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Personalized and Adaptive Math Learning: Recent Research and What It Means for Your Students

The document discusses personalized and adaptive math learning, highlighting the significance of such approaches in contemporary education. It presents recent research findings on the effectiveness of digital programs like DreamBox Learning and emphasizes the crucial role of teachers in implementing these programs to enhance student learning experiences. Key insights include the need for tailored educational practices and the positive association between program usage and academic achievement.

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Personalized and Adaptive Math Learning Recent Research and What It Means for Your StudentsTim Hudson, PhD Vice President of Learning DreamBox Learning @DocHudsonMath
• Define Personalized Learning and Adaptive Learning • Present recent third-party research findings • Interpret research studies involving digital programs in which students are learning along a personalized path and pace • Share ideas for conducting evaluations of adaptive or personalized programs in your own context • Understand the importance of classroom teachers in implementing adaptive math programs, whether in a blended learning model or not
Defining Personalized Learning
“…one would think that by 2025, age-graded schools and the familiar teaching and learning that occurs today in K-12 and universities would have exited the rear door. Not so. Blended instruction, personalized learning, and flipped classrooms will reinforce the age-graded school, the 19th century organizational innovation that is rock-solid in 2015.” Larry Cuban, December 2015 Stanford University, Professor Emeritus of Education From “Predictions, Dumb and Otherwise, about Technology in Schools in 2025” www.larrycuban.wordpress.com Next Generation Learning & Schooling is at Risk
Today’s Lesson: Fraction Operations
I haven’t learned anything new all year. This math class is boring. This is way too hard. It doesn’t make sense. I give up! This math class is just right for me – not too hard, not too easy. Today’s Lesson: Fraction Operations
Today’s Lesson: Fraction Operations Why?
Today’s Lesson: Fraction Operations Why? These students were all born during the same 12-month window about 11 years ago.
Seat-time policies, pacing calendars, standardized testing schedules, age-based classrooms and weak competency-based tools make it difficult for me to personalize and differentiate.
. Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults
Personalized Schooling Personalized Learning Industrial Schooling Industrial Learning Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults
Two Students. Millions of Self-Directed Learning Paths.
The Pacing Calendar is Here
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults Learnin g Pedagogy with Students
Today’s Lesson: Fraction Operations Math is boring. Every math class is the same: Lecture, practice, lecture, practice, quiz, test. It’s not engaging, active, or authentic. I know how to win at school. I just wait for the teacher to show me how to solve familiar problems. Math doesn’t make any sense. I can’t figure it out or understand it.
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Personalized Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Industrial Learning Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
Defining Adaptive Learning
“Adaptive” as “Assessment Diagnostic” Giving a student slightly harder or easier problems next “Adaptive” as “Unlocking Levels” Move at your own pace in a linear fashion upon completion
“Adaptive” as “Recommendation” Making recommendations for lessons, videos, readings, or assignments to do next, often crowd-sourced and/or using big data algorithms to choose content. “Adaptive” as “Behavior Reinforcement” Conditioning the mind to remember information using tiny, incremental skill steps given to students in repetitive feedback loops http://teorije-ucenja.zesoi.fer.hr/doku.php?id=instructional_design:programmed_instruction
Seymour Papert, February 29, 1928 – July 31, 2016 “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” S. Papert (1993). The children’s machine: Rethinking schools in the age of the computer. New York: Basic Books.
Seymour Papert, February 29, 1928 – July 31, 2016 S. Papert. Constructionism vs. Instructionism. http://www.papert.org/articles/const_inst/const_inst1.html “But children, what can they make with mathematics? Not much. They sit in class and they write numbers on pieces of paper. That's not making anything very exciting. So we've tried to find ways that children can use mathematics to make something -- something interesting, so that the children's relationship to mathematics is more like the engineer's, or the scientist's, or the banker's, or all the important people who use mathematics constructively to construct something.”
What happens in each lesson?
“True virtual manipulatives allow more than simply a viewing of objects on the computer screen. They allow increased engagement, forcing the user to interact with dynamic objects. Through this interaction students have opportunities to make meaning and see relationships as a result of their own actions. And it is this interactive engagement with a dynamic representation that is the key to the knowledge construction process.” From Virtual Manipulatives In The K-12 Classroom, Moyer, Bolyard, Spikell, 2002
Truly Adaptive Learning Technology requires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
Recent Research about Personalized Learning & Adaptive Learning Tools for Interpreting Similar
DREAMBOX LEARNING ACHIEVEMENT GROWTH in the Howard County Public School System and Rocketship Education Key Findings Technical Appendix (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Other Resources • Lessons Learned From Early Implementations of Adaptive Courseware • College-Level Study found “no discernible impact on grades” or course completion • Conducted by SRI. 19,500 students, 280 instructors, 14 universities, April 2016 • https://www.sri.com/sites/default/files/broch ures/almap_final_report.pdf • EdSurge Adaptive Learning Overview • https://www.edsurge.com/research/special- reports/adaptive-learning/
Conducted by the Center for Education Policy Research (CEPR) at Harvard University 3,000 Students in Grades 3-5 2 School Systems 100 Classrooms 2013-14 & 2014-15 NWEA MAP, PARCC, and State Assessments 7 Key Findings Quasi-Experimental Analysis
1.How did HCPSS and Rocketship elementary schools implement DreamBox in their classrooms over these two years? 2.What was the relationship between DreamBox usage and achievement gains on interim and end-of-year assessments for students in these schools? 3.Was DreamBox adoption causally related to changes in students’ achievement? Guiding Research Questions (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
“… where 75% or more of the students used DreamBox during a particular school year. Within these using-classrooms, we did not impose any artificial minimum on the amount of usage for a student to be included in the sample, so we could capture the full range of usage patterns in classrooms in which 75% or more of students had some DreamBox usage.” Treatment Group: Students in “Using Classrooms” (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Usage by Site and Year (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Key Finding 1: Below Recommended Usage (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Key Finding 3: Usage was driven by teacher- and school-level practices instead of student preferences (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Implication “More than half of the variance in usage from one student to another depended on the specific teacher working with them or the school they attended.” Teachers and Administrators play a key role in defining a schedule that provides time for personalized learning and access to devices for the digital components of blended learning. (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Key Finding 2: Usage in some schools was to support low-achieving students and after-school learning. (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Your Pacing Calendar is Here
Key Findings 4 & 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Key Findings 4 & 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2013-14 2014-15 Average Time Using DreamBox 6.3 hours 7.1 hours Starting Percentile 50 50 Ending Percentile 54 54-55 Assessment CST (California) PARCC
Key Findings 4 & 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2013-14 2014-15 Average Time Using DreamBox 6.3 hours 7.1 hours Starting Percentile 50 50 Ending Percentile 54 54-55 Assessment CST (California) PARCC Rocketship Howard County Year 2013-14 2014-15 Time in DreamBox Recommended Lessons All All Average Percentile Point Gain 5.8 9.8 Assessment CST (California) PARCC
Key Question: Validation“Educators often wonder whether “progress” as measured by educational software translates into student progress on interim and state assessments. As a result, we examined whether the amount of progress students made through the DreamBox curriculum was related to achievement gains on state tests and interim assessments.”(2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
Key Finding 6: DreamBox’s progress measurement was positively associated with achievement gains on state tests and interim assessments (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- DreamBox data about a 3rd Grade Student
Key Finding 6: DreamBox’s progress measurement was positively associated with achievement gains on state tests and interim assessments (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2014-15 2014-15 DreamBox Curriculum Completed at the Student’s Grade Level 12.5% 10% NWEA MAP Average Percentile Point Increase 3 1.5 PARCC Average Percentile Point Increase -- 3.5 “Importantly, we also found that progress below grade level was related to increased performance on both assessments in HCPSS.”
Implication Prior knowledge is a key driver of future learning. Personalized Learning and Adaptive Learning technologies can support on-grade level achievement even when students don’t reach far into their grade-level curriculum. Real-time differentiation with technology honors students’ prior knowledge as they move at their own pace.
Key Finding 7: Evidence for causal impact is encouraging but mixedOther Variables • Student motivation • Teacher effectiveness • Student study habits Control via a “Natural Experiment” • In HCPSS, “compare the gains of students in classrooms using DreamBox to the gains of students in similar classrooms in schools that did not use DreamBox.” • Note: All students in Rocketship used DreamBox(2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
http://cepr.harvard.edu/publications/dreambox-learning-achievement-growth, Technical Appendix, page 13
Considerations for Designing & Conducting Your Own Studies• Randomized Controlled Trials are difficult and often inadvisable in many education contexts • Quasi-Experimental Studies need valid comparison groups (quasi-control and quasi-treatment groups) • Case Studies often have no comparison group, which must be considered when interpreting any potentially causal impact • Create unbiased treatment and control groups (i.e., no minimum restrictions on the amount of curriculum completed or only considering students who are “on grade level” in the program) • Use same-student comparisons, not averages of a classroom, grade level, or school, nor different cohort comparisons
Questions Tim Hudson, PhD Vice President of Learning DreamBox Learning @DocHudsonMath
Thank You!
DreamBox Learning® K–8 Math Transformative Learning Experiences available in English & Spanish
DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time “I’ve tried teaching this topic with pencil, paper, and plastic manipulatives for twenty years and students have never really gotten it. I can immediately see that DreamBox has invented new, digital manipulatives and games that are far more powerful for student learning.” – Urban District Math Leader, CA
AssignFocus™ Differentiated assignments for every student through your Insight Dashboard To accelerate learning, offer remediation, and adjust classroom instruction
Prepare for the Next Unit Homework Assignme nt Review for Assessme nt Empowered Teaching with Data. Inspired Learning with Technology.
iNACOL is right around the corner… Catch us at @DreamBox_Learn Learn more and see how it works: www.DreamBox.com/request-a-demo Efficacy: Independent Validation from SRI and from CEPR at Harvard University
We value your feedback! Let us know how we’re doing: www.surveymonkey.com/r/GC6ZCM7

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Personalized and Adaptive Math Learning: Recent Research and What It Means for Your Students

  • 1.
    Personalized and Adaptive MathLearning Recent Research and What It Means for Your StudentsTim Hudson, PhD Vice President of Learning DreamBox Learning @DocHudsonMath
  • 2.
    • Define PersonalizedLearning and Adaptive Learning • Present recent third-party research findings • Interpret research studies involving digital programs in which students are learning along a personalized path and pace • Share ideas for conducting evaluations of adaptive or personalized programs in your own context • Understand the importance of classroom teachers in implementing adaptive math programs, whether in a blended learning model or not
  • 3.
  • 4.
    “…one would thinkthat by 2025, age-graded schools and the familiar teaching and learning that occurs today in K-12 and universities would have exited the rear door. Not so. Blended instruction, personalized learning, and flipped classrooms will reinforce the age-graded school, the 19th century organizational innovation that is rock-solid in 2015.” Larry Cuban, December 2015 Stanford University, Professor Emeritus of Education From “Predictions, Dumb and Otherwise, about Technology in Schools in 2025” www.larrycuban.wordpress.com Next Generation Learning & Schooling is at Risk
  • 5.
  • 6.
    I haven’t learned anythingnew all year. This math class is boring. This is way too hard. It doesn’t make sense. I give up! This math class is just right for me – not too hard, not too easy. Today’s Lesson: Fraction Operations
  • 7.
  • 8.
    Today’s Lesson: Fraction Operations Why? Thesestudents were all born during the same 12-month window about 11 years ago.
  • 9.
    Seat-time policies, pacing calendars,standardized testing schedules, age-based classrooms and weak competency-based tools make it difficult for me to personalize and differentiate.
  • 10.
  • 11.
  • 12.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults
  • 13.
    Two Students. Millionsof Self-Directed Learning Paths.
  • 14.
  • 15.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Schoolin g Structures from Adults Learnin g Pedagogy with Students
  • 16.
    Today’s Lesson: Fraction Operations Mathis boring. Every math class is the same: Lecture, practice, lecture, practice, quiz, test. It’s not engaging, active, or authentic. I know how to win at school. I just wait for the teacher to show me how to solve familiar problems. Math doesn’t make any sense. I can’t figure it out or understand it.
  • 17.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Personalized Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Industrial Learning Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
  • 18.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
  • 19.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
  • 20.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
  • 21.
    School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Blende d Blende d Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? Personalized (Relational) Impersonal (Industrial) Learnin g Pedagogy with Students Schoolin g Structures from Adults
  • 22.
  • 23.
    “Adaptive” as “Assessment Diagnostic” Giving astudent slightly harder or easier problems next “Adaptive” as “Unlocking Levels” Move at your own pace in a linear fashion upon completion
  • 24.
    “Adaptive” as “Recommendation” Making recommendationsfor lessons, videos, readings, or assignments to do next, often crowd-sourced and/or using big data algorithms to choose content. “Adaptive” as “Behavior Reinforcement” Conditioning the mind to remember information using tiny, incremental skill steps given to students in repetitive feedback loops http://teorije-ucenja.zesoi.fer.hr/doku.php?id=instructional_design:programmed_instruction
  • 25.
    Seymour Papert, February29, 1928 – July 31, 2016 “The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” S. Papert (1993). The children’s machine: Rethinking schools in the age of the computer. New York: Basic Books.
  • 26.
    Seymour Papert, February29, 1928 – July 31, 2016 S. Papert. Constructionism vs. Instructionism. http://www.papert.org/articles/const_inst/const_inst1.html “But children, what can they make with mathematics? Not much. They sit in class and they write numbers on pieces of paper. That's not making anything very exciting. So we've tried to find ways that children can use mathematics to make something -- something interesting, so that the children's relationship to mathematics is more like the engineer's, or the scientist's, or the banker's, or all the important people who use mathematics constructively to construct something.”
  • 27.
    What happens ineach lesson?
  • 28.
    “True virtual manipulativesallow more than simply a viewing of objects on the computer screen. They allow increased engagement, forcing the user to interact with dynamic objects. Through this interaction students have opportunities to make meaning and see relationships as a result of their own actions. And it is this interactive engagement with a dynamic representation that is the key to the knowledge construction process.” From Virtual Manipulatives In The K-12 Classroom, Moyer, Bolyard, Spikell, 2002
  • 29.
    Truly Adaptive Learning Technologyrequires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
  • 30.
    Recent Research about Personalized Learning & AdaptiveLearning Tools for Interpreting Similar
  • 31.
    DREAMBOX LEARNING ACHIEVEMENTGROWTH in the Howard County Public School System and Rocketship Education Key Findings Technical Appendix (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 32.
    Other Resources • LessonsLearned From Early Implementations of Adaptive Courseware • College-Level Study found “no discernible impact on grades” or course completion • Conducted by SRI. 19,500 students, 280 instructors, 14 universities, April 2016 • https://www.sri.com/sites/default/files/broch ures/almap_final_report.pdf • EdSurge Adaptive Learning Overview • https://www.edsurge.com/research/special- reports/adaptive-learning/
  • 33.
    Conducted by theCenter for Education Policy Research (CEPR) at Harvard University 3,000 Students in Grades 3-5 2 School Systems 100 Classrooms 2013-14 & 2014-15 NWEA MAP, PARCC, and State Assessments 7 Key Findings Quasi-Experimental Analysis
  • 34.
    1.How did HCPSSand Rocketship elementary schools implement DreamBox in their classrooms over these two years? 2.What was the relationship between DreamBox usage and achievement gains on interim and end-of-year assessments for students in these schools? 3.Was DreamBox adoption causally related to changes in students’ achievement? Guiding Research Questions (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 35.
    “… where 75%or more of the students used DreamBox during a particular school year. Within these using-classrooms, we did not impose any artificial minimum on the amount of usage for a student to be included in the sample, so we could capture the full range of usage patterns in classrooms in which 75% or more of students had some DreamBox usage.” Treatment Group: Students in “Using Classrooms” (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 36.
    Usage by Siteand Year (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 37.
    Key Finding 1:Below Recommended Usage (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 38.
    Key Finding 3:Usage was driven by teacher- and school-level practices instead of student preferences (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 39.
    Implication “More than halfof the variance in usage from one student to another depended on the specific teacher working with them or the school they attended.” Teachers and Administrators play a key role in defining a schedule that provides time for personalized learning and access to devices for the digital components of blended learning. (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 40.
    Key Finding 2:Usage in some schools was to support low-achieving students and after-school learning. (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Your Pacing Calendar is Here
  • 41.
    Key Findings 4& 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 42.
    Key Findings 4& 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2013-14 2014-15 Average Time Using DreamBox 6.3 hours 7.1 hours Starting Percentile 50 50 Ending Percentile 54 54-55 Assessment CST (California) PARCC
  • 43.
    Key Findings 4& 5More usage resulted in larger achievement gains Completing recommended lessons resulted in faster achievement gains (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2013-14 2014-15 Average Time Using DreamBox 6.3 hours 7.1 hours Starting Percentile 50 50 Ending Percentile 54 54-55 Assessment CST (California) PARCC Rocketship Howard County Year 2013-14 2014-15 Time in DreamBox Recommended Lessons All All Average Percentile Point Gain 5.8 9.8 Assessment CST (California) PARCC
  • 44.
    Key Question: Validation“Educators oftenwonder whether “progress” as measured by educational software translates into student progress on interim and state assessments. As a result, we examined whether the amount of progress students made through the DreamBox curriculum was related to achievement gains on state tests and interim assessments.”(2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 45.
    Key Finding 6:DreamBox’s progress measurement was positively associated with achievement gains on state tests and interim assessments (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- DreamBox data about a 3rd Grade Student
  • 46.
    Key Finding 6:DreamBox’s progress measurement was positively associated with achievement gains on state tests and interim assessments (2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement- Rocketship Howard County Year 2014-15 2014-15 DreamBox Curriculum Completed at the Student’s Grade Level 12.5% 10% NWEA MAP Average Percentile Point Increase 3 1.5 PARCC Average Percentile Point Increase -- 3.5 “Importantly, we also found that progress below grade level was related to increased performance on both assessments in HCPSS.”
  • 47.
    Implication Prior knowledge isa key driver of future learning. Personalized Learning and Adaptive Learning technologies can support on-grade level achievement even when students don’t reach far into their grade-level curriculum. Real-time differentiation with technology honors students’ prior knowledge as they move at their own pace.
  • 48.
    Key Finding 7:Evidence for causal impact is encouraging but mixedOther Variables • Student motivation • Teacher effectiveness • Student study habits Control via a “Natural Experiment” • In HCPSS, “compare the gains of students in classrooms using DreamBox to the gains of students in similar classrooms in schools that did not use DreamBox.” • Note: All students in Rocketship used DreamBox(2016). DreamBox Learning Achievement Growth in the Howard County Public School System and Rocketship Education . Center for Education Policy at Harvard University. http://cepr.harvard.edu/publications/dreambox-learning-achievement-
  • 49.
  • 50.
    Considerations for Designing &Conducting Your Own Studies• Randomized Controlled Trials are difficult and often inadvisable in many education contexts • Quasi-Experimental Studies need valid comparison groups (quasi-control and quasi-treatment groups) • Case Studies often have no comparison group, which must be considered when interpreting any potentially causal impact • Create unbiased treatment and control groups (i.e., no minimum restrictions on the amount of curriculum completed or only considering students who are “on grade level” in the program) • Use same-student comparisons, not averages of a classroom, grade level, or school, nor different cohort comparisons
  • 51.
    Questions Tim Hudson, PhD VicePresident of Learning DreamBox Learning @DocHudsonMath
  • 52.
  • 53.
    DreamBox Learning® K–8Math Transformative Learning Experiences available in English & Spanish
  • 54.
    DreamBox Lessons &Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time “I’ve tried teaching this topic with pencil, paper, and plastic manipulatives for twenty years and students have never really gotten it. I can immediately see that DreamBox has invented new, digital manipulatives and games that are far more powerful for student learning.” – Urban District Math Leader, CA
  • 55.
    AssignFocus™ Differentiated assignments forevery student through your Insight Dashboard To accelerate learning, offer remediation, and adjust classroom instruction
  • 56.
    Prepare for the Next Unit Homework Assignme nt Reviewfor Assessme nt Empowered Teaching with Data. Inspired Learning with Technology.
  • 57.
    iNACOL is rightaround the corner… Catch us at @DreamBox_Learn Learn more and see how it works: www.DreamBox.com/request-a-demo Efficacy: Independent Validation from SRI and from CEPR at Harvard University
  • 58.
    We value yourfeedback! Let us know how we’re doing: www.surveymonkey.com/r/GC6ZCM7

Editor's Notes

  • #32 http://cepr.harvard.edu/publications/dreambox-learning-achievement-growth
  • #54 DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements 1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency 2) Motivating (persist and progress) 3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs. Notes: DreamBox curriculum aligns with these Common Core Standards: Counting and Cardinality, Comparing, Operations and Algebraic Thinking, Number and Operations in Base Ten, and Number and Operations in Fractions.
  • #55 Truly Adaptive Learning Technology requires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
  • #56 With our AssignFocus feature, you can create an assignment to introduce or reinforce concepts, to fill learning gaps, or provide an additional challenge. DreamBox Learning enables you to automatically differentiate lessons for your entire class, small group, or an individual student directly from your Insight Dashboard. With over 2,300 engaging, standards-aligned lessons that are proven to build problem solving strategies, hone critical-thinking skills, and develop math fluency, you know have a powerful new way to provide instruction, practice, and
  • #58 A NEW study from the Center for Education Policy Research at Harvard University suggests DreamBox Learning Math increases student outcomes. Study suggests students using DreamBox Learning Math for 14 hours can increase achievement on NWEA MAP assessments by nearly 4 percentile points. You can download the study on our site to learn more or request a demo to see how DBL works!