Learn how 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.
An essay written after some observation in a special education classroom. The purpose is to highlight various terms and concepts learned in my Education 205 class.
An essay written after some observation in a special education classroom. The purpose is to highlight various terms and concepts learned in my Education 205 class.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
For four years, we studied 31 highly effective teachers in nin.docxAKHIL969626
For four years, we studied 31 highly effective teachers in nine low-performing urban schools in some of
the most economically depressed neighborhoods in Los Angeles County, Calif. The first thing that struck
us was how strict the teachers were. But it was a strictness that always was inseparable from a grander pur-
pose, even in students’ minds. For example, a 2nd grader admitted, “Ms. G kept me in the classroom to do
my work. She is good-hearted to me.” A high school math student wrote, “I think Mrs. E is such an effec-
tive teacher because of her discipline. People might think she is mean, but she is really not. She is strict.
There is a difference. She believes every student can learn.”
She’s Strict for a Good Reason
Highly Effective Teachers in
Low-Performing Urban Schools
Studying the work of highly
effective teachers can help
us better understand what
really works to improve
student learning and help
us avoid practices that are
complicated, trendy, and
expensive.
By Mary Poplin, John
Rivera, Dena Durish, Linda
Hoff, Susan Kawell, Pat
Pawlak, Ivannia Soto
Hinman, Laura Straus, and
Cloetta Veney
kappanmagazine.org V92 N5 Kappan 39
MARY POPLIN is a professor of education at Claremont Graduate University, Claremont, Calif. JOHN RIVERA is a professor and
special projects assistant to the president, San Diego City College, San Diego, Calif., and the study’s policy director. DENA DURISH
is coordinator for alternative routes to licensure programs for Clark County School District, Las Vegas, Nev. LINDA HOFF is director
of teacher education at Fresno Pacific University, Fresno, Calif. SUSAN KAWELL is an instructor at California State University, Los
Angeles, Calif. PAT PAWLAK is a program administrator in instructional services at Pomona Unified School District, Pomona, Calif.
IVANNIA SOTO HINMAN is an assistant professor of education at Whittier College, Whittier, Calif. LAURA STRAUS is an instructor
at the University of Montana Western, Dillon, Mont. CLOETTA VENEY is an administrative director at Azusa Pacific University, Azusa,
T
h
in
ks
to
c
k/
C
o
m
st
o
c
k
The teachers we studied had the highest percent-
age of students moving up a level on the English/lan-
guage arts or math subtests of the California Stan-
dards Test (CST) for two to three years. Toward the
end of the school year, we asked their students why
they thought their teacher taught them so much.
One Latino 4th grader summed up much of what we
discovered: “When I was in 1st grade and 2nd grade
and 3rd grade, when I cried, my teachers coddled
me. But when I got to Mrs. T’s room, she said, ‘Suck
it up and get to work.’ I think she’s right. I need to
work harder.”
We began our study with three questions: Are
there highly effective teachers in low-performing ur-
ban schools? If so, what instructional strategies do
they use? And what are their personal characteris-
tics?
There are highly effective teachers in these
schools, and we chose 31 of them for o ...
2
Mary Jones
My name is Mary Jones. I completed my field experience at Parkside Elementary School. I am observed a third and fourth grade self-contained class. This class was made up of a 10:1 student teacher ratio. There were three girls (African American) and seven boys (African American). Their disabilities range from autism to mild intellectual disabled. There were also two students who are served for autism.
Ms. Paramore, my supervising teacher showed many direct interactions with students. She also showed higher order thinking beyond their ability level, to challenge them. She provided stimulating educational programs; such as lexia and dreambox with the use of i-pads. This in itself required high expectations not only academically but behavior wise as well. Ms. Paramore provided emotional development and self-efficacy with consistent praise towards the students. All the students are currently below grade level in Reading and Language Arts. Ms. Paramore set high expectations to increase motivation in students who may find their work to be below grade level. She does this by pushing them to read above grade level. The students in this classroom are currently reading on a 1st grade level (1.0 book level) but she pushes them to read on a higher level. She gives them books between 1.5-2.0 reading level this gives these students a positive attitude toward learning to have read a book above grade level; even if it’s not that big of a margin. This also broadens their knowledge and interpretation of concepts.
There are multiple exceptionalities in this classroom. Those issues are also addressed through differentiating. This is where the she modifies assignments and activates to meet the student ability level. This includes but not limited to all assessments on the state and local level. Ms. Paramore used modified grading and used the platform grading on-line. She modified students test by limiting their answer choices. For example, marking out two of the four answer choices so students would have to choose from A and B verses A,B,C,and D. She also uses platform grading on-line which are the assessment the students take on dreambox and Lexia. Ms. Paramore used this data to focus on standards that students have not yet mastered to improve their skills, and to better prepare students for the GA Milestones Test. She also used a program called Khan Academy, where she goes and create an assessment based on taught material, to see if they have mastered the skill. This also prepare the students for GA Milestones which are also taken on student computers. Students are placed in flexible grouping and the rules are clear and concise. She uses flexible grouping to access their individual needs. One of her grouping methods was High-Low, this is a group that consist of one high functioning and one low functioning student in a skill or area of study. This is considered peer tutoring; this method is effective because many studen.
Nasdaq congratulates Age of Learning on $300 million funding round - Doug Doh...Doug Dohring
Nasdaq billboard in Times Square congratulates edtech company Age of Learning, founded by Doug Dohring, on its recent $300 million funding round led by TPG.
Doug Dohring's Presentation at the Education World Forum: Personalized Master...Doug Dohring
On Day 1 of the Education World Forum (EWF) in January 2020, Doug Dohring announced the formation of the philanthropic Age of Learning Foundation, dedicated to reaching children in need and offering Age of Learning's award-winning curriculum at no cost to classrooms and community institutions globally. Doug Dohring helped pioneer the development of AI-driven, personalised, adaptive learning systems capable of providing individualised, highly focused educational experiences simultaneously to large populations of learners. Doug presented the basic design principles of these systems, as well as their capability for transforming education, at the EWF. See Doug Dohring's speaker bio for the EWF at https://www.theewf.org/speakers/view/doug-dohring
Doug Dohring Presents: ABCmouse Case Study on Improving Motivation, Engagemen...Doug Dohring
This case study explores the role of ABCmouse in improving motivation, engagement, and self-confidence in young learners. The two families profiled were impressed with the significant
academic and non-academic progress they observed
in their children. With ABCmouse, Alex and Michael strengthened their motivation to learn, became more engaged with learning, and grew confident as learners. Importantly, the strengths they built in the virtual world of ABCmouse carried over into the classroom. Nicole and Jennifer were thrilled to find ABCmouse contributed to their children’s school readiness and achievement in school. Effective digital resources that integrate an academic curriculum with social-emotional and cognitive components can meaningfully improve school readiness and success.
Age of Learning CEO Doug Dohring Shares Research Showing ABCmouse Prevents- S...Doug Dohring
During the summer of 2016, we conducted this study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS). The study showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group. Gains approximated the benefits of 1 month of instruction.
Age of Learning Research | What It Means to Be Kindergarten Ready in the U.S.Doug Dohring
Age of Learning CEO Doug Dohring shares the company's analysis of kindergarten readiness standards across the U.S.
Parents, educators, and policymakers are increasingly focused on the importance of ensuring that children are well prepared for kindergarten. But there is no national standard for Kindergarten Readiness (KR). Each state independently defines what it means to be kindergarten ready.
This paper presents an unprecedented, comprehensive analysis of Kindergarten Readiness across all 50 states that reveals substantial common ground. By bringing some clarity to a complex picture, this document can also serve as a useful resource for the early childhood community.
Age of Learning Research | ABCmouse Helps Head Start Families Prepare for Kin...Doug Dohring
Data from a comprehensive assessment of school readiness showed that the more ABCmouse was used in a Head Start classroom over the 2014– 2015 school year, the better prepared students in that classroom were for kindergarten. An analysis of this data indicates that, on average, for every additional 100 ABCmouse learning activities completed by a student, there is a 3.6% boost in school readiness scores from the beginning to the end of the school year.
Age of Learning Research | ABCmouse Improves Academic Performance for Pre-k a...Doug Dohring
Age of Learning CEO Doug Dohring Shares ABCmouse Efficacy Research: This longitudinal study of ABCmouse Early Learning Academy reveals that when young students complete more ABCmouse learning activities, their academic performance improves. The findings highlight the value of ABCmouse as a supplemental teaching resource in both pre-k and kindergarten, when students are learning the foundational skills in literacy and math that are essential to long-term success in school.
ABCmouse Accelerates Kindergarteners' Academic Growth | Research BriefDoug Dohring
Age of Learning sponsored a randomized, double-blind study to examine the impact of home use of ABCmouse.com Early Learning Academy. The study showed that the use of ABCmouse at home can significantly accelerate the academic growth of kindergarten-aged children.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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