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Harnessing Education Technology to
Meet Diverse Learning Needs in the
Classroom
Laura Bryant, Kindergarten Teacher
Proprietary and Confidential.
“I implemented ABCmouse in every lesson . . . My students
started picking up their letters faster. They were applying
phonics faster. They were recognizing sight words faster.
When testing came around, I had 78 percent of my class test
advanced in foundational skills. That’s never happened
before. But to me, ABCmouse is more than just high test
scores, because the results that you will see in your students
not only benefit them academically, but also give them self-
confidence to love school, to love learning.”
—Laura Bryant,
Las Cruces, New Mexico
2
Background
Proprietary and Confidential.
• Laura Bryant is a kindergarten teacher in a low-income
community in New Mexico.
• Her students all qualify for the free breakfast program, and
90 percent qualify for free or reduced lunch.
• She knows students are at high risk for school failure
when they first come into her classroom.
• She sees an opportunity to help them build the skills
necessary for academic success.
• Her challenge lies in meeting the diverse learning needs of
her students, including a range of English Language
Learning (ELL) needs
3
Background
Proprietary and Confidential.
Research has found that the earlier a student acquires
English proficiency as a second language, the more likely it
is that they will develop academically at a similar rate to their
native English speaking peers. For example, a child who
achieves English proficiency by kindergarten entry earns
similar reading and math scores to native English speakers;
however, a child who is not proficient until first grade
experiences a gap in scores as compared to native
speakers.1
1 Halle, Hair, Wandner, McNamara, & Chien (2012)
4
Background
Proprietary and Confidential.
• Laura began using ABCmouse.com Early Learning
Academy, a supplementary curriculum available online
and as an app, during the 2012–13 school year.
• She used a 3-pronged, differentiated teaching strategy to
1) engage students with fun and diverse learning
activities;
2) provide individualized lessons for below-, at-, and
above-grade-level students; and
3) vary delivery and mode of instruction for students
to learn individually, in groups, and with the whole
class.
• She discovered that ABCmouse was a valuable ELL
resource for her students who primarily spoke Spanish.
5
Engaging Diverse Learners
Proprietary and Confidential.
• Regardless of how educational content is delivered, in
order for children to acquire new information and skills,
they must engage with the content being taught.
• Laura Bryant found that with ABCmouse she no longer
struggled to gain and retain the attention of her students on
academic subjects.
• Students consistently asked to “play” on ABCmouse and
were excited when Laura would let them choose areas of
the program in which to spend time after they had
completed their assigned lessons.
6
Engaging Diverse Learners
Proprietary and Confidential.
“ABCmouse captivates a child’s attention in such a wonderful,
marvelous way. It’s not just them memorizing stuff. They have
the concept; they have the skill, and they’re making those
connections across the content areas. [With ABCmouse] we
have literacy, we have numeracy, we have science, social
studies; there’s even music and art. I can integrate it into my
lessons, into the curriculum, and reinforce and review
everything that’s being applied and learned in class.
ABCmouse is one of those tools that can fit so easily into
lessons and activities for both students and teachers.”
– Laura Bryant
7
Engaging Diverse Learners
Proprietary and Confidential.
• The wide range of ABCmouse learning activities provided
each student with something to engage them in learning,
based on their individual interests.
• Laura discovered thousands of activities to reinforce the
important skills and concepts that she teaches, through
books, games, puzzles, art, and music videos that appeal
to different types of learners.
• As a result, she increased student engagement and focus,
which led to important gains in academic skills.
• Laura’s experience with ABCmouse is not unique. In a
survey of more than 1,000 teachers using ABCmouse in
their classrooms, more than 90 percent reported
ABCmouse had a high or medium impact on their students’
learning.
8
Engaging Diverse Learners
Proprietary and Confidential. 9
Engaging Diverse Learners
Proprietary and Confidential.
“One hundred percent of my class made significant
improvement beyond expectations after using ABCmouse.
I’ve never seen a group of kids that are all reading, writing,
adding, and subtracting by the end of kindergarten. They
know what the sounds are. They know what their letters are.
They know what their numbers are; they can count forwards
and backwards all the way to 100.”
– Laura Bryant
10
Differentiation by Student Level
Proprietary and Confidential.
• Each year, Laura finds that she has students who need a
highly individualized approach to learning.
• One such student was a boy who had witnessed domestic
violence and was placed in foster care.
• This student had an Individualized Education Plan (IEP) to
help him learn while coping with attention deficit
hyperactivity disorder (ADHD) and behavioral challenges.
• He was introduced to ABCmouse with the rest of the
class. Laura describes his experience…
11
Differentiation by Student Level
Proprietary and Confidential.
Research confirms the value of differentiating instruction,
particularly for those children who are at the highest risk for
educational failure.2 Current school realities challenge
teachers to provide quality instruction for all learners:
students with special needs, students learning English, and
students who are gifted. Changing demographics, an
emphasis on inclusion, a reduction in gifted and talented
programs, and an effort to reduce the segregation of
struggling learners has changed the role of teachers in
meeting the diverse needs in their classrooms with their own
lesson planning.3
2 Darling-Hammond, Wise, & Klein (1999)
3 Sapon-Shevin (2001)
12
Differentiation by Student Level
Proprietary and Confidential.
“He loved it! I was able to get a good 30 minutes of attention
from him, with him working, staying on task, and focusing. He
knew that if he listened, learned, and behaved for at least the
first 10–15 minutes of the whole group lesson, that he would
be able to use ABCmouse. At the end of the year, he was
near proficiency and missed the benchmark for reading by
only one or two words. He could sound and blend, and he
could count. He had his one-to-one correspondence.”
– Laura Bryant
13
Differentiation by Student Level
Proprietary and Confidential.
Another struggling student benefited from a highly
individualized curriculum using ABCmouse; it helped her learn
to speak and read English, which was not her first language.
Laura Bryant recounts her progress:
“When school first started, I had a student who had no
reading skills whatsoever. When I finished testing at the end
of the year, not only did she know all her letters in order and
out of order, but she was reading 169 words per minute. In
order for her to go to first grade, she had to read a minimum
of 25 words per minute with fluency.”
14
Differentiation by Student Level
Proprietary and Confidential.
Laura Bryant also found ABCmouse helped advanced
students, too. She describes how one gifted child was able to
use ABCmouse for more challenging reading:
“He would say, “I’m gonna go to the challenging part.” He
would like to go to the folk and fairy tale section because he
could practice his reading. My kids, once they take off on it,
they figure out how to change and adjust things. The website
is so kid-friendly and so user-friendly that all of them (doesn’t
matter if they’re high or low) can figure out how to change the
settings to where they can actually challenge themselves. In
this case, he was reading at a second-grade level, and in the
middle of the year he figured out how to turn of the speaker
and the highlighting because he wanted to try and read it by
himself.” 15
Differentiation by Student Level
Proprietary and Confidential.
Within her classroom, Laura successfully met the needs of
her most at-risk students and her most advanced students
with the same educational resource.
She sums up her experience differentiating her instruction
with ABCmouse this way:
“When they’re on the low end, I can assign lessons and
activities that will help them; if I have a higher student who
already knows sounds and letters, I can assign a completely
different lesson for a challenge.”
16
Differentiation by Instruction Mode
Proprietary and Confidential.
Laura often used ABCmouse learning activities to
demonstrate a concept or skill to her students during whole-
class instruction. Then, as they worked in centers, students
had the opportunity to reinforce those skills individually or in
small groups through more ABCmouse activities. Laura
explains:
“I do my whole group lesson for about 15 to 20 minutes. After
that are centers where I can teach in small groups. One of
those centers is always ABCmouse for 15- to 18-minute
rotations. So they have 18 minutes in the morning, 18 minutes
at lunchtime, and 18 minutes in the afternoon. Mondays,
Wednesdays, and Thursdays they have assigned, specific
activities to complete. On Fridays, they complete one activity
and then can explore.” 17
Differentiation by Instruction Mode
Proprietary and Confidential.
Laura found that the diverse activities in ABCmouse enable
an engaging and interactive experience that can be delivered
to her students in various groupings to teach key concepts.
For example, she introduced the letter “A” with a music video
on ABCmouse to the entire class:
“On ABCmouse, I would click on the letter ‘A,’ and then the
visual learners have an example of the ‘A.’ And some kids like
to dance, so I let them dance to the music. Some of them use
the hand movement that we learned in class for the ‘A’
sound.”
18
Differentiation by Instruction Mode
Proprietary and Confidential.
• After whole-group instruction, students sat at the
computers during center time and reinforced their
understanding by completing ABCmouse games, puzzles,
books, and art related to the letter “A” and the sounds that
it stands for.
• For any student that needed additional assistance, Laura
assigned specific activities at the student’s appropriate
level to be completed individually in class or at home.
19
Case Study Summary
Proprietary and Confidential.
• Kindergarten teacher Laura Bryant found effective new
ways to differentiate instruction by incorporating high-
quality education technology into the everyday routines of
her classroom.
• Her inclusion of ABCmouse supplemented her curriculum
with diverse activities, targeted the individual needs of each
student, and facilitated different modes of teaching.
• By taking differentiated instruction to the next level, Laura
helped her students make strong academic gains, and it
has become a valued learning resource in her classroom
ever since.
20
Case Study Summary
Proprietary and Confidential.
Laura Bryant sums up her experience with ABCmouse:
“I am a strong believer in ABCmouse and have continued to
use this curriculum in my class for four years now, and it’s not
going away! During my structured teaching time, I always
implement ABCmouse into my whole-group and small group
instruction, and even as a free choice center. This year, our
school officially became a Dual Language Magnet public
school, and ABCmouse has again proven to benefit not only
my native English speakers, but my English Language
Learners alike.”
21
Further Reading
TM & © 2017 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services
are the property of their respective owners.
• Download the complete case study (PDF) here:
http://www.ageoflearning.com/case_studies/ABCmouse_Research_C
aseStudy_Harnessing_Education_Technology.pdf
• Visit the Age of Learning website for additional ABCmouse
research: http://www.ageoflearning.com/research/
22

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Age of Learning Case Study | Harnessing Edtech to Meet Diverse Learning Needs

  • 1. 1 Harnessing Education Technology to Meet Diverse Learning Needs in the Classroom
  • 2. Laura Bryant, Kindergarten Teacher Proprietary and Confidential. “I implemented ABCmouse in every lesson . . . My students started picking up their letters faster. They were applying phonics faster. They were recognizing sight words faster. When testing came around, I had 78 percent of my class test advanced in foundational skills. That’s never happened before. But to me, ABCmouse is more than just high test scores, because the results that you will see in your students not only benefit them academically, but also give them self- confidence to love school, to love learning.” —Laura Bryant, Las Cruces, New Mexico 2
  • 3. Background Proprietary and Confidential. • Laura Bryant is a kindergarten teacher in a low-income community in New Mexico. • Her students all qualify for the free breakfast program, and 90 percent qualify for free or reduced lunch. • She knows students are at high risk for school failure when they first come into her classroom. • She sees an opportunity to help them build the skills necessary for academic success. • Her challenge lies in meeting the diverse learning needs of her students, including a range of English Language Learning (ELL) needs 3
  • 4. Background Proprietary and Confidential. Research has found that the earlier a student acquires English proficiency as a second language, the more likely it is that they will develop academically at a similar rate to their native English speaking peers. For example, a child who achieves English proficiency by kindergarten entry earns similar reading and math scores to native English speakers; however, a child who is not proficient until first grade experiences a gap in scores as compared to native speakers.1 1 Halle, Hair, Wandner, McNamara, & Chien (2012) 4
  • 5. Background Proprietary and Confidential. • Laura began using ABCmouse.com Early Learning Academy, a supplementary curriculum available online and as an app, during the 2012–13 school year. • She used a 3-pronged, differentiated teaching strategy to 1) engage students with fun and diverse learning activities; 2) provide individualized lessons for below-, at-, and above-grade-level students; and 3) vary delivery and mode of instruction for students to learn individually, in groups, and with the whole class. • She discovered that ABCmouse was a valuable ELL resource for her students who primarily spoke Spanish. 5
  • 6. Engaging Diverse Learners Proprietary and Confidential. • Regardless of how educational content is delivered, in order for children to acquire new information and skills, they must engage with the content being taught. • Laura Bryant found that with ABCmouse she no longer struggled to gain and retain the attention of her students on academic subjects. • Students consistently asked to “play” on ABCmouse and were excited when Laura would let them choose areas of the program in which to spend time after they had completed their assigned lessons. 6
  • 7. Engaging Diverse Learners Proprietary and Confidential. “ABCmouse captivates a child’s attention in such a wonderful, marvelous way. It’s not just them memorizing stuff. They have the concept; they have the skill, and they’re making those connections across the content areas. [With ABCmouse] we have literacy, we have numeracy, we have science, social studies; there’s even music and art. I can integrate it into my lessons, into the curriculum, and reinforce and review everything that’s being applied and learned in class. ABCmouse is one of those tools that can fit so easily into lessons and activities for both students and teachers.” – Laura Bryant 7
  • 8. Engaging Diverse Learners Proprietary and Confidential. • The wide range of ABCmouse learning activities provided each student with something to engage them in learning, based on their individual interests. • Laura discovered thousands of activities to reinforce the important skills and concepts that she teaches, through books, games, puzzles, art, and music videos that appeal to different types of learners. • As a result, she increased student engagement and focus, which led to important gains in academic skills. • Laura’s experience with ABCmouse is not unique. In a survey of more than 1,000 teachers using ABCmouse in their classrooms, more than 90 percent reported ABCmouse had a high or medium impact on their students’ learning. 8
  • 10. Engaging Diverse Learners Proprietary and Confidential. “One hundred percent of my class made significant improvement beyond expectations after using ABCmouse. I’ve never seen a group of kids that are all reading, writing, adding, and subtracting by the end of kindergarten. They know what the sounds are. They know what their letters are. They know what their numbers are; they can count forwards and backwards all the way to 100.” – Laura Bryant 10
  • 11. Differentiation by Student Level Proprietary and Confidential. • Each year, Laura finds that she has students who need a highly individualized approach to learning. • One such student was a boy who had witnessed domestic violence and was placed in foster care. • This student had an Individualized Education Plan (IEP) to help him learn while coping with attention deficit hyperactivity disorder (ADHD) and behavioral challenges. • He was introduced to ABCmouse with the rest of the class. Laura describes his experience… 11
  • 12. Differentiation by Student Level Proprietary and Confidential. Research confirms the value of differentiating instruction, particularly for those children who are at the highest risk for educational failure.2 Current school realities challenge teachers to provide quality instruction for all learners: students with special needs, students learning English, and students who are gifted. Changing demographics, an emphasis on inclusion, a reduction in gifted and talented programs, and an effort to reduce the segregation of struggling learners has changed the role of teachers in meeting the diverse needs in their classrooms with their own lesson planning.3 2 Darling-Hammond, Wise, & Klein (1999) 3 Sapon-Shevin (2001) 12
  • 13. Differentiation by Student Level Proprietary and Confidential. “He loved it! I was able to get a good 30 minutes of attention from him, with him working, staying on task, and focusing. He knew that if he listened, learned, and behaved for at least the first 10–15 minutes of the whole group lesson, that he would be able to use ABCmouse. At the end of the year, he was near proficiency and missed the benchmark for reading by only one or two words. He could sound and blend, and he could count. He had his one-to-one correspondence.” – Laura Bryant 13
  • 14. Differentiation by Student Level Proprietary and Confidential. Another struggling student benefited from a highly individualized curriculum using ABCmouse; it helped her learn to speak and read English, which was not her first language. Laura Bryant recounts her progress: “When school first started, I had a student who had no reading skills whatsoever. When I finished testing at the end of the year, not only did she know all her letters in order and out of order, but she was reading 169 words per minute. In order for her to go to first grade, she had to read a minimum of 25 words per minute with fluency.” 14
  • 15. Differentiation by Student Level Proprietary and Confidential. Laura Bryant also found ABCmouse helped advanced students, too. She describes how one gifted child was able to use ABCmouse for more challenging reading: “He would say, “I’m gonna go to the challenging part.” He would like to go to the folk and fairy tale section because he could practice his reading. My kids, once they take off on it, they figure out how to change and adjust things. The website is so kid-friendly and so user-friendly that all of them (doesn’t matter if they’re high or low) can figure out how to change the settings to where they can actually challenge themselves. In this case, he was reading at a second-grade level, and in the middle of the year he figured out how to turn of the speaker and the highlighting because he wanted to try and read it by himself.” 15
  • 16. Differentiation by Student Level Proprietary and Confidential. Within her classroom, Laura successfully met the needs of her most at-risk students and her most advanced students with the same educational resource. She sums up her experience differentiating her instruction with ABCmouse this way: “When they’re on the low end, I can assign lessons and activities that will help them; if I have a higher student who already knows sounds and letters, I can assign a completely different lesson for a challenge.” 16
  • 17. Differentiation by Instruction Mode Proprietary and Confidential. Laura often used ABCmouse learning activities to demonstrate a concept or skill to her students during whole- class instruction. Then, as they worked in centers, students had the opportunity to reinforce those skills individually or in small groups through more ABCmouse activities. Laura explains: “I do my whole group lesson for about 15 to 20 minutes. After that are centers where I can teach in small groups. One of those centers is always ABCmouse for 15- to 18-minute rotations. So they have 18 minutes in the morning, 18 minutes at lunchtime, and 18 minutes in the afternoon. Mondays, Wednesdays, and Thursdays they have assigned, specific activities to complete. On Fridays, they complete one activity and then can explore.” 17
  • 18. Differentiation by Instruction Mode Proprietary and Confidential. Laura found that the diverse activities in ABCmouse enable an engaging and interactive experience that can be delivered to her students in various groupings to teach key concepts. For example, she introduced the letter “A” with a music video on ABCmouse to the entire class: “On ABCmouse, I would click on the letter ‘A,’ and then the visual learners have an example of the ‘A.’ And some kids like to dance, so I let them dance to the music. Some of them use the hand movement that we learned in class for the ‘A’ sound.” 18
  • 19. Differentiation by Instruction Mode Proprietary and Confidential. • After whole-group instruction, students sat at the computers during center time and reinforced their understanding by completing ABCmouse games, puzzles, books, and art related to the letter “A” and the sounds that it stands for. • For any student that needed additional assistance, Laura assigned specific activities at the student’s appropriate level to be completed individually in class or at home. 19
  • 20. Case Study Summary Proprietary and Confidential. • Kindergarten teacher Laura Bryant found effective new ways to differentiate instruction by incorporating high- quality education technology into the everyday routines of her classroom. • Her inclusion of ABCmouse supplemented her curriculum with diverse activities, targeted the individual needs of each student, and facilitated different modes of teaching. • By taking differentiated instruction to the next level, Laura helped her students make strong academic gains, and it has become a valued learning resource in her classroom ever since. 20
  • 21. Case Study Summary Proprietary and Confidential. Laura Bryant sums up her experience with ABCmouse: “I am a strong believer in ABCmouse and have continued to use this curriculum in my class for four years now, and it’s not going away! During my structured teaching time, I always implement ABCmouse into my whole-group and small group instruction, and even as a free choice center. This year, our school officially became a Dual Language Magnet public school, and ABCmouse has again proven to benefit not only my native English speakers, but my English Language Learners alike.” 21
  • 22. Further Reading TM & © 2017 Age of Learning, Inc. All rights reserved. The names of other companies, products, and services are the property of their respective owners. • Download the complete case study (PDF) here: http://www.ageoflearning.com/case_studies/ABCmouse_Research_C aseStudy_Harnessing_Education_Technology.pdf • Visit the Age of Learning website for additional ABCmouse research: http://www.ageoflearning.com/research/ 22