Discovering Education Streaming usage has link to higher achievement scores

According to Tech and Learning, there is a link between using Discovery Education videos and higher achievement scores-- specifically 3-8 math and reading.

More frequent use was associated with higher achievement scores.

The Full Report

According to full report, a sample of 5,478 buildings in TX showed a 7.9% mean percent increase in achievement in 3-8 math and reading. 710 buildings in Indiana showed a 5.2% increase, and 1,337 buildings in Florida showed a 7.4% increase. This was 2 years of data to show increase.


For the two additional independent studies shown on the site, it seems like teachers show at least 25-30 videos to support a lesson plan or theme. The increase in knowledge is based on pretests and posttests, not standardized tests.


Some things to think about

Even though the studies don't mention this, I am sure that the USE of the videos, beyond frequency, is important. Just showing videos might help some, but it will not have the impact of linking the video to what they have learned in class or having a discussion guide to learn from viewing.

Some of the improvements in scores is based on how low the students started at the beginning. Some of the independent studies had students starting at a different level for the pretest, but ending at roughly the same score for the posttest. Yes, those who were lower improved more, but that is due to starting lower. Does this suggest that videos might be of most value to struggling students or remedial students?

Obviously, the content of the video is important too. Discovery videos are well done, but that isn't to say there aren't other good videos out there to show.

Why might videos improve achievement? Is it because it is used to reinforce teaching already done? Is it because of the frequency of playing the videos which translates into repetition and practice? Is it due to the visual nature of the video that allows a student to "see" the concept in a new way? Is it because students are so used to seeing videos and TV so they learn from it "better"? Does video hold students' attention? Is it more motivational?

We subscribe to United Streaming, and I don't think many teachers use it.

What do you think about this information?

By the Book: Frayer

Click on the title to view By the Book newsletter on the Frayer Vocabulary strategy.

Read more about the strategy on the Joy of Reading Wiki.

How Full is your Bucket?

Click on the Title to read Gary Tomlinson's book report on "How Full is Your Bucket." This book stresses the importance of negative or positive interactions and how they affect our daily work. Even people who are generally positive feel 'refreshed' from receiving praise. Negativity not only affects work productivity but also our health. 

The theory is that each person has a bucket and a dipper. When we give a drop of praise to another person, we give ourself a drop. When we take a drop from someone else, we lose a drop in our own bucket. 

There are some factors to consider when giving praise. Here are some suggestions:

1. Make it personal: It needs to be individualized, specific, and deserved.

2. Prevent bucket dipping. Stop negativity when you see it.

3. Shine a light on what's right. If you give two drops a day, those people will give drops too.

4. Make best friends.

5. Give unexpectedly. A gift can be a hug, smile, secret, or offer to get coffee.

6. "Do unto others as they would have you do unto them."

Check out the Positive Impact Test below. How well do you score? What can you do more positively for those around you at work? for friends? family?

New Literacies Wiki Project

This is my Wiki Project for ST: New Literacies in Practice. Click on the title of this post to view the video if you cannot watch the embedded video.

You can visit the Joy-Of-Reading Wiki

I created this Screencast using Screentoaster. I uploaded the video to School Tube, but noticed the quality of the video to be sharper if I uploaded it right to Screentoaster's site.

Facebook

ST: New Literacies in Action

After reading the selection on Facebook in Kist's "The Socially Networked Classroom" (pg.97-99), Kist poses some interesting questions. Here are my responses:

1. Is Facebook mainly for fun or can it be used for educational purpose?

Facebook is mainly used for fun activities, but it can be used for educational purposes. Libraries or teachers have a Facebook page where they post information concerning what was learned in class, extra credit assignments, or summer/ holiday break practice. This allows students to communicate with other students and the teacher about what they are learning. It taps into something they are interested in (Facebook) and gets them excited about the concept they are learning. You could also use Facebook as a way of becoming a character in a book or summarizing a person's life as you create their Facebook page and think about what other characters or people of that time period might post on their wall. You could even do this with paper and pen if Facebook is blocked at your school.

2. Is it appropriate for students and teachers to "friend" each other on Facebook or Twitter? Why or why not?

This is tricky to answer. I would say that if you know the student and trust them, there is no problem. I think especially students who are in extracurricular activities with a teacher or coach may use Facebook or Twitter to communicate more often. However, the best rule of thumb is once they have graduated their class or left the school, if you really want to play it safe. I think that students like to be in touch with past teachers and occasionally leave "hello" and "miss you" on your pages which is nice.

3. Does Social Networking become "ruined" when used for homework reminders or another school based task?

I don't think so. Students are so used to cell phone and communication through those media. When a snow day canceled the Power of the Pen tournament last year, I was able to text message the team and get replies back from them quickly and then call the one or two who didn't have a cell phone. I knew they got the message, and they could write back to me about it if they had further questions. Students can ignore homework texts just as much as ones from people they don't like, so it doesn't "ruin" anything.

Discussion Response Guides for Blogs

I love these discussion response guides from Kist's "The Socially Networked Classroom" pg. 90. These help guide students who are shy or unsure of how to comment on another blog. These formats are also great to practice when writing responses to literature or other reading or knowledge in the classroom.

Inquiry

ST: New Literacies in Action

After reading the selection on Inquiry in Kist's "The Socially Networked Classroom" (pg.75-79), Kist poses some interesting questions. Here are my responses:

1. Students express discomfort with taking part in learning activities that have no clear-cut answer or solution. Why are people uncomfortable with these projects? What can teachers do to structure the activity in a way that learners are successful?

I think students are uncomfortable with this mainly because most classrooms are structured to teaching information which is learned and tested. There is a right answer for those questions. Even the high stakes OAT/ OGT are formated to make students think that life is about know the right answer to mark. However, in real life, people are constantly problem solving, no matter what the field. Sometimes, there is no wrong solution, just some that are more effective, more cost productive, more thoughtful, or more creative. I do think there are people who like things with a clear cut answer, so for some dealing with ambiguity is not comfortable. Teachers can help students be successful by breaking down the steps to the project so that they can assess if their students are progressing in a correct manner to complete the project. They can show how the project mirrors real life situations. They can share rubrics that show that the "answer" isn't what will be graded, but other aspects like the research, presentation, or collaboration.

2. How could Google Docs or blogs help with inquiry projects? What do they take away?

I haven't had an inquiry project with these platforms, but I can imagine they would help immensely. Following my classmates' blogs and commenting on them helps me stay connected to them despite us not meeting physically in class. I can see how Google Docs could allow us to edit or do separate research and then add these parts together with ease. Teachers at our school use Edmodo to share powerpoints so that students can combine slides from their partner's presentation in their own to make one show. I think the only thing they could take away in the face to face time. Knowing my classmates from a week of class helps me feel connected to them when I comment on their blog. I think they would feel more like strangers if we didn't have this connection. Or we'd have to communicate socially on Twitter or Facebook to build a bond.