In a previous post, I described my first steps toward creating a gamified math class using Khan Academy. I didn’t set out with gamification as a
Gamifying my 5th grade math course has been one of the most exciting and rewarding experiences of my teaching career. After introducing gamification, I am finding
Taking the first step to gamified learning can seem overwhelming, especially if you are the type of teacher who likes to create everything from scratch.
It’s hard to attend an education conference, especially an EdTech conference, these days without hearing about Gamified Learning. As with any buzzword, it can be
While it may seem paradoxical for students to work at their own pace and meet content standards, students can learn so much more effectively when work is targeted at their level. Leveled groups are most successful when students are grouped accurately and teachers facilitate effectively.
When we deliver information to our classes via lecture, we often wonder how much they are ‘picking up what we’re putting down.’ When the assessment comes days or weeks later, it can be hard to tell whether a student’s difficulties come from attention, comprehension, or retention.
In this third and final section, we’ll consider ways to use data and data-driven platforms to personalize instruction for individual students.
In this week’s post, we will look at some ways that data can help us plan for whole group or small group lessons. I tend to interpret my class data by starting with a broad overview and “zooming in” to understand more specifics.
The gap between what we “teach” students and what they “learn” should be familiar to any classroom teacher. Good assessment shows us what students understand and retain; the importance of data can not be discounted.
