Personalized Learning in Project-Based Math Classrooms

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DreamBox 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.

$October 2016 @Tvanderark Personalized Learning in Project- Based Math Classrooms$

How Has the World Changed?

Connected

Contested

Complex

Contribution
० Nonconformity:
∙ Brilliant thinking is rare, but courage is
in even shorter supply than genius
(Peter Thiel)
० Creativity:
∙ We're going to need every ounce of
ingenuity, imagination, and creativity to
confront…problems (Ken Robinson)
० Design Thinking:
∙ Tools, methods, and processes to
create new answers for challenges
(IDEO)
GenDIY

Competitive

New Demands
० Connected
० Contested
० Complex
० Contribution
० Competitive

Connected Communicate Clearly
Esther Wojcicki’s journalism program, Palo Alto HS

6th grade math blend, Eastside Prep
Contested Collaborative

Science Leadership Academy, Philly
Complex Critical Thinking

KM Explore, Kettle Moraine, WI
Student-centered, competency-based
Contribution Creativity

Competitive Crank
Blue Valley (KC KS) Center for Professional Studies
Metro ECHS, Columbus

New Demands New Skills
० Connected
० Contested
० Complex
० Contribution
० Competitive
० Communicate
० Collaborate
० Critical thinking
० Creativity
० Crank

….but that was 2015

To think correctly about the future, you need
to imagine things moving much faster

2016: Platform Revolution

2016: Rise of AI & Automation Economy

2016: Rise of Industry 4.0

Project-based world requires an
Innovation Mindset
Growth
Mindset
Maker
Mindset
Team
Mindset
= + +
Effort Initiative Collaboration
…a mindset we can cultivate
in classroom & across a city

Project-Based
Learning
Personalized
Learning
Instructional Design Opportunity:

Interest-
Based
Learning
Standards-
Based
Learning
Instructional Design Opportunity:

Implications for the
Math Classroom

Growth
mindset
Developing a Math Mindset
Problem
Solving
Critical
Thinking
Do students persist
through challenging
problems?
Do students have an
opportunity to practice
the unknown?
Do students think
creatively about how
to arrive at a
solution?

Personalized learning for projects
in projects, with projects

Support Integrated Projects

Differentiating around a singular topic

Shorter Cycle Math

Thank you!
Continue the conversation:
GettingSmart.com
@Getting_Smart
@Tvanderark

DreamBox Learning® K–8 Math
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

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To accelerate learning, offer remediation, and adjust classroom instruction

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 CEPR at Harvard University

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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.

Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...

Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...

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.

03 03-2016 ed-week webinar_skip fennell

03 03-2016 ed-week webinar_skip fennell

03 03-2016 ed-week webinar_skip fennell

In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively—everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.

Want to Engage Your Students? Engage Them in the Math Practices

Want to Engage Your Students? Engage Them in the Math Practices

Want to Engage Your Students? Engage Them in the Math Practices

DreamBox Learning

It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.

Dynamic vs. Static Assessment: A Growth Mindset Perspective

Dynamic vs. Static Assessment: A Growth Mindset Perspective

Dynamic vs. Static Assessment: A Growth Mindset Perspective

DreamBox Learning

Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.

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Integrating Technology to Increase Student Engagement and Accelerate Math Lea...

Integrating Technology to Increase Student Engagement and Accelerate Math Lea...

DreamBox Learning

Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics. Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.

Inspire and Cultivate Algebraic Thinking

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Inspire and Cultivate Algebraic Thinking

DreamBox Learning

Your Math Students: Engaging and Understanding Every Day

Your Math Students: Engaging and Understanding Every Day

Your Math Students: Engaging and Understanding Every Day

DreamBox Learning

The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.

Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...

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Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...

DreamBox Learning

In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.

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Thrive Blended Learning

Thrive Blended Learning

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Thrive Public Schools Next Gen Learning Symposium Kick off 2015

Thrive Public Schools Next Gen Learning Symposium Kick off 2015

Thrive Public Schools Next Gen Learning Symposium Kick off 2015

Next Generation Learning Challenges

This document provides an agenda and information about a Next Gen Learning event at Thrive School, a top-rated public school for project-based and personalized learning. The event will discuss how Thrive implements next generation learning approaches through community building, personalized learning plans, and multiple forms of student and teacher support. Speakers will share blended learning perspectives and examples of how Thrive fosters skills like collaboration through student-led project work and evaluation.

Assessment & Feedback in Mathematics Colleen Young

Assessment & Feedback in Mathematics Colleen Young

Assessment & Feedback in Mathematics Colleen Young

Assessment for learning involves using formative assessment to check student understanding and provide feedback to improve learning. It focuses on giving constructive feedback that informs further learning rather than comparing students or grading. Research shows feedback on errors and getting students to correct mistakes significantly improves performance. Feedback also positively influences motivation and self-esteem. For feedback to be effective, students must use it to further their own learning. The quality of relationships between teachers and students impacts how students engage with feedback.

Low stakes testing in the mathematics classroom

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This document discusses the use of low-stakes testing and retrieval practice in mathematics classrooms. It provides background on the history of low-stakes testing in GCSE mathematics assessments. It defines assessment for learning and discusses how feedback and relationships are important factors. Research that shows testing supports learning through retrieval practice is presented. The benefits of using mini-tests and examples of how they can be incorporated into lessons are also described.

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A group of students from Yan Xiao Dong School collaborated with Chao Yang School, a school for intellectually challenged students, to create learning resources. They developed PowerPoint presentations, jigsaw puzzles, worksheets, and flash animations focused on key concepts. These resources were tested with the Chao Yang students. Feedback indicated the resources made learning easier and more enjoyable, though some were too advanced for certain students or teachers. The group hopes to build on this experience to create additional lesson packages on new topics.

CCC-M F2F meeting_150223

CCC-M F2F meeting_150223

CCC-M F2F meeting_150223

This document outlines the agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing videos and comments, designing complex math tasks, and planning classroom visits. Group norms are established such as being on time, on task, and respectful. Reasons for using math talks are presented from a research organization. A video from a classroom is shown and strategies like UPS are discussed. Participants choose a task and date for classroom visits.

Top 10 mathematics websites

Top 10 mathematics websites

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This document provides a summary of Colleen Young's top 10+ mathematics websites. It begins with an introduction explaining that the list shows the author's personal top sites. The sites are then organized into categories and described over multiple pages. The categories include resources from Cambridge University, interactive graphing tools, problem databases, educational videos and notes, math software like Geogebra, and online communities for sharing ideas. In each section, the resources are briefly described and hyperlinks provided for further information. The document emphasizes that there are many excellent free online materials available for teaching and learning mathematics.

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This document discusses gifted students in foreign language classrooms. It begins by defining giftedness and how different states define it, often focusing on intellectual and academic abilities. It then discusses past and proposed paradigms for gifted education, emphasizing challenging and advancing gifted students. The remainder of the document discusses strategies for differentiating instruction for gifted students, such as tiered assignments, flexible grouping, and allowing students to work as practicing professionals. It provides examples of differentiated activities and guidance on designing curricula with high complexity and connections between disciplines.

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10 Guidelines for Navigating the Age of Technology-Enhanced Learning

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The document provides 10 guidelines for navigating technology-enhanced learning in education. Guideline 1 states that learning involving direct information transfer will be replaced by technology. Guideline 2 says that any repetitive assessment or learning tasks that can be automated will be. Guideline 3 explains that any computerized course that results in equal or better learning outcomes and is cheaper will be delivered digitally. The remaining guidelines discuss how learning will become more collaborative and adaptive, the role of teachers will shift to learning coaches, mobile devices and assessments will be addressed, and students can move between in-person and digital experiences seamlessly.

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Building the Excellence Mindset Webinar with John Wink

Building the Excellence Mindset Webinar with John Wink

Building the Excellence Mindset Webinar with John Wink

Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...

Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...

Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...

03 03-2016 ed-week webinar_skip fennell

03 03-2016 ed-week webinar_skip fennell

03 03-2016 ed-week webinar_skip fennell

Want to Engage Your Students? Engage Them in the Math Practices

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Want to Engage Your Students? Engage Them in the Math Practices

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Dynamic vs. Static Assessment: A Growth Mindset Perspective

Dynamic vs. Static Assessment: A Growth Mindset Perspective

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Integrating Technology to Increase Student Engagement and Accelerate Math Lea...

Integrating Technology to Increase Student Engagement and Accelerate Math Lea...

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Inspire and Cultivate Algebraic Thinking

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Your Math Students: Engaging and Understanding Every Day

Your Math Students: Engaging and Understanding Every Day

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Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...

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Thrive Blended Learning

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Thrive Public Schools Next Gen Learning Symposium Kick off 2015

Thrive Public Schools Next Gen Learning Symposium Kick off 2015

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Assessment & Feedback in Mathematics Colleen Young

Assessment & Feedback in Mathematics Colleen Young

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Low stakes testing in the mathematics classroom

Low stakes testing in the mathematics classroom

Re Final

CCC-M F2F meeting_150223

CCC-M F2F meeting_150223

CCC-M F2F meeting_150223

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Top 10 mathematics websites

Top 10 mathematics websites

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Gifted Students in the Foreign Language Classroom

Gifted Students in the Foreign Language Classroom

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10 Guidelines for Navigating the Age of Technology-Enhanced Learning

10 Guidelines for Navigating the Age of Technology-Enhanced Learning

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1. October 2016 @Tvanderark Personalized Learning in Project- Based Math Classrooms

2. How Has the World Changed?

6. Contribution ० Nonconformity: ∙ Brilliant thinking is rare, but courage is in even shorter supply than genius (Peter Thiel) ० Creativity: ∙ We're going to need every ounce of ingenuity, imagination, and creativity to confront…problems (Ken Robinson) ० Design Thinking: ∙ Tools, methods, and processes to create new answers for challenges (IDEO) GenDIY

8. New Demands ० Connected ० Contested ० Complex ० Contribution ० Competitive

9. Connected Communicate Clearly Esther Wojcicki’s journalism program, Palo Alto HS

10. 6th grade math blend, Eastside Prep Contested Collaborative

11. Science Leadership Academy, Philly Complex Critical Thinking

12. KM Explore, Kettle Moraine, WI Student-centered, competency-based Contribution Creativity

13. Competitive Crank Blue Valley (KC KS) Center for Professional Studies Metro ECHS, Columbus

14. New Demands New Skills ० Connected ० Contested ० Complex ० Contribution ० Competitive ० Communicate ० Collaborate ० Critical thinking ० Creativity ० Crank

15. ….but that was 2015

16. To think correctly about the future, you need to imagine things moving much faster

17. 2016: Platform Revolution

18. 2016: Rise of AI & Automation Economy

19. 2016: Rise of Industry 4.0

20.

21. Project-based world requires an Innovation Mindset Growth Mindset Maker Mindset Team Mindset = + + Effort Initiative Collaboration …a mindset we can cultivate in classroom & across a city

22. Project-Based Learning Personalized Learning Instructional Design Opportunity:

23. Interest- Based Learning Standards- Based Learning Instructional Design Opportunity:

24. Implications for the Math Classroom

25. Growth mindset Developing a Math Mindset Problem Solving Critical Thinking Do students persist through challenging problems? Do students have an opportunity to practice the unknown? Do students think creatively about how to arrive at a solution?

26. Personalized learning for projects in projects, with projects

27. Support Integrated Projects

28. Differentiating around a singular topic

29. Shorter Cycle Math

30. Thank you! Continue the conversation: GettingSmart.com @Getting_Smart @Tvanderark

31. DreamBox Learning® K–8 Math Available in English & Spanish

32. DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time

33. AssignFocus™ Differentiated assignments for every student through your Insight Dashboard To accelerate learning, offer remediation, and adjust classroom instruction

34. 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 CEPR at Harvard University

35. We value your feedback! Let us know how we’re doing: www.surveymonkey.com/r/GC6ZCM7

Editor's Notes

Gas dropped 73% from june 15 to dec 16
Easier to launch a startup, instantly global That’s great and intense
New place, stagnant econ, negative interest rates, bizarre politics, AI everywhere At a new confusing place, where the world is leaning against globalization (immigration, innovation, ) 4 new trends you should be discussing with your kids
l
Skillfully incorporate standards into interest-based projects Use adaptive software to Buy time for interest based
Projects & Built in Math components (is everyone on the same page with a particular topic — capability to switch from adaptive version to assigned version). How can you differentiate effectively around a singular topic
Many wall to wall PBL schools find it useful to do most of their math in shorter cycle problem based approach
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.
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.
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
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!