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

Editor's Notes

• #8: The Steering Committee has spent most of its time and energy in the first two stages so that we know our Strategic Plan is aiming in the right direction for the next five years. The draft Strategic Plan you are receiving expresses our priorities in terms of achievements, and explains the needed assessment evidence that will be collected to determine success. These two steps had to be completed prior to developing the specifics of a detailed Strategic Plan.
• #9: The Steering Committee has spent most of its time and energy in the first two stages so that we know our Strategic Plan is aiming in the right direction for the next five years. The draft Strategic Plan you are receiving expresses our priorities in terms of achievements, and explains the needed assessment evidence that will be collected to determine success. These two steps had to be completed prior to developing the specifics of a detailed Strategic Plan.
• #11: These are the 3 planning stages the Steering Committee has used to develop the Strategic Plan. First, we used our Mission, Vision, and Commitments to frame our goals. Next, we established the indicators of success for judging progress. The third stage gets into the specifics of a plan, outlining actions that need to happen to accomplish the goal.
• #12: The Steering Committee has spent most of its time and energy in the first two stages so that we know our Strategic Plan is aiming in the right direction for the next five years. The draft Strategic Plan you are receiving expresses our priorities in terms of achievements, and explains the needed assessment evidence that will be collected to determine success. These two steps had to be completed prior to developing the specifics of a detailed Strategic Plan.
• #23: Here the buckets help students “play with” the numbers – which is critical for meaning making and developing proper mental models of numbers.If a student grabs a pencil or calculator for these problems, then we have not accomplished our goalsDreamBox helps students use nicer numbers innately, rather than thinking “9 + 2 = 11, so I’ll need to carry the 1.”
• #53: All of the work begun with multiplying on an array in 3rd grade pays off now that we’re multiplying fractions. Students mostly learn “just multiply the top numbers and multiply the bottom numbers” but have no real idea why that works. Here, students actually build fractions and fractions of fractions on an array. Just like back in 3rd grade, we choose the problems and problem sequences strategically. Problems are randomly generated, but only within the defined parameters set by DreamBox teachers. The relationships are the focus. This array shows that 5/12 x 2/3 = 10/36. But we also go ahead and ask students a question that can’t be represented on this array: 13/12 x 2/3.
• #54: All of the work begun with multiplying on an array in 3rd grade pays off now that we’re multiplying fractions. Students mostly learn “just multiply the top numbers and multiply the bottom numbers” but have no real idea why that works. Here, students actually build fractions and fractions of fractions on an array. Just like back in 3rd grade, we choose the problems and problem sequences strategically. Problems are randomly generated, but only within the defined parameters set by DreamBox teachers. The relationships are the focus. This array shows that 5/12 x 2/3 = 10/36. But we also go ahead and ask students a question that can’t be represented on this array: 13/12 x 2/3.
• #55: All of the work begun with multiplying on an array in 3rd grade pays off now that we’re multiplying fractions. Students mostly learn “just multiply the top numbers and multiply the bottom numbers” but have no real idea why that works. Here, students actually build fractions and fractions of fractions on an array. Just like back in 3rd grade, we choose the problems and problem sequences strategically. Problems are randomly generated, but only within the defined parameters set by DreamBox teachers. The relationships are the focus. This array shows that 5/12 x 2/3 = 10/36. But we also go ahead and ask students a question that can’t be represented on this array: 13/12 x 2/3.
• #56: All of the work begun with multiplying on an array in 3rd grade pays off now that we’re multiplying fractions. Students mostly learn “just multiply the top numbers and multiply the bottom numbers” but have no real idea why that works. Here, students actually build fractions and fractions of fractions on an array. Just like back in 3rd grade, we choose the problems and problem sequences strategically. Problems are randomly generated, but only within the defined parameters set by DreamBox teachers. The relationships are the focus. This array shows that 5/12 x 2/3 = 10/36. But we also go ahead and ask students a question that can’t be represented on this array: 13/12 x 2/3.
• #57: DreamBox is highly effective because the program breaks down the wall between assessment and instruction. Unlike other programs DreamBox does not have students take one large static assessment at the beginning of the program to determine where a student should begin working, but instead assesses students continuously as they work through our curriculum, both before a student starts any new unit within the program AND within lessons, and DreamBox adjusts the student’s learning path based on these assessments dynamically. Before a student begins working on any new unit within DreamBox-they take a quick 8 to 12 question ‘pretest’ on the most difficult requirements of that unit. The pretest looks like any other lesson- so students don’t realize they are taking a test. DreamBox is able to very quickly asses if a student understands a concept, or if a student does not understand a concept and needs to move into the adaptive lessons within a unit. The integration of assessment and instruction ensures that DreamBox captures any gaps in student understanding—and fills those gaps, AND also ensures students who already know concepts are able to skip those concepts and move on to new lessons. For example, one Kindergarten student may already know how to compare 1 to 10, but not how to build 1 to 10 optimally. DreamBox makes sure that each student is working in their ‘just right’ optimal learning zone– skipping concepts they already know to work on new math concepts and challenges. This helps teachers maximize every instructional minute-and helps students close the achievement gap.
• #74: Student choice, but limited to options from professional, experienced teachers.
• #75: Lastly, we get to the generalized distributive property lesson – a 6th grade Common Core Standard that actually is a challenge for many Algebra 1 students. We bring in variables and students realize that “FOIL-ing” – which we never call it in the product for a number of good reasons – is nothing more than the partial products they’ve been doing since 3rd grade – it’s the same as the multiplication algorithm, too. It’s a natural progression with connections to much of their prior knowledge. When you think of middle and high school teachers showing students how to FOIL – and maybe wondering why kids struggle with it – we should think about all of these many lessons, models, and very strategic lessons that have been built into DreamBox for students to work with over the course of 4 years. When we talk about gaps in student understanding or holes in prior knowledge, we oversimplify the complexity of what’s lost by thinking “skill gaps” are easily remedied. Students need to access great models and manipulatives over the course of many years as they develop into mathematicians.
• #76: Lastly, we get to the generalized distributive property lesson – a 6th grade Common Core Standard that actually is a challenge for many Algebra 1 students. We bring in variables and students realize that “FOIL-ing” – which we never call it in the product for a number of good reasons – is nothing more than the partial products they’ve been doing since 3rd grade – it’s the same as the multiplication algorithm, too. It’s a natural progression with connections to much of their prior knowledge. When you think of middle and high school teachers showing students how to FOIL – and maybe wondering why kids struggle with it – we should think about all of these many lessons, models, and very strategic lessons that have been built into DreamBox for students to work with over the course of 4 years. When we talk about gaps in student understanding or holes in prior knowledge, we oversimplify the complexity of what’s lost by thinking “skill gaps” are easily remedied. Students need to access great models and manipulatives over the course of many years as they develop into mathematicians.
• #77: DreamBox Learning’s intelligent adaptive learning program accelerates student learning. DreamBox combines a rigorous mathematics curriculum, motivating learning environments and an intelligent adaptive learning™ engine which has the power to deliver millions of individualized learning paths- each one tailored to a student’s unique needs.The result is a program that supports teachers in differentiating instruction for each student in the class, and truly personalized instruction for every student, from struggling to advanced, enabling each child to excel in mathematics. And DreamBox supports teachers and administrators with real time reporting on student progress and proficiency.