Blended Cognitive Tutor® implementation alternating collaborative textbook periods with adaptive software lab periods¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The curriculum's blended implementation splits weekly instruction between collaborative classroom work and individualized software work: "three periods per week are spent using the textbook for classroom activities" and "Two periods per week are spent in the computer lab using the software." Textbook periods foster cooperative problem solving, investigations, and comparing solutions; software periods let "students learn with the adaptive software at their own pace." This pairs student-centered discussion with self-paced adaptive practice.

Design Implications¶

Context¶

Requirements¶

• Access to a computer lab for the software periods
• Teacher facilitation supporting collaborative problem solving and student discussion

Constraints¶

Target Learners¶

• secondary mathematics students in grades 8–13

Target Learning Goals¶

• algebraic and geometric reasoning
• connecting verbal, numeric, graphic, and algebraic representations

Related Strategies¶

• Lab Rotation
• Implement Math 180 as a blended rotation model with 1:1 computer use during rotation and roughly half the class on software at a time

Examples¶

-

Key Sources¶

• Cognitive Tutor®. (2016). WWC Intervention Report: Cognitive Tutor®, Secondary Mathematics. What Works Clearinghouse, U.S. Department of Education. https://www.carnegielearning.com