Selected FastBridge math interventions can be used to provide small-group and individual lessons for students via an online format. Some require slight modifications from the school-based format and others do not. The following math interventions can be used for remote sessions.
|
Domain |
Intervention Name |
Modifications |
|
Number Sense |
Rote Counting: Let's Count! |
None |
|
Skip Counting: Let's Skip Count! |
None |
|
|
Reading Number Symbols: 3-step labeling procedures |
None |
|
|
Reading Number Symbols: Incremental Rehearsal |
None |
|
|
Reading Number Symbols: Constant Time Delay |
None |
|
|
Whole Number Operations |
Basic Facts Addition: Incremental Rehearsal |
Teacher presents cards to student one at a time |
|
Basic Facts Addition: Constant Time Delay |
Teacher presents cards to student one at a time |
|
|
Basic Facts Subtraction: Incremental Rehearsal |
Teacher presents cards to student one at a time |
|
|
Basic Facts Subtraction: Constant Time Delay |
Teacher presents cards to student one at a time |
|
|
Teacher presents cards to student one at a time |
||
|
Basic Facts Multiplication: Constant Time Delay |
Teacher presents cards to student one at a time |
|
|
Basic Facts Division: Incremental Rehearsal |
Teacher presents cards to student one at a time |
|
|
Basic Facts Division: Constant Time Delay |
Teacher presents cards to student one at a time |
|
|
Measurement |
Basic Money Constant Time Delay |
Teacher presents cards to student one at a time |
|
Basic Money Incremental Rehearsal |
Teacher presents cards to student one at a time |
|
|
Geometry |
Shape Identification Constant Time Delay |
Teacher presents cards to student one at a time |
|
Shape Identification Incremental Rehearsal |
Teacher presents cards to student one at a time |
Procedures
- Equipment. Make sure that all teachers and students who will be assigned to complete the intervention have an internet-connected computer or tablet with audio and video capabilities.
- Lesson procedures. Follow these steps to provide the lesson for students.
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- Prior to the first lesson, download and review the small-group intervention materials, which are found in Lesson 4 for each FastBridge intervention.
- Open the presentation slides or other teaching materials and maximize their size on your computer screen.
- Open your internet browser window to the scheduled videoconference session.
- Before sharing your screen, talk to the student(s) and explain that you’ll be doing lessons like you do in school but together via the computer. Take time to connect with the student(s) before launching each lesson.
- If there are lesson materials that the students need to see, the teacher should share ONLY the window with the lesson materials. Keep the other window with the videoconference screen open so you can also see the student(s) during the lesson.
- It is best if both the student(s) and teacher wear a headset during all lessons to reduce ambient noise and feedback.
- Equipment practice. Teachers need to practice to make certain that all audio and video works as intended. The teacher should practice the lesson steps with a family member or colleague remotely before doing so with students, particularly the complex video conferencing part of the lesson delivery.
- Lesson schedule. Create a schedule for intervention lessons and share it with the student(s) and family.
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- It might be necessary to adjust lesson times in relation to the student's and/or family's schedule.
- If appropriate, let the student(s) and family know how to contact you when they will not be able to attend a scheduled lesson.
- Family directions. If appropriate for your remote education program, distribute the attached family directions form or create a local form with the directions to distribute to the families.
The teacher’s view during lessons will be something like one of these depictions.
Teaching with two monitors, or one monitor and a tablet, looks something like this:
Teaching with one monitor, and two windows open side-by-side looks something like this.
