Easimaths User Guide

Easimaths User Guide
User Guide
Contents
What is RM Easimaths? .......................................................................................................... 5
Getting the most from RM Easimaths ___________________________________________________________ 6
Support ................................................................................................................................. 7
Curriculum mapping .............................................................................................................. 7
New English National Curriculum _______________________________________________________________ 7
Requirements ........................................................................................................................ 8
Apps for iPad and Android ____________________________________________________________________ 9
Getting started .................................................................................................................... 10
Logging in to RM Easimaths___________________________________________________________________ 10
Teacher dashboard _________________________________________________________________________ 11
Reports __________________________________________________________________________________ 11
Group Overview ___________________________________________________________________________ 11
Group Usage ______________________________________________________________________________ 13
Group Position Overview ____________________________________________________________________ 14
Group Progress Snapshot ____________________________________________________________________ 15
Group Curriculum Progress ___________________________________________________________________ 16
Group Progress History ______________________________________________________________________ 17
Group Activities Snapshot ____________________________________________________________________ 19
Pupil Topics Overview _______________________________________________________________________ 20
Pupil Progress _____________________________________________________________________________ 21
Pupil Activities History _______________________________________________________________________ 22
Formatting and printing reports _______________________________________________________________ 23
Problem skills ______________________________________________________________________________ 24
© RM Education 2015
Page 2 of 55
Groups ___________________________________________________________________________________ 26
Add a group ............................................................................................................................................................ 26
Add a pupil to a group ............................................................................................................................................ 27
Edit a group name .................................................................................................................................................. 28
Delete a group ........................................................................................................................................................ 28
Remove a pupil from a group ................................................................................................................................. 28
Change the group owner ........................................................................................................................................ 29
Retrieve a pupil’s password .................................................................................................................................... 29
Topic menu _______________________________________________________________________________ 30
Pupil homepage................................................................................................................... 31
Activity player _____________________________________________________________________________ 32
Session time-out..................................................................................................................................................... 32
Information button _________________________________________________________________________ 33
End of session game – Flingaball _______________________________________________________________ 34
School setup and administration .......................................................................................... 36
Changing school details ______________________________________________________________________ 36
Changing the local curriculum ................................................................................................................................ 37
Changing the standard RM Easimaths session time ............................................................................................... 37
Enabling and disabling the end of session game .................................................................................................... 37
Teacher setup _____________________________________________________________________________ 38
Pupil setup ________________________________________________________________________________ 40
Pupil login cards ..................................................................................................................................................... 41
Import pupils via a CSV upload ............................................................................................................................... 42
CSV errors ............................................................................................................................................................... 43
Existing usernames ................................................................................................................................................. 44
Export pupil details................................................................................................................................................. 46
Group setup _______________________________________________________________________________ 47
Import groups via a CSV upload ............................................................................................................................. 49
Printing __________________________________________________________________________________ 51
Deleting information ________________________________________________________________________ 51
Unleashing the potential of RM Easimaths ............................................................................ 52
The teacher’s role __________________________________________________________________________ 52
Integrating RM Easimaths with other maths teaching ______________________________________________ 52
Accessing from home _______________________________________________________________________ 52
© RM Education 2015
Page 3 of 55
How RM Easimaths works .................................................................................................... 53
Curriculum design and structure _______________________________________________________________ 53
Focus on mental methods ____________________________________________________________________ 53
Examples of strategies employed ______________________________________________________________ 53
Curriculum presentation _____________________________________________________________________ 53
Response, correction and teaching _____________________________________________________________ 54
Skill attainment ____________________________________________________________________________ 54
Progression _______________________________________________________________________________ 54
Regression ________________________________________________________________________________ 54
Success and motivation ______________________________________________________________________ 55
Problem skills ______________________________________________________________________________ 55
© RM Education 2015
Page 4 of 55
What is RM Easimaths?
RM Easimaths is a school and home-based online maths tuition system for 4 to 12 year olds. It is designed
to help pupils improve their maths skills in a fun and encouraging environment targeted to their
individual ability level, while providing teachers with valuable information on pupil performance. Based
on the popular and proven RM Maths software, RM Easimaths sees maths tuition and support refreshed
for a new generation on an easy-to-access, web-based platform.
For the pupil, RM Easimaths combines engaging activities with a personal learning programme, and for
the teacher, it combines background teaching support with detailed, easy-to-access progress reports on
individual and group attainment across a wide range of curriculum skills.
The teacher and pupil are in control when it comes to RM Easimaths, but the recommended 15 minute
sessions, three to five times a week support a ‘little and often’ approach. Pupils are guided on their
individual path through up to 5,000 interactive activities by a colourful cast of animal characters with
individual personalities.
While the pupils have fun encountering new scenarios and challenging activities, RM Easimaths works
continuously to capture and track critical data on pupil performance using its built-in analysis system. This
data is used to target the learning programme of the individual, presenting them with exercises and
materials appropriate to their ability level. The pupil progresses to new and more advanced activities as
they succeed. If they are repeatedly unsuccessful in a specific activity, they temporarily regress for
revision to a related but simpler skill in the same topic, before returning to the skill with greater
confidence and relevant skills reinforced.
Progress across the 15 topic areas is monitored closely by the system, ensuring each pupil masters the
necessary skills from complementary topics before moving ahead. Existing maths skills are kept
simmering in the background while pupils move on to new maths concepts, keeping existing skills current
with continuous practice and enabling faster comprehension of concepts introduced in class.
The automatically collected data on pupil progress is translated into meaningful, objective reports to
provide teachers with all the information they need in a range of clear and intuitive formats. Teachers can
use these reports in targeting planning to support specific learning interventions. Difficulties can be
identified and addressed at individual, group and whole-class level as RM Easimaths works to support
pupils and teachers in the maths learning process.
© RM Education 2015
Page 5 of 55
Getting the most from RM Easimaths
Different teachers choose to integrate the use of the system into their daily routine in different ways.
However, a common pattern is that it can take up to a month before most teachers and pupils learn to
accept it as part of the classroom routine – so it is worth persevering!
To get started, here are 10 hints and tips on how teachers can get the most out of RM Easimaths.
1.
Ensure that pupils use RM Easimaths regularly
Completing 15 minute sessions three to five times a week helps to support the ‘little and often
approach’ and produces the best learning gains among pupils.
2.
Encourage pupils to wear headphones
The activities use audio to provide assistance and instruction. Wearing headphones will remove
distractions and help pupils to focus.
3.
Review reports regularly
Try to review the reports at least once a week to check that pupils are spending the required
amount of time using RM Easimaths and to investigate any problem areas.
4.
Tackle problem skills with pupils
Regular monitoring of problem skills reveals areas where a pupil or a group of pupils is struggling,
allowing teachers to target additional teaching at an individual, group or whole-class level.
5.
Organise the classroom in advance
Classroom organisation should be thought through and planned before you start.
6.
Start small
Start with one group of pupils and adapt practice before expanding to the whole class.
7.
Decide what you want to get out of RM Easimaths
Decide why pupils are using RM Easimaths and ensure that
you know the off point.
8.
Incentivise pupils for using RM Easimaths
Pupils are rewarded for completing RM Easimaths activities
with the end of session game Flingaball. However, you could also award your own rewards to
pupils for using and achieving in RM Easimaths.
9.
Brief parents on RM Easimaths
RM Easimaths is easy to use, so pupils can work independently at school and at home, learning at
their own pace. Encouraging pupils to access RM Easimaths at home enables parents and carers
to get actively involved in learning.
10. Feed progress into your overall assessment
Teachers can generate reports of their pupils’ progress in terms of the specified local curriculum
(new or previous English National Curriculum or Scottish Curriculum for Excellence (CfE)). These
reports can be used to inform their teaching strategy or to support the assessments of their
pupils.
© RM Education 2015
Page 6 of 55
Support
This guide contains lots of useful information on how to get the most from RM Easimaths, and lots of
hints and tips to help you to work more quickly and efficiently. Should you require any more help or
technical support, please visit the help page: http://www.rmeasimaths.com/help
Curriculum mapping
The activities in RM Easimaths have been mapped to the new English National Curriculum, the old
English National Curriculum and the associated bands within the Scottish Curriculum for Excellence. For
details on how to select the appropriate curriculum for your school, see the Changing the local
curriculum section.
The examples provided in this user guide are based on a school using the old English National
Curriculum. The same functionality is available when the local curriculum is set to the Scottish
Curriculum for Excellence and the new English National Curriculum.
New English National Curriculum
The new English National Curriculum mapping uses a pupil’s school year, with three further sub-divisions
for Reception to Year 5 and four sub-divisions for Year 6, to determine their level, progress and
achievement.
The sub-divisions have been set as:
B – Beginning
W – Within (or Working within)
S – Secure
Ex – Exceeding (for Year 6 only)
For example, a pupil’s level at the start of Year 4 would be listed as Y4 – B. By implication, if a Year 4
pupil moves from Y4-S to Y5-B, then they can be considered to be a Y4-Ex.
© RM Education 2015
Page 7 of 55
Requirements
Adobe® Flash® Player - In order to view the RM Easimaths activities, you will need Adobe® Flash® Player.
If you do not already have it on your computer, you can install it for free from here:
http://get.adobe.com/flashplayer/
(It is strongly recommended that you only download Flash Player from the official Adobe® site, though some browsers, such as
Google Chrome, already have Adobe® Flash® Player built in.)
Headphones will be required or the sound on the computer will need to be unmuted as the activities use
audio to provide instruction and assistance. No reading ability is assumed for RM Easimaths; full audio
support is given.
As it is a web-based service, RM Easimaths is accessible online using an internet browser that supports
Flash.
RM Easimaths minimum supported browsers:
Internet Explorer 7
Chrome 42
Safari 7
Firefox 29
© RM Education 2015
Page 8 of 55
Apps for iPad and Android
Pupils who already have a licence for RM Easimaths, either through
their school or an @Home licence, can also download the free RM
Easimaths apps for iPad and Android.
Designed for pupils, the app provides the same access to content as
the main RM Easimaths website. Only pupil accounts currently work
on the apps, so you will not be able to log in with a teacher or school
administrator account.
Download the apps for free here:
 iPad: https://itunes.apple.com/gb/app/rm-easimaths/id684769038
 Android: https://play.google.com/store/apps/details?id=air.com.rm.EasimathsMobile
For users who have not yet purchased an RM Easimaths licence, the iPad app provides the option to
purchase an iPad-only subscription from within the app itself. This subscription can only be used on an
iPad and cannot be used to log into the program on the RM Easimaths website.
In-app purchasing is not currently available on the Android app.
For more information on in-app purchasing and for further details on how to use RM Easimaths on iPad
and Android devices, please visit the support page: http://www.rm.com/support/
© RM Education 2015
Page 9 of 55
Getting started
Logging in to RM Easimaths
To set up RM Easimaths in a school, please see the School setup and administration section.
In order to log in to your account you will need the following login credentials:
 Username
 Site id
 Password
When you purchase your RM Easimaths subscription, the person named as school administrator will
receive an email from RM Easimaths providing the username, password and site id for the administrator
account.
The administrator is the user who is able to set up teacher accounts and import pupil data. See Teacher
setup for more details.
If you are a teacher and have not been provided with an RM Easimaths account, please check with your
school administrator.
Once you have your RM Easimaths login credentials, click Log in on the RM Easimaths
homepage.
Enter your username, site id (in the field
after the @ sign) and password, then click
Login and you will be taken to the Teacher
dashboard. Note that teacher and school
administrator passwords are case sensitive.
If you have forgotten your details, they can
be recovered using the Forgot details links.
If you are an RM Unify user, click Log in
with RM Unify and you will be taken to the
RM Unify sign in page. Enter your RM Unify
username and password and click on the
RM Easimaths tile from your Launch Pad.
© RM Education 2015
Page 10 of 55
Teacher dashboard
The Teacher dashboard allows teachers to unleash the full potential of RM Easimaths. To get the most
out of this powerful tool, it is recommended that teachers visit the dashboard at least once a week to:
 monitor pupils’ progress through the curriculum
 check that pupils are performing their sessions as expected
 discover if there are any Problem skills that pupils have had trouble with, either individually or
as a group
Everyone who has been granted a teacher account can access the Teacher dashboard. It allows teachers
to view Reports, Problem skills, Groups, and the Topic menu (where they can access activities).
They can also update their details by clicking My details.
Reports
The Reports tab is the first screen visible when entering the dashboard and will default to Group
Overview.
All example reports have been generated using pupil data measured against the old English National
Curriculum. The same reports can also be generated using the Scottish Curriculum for Excellence and
the new English National Curriculum. See the Changing the local curriculum section.
Group Overview
Group Overview shows the progress of a class across the skills, with each skill divided into In progress,
Mastered and Problem skills according to the percentage of activities completed that fall into these
categories. Rolling over each coloured portion shows the percentage of skills in each category.
Roll over the red arrow indicators and view the right-hand scale to see the number of pupils in the group
who have raised problem skills in the topic. This indicator can help to identify if a few individuals have
encountered a lot of problems or if many children are having difficulties with a particular topic.
To see an overview for a different group, select the Choose a group dropdown, which displays the name
of the desired group. The graph will change to display the data for the selected group.
© RM Education 2015
Page 11 of 55
Selecting reports
To select a report, first choose the teacher then the group. The report
selection dropdown gives the options of Group Overview, Group
Usage, Group Position Overview, Group Progress Snapshot, Group
Curriculum Progress, Group Progress History, Group Activities
Snapshot, Pupil Topics Overview, Pupil Progress and Pupil Activities
History.
Once a report has been selected, additional Report
options are shown underneath, which allow custom
filters to be applied to the reports.
To reset any filters that you have applied in the Report
options, click the Reset report options button.
© RM Education 2015
Page 12 of 55
Group Usage
The Group Usage report shows the hours spent by each pupil on the activities within the specified
timeframe. The report provides Last day, Last 7 days, Last 30 days, Last year and Academic year options
for selection as well as the ability to customise the timeframe.
The start date and end date can be changed using the date pickers.
Roll over the time bar to see details of the duration spent on RM Easimaths activities.
© RM Education 2015
Page 13 of 55
Group Position Overview
The Group Position Overview shows the curriculum levels that all pupils in the selected group are
currently working at in RM Easimaths.
Ticking the Show group average check box will enable you to compare how each pupil is performing in
relation to the group average.
© RM Education 2015
Page 14 of 55
Group Progress Snapshot
The Group Progress Snapshot report shows the number of curriculum sub-levels that pupils in the
group have progressed during a specified timeframe.
The timeframe can be set in the Report options by choosing from Last day, Last 7 days, Last 30 days,
Last year and Academic year. Alternatively a Custom timeframe can be selected by setting the start and
end dates in the date pickers.
Rolling over the coloured bar for a pupil will provide more details on their start and end level and the
number of sub-levels that they have progressed during the set timeframe.
Ticking the Show group average tick box will display the average progress made by the group during the
specified timeframe.
© RM Education 2015
Page 15 of 55
Group Curriculum Progress
The Group Curriculum Progress report shows which curriculum levels pupils have mastered during a
selected timeframe. Mastery of a skill requires pupils to submit answers correctly the first time.
Pupils’ names are shown in the Report options to the left of the graph with a colour key to identify a
pupil and an x button to remove the pupil from the graph. Multiple pupils may be added and their
progress can be compared side by side.
A node on a pupil line represents where the pupil has successfully mastered a curriculum sub-level.
Rolling over a node on the line will show the date and time that the sub-level was completed.
The first node on the progress line indicates when the pupil started RM Easimaths. Note that it may take
some time for pupils to complete enough activities before they master a curriculum level and therefore
appear in this report.
© RM Education 2015
Page 16 of 55
Group Progress History
The Group Progress History report shows the progress of one or more pupils in a group during a set
timeframe.
Once a group has been selected from the Choose a group dropdown menu, the names of the pupils in
that group will appear in the Report options, each with their own colour code. Click the tick boxes next
to the pupils you would like to include in the report.
Rolling over a node on a pupil’s progress line will show the sub-level that the pupil is at, at that point in
time.
Clicking the Show group progress tick box enables you to view the group’s average progress over time.
The Group Progress History report has two graphing modes: Absolute and Relative to group. The
graphing mode can be changed by selecting the desired option from the Choose graphing mode
dropdown menu in Report options.
Absolute mode
Absolute graphing
mode displays shows
how much progress
the group of pupils
has made through the
curriculum levels
during the specified
timeframe.
© RM Education 2015
Page 17 of 55
Relative to group mode
In the Relative to group graphing mode, a horizontal dashed black line represents the group’s average
progress during the selected timeframe. The pupil progress lines show how far above or below that
average each pupil was over time.
© RM Education 2015
Page 18 of 55
Group Activities Snapshot
The Group Activities Snapshot report shows the scores pupils in a selected group achieved during a
specified timeframe.
Every pupil who answered a question during the timeframe has an activities bar broken down into how
they performed. A question can be answered Right first time, Right second time, Right third time or
have its Answer shown. Each segment of the bar corresponds to an answer colour and its height
depends on the number of answers answered in that way.
© RM Education 2015
Page 19 of 55
Pupil Topics Overview
The Pupil Topics Overview report shows the progress of pupils across the RM Easimaths topics. The
report will default to show the progress of the selected group. It is also possible to filter to display the
progress of an individual pupil in the Report options.
The start and end points of the horizontal bars show the range of curriculum sub-levels covered by each
topic.
The different coloured bands demonstrate the percentage of mastered skills, skills in progress and
problems skills encountered in each topic, enabling you to pinpoint problematic topic areas at a group
or individual level. Rolling over each coloured band will provide you with the number and percentage of
skills represented.
The Not relevant grey colour band indicates the number of skills in that topic with a lower sub-level
than the pupil’s starting level. If a pupil regresses to a skill with a lower sub-level than their starting
level, some of the grey band will change colour.
The dotted black line indicates a pupil’s initial starting level.
© RM Education 2015
Page 20 of 55
Pupil Progress
The Pupil Progress report enables close monitoring of activity within RM Easimaths. Each activity
undertaken by a pupil is visible in this report and the status of the skill is visible. It is therefore possible to
identify when pupils have only been presented with an instance of an activity and not mastered it, when
they have encountered a problem skill or when they have been able to master the activity. The time, date
and skill information for the activity is plotted onto each node of the report graph.
Individual pupils who have data recorded in RM Easimaths may be selected from the dropdown menu. It
is then possible to filter the topics visible on the chart using the tick boxes, allowing you to fine-tune the
display to show only the specific types of skill required.
© RM Education 2015
Page 21 of 55
Pupil Activities History
The Pupil Activities History report shows the breakdown of scores that a pupil has achieved in RM
Easimaths during a specified timeframe.
Mastery of a skill requires pupils to submit answers correctly the first time. This report indicates how
often RM Easimaths intervenes to assist pupils with activities before the pupil is permitted to move on to
another activity, or a problem skill is raised.
© RM Education 2015
Page 22 of 55
Formatting and printing reports
Tabular reports
Reports can be viewed in tabular form by clicking the Table button.
Printing reports
You can print any tabular or graph report by clicking the Print button.
Exporting reports
You can also export group reports to a CSV file by clicking the CSV button.
© RM Education 2015
Page 23 of 55
Problem skills
If a pupil fails to answer an activity correctly a number of times, they will be regressed automatically to an
activity that will aid their understanding of the more difficult task. Once the pupil has mastered the
regression activity, they will be given the more difficult skill in their next session. See the section on
Regression for further information.
If an activity has been flagged as a problem, it is reported in the Problem skills tab for their teacher’s
attention.
Regular monitoring of these problem skills reveals areas where a pupil is struggling and allows teachers to
target additional teaching. As the number of pupils who are having problems with a particular skill is
listed, teachers are able to target specific teaching to the whole class or to a particular group of pupils.
(Please note: problem skills will be listed according to their appropriate Curriculum for Excellence level
when the Scottish Curriculum for Excellence is chosen as the local curriculum in the school details.)
Problem skills can be organised by Topic or by Pupil, and are displayed in expandable rows that can be
sorted. The sorting options are A-Z or Frequency, where the topic or pupil (depending on the Organise
by setting) with the most problem skills will be shown first.
Organised by Pupil and A-Z
© RM Education 2015
Page 24 of 55
Organised by Topic and Frequency
To run a particular problem skill activity, click on the problem skill to expand
the menu and click Preview activity.
Problem skill activities are automatically added back into the pupil’s sessions
after a period of 30 days, which reduces the need to manually retest skills.
However, teachers can select a problem skill for retesting sooner by clicking
the tick box next to the relevant pupil and clicking Retest selected for the
highlighted skill. The relevant activity will then be presented to the pupil again.
Not all pupils will have raised problem skills or mastered activities. In the
Problem skills tab, the indicator chart on the left-hand side of the screen
shows a summary of the pupils whose scores have been tracked by the
system, and provides a quick way to see how well the group is
progressing as a whole.
© RM Education 2015
Page 25 of 55
Groups
The powerful reporting system of RM Easimaths works from the data collected in Groups. Groups can be
managed under the Groups tab of the Teacher dashboard. You can add as many or as few groups as you
require, but it is recommended that every pupil is made a member of at least one group so that their
progress may be monitored and compared.
Groups can be updated, and pupils added and removed, at any time. There can be one or several groups
per class, allowing you to monitor the progress of pupils of differing abilities independent of the class
they happen to be in. Pupils can also belong to more than one group. The flexibility of the RM Easimaths
Groups system allows teachers and school administrators to compare the progress of pupils across
differing abilities, backgrounds and ages, for example:
© RM Education 2015
Page 26 of 55
Add a group
School administrators can create groups for other teachers. See Add groups for
other teachers in the School setup and administration section.
1.
2.
3.
4.
Click Add group.
The Enter a group name box appears.
Type in the name of the new group.
Click OK and the new group name appears on
the Groups page, and the teacher will be taken
to the Add/remove pupils screen (see below).
Add a pupil to a group
1.
2.
To add a pupil to a group, click the relevant group’s button and click
Edit group.
An Add/remove pupils pop-up containing a list of all pupils on the
system will appear.
3.
Click the Add button next to the pupils to be added to the group.
4.
Click Save changes when finished.
© RM Education 2015
Page 27 of 55
Edit a group name
You can edit the group name from within the Add/remove pupils pop-up. Click Edit
name and type in the new name in the field that appears. Then click OK (or Cancel to
leave without any changes).
Delete a group
1.
2.
3.
To delete a group, click the cross in the corner of the group button.
A warning will appear asking for confirmation of the delete action. Please note that
deleting the group will not delete the pupils’ details or reporting information.
Click OK to delete the group from the system.
Remove a pupil from a group
There are two ways to remove a pupil from a group.
1.
Click Edit group and in the Add/remove pupils pop-up, click Remove next to the pupils that are
to be removed and click Back to groups. The group display will be updated with the appropriate
pupils removed.
2.
Alternatively, on the Groups screen, click the tick box next
to the pupils to be removed, and click Remove selected
pupils. A warning will appear asking for confirmation.
However, by removing a pupil from a group, their details and reporting information will not be deleted.
Pupils can be removed and added to any group at any time without it affecting their data.
© RM Education 2015
Page 28 of 55
Change the group owner
Once a group has been set up, school administrators can subsequently change the owner of the group,
allowing them to set up the groups centrally and then assign them to the appropriate teachers.
1.
2.
3.
As a school administrator, you can change the owner of a group by clicking the
Change group owner button next to the appropriate group.
In the Change group owner pop-up that appears, select the owner that you require from the
list.
Click OK to confirm your selection.
Retrieve a pupil’s password
To retrieve a pupil’s password, click the green information button in the Status column
next to their name in the Groups tab. This will bring up the pop-up below.
This can also be found on the Pupil setup tab of the School setup page if the user has admin privileges.
© RM Education 2015
Page 29 of 55
Topic menu
The content in RM Easimaths can be accessed through the Topic menu from the Teacher dashboard. The
content may be explored independently of the progress tracking system used for pupils.
The menu can also be used in conjunction with an interactive whiteboard as a whole-class teaching tool
to explore concepts before learners practise the skills through their own login.
When entering the Topic menu, you will automatically be taken to the Addition topic.
All the topics are listed down the left-hand side. To change to a different topic view, click on that topic’s
title. The maths curriculum elements and skills covered in that topic will be displayed with links to each
activity.
© RM Education 2015
Page 30 of 55
Pupil homepage
When a pupil logs in, they will be taken to their Start Session page. If it is their first time logging in, the
activity will be selected from the level set in the Pupil setup screens (see Setting and changing pupil
levels). If the pupil has used RM Easimaths before, their starting activity for the session will be selected
from the level they have reached during their time using RM Easimaths.
To access their RM Easimaths session, the pupil clicks on the yellow Start button. They are then presented
with the first of the session’s targeted activities.
© RM Education 2015
Page 31 of 55
Activity player








When a session starts, the first activity in the session will load in the activity player.
When the pupil believes that they have completed the activity, they click the blue
submit arrow in the bottom right-hand corner of the player.
When they complete the activity successfully, the pupil is given positive audio feedback and is
automatically taken to another activity at their level.
If the pupil does not complete the activity successfully, the pupil gets two more chances with
more audio feedback and, where appropriate, visual hints.
If the pupil’s third attempt at completing the activity is not successful, the pupil is told and
shown the correct answer and given the chance to take in all the information on screen.
When the pupil is ready to move on, a click of the mouse will take them to an activity
appropriate to their ability level.
The pupil can end a session at any time by clicking the cross in the top right-hand corner of the
screen.
The activity can be enlarged to take up the whole screen by clicking on the Full screen icon
below the player.
Session time-out
If there is no interaction with an activity for 20 minutes, the pupil’s login session will time out and they
will be asked to log in before continuing. It is recommended that the user logs out and then closes their
browser after completing a session.
© RM Education 2015
Page 32 of 55
Information button
Clicking the information button in the top left-hand corner of the player screen will
provide the activity ID, instance value, level value, plus the activity’s skill and sub-skill. It will
also show the duration of the current session in minutes.
In activities that require pupils to type in text, they can use the on-screen keypad instead of their
keyboard if they wish.
To enable the on-screen keypad, click the information button to
open the information panel. Then click the On/Off button next to
Keypad and make sure that it is set to On.
The on-screen keypad will then appear whenever the pupil is presented with an activity requiring text
entry.
If you need to enquire about an activity with the RM Easimaths support team, please capture and
provide the information found here.
© RM Education 2015
Page 33 of 55
End of session game – Flingaball
Flingaball is a physics-based game with a selection of short, fun levels for pupils to play as a reward for
completing RM Easimaths activities. Points earned during their progress in RM Easimaths unlock more
levels and features.
Pupils earn points for every activity they complete within RM Easimaths. They will earn:
 15 points if they successfully complete the activity on the first submission.

10 points if they successfully complete the activity on the second.

5 points if they successfully complete the activity on the third.

0 points if they do not get the activity correct.

Bonus points can be earned for mastering a skill.
At the end of each RM Easimaths
session, the pupils will see their
results on-screen.
© RM Education 2015
Page 34 of 55
Clicking Continue will take pupils to a
screen where they can choose
whether to start a new RM Easimaths
session, or play the game.
If they select Play Flingaball and the
points they have scored in their
session have unlocked levels or items,
they will see a screen detailing how
many items and levels they have
unlocked.
Selecting an unlocked level will take
them into the game.
All levels are mouse-controlled,
intuitive and physics-based. The pupil
collects stars by launching a series of
flingables from the catapult in levels
of graduated complexity.
© RM Education 2015
Page 35 of 55
School setup and administration
When first logging in as a school administrator,
this pop-up will appear.
There is a School setup button on both the pop-up
and the Teacher dashboard. Click this button to
create and edit both teacher and pupil details.
Changing school details
School administrators can update school details by clicking Change school details on the school setup
page.
On this form, the school administrator is able to change/update the contact details for the school, including
the contact name, school name, address, telephone number and email address.
© RM Education 2015
Page 36 of 55
Changing the local curriculum
School administrators can choose which local
curriculum will be used to calculate the data
for their school’s reports by selecting either
the New English National Curriculum, the old
English National Curriculum or the Scottish
Curriculum for Excellence from the Local
curricula dropdown menu.
When any school administrator or teacher at
your school accesses the reports from the
Reports tab on the Teacher dashboard, the
data will be displayed using the selected curriculum. The chosen curriculum will also be used wherever
curriculum levels appear in RM Easimaths, including in the Problem skills tab, the Groups tab, the Topic
menu tab and the Pupil setup tab.
Changing the standard RM Easimaths session time
Via the Session limit dropdown, you can select 10, 15, 20, 25 or 30 minutes as the limit for each session
of RM Easimaths, or you can choose to completely remove the session limit.
Enabling and disabling the end of session game
As a school administrator, you can disable and re-enable Flingaball, the end of session game, simply by
selecting the Yes or No radio button next to Allow game.
A school administrator can also prevent pupils from accessing Flingaball until they have completed a
session by selecting the Yes radio button next to Require session completion.
Once you have finished editing the school details, click Apply changes to save
your amendments.
© RM Education 2015
Page 37 of 55
Teacher setup
1.
2.
3.
4.
5.
In School setup, the first screen is the Teacher setup.
Click Add Teacher. The button changes to Cancel and at this point,
no other teacher can be edited.
Select a Title, type in the Surname, Forename and Email address.
In the Administrator column, click the Off button to On if they should have
admin rights. The warning box below will appear explaining what
this means.
A school administrator can remove admin rights from a teacher at any time by clicking the
On button to Off in the Administrator column.
© RM Education 2015
Page 38 of 55
6.
The administrator can reset the teacher’s username and password at
any time by clicking the icon in the status column
© RM Education 2015
Page 39 of 55
Pupil setup
1.
2.
3.
4.
5.
In School setup, select the Pupil setup tab.
Click Add Pupil. The button changes to Cancel and at this point no other pupil can be edited.
Type in the Surname, Forename and Date of birth.
Select a curriculum level for the pupil to start from. This will determine the level of activity that
the pupil will begin at when they log on for the first time. It is recommended that the level is set
slightly lower than the pupil’s current working level, so that they start with slightly easier
content while they learn how RM Easimaths works. (The pupil can log in if they don’t have a
level set, but when they click the start button they get an error message asking them to contact
the teacher.)
The Status will now show as Created.
You can amend a pupil’s details at any time by typing the amended information into the appropriate
field (Surname, Forename or Date of birth). Any changes made here will be automatic and will not
require you to manually save them, so
care should be taken not to accidentally
amend these fields.
If you click the Created field, a pop-up
appears showing the login details
(username and password), which may be
updated by the school administrator.
© RM Education 2015
Page 40 of 55
Pupil login cards
On the Pupil setup page, there is an option to print out a pupil card for each selected user.
These quick reference cards contain the pupil’s username, current password and Site ID. They can be cut
out for each child to keep, take home or handed out at the start of a class session.
To access the cards, tick the checkbox at the end of the row containing the pupil’s details.
Then select Print pupil card above the table of details.
This will bring up a new browser page with all the chosen cards set up ready to print out.
© RM Education 2015
Page 41 of 55
Import pupils via a CSV upload
RM Easimaths also allows the school administrator to import many pupils
at once via a CSV file upload. On the School Setup screen, go to the
Pupil setup tab and select Import pupil details.
Make sure ‘First row contains column
headings’ is ticked. If this is left unticked, then
you will not be able to match the columns to
the right type easily (see further down this
page) and your column headings (‘Forename’
‘Surname’ etc.) will be imported as if they
were a pupil’s details.
The CSV file needs to contain columns for:
 Forename
 Surname
 Date of birth (in dd/mm/yyyy or
dd-mm-yyyy format)
 Username (unlike other pupil details,
this must be unique)
 Password
 Level (the pupil’s curriculum start
level)
If you leave some or all of the
username and password
boxes blank in the CSV, RM
Easimaths will create
usernames and passwords for
those pupils automatically.
The column headings in the
CSV file do not matter, as
long as you know which
column contains the relevant
fields. Before the CSV file can
be imported, RM Easimaths
will ask which column
contains the relevant
information.
The Username, Password
and Level columns can be
blank, but they should have a
header in the CSV file.
The Level data can be
entered at a later stage.
© RM Education 2015
Page 42 of 55
CSV errors
Any CSV data that is missing or is in the wrong format will be highlighted in red. These errors must be
dealt with before the import process can complete. Red errors are fixed by changing the contents of
fields highlighted according to the guidelines above them or clicking ignore on that row’s checkbox.
Once the errors have been corrected the error guidelines and red highlights will be removed.
Each row has an Ignore checkbox that can be individually selected. When it is ticked, the row will appear
greyed out and the data in that row will not be imported. Pressing the Ignore All button will auto-tick all
visible rows, meaning none of them will be imported at this time.
© RM Education 2015
Page 43 of 55
If there are duplicate username entries in the table, then selecting the Ignore Duplicates button will
ignore the second occurrence onwards of each username, leaving just the first to be imported.
Existing usernames
Any usernames in the CSV that already exist in RM Easimaths will be flagged as duplicates. RM
Easimaths offers the ability to update existing pupils using the pupil import feature, so the both CSV
rows and the existing rows will be shown together.
© RM Education 2015
Page 44 of 55
By default Use existing is selected in case a mistake has been made, as this will ignore the CSV data. If
you want to overwrite the existing user information using the CSV, then selecting the Use CSV checkbox
will update the Forename, Surname, D.O.B. and Password fields for that user.
You can choose to select all the rows on screen by using either the Select All CSV or the Select All
Existing buttons,which will check all of the buttons in that column.
Once Import has been selected, the process will start and cannot be undone. Any changes required after
this point will need to be done via the Pupil setup page.
After the import has happened, an Import Feedback screen appears, listing any imports that have been
made (added, updated and ignored users). After clicking OK, this summary information is not available
again.
© RM Education 2015
Page 45 of 55
Export pupil details
To get a list of pupil usernames and passwords, click Export pupil details. This CSV file may be directly
opened or saved to a computer.
© RM Education 2015
Page 46 of 55
Group setup
1.
In School setup, select the Group setup tab.
2.
3.
4.
Click Add Group. An Add New Group pop-up will appear.
Type in the new group name.
Click OK and the group will be created.
5.
By default, the admin user currently
signed in will be made the owner of the
new group. This can be changed by
clicking the owner name in the Setup
table, then clicking Change owner. Existing
teacher accounts are shown and the group may be assigned to one of them.
© RM Education 2015
Page 47 of 55
If a group is empty, then users can be added by select the 0 value in its Members column.
This will show the Add/remove pupils pop-up. If a group isn’t empty, selecting the value in
its Members column number will show you all of its members. Selecting the Edit button on that pop-up
will bring up the Add/remove pupils pop-up, allowing you to add and remove group members.
© RM Education 2015
Page 48 of 55
Import groups via a CSV upload
School administrators can also import a CSV file defining which group a
pupil should be in.
1.
2.
3.
4.
5.
In School setup, select the Group setup tab.
Click Import group details and tick ‘First row contains column headings’.
The CSV file needs to contain columns for:
 Username
 Group Name
Match the headings.
Click Import
If any of the group names in the CSV are new, then a new groups screen will be shown,
where the owner of each group can be assigned using the dropdown provided.
© RM Education 2015
Page 49 of 55
If any of the group names in the CSV already exist, you will be shown the existing groups screen and
given four options to choose from:
1. Add users to group – shown if any of the users in the CSV don’t exist in the selected
group. These will be added on import
2. Add a new version of the group – you can assign the owner using the select
owner dropdown.
3. Ignore the group entirely – don’t add any of the current CSV users to a group.
4. Replace the group you have selected with the users in the CSV
The Import feedback screen lists the changes that have been made.
© RM Education 2015
Page 50 of 55
Printing
You can print teacher details lists from the Teacher Setup page and pupil
detail lists from the Pupil Setup page by clicking the Print details button
Deleting information
1.
2.
3.
To delete a record from one of the Teacher, Pupil or Group setup pages, select the checkbox of
a row, and click Delete selected.
A warning will appear asking for confirmation. This is
because this information will be completely removed from
the system and the action cannot be undone later.
Click Continue to delete the record from the system, or Cancel to stop the action.
© RM Education 2015
Page 51 of 55
Unleashing the potential of RM Easimaths
The teacher’s role
Use the Teacher dashboard at least once a week to check that the pupils are spending the required
amount of time using RM Easimaths, and to see whether they are having any problems. This information
can be used to improve teaching in the classroom. This can take the form of helping individuals or groups,
or teaching the class as a whole. By acting on the information retrieved from the Teacher dashboard, the
effectiveness of RM Easimaths is significantly increased.
Ensure that the pupils use RM Easimaths regularly – an average of three or four sessions a week produces
the best learning gains, and 15 minutes is the ideal session time – long enough for a pupil to settle and
concentrate on their work, but without exceeding their attention span. The program is designed to be used
by one pupil at a time, or in a class teaching scenario.
Integrating RM Easimaths with other maths teaching
The system works by ensuring that pupils work on several topics in each session. This ensures that a wide
range of topics are practised and are fresh in pupils’ minds. This approach is different to that of normal
classroom teaching, where the focus of a maths session would normally be on a specific topic or skill.
Some teachers have initially been concerned that the pupils’ work in RM Easimaths is not synchronised
with their class teaching or other maths schemes. However, they have soon realised that RM Easimaths is
designed to work and reinforce class learnt skills while providing an excellent monitoring system. Because a
range of topics are kept ‘simmering’ in pupils’ minds, the pupils are, in fact, more likely to understand new
material introduced by the teacher. The pupil profiles produced by RM Easimaths can also be extremely
useful in helping the teacher split the pupils into differentiated groups as part of their whole-class teaching
strategies.
Teachers can generate reports of their pupils’ progress in terms of the specified local curriculum (New or
previous English National Curriculum or Scottish Curriculum for Excellence). These reports can be used to
inform their teaching strategy and lesson plans, or to support the professional assessments of their pupils.
Accessing from home
RM Easimaths is easy to use, so pupils can work independently at school and at home, learning at their
own pace. Encouraging pupils to access RM Easimaths at home enables parents and carers to get actively
involved in learning.
© RM Education 2015
Page 52 of 55
How RM Easimaths works
Curriculum design and structure



The system has been carefully designed by some of the UK’s leading educationalists and maths
experts.
Finely graded progression means each skill is a small step on from the last, making learning a
more natural and enjoyable process.
The sequencing of skills has been carefully considered to make sure that prerequisite skills are
in place when they are needed, ensuring pupils get the teaching they need to help them
progress and help them reach their potential.
Focus on mental methods




Building mental fluency in pupils’ number work.
Developing a range of strategies for doing mental arithmetic, and building a sound foundation
for future mathematics development through an understanding of the structure of numbers.
Supporting class learning through introduction and reinforcement of other mathematics.
The on-screen and aural approach ensures a focus on mental procedures.
Examples of strategies employed




Instant recognition of 5 objects as being 5 in number.
Developing ‘5’ as a key stepping stone to ‘10’.
Looking for patterns in numbers: 6 + 2 = 8, 16 + 2 = 18, 26 + 2 = 28
Learning and recalling addition bonds (for example, 5 + 4 = 9) and partition bonds (for example,
9 = 5 + 4) to 10.
 Understanding the significance of the ‘decade barrier’ and that 9 + 4 is harder than 11 + 4
without counting on.
 Performing subtraction by complementary addition (for example, 27 - 23 can be thought of as
23 + ? = 27).
 Use of number lines and number grids as a way of visualising number operations.
 Knowing that if you can do 3 + 2, then 30 + 20 is not much more difficult just because the
numbers are bigger.
 Understanding and applying the commutativity principle (for example, 2 + 17 looks a lot easier
when thought of as 17 + 2; similarly 9 × 3 may be more easily recalled as 3 × 9).
 Building up a real understanding of place value by breaking numbers into their component parts
(for example, 52 = 50 + 2).
 Making problems that seem difficult more manageable with the use of ‘stepping stone’ stages:
o 44 + 37 is the same as 44 + 30 + 7, which is 74 + 7
o 37 + 8 can be thought of as 37 + 3 + 5, which is 40 + 5
 The importance of estimation in assessing answers and spotting ‘silly’ mistakes (for example,
317 + 482 is approximately 300 + 500, so the answer should be approximately 800).
Curriculum presentation


Topics are selected ‘randomly’ to improve variety and keep all topics ‘simmering’ even if other
classroom maths work is currently focused on a specific topic.
Each skill has many contextual variants and many explore a range of number values, resulting in
approximately 5,000 different activities.
© RM Education 2015
Page 53 of 55
Response, correction and teaching
There are three levels of response to mistakes:
 The first time the pupil makes a mistake within an activity, they are generally told that their
answer was not correct and are asked to have another go.
o This means pupils who make errors in their answer entry have another chance
to get the skill right before being given further explanation or help.
o This also aids in the ability to identify and correct their mistakes, a valuable part
of the learning process supported by RM Easimaths.
 If their second attempt is unsuccessful, they may be given a ‘clue’ or alternative explanation of
the task and concept involved.
o The clue may be auditory, visual or both.
o In some cases this might be an explanation of why their answer is wrong.
o In other activities, part of the correct solution is given, displaying more of the
expected method and providing further teaching in that method
 If the pupil’s third attempt to complete the activity is unsuccessful, the program intervenes and
completes the activity for the pupil with a detailed explanation of the steps taken (where
appropriate).
Skill attainment





Each skill has an associated number known as its attainment criterion, which affects each pupil’s
progression through the respective topic.
If a skill has an attainment criterion of 3, the pupil will only progress to the next skill when they
achieve three, consecutive, first-attempt correct answers.
The attainment criterion determines the amount of ‘practice’ the program requires the pupil to
have at each skill before the pupil can be said to have mastered that skill.
Attainment criteria vary between 1 and 6.
The majority of skills have an attainment criterion of 3.
Progression




Each pupil progresses at a rate appropriate to their specific level of success across activities and
their work rate.
When a pupil has mastered a skill, the next time they are given an activity in that topic, they will
progress on to the next skill. The program analyses pupils’ progress across topics and adapts to
ensure pupils progress fairly evenly in all topics.
o If they fall behind in one topic, the system automatically adjusts the mix of
activities to give them more practice in the problem topic.
o This ensures that they do not encounter problems in later topics due to
prerequisite skills being missed by progressing prematurely in other topics.
Only first-time correct answers result in a pupil being moved on to the next skill.
Second time correct answers do not reliably confirm the pupil has understood a concept, nor
show conclusively that they have not.
Regression

If a pupil fails to complete an activity successfully or does so only on the third attempt, the
system logs this as an indication that the pupil is having difficulty with that skill and the system
adjusts the pupil’s learning experience accordingly.
© RM Education 2015
Page 54 of 55
o If a pupil encounters a difficulty with a skill, they are offered another attempt at
the ‘difficult skill’.
o If they still have difficulties, they are regressed to an earlier skill. This allows the
pupil to revise earlier skills, chosen to provide help and support for the skill that
caused the difficulty.
o The regression moves the pupil to a skill that they have almost certainly succeeded
at before, affording the pupil positive reinforcement by giving the general
impression that they are successful most of the time.
o The pupil is presented with the revision skill until they have successfully completed
it a number of times.
o Once the pupil has reached the required number of successful completions, they
return to the problem skill, hopefully with the revised skills to master it.
o If the pupil continues to fail, the regression cycle repeats.
Success and motivation





Pupils progress on to new material by mastering skills. They do this at a pace that suits them.
Pupils are given more practice and support as they meet more challenging concepts as regression
cycles ensure that they progress at a rate that is right for them.
As each pupil’s experience of RM Easimaths is targeted to their skills and attainment, all pupils
achieve a fairly similar success rate in terms of the percentage of activities successfully completed
in each session.
Due to this positive reinforcement and appropriate difficulty level, pupils of all abilities remain
motivated:
o Those at the lower ability levels because they see themselves as succeeding, while
being unaware of how quickly or slowly they are progressing in real terms.
o Those at the higher ability levels because they are provided with new and
challenging material as soon as they are ready, preventing repetition fatigue and
boredom.
Pupils who use RM Easimaths on a regular basis and make progress, gain access to more levels
and items in the RM Easimaths end of session game, Flingaball.
Problem skills



If the pupil continues to have difficulty with a particular activity, it is flagged as a problem skill in
the Teacher dashboard, and the program moves the pupil on to the next skill in the topic.
If any problem skills are more than a month old at the beginning of a session, a maximum of two
of these problem skills will be presented to the pupil before reverting to normal activities. This
allows for improvement in the pupil’s ability in that skill during the previous month, either
through RM Easimaths or through targeted classroom teaching. If some targeted teaching has
been offered, a teacher may want to re-test a pupil before a month has elapsed. Teachers can set
a pupil to be re-tested on a problem skill at the start of their next session by clicking on Retest
selected on the Problem skills screen in the Teacher dashboard (see Problem skills in the
Teacher dashboard section).
The pupil is automatically re-tested monthly on each problem skill from the date the skill is
flagged until the pupil has mastered that skill.
o The number of times the pupil has to get the skill right first time is controlled
by the skill’s specific attainment criterion.
RM Easimaths is a trademark of RM Education Plc in the UK. Copyright © RM Education 2015. All rights reserved.
Adobe® Flash® Player is a trademark of Adobe®.
© RM Education 2015
Page 55 of 55
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement