Sophia Thomas, teacher, discusses the benefit of being able to view daily goals on her dashboard.
Transcript: Sophia Thomas: So that shows up on my teacher dashboard. That gives me an idea of what exactly the student is working on or is planning to work on in class that day. It also allows me to see what students are actually in the same place. So, if I need to pull groups together, that’s a possibility from that as well.
Using Data to Improve Small Group Instruction at LPS.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
Example of how students would use the support model in class.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
Overview of support model at LPS.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
In this audio clip, you’ll hear students discuss how they support each other in class.
Transcript:
Student: Try it. Yeah. But like the factor that are numbers you multiply to get the answer.
Teacher: I ask what was – what interest…
Student: Yes. Oh, I was trying to explain to him the greatest common factor, like how do you find the greatest common factor.
Student: See, I told you.
Teacher: How did you know he was working on that? Or how did he know you knew that?
Student: I’m already past this unit. So we have units and he’s on Unit Three and I’m already finished with Unit Three.
Teacher: And how did you know she was already done with Unit Three?
Student: Because we’re all in a group and we like – we basically know what unit we’re in.
Teacher: You check in with each other?
Student: Yeah.
Student: Trying to help each other out.
Student: We usually first ask our peers that are close to us to see if they can help us. Today, I needed help on my writing task and I asked Daphne. She really helped out. I understood it.
Interviewer: How did you know she could give you the right help?
Student: I knew she could give it because she’s more advanced in the unit than me. She’s in unit five and I’m in unit three.
Interviewer: How do you know she’s on unit five?
Student: Every time I grade her writing task I see what unit she’s in and how she’s working on it.
Example of multiple learning resources for a learning objective.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
Leveraging Data to Improve Instruction at LPS.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
Sophia Thomas, teacher, shares how data from online assessments helps her make faster and efficient decisions about supporting students.
Transcript: Sophia Thomas: the fact that there is this immediate feedback that kids get. Without this model I could not do that with the effectiveness that’s happening. It would take me a day or two just to grade, exit, take it by hand or grade formative assessments by hand and figure out that the whole class is struggling with this thing. Now I can look at the data and I can see they’re all struggling with are fractions on the number line? This is something I can do as a whole group.
Student Example: Generating Real Time Data at LPS.
LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS has worked with Gooru to create Navigate Math, a free tool any school can use. These screencasts cover strategies that can be applied through both Google Sheets and Navigate Math, though the latter is used in screencasts for demonstration purposes.
Sophia Thomas, teacher, explains how students at LPS are able to choose when they take a mastery assessment.
Transcript: Sophia Thomas: The biggest thing is they choose when they take their summative assessment. With this model, every single kid is at the place that they need to be at, learning at the pace that they need to be learning. They feel a sense of satisfaction. There’s no longer anxiety when it comes to taking an assessment because you know you’ve learned the material. You’ve spent enough time. You are ready to take that assessment.
