Results Brochure Vol 11

Best Practices Bring Proven Results! NCSM—Improving Student Achievement Series Leaders and teachers must systematically integrate the use of concrete manipulatives into classroom instruction at all grade levels. To develop every student’s mathematical proficiency. Marzano Strategies of Best Practices “Classroom Instruction that Works” by Robert Marzano Identifying similarities and differences When introducing each manipulative, scripted lessons ask, “How are these alike? How are these different?” Nonlinguistic representation All lessons begin with models or manipula- tives, representing the essence of mathemati- cal concepts. Student practice pages begin with a picture of the manipulative and gradually move to the abstract symbols. Activities with manipulatives are always done with a partner or small group. Harvard University—PEAR Review The Program in Education, Afterschool and Resiliency (PEAR) at Harvard University and the SEDL National Center for Quality Afterschool Moving with Math Strengths • Day-by-day lesson plans are clearly laid out and easy for the teacher to use • Program is research based • Repetition of skills and concepts is done in an effective way • Games and manipulatives are particularly engaging for students The National Research Council— Adding It Up The NRC concludes its review of research on the role of manipulatives with the following statement: “The evidence indicates that manipulatives provide valuable support for student learning when teachers interact over time with the students to help them build links between the object, the symbol, and the mathematical idea they represent” The Moving with Math ® Learning Management System incorporates the Best Practices recommended by scholars and leaders in education. Research has shown that students taught with manipulatives have increased understanding and long- term retention. CRA instruction coupled with assessment-driven instruction and progress monitoring provide a complete system to help struggling students succeed.