General Information • Home Page • Our Company • Your Instructor • How to Use Videos • Frequently Asked Q's • Customer Comments Product Information • Prices, Ordering & Evaluations • Assessment Test Request • Textbooks & Solutions Guides • Course Outlines, Reviews & Demos Existing Customers • Quick Start Guide • Read Me First • Technical Support • Replacement DVD/CD • Tests and Measurement • Exhibit Schedule • Education Links Chalk Dust Company PMB 375 3506 Hwy 6 South Sugar Land, TX 77478-4401 800.588.7564 (USA) 281.265.2495 281.265.3197 fax sales@chalkdust.com	How to Use DVD or VHS to Study Math Independently As you view the DVD or VHS tape, be actively involved in the learning process by working out examples along with the videotape. When explanations on tape feel comfortable, and additional problems are presented, stop the presentation, attempt a solution, then play the presentation to verify your method. Do not rush, simply repeat troublesome sections. A textbook is beneficial as a source of practice problems, especially if math is being learned for the first time. Practice (much practice) is necessary to shift understanding from short-term memory to long-term memory. When working problems on your paper, avoid skipping steps by showing your work as though it must be understood by another person - make your presentation as important as the answer. If you find yourself pondering how to write the next step, then chances are you are trying to skip steps. Try to condition yourself to perform one operation in each step. Also, use good penmanship. [Incidentally, more problems are missed due to careless errors involved in skipping steps and poor penmanship than to actual misunderstanding of math content.] Continue to practice until you can do problems all on your own. Concentrate on understanding concepts or general ideas rather than memorizing specific methods or definitions. When faced with a particular problem, think first about the general idea used in solving that type of problem. Often the method of solution will become obvious. Avoid attempting several hours of study in one sitting. More frequent concentration for short periods of time usually results in more focused attention and more effective learning. Do not become discouraged. Learning math is a progressive process. Your interest is the vital first step, and the most effective way to learn math is at your own pace, a condition inherent in using videotapes. So feel good that you have taken the initiative to use video as part of your study plan. With patience and time, confidence will grow and the pathway of mathematical knowledge is yours to travel. Homeschooling With DVD or VHS Overview Each chapter of a textbook is divided into about four to eight sections. Students should complete all of one section before moving to the next one. There are two distinct tasks related to learning a section of material. One task is watching the videotape. The other task is working practice problems which are written in the textbook. The two tasks can be performed separately or concurrently but the two tasks will likely require more than one day to accomplish. Watching the DVD or VHS Program While the video instruction is playing, turn to the same section in the text. Reference to text examples should be casual and intended to simply reinforce methods or concepts presented in the video program. The video instruction is comprehensive so text references are not necessary to complete an understanding of a topic, but seeing variations on a central theme can often significantly help to solidify understanding of a topic. The student is encouraged to attempt some examples as they are presented. That is, once a student feels somewhat comfortable with a technique being discussed, as an example is being introduced on video, the student should copy the example, stop the presentation, and attempt the example without looking at the video explanation. Then play the presentation to verify correctness. In that way, a student will often discover faulty logic or the danger in taking shortcuts that would otherwise go unnoticed. Working Practice Problems Many practice exercises appear at the end of each section of the text. The exercises typically contain some problems that are manipulative in nature (simplifying expressions, solving equations, etc.) and other problems that can be referred to as word problems. The student should complete about 30 problems per section chosen at random. If you have a student solutions guide your 30 problems will be chosen from the odd problems. For Geometry, the student should work all of the problems but not necessarily every proof (proofs are not currently on standardized). The word problems utilize whatever skills are involved in the manipulative area. They are designed to show a "real world" connection to the techniques emphasized in that section. It is helpful to attempt those problems, but do not allow yourself to become overwhelmed by them. If about half of the odd numbered word problems are accomplished, you will have a pretty good idea of the general usefulness of the topic at hand. The only exceptions are the sections devoted to solving of word problems, showing specific techniques and methods of attack on different kinds of word problems. In those sections, work every single one of the odd problems. In addition to working selected problems at the end of each section, work every problem in the mid-chapter quizzes, end-of-chapter reviews, and cumulative tests which appear after every third chapter. The answers to all of those problems are listed at the end of the text, and the step-by-step solutions are given in the Solutions Guide. When working through the exercises, after each group of four to ten problems, check your answers with the answers listed at the end of the text. Then review troublesome problems with the step-by-step method of solution in the Solutions Guide. Getting the correct answer is not the most important goal. It is just as important to show the work properly and understand the general idea involved. You see, every problem in every topic has a more difficult form, and it is increased organization and conceptual understanding that allows one to tackle the most difficult of problems. Study Techniques Feedback from homeschoolers using our video programs (with suggested textbooks) reveal two distinct and effective techniques that may be of interest. One study technique is to view an entire section of video (once or twice) on a single day to understand concepts and work sample problems with the instructor and concentrate solely on the exercises the next day. The advantages of this technique are: (1) it is simple to oversee, (2) student responsibility is clearly defined, and (3) the amount of time required is, for the most part, predictable. Another technique is to view the first few examples of a section on video and begin the exercises in the text as soon as there is comfort with a particular kind of problem. This technique would likely require that the student stop the process at some point and continue the next day. Advantages of this technique include: (1) simple skills are solidified with practice before progressing to more challenging topics, (2) particularly good for a student with a short attention span in a relatively long section, and (3) the student will sometimes (perhaps often) complete sections in a single day. Using DVDs or VHS tapes in Secondary Education DVDs or VHS tapes technology can be utilized in a variety of ways at the secondary level. Teachers as well as students can benefit from the availability of a video supplement. The Student DVD or VHS programs can be located in a library or held in the custody of the math lab for check-out by students. Students will use presentations to reinforce concepts presented in the classroom or to catch up after absence. Gifted students use video presentations to satisfy their fast-paced interest, and they are ideal for self-paced study or for group study. Although students at every ability level can benefit from using video presentation as a learning tool, anecdotal evidence indicates the existence of a particular population of students that seem to benefit the most from that. Characteristics of students within that population include: typically earn grades below B+ have trouble taking effective notes in math class must utilize repetition to offset limitations in short-term memory Since the textbook in use at a particular school is unlikely to be the textbook followed to produce the video program, topics to be studied will need to be crossreferenced to the video program. Video topics are clearly listed on the back of tape sleeves, on tape side labels, and/or on a separate sheet (see Program Outlines). The Teacher Teachers use DVDS or VHS tapes... (1) to show classes when they are absent [the video substitute offers maximum predictability in competence, material covered, and time required], (2) when the video demonstration or animation is inconvenient or impossible for the teacher to perform in the classroom, (3) to investigate teaching techniques that they may wish to use in their class, (4) to brush up on unfamiliar topics. When teachers use DVDs or VHS tapes occasionally in the classroom, students become acutely aware of their existence and quality and are far more prone to check them out for home use. TOP OF THE PAGE Copyright © 1996-2008 Chalk Dust Company Website design and hosting by Mediawest Online.