Ccs scurve.pptx

7/30/13

1

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

Presentation
!
Cracking
the
Curve,

Breaking
the
Bell

Common

Core

Machines
&

Materials

Learners

Non-‐cogniFve

skill
builders

7/30/13

3

mediafesFval.org
“That’s
So
Chocolate
Bar”

mediafesFval.org
“Draw
My
Life”

7/30/13

4

www.mediafesFval.org

linkyy.com/StealThisFesFval

case
sensiFve

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

7/30/13

5

Math
Story

h"p://www.schooltube.com/video/d95ﬀ612cc36cadfed7b/The%20MulBplicaBon%20Kid

teacher
Mark
Ellis,
gr.
3
mediafesFval.org

“The
MulFplicaFon
Kid”

7/30/13

6

Toontastic

7/30/13

7

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

7/30/13

9

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”

7/30/13

10

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucFonal
Material

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  InstrucFonal
Material

IV.  Teacher

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

7/30/13

11

#MysterySkype

7/30/13

12

Six
months
later

Their
ﬁrst
tweet

7/30/13

13

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucFonal
Material

7/30/13

14

Thanks,
Max
Brooks

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucFonal
Material

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

7/30/13

15

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

7/30/13

16

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

Flying
neatly
over
the
data…

7/30/13

17

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucFonal
Material

Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucFon
as
EﬀecFve
as
One-‐to-‐One
Tutoring"
two-‐sigma.pdf)
,
EducaFonal

Researcher,
13:6(4-‐16).
Retrieved
from
"h(p://en.wikipedia.org/w/index.php?
Categories:
EducaFonal
psychology
EducaFon
theory

en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3

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.

7/30/13

18

From
Oxford,
England

h(p://www.youtube.com/watch?v=dk60sYrU2RU

From
Sugar
Mitra
TED
talk

7/30/13

19

Rural
vs
Urban
India

Young
learner

Young-‐ish
learner

7/30/13

20

Teacher
Survey
Data

Purchasing

Apps

App

Upgrades

Data

ReporFng

Safety
and

Security

Wireless

Access

Installing

Apps

Data

Transfers

No

Issues

The
grail:
Bloom’s

“2
Sigma
Problem”

Bloom’s
“Objects
of
change

process”

I.  Home/Peer
Group

II.  Learner

III.  Teacher

IV.  InstrucFonal
Material

Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucFon
as
EﬀecFve
as
One-‐to-‐One
Tutoring"
two-‐sigma.pdf)
,
EducaFonal

Researcher,
13:6(4-‐16).
Retrieved
from
"h(p://en.wikipedia.org/w/index.php?
Categories:
EducaFonal
psychology
EducaFon
theory

en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3

7/30/13

21

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

Lexile
point
gain
equivalent

with
self-‐reading
text.

200

?

7/30/13

23

The
nose
knows.

Finally:
How
personalized
can

resources
be?

7/30/13

24

The
nose
knows.

Finally:
How
personalized
can

resources
be?

Screen
Shot
Google

7/30/13

25

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

Presentation
!
Cracking
the
Curve,

Breaking
the
Bell

7/30/13

26

The
FantasBc
Flying
Books
of
Morris
Lessmore

Imag.N.O.Tron

App!
Book!

7/30/13

27

Aurasma

Word
Lens
(translaFon
app)

Free
app
–
but
buy
dicFonaries

7/30/13

28

Push
Pop
Press.

TED
talks
Mike
Matas
“Our
Choice”
by
AL
Gore

More
if
there
were
Fme…

7/30/13

30

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

7/30/13

31

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

7/30/13

32

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

Schools

2008
–
2010
Science
Turnaround

7/30/13

33

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

Strategy

140,000
Students

10,000

Teachers

180
Schools

52%
Economically
Disadvantaged

7
Learning
CommuniFes

1
Test

100
Days
of
Professional
Development

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

Case
studies
with
digital
resources

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

7/30/13

34

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

7/30/13

35

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=pushFileguidAssetMediaFileId=98a1d371%2D9838%2D4fac%2Df4d8%2Dcd7add869a30

7/30/13

36

Download
the
study:

Download
the
study:

7/30/13

37

More
from
Bloom’s
study

7/30/13

38

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

Ccs scurve.pptx

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