BEAM Introduction and Academics Training

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Welcome to BEAM's new training module!

This is our second year using online training. We're using it to free up more time for discussion and role playing at our in-person training. This training should take you less than two hours in total to do, and you can do each of the four sections individually.

Please make sure that you answer all questions in sections applicable to you. The estimated time for this page is 45 minutes; the estimated time for all of the online trainings is two hours.

You may see that there are some references to "BEAM 6" and "BEAM 7". These actually refer to BEAM Discovery and BEAM Summer Away; the names have changed, but some videos are carried over from a prior year.

Email *

Please write your name here to affirm that you will watch all the videos in this section *

By writing your name, you confirm that you will view all of the videos on this page and listen closely so as to learn information for this summer.

What site are you at this summer? *

Discovery LA

Discovery NYC City College

Discovery NYC New Design High School

Summer Away LA Harvey Mudd

Summer Away NYC Bard

Summer Away NYC Union

Introduction to BEAM

Academics Training

Yes, we do have a few quiz questions mixed in. They're mostly to make sure you're paying attention!

Overview of the BEAM Pathway

How this summer fits in to BEAM's work

Math at BEAM

Which of the following represent the most important academic goals at BEAM? *

Learning to think deeply about mathematics

Learning to do the procedures for certain types of problems

Learning about mathematical proof

To get excited about mathematics

Required

Why don't we like it when someone gives too much of a hint on a problem? *

It encourages understanding only procedures

It spoils the discovery

It doesn't instill a desire to search for deeper meaning

All of the above

What are signs of good classroom structure for a BEAM class? *

Repetitive problems to instill procedural fluency

A variety of activities, which might even include debates or courtroom scenes

Centering your class on a lecture to convey lots of information

Lots of different activities to keep things moving

Quick transitions so that there isn't idle time

Required

BEAM Discovery ONLY --- Skip for BEAM Summer Away

BEAM Discovery ONLY: Program Schedule

Which of the following are true for Open Math Time?

The goal is for students to learn to work independently and learn to enjoy independently doing math

There should be a library-like atmosphere: only quiet whispering

There are computers in every classroom

Students fill in a check-in slip at the beginning, turn it in, and use it for a reflection at the end

Students may move between rooms freely

Students can work on math of their choice, so long as it's been approved by the program

BEAM Summer Away ONLY --- Skip for BEAM Discovery

BEAM Summer Away ONLY: Program Schedule

Which of the following are true for Modules?

The main goal is for students to learn school mathematics that would otherwise be a gap later on

There should be a library-like atmosphere: only quiet conversation

Students work independently without staff oversight

Students can work on math of their choice, so long as it's been approved by the program

Students complete diagnostics that determine what modules they need to work on

You don't need to talk to students unless they ask you a question because they have answer keys

Now for both programs again!

Students' Mathematical Level

Which of the following are challenges faced by our students mathematically? *

They read for key words instead of trying to understand the problem

Some lack reading comprehension skills

They're not good at understanding abstract math

They are not used to justifying their work

Required

BEAM Discovery Only!

BEAM Discovery ONLY: Problem Sets

On average, how long should students spend on problem sets for math fundamentals for each class period?

5 minutes

15 minutes

25 minutes

35 minutes

45 minutes

Clear selection

Which of the following are BEAM 6 policies for problem sets?

Classes should give both required and optional work

Classes should track student completion of required work

Classes should numerically grade student work

Classes must give work after every single class

Students who complete all required work get a book at the end of the summer

If students aren't completing the work, a meeting should be set up with the TA

Everyone, again!

Coordinating between faculty and TAs

Which of the following are true? *

It's important to work out ahead of time what kind of help it's appropriate for a TA to give in a course.

TAs can teach segments of classes or an entire day with the approval of the faculty member.

TAs can be asked to give prepare written feedback for students in the evening.

TAs might coach students who've fallen behind in the course

Required

You're done with academics!

When you submit, you'll get a link to the next training module.

Optional: What did you think of this training? Any suggestions for improvement?

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