERENCES 1 www.einstruction.com www.einstruction.com 2 Brophy, Jere Principles of Effective Teaching. International Academy of Education, Brussels, Belgium. 3 http://www.thomasarmstrong.com/ http://www.thomasarmstrong.com/ multiple_intelligences.htm