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The classroom
evaluation is an in-depth appraisal of how the product performed in the
classroom. It covers the ways the product was used during the evaluation, the
perceived benefits and issues involved in its use, the students’ response and
the opportunities for learning, differentiation and assessment it provided.
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| Evaluation subject |
Mathematics |
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| Evaluation key stage |
keystage 3 |
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| Evaluated on: |
PC Processor
speed:Pentium III Connection speed: RAM:256Mb Additional hardware:An interactive whiteboard |
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| How product was used: |
The product was used for whole-class starter and plenary activities using an interactive whiteboard, and by students working in small groups and or individually.
Year 7: a starter and plenary activity once a week for 6 lessons.
Year 8: starter, plenary and whole class activity for 6 lessons.
Year 9: three times a week for 2 weeks as a whole-class activity.
Year 10: small groups and individually for 4 lessons.
Year 11: four times a week for three weeks with small groups/individually. |
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| Students: |
Students functioning at level 2 to level 5 in mathematics. |
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| Special Needs: |
This product has not been specifically developed for special needs. During the evaluation, it was used by students with emotional and behavioural difficulties and/or moderate learning difficulties. |
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| Period of use: |
The product was used over a period of six weeks with classes from years 7 -11. |
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| Schemes of work: |
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Key stage 3 National Strategy Framework for Teaching Mathematics year 7, 8 & 9; GCSE Mathematics; The Certificate of Achievement in Mathematics
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| Topics: |
Geometrical reasoning: lines, angles & shapes, properties of circles, transformations, construction & loci.
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| Context: |
The product was used with five mixed ability classes. More or less equal numbers of boys and girls. At key stage 3 the students’ ability ranged from Level 1 to Level 3. At key stage 4 students’ ability ranged from Level 2 to Level 5. The students had various ethnic and religious backgrounds. Students with a reading age below 8 were supported by a learning support assistant or an able reader. The slow students required assistance with the navigation, mainly reminders of icon functions on the toolbar and toolbox. |
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| Technical information: |
I installed the single CD on a single machine in about five minutes. Once installed the product functioned without the disk. The students accessed it quickly and successfully every time. Technical support is available by email, and the website offers updates and links to dozens of internet pages including a list of independent trainers in the use of the product. |
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| Design & navigation: |
The onscreen activities combine text and graphics. Tools enable users to draw various shapes and diagrams; users specify the degree of accuracy by changing the number of decimal places of reported measurements. The graphics can be moved, colours altered and information added to the diagrams. The dynamics of this program made geometry interesting to our students and kept them on task without cartoons or distracting sound. They found navigation straightforward. The toolbar can be customised by clicking and dragging. When a tool is selected, the icon and its mathematical vocabulary appear as an icon on the toolbar. Slow students needed to be reminded of the tools’ functions. There is a save facility and all or part of a diagram can be copied (in bitmap or vector formats) into other documents. |
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| Content: |
This dynamic and versatile program is suitable for starter and plenary activities, and individual or group work. It can be used to teach a set objective or as an investigation. The Cabri Geometry II KS3 photocopiable activity sheets enabled our students to follow the dynamics and information on the monitor. This saved teacher time in planning and preparing differentiated resources. Students with poor fine motor skills produced accurate geometrical drawings and measurements using this product. |
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Curriculum coverage: |
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The product can meet the needs of the set objectives as set out in the National Strategy Framework for teaching years 7, 8 and 9 for geometry and for the geometry aspects of the GCSE and Certificate of Achievement syllabuses. The product can be used to introduce, develop, consolidate and revise the various aspects of geometry. Teachers can assess the geometry learnt when students print out their findings or use the interactive whiteboard to present their findings to their peers. |
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Learning outcomes: |
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The program can be used to teach the objectives from the key stage 3 framework for teaching mathematics years 7, 8 and 9, GCSE and Certificate of Achievement in mathematics (geometrical reasoning; lines, angles and shapes; geometrical reasoning: properties of circles; transformations, construction and loci) including the related mathematical vocabulary.Students with poor fine motor skills, who struggle to draw scale diagrams using pencil, ruler, protractor or compass, were motivated by the success of their drawings when using the program. Less able students enjoyed working through the activities as set out in the photocopiable activity sheets, while more able students were motivated by continuing with the investigations. |
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| Classroom use: |
This maths teacher got to know the program’s capabilities within an hour, using the illustrated user’s manual. Support staff would benefit from an hour or two familiarising themselves with the toolbar and toolbox, and refreshing their basic geometry. SEN students may need adult or able peer support. Students familiar with Windows and Excel worked through the set activities from the photocopiable pack, discovering the toolbar functions they needed as they work. We found the toolbar and toolbox’s many dynamic features useful in teaching geometry across the whole ability range, from whole class teaching using an interactive whiteboard, to small groups and individuals using stand-alone or networked PCs. The program captured the attention and imagination of visual and kinaesthetic learners. Students could save their diagrams to work in other documents, and printed them out for teacher assessment. |
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| ICT: |
This product supported the school’s ICT policy. All students working towards NICAS Certificate could reinforce the skills they have learnt in ICT. The mathematics ICT objectives were met as all the students could access the geometry part of the mathematics scheme of work. |
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| Student response: |
Student reaction to the product was mixed. We found it useful to warn younger students that the program offered no cartoon characters, sound or games to play, to avoid disappointment. All students were engaged during starter and plenary activities. When working on their own or in groups, able students could stay on task for some 50 minutes; less able students required adult support. During the plenary students took turns to sum up the activities they had undertaken, show their printed diagrams and articulate what they had learnt. The program captured the attention and imagination of visual and kinaesthetic learners. |
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| Summary: |
This dynamic, flexible resource can be used to teach geometry to KS3 and KS4 students of all abilities. We used it with an interactive whiteboard for starter and plenary activities to introduce, develop, consolidate and revise. After initial teacher demonstration students worked through set tasks at their own pace, individually or in small groups. Thoroughly constructed, photocopiable activity sheets are mapped to objectives from the KS3 framework; these saved the teacher time in planning and preparing differentiated resources. Normally laborious aspects of geometry such as calculations and drawing with pen and ruler are done instantly by the program. Users can change the number of decimal places of measurements. Our students enjoyed the ease with which they could construct and manipulate diagrams, add text and or colour with no distracting sound or cartoons. More able KS4 students enjoyed the challenge of devising their own investigations to prove or disprove their hypotheses. |
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