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Corporate HeadquartersPLATO Learning, Inc.10801 Nesbitt Avenue S.Bloomington, MN 55437800.869.2000952.832.1200 (FAX)PLATO Support ServicesWebsite: http://support.plato.comEmail: http://support.plato.com/SupportRequest.aspVoice: 800.869.2200International OfficesPLATO Learning (Canada), Inc.200-1311 Howe StreetVancouver, British Columbia V6Z 2P3Toll free: 866.567.5286Phone: 604.691.1792Fax: 604.691.1763PLATO Learning (UK) Ltd.Statesman House,Stafferton Way,Maidenhead,Berkshire,SL6 1ADMain: 44 1628 588 300Fax: 44 1628 588 333Sales: 44 1628 588 359Tech Support: 44 1628 588 345Tech Support Fax: 44 1628 588 340World Wide Websitehttp://www.plato.com/Copyright 2004-2005 by PLATO Learning, Inc. All rights reserved. PLATO is a registered trademark of PLATO Learning, Inc.PLATO Learning is a trademark of PLATO Learning, Inc. All company names and products are trademarks or registered trademarksof their respective holders.
Table of ContentsCHAPTER 1 GENERAL INFORMATION . 1Overview. 1Product Overview . 3CHAPTER 2 PLATO INSTRUCTIONAL STRATEGIES. 7Overview. 7Individualized Instruction . 9Competency-Based Instruction. 10The Mastery Model. 11CHAPTER 3 INSTRUCTOR ORIENTATION TO PLATO LEARNING COURSEWARE. 13Overview. 13Implementation of Computer-Based Education. 14Mode . 16Troubleshooting . 17Orienting the Learner. 18Navigating through the Courseware . 21CHAPTER 4 LEARNING ACTIVITY AND QUESTION TYPES. 25Overview. 25Tutorials . 26Applications . 30Mastery Test. 34Offline Activities . 35Question Types . 36CHAPTER 5 TESTING STRATEGIES. 41CHAPTER 6 LEARNING AIDS. 43Overview. 43Notebook. 44Calculator. 46Math Entry Tools . 48Graphing Tool. 50Audio. 51CHAPTER 7 ALGEBRA 1 SCOPE AND SEQUENCE . 53Overview. 53Course One Basic Number Ideas . 54Course Two Math Sentences . 56Course Three Graphing Basics . 58Course Four Equations and Formulas. 59Course Five Special Topics . 60Course Six Introduction to Functions . 62Course Seven Sets and Numbers . 63Course Eight Polynomials and Factoring . 66Course Nine Equations and Inequalities . 68i
Chapter 1General InformationOverviewIntroductionThe Algebra curricula teach learners practical and advanced mathematicsskills and concepts, including basic number ideas, sets, math sentences,rational expressions, graphs, probability, and functions.BenefitsThe Algebra curricula help learners to learn important problem-solving skillsand strategies, most of which are drawn from real-life experiences. Thecurricula does the following: AssumptionsProvide learners enrolled in algebra courses with either a core orsupplemental instruction.Prepare learners who need algebra as a prerequisite for their work inbusiness, economics, computer science, and other areas.This guide is written with the assumption that the instructor and learner arefamiliar with a browser, including navigating to a specific Internet address orUniform Resource Locator (URL).Continued on next page1
General Information Overview, ContinuedUsing this guideThis guide provides an overview of the structure and content of the Algebracurricula. Because you play a key role in ensuring a positive experience forlearners, it is important to review all sections of this guide.SectionGeneral InformationPLATO InstructionalStrategiesLearning ActivityTypesTesting StrategiesLearning AidsInstructor Orientationto PLATO LearningCoursewareScope and SequenceContact usIf you need help, please contact PLATO Support using any of the followingmethods: 2DescriptionIntroduces the courseware. Read this material asan overview of the product.Describes the four companion activities that arepart of each Algebra module, including how eachis scored and how the score is reported.Describes the characteristics and scoring of theTutorials, Mastery Tests, Applications, and OfflineActivities used in Algebra.Describes the kinds of learner assessment providedat various levels of the curriculum. Consult thissection to get acquainted with the PLATOapproach to assessment and mastery testing.Provides basic information for the instructor aboutPLATO online tools and help features availablewhen working in the courseware.Suggests how to implement Algebra courseware,discusses the available modes for previewing andfor using the courseware, and suggests ways tointroduce learners to the courseware.Identifies the modules and courses in Algebra andlists objectives.Website: http://platosupport.plato.com/Support Request: ail: platosupport@plato.comPhone: 800-869-2200
Product OverviewIntroductionThe Algebra courseware is divided into the following four levels: Algebracurriculum(existingAlgebra usersonly)Algebra 1, Part 1Algebra 1, Part 2Algebra 2, Part 1Algebra 2, Part 2If you currently use any of the Algebra curricula, refer to the table below tobetter understand how the "old" Algebra curricula compare to the "new"Algebra curricula.TipsRefer to the Scope and Sequence chapter of this document for moreinformation about the learner objectives of each course.Also, refer to the Alignment Migration Information document(accessed from the documentation.html on the Algebra coursewareCD-ROMs or from the user guides curriculum guides secondarycurriculum guides mathematics link in PLATO Web LearningNetwork) for more information about specific courses and modulesthat existed in the old Algebra courseware and how they align withcourses and modules in the new Algebra courseware.New CurriculumAlgebra 1, Part 1Algebra 1, Part 2Algebra 2, Part 1Algebra 2, Part 2Old CurriculumPreBeginningIntermediateAdvancedCourses6 courses, 74 modules3 courses, 72 modules5 courses, 42 modules5 courses, 48 modulesContinued on next page3
Product Overview, ContinuedNewcoursewarefeaturesThe following features are integrated into PLATO courseware’s design andpresentation to benefit learners: Animated graphics and interactions help illustrate objectives. In theexample below, the correct answer displays after the learner answersincorrectly twice. Interactions help students understand concepts and principles that helpthem discover connections among concepts. In tutorials, practice andtests, many questions have been redesigned to raise learners' Taxonomylevel. Open-ended responses with extensive diagnostic answer analysisand feedback are more widely used than with the previous Algebracourseware. The ability to detect and correct common misconceptionsand errors has been greatly improved. And in many cases, questiongenerators have replaced fixed pools of questions, thus greatly reducingitem exposure.Continued on next page4
Product Overview, ContinuedNew courseware features (continued) Spiraling curricula give students confidence in their abilities and build onwhat they know. Navigation features are straightforward and easily identified. Usersnavigate through PLATO lessons using the Menu button that displays onevery page (except the Main Menu page). Students can go directly to anyavailable section by selecting an option on the Main Menu page. Online tools, including the Notebook, Calculator, and Graphing Tool helplearners accomplish goals in the courseware. For more information aboutthese tools, see the Learning Aids chapter on page 43.Main Menu pageToolsNavigation optionsContinued on next page5
Product Overview, ContinuedNew courseware features (continued) 6Scaffolded instruction allows learners several opportunities to see whetherthey understand an objective before advancing in the course or module.Large question pools allow extra practice and testing for learners whoneed it. Learners can repeat practice, application, and test questionsmultiple times without seeing the same set of questions.Maximum modularity has been built in for alignments and timeconstraints. Modules are short and focused on one objective makingalignments easy and accurate. In addition, because modules are short andfocused, learners can complete the module activities within the allottedlab or class time.
Chapter 2PLATO Instructional StrategiesOverviewIntroductionPLATO curricula use an individualized, competency-based mastery modelthat can accommodate a diverse range of learner needs.BenefitsThe PLATO approach to learning does the following: Encourages learners to study at their own level and move at their ownpace.Creates a dynamic environment within which to practice and acquireskills.Provides precise measurement of the learner's progress.Promotes individual accountability.Teaching device Like all PLATO curricula, Algebra consists of individualized activitiessuitable to diverse learning situations. These activities include real-lifeexamples and sophisticated graphics and interactions. PLATO curricularequire individualized responses to encourage concentration, maintainmotivation, and increase proficiency.Optional audioThe Algebra courseware features optional audio. Benefits of optional audioinclude the following: Allows learners with reading difficulties to hear the text and read along.Sets the pace of the instruction.Allows learners to hear terminology pronounced and used in context.Allows learners who do not need or want audio to turn off the option.Continued on next page7
PLATO Instructional Strategies Overview, ContinuedIn this chapterThis chapter includes the following topics.TopicIndividualized InstructionCompetency-Based InstructionThe Mastery Model8See Page91011
Individualized InstructionIntroductionPLATO Learning recognizes that everyone learns at a different rate. Withindividualized instruction learners with a clear grasp of a concept can movequickly through the learning activities. However, if a learner is havingtrouble with a particular concept, he or she can repeat an activity.BookmarkingIf a learner exits a Tutorial or Application activity early, a bookmark isautomatically placed in the section where the learner stopped. When learnersrestart the activity, they are able to enter the activity where they left off.NoteBookmarking is not available in Mastery Tests.FeedbackPLATO courseware provides immediate feedback when the learner answers apractice or application question. If the answer is incorrect, PLATOcourseware identifies common errors and provides helpful hints to steerlearners in the right direction. If a learner answers incorrectly twice, PLATOcourseware provides the answer and an explanation or model of the solutionbefore the learner continues.Learner goalsIt is common for learners to have different goals, particularly in anindividualized setting. PLATO caters to every learner’s needs. Learningactivities are sequential to reinforce skills previously learned. The modulesbuild upon each other; thus, it is strongly recommended that learners takethem in order. However, the unique modularity of the courseware allows theinstructor to assign individual programs based on specific needs and toaccommodate learners who already know a particular skill by letting thembypass the module and move on.9
Competency-Based InstructionIntroductionCompetency-based instruction focuses on active learning. Learnersconcentrate on fulfilling specific outcomes or objectives. Each objectivedescribes a particular, measurable behavior.CurriculumdesignCompetency-based curriculum design always states an objective. Forexample:Given a linear equation with two variables, learners will be able to: Determine whether the equation is in slope-intercept form. Rewrite the equation, if necessary, in slope-intercept form. Identify the slope from the equation. Identify the y-intercept from the equation.These objectives allow for an exact way to measure learning.Objectives10The Algebra curricula have objectives at many different levels, ranging fromknowledge acquisition (simple remembering of a fact) to the analysis of ideasand the synthesis of concepts into new knowledge. As learners progressthrough a curriculum, they build upon previous knowledge.
The Mastery ModelIntroductionAchievement in a traditional instructional setting occurs in varying degrees.In the mastery model, all learners demonstrate proficiency by mastering thetest at 80 %.Basic principlesThe mastery model has two basic principles: DescriptionLearners must master all prerequisite objectives.Learners continue to study the given objective until they have fullymastered it and are ready to go on to the next module.In mastery-based instruction, achievement is held constant; only instructionaltime varies. Learners who do not understand a concept may continue to studya module’s objective on their own without slowing down other learners.ExampleSome learners may be ready to take the Mastery Test after completing atutorial, while others may want additional practice before proceeding to thetest. Those learners can study the application section of the module andrepeat all or part of the tutorial. Other learners may feel they know thematerial. Those learners may take the Mastery Test first. If they master thetest, they progress to the next level.11
Chapter 3Instructor Orientation to PLATO Learning CoursewareOverviewIntroductionThis chapter suggests ways to implement Algebra courseware into yourclassroom, discusses the available modes for previewing and for using thecourseware (including troubleshooting), and suggests how to introducelearners to the courseware.In this chapterThis chapter includes the following ting the LearnerNavigating through the CoursewareSee Page141617182113
Implementation of Computer-Based EducationIntroductionEffective programs using computer-based education (CBE) involve carefulplanning, support for learners, and monitoring individuals’ progress.How toPLATO courseware is suitable no matter what amount of computer-basededucation you want to use in your classroom. Instructor rolesAs a primary means of delivering instruction, PLATO provides conceptlearning, practice, application, and testing opportunities. We encourageyou to consider use of the curriculum as a primary instructional tool, toleverage your classroom time in a "guide on the side" role. You also maywish to assign pairs of students to work through the tutorial and practicelessons together to engage in peer tutoring. However, tests should betaken individually.As a supplement to instruction, PLATO courseware presents alternativeinstructional activities for specific topics.As a complement to instruction, PLATO courseware deliversinstructional activities that are difficult to do in other ways. For example,learners can refresh their prerequisite skills using PLATO coursewarewhile trainers teach specific procedures in a class setting.Your role differs in the following ways for each of the three instructionalapproaches: Primary application changes your role the most. Because PLATOcourseware does much of the initial instruction, the full-time presence ofan instructor is not necessary. Teachers build around the courseware.Supplemental application changes your role the least. The instructorperforms familiar teaching activities using the computer as an alternateresource.Complementary application slightly changes your role. The teacherchooses and balances resources. CBE allows the teacher to incorporatethe courseware along with the other resources (textbooks, lectures,discussions, independent projects) to deliver instruction.Continued on next page14
Implementation of Computer-Based Education, ContinuedTipsConsider the following as you implement Algebra into your classroom: You can use the new algebra curriculum in class or in self-instructionalcontexts much as you did the old one. However, the new Investigatesection gives you new opportunities to plan large- or small-groupcollaborative learning activities in addition to the powerful PLATOtutorial instruction.If you are using PLATO to implement mastery-model instruction, be sureto set the system to require mastery of each module's test before a learnerprogresses and limit the number of tries to 2 or 3 without yourintervention. You also will find that the time to master each modulevaries by as much as 6:1 (what one student can master in an hour maytake as much as 6 hours for another student to master). Establish aflexible scheduling system that provides extra time for the students whoneed it.As FASTRACK will not automatically create prescriptions for the newcontent, an alternative is to allow students to take each module masterytest as a pretest to assure a learner's understanding of the content(regardless of module splits). For more information about FASTRACK,refer to the Algebra Frequently Asked Questions document accessed fromthe documentation.html on the courseware CD-ROM (PLATOPathways) or from the user guides Curriculum Guides Secondary andadult curriculum guides Mathematics link (PLATO Web LearningNetwork).15
ModeIntroductionPLATO Web Learning Network and PLATO Pathways manage the PLATOcourseware and allow you access to the curricula as an administrator or astudent.AdministratormodeAdministrator mode allows you to do the following: Student mode16Browse through all activities, including tests, without having to answerthe questions.View the correct answer using the Answer button.Preview all answer feedback using the Reset button.Access any part of the Tutorial at any time.Student mode allows you and your students to access PLATO lessons as astudent. Student mode is the basic PLATO user mode. Students mustcomplete lesson sections in order, and they must answer questions correctly inorder to move forward.
TroubleshootingIntroductionYou can identify each page in the courseware by selecting Tools HelpAbout. This menu option displays a unique identifier that allows PLATOSupport to better troubleshoot any problems users might have with thecourseware. Be prepared to provide this information if you contact PLATOSupport by email, phone, or the support site.Accessing itTo access troubleshooting information, follow the steps below.Step1ActionSelect Help About from the Tools menu.ResultThe About This Activity window displays.TipWhen sending an email message to PLATO Support orusing the PLATO Support website, highlight the entirecontents of the About This Activity window, right-click(PC users) or Ctrl mouse-click (Mac users) and chooseCopy. Then paste the information into your email messageor on the Support website .17
Orienting the LearnerIntroductionSome learners may not be familiar with computer-based education (CBE).Others may be familiar with courseware, but not with the PLATOcourseware.ChecklistUse the following checklist to help orient learners to PLATO courseware.TaskDescriptionExplain how they can proceed at their own pace.Explain how the curriculum relates to each student’s educationalobjectives. PLATO will guide them through their studies.Explain how to use the workstation and the mouse. Describe how to perform mouse functions such as point, click,double-click, drag and drop. Demonstrate how to signon to the PLATO system and beginthe assigned learning activities.Explain how to navigate through a PLATO activity. Review the PLATO page and its parts.Show students how to use the PLATO tools, such as theNotebook, Graphing Tool, and Calculator.Explain the PLATO activity types and how testing works. Explain that there is a Tutorial, Application, Offline Activities,and a Mastery Test for all modules. Refer to the LearningActivity Types chapter on page 25 for more information.Explain that students take tests to ensure their mastery ofskills. They can also take these tests as pretests to see if theyalready know the material.Continued on next page18
Orienting the Learner, ContinuedChecklist (continued)TaskDescriptionExplain how PLATO tracks their progress. Describe how the system automatically keeps a record of theirmastery of learning objectives as they go through a curriculumor course. Describe the content of their performance reports. (Thesereports are available to you through PLATO Web LearningNetwork or PLATO Pathways. Detailed information for theadministrator or instructor is provided in the online Helpfeature and user guide for these products.)Describe the bookmarking feature. Explain that if learners exit a Tutorial or Application withoutcompleting it, a bookmark is automatically placed at thebeginning of the section where the learner stopped. Whenlearners restart the Tutorial or Application, they will enter atthe beginning of that section.Continued on next page19
Orienting the Learner, ContinuedChecklist (continued)TaskDescriptionDefine the terminology used below.TermCurriculumCourseModuleMastery TestSectionBookmarking20DefinitionA study plan composed of courses,modules, and learning activities arrangedin a hierarchy.A major topical subdivision of acurriculum. For example, GraphingBasics.A learning activity centered on a terminalobjective. For example, ClassifyingPolynomials.An activity that evaluates studentperformance on the terminal objective forthe module and reports the student’s scoreto PLATO Web Learning Network orPLATO Pathways. Only two scores arepossible: mastered or not mastered.An instructional segment that covers 1-2teaching points.A programming feature that indicateswhere the student exited a particularsection of a PLATO tutorial activity.
Navigating through the CoursewareIntroductionCourseware navigation by activity. There are four different activities in thecourseware: CoursewarefeaturesTutorialApplicationMastery TestOffline ActivitiesThe table below identifies the various features available to learners inTutorials, Applications, and Mastery Tests. An Offline Activity is an optionaltwo-page printable "homework" exercise.Note All features are not available to learners all of the time in thecourseware.OptionToolsRefreshObjective section(All activities)Study section(Tutorials only)Practice section(Tutorials only)InvestigateDescriptionAllows learners to access resources (i.e., Notebook,Graphing Tool, Preferences) to help them throughoutthe courseware. Refer to the Learning Aids chapterbeginning on page 43 for more information on thetools available to learners.Notes The Notebook is not available in MasteryTests. The Calculator is not available in themental math modules (i.e., Basic NumberIdeas). Otherwise, all tools are available tolearners all of the time.Clears and reloads the current page.Displays the objective and the motivator for theactivity.Instructs learners in the skill and asks scaffoldedquestions with feedback, but without scoring learners.Allows learners to practice skills taught in the Studysection. Provides feedback, but does not scorelearners.Allows learners to choose from a gallery ofexplorations that extend what they studied in theTutorial. (Tutorials only)Continued on next page21
Navigating through the Courseware, ContinuedCourseware features (continued)OptionApplication Set(Application only)Menu ()(Tutorials only)Progress ((Tutorials only)Audio ()(Tutorials only)Exit (Tutorial))DescriptionAllows learners to practice a set of questions thatincludes feedback and scoring.Allows learners to return to the Main Menu pageto access the other sections of the module: Study,Practice, and Investigate.Allows learners to see where they are in the Studysection and to navigate to subsections of theTutorial.Allows learners to stop and restart audio on andoff at any time during the Study section of theTutorial.Exits the activity.The table below describes the progression through a Tutorial.Note Learners can click thebutton at any time in a Tutorial. Doing soreturns the learner to the previous page. If learners click this button atthe beginning of a subsection, they are returned to the beginning of theprevious subsection.StageDescription1Learners click theStart button.2Learners click the3button.Learners click thebutton.4Learners click theStudy button andthen continue toclick the Forwardarrow.ResultAn example or preview of material from theTutorial displays.A clearly stated objective for the Tutorialdisplays.The Main Menu page displays allowinglearners to access the Study section of theTutorial.Learners will be prompted to answerquestions and complete interactions until theyhave completed the Tutorial. (ACongratulations page displays uponcompletion.)Continued on next page22
Navigating through the Courseware, ContinuedTutorial (continued)Step5ActionLearner clicks thebutton.ApplicationResultA Completion Status reports to PLATO WebLearning Network or PLATO Pathways.The table below identifies a learner's progression through an Application.Note Learners can click thebutton in the first two scenes of theApplication. Doing so returns the learner to the previous page. Oncethe questions begin, this button is no longer enabled.Stage12DescriptionLearners click theStart button.Learners click the3button.Learners click the4button.Learners click thebutton.5Learners select orenter an answer.6Learners continuethrough the question7set using thebutton.Learner clicks thebutton to exitthe activity.ResultThe objective for the Application displays.A brief one-page review of the Tutorialdisplays.An explanation of the Application questionsets and scoring displays.The first question in the question setdisplays.Note Learner progress informationdisplays at the bottom of the pagewith each new question (e.g.,Question 2 of 10).Feedback displays. Learners get twochances to answer correctly before thecorrect answer displays.Once the question set is complete, t
Algebra 2, Part 1 Algebra 2, Part 2 Algebra curriculum (existing Algebra users only) If you currently use any of the Algebra curricula, refer to the table below to better understand how the "old" Algebra curricula compare to the "new" Algebra curricula. Tips Refer to
