The post Evaluation Research of DreamBox Learning Garners Recognition appeared first on DreamBox Learning.

]]>DreamBox Learning is committed to being a leader in efficacy research, which is why I’m proud that Digital Promise has awarded research of DreamBox Learning with Honorable Mention for Evaluation Research in their Research-Based Products Campaign. This recognition is an exciting acknowledgement of our dedication to efficacy research and participation in independent studies that verify the demonstrable achievement gains that result when students use DreamBox Learning Math.

Recognizing the contributions of pioneers in ed-tech and digital learning, Digital Promise—an independent nonprofit organization committed to spurring innovation in education—launched a series of awards showcasing examples of how companies like DreamBox use and conduct research to build better products and services in three categories: Learning Sciences, User Research, and Evaluation Research. The award criteria for the Evaluation Research category were based on the rigor of the research design and methodology as well as a product’s real-world use. DreamBox was awarded Honorable Mention for a recent third-party study that was independently funded and conducted by the Center for Education Policy Research (CEPR) at Harvard University. This study found that DreamBox Learning Math is associated with improvement in math achievement for students in Grades 3–5. The study examined NWEA MAP, PARCC, and other state test scores of nearly 3,000 students in Howard County Public School System in Maryland and Rocketship Education in California. The study found that students improved nearly 4 percentile points after just 14 hours of DreamBox usage.

I’m also proud that an earlier third-party research study of DreamBox in Grades K–1 has been highlighted as an exemplary research study by the Mathematica Center for Improving Research Evidence. To better equip educators to conduct their own research of digital programs, the U.S. Department of Education created the Ed Tech Rapid Cycle Evaluation (RCE) Coach. This digital tool references a Mathematica report entitled “Understanding Types of Evidence: A Guide for Educators” that dissects different types of reports in order to help educators understand which product claims are actually supported by research and which are merely speculative, potentially misleading, or mainly for marketing purposes. Mathematica’s report points to an SRI International study of DreamBox as a strong example of causal evidence from an independent evaluation. Because that study was a Randomized Controlled Trial with a statistically significant finding of a 5.5 percentile point improvement as measured by the NWEA MAP assessment after 21 hours of DreamBox usage, Mathematica refers to the study as an example of the “gold-standard for establishing causal effects” of a curricular program. This SRI International study of DreamBox was also reviewed and validated by the What Works Clearinghouse; the study met their research standards without reservations.

For further support with research, I’ve created two other tools that help educators evaluate research studies and curricular programs: Finding What Works in Learning: A Rubric for Analyzing Research Studies of Curricular Programs and Best Practices for Evaluating Digital Curricula.

There will always be a need for more research that evaluates the efficacy of ed-tech solutions, and at DreamBox Learning we are proud to be at the forefront of this much-needed advancement in our ever-growing and evolving industry. We are honored to have participated in the research study conducted by CEPR at Harvard University and to be recognized by Digital Promise. We are excited to have independent evaluations that not only speak to DreamBox’s impact on improving student achievement, but are also recognized as strong studies in our field. To learn more about how research plays a key role at DreamBox Learning, read the full Harvard study and the SRI International study. To see the full roster of Digital Promise award winners, you can view the list here.

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]]>The post Digital Content Leads to More Effective Teacher Practice appeared first on DreamBox Learning.

]]>Read the full study to learn how teachers using digital content can more effectively personalize learning and differentiate instruction.

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]]>The post Game On: Fall Math Challenge Is Here! appeared first on DreamBox Learning.

]]>If you haven’t yet registered for the challenge, now’s the time to do it as registration closes October 28. The benefits of participating go beyond the cool prizes! Just ask Daniel Herrero’s kindergarten ELL class at Maclary Elementary School, who took home a prize in the 2016 Spring Challenge. Using DreamBox in English and Spanish, his class collectively completed 7,573 DreamBox lessons and exhibited a 95 percent growth in DreamBox for the 2015–2016 school year. Check out their story here.

**Make sure your students complete as many lessons as they can in DreamBox. **Regional and National Grand Prize winners will be announced in two categories: new DreamBoxers and returning DreamBoxers. Visit the official contest webpage and read the full contest terms and conditions.

- Print out calendars and give them to your students so they can track their usage. Be sure to have them set goals!
- Print out the parent letters from your Insight Dashboard and send them home so parents know how to help students log in at home.
- Have a brainstorm session with your students where they can share ideas on how they can get more DreamBox time. Here are a few ideas to get you started:
- Morning work time while waiting for students to arrive on campus
- While waiting for a sibling to finish soccer practice
- At the library
- During indoor recess on rainy days
- Trade 30 minutes of watching cartoons on the weekends for 30 minutes of DreamBox

Regardless of when, where, or how, it’s time to start the most exciting challenge of this semester. Good luck and have fun!

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]]>The post Why Enhanced Reporting for More Effective Teacher Practice and Differentiated Digital Lessons Matters appeared first on DreamBox Learning.

]]>How do you measure and collect evidence of a student’s thinking and understanding in mathematics? And equally important, as you’re collecting evidence of a student’s learning and understanding, how do you meaningfully report that student’s progress and proficiency? Given that these are two of the key questions that drive our curriculum development and educator experience at DreamBox Learning, our team is honored to learn that our approach to those questions is worthy of another award. As recipients of Tech & Learning’s Best Upgraded Product Award for Excellence, DreamBox continues celebrating our 10th year of improving student achievement in mathematics with a new accolade to add to our total of more than 40 industry awards. We are extremely proud of the innovations and inspirations that drive us, and I’d like to describe two of the award-winning improvements to you: new natively digital lessons and new reporting for learning guardians.

At some point many decades ago, it was decided that student achievement in math would largely be measured by standardized multiple choice, often low-level skill mathematics problems. Such assessments are extremely limited in their ability to uncover a student’s thinking or ascertain a student’s depth of understanding. Despite their inability to accurately yield evidence of deep student learning, these tests continue to be used because they are relatively easy to administer at scale and are extremely efficient to score. Many tests even claim to determine “mastery,” even though “Benjamin Bloom, the founder of modern mastery learning, nowhere defined mastery” (Wiggins, 2013). Most educators would agree that no matter how we might define mastery, it *could not* be assessed via a single-sitting multiple-choice quiz or test.

As Grant Wiggins also noted in 2013 about common misuses of the idea of mastery,

Rather than designing backward by establishing complex, worthy, and valid tasks on which students must demonstrate high-level ability (Wiggins & McTighe, 2005), schools too often reduce mastery to a high grade on a simplistic and nonvalidated assessment.

Unfortunately, even with the advent of new technologies and more tools to collect evidence of student thinking and understanding in mathematics in ways that aren’t possible *without* a digital environment, many education institutions still use antiquated techniques of measurement. In most cases, these techniques only provide educators with summative data a few times per year, and teachers aren’t even able to view the kinds of questions students were asked on the assessment. Yet teachers are expected to use this outdated, limited information for formative purposes in the classroom.

In DreamBox Learning Math, our virtual manipulatives and lessons make student thinking visible, and therefore collect evidence not only about *what* a student answers but also *how* a student answers and persists. Two of the innovative curriculum updates that Tech & Learning reviewed when choosing awardees were DreamBox’s new geometry construction lessons and polynomial array lessons.

*Geometry Construction Lesson*

These lessons continually observe each student’s sense-making and understanding with open-ended digital tools and manipulatives instead of multiple-choice, low-level skill questions. This design enables the teachers and curriculum designers at DreamBox to provide each student with real-time formative feedback that takes into account how that unique student is thinking during the lesson. This personalized learning design ensures DreamBox is not simply collecting evidence of understanding—DreamBox is actually cultivating and causing deeper understanding as well. And with our newly enhanced reporting, teachers can access the lessons to see the types of questions and tasks that were presented to each student.

Also decades ago, it was decided that certain conventions would be used as the primary means of reporting student proficiency in mathematics: percentiles, age-based bell curves, percentages of correct answers, and distilling a student’s entire mathematical proficiency down to a single percentage, number, or letter. Indeed, these reporting conventions are simple for calculation and comparison rather than useful for meaningfully communicating actual understanding and growth. For example, how does a teacher figure out how to help a student with an ACT math score of 28 achieve a score of 31 on her next ACT test? Or what if a student in Grade 7 Math has an 86%; where does this student need to focus her energy to improve? In a more formative scenario, imagine that two students both correctly answer 7 of 10 problems on an assignment. What does it mean if one student answered the first 7 correctly while the other answered the last 7 correctly? A meaningful report should communicate something more significant about each student’s learning beyond simply that they both received a 70% on the assignment.

As Fullan and Donnelly noted in 2013 about technological innovations in assessment,

… the assessment system should be able to identify features of student behaviour and make observations on it, not in terms of binary correctness, but in the form of useful information on the ways in which the learner has engaged with the activity. Best-in-class innovations cover both formative and summative assessments; and the assessment system should show each stakeholder (student, teacher and parent) an optimal level of detail and an analysis of performance in real time. (p. 17)

As with the task of collecting evidence of understanding described earlier, despite the advent of new technologies and tools that can collect and report growth and learning, unfortunately many education institutions still use antiquated methods of reporting and thereby have not reached the standard described by Fullan and Donnelly. This reliance on decades-old reporting conventions has in some ways been exacerbated by new technologies because a percentage or diagnostic score can be even more quickly calculated using digitized multiple-choice items that, though they may be “technologically enhanced,” still remain rooted in designs for a summative test rather than being designed formatively for students as thinkers.

At DreamBox, our Insights Dashboard for teachers and other learning guardians is continually being improved and upgraded in order to distill complex information about learning and achievement into manageable and understandable reports. A major revamp of our dashboard for teachers is another update that Tech & Learning reviewed when choosing awardees. Rather than distill a student’s growth into a single number or percentage, we’ve leveraged our rich data about each student to provide teachers with classroom-level strategy group support, a real-time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student’s prior knowledge.

*Real-Time Activity Feed with Assessment Task Access*

*Classroom Strategy Groups & Differentiated Assignments*

As we continue engaging in dialogue with our partner schools and educators, DreamBox will always be improving how well we share an “optimal level of detail” that provides key insights to learning guardians.

Our team at DreamBox is inspired not only by this new recognition from Tech & Learning, but also by the recent analysis conducted by the Center for Education Policy Research at Harvard University that suggests DreamBox drives compelling achievement gains in elementary math. As we continue to enhance students’ lives and achievement, we’re excited and motivated to help teachers and other learning guardians deeply understand how their students are growing as young mathematicians.

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]]>The post Celebrate National Hispanic Heritage Month: Five Hispanic and Latino Mathematicians appeared first on DreamBox Learning.

]]>**1. Alberto Pedro Calderón (1920-1998)**

(Image credit: Wikipedia)

Calderón, widely considered one of the 20th century’s most important mathematicians, was born in Mendoza, Argentina and studied at the University of Chicago and the University of Buenos Aires. While in Chicago, he studied under Antoni Zygmund, a Polish mathematician who was an expert analyst. They went on to collaborate for more than 30 years!

Calderón and Zygmund developed the theory of singular integral operators, which was the basis for one of the most influential movements in mathematics: the Chicago School of (hard) Analysis. This school of thought emphasizes the applications of Fourier analysis to the study of partial differential equations (PDEs). PDEs are used in science and engineering to measure and describe a variety of phenomena such as sound, heat, electrostatics, and quantum mechanics.

Calderón’s original work, with and without his mentor, greatly influenced mathematical analysis and ranged over a wide variety of topics including: PDEs, interpolation theory, Cauchy integrals on Lipschitz curves, ergodic theory, and inverse problems in electrical prospection. Some of the practical applications for Calderón’s include: signal processing, geophysics, and tomography.

**2. Ruy Luís Gomes (1905-1984)**

(Image credit: Wikipedia)

This brilliant Portuguese mathematician is known as one of the leading intellectuals of the 20th century and was persecuted by the government of his homeland for his outspoken ideas and independent thinking. Nonetheless, he was committed to teaching and research, making many significant mathematical contributions and serving as a role model for a generation of intelligent, creative mathematicians.

Gomes passionately believed that teachers should be more than the transmitters of theory and act as active research agents, inspiring students to come up with their own new theories and conclusions. He was an innovator in connecting Portuguese mathematicians with mathematicians and other scientists around the globe. He believed in a global mathematics community, promoted through seminars, conferences, short courses, study and research centers and scientific societies. At the time, this idea of global cooperation was radical, and the government of Portugal did not approve. The efforts of Gomes, his associates, and his students led to the creation of two influential magazines dedicated to mathematics: “Portugaliae Mathematica,” mainly composed of research articles, and “Gazeta Matemática.” Both of these magazines are still published today by the Portuguese Mathematical Society.

**3. Pedro Nunes (1502-1578)**

(Image credit: Wikipedia)

This Portuguese mathematician is considered to be one of the most skilled and creative mathematicians of his time. He is best known for his contributions in the field of nautical navigation, as well as cartography, during a time when Portugal was discovering new trade paths and new worlds across the Atlantic Ocean. Nunes proposed the idea of a loxodrome, an arc crossing all meridians of longitude across the globe at the same angle, or a path with constant bearing as measured relative to true north. This system of measurement allowed navigating the path of shortest distance between two points. Nunes was also the inventor of several measuring devices, including the nonius, named after his Latin surname.

**4. Victor Neumann-Lara (1933-2004)**

(Image credit: Wikipedia)

This Mexican mathematician, raised in Mexico City, was a pioneer in the field of graph theory. He studied Mathematics at the National Autonomous University of Mexico (UNAM) in Mexico City, a highly regarded research institution, and then went on to teach at UNAM and other schools around the world. Neumann-Lara was a sought-after professor known for his innovative and inspiring teaching methods. He often used colored chalk and animated, graphic explanations to engage students. Neumann-Lara’s work in mathematics also covers general topology, game theory and combinatorics. In 1982 he introduced the notion of dichromatic number of a directed graph, or a digraph, in which the edges have a direction associated with them. This innovative idea is still being used to develop new mathematical theories today.

**5. Júlio César de Mello e Souza (1895-1974)**

(Image credit: Wikipedia)

Júlio César de Mello e Souza was a Brazilian writer, educator, and mathematics professor known for his entertaining books explaining mathematics, most of them published under the pen names of Malba Tahan and Breno de Alencar Bianco. Many of his most popular books incorporate mathematical word problems and puzzles into whimsical stories inspired by the Arabian Nights. His most famous work, *The Man Who Counted*, recounts the adventures of Beremiz Samir, who uses extraordinary mathematical superpowers to battle dangerous enemies and win fame and fortune.

Many educators credit Júlio César de Mello e Souza with being an innovator, far ahead of his time, for his use of stories and games to engage students in learning math skills. The Malba Tahan Institute was founded in 2004 by the Brazilian government to preserve this talented writer and mathematician’s legacy. The State Legislature of Rio de Janeiro declared his birthday, May 6, a national holiday: the Mathematician’s Day.

The post Celebrate National Hispanic Heritage Month: Five Hispanic and Latino Mathematicians appeared first on DreamBox Learning.

]]>The post Classroom Resources to Celebrate Ada Lovelace Day! appeared first on DreamBox Learning.

]]>In honor of Ada Lovelace Day, here are 9 inspiring STEM renegades throughout history—all women! And Download our free poster of Nine Women Who Changes Our World, female math pioneers including Ada Lovelace!

**1. Ada Lovelace **

**Why she’s a renegade:** Ada Lovelace has been called the “Mother of the Computer Age,” so it’s no wonder that there’s an international holiday to honor her! Ada, daughter of the renowned poet Lord Byron, was the first computer programmer.

**Her contribution to STEM:** She’s best known for writing the first algorithm designed for a machine in the mid-1800s, a century before the computer was invented, along with technology pioneer Charles Babbage.

**2. Sophie Germain**

**Why she’s a renegade:** As a young girl in Paris, Sophie’s parents forbid her to study math, a subject relegated to men in the late 1700s. When they discovered her studying mathematics on her own, they took away her candles and left the fire in her room unlit. Legend has it that Sophie studied by the light of small candles, huddled in blankets. She was also denied entry into the École Polytechnique due to her gender, and submitted a memoir to distinguished mathematician J. L. Lagrange under a male student’s name. **Her contribution to STEM:** Lagrange was so impressed that he became her mentor and she went on to establish Fermat’s Last Theorem, used as a foundation in mathematics well into the 20th century.

**3. Katherine Johnson**

**Why she’s a renegade:** This matriarch of astrophysics is still making history at 97 years old!

**Her contribution to STEM:** Johnson’s work as a physicist and mathematician at NASA’s Langley Research Center spanned from 1953 to 198

**4. Annie Easley**

**Why she’s a renegade:** Few people have the brilliance to be a mathematician and a computer scientist. To top it off, Annie Easley was a rocket scientist!

**Her contribution to STEM:** She spent 34 years (1955 to 1985) at NASA, and was influential in making modern space travel possible. She was a leading member of the team that developed software for the Centaur rocket stage, and one of the first African-Americans in her field. Easley’s secret to success? Her mother told her that anything was possible.

**5. The World War II Female Codebreakers**

**Why they are renegades: **Cryptologist Joan Clarke (pictured above) is the most famous of this brigade of thousands of British women who saved countless lives through their work as codebreakers at Bletchley Park during World War II. Recently, 70 female codebreakers have shared their stories in *The Debs of Bletchley Park and Other Stories*. By night they slept in huts so cold their flannel nightgowns froze. By day they worked in secret, in a cold and dank Edwardian Mansion, wading through reams of paper to help decode Germany’s attack plans.

**Their contribution to STEM: **Clarke was instrumental in helping mathematician Alan Turing crack the enigma code that the Nazis used in radio communications to disclose where they were planning to attack. About 12,000 people worked at Bletchley Park, and 80 percent of them were women.

**6. Dr. Jenna Carpenter, Advocate**

**Why she’s a renegade: **Dr. Carpenter, a highly regarded STEM educator, is associate dean for undergraduate studies, and director of the Office for Women in Science and Engineering at Louisiana Tech University’s College of Engineering and Science. Her title may be impressive, but it’s what she has to say about how to encourage girls to study engineering in college that blows people away! Check out Dr. Jenna Carpenter’s TEDX Talk about how to encourage girls to study engineering in college.

**Her contribution to STEM: **Dr. Carpenter is the founding dean of Campbell University’s School of Engineering, launching in 2016. She regularly advises and speaks to schools and businesses about diversity, mentoring, and professional development for women in engineering.

**7. Brittany Wenger**

**Why she’s a renegade: **When Brittany Wenger was fifteen, her cousin was diagnosed with breast cancer. Two years later, the girl computer whiz designed an artificial brain to detect signs of this devastating disease that took home first prize in the 2012 Google Science Fair!

**Her contribution to STEM: **Today, Wenger is a computer science major at Duke University. Her breast cancer test, which has its own app, is now in beta tests with two cancer research centers.

**8. Marissa Mayer, CEO of Yahoo!**

**Why she’s a renegade: **The current CEO of Yahoo! had 14 job offers after graduating in 1999 with a Masters in Computer Science from Stanford University.

**Her contribution to STEM: **Mayer is an inspiring role model for young women who are interested in launching a STEM career. She chose to work at Google during a spring break period in which, she told CNN, she made all the decisions she is most proud of. “Those decisions all had two things in common: I always surrounded myself with the smartest people I could find, because they make you think about things harder … And I always did something I was a little not ready to do. I think that’s how you grow.”

**9. NASA’s Datanauts: STEM Women on a Mission**

**Why they are renegades: **Molecular biologist Jennifer Lopez spearheaded the founding class of “datanauts“, data scientists who will pioneer new insights from the exponentially growing repository of data that includes technical and scientific datasets, records, reports, simulations, videos, images, and other information. Ariel Waldman (pictured above) is in the founding class of 18 women.

**Their contribution to STEM: **Lopez is leading NASA in boldly going where no one at the space agency has gone before: to make sense of the vast amount of data it collects through satellites, telescopes, robots, spacecraft, and laboratories, among other means. Waldman is the founder of Spacehack.org, a directory of ways to participate in space exploration, and the global director of Science Hack Day, an event that brings together scientists, technologists, designers, and people with good ideas to see what they can create in one weekend.

**10. Dr. Karen Panetta**

**Why she’s a renegade: **The Tufts University professor of Engineering is known as the “Princess Warrior” of Engineering and Science education. She’s the founder of Nerd Girls, a global movement which celebrates “smart-girl” individuality in science, technology, engineering, and math.

**Her contribution to STEM: **Dr. Panetta has been instrumental in shifting attitudes about women engineers. Nerd Girl engineers have solved real-world problems in tech fields, transportation, green technologies, and more, to improve the lives of others, the environment, and the world.

Want more girl power to share with your class? Check out our list of women in STEM who rock, and 8 cool websites to get girls psyched about STEM!

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]]>The post RtI for Math: What Works? appeared first on DreamBox Learning.

]]>This recommendation from the report includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

Students who have been classified as Tier 2 or 3 in RtI need their instruction to be organized and scaffolded. They lack the numeracy skills and background knowledge to engage in theoretical exercises with math.

Nothing is more systematic than the four-step approach to problem solving, first outlined by educator *George Polya* in 1945:

**Understand the Problem.**Restate the problem, and then identify the information given and the information that needs to be determined.**Make a Plan.**Relate the problem to similar problems solved in the past. Consider possible strategies, and then select a strategy or a combination of strategies.**Carry Out the Plan.**Execute the chosen strategy and perform the necessary calculations. Revise and apply different strategies as necessary.**Look Back at the Solution.**Evaluate the strategy/strategies used for problem solving, and then assess if there is a better way to approach the problem.

This four-step approach helps students to become confident, independent learners, and is an effective math intervention that builds foundational skills.

A stripped-down version of the Gradual Release Model—the “I do, We do, You do” strategy—is effective in all levels of education. As RtI students require as much structure as possible, the strategy gives them an effective way to know what to expect from a lesson. In word problems, not only can “I do, We do, You do” be used to solve problems, it can also be used to have students create their own word problems, reaching synthesis, a higher level of taxonomy. Students should start with sentences that involve a specific math operation and build from there. (McCarney, S. B., Cummins Wunderlich, K., Bauer, A. *The Teacher’s Resource Guide*.)

This recommendation from the RtI report goes on to say that interventionists should be proficient in the use of visual representations of mathematical ideas. Graphics are important in math instruction, especially as the curriculum becomes more data-based under the Common Core State Standards. RtI students are not excluded from having to be able to read charts, graphs, and other math graphics. Intervention Central, which provides educators with free RtI resources, has a great intervention that uses the Question-Answer Relationship (QAR) to help students break down math graphics. In short, QARs come in four types:

**Right There**questions are found explicitly in the graphic.**Think and Search**questions are not quite as explicit, but still can be found in the graphic with some close analysis.**Author and You**questions ask students to compare the data with their own life experiences and opinions.**On My Own**questions require only the student’s own knowledge and experience to answer.

Rehearsal of math facts is a key step in the RtI process because many of the students who fall into Tier 2 or 3 status are missing key pieces of background information, usually in the form of math facts.

Taking ten minutes each day to review facts is typically done with flash cards, which can be tedious and, therefore, does not always prove to be effective. Another strategy, described by Intervention Central, uses flash-card practice that balances “known” facts with “unknown” facts. Unknown facts are modeled by a teacher or tutor and then presented with known facts—those already mastered by the student—in a sequence. Not only does this systematically build recall, it also builds confidence in the student because they are consistently getting cards correct throughout the process.

Digital curriculum, at its best, incorporates the scaffolds and formative assessment that define successful RtI for math. Personalized learning and ongoing, robust data collection provide a meaningful feedback loop for both the student and teacher that leads to deeper learning and higher achievement. Real-time feedback—while learning is happening—is critical so that students don’t practice new math skills, again and again, incorrectly.

Technological interventions to boost math achievement can be an important part of a successful math intervention. For example, S. L. Mason Elementary School in Valdosta, Georgia adopted a digital curriculum for math at the beginning of the 2013–14 school year. After just one year of implementation, scores improved by more than 10 percentage points. Now, that’s a math intervention success story!

Learn more about RtI by downloading our free white paper: Math Intervention and the Promise of Adaptive Learning.

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]]>The post 5 Ways to Network at iNACOL 2016 appeared first on DreamBox Learning.

]]>**1. Get Social!**

Get a jumpstart on making in-person introductions, tweet and retweet on Twitter at #inacol16. For an added networking boost, here are the Twitter handles for the keynote speakers:

- Todd Rose, Director of the Mind, Brain, and Education Program at the Harvard Graduate School of Education, and author of
*The End of Average.*@ltoddrose

- Virgel Hammonds, Chief Learning Officer of competency-based education work at KnowledgeWorks. @VirgelHammonds

- Darryl Adams, recently selected by the White House and the United States Department of Education as one of the Top 100 Innovative Superintendents in America. @DrAdamsCVUSD

- Jim Shelton, President of the Chan Zuckerberg Education Initiative, and previously the Deputy Secretary of the U.S. Department of Education and the Program Director for Education at the Gates Foundation. @JIMSEDU

- Manny Scott, one of the original “Freedom Writers,” whose story has energized over a million leaders, educators, volunteers, and students worldwide. @InkByMannyScott

Stay connected during and after the conference with this free mobile app provided by iNACOL. This app makes it easy to social-network with your peers and educational experts who share similar interests.

**3. Register for a Pre-Conference Workshop**

Consider arriving a day early to take part in one of the full-day or half-day small-group sessions on how to implement personalized learning in your school, administration and management of online learning programs, policy advocacy skills, and more.

These highly individualized, interactive sessions are designed for administrators, educators, and policymakers to exchange ideas and immerse themselves in a specific area of blended/online learning. Capacity is only 35–150 attendees, so check out the full list of pre-conference workshops and register for one here.

**4. Networking Opportunities at the iNACOL Convention**

Whether you’re a newcomer or a seasoned conference veteran, don’t miss these opportunities to mingle:

- Tuesday, October 25, 6:00–8:00 p.m.:
**—**iNACOL President’s Welcome Reception

- Wednesday, October 26, 7:00–7:45 a.m. — Newcomer’s Session/Breakfast

- Daily morning and afternoon breakout sessions: Don’t miss these small-group discussions about keynote speeches, workshops, and more!

**5. Be Social!**

Some of the best networking takes place outside of the convention hall. Take a nap in the late afternoon if you have to, and make sure to at least go out for dinner with associates and new friends.

Here are a few sessions that we’re really looking forward to:

**Thursday, 11: 15 a.m. (Room 217C)**

DreamBox Learning CEO Jessie-Woolley Wilson and Dr. Tim Hudson, Vice President of Learning discuss *Supporting Great Teaching and Learning: How Personalized and High-Quality Education Technology Empowers Teachers with Actionable Information**.* Intelligent adaptive learning technology empowers teachers as activators of learning by equipping them with statistical insights to better connect with each student based on where they are in the learning process. This dynamic approach can transform the learning experience from student-centered to student-directed as learners are motivated to engage with curriculum and drive their own learning progression. New research underscores the efficacy of this approach regardless of student demographics.

**Friday, 10 -11 a.m. (Room 212)**

Dr. Tim Hudson, Vice President of Learning talks about *Deepening Teachers’ Content Knowledge in Mathematics: A Prototype for Competency-Based, Data-Informed Professional Learning**.* To ensure high achievement for all students in mathematics, elementary teachers in online and blended environments need to deeply understand math content. Join a conversation about ways to engage and support teachers with relevant, timely and content-specific professional learning opportunities. Discuss a prototype for a professional learning tool that deepens teachers’ content knowledge by engaging them in self-paced, competency-based professional development informed by their students’ real-time performance data.

**Friday, 11:15-12:15 p.m. (Room 212)**

Nigel Green, Vice President of User Experience at DreamBox Learning covers

*Adjusting to Adaptation: Understanding How Adaptive Learning Technologies Work, Improve Student Learning, and Enhance Classroom Practice*. Ten years ago, there were no educational products available for K-12 that were truly adaptive. Now, just about every one claims to be adaptive in some way. But what does it mean to be adaptive? How do these products work? How do you evaluate which best fits your needs? Take a collaborative deep dive into adaptive software with one of the industry pioneers who will explain techniques used, lead discussions of the challenges and rewards and reveal some of the possible futures of adaptive learning.

Check out the full schedule of workshops and sessions, and start building your personalized schedule to find your tribe at iNACOL 2016. Be sure to visit us at the DreamBox Learning **Booth #334**.

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]]>The post Math Storytelling Day 2016: 8 Math Storybooks for Young Readers appeared first on DreamBox Learning.

]]>In honor of National Math Storytelling Day 2016, we’ve put together a collection of TK fiction books that feature young mathematicians and math-related adventures—perfect for Grades K–8. These humorous heroics, along with a few mishaps, will make your students’ imaginations soar!

Math-tastic factor: The first in a trilogy of bedtime stories that show kids math is a part of everyday life—from pet care to food mishaps—in comical ways. The Wall Street Journal Review says, “Overdeck wants to make mathematics a part of children’s routines—outside of school, away from textbooks, and at the coziest time of everyone’s day.”

Math-tastic factor: Children love solving the simple math problems involving money, using their own coins while the story is read aloud. Worksheets are available at numerous web sites—or make up your own!

*Math-tastic factor:* Children will delight in following the kitty in the illustrations from page to page as you explain the concepts of fair share, fractions, and division. Check out a hands-on lesson using this book from Our Journey Westward.

*Math-tastic factor:* School Library Journal says of this charming book, “Fresh, whimsical illustrations fairly float off the pages.” We love the whimsical rhyming text that reinforces the concepts of fractions and makes learning math fun!

*Math-tastic factor:* Three little pigs get their paws on some magic shapes, which they use to get themselves into rollicking mischief. Includes a section of hands-on problem solving activities that your students can undertake with their own set of tangrams (a modern version of a classic Chinese puzzle).

*Math-tastic factor:* Introduce your students to geometry with this multicultural story about the relationship between a grandfather and granddaughter.

*Math-tastic factor:* Five-year-old Matilda is a lovable math geek who is misunderstood and underappreciated by all of the adults in her world. It’s a dark tale, like most of Roald Dahl’s stories, but also extremely entertaining!

*Math-tastic factor:* This classic book, assigned for many elementary school and middle school English classes, can be a great resource for introducing students to some of the math concepts they’ll tackle in higher-level grades. Check out Brown University’s A Wrinkle in Time activity resources for math teachers page.

*Math-tastic factor:* For starters, the mathemagician! Who doesn’t love a ruler who is part mathematician and part magician? This is another great book for mixing math and literature

The post Math Storytelling Day 2016: 8 Math Storybooks for Young Readers appeared first on DreamBox Learning.

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