Ccs scurve.pptx

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Presented to the Summer Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 30, 2013

h(p://linkyy.com/HallDavidsonHandouts

h(p://linkyy.com/MDLA

Presen

tation !

Cracking the Curve, Breaking the Bell

Common Core

Machines & Materials

Learners

Non-‐cogniFve skill builders

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mediafesFval.org “That’s So Chocolate Bar”

mediafesFval.org “Draw My Life”

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www.mediafesFval.org

linkyy.com/StealThisFesFval

case sensiFve

h(p://slickrockfesFval.org/photo-‐gallery/

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Math Story

h"p://www.schooltube.com/video/d95ff612cc36cadfed7b/The%20MulBplicaBon%20Kid teacher Mark Ellis, gr. 3 mediafesFval.org “The MulFplicaFon Kid”

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Toontastic

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Bloom, B. (1984). "The 2 Sigma Problem: The Search for Methods of Group InstrucFon as EffecFve as One-‐to-‐One Tutoring" (h(p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐ two-‐sigma.pdf) , EducaFonal Researcher, 13:6(4-‐16). Retrieved from "h(p://en.wikipedia.org/w/index.php? Ftle=Bloom%27s_2_Sigma_Problem&oldid=509122964" Categories: EducaFonal psychology EducaFon theory en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem 1/3 h(p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg

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The grail: Bloom’s “2 Sigma Problem”

An average student tutored one-‐to-‐one using mastery learning techniques performed two standard deviaFons be(er… "the average … student was above 98% of the students in the control class”

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Bloom’s “Objects of change process”

I.  Home/Peer Group II.  Learner III.  Teacher IV.  InstrucFonal Material


Bloom’s “objects of change process”

I.  Home/Peer Group II.  Learner III.  InstrucFonal Material IV.  Teacher

h(p://roadrunneracademy.weebly.com/

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#MysterySkype

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Six months later

Their first tweet

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Thanks, Max Brooks




InformaBon Week 5/20/13 www.informaFonweek.com/educaFon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All

Harris InteracFve Survey 5/20/13 “…92% of elementary, middle and high school students believe mobile devices will change the way students learn in the future. A majority (69%) would like to use mobile devices more in the classroom. “

Eyewire Yesterdays Office/Low ResoluBon/YOF_002L.JPG

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Kinder teachers’ blog!

Pre-‐school in Calistoga

h"p://napavalleyregister.com/news/local/ipads-‐credited-‐with-‐calistoga-‐reading-‐gains/arBcle_55718e30-‐b0f6-‐11e0-‐8278-‐001cc4c002e0.html

“During the four weeks of instrucFon, the reading comprehension of the Calistoga preschoolers increased from 58.5 percent to 76.4 percent.”

Eugene Narciso, COO of Footsteps 2 Brilliance,

Dr. Pamela Redmond Chair of Graduate Studies College of EducaBon and Health Service Touro University, CA

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h"p://www.brighteyes.com/Smith.html

Flying neatly over the data…

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A Study of Best PracFces in PLATO® Learning Online SoluFons An analysis and interpretaBon of a Marzano Research Labratory study March, 2012

The study examined percepFons of instrucFonal pracFces and achievement data from 1,828 students and 141 teachers at 23 sites in 12 states (California, Florida, Iowa, Illinois, Indiana, Massachuse(s, Maine, New Hampshire, New York, Ohio, Oklahoma, and Pennsylvania),

The study found that teacher engagement…was the strongest predictor of higher levels of student achievement.

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From Oxford, England h(p://www.youtube.com/watch?v=dk60sYrU2RU

From Sugar Mitra TED talk

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Rural vs Urban India

Young learner Young-‐ish learner

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Teacher Survey Data

Purchasing Apps

App Upgrades

Data ReporFng

Safety and Security

Wireless Access

Installing Apps

Data Transfers

No Issues





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h(p://www.lexile.com/about-‐lexile/grade-‐equivalent/grade-‐equivalent-‐chart/

Lexile point gain equivalent with self-‐reading text.

200 ?

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The nose knows.

Finally: How personalized can resources be?

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The nose knows.

Finally: How personalized can resources be?

Screen Shot Google

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Elementary self-‐personalizaFon

Presented to the Summer Conference by Hall Davidson Senior Director, Global Learning Initiatives Discovery Education July 30, 2013

h(p://linkyy.com/HallDavidsonHandouts

h(p://linkyy.com/MDLA

Presen

tation !

Cracking the Curve, Breaking the Bell

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The FantasBc Flying Books of Morris Lessmore

Imag.N.O.Tron

App!

Book!

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Aurasma

Word Lens (translaFon app)

Free app – but buy dicFonaries

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Push Pop Press. TED talks Mike Matas “Our Choice” by AL Gore

More if there were Fme…

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HeartCam

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h(p://www.kickstarter.com/projects/andyrawson/ir-‐blue-‐thermal-‐imaging-‐smartphone-‐accessory/checkouts/11597459/intersFFal?clicked_reward=true&ref=discover_pop&register=ConFnue+to+next+step

“21st-‐Century Skills” ~ work success May 30, 2013 (Gallup) 1,000+ 18-‐35 yr old

•  CollaboraFon •  Knowledge construcFon •  Global awareness •  Use of technology for learning •  Skilled communicaFon •  Real-‐world problem solving

“Strongly agree they are successful and valued in their current jobs” RelaFvely high level of exposure the last year in school: 200%

Anthony Rebora blogs.edweek.org/teachers/teaching_now/2013/05/survey_learning_21st-‐century_skills_linked_to_work_success.html?print=1 h(p://www.gallup.com/poll/162818/21st-‐century-‐skills-‐linked-‐work-‐success.aspx

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Data from school districts

Anson Highlights 2008-‐2012

•  11% to 97% Middle School 7th graders scoring a 3 or 4 on Algebra I End of Course Test

•  32% to 70% Biology students scoring a 3 or 4 on End of Course Test

•  27% to 55% in 5th grade Science end of grade test proficiency

•  GraduaFon rate 64.3% to 78.9%

•  Anson County Schools

•  Anson County

•  North Carolina

•  532 square miles in south central NC

•  25,000 people •  5th poorest

county in N.C. •  3,663 K-‐12 •  69.31% •  17% •  58% -‐ 34% -‐ 8%

Grand Prairie, TX Metroplex: 178,290 people ;26,700 K-‐12

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Anson 2008 – 2012 Highlights

•  3rd grade 38.4% to 65.9% Reading •  4th grade 40% to 70% Reading •  5th grade 40% to 64.9% Reading •  6th grade 41% to 71% Reading

•  Anson County Schools

•  Anson County

•  North Carolina

Case studies with digital resources

Science Proficiency 2008

2009 (w/o

retests)

2009 (with

retests) 1 Year

Change NELC

Grade 5 40 50 60 +20 +25

Grade 8 47 55 64 +17 +23

Composite 43 52 62 +19 +24

CharloKe-‐Mecklenburg Strategy 140,000 Students 10,000 Teachers 180 Schools 52% Economically Disadvantaged 7 Learning CommuniFes 1 Test 100 Days of Professional Development

CharloKe-‐Mecklenburg Schools 2008 – 2010 Science Turnaround

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Science Proficiency 2008

2009 (w/o

retests)

2009 (with

retests) 1 Year

Change NELC

Grade 5 40 50 60 +20 +25

Grade 8 47 55 64 +17 +23

Composite 43 52 62 +19 +24

CharloKe-‐Mecklenburg Strategy 140,000 Students 10,000 Teachers 180 Schools 52% Economically Disadvantaged 7 Learning CommuniFes 1 Test 100 Days of Professional Development

CharloKe-‐Mecklenburg Schools 2008 – 2010 Science Turnaround

2010 the learning community increased another 14 points in their science scores this year. Building on the 26 point gain from last year, they have achieved a 40 point total gain over 2 years. This is “unbelievable growth” and truly a reflecFon of quality, effecFveness and professional development”.

“By the end of the year when they took the Florida Comprehensive Assessment Test, those schools averaged a 10 point gain in science. That’s unheard of.”

Dr. Mel Pace Director of Media and Technology

Osceola County Public Schools Enrollment 50,100

Danger


Social Studies ISTEP+ Test Pilot schools

Control Group

Total non-pilot schools

Schools in pilot

Schools in Schools in control

Grade 7 29% increase 8% increase 51 10 10

Grade 5 Overall + Overall - 51 10 10

Indianapolis Strategy 10 pilot schools, 5th/7th grades 42 hours Spread over Fme Job-‐embedded approach One-‐on-‐one classroom support Peer collaboraFon model IPS 34,050 enrollment

2011 % increase over 2010

“the percent of seventh-‐grade students passing the ISTEP+ … increased significantly over the two year pilot period …by 2011, the percent of students passing had increased by 29 percentage points while non-‐pilot schools experienced only an increase of 8 percentage points .”

Dr. Carmen Arroyo AcceleraBng Social Studies Achievement

Indianapolis Public Schools Enrollment 50,100

In the same schools: 7th grade classrooms used almost 50% more curriculum-‐based digital material than 5th grade classrooms—where scores were basically staFc between control and pilot schools.

AcceleraBng Social Studies Achievement Indianapolis Public Schools

Enrollment 50,100

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Charleston County, SC (88 schools) Tablets (iPads) •  $16,000 savings in paper in 1 year •  Recovered 730 instrucFonal days in an at-‐risk

high school •  From 400 referrals to 75 •  Kindergarten had 100% of kids above grade level

going into 3rd grade three years in a row.

Source: KrisB Meeuwse, ISTE 20113 Teacher, Charleston County

The answer to “how” ��is Yes!

Anson County Schools

Anson County North Carolina

Grand Prairie ISD Grand Prairie, Texas !

Dr. Greg Firn

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Pre-‐school in Calistoga

h(p://napavalleyregister.com/news/local/ipads-‐credited-‐with-‐calistoga-‐reading-‐gains/arFcle_55718e30-‐b0f6-‐11e0-‐8278-‐001cc4c002e0.html

“During the four weeks of instrucFon, the reading comprehension of the Calistoga preschoolers increased from 58.5 percent to 76.4 percent.”

Eugene Narciso, COO of Footsteps 2 Brilliance,

Highlights

•  “On the PPVT – the EL students out performed the Non-‐Els on the Post tests” •  “100% of the students scored at age 5.0 or higher” •  “88% [of students] performed at age 6.0 or higher” •  “ELs went from 43% readiness pre-‐treatment to 79% post” •  “Non-‐Els went from 59% readiness to 71%” •  “On the EVT – Students expressive vocabulary for both Els

and Non-‐Els increased by 250%” •  “…pre-‐post scores were staBsBcally significant to a

probability of > .001”

Download the study: h(p://mediashare.discoveryeducaFon.com/mediashare/index.cfm?event=pushFile&guidAssetMediaFileId=98a1d371%2D9838%2D4fac%2Df4d8%2Dcd7add869a30

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More from Bloom’s study

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h(p://www.jstor.org LINKED CITATIONS -‐ Page 1 of 1 -‐ You have printed the following arBcle: The 2 Sigma Problem: The Search for Methods of Group Instruc[on as Effec[ve as One-‐to-‐One Tutoring Benjamin S. Bloom EducaBonal Researcher, Vol. 13, No. 6. (Jun. -‐ Jul., 1984), pp. 4-‐16. Stable URL: h(p://links.jstor.org/sici?sici=0013-‐189X%28198406%2F07%2913%3A6%3C4%3AT2SPTS%3E2.0.CO%3B2-‐3 This arBcle references the following linked citaBons. If you are trying to access arBcles from an off-‐campus locaBon, you may be required to first logon via your library web site to access JSTOR. Please visit your library's website or contact a librarian to learn about opBons for remote access to JSTOR. References A Meta-‐Analysis of the Effects of Advance Organizers on Learning and Reten[on John Luiten; Wilbur Ames; Gary Ackerson American EducaBonal Research Journal, Vol. 17, No. 2. (Summer, 1980), pp. 211-‐218. Stable URL: h(p://links.jstor.org/sici?sici=0002-‐8312%28198022%2917%3A2%3C211%3AAMOTEO%3E2.0.CO%3B2-‐Q Reading Instruc[on: A Quan[ta[ve Analysis Susanna W. Pflaum; Herbert J. Walberg; Myra L. Karegianes; Sue P. Rasher EducaBonal Researcher, Vol. 9, No. 7. (Jul. -‐ Aug., 1980), pp. 12-‐18. Stable URL: h(p://links.jstor.org/sici?sici=0013-‐189X%28198007%2F08%299%3A7%3C12%3ARIAQA%3E2.0.CO%3B2-‐9 Coopera[ve Learning Robert E. Slavin Review of EducaBonal Research, Vol. 50, No. 2. (Summer, 1980), pp. 315-‐342. Stable URL: h(p://links.jstor.org/sici?sici=0034-‐6543%28198022%2950%3A2%3C315%3ACL%3E2.0.CO%3B2-‐E

h(p://www.jstor.org