Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox 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.
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.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox 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.
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.
Expand Your Toolkit: Teacher Strategies for Deeper Math LearningDreamBox Learning
The road to conceptual understanding in mathematics is difficult. Through this journey, our students are required to demonstrate this understanding at every step. With the integration of technology in the classroom, blended learning can support student growth and understanding in math.
Of course, preparing students to model math concepts is problematic if teachers are struggling with the concepts themselves. Blended classrooms can provide support for both the learner and teacher. Want to learn how?
In this webinar, Courtney Foreman showed you how to expand your teaching toolkit by exploring new strategies and techniques for introducing traditionally difficult mathematics concepts to your students. Explore tools to promote the following in your blended classroom:
How to implement tasks that promote reasoning and problem-solving
How to use and connect mathematical representations
How to build procedural fluency from conceptual understanding
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
Connect with Maths ~ Maths Leadership Series
Session 2 - The right pedagogies
Presented by Rob Proffitt-White
Implementing curriculum intent requires a repertoire of pedagogies
Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around
• Valuing teacher voice and building supportive and trusting culture for all
• Enacting the growth mindset in all classrooms
• Designing protocols and routines to support coaching/mentoring and reflecting.
Connect with Maths ~ supporting the teaching of Maths ONLINE
Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox 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.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
Connect with Maths~ Maths Leadership Series-session 2-the right pedagogyRenee Hoareau
Connect with Maths ~ Maths Leadership Series
Session 2 - The right pedagogies
Presented by Rob Proffitt-White
Implementing curriculum intent requires a repertoire of pedagogies
Effective teaching of mathematics and numeracy capabilities require a range of pedagogical practices . This workshop is for teachers and school leaders who want to look at the processes involved in creating a common language around effective delivery of all mathematical proficiencies. It will focus heavily around
• Valuing teacher voice and building supportive and trusting culture for all
• Enacting the growth mindset in all classrooms
• Designing protocols and routines to support coaching/mentoring and reflecting.
Connect with Maths ~ supporting the teaching of Maths ONLINE
Connect with Maths Engaging All Students community ~ join at http://connectwith.engaging.aamt.edu.au
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox 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.
Understanding Imagination in Project-Based Learning Claims and Evidence for S...EduSkills OECD
This presentation was given by Barbara Schneider at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Pulling Back the Curtain –CloudStack in Private and Community CloudsChip Childers
Keynote presented at the CloudStack Collaboration Conference EU 2014
CloudStack might be best known for it's deployments within the service provider industry, but the adoption of CloudStack for private and community clouds has led to some fascinating user stories. We don't hear as much about CloudStack's use within private clouds, perhaps because the platform is so foundational yet easy to implement. But don't be fooled, organizations around the globe are relying on CloudStack to be the core of their agile infrastructure strategy. Come pull back the curtain…
Crowdfunding site Kickstarter has raised over $1 Billion for thousands of crowd funding campaigns. Crowdfund Productions has created the infographics to illustrate Kickstarter data about success rate and amounts of money raised by categories as well as 10 steps to run a successful crowdfunding campaign.
Dog Pajamas - Fantastic Xmas Present For Your Family Dogdogpajamas
http://dogpajamas.org is a blog that provides great tips and advice on how to select the best dog pajamas for your wonderful pet. Visit our blog right now to find out more!
Bring out your cannons! The time has come to declare a war. A war on the empty message.
This is a call to arms for all communication professionals against messaging sans-substance. Against the lame PR we are requested to perform. To oppose spin-doctoring and to loathe spamming. We be no lazy ones that send masses of meaningless buzz words. We stand against the fake bullshit that corporations ask us to swallow hook, line and sinker.
We be heading back to the core. Back to communicating with a purpose and messaging with meaning. Back to hustling honestly to be heard through the noise.
We will listen to customers, have a conversation. To be ourselves, to let our passions drive our communication and to take no hostages. Yet have the spine to admit when we be wrong.
We care about our craft and will defend it to the death. That’s what our pirate hearts beat for: the truth behind the message. We be going back to real communication, to PR driven by a purpose.
The Code of Conduct for Pirates: EIGHT STEPS TO A MEANINGFUL MESSAGE
I. Have a purpose
II. Make a plan (and ignore it)
III. Focus on resonance
IV. Catch the current
V. Be real
VI. Cover all bases
VII. Start a conversation
VIII. Collaborate
— SPEAK OUT AND JOIN THE FIGHT —
http://pirate.pr.co
Mobile Future 2012 : Living with Mobile Technology, New Yorker Conference 2007Younghee Jung
This is a presentation and note for the New Yorker conference in Manhattan, NY, USA in 2007. The talk is based on several projects done within Nokia Design while I was leading its Tokyo studio, called ‘Insight & Innovation’.
The conference theme was about ‘the stories from the future: 2012’. So you can enjoy how the future was talked about in 2007. The talk was targeted mainly for New Yorker readers who are not familiar with technology or design.
You can view the video recording of the talk at the following link: http://www.youtube.com/watch?v=cWbAdURmxFA
Leading, Implementing, and Sustaining Innovations in Personalized LearningDreamBox Learning
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. To design, implement, and sustain learning environments that ensure a more relevant and personal experience for learners, there are several key factors that school leaders must consider. How can leaders support the collaborative development of effective personalized learning models?
In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shares ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
Topics include:
Mission and Vision: What are our schools and programs “in business” to accomplish?
Effort with Impact: How can data drive ongoing improvement in student achievement and personalized learning models?
Pedagogy and Technology: When does technology appropriately support personalized learning in pedagogically sound ways?
All K-12 educators and administrators interested in school improvement, personalized learning, and data-informed decision-making will benefit from this recorded webinar.
Journeys in Blended Learning: Key Landmarks for Your School's ProgressDreamBox Learning
Whether you and your school are considering, starting, or fully implementing a blended learning model, there are several key factors that impact the success of students in a new blended model. While each school’s journey to blended learning is unique, there are some critical decisions that every school must make along the way. In this webinar for the edWeb.net Blended Learning community, presenters Tim Hudson and Neal Manegold of DreamBox Learning shared about several key milestones and inflection points that educators encounter when designing schools and curriculum for blended models. By having a better understanding of these important landmarks, teachers and administrators can ensure the design of their blended schooling models meaningfully impacts student achievement and engagement. View the webinar to learn how to improve blended learning at your school or district no matter where you are in your blended learning journey.
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Transition Pedagogy and the first year experience for Higher Degree Research ...Sally Kift
2017 presentation on first year experience and transition pedagogy for for Higher Degree Research (HDR) students, delivered to Australian Council of Graduate Research Meeting
Kift, S. (2017). First Year Experience for HDRs. In Australian Council of Graduate Research Meeting, Cairns. 27 April 2017.
See also https://postgraduatestudentexperience.com/
Similar to The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the Horizon? (20)
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Building Blended Learning Teacher Leaders in Your DistrictDreamBox Learning
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders.
In this edWebinar, three leaders from the Fellowship present best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers. Maeve Murray, Julie Mayhew, and Rebecca Willner, share asynchronous resources that you can use to train your own coaches and collaboratively design your own rollout plans.
This recorded event is designed for K-12 educators, coaches, library media specialists, building leaders, and district administrators. Learn how to build blended learning teacher leaders in your district.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Equity, Access, and Achievement in the Math ClassroomDreamBox Learning
It’s a rapidly changing world, and one that will impact our children’s future. What career prospects will there be for them? Will they be prepared for success? Most lucrative careers require a background in mathematics and if students leave elementary school without a positive growth-mindset and a firm foundation built for algebra, the doors for access into STEM careers may be in jeopardy. How do we keep the doors open for them?
In this webinar, Cathy Fosnot, president and CEO, New Perspectives on Learning, and Fran Roy, chief academic officer, Fall River Public Schools, Fall River, Mass., explored how to create a positive growth-mindset and showcase the evidence-based results that can be achieved. They examined how learning trajectories can be used to monitor and support mathematical growth during engagement in rich, vibrant math workshops in contrast to the use of textbooks, and how technology can be a powerful tool in providing differentiation and professional support.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Math Mindset Comes First: Closing the Achievement GapDreamBox Learning
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Successful schools and districts are increasing student achievement by implementing dynamic Response to Intervention (RTI) plans. But, what makes successful RTI programs stand out from less successful ones? How do educators know whether intervention is actually working for their struggling students?
In this webinar, Thera Pearce, Director of Professional Development and Implementation at DreamBox Learning, shared a framework and tools for how schools and districts can implement a more effective RTI program, including:
-A process for using data to identify targeted areas of improvement and support for Tier 2 RTI Students
-How to use data to differentiate instruction in the classroom
-Effective ways to monitor and measure ongoing progress of your RTI students
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Personalized Learning in Project-Based Math ClassroomsDreamBox Learning
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.—and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, dive into the implications for mathematics in project-based learning.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Finding What Works in Learning: Simple Ways to Analyze Education Research Stu...DreamBox Learning
Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Choosing the Right Adaptive Math Software - A Buyer's GuideDreamBox Learning
The word “adaptive” has been used to describe a number of different curriculum solutions, but what does this word actually mean? How do you choose and evaluate digital math curriculum that best fits your district? In this webinar, we’ll highlight the Five Essential Elements of high quality math adaptive software and the specific questions to ask when evaluating the level of adaptivity in digital math curriculum. Hear from others who’ve navigated the process to understand how to develop your decisions.
Closing Math Learning Gaps With Data & Formative AssessmentDreamBox Learning
When combining digital curriculum that provides formative assessment data with everyday instructional practices, educators are equipped to address math learning gaps in real-time. Join Kristine Tipton, Innovation Coach at DeKalb County Central United School District, Ind., as she shares how she’s been able to use digital curriculum like DreamBox Learning® Math to support deeper learning at her schools.
Leveraging Professional Development and Data to Transform Math InstructionDreamBox Learning
More and more schools are incorporating blended learning models in their math classrooms, and professional development is helping to ease that transition. In this webinar, hear from Rafranz Davis, Executive Director of Professional and Digital Learning for Lufkin ISD, on how you can create a self-driven and growth-centered professional development model that allows your teachers to not only be innovative in their math instruction, but also become the architects of their own learning experience – thus translating this style of learning into their classroom practice.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the Horizon?
1. The Evolution of Blended &
Competency-Based Schooling
What Lies Beyond the Horizon?
Tim Hudson, PhD
Vice President of Learning
DreamBox Learning
@DocHudsonMath
2. Poll: What is your biggest challenge with
blended schooling?
- Personalizing learning for every student
- Measuring impact
- Fidelity of implementations
- Getting educators comfortable with blended learning
- Accessing and using actionable data
3. Poll: What is your level of interest in digital
curriculum?
- Just looking at new technologies
- Researching possible software solutions for my school
- Interested in grants and funding options for my school
- Interested in pricing
- Interested in viewing a demo
7. Today’s Goals
Explore our hidden
assumptions and imagine
the full implications of
blended learning that
ensure high achievement
and enjoyment for all
students.
Surface and reflect upon our
own mental models of
education, schooling, and
learning that inform how we
design classrooms,
schools, and use
educational technology.
8. “Next Generation” Education?
“…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. That is what I predict for 2025.”
Larry Cuban, 12/2015
Stanford University Professor Emeritus of Education
From “Predictions, Dumb and Otherwise, about Technology in Schools in 2025”
www.larrycuban.wordpress.com
12. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
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)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
14. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
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)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
21. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
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)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
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?
22. Why don’t we see
the term ‘blended’
associated with
other professions?
27. PURPOSE
• What are restaurants, farms, hospitals, schools,
etc. “in business” to accomplish?
• Regardless of what “school” looks like, what
must be accomplished for all students?
44. Why “Factory” Model Structures?
“…all the rhetoric around how we will shove off the mantel
of “factory education” for the brand new world of
“personalized learning” misses a point of the utmost
importance:
Factory education was invented as a form of
personalization.”
Mike Caulfield, July 2014
Director of Blended and Networked Learning at Washington State University-Vancouver
“The Original Factory Education Was a Personalized Learning Experiment”
www.hapgood.us
45. Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
Math
Packet
1
Math
Packet
2
Math
Packet
4
Math
Packet
7
Math
Packet
3
Math
Packet
8
Math
Packet
2
Math
Packet
3
Math
Packet
3
Varied Pace Alone Doesn’t Result
in Learning & Understanding
52. Instruction, Content Delivery
Whole
Class or
Small
Group
Instruction
Independent
Practice
Whole
Class
Assessment
Use Data
Formatively
to Plan
Use Data
Summatively
(Competence)
55. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Who is doing the thinking?
56. School & Home Work
At School:
Explicit
Instruction &
Problem
Solving
At Home:
Practice
Problems
Whole
Class
Assessment
Maybe you
need to be
shown X
again
Use Data
Summatively
59. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
If it’s believed that learners are
merely passive receivers of
information and procedures,
then what would logically
follow for the design of
schools and lessons and
edtech?
62. Earth 2199
“I know kung fu.”
The Matrix, 1999, Warner Brothers, Village Roadshow Pictures
63. Did educators try to simply transmit information
from books to passive students en masse in 2000?
‘At School in the Year 2000’ Image Source via Wikimedia Commons
66. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
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)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
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?
67. Curse of the Familiar
“If our problems are mere inefficiencies
– if we need students doing
basically exactly what they've been
doing before but faster – then the
gambit of building apps that mirror
typical classroom practices will work
out great.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
68. Massive Open Online Course (MOOC)
“Each MOOC varies in content,
requirements, prerequisites and length,”
Tarte said. “Some will contain video
lectures, some might have selected
readings, and some courses provide
quizzes periodically so students can test
their understanding of the material.”
High School to Offer College Courses Online
www.emissourian.com, November 27, 2013
69. Thoughtful vs. Thoughtless Blended Learning
… night school instruction was questionable … I heard over
and over again about students who never watched or read
through any of the instruction material. They simply clicked
through screens until they got to assessments and Googled
to find answers. Even in rooms where teachers did not
allow that practice, instruction from the computer relied on
basic “read this” followed by “now answer these questions”
approach no different than many textbook-style education
methods. Students never had the chance to engage in any
activities, projects, or even class discussions to augment
their learning. It was all basic regurgitation…”
http://prwhite213.wordpress.com/2014/10/08/thoughtless-vs-thoughtful-blended-learning/
-Patrick White
73. Data inform
the Adaptive
Engine
Common “Adaptive” Design
Explicit
Input, Video
Lecture,
Textbook
Reading,
Dependent
Practice,
“Worksheet”
Problems
Digitized
Quiz/Test
Items
Mistakes on
the Quiz or
Test Items
76. Where do we get this notion?
Why does it persist?
77. Transmission via Print
“If, by a miracle of mechanical
ingenuity, a book could be so arranged
that only to him who had done what
was directed on page one would page
two become visible, and so on, much
that now requires personal instruction
could be managed by print.”
Edward Thorndike 1912
78. Transmission via Print
“If, by a miracle of mechanical
ingenuity, a book could be so arranged
that only to him who had done what
was directed on page one would page
two become visible, and so on, much
that now requires personal instruction
could be managed by print.”
Edward Thorndike 1912
80. Curse of the Familiar
“If you think that the problems in
classrooms are not just about kids
doing things a little faster, but doing
different things than is current
practice, then you need to build things
that will be unfamiliar.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
82. Don’t Start by Telling
“Providing students with opportunities to
first grapple with specific information
relevant to a topic has been shown to create
a ‘time for telling’ that enables them to
learn much more from an organizing
lecture.”
How People Learn, p. 58
83. Engineered for Realizations
Engage with
& Make
Sense of a
Situation or
Context
Student’s
Own
Ideas &
Intuition
Specific,
Instant,
Custom
Feedback
Engine
Adapts &
Differentiates
Student
Independently
Transfers
“Offline,” Too
84. The Quality of Digital
Learning Experiences
is just as important
as the Quality of
Classroom Learning
Experiences
91. We value your feedback, compliments,
suggestions, and complaints!
Let us know how we’re doing:
https://www.surveymonkey.com/r/HFB9VX3
Editor's Notes
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements
1) Rigorous K-8 Mathematics – DreamBox uses virtual manipulatives that enable students to build conceptual understanding and procedural fluency. Provided standards-based reporting.
2) Motivating Learning Environments that are age-appropriate and motives learners to persist and progress.
3) Powerful Intelligent Adaptive Learning engine providing millions of personalized, student-driven learning paths—each one—tailored to a student’s unique needs.
We have invested heavily in ensuring you, your fellow administrators, and your teachers have access to data that is meaningful and actionable. This fall, our new educator experience will become available. New dashboards will provide at-a-glace insights into student proficiency and program usage – helping educators determine what action is needed to have an even greater impact on student learning
All dashboards present data intuitively, so you and your teachers can access the information you need, when you need it.
Helps educators know when to stay the course and when to pivot instruction
Allows teachers to facilitate more meaningful conversations.
(Left) Teachers can dive deeper into specific information about how their class is performing against the standards. Here they can see which students have mastered the standard, which have not, and which have not attempted it. This data is based on continuous formative assessment.
A teacher might use this report is in lesson planning - they can look at this report to gain insight into where each student is and then take action by creating learning groups or pulling a student aside for more 1:1 instruction.
(Right)The activity feed allows teachers to see what students are working on. They can click into the demo lessons so they can experience the instruction - just like the student. Many teachers use this to expand their understanding of the math concept and develop new teaching strategies to support student learning.