TRQs by Chem21Labs Founded in 2005 by Dr Eddie Brown Professor of Chemistry Lee University Renee Brown 6 th Grade Math teacher Ocoee Middle School and Tennessee Common Core Coach ID: 563506
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Slide1
Timed / Repetitive Quizzing (TRQs)
bySlide2
Chem21Labs
Founded in 2005 by
Dr. Eddie Brown, Professor of Chemistry – Lee University
Renee Brown, 6
th
Grade Math teacher – Ocoee Middle School and Tennessee Common Core CoachSlide3
Who are we?
We, like you, desire to see students reach their full academic potential.
Our use of TRQs over the past 8 years has convinced us of their power to
significantly
increase student
achievement
and we welcome this opportunity to share our findings with you.Slide4
Why are we here?
We have personally witnessed
Academic
Transformation
of students in our classes and we are excited to share with you how TRQs can transform
your
students.Slide5
Retrieval
, Retrieval,
Retrieval
Retrieval builds knowledge
Retrieval moves
i
nformation to long-term memory
Retrieval transforms learning into knowing
Retrieval produced a 19.7% increase in Advanced/Proficient students.
“I hear and I forget. I see and I remember. I DO and
I understand
.”
Chinese
Proverb
RetrieveSlide6
7.0%
49.3%
43.7%
36.6%
38.5%
37.6%
20.0%
24.8%
24.7%
43.4%
36.7%
37.7%
63.4%
33.8%
2.8%
http://edu.reportcard.state.tn.usSlide7
Retrieval
, Retrieval,
Retrieval
60% of the Below Basic students moved to a higher level.
40% of the Basic students moved to a higher level.
“I hear and I forget. I see and I remember. I DO and
I understand
.”
Chinese
Proverb
RetrieveSlide8
Advanced
Proficient BasicBelow BasicAll Students
+5.1+4.9+16.5+26.5+12.75
Ocoee middle school
6
th
grade (2012) Math
tcap
Average percentile increase of students based on their 5
th
grade (2011) TCAP designation (advanced, proficient,
etc
).
Basic and Below Basic
students see the largest gainsSlide9
Advanced
Proficient BasicBelow BasicAll Students
+5.1+4.9+16.5+26.5+12.75
Ocoee middle school
6
th
grade (2012) Math
tcap
TRQs
were used
20% of instructional time.Slide10
YEAR
NUMBER OF STARTING % MOVED TO BASIC STUDENTS PROFICIENT / ADVANCED
2011 –12 282 37.2% (105 students) 2012 - 13 275 33.5% (92 students)
Ocoee middle school
intervention Class FOR BASIC Math students Slide11
Timed / Repetitive Quizzes (
TRQs)
Computerized Flash Cards (Accountability through monitoring)Online (Accessible and economical to produce)Build Knowledge
(
Spaced retrieval
)
Maintain Knowledge (
Spaced
retrieval
)
Increase
Critical
Thinking (
Facts
are moved from short-term to long-term
memory
)Slide12
Computerized Flash
Cards
The Chem21 TRQ program uses technology to mimic the interaction between an involved parent and student (or a mentor and protégé).Slide13
Computerized Flash
Cards
Parents that value the academic preparedness of their student may use flashcards as the initial interactive learning tool to begin the process of moving information into long-term memory. So that their student can experience “incremental successes” in this time-intensive process, the parent may “make a game of it.”Slide14
The Game
“If you can correctly answer 10 consecutive flash cards from this deck of flashcards, we are finished for tonight
OR
when you answer 150 flash cards correctly, we are finished for tonight.”Slide15
The TRQ program replaces the parent in the “game
” by scheduling the “decks” of information
randomly choosing the flash cards from these decks – weighting the ones missed so they appear more oftenevaluating the student’s answer and awarding points for meeting either of the learning criteriag
enerating student progress reports
Computerized
Flash
CardsSlide16
There are two Criteria that the computer monitors / evaluates to award credit to the student.
Can the student retrieve
the information quickly?Has the student spent enough productive time on the information?
Computerized
Flash
CardsSlide17
The two criteria have specific parameters shown in blue.
Can the student answer
10/10 questions in 50 sec?
Has the student answered correctly
100
questions where they have answered
5 (or more) /10
questions correctly?
Computerized
Flash
CardsSlide18Slide19
= ____ cents
Computerized Flash CardsSlide20
4 x 8 = ____
____ x 9 = 63
27 + 53 = ____
96 ÷ 12 = ____
Computerized
Flash
CardsSlide21
8x = 32
9
x – 2 = 61(2x)
2
= 16
2
x
+ 3
x
= 15
2
x
2
= 50
Computerized
Flash
CardsSlide22
A point with a positive x coordinate and a negative y
coordinate is in quadrant _____ What is 0.075 as a percent
?What is 1/3 as a decimal?
Computerized
Flash
CardsSlide23
Computerized
Flash
CardsSlide24
is
________
(Spanish)
Computerized
Flash
CardsSlide25
______________ was the 1st President of the U.S.
______________ wrote the Star Spangled Banner.
___________ was Sec. of War during the Civil War.Computerized Flash
CardsSlide26
There can be
tens of thousands of questions placed in this format that students would be required to repeatedly answer
during their 12 years of schooling. Computerized Flash CardsSlide27
Common Core Task Analysis Guide
Lower-Level Demands
Producing previously learned facts, rules, formulas, or definitions. Involves exact reproduction of previously seen material. Have no connection to the concepts or meaning that underlie the facts.
Higher-Level Demands
Focus students’ attention on the
use of procedures
for the purpose of developing deeper levels of understanding of mathematical concepts and ideas; multiple ways of representing.
Making connections.
Procedures Without Connections
Use of procedure, algorithmic, based on prior instruction or
experience
. Focused on
producing correct answers
rather than developing mathematical understanding.
Doing Mathematics Tasks
There is not a predictable, well-rehearsed approach or pathway. Requires student’s to access relevant knowledge and experiences and make appropriate use of them in working through the task.
Solid foundation
Greater ability to attend to tasks
More confidence to investigate
Experience and familiaritySlide28
Trq
s
and Common coreUsing spaced retrieval of information, TRQs help students construct their own knowledge framework which is a prerequisite for the higher cognitive demand (3rd and 4th
quadrant)
used on Common Core tasks. Slide29
Flash cards can contain text, audio, pictures, or animations.Flash cards are selected by the instructor and learned by the class . . . . . In-class critical thinking activities
can be directed at connecting together this “foundational” knowledge.
Computerized Flash CardsSlide30
Universally, assignments have greater significance than suggestions.
Spaced – retrieval of information has been shown to increase
recall.Immediate feedback is central to learning.Missed questions are
weighted to appear
more often.
Trq
s
Build knowledgeSlide31
Trq
s
Build knowledge
According to Jeffrey
Karpicke
of Purdue University,
learning is all about retrieving
and reconstructing our knowledge. In
another
article in June 2012 issue
of
Current Directions in Psychological Science
,
he also specifies that
each time a bit of knowledge is retrieved, a person's ability to
retrieve it
in the future is improved
.Slide32
Trqs
Increase critical thinking
In an article in American Educator (spring 2012), author Richard E. Clark points out that our minds are made up of our working (short-term) memory and our long-term memory. When information is firmly planted in our long-term memory, we are able to determine how to solve a problem or draw a conclusion based on that information without making a conscious effort to do so. Slide33
Trqs
Increase critical thinking
Clark also states that only two or three pieces of new information (information that is stored in short-term memory) can be “juggled” in a critical-thinking process.
?
?
3
2
1Slide34
Trqs
Increase critical thinking
Therefore, the aim of instruction is to add knowledge and skills to our long term memory. In fact, Clark states, "If nothing has been added to long-term memory, nothing has been learned."Slide35
Trqs
Increase critical thinking
His research indicates that an unlimited amount of knowledge can be used to solve a complex issue if that information resides in long-term memory.
6
5
4
3
2
7
1
etcSlide36
Periodically, students are re-exposed to previously learned information so that it remains in the “learned state.”
The initial exposure (Sets 1 – 3) is the most time-intensive part of learning with TRQs. Re-exposure takes less time, but is an essential factor in preserving the retrieval efficiency of one’s long-term memories.
Trqs maintain knowledgeSlide37
Note that re-exposure doesn’t just occur on a repeated TRQ, but it will also occur during direct instruction, group work, and individual work.
The more a student knows,
the more re-exposure they will experience.Trqs
maintain knowledgeSlide38
The next few slides show the actual TRQ results of a student that is “learning” information using the TRQ program and the results of a student that is already proficient at this knowledge.
The
“learning” student takes 10, 8, 5 and 1 quiz on Sets 1 – 4 to earn credit for this assignment. The “proficient” student takes 4, 1, 2 and 1 quizzes over the same 4 Sets and earns the same number of points as the learning student
.
Learning VS. proficient studentSlide39
TRQ (Learning Student)Slide40
TRQ (Learning Student)Slide41
TRQ (Proficient Student)Slide42
Summary
TRQs are assignments that monitor student activity at the lowest levels of cognitive thought. Students “feel” an obligation to, at the very least, “try” in a class. Slide43
Summary
Once the decision to “try” has been made, the TRQ program places pressure on the student to earn their points via the pathway that requires information to be retrieved from long-term memory because that is the pathway that requires the least amount of time.Slide44
Summary
The ultimate result of the TRQ approach is that it forms, strengthens, and maintains memory constructs in students who may not have an intrinsic motivation to learn a particular set of information. But, as this information is used, attitudes and internal views are altered.