What books should be followed for math
The secret of successful teachers - this is how you use bettermarks most effectively
It can be so easy: In order to determine how the use of bettermarks in your lessons can be designed most effectively, you don't have to collect years of experience. Take the shortcut and just learn from the experience of others instead!
We have examined the hundred most successful bettermarks classes and identified various success factors that also make your class a mathematical high-flyer.
Success factor no. 1: Intensity of use
The first thing that strikes you in our analysis is that more intensive use of bettermarks is also associated with better results. Assigning multiple learning objectives per week not only increases overall student performance, but also lowers the standard deviation at the same time. This effect can even be observed regardless of the type of school, which means that regular practice is a stronger success factor than the type of school.
This effect can also be clearly seen in a direct country comparison. If you examine two of the main countries where bettermarks are used, namely Germany and the Netherlands, with regard to their usage patterns, you can see that the Netherlands has a much more systematic use. Here 71% of the teachers carry out more than 50 assignments per year in approx. 30 calendar weeks. That means that they work with bettermarks almost every week. In Germany, on the other hand, only 38% of teachers use bettermarks on average with all students in 5 calendar weeks of the year. This often happens at the beginning of a new topic or in preparation for a class test, but basically bettermarks is only used once per lesson topic for practice. The fact that the Dutch classes achieve significantly better results on average is therefore due to the regularity with which they use bettermarks.
Assign multiple learning goals per week to your students to get the best impact.
Success factor # 2: control
Even if they are much more widespread in the Netherlands, there are also teachers in this country who use bettermarks every week and with all students. You can also see another success factor: If exercises are controlled and included in the grading, they are practiced up to twice as often. In addition, the probability of finishing an exercise after entering an incorrect entry is 20% higher. So the student develops greater motivation and stamina when he can assume that his teacher is checking his results.
Let your students know that you are looking at the evaluation of their bettermarks results, give them feedback on them and include them in the grading.
Success factor no. 3: Working with what is there
The third success factor that we noticed when analyzing the hundred most successful bettermarks classes surprised us a bit: 82% of the assigned content is “completed learning target exercises” and only 18% self-compiled content. For comparison: In the weakest classes, only 68% "finished learning objective exercises" are used and 32% are put together themselves. This means that the more time some teachers spend creating their own series doesn't translate into improved learning outcomes for their students. Of course, this effect can also be attributed to the fact that teachers who use bettermarks more often anyway also generally assign more learning goals.
Use existing series of assignments from the books to increase your students' chances of success.
Use as large a part of the book content as possible for an additional higher chance of success. We found that the classes that used all of the content in a book were more successful than the classes that didn't.
However, if you follow this advice and use the books and assignments provided, you should also ensure that you are taking full advantage of the content provided. So we could see that the classes that used all the content of a book were more successful than others. In order to ensure the learning success of your class, you should not only prefer existing bettermarks content to the content you have designed yourself, but also ensure that it covers as much of your curriculum as possible.
Success factor 4: taking the weakest with you
Another success factor of an optimal use of bettermarks is the identification and involvement of the less capable students. The analysis of our results shows that the students who did worse than the rest of the class on a to-do benefit from having their teacher reassign the same to-do to them for repetition. Our data shows that repeating it just once is enough for students to improve significantly.
In the overview of your teacher menus, identify your less-performing students and reassign them to those to-dos in which the students did less well.
Success factor 5: closing knowledge gaps
Bettermarks uses the knowledge gap feature to reveal missing knowledge and forgotten mathematical topics on the part of the students. This makes it clear where there may still be a lack of prior knowledge in order to be able to work on current tasks. Our analysis shows that the use of this feature also correlates with the best results. This means that the teachers who ensure that the resulting knowledge gaps are also filled by the relevant students, can ensure better learning outcomes in their classes.
Regularly test the previous knowledge of your students in order to identify knowledge gaps and to be able to act on them. First close the knowledge gaps before you continue working on current tasks.
Alternatively: Use the bettermarks knowledge gap feature and close the knowledge gaps before continuing to work on current tasks.
Increase learning outcomes
The introduction of a new teaching aid can be accompanied by a great deal of uncertainty, which in turn leads to many attempts and failed attempts. If you want to skip this tedious phase, it makes sense to fall back on the five factors just presented, which have proven to be a recipe for success when using bettermarks. If you observe these, nothing should stand in the way of your students' learning success.
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