Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Teaching and Learning Analytics to Support the Classroom Teacher Inquiry
Invited Tutorial
IEEE Global Engineering Education Conference (EDUCON2017), University of Piraeus, Greece
26-28 April 2017
Invited Tutorial
Συνέδριο ΕΤΠΕ2017, ΑΙΣΠΕΤΕ, Ελλάδα
21-23 April 2017
Invited Tutorial
8th IEEE International Conference on Technology for Education (T4E 2016), IIT Bombay, Mumbai, India
1 December 2016
Improve Math Learning Outcomes by Building a Data-Driven CultureDreamBox Learning
Hear how former Superintendent, Dr. Gregory Firn, incorporated technology to build a data-driven culture that improved math learning outcomes. Creating a data-driven environment involves a shift from summative to formative assessment to inform instruction. Integrating professional development is a key component to building a sustainable data-driven culture that supports and empowers educators in a meaningful way.
Join in a discussion of topics that include:
- Identifying powerful, actionable data
- How do you access
- Integrating Professional Development to build sustainability
Keynote Speaker
21st International Conference on Interactive Collaborative Learning & 47th IGIP International Conference on Engineering Pedagogy (ICL2018)
26-28 September 2018
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Teaching and Learning Analytics to Support the Classroom Teacher Inquiry
Invited Tutorial
IEEE Global Engineering Education Conference (EDUCON2017), University of Piraeus, Greece
26-28 April 2017
Invited Tutorial
Συνέδριο ΕΤΠΕ2017, ΑΙΣΠΕΤΕ, Ελλάδα
21-23 April 2017
Invited Tutorial
8th IEEE International Conference on Technology for Education (T4E 2016), IIT Bombay, Mumbai, India
1 December 2016
Improve Math Learning Outcomes by Building a Data-Driven CultureDreamBox Learning
Hear how former Superintendent, Dr. Gregory Firn, incorporated technology to build a data-driven culture that improved math learning outcomes. Creating a data-driven environment involves a shift from summative to formative assessment to inform instruction. Integrating professional development is a key component to building a sustainable data-driven culture that supports and empowers educators in a meaningful way.
Join in a discussion of topics that include:
- Identifying powerful, actionable data
- How do you access
- Integrating Professional Development to build sustainability
Keynote Speaker
21st International Conference on Interactive Collaborative Learning & 47th IGIP International Conference on Engineering Pedagogy (ICL2018)
26-28 September 2018
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Προσκεκλημένη Ομιλία
"Αναλυτική Εκπαιδευτικών Δεδομένων στην Σχολική Πράξη"
5ο Πανελλήνιο Επιστημονικό Συνέδριο
«Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία»
21-23 Απριλίου 2017
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information ...ITHAKA
Jade Winn, Assistant Dean for Instruction, Assessment & Engagement at the University of Southern California Libraries, shares early results from a multi-institutional, longitudinal study of how information literacy instruction relates to student success at colleges and universities.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Προσκεκλημένη Ομιλία
"Αναλυτική Εκπαιδευτικών Δεδομένων στην Σχολική Πράξη"
5ο Πανελλήνιο Επιστημονικό Συνέδριο
«Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία»
21-23 Απριλίου 2017
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
22 January 2018 HEFCE open event “Using data to increase learning gains and t...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
14.00-15.00 Measuring learning gains with (psychometric) questionnaires
Dr Sonia Ilie, Prof Jan Vermunt, Prof Anna Vignoles (University of Cambridge, UK): Learning gain: from concept to measurement
Dr Fabio Arico (University of East Anglia): Learning Gain and Confidence Gain Through Peer-instruction: the role of pedagogical design
Dr Paul Mcdermott & Dr Robert Jenkins (University of East Anglia): A Methodology that Makes Self-Assessment an Implicit Part of the Answering Process
15.00-15.45 Measuring employability learning gains
Dr Heike Behle (University of Warwick): Measuring employability gain in Higher Education. A case study using R2 Strengths
Fiona Cobb, Dr Bob Gilworth, David Winter (University of London): Careers Registration Learning Gain project
ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information ...ITHAKA
Jade Winn, Assistant Dean for Instruction, Assessment & Engagement at the University of Southern California Libraries, shares early results from a multi-institutional, longitudinal study of how information literacy instruction relates to student success at colleges and universities.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
Development of educational tools that enable large-scale ethical empirical re...Hassan Khosravi
The value of students developing the capacity to make accurate judgements about the quality of their work and that of others has been widely studied and recognised in higher education literature. To date, much of the research and commentary on evaluative judgement has been theoretical in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgement. Their efficacy remains largely untested. The rise of educational tools and technologies which generate data on learning activities at an unprecedented scale, alongside insights from the learning analytics and educational data mining communities, provide new opportunities for fostering and supporting empirical research on evaluative judgement. Accordingly, this paper offers a conceptual framework and an instantiation of the framework in the form of an educational tool called RiPPLE for data-driven approaches to investigate the enhancement of evaluative judgement. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgement are presented.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
Transitioning your school to a fully blended model that leverages data to inform school wide goals, drive classroom instruction, and form small groups takes time and buy-in. Whether you’re in the beginning stages of your blended journey, or are several years into it, it’s important to stay dynamic and reflective to ensure your blended initiative is having a positive impact on student success. Hear how Aldeane Comito Ries Elementary was able to take data beyond the classroom and continue to successfully incorporate it into their school’s infrastructure.
Join the staff at Aldeane Comito Ries Elementary to hear about how they:
• Received buy-in from their staff at all levels
• Specifically use data in their day-to-day
• Continue to transform classroom teaching and learning
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Equity, Access, and Achievement in the Math ClassroomDreamBox Learning
It’s a rapidly changing world, and one that will impact our children’s future. What career prospects will there be for them? Will they be prepared for success? Most lucrative careers require a background in mathematics and if students leave elementary school without a positive growth-mindset and a firm foundation built for algebra, the doors for access into STEM careers may be in jeopardy. How do we keep the doors open for them?
In this webinar, Cathy Fosnot, president and CEO, New Perspectives on Learning, and Fran Roy, chief academic officer, Fall River Public Schools, Fall River, Mass., explored how to create a positive growth-mindset and showcase the evidence-based results that can be achieved. They examined how learning trajectories can be used to monitor and support mathematical growth during engagement in rich, vibrant math workshops in contrast to the use of textbooks, and how technology can be a powerful tool in providing differentiation and professional support.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Math Mindset Comes First: Closing the Achievement GapDreamBox Learning
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Finding What Works in Learning: Simple Ways to Analyze Education Research Stu...DreamBox Learning
Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
9. Data-Driven Decision Making
Benefits
Data Driven
Practices
Informs
Instruction
Identifies
Effective
Interventions
Empowers Student
to Set Learning
Goals
Increases
Stakeholder
Dialogue
Data-Driven
Personalize
d Learning
Benefits
9
10. Significant Challenges
• Demand for personalized learning not adequately supported by
current assessments, and data use professional learning in using
“assessment for learning”.
• Blended learning and digital media literacy importance as a key skill in every
discipline and profession.
• Institutional barriers challenges moving forward in a constructive
ways with emerging technologies and BYOD.
• K-12 must tackle the increased blending of formal and informal
competency-based online learning with embedded assessments.
• Learning incorporating real life experiences is not occurring enough.
• Activities related to learning and education take place outside the
classroom and not part of traditional learning metrics.
• Staying the course and overcoming setbacks (grit) not related to IQ
predicts success over intelligence “Angela Duckworth Penn State”
10
11. Principles for Personalizing Learning
Collect multiple forms of formative
assessment data about student learning
to verify causes that will determine next
instructional problems and steps.
Interpret the data to develop questions
“Ask why” about how to improve student
learning problems, modify instruction to
test solutions and interventions.
Align the data with personalized students’
needs to be able to map out a course of
instruction appropriate to each students
diverse needs and cognitive development.
11
13. Collect and
prepare a variety
of data about
student learning
Interpret data
and develop
hypotheses
about how to
improve student
learning
Modify
instruction to test
hypotheses and
increase student
learning
Data Use Cycle
13
14. • Pieces of information
• Data are meaningless by themselves and given
meaning through the context in which they occur
in instruction
• Context transforms data into information that is
actionable to a decision-maker
• Educational data may be demographic, financial,
personnel, annual, interim, or classroom-level
14
What are data?
15. Multiple Measures of Data to
Drive Personalized Learning Needs
Personalizin
g Learning
Needs
Classwor
k,
Quizzes,
Portfolios
Benchmar
k
Assessme
nts
IEPs,
Attendanc
e,
Behavior
Interim
Assessme
nts
Diagnostic
Assessme
nts
Formative
Assessme
nts
Common
Schoolwid
e
Assessme
nts
15
16. School Data Use
“One of the potentially powerful resources
for informing instructional and school
improvement school-wide data is
enormously underutilized.”
“The distinguishing characteristics of school-
wide data are that they are frequently and
systematically collected across a grade
level or content area about an important
student outcome and quickly aggregated and
examined for patterns that can help inform
next steps.”
Supovitz, J.A., Klein, V. (2003). Mapping a Course for Improved Student Learning: How Innovative Schools
Systematically Use Student Performance Data to Guide Improvement. Philadelphia: Consortium for Policy Research in
Education, University of Pennsylvania.
17. Interplay of Three Data
Sources
External Data
School-wide
Assessments
Individual
Assessments
18. Data Analysis Process
1. Focused questions
2. Interpret data and
identify gaps
3. Analyze root cause
for gaps
4. Rules for root cause
analysis process
5. Root cause analysis
process
6. Developing a
testable
hypotheses
7. Determine effect of
instructional
intervention
19. Getting to the Root Cause
Step I: Focus on the students in the bottom one-third on the most recent assessment.
What is your hypothesis as to why they performed as poorly as they did?
Hypothesis I:
Hypothesis II:
Step II: For each hypothesis, list data to provide evidence of the hypothesis and
interventions that should be made.
Hypothesis I Evidence:
Intervention and Timeline:
Hypothesis II Evidence
Interventional and Timeline:
19
20. • Identify a promising intervention or instructional
modification and an effect that you expect to see
• Ensure that the effect can be measured
• Identify the comparison data
20
Characteristics of testable hypotheses
21. Identifying Student Learning Problems
21
Levels of Data Types of Data (Who? What? Based on what evidence?)
Aggregated results Sixty-five percent of all sixth grade students passed the physical science
assessment.
Disaggregated
results
There is a persistent achievement gap between White and Latino students
in science; this year’s gap was 28%
Strand results N/A (the assessment focused on one strand area)
Item results Students performed poorly on the 10 items assessing buoyancy, with an
average of 22 percent proficient; six of these items asked students to
predict which objects would either float or sink.
Students’ work Showed evidence of misconceptions with the concept of buoyancy and
how the composition of an object relates to its buoyancy.
22. Teach Students to Examine
Their Own Data and Set Learning Goals
Use students’ data analyses to guide instructional changes and
learning options.
Provide tools that help students learn from feedback to
increase individualization.
Provide feedback that is timely, specific, well formatted,
and constructive.
Explain expectations and assessment criteria.
23.
24. Establish a Clear Vision for School-wide
Assessment and Data Use
• Establish school-wide professional
learning communities around data use to
set the tone for ongoing data use.
• Define critical teaching and learning
concepts related to data use.
• Develop action plan goals which are
attainable, measurable, and relevant.
• Provide guidance on using data to
supports the school’s vision and goals.
24
25. Organizing Schools for Long-term
Continuous Improvement
School improvement not programs but proven practices. The Five
essential supports are as follows:
• Visionary instructional leadership,
• Parent involvement and community ties,
• Professional capacity of the faculty in merging multiple
measures of common formative assessment with instruction
(and how well they work together),
• Student-centered blended learning climate, and
• Coherent instructional inquiry process to personalize learning.
25
26. Provide supports that foster a data-driven culture
Essential
Supports
Designate a
school-based
facilitator to
discuss data
Dedicate
structured time
for staff
collaboration
Provide regular
targeted
professional
development
26
27. Teacher Professional Development
Of more than 1,300 studies identified as potentially
addressing the effect of teacher professional development
on student achievement in three content areas, nine meet
the What Works Clearinghouse evidence standards, attesting
to the paucity of rigorous studies that directly examine this
link.
The report finds that teachers who receive substantial
professional development--an average of 49 hours in nine
studies--can boost their students’ achievement by about 21
percentile points.
27
Yoon, K.S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence
on how teacher professional development affects student achievement (Issues & Answers Report,
REL 2007-No. 033).
28. • Provide collaborative professional development and
intelligent adaptive learning tools for teachers to interpret
data to inform and improve instruction.
• Adopt a systematic process and tools for using data
and designate a school-based facilitator to provide
ongoing professional learning, resources, and support for
data analysis and interpretations.
Increasing Academic Rigor and Growth!
28
29. • Recognize that professional learning and tools for data-
driven decision making helps educators transform data
into
actionable instructional processes through research-based
DATA LITERACY SKILLS AND KNOWLEDGE!
• Recognize that a continuous school-wide perspective on
embedding data use into everyday instructional practices
is not a one-time event.
What do we need?
Train and support educators to use data
29
30. Technologies to Support Merging
Assessment with Instruction
Technology
systems
Computing
devices
Adaptive
technologies
Digital
content and
media
30
31. How do you get there…
In order to improve your academic standings, you need to create a culture
that is centered around a systematic process by:
Developing an understanding of the data use inquiry cycle
Creating a culture that is student-centered to drive instruction
Facilitating blended learning environments in which students take
ownership of their own academic achievement learning through curriculum
sequencing, multiple experiences, customized presentations,
individualized path and pace with immediate feedback
Assisting teachers in adopting a systematic process for using data in
order to bring evidence to bear on their instructional decisions by using
intelligent data analysis, common assessments, and competency-based
modular learning pathways
31
32. Help your students to meet their individual learning needs by:
– Building the human capacity of teachers to use formative
assessment effectively to drive instructional decisions
– Using multiple data sources to verify causes, identify
strengths, weaknesses, interventions and inform instruction
– Customize instruction to personalize student learning by
enabling students of all abilities to enjoy learning at their own
pace, path, place, and time to unlock learning potential,
accelerate achievement, and close gaps
From Data Collectors to
Data Innovators!
32
36. Formative, Personalized Feedback
What incorrect answers would we expect on 29 + 62 = ?
19 Student adds all four digits
33 Student believes this is a subtraction problem
81 Student does not regroup to the tens place
92 Arithmetic error in ones place
811 Student adds each column independently
2962 Student combines digits
• How would you “score” each error?
• How would you respond to each error?
• What lesson(s) need to come before & after?
• Which of these errors are “naturally occurring?”
36
We will also show how this works using DBL during the exercise
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Tim
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DreamBox provides Teachers with real-time academic progress reporting, reporting on student progress against the Common Core State Standards, as well as weekly and detailed reports for individual students. We also provide teacher notifications of students who are struggling with specific concepts, or working inefficiently in the program.
At dreambox we have designed our program to allow How do we improve learning and teaching through the personalization of strategies, tools, and supports for students?Many of you are familiar with “Formative Assessment”. DreamBox has designed our program around the idea of “Formative Instruction”—every lesson within our program utilizes virtual manipulatives that allow students to show their thinking—through rich, interactive and open ended problem solving lessons—and allows DreamBox to capture every decision a student makes including response time, strategy used, types of mistakes, how they learn and more. Based on this data, about a student and how they learn, DreamBox responds to students with immediate, personalized assistance, adjusts the level of difficulty, scaffolding, sequencing, number of hints, and the pacing of problems based each student’s unique needs—And provides teachers with real-time, actionable data to increase their effectiveness in tailoring instruction.
At dreambox we have designed our program to allow How do we improve learning and teaching through the personalization of strategies, tools, and supports for students?Many of you are familiar with “Formative Assessment”. DreamBox has designed our program around the idea of “Formative Instruction”—every lesson within our program utilizes virtual manipulatives that allow students to show their thinking—through rich, interactive and open ended problem solving lessons—and allows DreamBox to capture every decision a student makes including response time, strategy used, types of mistakes, how they learn and more. Based on this data, about a student and how they learn, DreamBox responds to students with immediate, personalized assistance, adjusts the level of difficulty, scaffolding, sequencing, number of hints, and the pacing of problems based each student’s unique needs—And provides teachers with real-time, actionable data to increase their effectiveness in tailoring instruction.
At dreambox we have designed our program to allow How do we improve learning and teaching through the personalization of strategies, tools, and supports for students?Many of you are familiar with “Formative Assessment”. DreamBox has designed our program around the idea of “Formative Instruction”—every lesson within our program utilizes virtual manipulatives that allow students to show their thinking—through rich, interactive and open ended problem solving lessons—and allows DreamBox to capture every decision a student makes including response time, strategy used, types of mistakes, how they learn and more. Based on this data, about a student and how they learn, DreamBox responds to students with immediate, personalized assistance, adjusts the level of difficulty, scaffolding, sequencing, number of hints, and the pacing of problems based each student’s unique needs—And provides teachers with real-time, actionable data to increase their effectiveness in tailoring instruction.
At dreambox we have designed our program to allow How do we improve learning and teaching through the personalization of strategies, tools, and supports for students?Many of you are familiar with “Formative Assessment”. DreamBox has designed our program around the idea of “Formative Instruction”—every lesson within our program utilizes virtual manipulatives that allow students to show their thinking—through rich, interactive and open ended problem solving lessons—and allows DreamBox to capture every decision a student makes including response time, strategy used, types of mistakes, how they learn and more. Based on this data, about a student and how they learn, DreamBox responds to students with immediate, personalized assistance, adjusts the level of difficulty, scaffolding, sequencing, number of hints, and the pacing of problems based each student’s unique needs—And provides teachers with real-time, actionable data to increase their effectiveness in tailoring instruction.