Separating EdTech Fact
from Fiction
Adaptive Math Learning Community Launch
Tim Hudson, PhD
Senior Director of Curriculum ...
Introduction
• Senior Director of Curriculum Design for
DreamBox Learning
• Over 10 years in public education
o High Schoo...
Overview
Learning
Principles &
Learning
Mathematics
Mental Models
of “Adaptive”
& Learning
Perspectives
for Separating
EdT...
Tech & Learning Survey Definition
“Adaptive learning systems are software-
based technologies that automatically
customize...
Why Adaptive?
Why Differentiated?
Why Individualized?
Why Personalized?
Plan Curriculum Backwards
1. Identify desired
results
2. Determine
acceptable
evidence
3. Plan learning
experiences
and in...
WHAT should
this student be
learning,
doing, and
thinking about
tomorrow?
Learning Requires Adaptivity
“…pay close attention to
the individual progress of
each student and devise
tasks that are
ap...
Differentiation Defined
• Educators’ Purpose…
• All students must master important content.
• Make specific and continuall...
Logistical Classroom Reality
March 1:
Long
Division
March 1:
Long
Division
March 1:
Long
Division
March 1:
Long
Division
M...
If teachers could work 1-1 with ALL…
Decimal
Long
Division
Long
Division with
Significant
Scaffolding
Partial
Quotients
Fr...
Rethinking Differentiation
Typical mental models of learning often
cause educators to differentiate in two wrong
ways:
1. ...
Common Core Standards for
Mathematical Practice
Opportunity:
What can only be
done when we
have a diverse
range of learner...
WHAT could
this student be
learning,
doing, and
thinking about
tomorrow?
Collaborative
Projects,
Group Inquiry,
Community
Building
Independent
Projects,
Mentoring,
Interactive
Software or
Apps
Wh...
Menu of Great Learning Options
Student
Observation,
Input
Classroom
Assessment
Other
Assessment
Data
Embedded Formative Assessment
Three key elements:
1. elicit evidence about learning to close the gap
between current and d...
Personalized
Schooling
Personalized
Learning
Industrial
Schooling
Industrial
Learning
Personalized
(Relational)
Impersonal...
WHAT is
her
birthdate?
Impersonal
Industrial
Schooling First
Asks:
First Grade: Week 1
© DreamBox Learning
WHAT is she
interested
in?WHAT does
she know?
WHERE could
she be learning?
Personalized
Relational
Schooling First
Asks:
School Policies &
Structures are
Designed for
Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path,...
School Policies &
Structures are
Designed for
Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path,...
Plan Schooling Backwards
“Contemporary school reform efforts…
typically focus too much on various
means: structures, sched...
Plan Schooling Backwards
“Certainly such reforms serve
as the fuel for the school
improvement engine, but
they must not be...
Adaptive
Learning
Platform or Program
Adaptive
Learning
Platform or Program
From a 5th grade teacher in NY:
“I had a lot of good people teaching me math when I was a
student – earnest and funny and ...
Design Limitation
“They were so concerned with making
sure we knew how to do every single
procedure we never learned how t...
Common Teaching Cycle
Whole
Class or
Small
Group
Instruction
Independent
Practice
Whole
Class
Assessment
Use Data
Formativ...
Content Delivery
Whole
Class or
Small
Group
Instruction
Independent
Practice
Whole
Class
Assessment
Use Data
Formatively
t...
Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Inst...
Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Who ...
Impersonal Learning
“Presentation of an explanation, no
matter how brilliantly worded, will not
connect ideas unless stude...
blog.mrmeyer.com
Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Who ...
School & Home Work
At School:
Here’s how
to do
X
At Home:
Practice
X
Whole
Class
Assessment
Maybe you
need to be
shown X
a...
Flipped Classroom?
At Home:
Watch a video
about how to do
X
At School:
Practice
X
Whole
Class
Assessment
Maybe You
Need to...
Learning Principle
“Understandings cannot
be given; they have to be
engineered so that learners
see for themselves the
pow...
Understanding vs. Knowing
Don’t Start by Telling
“Providing students with opportunities to
first grapple with specific information
relevant to a top...
This student
doesn’t know
anything about
fractions.
How could she
start
grappling?
Learning Experience: Field Trip Problem
Field Trips and Fund-Raisers: Introducing Fractions, C.T. Fosnot, Heinemann © 2007...
Dewey, 1916
Democracy & Education
Chapter 12: Thinking in Education
“…thinking is the method of an
educative experience. T...
Dewey, 1916
“First that the pupil have a genuine situation of
experience—that there be a continuous activity in which
he i...
Dewey, 1916
“Secondly, that a genuine problem develop within this
situation as a stimulus to thought.”
Democracy and Educa...
Dewey, 1916
“Third, that he possess the information and make the
observations needed to deal with it.”
Democracy and Educa...
Dewey, 1916
“Fourth, that suggested solutions occur to him which he
shall be responsible for developing in an orderly way....
Dewey, 1916
“Fifth, that he have opportunity and occasion to test his
ideas by application, to make their meaning clear an...
Learning is not accomplished
by putting thoughts into a
mind, but rather by
empowering a mind to
generate thoughts.
This student
doesn’t know
anything about
angles or
measuring
angles.
How should
she start
grappling?
Angle Measurement – Common Core
4.MD.6
Measure angles in whole-number degrees using a
protractor. Sketch angles of specifi...
Digital Instruction?
When an angle is decomposed
into non-overlapping parts, the
angle measure of the whole is
the sum of ...
Angle Measurement – Common Core
4.MD.5a
An angle is measured with reference to a circle with its
center at the common endp...
Angle Measurement – Common Core
4.MD.5a
An angle is measured with reference to a circle with its
center at the common endp...
Dewey, 1916
1. Genuine Interesting Situation & Experience
Democracy and Education: an Introduction to the Philosophy of Ed...
Dewey, 1916
2. Genuine Problem Stimulates Thought
Democracy and Education: an Introduction to the Philosophy of Education,...
Dewey, 1916
3. Have Information & Make Observations
Democracy and Education: an Introduction to the Philosophy of Educatio...
Dewey, 1916
4. Solutions Occur to Her, She Develops Them
Democracy and Education: an Introduction to the Philosophy of Edu...
Dewey, 1916
5. Test Her Own Ideas, Make Meaning, Discover Validity
Democracy and Education: an Introduction to the Philoso...
Dewey, 1916
5. Test Her Own Ideas, Make Meaning, Discover Validity
Democracy and Education: an Introduction to the Philoso...
DreamBox Approach to Adaptive
Engage with
& Make
Sense of a
Situation or
Context
Student’s
Own
Ideas &
Intuition
Specific,...
Engineered for Realizations
Engage with
& Make
Sense of a
Situation or
Context
Student’s
Own
Ideas &
Intuition
Specific,
I...
Truly Adaptive Learning
Technology requires
dynamic content be built
from the ground up to
invite, analyze and respond
to ...
Thank you!
timh@dreambox.com
@DocHudsonMath
www.dreambox.com
EdTech Fact or Fiction
EdTech Fact or Fiction
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EdTech Fact or Fiction

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Every math educator has seen first-hand evidence that student understanding of mathematics is far from where we’d like it to be. And in the world of EdTech, educators have seen the term “adaptive learning” become increasingly popular as companies try to support student learning in mathematics with new technologies. In this kickoff webinar to launch the new Adaptive Math Learning community on edWeb.net, Dr. Tim Hudson, Senior Director of Curriculum Design of DreamBox Learning provided an overview of learning, mathematics, and adaptive technologies — and ways to separate hype from reality.

To join the Adaptive Math Learning community, all you need is a passion for ensuring the success of all students, an interest in understanding more about learning technologies, and a healthy dose of skepticism. Ultimately, the quality of digital learning is just as important as the quality of classroom learning. Both need to be adaptive. Tim explored what his hopes and aspirations are for the successful learning and math education of all students in the 21st century (or any century). He also discussed how to distinguish between hype, hope, and reality when considering the strengths and limitations of educational technologies and adaptive math technologies. View the webinar and learn what you can expect to gain from this new Adaptive Math Learning community.

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  • People are getting what they need and when they need it.
    Better learning, not regurgitating. What do you think about content X? Explore, make sense
    How many people use Personalized Learning & Personalized Schooling interchangeably?

  • People are getting what they need and when they need it.
    Better learning, not regurgitating. What do you think about content X? Explore, make sense
    How many people use Personalized Learning & Personalized Schooling interchangeably?

  • People are getting what they need and when they need it.
    Better learning, not regurgitating. What do you think about content X? Explore, make sense
    How many people use Personalized Learning & Personalized Schooling interchangeably?

  • EdTech Fact or Fiction

    1. 1. Separating EdTech Fact from Fiction Adaptive Math Learning Community Launch Tim Hudson, PhD Senior Director of Curriculum Design DreamBox Learning @DocHudsonMath May 28, 2014
    2. 2. Introduction • Senior Director of Curriculum Design for DreamBox Learning • Over 10 years in public education o High School math teacher o K-12 Math Curriculum Coordinator o Strategic Planning Facilitator • Degrees in Math, Math Education, and Educational Leadership • Consult and work with Authentic Education & Grant Wiggins • Co-authored a chapter with Cathy Fosnot Classrooms Where Children Learn in an NCTM book Math Intervention Models: Reweaving the Tapestry (I get no royalties)
    3. 3. Overview Learning Principles & Learning Mathematics Mental Models of “Adaptive” & Learning Perspectives for Separating EdTech Fact from Fiction
    4. 4. Tech & Learning Survey Definition “Adaptive learning systems are software- based technologies that automatically customize curriculum to the knowledge level of the learner. The algorithms actively track and access student performance to provide feedback to the teacher and student about the student’s progress on an ongoing basis.” 2013 survey conducted by Tech & Learning (www.techlearning.com) and commissioned by DreamBox Learning
    5. 5. Why Adaptive? Why Differentiated? Why Individualized? Why Personalized?
    6. 6. Plan Curriculum Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
    7. 7. WHAT should this student be learning, doing, and thinking about tomorrow?
    8. 8. Learning Requires Adaptivity “…pay close attention to the individual progress of each student and devise tasks that are appropriate…” (p. 24) Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy Press.
    9. 9. Differentiation Defined • Educators’ Purpose… • All students must master important content. • Make specific and continually evolving plans to connect each learner with key content. • Expect differences in the nature of scaffolding. • Therefore we Ask… • What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
    10. 10. Logistical Classroom Reality March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division
    11. 11. If teachers could work 1-1 with ALL… Decimal Long Division Long Division with Significant Scaffolding Partial Quotients Fraction Division Requires More: • Assessments • Time for Testing • Time for Scoring • Data • Content Knowledge • Resources Basic Multiplication
    12. 12. Rethinking Differentiation Typical mental models of learning often cause educators to differentiate in two wrong ways: 1. around knowledge, skills, and procedures rather than around ideas, understanding, and complex performance 2. in response to student knowledge AFTER being shown a skill instead of in response to student thinking when solving an unfamiliar problem or when forming initial conceptions.
    13. 13. Common Core Standards for Mathematical Practice Opportunity: What can only be done when we have a diverse range of learners in a single classroom?
    14. 14. WHAT could this student be learning, doing, and thinking about tomorrow?
    15. 15. Collaborative Projects, Group Inquiry, Community Building Independent Projects, Mentoring, Interactive Software or Apps Whole Class or Small Group Lecture, Online or In Person Explanation, Tutoring, Online Videos from the Teacher or Other Source IndividualGroup Learning Experience Instruction
    16. 16. Menu of Great Learning Options Student Observation, Input Classroom Assessment Other Assessment Data
    17. 17. Embedded Formative Assessment Three key elements: 1. elicit evidence about learning to close the gap between current and desired performance, 2. adjust the learning experience to close the performance gap with useful feedback 3. involve students in the assessment and learning process Adapted from Margaret Heritage, 2008
    18. 18. Personalized Schooling Personalized Learning Industrial Schooling Industrial Learning Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schoolin g Structures from Adults
    19. 19. WHAT is her birthdate? Impersonal Industrial Schooling First Asks:
    20. 20. First Grade: Week 1 © DreamBox Learning
    21. 21. WHAT is she interested in?WHAT does she know? WHERE could she be learning? Personalized Relational Schooling First Asks:
    22. 22. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schoolin g Structures from Adults
    23. 23. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schoolin g Structures from Adults Blended Blended Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this?
    24. 24. Plan Schooling Backwards “Contemporary school reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)” [or personalized learning] [or blended learning] [or flipped classrooms] [or iPads®, hardware] [or adaptive learning] p. 234-235, Wiggins & McTighe, © 2007
    25. 25. Plan Schooling Backwards “Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.” p. 234-235, Wiggins & McTighe, © 2007
    26. 26. Adaptive Learning Platform or Program
    27. 27. Adaptive Learning Platform or Program
    28. 28. From a 5th grade teacher in NY: “I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every class was the same for eight years: ‘Get out your homework, go over the homework, here’s the new set of exercises, here’s how to do them. Now get started. I’ll be around.’ p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001 Experience or Instruction?
    29. 29. Design Limitation “They were so concerned with making sure we knew how to do every single procedure we never learned how to think mathematically. I did well in math but I never understood what I was doing. I remember hundreds of procedures but not one single mathematical idea.” p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
    30. 30. Common Teaching Cycle Whole Class or Small Group Instruction Independent Practice Whole Class Assessment Use Data Formatively to Plan Use Data Summatively
    31. 31. Content Delivery Whole Class or Small Group Instruction Independent Practice Whole Class Assessment Use Data Formatively to Plan Use Data Summatively
    32. 32. Let Me Show You How To Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Instruction
    33. 33. Let Me Show You How To Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Who is doing the thinking? Ineffective adaptivity
    34. 34. Impersonal Learning “Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample opportunities to wrestle with examples.” Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 Understanding by Design, Wiggins & McTighe, ©2005 “If I cover it clearly, they will ‘get it.’”
    35. 35. blog.mrmeyer.com
    36. 36. Let Me Show You How To Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Who is doing the thinking? aka “Neil Diamond”
    37. 37. School & Home Work At School: Here’s how to do X At Home: Practice X Whole Class Assessment Maybe you need to be shown X again Use Data Summatively
    38. 38. Flipped Classroom? At Home: Watch a video about how to do X At School: Practice X Whole Class Assessment Maybe You Need to Watch the Video Again Use Data Summatively
    39. 39. Learning Principle “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
    40. 40. Understanding vs. Knowing
    41. 41. Don’t Start by Telling “Providing students with opportunities to first grapple with specific information relevant to a topic has been shown to create a ‘time for telling’ that enables them to learn much more from an organizing lecture.” How People Learn, p. 58
    42. 42. This student doesn’t know anything about fractions. How could she start grappling?
    43. 43. Learning Experience: Field Trip Problem Field Trips and Fund-Raisers: Introducing Fractions, C.T. Fosnot, Heinemann © 2007, used with permission 3 4 4 5 7 8 3 5
    44. 44. Dewey, 1916 Democracy & Education Chapter 12: Thinking in Education “…thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    45. 45. Dewey, 1916 “First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Field trip + Lunch = Interest
    46. 46. Dewey, 1916 “Secondly, that a genuine problem develop within this situation as a stimulus to thought.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Is it fair?
    47. 47. Dewey, 1916 “Third, that he possess the information and make the observations needed to deal with it.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Time for sense-making, modeling, manipulatives, conversation, and argumentation
    48. 48. Dewey, 1916 “Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 How do we know when something “occurs” to a student? 5th grader in intervention: “So it looks like a half of a fifth is a tenth. That’s easy!”
    49. 49. Dewey, 1916 “Fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Convince yourself through inquiry, exploration, feedback
    50. 50. Learning is not accomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.
    51. 51. This student doesn’t know anything about angles or measuring angles. How should she start grappling?
    52. 52. Angle Measurement – Common Core 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
    53. 53. Digital Instruction? When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.
    54. 54. Angle Measurement – Common Core 4.MD.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one- degree angle,” and can be used to measure angles. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    55. 55. Angle Measurement – Common Core 4.MD.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one- degree angle,” and can be used to measure angles. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
    56. 56. Dewey, 1916 1. Genuine Interesting Situation & Experience Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning Help the spider build a web.
    57. 57. Dewey, 1916 2. Genuine Problem Stimulates Thought Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
    58. 58. Dewey, 1916 3. Have Information & Make Observations Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
    59. 59. Dewey, 1916 4. Solutions Occur to Her, She Develops Them Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning “The child doesn’t have to be told by a teacher whether he’s right or wrong. He can see for himself whether it works. That’s what science and knowledge is about.” – Seymour Papert
    60. 60. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
    61. 61. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
    62. 62. DreamBox Approach to Adaptive Engage with & Make Sense of a Situation or Context Student’s Own Ideas & Intuition Specific, Instant, Custom Feedback Engine Adapts & Differentiates Student Independently Transfers “Offline,” Too Student Independently Transfers “Offline,” Too
    63. 63. Engineered for Realizations Engage with & Make Sense of a Situation or Context Student’s Own Ideas & Intuition Specific, Instant, Custom Feedback Engine Adapts & Differentiates Student Independently Transfers “Offline,” Too
    64. 64. Truly Adaptive Learning Technology requires dynamic content be built from the ground up to invite, analyze and respond to initial conceptions.
    65. 65. Thank you! timh@dreambox.com @DocHudsonMath www.dreambox.com
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