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Teaching Tolerance at School and in the Workplace

1/30/2017

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learning teaching tolerance
Times of acute discord can provide unique opportunities for examining the benefits of core values like tolerance. Tolerance education can be highly beneficial for maintaining a harmonious and productive atmosphere within schools and workplaces.

To teach tolerance in any setting, start by defining the term, and establishing the significance of tolerance as a virtue and as a practical functional capability for individuals and groups.

First, the definition:
tolerance: a willingness to accept behavior and beliefs that are different from your own, even if you disagree with or disapprove of them
Note that tolerance implies some form of opposition or conflict. If we agree with a particular person, or are apathetic to an idea, there is nothing to "tolerate." Tolerance requires restraint, and putting up with our own discomfort. As we broaden our understanding of tolerance, we can see and explore links to other concepts, such as fairness, justice, compassion, and love.

Tolerance has been promoted as a civic virtue since the 17th century, when John Locke identified it as a key component of equal rights within a society. It has become a core American value, codified within our Constitution and our system of laws. We view and admire the personification of tolerance in figures such as Martin Luther King Jr. and Gandhi.

Tolerance is also a shared value internationally. UNESCO provides perhaps the most useful definition of tolerance, as guiding social principle, in its 1995 Declaration of Principles of Tolerance:
1.1 Tolerance is respect, acceptance and appreciation of the rich diversity of our world's cultures, our forms of expression and ways of being human. It is fostered by knowledge, openness, communication and freedom of thought, conscience and belief. Tolerance is harmony in difference. It is not only a moral duty, it is also a political and legal requirement. Tolerance, the virtue that makes peace possible, contributes to the replacement of the culture of war by a culture of peace. 
1.2 Tolerance is not concession, condescension or indulgence. Tolerance is, above all, an active attitude prompted by recognition of the universal human rights and fundamental freedoms of others. In no circumstance can it be used to justify infringements of these fundamental values. Tolerance is to be exercised by individuals, groups and States. 
1.3 Tolerance is the responsibility that upholds human rights, pluralism (including cultural pluralism), democracy and the rule of law. It involves the rejection of dogmatism and absolutism and affirms the standards set out in international human rights instruments. 
1.4 Consistent with respect for human rights, the practice of tolerance does not mean toleration of social injustice or the abandonment or weakening of one's convictions. It means that one is free to adhere to one's own convictions and accepts that others adhere to theirs. It means accepting the fact that human beings, naturally diverse in their appearance, situation, speech, behaviour and values, have the right to live in peace and to be as they are. It also means that one's views are not to be imposed on other.
UNESCOs definition is so useful because it recognizes the potential pitfalls of tolerance, alongside the benefits. It recognizes that there are limits to what should be tolerated. When we teach tolerance, we can work with learners to explore and define these limits.

It is important to note that tolerance is not merely an idealistic moral principle. It is also a practical, effective capability within groups and societies to get optimal results. In short, tolerance is a best practice for success in education and in business.

From a practical perspective, tolerance helps us live and work together, enhancing harmonious interaction and productive relationships. For schools, tolerance education creates more open learning environments, especially for disadvantaged learners. Moreover, it teaches all students how to function most effectively in a diverse world.

For companies, workplace training can lead to improved communication and a more cooperative employee group, with resulting benefits to productivity. Tolerance training also reduces employee conflict, and the potential liability associated with this conflict. 

​Looking at some resources,
  • The Southern Poverty Law Center provides free educational materials through their Teaching Tolerance website. 
  • The US Department of Veterans Affairs has an extensive range of training resources that are widely applicable for workplaces, and which can be repurposed or customized for specific uses.
  • The Diversity Council has lessons for K-12 relating to disabilities, cultural diversity, gender, and discrimination/prejudice.
  • Tolerance education can be effectively integrated with a school mindfulness program, incorporating lessons on compassion, empathy, and patience.
To discuss ways to incorporate tolerance education in your school or workplace, please feel free to get in touch:
LET'S TALK!
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Active Learning Stimulates Motivation and Engagement

1/21/2017

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Active learning
One substantial benefit of educational technology is the broad expansion of active learning options available to educators and students. Active learning allows students to engage and interact with educational content, through problem-solving, reading, writing, speaking, listening, collaborating, simulating, and performing activities. By definition, active learning is defined by student participation in the learning process.

In comparison to lecture-based education, active learning has been shown to improve educational results in numerous studies. The underlying advantages are generally intuitive, and mostly uncontroversial, but are nonetheless worth examining.

Looking at lecture-based instruction, we know that most students have trouble assimilating concepts during lectures. Recent studies show that students only hear approximately half of the words spoken by the instructor, with this percentage decreasing as the lecture proceeds over time. By adding visual aids, retention improves by 14-38 percent.

Today's universities tend to record lectures, so student's can review course lectures as many times as they like, improving retention rates. Of course, this review process is, in itself, a form of active learning.

Perhaps the most cited recent scholarly study on active learning was published in 2014, in Proceedings of the National Academy of Sciences. Most notably, the study showed that active learning students achieved test scores that were 6% higher than their counterparts in traditional lectures. Moreover, the lecture-based students were 1.5 times more likely to fail the course.

Looking beyond this recent study, academics have been evaluating the active learning model for decades. In a 2004 review of the research, Bucknell University's Michael Prince concludes, "...the empirical support for active learning is extensive. However, the variety of instructional methods labeled as active learning muddles the issue." Prince delves into statistical results for a variety of active learning approaches, with this interesting summary:
What do these results mean in real terms instead of effect sizes, which are sometimes difficult to interpret? With respect to academic achievement, the lowest of the three studies cited would move a student from the 50th to the 70th percentile on an exam. In absolute terms, this change is consistent with raising a student’s grade from 75 to 81, given classical assumptions about grade distributions.* With respect to retention, the results suggest that collaboration reduces attrition in technical programs by 22 percent, a significant finding when technical programs are struggling to attract and retain students. Furthermore, some evidence suggests that collaboration is particularly effective for improving retention of traditionally under-represented groups.
So again we see the 6% difference in test scores. 

Taking a look at some practical applications of active learning:
  • University of Minnesota's Center for Educational Innovation has ​a useful breakdown of strategies, 
  • Ashley Coolman from Smart Sparrow gives us 4 Examples of Online Active Learning Activities, including simulations and practice/repetition exercises.
  • 40 Active Learning Strategies for Active Students by Julia G. Thompson.
  • UC Berkeley's Center for Teaching and Learning has a useful page on Active Learning Strategies.
  • Experiential learning environments, such as school gardens, are also fantastic places to promote active learning.
If you would like to explore ideas for incorporating active learning in your courses, please feel free to get in touch!
Let's Talk
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MOOCs: Climbing the Learning Curve

1/13/2017

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Yesterday, Harvard and MIT released a new report: HarvardX and MITx: Four Years of Open Online Courses. Their study takes a look at participation and online learner behavior in MOOCs run by the two universities. 

Besides noting the steady growth in MOOC participation, the study provided some telling information on student demographics:
Demographic statistics of note include a median learner age of 29 years old, a 2:1 male-to-female ratio (67 percent male, 33 percent female), and significant participation from learners in other countries (71 percent international, 29 percent from the United States).
One takeaway: MOOCs are increasing the availability of high quality education to a wider audience throughout the world. The gender disparity likely has some relation to the types of subjects that are popular.
Computer science courses are the hubs of the MOOC curricular network. Tracking participants who enroll in multiple courses over time reveals networks among courses and curricular areas. The new report found MITx and HarvardX computer science courses are the “hubs” of the network. These courses are the largest (compared to science, history, health, and other subjects) and route more participants to other disciplinary areas than they receive.
Women earn approximately 18 percent of undergraduate computer science degrees, thus the MOOC imbalance. 

The Economist also published an article on MOOCs this week, Established education providers v new contenders. The article notes that despite the initial promise, "Now MOOC sceptics are more numerous than believers. Although lots of people still sign up, drop-out rates are sky-high."

This is the Gartner Hype Cycle in action, from the Peak of Inflated Expectations to the Trough of Disillusionment. Last week, we noted in this blog that personalized and adaptive learning models are starting to see positive learning outcomes. It looks as though MOOCs are also starting to climb the Slope of Enlightenment.

From The Economist article:
Nonetheless, the MOOCs are on to something. Education, like health care, is a complex and fragmented industry, which makes it hard to gain scale. Despite those drop-out rates, the MOOCs have shown it can be done quickly and comparatively cheaply. The Khan Academy has 14m-15m users who conduct at least one learning activity with it each month; Coursera has 22m registered learners. Those numbers are only going to grow. FutureLearn, a MOOC owned by Britain’s Open University, has big plans. Oxford University announced in November that it would be producing its first MOOC on the edX platform.
​
In their search for a business model, some platforms are now focusing much more squarely on employment (though others, like the Khan Academy, are not for profit). Udacity has launched a series of nanodegrees in tech-focused courses that range from the basic to the cutting-edge. It has done so, moreover, in partnership with employers. A course on Android was developed with Google; a nanodegree in self-driving cars uses instructors from Mercedes-Benz, Nvidia and others. Students pay $199-299 a month for as long as it takes them to finish the course (typically six to nine months) and get a 50% rebate if they complete it within a year. Udacity also offers a souped-up version of its nanodegree for an extra $100 a month, along with a money-back guarantee if graduates do not find a job within six months.
Education is still in the early stages of large-scale disruption. For one thing, the modularization and democratization of education seems to be driving a trend from theoretical to practical, toward learning that will be professionally useful. This would seem to be a natural evolution, as students gain increasing control over the course options available to them.
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Maximizing the Benefits of Workplace Training

1/10/2017

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Workplace training
For companies looking at digital training solutions, educational outcomes can have a big impact on the bottom line.

Compliance, sales, skills: business leaders can certainly enhance the value and performance of an organization through effective training. But, all too often, workplace training fails to result in lasting benefits.
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For businesses, it’s essential that employees do not simply forget training immediately after it’s given.

Training Suggestions
To implement truly effective workplace training, we have a few suggestions:
  • Training can be augmented with workplace campaigns to reinforce key concepts. For example, workers will retain safety information much more effectively through strategic workplace messaging and regular reminders. Also, avoid skills decay by scheduling regular sessions of brief refresher training.
  • Assessment during training helps employees understand their areas of strong and weak understanding. By using assessments to guide training, companies can ensure that teams have well-rounded bases of common knowledge.
  • Inquiry-based learning: By devising systems where employees can easily find training content, companies can facilitate the reinforcement of learning.
  • Make sure to clearly prioritize “need-to-know” content. Sometimes, training programs can try to accomplish too much. The result can be a dilution of important learning topics.
  • Look for ways to engage employees in learning. This can be done before, during, and after the primary training events. Emphasize ways that training is relevant to job performance. Implement training that is student-centered, involving practice and feedback. Keep the educational content flowing once the main training sessions have been completed.
Digital training provides a wealth of opportunities to effectively implement these concepts.
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Meditation and Mindfulness in Schools

1/9/2017

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There is a clear trend toward using meditation and mindfulness practices in schools, both for students and for professional development. The benefits include improved concentration, cognitive performance, and greater capacity for compassion, all of which are helpful during learning and teaching.

In "Evidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff," Emeritus Professor Katherine Weare of the Universities of Exeter and Southampton looks at peer-reviewed studies, showing substantial benefits, including
  • reductions in stress, burnout, and anxiety, including a reduction in days off work and feelings of task and time pressure, improved ability to manage thoughts and behavior, an increase in coping skills, motivation, planning and problem solving, and taking more time to relax
  • better mental health, including less distress, negative emotion, depression, and anxiety
  • increased kindness and compassion to others, including greater empathy, tolerance, forgiveness, and patience, and less anger and hostility
  • increased cognitive performance, including the ability to pay attention and focus, make decisions, and respond flexibly to challenges
  • enhanced job performance, including better classroom management and organization, a greater ability to prioritize and see the whole picture, becoming more self-motivated and autonomous, showing greater attunement to students’ needs and achieving more supportive relationships with them
Evidence also is mounting that meditation and mindfulness are beneficial for students. For instance, Robert W. Coleman Elementary in Baltimore is moving away from a punitive, detention-oriented approach to discipline, implementing instead yoga and breathing exercises for all students, and mindfulness work with disruptive students. 
In the Holistic Me program at Coleman, “which focuses on prekindergarden through fifth-grade students,” administrators already noticed a difference in the first year. “Instead of the students fighting or lashing out,” says principal Carlillian Thompson in the video above, they started to use words to solve their problems.” None of the students in the program have received suspensions or detentions, and many have become leaders and high achievers.

...Using these techniques, students learn to resolve conflicts peacefully and to reduce the amount of emotional turmoil in their lives. Rather than further alienating or traumatizing already stressed-out kids, this kind of intervention prepares them for academic and social resilience.
Crooked Creek Elementary School in Indianapolis has a similar program:
It might sound strange, but in a fast-paced classroom, teachers at Crooked Creek say just having their students close their eyes and listen for a minute can help them improve their ability to focus. It’s part of the school’s efforts to incorporate the tenets of the growing academic field known as “educational neuroscience” into the classroom.

...The idea is to introduce both teachers and students to a basic understanding of how the brain works. If teachers have an idea of what’s going on behind the bad behavior, they can more effectively reach their students because they know it might not just be a child choosing to be defiant or difficult. When students know how parts of their brains work, they might better understand why they might feel frustrated or aggressive. That can help them develop strategies to lower stress so they can work to improve behavior in the future.
And at Visitacion Valley Middle School in San Francisco:
In 2007 a meditation programme called Quiet Time was brought in to meet some of these challenges. “When I first heard about it I thought it probably wasn’t going to work,” says O’Driscoll. “We get thrown a new thing every couple of years so I didn’t put too much faith in it.” But in April, just a month after meditation began, teachers noticed changes in behaviour. “Students seemed happy,” says O’Driscoll. “They worked harder, paid more attention, were easier to teach and the number of fights fell dramatically.”
In the first year of Quiet Time suspensions at Visitacion Valley – which has 500 students aged 11-13 – were reduced by 45% (pdf). By 2009-10, attendance rates were over 98% (some of the highest in the city), and today 20% of graduates are admitted to the highly academic Lowell high school – before it was rare for even one student to be accepted. Perhaps even more remarkable, last year’s California Healthy Kids Survey from the state’s education department found that students at Visitacion Valley middle school were the happiest in the whole of San Francisco.
These are some compelling stories! For educators thinking of implementing meditation or mindfulness practices in their schools, here are a few links to check out:

Edutopia: Resources & Downloads for Meditation in Schools

Mindful Teachers: Mindfulness Activities and Teaching Resources

Mindful Schools: Resources to Introduce Mindfulness to Schools
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Fun on Friday: Finding Things Underground

1/5/2017

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To get us feeling like Indiana Jones going into the weekend, here are a couple of fantastic archaeology stories. Both describe intriguing discoveries, made all the more interesting by the people who found them.

First is this BBC story about Stuart Wilson, a 37-year-old from Wales who used his £32,000 life savings to buy a 4.6 acre field in Monmouthshire. Wilson "was convinced he had located the site of 13th Century Trellech - once Wales' largest city." It turns out he was right.
Now, 12 years later, he believes he has revealed the footprint of a bustling iron boom town from the 1200s - and he does not regret his decision.

...Since then he has spent £180,000 in total on the site and enlisted the help of hundreds of volunteers to dig each summer since 2005. 

​
They have uncovered eight buildings, including a fortified manor house and various outbuildings which would have sat alongside the medieval city's market.
Wilson essentially has taken a vow of poverty to excavate this lost city. Impressive dedication!

Looking now to Greece, Smithsonian Magazine gives us an update on the warrior grave that was found in Pylos last year, and sets the scene of the discovery:
The season had not started well. The archaeologists were part of a group of close to three dozen researchers digging near the ancient Palace of Nestor, on a hilltop near Pylos on the southwest coast of Greece. The palace was built in the Bronze Age by the Mycenaeans—the heroes described in Homer’s epic poems—and was first excavated in the 1930s. ​The dig’s leaders, Jack Davis and Sharon Stocker, husband-and-wife archaeologists from the University of Cincinnati, in Ohio, had hoped to excavate in a currant field just downslope from the palace, but Greek bureaucracy and a lawyers’ strike kept them from obtaining the necessary permits. So they settled, disappointed, on a neighboring olive grove. They cleared the land of weeds and snakes and selected a few spots to investigate, including three stones that appeared to form a corner. As the trench around the stones sank deeper, the researchers allowed themselves to grow eager: The shaft’s dimensions, two meters by one meter, suggested a grave, and Mycenaean burials are famous for their breathtakingly rich contents, able to reveal volumes about the culture that produced them. Still, there was no proof that this structure was even ancient, the archaeologists reminded themselves, and it might simply be a small cellar or shed.

Dibble was clearing earth from around a large stone slab when his pick hit something hard and the monotony of the clay was broken by a vivid flash of green: bronze.

...Over the next six months, the archaeologists uncovered bronze basins, weapons and armor, but also a tumble of even more precious items, including gold and silver cups; hundreds of beads made of carnelian, amethyst, amber and gold; more than 50 stone seals intricately carved with goddesses, lions and bulls; and four stunning gold rings. This was indeed an ancient grave, among the most spectacular archaeological discoveries in Greece in more than half a century—and the researchers were the first to open it since the day it was filled in.
The entire in-depth article is fascinating, so check it out!
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Education, and Fake News

1/3/2017

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Today we are going to look at fake news, and ways that educators can help students evaluate the credibility of published content. 

First, it is worth noting the degree to which educated people can be duped by fake news. A recent Stanford Graduate School of Education study shows:
..a dismaying inability by students to reason about information they see on the Internet.... Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from.
•••••
The assessments reflected key understandings the students should possess such as being able to find out who wrote a story and whether that source is credible. The authors drew on the expertise of teachers, university researchers, librarians and news experts to come up with 15 age-appropriate tests -- five each for middle school, high school and college levels.

"In every case and at every level, we were taken aback by students' lack of preparation," the authors wrote.
Note that people had trouble evaluating content credibility at all educational levels, including students at Stanford University. So we cannot place blame on lack of education. We can, however, use education to combat the trend toward an Orwellian "post-truth" world.

Incidentally, "post-truth" was named as 2016s word of the year by Oxford Dictionaries, with the following definition: “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.”
lesson plans, instructional design

​The dangers, of course, are most acute when it comes to the integrity of our political system, and at the intersection of public and corporate interest. This inability to judge truth from fiction has implications ranging from an individual to societal level. If "post-truth" is the word of the year, it is a sad commentary on the state of our public discourse. The word of the year should be a wake-up call to educators and concerned citizens everywhere, regardless of political affiliation..

Fortunately, many teachers are answering the call. For those interested in teaching about media awareness and critical thinking, here are a few resources for lesson plan development:
  • Coming back to Stanford, the aforementioned study has resulted in material that can be used by educators: Evaluating Information: The Cornerstone of of Civic Online Reasoning. The linked PDF includes an overview of the project, along with practical exercises and assessments for teaching young people to think critically about the online content they read. The executive summary explains the motivation behind the work: 
Michael Lynch, a philosopher who studies technological change, observed that the Internet is “both the world’s best fact-checker and the world’s best bias confirmer—often at the same time.” Never have we had so much information at our fingertips. Whether this bounty will make us smarter and better informed or more ignorant and narrow-minded will depend on our awareness of this problem and our educational response to it. At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish.
  • The public media organization KQED has a learning division, which has put together this lesson plan: Fighting Fake News. From the lesson plan:
Fake news is no longer a matter of the occasional hoax. There is growing evidence that fake news has the power to shape public opinion and even sway elections. As more Americans get their news online, it is increasingly vital that students know how to verify sources and spot fake news or images, which often appear indistinguishable from a reliable source. This lesson asks students to analyze the consequences of fake news and build the skills needed to question and verify what they view online.
  • Hypothes.is, a non-profit based in San Francisco, has developed a technology for the web, aimed at being an "annotation layer for the entire internet." A major focus for the organization is to promote truthfulness in published content, whether by enhancing the capability for scholarly peer  review, or facilitating collaboration and interactivity generally throughout web content. From an educational perspective, the technology can be used with good results from secondary through higher education and beyond.
And don't forget to encourage your students to read George Orwell. His contributions to literature have increased our awareness in millions of subtle ways. 

Here's a video of a lecture by Dan Whaley, CEO of Hypothes.is. It's thought-provoking, so give it a watch:
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Personalized, Adaptive, and Mastery Learning

1/2/2017

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EdSurge has a good recent article by Sal Khan on the intersection of mastery learning and technology. As Kahn defines the term, "Mastery learning is the idea that students should adequately comprehend a given concept before being expected to understand a more advanced one."

One goal of personalized and adaptive learning technologies is to provide reactive instruction, to the degree possible giving students the specialized attention that might be otherwise afforded by a tutor or teacher.
Now with software, we can begin to deliver on Benjamin Bloom’s dream: help teachers identify and meet the needs of each student so that all students can master important concepts. Too often, students struggle in calculus due to gaps in their algebra skills, or in algebra because they never fully mastered fractions. A tool like Khan Academy can provide students with unlimited practice and instructional support for each skill so they can be sure they’ve truly mastered a concept before moving on. And we offer teachers data on how their students are doing so they can identify gaps and provide tailored instruction. That way they can spend less time making differentiated worksheets for each student and more time interacting with and inspiring their students. After all, nothing beats getting more quality time with an incredible teacher.
Audrey Watters gives us a nice overview of the main players in adaptive technology in "What Should School Leaders Know About Adaptive Learning?" Her post is a couple of years old, but still looks relevant, including this definition of adaptive learning:
The term “adaptive” actually covers a number of characteristics in software (indeed, the term is applied quite liberally in marketing new tools). Traditionally, adaptive learning tools focus on the following components (PDF): “monitoring the activities of its users; interpreting these on the basis of domain-specific models; inferring user requirements and preferences out of the interpreted activities, appropriately representing these in associated models; and, finally, acting upon the available knowledge on its users and the subject matter at hand, to dynamically facilitate the learning process.”
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In other words, adaptive software focuses on the domain – the information that’s supposed to be taught; on the student’s responses – often using “bayesian algorithms” to determine the likelihood of a student getting the next question right or wrong; and on the instruction – what sorts of hints or feedback a student might need to move forward.
elearning services, adaptive learning, personalized learning
Critics are often heard to complain that all of this investment in technology has yet to yield positive quantifiable results. For example, a June 2016 article by Blake Montgomery looks at a Harvard study of Dreambox Learning, and the broad initial statement is similar: "There is little evidence yet that educational software is actually helping students progress more rapidly." But from there things start to get much more positive. In particular:
1. Students who spent more time on the DreamBox software saw larger gains in achievement, and those who followed the company's lesson recommendations saw faster gains.DreamBox operates by engaging students in math lessons, gauging their progress then recommending other DreamBox lessons in order to, theoretically, optimize mastery. Following these suggestions, Harvard found, helps students more so than repeating previous lessons.
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2. Researchers wrote, "The DreamBox progress measure was positively associated with achievement gains on state tests and other interim assessments." Measuring students beginning the year at the 50th percentile in math scores, Harvard found that Rocketship students reached the 54th percentile by the end of the year and that HCPSS students advanced to the between the 54th and 55th percentile. The measured students were using DreamBox the average amount for their schools.
So perhaps we're starting to turn the corner with respect to achieving significant measurable results from EdTech. 
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