What we know…. Use Lisa’s call in number 3 1 Instructional Multiplier Customized and Adaptive...
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Transcript of What we know…. Use Lisa’s call in number 3 1 Instructional Multiplier Customized and Adaptive...
What we know….
Use Lisa’s call in number
3
1
Instructional Multiplier
• Customized and Adaptive
• Scaffolded Support
• Active Engagement
• Accelerated Learning
Initial Placement: Math
5
Diagnostic Exercises
Cours
e L
evel
Student A
4.38
Student C
2.25
Student B
3.00
Student D
1.25
AdapTutor Model in MathThe AdapTutor model eliminates the random aspects of ordered navigation decisions because it takes into account the course content, the student, and the student's progress.
6
Math• Focus on Deep Understanding
Reading
• Focus on Close Reading
Standards SupportExample: What is the relationship between paragraphs 2 and 3 in the passage?
Standards SupportFor graphic response items, draw a line between matching words or phrases.
Standards SupportFor editing tasks, choose the correct word or phrase to fill in each blank.
Initial Placement in Reading
12
Diagnostic Exercises
Student A
3.50
Student C
5.50
Student B
4.00
Student D
4.50
Pass
ag
e L
exile
Level
Fourth Grade Students
13
Unparalleled Precision
Standards Mastery
Predictive Power
Real-Time Data: Class-Level Gain
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
Teacher 6
Teacher 7
Teacher 8
School-Level Proficiency Prediction
Student-Level Prediction
Learning Resources
What I need to know….
21
2
On The Horizon: Reading
• Updated User Interface K-8
• 300 New/Updated K-2 LOs
• Java Removed
• Flash Removed
• New MATH content
User Interface
Global buttons moved to top
User Interface
Tools moved to side bar
Scroll function built in
User Interface
Page navigation at bottom
New K-2 Content
• Pearson Editorial Team
• Developmental Appropriateness
• Continuum of Support
• Explicit and Systematic
K-2 Phonics
User Interface: Math
• Consistent layouts to reduce load
• Feedback text and icons
• Visual Cues for Item Types
• Additional item types
User Interface: Math
New Math Content
• Integration of mathematical practices in new LOs
• Developmental Appropriateness
• Continuum of Support
• Explicit and Systematic
