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Q. Is this an Algebra 1 course, an Algebra 2
course, or both?
A. The reason that we named our program "Algebra: A Complete Course,"
is that we believe the best way to learn Algebra is to start at the
beginning and end at the end! In this program you will find a complete study
of the essential concept material covered in a traditional Algebra 1 and
Algebra 2 course.
However, we need to continue a little further with this answer because
Algebra 1 and Algebra 2 are terms that refer mostly to the traditional way
that Algebra has been taught. Traditional Algebra 1 classes attempt to cover
most of Algebra in the first year, but the methods that are used, and the
speed with which the material is covered, hinders student understanding of
the material. Instead, the student is just exposed to memorizing rules,
formulas, tricks, and shortcuts. By the time they get to what is called
“Algebra 2”, (sometimes after they take a Geometry course), they have
forgotten almost all of the Algebra that they “memorized”. So, that Algebra
2 course (which is by definition, a rehash of whatever has been called
“Algebra 1”), must repeat practically all of the Algebra 1 course. In fact,
it usually repeats a lot of the Pre-Algebra material as well. This is
usually referred to as the "spiral method" of learning, and it is not very
effective in helping students to excel, especially at this level of
mathematics.
We think that this huge overlap is generally unproductive, and largely
unnecessary if the concepts are taught analytically. Therefore we call our
program "Algebra: A Complete Course," because we employ a mastery-learning
approach, sometimes moving at a slower pace, but without the overlap. As a
result, students often complete the course even more quickly.
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Q. Which Modules of
VideoText Algebra correspond to traditional Algebra 1 and Algebra 2 courses?
A. Remember that in traditional Algebra 1 classes, students are
pushed very quickly through 70-80% of all Algebra, but it is taught very
rapidly, and employs strategies that do not promote long term memory.
Because of this, traditional Algebra 2 classes involve going back to the
very beginning, and reteaching almost all of the Algebra 1, which may take
50-60% of the Algebra 2 year!
To be more specific, in the VideoText Algebra program, Modules A, B, C, D,
and E constitute what is traditionally called “Algebra 1.” That means that
you must include the material in all of these Modules if you are going to
adequately compare VideoText Algebra to any other Algebra 1 course. Further,
you must go back and start with Module B, (starting with Unit II, - “First
Degree Relations with One Placeholder”), and continue through Modules C, D,
E, and F, if you are going to compare VideoText Algebra to the algebraic
concepts in any other Algebra 2 course.
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Q. How do I know where
my student should start in your course?
A. We find that 95% of the students who have had some exposure to
Algebra still do not have a foundational understanding of why problems are
solved in certain ways. Unfortunately, in most curricula, there is an
emphasis on learning rules, formulas, shortcuts, and tricks, and that only
serves to utilize memorization skills. In Algebra, we should be starting to
teach the teenage brain how to develop problem-solving skills and analytical
thinking skills, and that only occurs if we explain the "why" behind every
single concept.
Our stance is that it is very difficult to try to place a student in the
middle of this course, since the analytical strategies that we use
throughout the program are actually "built" in the earlier lessons. So, even
though the lesson itself might contain a procedure that the student already
recognizes, the concept may still be unknown to the student. The learning of
those concepts is the real reason to study Algebra anyway, so that we can
develop our students into great thinkers!
By the way, if you look at nearly any other Algebra 2 course, you will find
that it does not start where Algebra 1 ended. Instead, it goes all the way
back to Pre Algebra and starts over! So your students will be covering those
procedures again, no matter which program they choose. However, with
VideoText, they will not be learning tricks and shortcuts. They will be
learning why those procedures work as they do. These earlier lessons are
essential in setting the proper foundation, even though older students will
probably be able to move through them more quickly than younger students.
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Q. Can a student work
through this program without help from Mom or Dad?
A. One of the strongest features
of our program is that the student can complete virtually all of the
material on their own! Of course, the parent should provide oversight,
especially on quizzes and tests, but all problems in the entire program
(including WorkText and Progress Test problems) are worked out step-by-step
in the Detailed Solutions Manual and Instructor’s Guide! Also, any time
students need help, they can call the toll-free help-line and talk with an
instructor who will "walk them through" the problem, and help them to
understand the concept. This unlimited support is good for the entire
family! One further note, however, is important. We strongly suggest that
Mom and/or Dad sit down and watch the video lesson with the student. It
will only take about 10 minutes of your time, and it will provide 2 valuable
benefits. First, you, the parent, will get a clear, general sense of what
the lesson is about. We don’t expect you to do problems, and take tests,
but, having a reasonable idea of what a concept is, for each lesson, will
help you to communicate, and encourage your student. Second, it is just
human nature that your student will probably pay a little closer attention
if the two of you are watching together.
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Q. At what age, or
grade level, should my student begin the VideoText Algebra program?
A. We would generally recommend
that a student begin our program in the 8th or 9th grade. Of course, if they
are doing well in arithmetic, a 7th grade start might be reasonable. On the
other hand, 10th and 11th grade students who are struggling, will find this
course extremely helpful in getting them back on track, probably allowing
them to move through it more quickly than a younger student. In any case,
you need to know that traditional 7th and 8th grade
math programs are largely review of the material that was covered in the
first six grades. So, if students have completed grade six, with reasonable
mastery, they should be ready to start the VideoText Algebra course,
especially since Module A “reteaches”, algebraically, all of the arithmetic
concepts which will be used in a study of Algebra. Of course, they would
probably be moving much more slowly through the course, primarily because of
their age and development, but this pacing will provide for exceptional
concept mastery and retention.
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Q. What about
Pre-Algebra?
A. Traditional Pre-Algebra
courses tend to largely repeat most of the arithmetic course work that the
student has already covered, and then proceed on to some very basic Algebra
and some simple Geometry. Typically, a 7th or 8th grade student who has done
reasonably well with arithmetic courses will be ready to start our course.
In addition, in our first Module, we “reteach” every arithmetic concept that
they will need in Algebra, realizing that they may already know “how” to
perform the computations, but taking their understanding of those procedures
to a conceptual level. In other words, we teach them the "why" behind each
and every one of those procedures!
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Q. How long will it
take my student to go through the complete Algebra course?
A. Of course every student is
different, but let's look at the number of lessons to be completed in the
complete program. There is a total of 176 video lessons to complete, along
with the exercises, quizzes and tests that accompany those lessons. The
video lessons average 5-7 minutes each, and the entire process of watching
the video and working through the exercises, and taking a short quiz should
normally be finished in 30 to 60 minutes. (The short quiz will revisit the
previous day’s lesson). So, since you have approximately 180 school days
each year, a student who completes just one lesson every two school days
will complete the entire course in two years. Remember, this course is
equivalent to Algebra 1 and Algebra 2, so this pacing is entirely
acceptable. Additionally, many students are able to complete a large number
of the lessons in just one day, so a goal of 1½ years to complete the course
is also very achievable. In fact older, more experienced students, who can
complete a lesson each day, would finish in approximately one year!
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Q. Why do public
schools need 2 full years to cover Algebra?
A. Traditional Algebra 1 classes
attempt to cover most of Algebra in the first year, but the methods that
they use and the speed they attempt to maintain keeps students from really
understanding the material. Instead, students just attempt to memorize
rules, formulas, tricks, and shortcuts. By the time they get to the Algebra
2 course, (sometimes after they are given a Geometry course), they have
forgotten almost all of the Algebra that they memorized, so the Algebra 2
course must then repeat most of the Algebra 1 course. In fact, it usually
repeats some of the PRE-Algebra course as well! This is called the "spiral
method" of learning math, and it is not very effective in helping students
to excel, or to retain what they have learned.
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Q. If you aren't using the spiral method of
learning, what do you use?
A. We employ the "mastery method
of learning", which ensures that students master a particular concept before
going on to the next. Concepts are divided into small "bite sized" chunks of
information, and students are able to understand much more efficiently, how
and why a particular procedure works. Additionally, there is a "building"
approach which takes the information we just learned and uses it in the
lessons which follow. This virtually eliminates the need for repeating
previously covered lessons.
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Q. How many problems does the student complete in each lesson?
A. Typically, we have 15-25
problems per lesson, and we recommend that the student only do half of
those, working the odd or even set. Sometimes parents wonder if 10-12
problems are enough. Our philosophy is that the rote memorization and
repetition that may have seemed to be so effective in the early arithmetic
years, is now exactly the opposite of the strategy we should be using in
higher level math. Now we want to focus on understanding the "why" behind
each procedure, so we have fewer problems, but we require students to show
every step on each of those problems. By doing this, if students miss a
problem, they can look in the Solutions Manual and determine exactly where
their thinking went wrong. In fact, it is even more beneficial if they are
then required to explain their mistakes.
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Q. What do you do when a student completes a lesson but fails to understand
the concept that was taught?
A. First of all, please
understand that we do not consider that a student has completed a lesson
until the concept has been taught. In fact, students very seldom complete
the exercises successfully if they have not learned the concept. That being
said, we recommend first doing just the odd or even set of problems,
checking in the solutions manual after every two or three problems to ensure
that the student is "on track." If the student misses any of these daily
problems, it is that student's job to compare his or her work to the
Solutions Manual and be able to explain where the mistake was made, and what
is needed to correct it. Then, on the next day, a short quiz is taken,
generally occurring after every 1 or 2 lessons. If a deficiency is
recognized, the student can return to watch the short video again, work the
other set of problems, and take the second version of the quiz. Of course,
you should feel free at any time to give us a call on the toll-free help
line, and let an instructor give you some assistance.
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Q. Do you have extra
problems available if a student additional practice?
A. We now have an extra exercise
set for every lesson, and those are posted on our website under the heading
“Extra Practice Problems”. You simply choose the lesson you prefer, and you
will be able to print out a page of exercises, and a page of answers.
Please understand that the term “Extra Practice” implies that the student
already understands, and has reasonably mastered the concept, and just wants
(or needs) some extra practice. These are not exercises designed to “fix a
problem”, or “clear up misunderstanding”. They will, in fact, sometimes
stretch the student’s understanding, by including a slight “twist” from the
routine exercise.
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Q. What type of print material goes along with the video lessons?
A. The VideoText Learning System
is more than just watching videos! The short lesson is filled with computer
generated graphics, animation, and color sequencing, so that students learn
the new concept quickly. However, we still need to have them demonstrate
that understanding, so there are five more steps to ensure that they retain
that knowledge. There is a Course Notes booklet, to which students can
refer, if they need a quick refresher on the actual concept development from
the video lesson. Then there is a Student WorkText, which provides, for
each lesson, a re-statement of the lesson objective, a re-listing, and
description, of the important terms used in the lesson, additional algebraic
examples, worked out in detail, and a set of exercises, with which students
can demonstrate their understanding of the concept. Further, there is a
detailed Solutions Manual, which spells out the step-by-step solution for
every exercise in the WorkText. Certainly, this can be used by the
parent/instructor to check student answers, but, it should be understood
that this manual is much more than an answer key. It is a teaching tool, to
be utilized by the student, to engage in error-analysis. Students should be
finding their own errors, and learning from that misstep in logic. Next,
the Progress Tests booklet provides Quizzes, which test the students’
knowledge of small amounts of material. These are used on the day after a
lesson is studied, and provide for a quick assessment of student
understanding. And, there are two versions of each quiz, in the event that
students need to go back over a lesson, and again attempt to demonstrate
their conceptual mastery. Further, there are comprehensive Unit Tests, in
the same format. Finally, there is an Instructor’s Guide, which contains
detailed solutions for all quiz and test answers, as well as additional
parent helps for implementing the course successfully. All in all, instead
of trying to read through a textbook, hoping that any supporting videos help
with confusion, the VideoText Interactive video lessons are
the textbook, and all of the print supports the video lessons.
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Q. What about
Geometry? Is it covered in this course?
A. No. This course is purely
Algebra. We do use some geometric examples involving simple measurement,
when teaching certain algebraic concepts, but we believe that a student
should attempt a formal Geometry course only after finishing a complete
Algebra course.
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Q. What do you
recommend for Geometry?
A. We really feel that there is a
significant lack of effective homeschool / independent study related
material in this area, and we are rapidly working to complete our
video-based Geometry course (including Trigonometry). Modules A, B, C, D,
and E of our new Geometry program are now available for purchase, and Module
F will
be released in 2010. (Read Geometry FAQ's here.) When this program is finished, we assure you it will
exhibit the same high quality and support, which is the benchmark of the
VideoText Interactive educational programs. That means we simply
must take the necessary time to ensure quality. We encourage you to
regularly check back at our "Latest News" section to get an update on our
progress. Also, if you have not given us your email address (the primary
way we will inform you of program developments), send an email to
customercare@videotext.com and give us that
information. We will enter it in our database for future reference. (Rest
assured we do NOT give those addresses to anyone else. We use them only to
communicate with you.)
In the meantime, we do recommend completing the entire Algebra program
(normally considered as Algebra 1 and Algebra 2) before beginning any
Geometry course. If you are just looking to get a student READY for
Geometry, you might look at Key Curriculum's "Keys to Geometry." This is not
a formal Geometry course, but it does introduce most of the terms and
concepts found in Geometry. Later, this allows the student to concentrate on
the logic building skills that are introduced in a formal course.
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Q. What do you
recommend using BEFORE VideoText?
A. There are, in fact, so many
elementary programs available to homeschoolers, that no one can confidently
make a universal recommendation in response to this question. The mix
includes commercially-developed programs that are designed to be used in
classroom situations, as well as adaptations which are formatted for use in
individualized settings and independent study programs. Of course, there are
also programs specifically developed for use by homeschooling families,
several of which are, in fact, authored by homeschooling families
themselves. We really believe this broad spectrum of perspectives and
strategies is appropriate, because we all understand that every student
learns in his or her own unique way.
With all of that being said, it is generally agreed that, in the "primary"
levels (grades K-3), students must have the "hands-on" experience exploring
the basic concepts of arithmetic. That means you will have to be personally
and regularly involved with your student, exploring and discovering the
concepts together, through the use of manipulatives and visuals.
In the "intermediate" levels (grades 4-6), you will begin to see more
noticeable differences in arithmetic instruction. The tendency is to develop
more sophisticated algorithms (mechanical, step-by-step procedures), and to
rely less on a thorough investigation of the conceptual underpinnings. This
certainly is not "terminal" with regard to student understanding, but it is,
at this time, more common to see student frustration emerging because the
"why" questions are not being answered completely.
Programs that we are acquainted with, which have, as their basis, a focus on
concept-development, include RightStart™ Mathematics (by Dr. Joan A. Cotter),
Math-U-See (by Steve Demme), and Making Math Meaningful (by David Quine). We
have also heard good things about Moving With Math, Everyday Math, and
Singapore Math. We are certainly not indicating that this list is
exhaustive, or that any particular program will work better with your
family, but the focus in these programs seems to be in the direction of
discovery, analytical reasoning, and the development of critical thinking
skills. The decision is still up to you to find the right match for your
student.
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Q. Do you use graphing calculators in your course?
A. Our main goal in Algebra is to
help students develop analytical thinking skills. The reason we have such an
emphasis in our program on having students work out every step to each
problem is precisely to develop these skills. We know that in many of the
program’s earlier exercises, students can actually work problems mentally,
faster than using the prescribed analysis procedure. However, if we condoned
this, we would be robbing students of the exercise that will make the brain
stronger. (And, additionally, three months later, when they arrive at
problems that are too difficult to complete mentally, they will have no
recognizable strategy for solving the problem, at least not in an efficient
way.)
So what does this have to do with graphing calculators? Throughout our
course we avoid rules, shortcuts, tricks, formulas, and tools like
calculators. If we use these things to derive the answers to exercises, we
actually shortcut the "exercise-of-the-brain" process and hinder the
development of intellectual strength. We know that students may eventually
be required to use the graphing calculator, but if they really understand
the concepts, they will have the ability to read a user's guide for any
brand of calculator, and easily learn how to operate it to do the things
electronically that they have become logically proficient at, mentally. We
hope this gives you a sense of the philosophy behind our course. Our goal is
NOT necessarily to develop students into great Algebra problem solvers, even
though that will happen with our course. Our true goal is to develop them
into great thinkers, so that they can improve in all areas of their life! Of
course, students may still want to learn how to operate a graphing
calculator, but we would not recommend allowing them to use one in the
actual course until they can prove to you that they don't really need one to
do their work.
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Q. Do I own the
program when I am finished with it?
A. Yes, the program is yours to
keep as long as you like, and then resell it, or give it away, at your
discretion.
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Q. Can I use this with
multiple students within my home?
A. Yes! The program is not
consumable. You do not need to write in any of the books, (they are not
workbooks), and exercises are normally completed on regular notebook paper.
Of course, we give you permission to make unlimited copies of the print, for
use within your own home, if desired. If you do wish to have additional
booklets, they can be purchased separately. Just check our ordering page
for current pricing.
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Q. Do you plan to
produce a DVD format?
A. The DVD format is now
available.
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Q. What is the
difference between the various editions of the VideoText Interactive
Algebra program?
A. There is no difference in the
video content of any of the editions, and all of the print components are
compatible. However, in 2003, VideoText introduced a new larger Module
binder that holds all of the lesson tapes AND all of the print material,
Also added were Student Progress Checklists (available free at our website)
that help parents keep track of exactly what lessons their students have
completed. Further, we also developed additional practice problems for
students to use for reinforcement, if needed (also available free at our
website). And lastly, we now have a new gray Instructor’s Guide with
Detailed Solutions to all quizzes and tests.
If you have an earlier version of the program, you may have only a pink
Instructor’s Guide with tests and simple answers. If that is the case, you
may want to order just the new Instructor’s Guides. They will fit right in
with your earlier program, and provide valuable assistance with grading
quizzes and tests.
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Q. Do you have
discounts for homeschoolers and independent learners?
A. Yes! Check the ordering
section of our website for current pricing.
You can purchase individual Modules, one at a time, or buy packages, but
people generally start with just Module A. Then, anytime during the first 30
days, you can call us and ask to apply what you paid for Module A, to either
the 3-Module or the 6-Module package. You just pay the difference, and we
send you the rest of the package!
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Q. Do you charge for shipping? Do you collect sales tax?
A. We do have a
shipping-and-handling charge on all mail orders. Also, at conventions, we
are required to collect sales tax, but, of course, there would be no
shipping charges, since you take Module A with you. As well, because we are
based in Indiana, we are required to collect sales tax on orders from
Indiana customers. However, at this time, we are not required to collect
sales tax on orders from other states.
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Q. Do you have a
guarantee?
A. Yes! In fact, we have TWO
guarantees! First, you can order the VideoText Module A and try it out in
your own home! If, for any reason, you are not 100% satisfied with Module A,
simply call us within 30 days for a complete refund of your purchase price.
Secondly, once you see the effectiveness of the VideoText program with your
students, we know you'll want to get the complete program. So, to make it
even more affordable, we will also guarantee that you may apply your payment
for Module A to the special package price on either the 3-Module or 6-Module
Package. Again, simply call us within 30 days of your purchase and tell us
to send the rest of the program. You'll only be billed for the difference
between your original payment for Module A and the special package price!
Click here to see our complete guarantee details.
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Q. How can I get a
FREE video sampler?
A. Just click here to order your
FREE Sampler DVD.
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Q. If we have a problem, can we
get help by email?
A. Since a conversation is
usually needed to efficiently help a student with a problem, VideoText
offers users an unlimited, toll-free help-line, for original purchasers of
the program. Our instructors, at 1-800-ALGEBRA, really can help you with any
problem, so don't hesitate to call anytime that you encounter difficulty. We
generally do not handle help requests by email, since we have found that it
is much more productive to speak directly with the student and/or the
parent.
Please feel free to call the help-line anytime, and, if you are answered by
voice mail, leave a message that gives the best time to call you back. Also,
if you don't understand an explanation, or if you hang up and then get lost
again, don't hesitate to try again. We are here to help you!
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Q. Can I use the
help-line if I purchased my program used?
A. The unlimited, toll-free
help-line is for the original purchaser of the VideoText program. If
you have purchased a used program, and would like to have help-line access,
you can purchase a help-line registration on our
Product Ordering Page for just $99. This registration will provide
access for your entire family for as long as you own the VideoText program.
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Q. We just started
using VideoText, and I am not sure we are using it correctly.
What is the “VideoText Interactive 5-step Learning Method”?
A. One of the most effective
parts of the VideoText program is our 5-step method of learning. To give you
a brief overview, on every lesson your student should complete the following
5 steps:
1. Watch the video.
2. Look over the Course Notes.
3. Read the WorkText & work the odd or even exercises, showing EVERY step of
the process on notebook paper. These daily exercises are completed in
“open-book” fashion, using any reference available to the student.
4. Check those answers, and solutions, with the Solutions Manual.
5. When you feel ready, (but no sooner than the next day), take the short
Quiz, and check it against the solutions in the Instructor’s Guide.
Understand, each Quiz is a "gatekeeper" that
tells you whether you really understand the concept, and if you are ready to
move on, to the next lesson. Your student may get 90% on several Quizzes in
a row, and then suddenly get a 50%. That is the beauty of the process of
testing on small amounts of content. It isolates and pinpoints any area that
causes the student a problem, and allows us to reinforce the reasoning
skills for that individual concept before moving on.
We generally recommend STARTING the day with the quiz on the material from
the previous day, and then moving on to the next lesson. This will ensure
that the concept has been retained, instead of just having been memorized
for a few minutes. However, depending on your student, you may want to give
one version of the quiz the same day, possibly as an immediate review, or as
a pre-test, in anticipation of the Quiz for the next day.
If a problem shows up on the Quiz, just repeat the same 5-step process the
next day. If there is STILL a problem, just stop completely and have the
student call the help line at 1-800-ALGEBRA. Just remember that, in no case
should you wait until everyone is completely frustrated before you call for
help. We will help your student to quickly get back on track.
Also, don't miss the important Training Session on Teaching Disk #1! It is a
training session for both you AND the student to watch together. It explains
in further detail how to use the program effectively.
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Q. Where will my
students use Algebra in real life?
A. The surprising answer to this
question is that we really DON'T use a lot of Algebra in our everyday lives!
How many people can you find (engineers and other technical experts
excluded) who factor polynomials during their workday? So, then, the real
question is "WHY are we teaching Algebra?"
Our belief is that the real value in studying Algebra is that, if it is
taught correctly, it can be one of the most beneficial exercises available
to the teenager’s brain, to help that brain to develop real analytical,
problem-solving skills! They will then use those critical-thinking skills in
all other areas of their lives. So we are really just USING this subject,
called Algebra, to improve the way they think. (Of course, along the way,
they usually become GREAT at Algebra too!)
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Q. My student has
already completed a different Algebra 1 course. Will we have to start over
with VideoText?
A. It is essential that you start
at the beginning. However, since your student has already had some Algebra,
it is very probable that he or she will be able to move faster. But don't
panic. This may not be as bad as it sounds. Why? Because any other Algebra
2 course that you examine, will go virtually all of the way back to the
beginning of Algebra 1 anyway, and spend approximately 50% of the year
reviewing old procedures. So in either case, your student would be "starting
over." However, with VideoText, your student will also be learning the "WHY"
behind those procedures, and that will really enhance the understanding of
the more complex concepts later on.
Of course, if your student was reasonably successful in their previous
Algebra course, maintaining a one-lesson-per-day pace will still get you
through the entire course in one school year. That means no time will be
lost by starting over. In fact, the revisiting of all of those concepts
will be of great benefit in filling in any gaps or holes in the student’s
overall understanding.
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Q. How do I assign a
grade to my student’s work?
A.
We are all familiar with the elementary
arithmetic test in which there were exactly 100 problems. Grading this test
seemed very easy. 100 problems are equal to 100 points, which is equal to
100%. So, the student either got the problem correct, or got the problem
wrong. In other words, the student got full credit, or no credit. Of
course, some tests had only 50 problems (conveniently worth 2 points
apiece), or 25 problems (4 points apiece), or some other number of problems
compatible with the number 100. And then there were the tests with 33
problems (just ignore the extra point), or, even worse, some number of
problems such as 23. In every case, the grading procedure was based on
100%, and seldom was any partial credit given (except for the teacher who
took the extra time)
This approach to grading was, to say the least, simplistic, and didn’t
really tell us anything about the student’s understanding. We never knew if
the student just made a careless mistake or didn’t understand the concept.
Using this strategy may accommodate our needs at the elementary level,
though I suspect none of us are entirely comfortable with it. It is, at
best, inefficient and inappropriate at the “mathematical” level.
So what do we do in an Algebra or Geometry course, where the primary
emphasis must be on conceptual understanding? We simply must take the extra
time to assess whether the student “gets it”, and award credit for the
demonstration of that understanding. For example, here is a typical
scenario. A particular Algebra test contains 30 problems to solve. Simply
let every problem be worth 10 points, giving a total of 300 points for the
test. Your responsibility, as the teaching parent, is to mark problems
right or wrong. Let’s say the student misses 10 problems. The initial
score, then, is 200 out of 300 points, or 67%. Not too promising, right?
But we don’t know why the student missed the problem. It is now the
student’s responsibility to analyze the problems missed, using the
Instructor’s Guide, and explain to you why the answer was incorrect. I can
assure you that the student either made a careless mistake (you already know
that is the reason most mistakes are made), or there is a gap in the
student’s conceptual understanding. So suppose your student says to you,
“Mom, I can’t believe what I did here. It says 3 times 2, and I added.”
That will certainly wreak havoc on an Algebra problem. But you can tell it
wasn’t a conceptual issue. It was carelessness. Give the student 8 points
back on that problem!
Yes, there must be consequences for inaccuracy, but in an Algebra course, it
shouldn’t be devastating. I think we would all agree that we can live with
a few careless mistakes if we can be assured that the student’s
understanding is sound. Of course, you will continue to emphasize being
meticulous (the ACT and SAT tests are coming), but we also need to remember
what our focus must be, relative to the intellectual development of our
students.
Using this strategy will give you a much clearer picture of the student’s
achievement. And please understand, there is no magic formula for
determining how much to let each problem be worth, or to decide how many
points to “give back” to the student. Just be fair, and keep your standards
where you think they should be. By the way, it is not unusual for that
student who started with a 67% raw score to end up with something closer to
80% after error-analysis. That may still not satisfy you but, at least, it
is more encouraging to your student.
One further suggestion: Be sure to utilize the VideoText Interactive
progress checklists to keep track of grades. You will find downloadable
PDFs for each unit, in the Support section of our website.
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Q. Is there enough
practice and review in the VideoText Interactive Algebra program?
A. There always seems to be a
fear that “we’re not doing enough practice”. The simple fact is, you can’t
really practice Algebra. It is generally accepted that you can practice
Arithmetic (from the Greek “arithmos”, meaning “number”), because it
consists primarily of algorithms and procedures. Algebra, however, is
concerned more with mathematics (from the Greek, “mathematikos” meaning
“fond of learning”). You must internalize “concepts”, which can be applied
to a multitude of situations. We have, by the way, prepared extra sets of
problems for every lesson in the program, and they are being made available,
free of charge, on our website. Hopefully, that will alleviate some fears,
and allow for more reinforcement. But how many “practice” problems would be
enough? The more important distinction in a student’s work is whether
careless mistakes are being made, or concepts are not being understood.
We will admit openly to you that we purposefully put problems in each
exercise set that “don’t look like the examples”. We will assure you,
however, that the same concept you learned through examining “familiar”
problems, will be used to do the “unfamiliar” problems. It is essential that
students have this experience. Let us explain.
Years ago, VideoText author Tom Clark was a member of the College Board, the
organization that oversees the preparation of the SATs. Tom says, “When
problems were submitted for consideration for a new SAT test, the
instructions were very clear. ‘Please be sure no student has ever seen this
problem before.’ That is the way those tests are designed. So, when a
student finishes the test, and leaves the room with a glazed-over,
deer-in-the-headlights look, saying, ‘I didn’t recognize a lot of that
stuff,’ we knew we did our job.”
You see, SAT stands for “Scholastic Aptitude Test”. It is not a test of your
“knowledge of things”. It is a test designed to see if you are able to
“apply” simple algebraic and geometric concepts to new situations. We want
students to start thinking that way as soon as possible. Again, just use the
help-line or the solutions manual to confirm the application.
By the way, just for the record, in the VideoText program there have always
been quizzes, unit tests, and cumulative reviews, 2 versions of each.
(Please note that cumulative reviews are available at the end of Units II,
III, IV, VI, VIII, and X.) That affords several options for reinforcement
and retesting. Many people tell us that we have the most extensive testing
and review program there is.
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Q. How are the SAT and
PSAT scored?
A. A raw PSAT score is calculated the same way as a raw SAT
score. For each section (verbal, math, or writing skills), you get one
point for a correct answer, but you lose 1/4 of a point for an incorrect
regular multiple-choice answer. In the math section, you lose 1/3 of a
point for each incorrect quantitative comparison answer. There is no
penalty for incorrectly answering a grid-in. There is also no penalty for
skipped questions.
The first difference between the scoring of the tests comes in the scaled
score. On the PSAT, scaled scores range from 20 to 80 (not 200 to 800, as on
the SAT). Luckily, verbal and math PSAT scaled scores directly correspond to
SAT scaled scores. For example, a combined math and verbal PSAT score of 110
means the same thing as a 1100 on the SAT. To use your PSAT as a gauge of
what you might score on the SAT, just take your math and verbal scores, add
them together, and multiply them by ten.
For each of your scaled scores, you will also receive a percentile that
tells you where your score stands in comparison to the national average.
This score can be important, since it is probably the first time that you’ve
been ranked against most other students nationwide in your age group.
If you need clarification on any of these points contact us at 800-897-6181,
or go to the following site:
http://www.sparknotes.com/testprep/books/sat/chapter14section3.rhtml
Q. How much time
should my student be allowed to take quizzes and tests?
A. We do not really have a
prescribed amount of time for each test. VideoText focuses heavily on
developing understanding, so if the student takes a little longer than
normal, but really understands that particular concept, we are pleased with
the result. Speed with that particular concept will usually come in later
lessons, as we continue to use the concept while learning something new.
Practically speaking, however, we would say that a daily quiz usually
averages 10-20 minutes, while a Unit Test or Cumulative Test might take 1-2
hours, and may even be divided over 2 days.
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