StAIRs

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StAIRs

• We need to climb some StAIRs to enhance learning.

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What is a StAIR?

• Stand
• Alone
• Instructional
• Resource

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StAIRs are used to

• Address benchmarks
• Integrate technology into content areas
• Provide review/reteaching
• Support curriculum
• Create a knowledge base
• Bring new students up to speed
• Make learning more fun and interactive

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• My current StAIR
• project meets the needs
• of my students in a
• variety of ways.

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Coins Addresses Benchmarks

• Mathematics/Strand II/Content Standard
  3/Elementary
• Benchmark 1Compare attributes of objects
  develop standard units of measurement and select
  and use standard tools for measurement.
• The attributes will be those of each coin. The
  standard units of measurement would be the value
  of each coin. Students will be recognizing and
  comparing coins and their values.
• Benchmark 2Identify the attribute to be measured
  and select the appropriate unit of measurement
  for length, mass, weight, area, perimeter,
  capacity, time, temperature and money.
• The focus is on the value of each coin and how
  to count them.
• For example, dimes are always counted by 10s.
• Benchmark 4Explain the meaning of measurements
  and recognize that the number of units it takes
  to measure an object is related to the size of
  the unit.
• Students must be able to identify coins and know
  the value related to each coin.

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Coins supports curriculum
Some second graders dont yet recognize
coins. Counting coins can be difficult. Our
textbook needs supplementing. This gives
students a change from paper and pencil.
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Using Technology

• Students can work independently
• Activities are self-paced
• Instant feedback is provided
• Kids learn from mistakes
• Aware of correct responses
• Time is spent on needed skills
• Students get encouragement
• Instructional strategies can be varied

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Coins uses Technology

• Working alone at their own pace students learn
  how to count coins and practice their skills.

Try these!
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Follow along to count the money.
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16
10
17
15
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Try dimes and nickels.

• 75
• 90
• 45
• 63

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Count by 10s for the dimes, then fives for the
nickels.

• 10
• 20
• 30
• 40
• 50

• 55
• 60
• 65
• 70

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Count by 10s for the dimes, then fives for the
nickels.

• 10
• 20
• 30
• 40
• 50

• 55
• 60
• 65
• 70

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Count by 10s for the dimes, then fives for the
nickels.

• 10
• 20
• 30
• 40
• 50

• 55
• 60
• 65
• 70

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That makes cents!
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Rule-Example
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Example-Rule
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Scaffolding

• Begin with pennies
• Introduce nickels
• Count pennies and nickels
• Introduce dimes
• Count dimes and pennies
• Count dimes and nickels
• Count dimes and nickels and pennies

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Creating a StAIR
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Assessment

• Better retention
• Greater understanding
• Less reteaching
• Higher performance

Unit Tests
Ongoing in StAIR
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Questions?

• How much will these cost?
• Where will they come from?
• When will they be created?
• What is needed to make them?

• They are almost free!
• We can create them ourselves!
• They can be made during professional development
  time.
• PowerPoint, training, cds and time.

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Congratulations!

• You
• have
• completed
• the
• introduction
• to
• StAIRs.