Tag Archives: digital learning

Technology Helping To Personalize Student Learning Experiences

SU13StudentsReportCoverBy Janet Pinto, Chief Academic Officer, Curriki

Students learn in many different ways, whether they’re a visual learner preferring pictures and shapes, or an auditory learner preferring sounds and rhythms. Oftentimes, we use a mix of learning styles and techniques to process information.

Unfortunately, traditional textbooks simply can’t meet students’ diverse learning styles, since every student has unique interests, attention spans, and needs. So how do we ensure the success of every student? The key to a personalized learning experience is technology.

A recent study from Speak Up published this month explored how K-12 students are using digital tools and resources to enhance their schoolwork activities.

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Infographic- The New Digital Learning Playbook: Mobile Learning

Key findings from this year’s report entitled The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations include:

  • Girls outpace boys in use of many digital tools for learning, particularly the socially based tools like texting and collaborating online.
  • 29 percent of high school boys say that they are very interested in a job or career in a STEM field, but only 19 percent of girls say the same.
  • Students continue to report less regular interaction with traditional social networking sites like Facebook, while 44 percent of students in grades 6-12 report using social media apps like Instagram, Snapchat and Vine. Nearly one-third of high school students reported using Twitter.
  • One-quarter of students in grades 3-5 and nearly one-third of students in grades 6-12 say that they are using a mobile device provided by their school to support schoolwork.
  • In four years, the percent of middle school students taking tests online increased from 32 percent to 47 percent.
  • High school students reported a mean average of 14 hours per week using technology for writing.
  • Only one-third of middle school students say that for schoolwork reading, they prefer to read digital materials rather than printed materials; more than half, however, say online textbooks would be an essential component of their “ultimate school.”
  • Digital equity, including to student access to the Internet outside of school, is a growing concern among district technology leaders with 46 percent saying it is one of the most challenging issues they face today (compared to just 19 percent in 2010).

With the right access to different kinds of educational resources that fit different learning styles, we can allow children to learn at their own pace using various learning methods that meet their individual needs. We have an opportunity to customize education for students everywhere and to provide the education they need to shape their futures.

Homework Horror?

janetpic_preferred_croppedBy Janet Pinto, Chief Academic Officer, Curriki

Is the homework burden in American schools becoming heavier? Articles in the past 3 years in Atlantic magazine and The New York Times and a CNN story as well have raised this specter. But these stories, while accurate in their own particulars, look to be anecdotal and not statistically representative of the broad population of K-12 students. And this is not the first time such concerns have been raised – the debate has continued for at least the past 100 years.

The CNN story drew from a study which was biased by design. It used a small sample of upper middle class and highly competitive high schools in California, over half of which were private schools. In fact the name of the study was “Nonacademic Effects of Homework in Privileged, High-Performing High Schools”!

A further source of bias is that not all students in the chosen schools responded. The ones who did may have been in more of a mood to complain, or even brag about, their heavy homework loads. These are some of the most academically gifted students, who are striving to enter some of the most elite universities in the country and the world.

In Cupertino, California, where Curriki’s offices and Apple’s headquarters are located, many of the students have parents who are top engineers in Silicon Valley. These engineers were chosen from the best and brightest from China, India, the U.S. and the rest of the world. And such parents tend to push their children toward academic achievement. The Cupertino school district has a high school which was recently ranked #109 in the U.S., out of over 21,000 public high schools.

There have been a number of studies of homework, and they indicate on average that most students have less than an hour of homework, even in their senior year of high school. Trends in homework over the past three decades have been reported in the National Assessment of Educational Progress. The assessment is part of the 2014 Brown Center Report on American Education from the Brookings Institution. See the table below, taken from the report, and which summarizes findings from a period of almost 3 decades beginning in 1984. Consistent with other studies, the latest NAEP report indicates that, on average, most students have less than an hour of homework, even in their senior year of high school. According to these results, only one such student in 8 has more than 2 hours of homework. At age 9, only one student in 20 has more than 2 hours of homework.

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Here is a description of the 10 minute per grade-level guideline, from the Wikipedia article on homework:

“A review by researchers at Duke University of more than 60 research studies on homework between 1987 and 2003 showed that, within limits, there is a positive interaction between the amount of homework which is done and student achievement. The research synthesis also indicated that too much homework could be counterproductive. The research supports the ’10-minute rule’, the widely accepted practice of assigning 10 minutes of homework per day per grade-level. For example, under this system, 1st graders would receive 10 minutes of homework per night, while 5th graders would get 50 minutes’ worth, 9th graders 90 minutes of homework, etc.”

So, in fact, the level of homework by grade level has been relatively stable for the past 3 decades. It will be interesting to see if major trends such as digital learning, flipping the classroom, and Common Core have any effect on the average amount of homework that students are assigned, or actually do.

Curriki is here to help with homework! Here you can find a long list of helpful resources for students that have to do homework, whether it’s a little or a lot!

References:

http://educationnext.org/homework-horror-stories/

http://www.brookings.edu/research/reports/2014/03/18-homework-loveless

http://www.tandfonline.com/doi/pdf/10.1080/00220973.2012.745469 – “Nonacademic Effects of Homework in Privileged, High-Performing High Schools”

 

New SATs – Leveling the Playing Field

janetpic_preferredBy Janet Pinto, Chief Academic Officer, Curriki

The College Board has announced major changes to the SAT format (sometimes called SATs, and officially the SAT Reasoning test) beginning in 2016. The test is very widely used in college admissions in the U.S. Many have argued that the results of the test are given too high a weight in admissions. Research indicates that high school grades are much better correlated with college performance than SAT scores. But the SAT is here to stay, and will remain of major importance in determining where high school graduates can attend college or university. The new set of tests will revert to a maximum score of 1600 based on the combination of the math and the English reading/writing sections. The essay portion of the exams will remain, but become optional, while also more rigorous.

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Much of the motivation toward redefining the test is in an attempt to level the playing field and deliver opportunity for students coming from various economic and cultural backgrounds. See the College Board web site for their thoughts around this issue. There is an excellent article from the NY Times discussing the story of how the new version of the SAT came to be.

In addition to the issue of how much to weight the SAT and its competitor, the ACT, are given in admissions, there have long been concerns that the affluent have a double advantage in taking either of these tests. First, they are generally attending better schools than less privileged students, and have been exposed to more difficult concepts in math and more difficult vocabulary. And second, a whole SAT preparation industry has been around for decades – almost since the first SAT was introduced in 1926 – to help students improve their scores on the exams.

Many students attend training sessions for several weeks in the hopes of gaining an edge by increasing their scores by 20 or even 50 points per section. Some firms in the test preparation industry offer money back guarantees of improving scores by 50 points per section, although research indicates that the average gain from such preparation is a total of 30 points across the current 3 sections of the SAT. Still, even a modest improvement can be the difference between getting in to that higher ranked school or not. The courses easily run several hundreds of dollars, and the parents of students from lower economic strata generally cannot afford to send their children to these SAT preparation sessions.

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In order to help level the playing field, the College Board and the Salman Khan Foundation have announced an initiative to make freely available SAT preparation materials and videos via the Web. Here’s a brief video including an interview with Salman Khan.

Curriki applauds this initiative from these two organizations. We would also like to let you know that there are a number of SAT-related resources on Curriki. Just go to our site and search for “SAT” and you will find resources such as:

1. Vocabulary resource – http://www.curriki.org/xwiki/bin/view/Coll_trish1/SATpreparationshelpfulforenglish

2. Vocabulary and SAT prep – http://www.curriki.org/xwiki/bin/view/Coll_Group_NassauBOCESCurriculumAreaProjectsCAP/Gr10-12VocabularyandSATPrep

3. Word Dynamo – http://www.curriki.org/xwiki/bin/view/Coll_jennifermorgan/SATStudyGuidesWordDynamo

DIgital Learning Day is February 5th

KimJonesimageBy Kim Jones, CEO, Curriki

Digital Learning Day is next Wednesday, February 5th. The goal of Digital Learning Day is to give every child the opportunity “to learn in a robust digital environment everyday”.


A virtual conference and live webcasts will be held from 11 AM to 4 PM EST, and hosted from the Library of Congress in Washington, D.C. Here’s where you can register. The conference will highlight effective use of digital learning, with topics including:

  • Lesson plans, games
  • Live chats with experts
  • Interactive polls of the audience
  • Informational videos on demand
  • Virtual trade show

The event will include leaders from government, education leadership and corporations active in the field of education, plus executives from major education organizations. And an exciting “Power Panel” will be moderated by Judy Woodruff of the PBS NewsHour.

There are hundreds of organizations and corporations involved with Digital Learning Day. Major corporate partners include AT&T, Intel, McGraw-Hill and Microsoft, among others. The national core partners are listed here. There are new partnerships with the NEA and the National PTA.

Each of the 50 states in the U.S. is also hosting its own statewide event.

Here’s one teacher’s experience with digital learning and flipping his classroom during the past year. He’s had great results even though his class has a large number of students new to the U.S.

You can learn all about Digital Learning Day here. Don’t miss the video highlights for this year’s event and from the 2012 and 2013 events, found here.

When is the Best Time to Test?

By Janet Pinto, Chief Academic Officer, Curriki janetpic_preferred_cropped

In the U.S. it seems that testing requirements in public school systems only increase, never decrease, due to mandates such as No Child Left Behind and Race to the Top. The educational-industrial complex promoting standardized testing loves this.

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Standardized testing is done primarily after learning, and thus it is a style of testing to determine if learning has occurred.

This type of testing happens with a significant time lag, on time scales of weeks or months after the learning happens.

Standardized tests do not enhance cognitive abilities, according to this article from the Huffington Post.

A large testing industry has grown up around this type of after-learning evaluation. But is this the best way to test? To what degree does it improve learning? Or is it really just an evaluation methodology for sorting students while in school, and toward college or future career alternatives?

Testing inside the Learning Loop

Wouldn’t it be better to “test inside the loop”, while learning is happening? This provides the opportunity to accelerate learning and to quickly identify shortcomings. Learning becomes more individualized since testing which is intrinsic to the learning process allows for quick review, adjustments and corrections. It also facilitates the coaching role that teachers increasingly are assuming with flipped learning and project-based learning methods.

Quizzing during learning helps students focus. See this article discussing experimental results, from a cognitive psychologist at Harvard University:

http://arstechnica.com/science/2013/04/testing-students-during-video-lectures-improves-learning/

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Now we are talking about time scales of minutes, hours, or the next day. Feedback is immediate, students see how they are doing right away. And they can re-read the specific areas that cause them trouble, and ask clarifying questions. On the other hand, as soon as they have the content sufficiently mastered they can move to the next lesson right away.

That’s what coaching is, in any case. It’s about real-time checking and feedback within the learning process. And it’s already established that individualized coaching can provide a two standard deviation boost in performance. Every teacher does this with his or her students, checking for understanding, but in traditional classroom environments, the feedback is limited. Many students choose to not respond in a group setting  when they don’t understand something.

There are over 54,000 resources freely available on Curriki which can be used to support more individualized learning and project-based learning (PBL). Here’s a video about PBL, which generally employs testing embedded within the learning process. In this case testing is used to enhance learning itself, not simply measure what was learned afterwards!

Images: Wellcome Library, London, CC-BY 2.0 license

Curriki Continues Rapid Growth

KimJonesimageBy Kim Jones, CEO, Curriki

Thank you to our members and user community! Because of you, Curriki has continued to grow rapidly during 2013. We have surpassed a third of a million in membership (educators, students and parents) and are on track to exceed half a million members during 2014. The recent growth rate in membership is fully 28% per year.

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We have had over 9 million unique page views, which is triple the number from 3 years ago. And recently, usage of Curriki from mobile platforms has been growing rapidly. And during 2013, the number of free online resources at Curriki has grown to more than 53,000.

Usage of Curriki is growing very rapidly internationally. The top countries for Curriki are in North America, South Asia, Southeast Asia (the 10 ASEAN nations) and in Africa. The most rapid growth today is occurring in the ASEAN countries of Indonesia, Philippines, and Malaysia. Open educational resources (OER) can play a special role in developing nations with limited budgets for the latest curricular materials.

While the large majority of our materials are in the English language, we encourage content contributions in all languages.

The top 8 countries accessing Curriki resources at present are:

  1. U.S.
  2. India
  3. Philippines
  4. Malaysia
  5. Sri Lanka
  6. South Africa
  7. Canada
  8. Indonesia

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We have recently introduced a full high school course in Curriki Geometry to accompany our previously released Curriki Algebra 1 course. Curriki Algebra 1 was evaluated by the Office of the Superintendent of Public Instruction for the State of Washington in the U.S. This was a rigorous evaluation process of half a dozen OER algebra courses. Curriki Algebra 1 scored highly, including a strong rating for promoting deeper learning. Both of these courses, like all Curriki materials, are absolutely free to educators and students around the world.

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Thanks to you, we expect continued rapid growth for Curriki during the next few years. We encourage you to contribute resources, or contribute financially if you are able. And we encourage everyone to continue to look to Curriki for new, free, open educational resources that can be used in your classrooms and schools. Encourage your friends to join, or if not a member already, please join at welcome.curriki.org!

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