This democratizes the practice of Response to Intervention, making it available to every classroom and every teacher, not only to special educators and psychologists. The combination of robust reporting and instant feedback makes early intervention seamless. Our tools can also help teachers identify students learning at an accelerated pace who need greater depth or more challenging material 10. 9 The data can’t tell a teacher the source of the problem, but after a teacher assigns a variety of decks, data can help narrow down where a student needs more repetitions. With Boom Learning reports teachers can see how long a student took to answer a question, enabling them to spot students who may have fluency, processing speed, or visual processing challenges before they fall behind. This is based on the understanding that human brains are better than machines at finding patterns in ambiguous data 15. 8 Our goal was to apply these methodologies within a model of differentiated instruction that would address the range of asynchronous development 10.īoom Learning's flexible creation and progress reporting platform and the flexible curriculum nuggets found in the Boom Learning Store are designed to support teachers in finding nuggets of information about student performance that teachers can transform into actionable, personalized learning plans. In our design, we implemented features and reports that would support the application of Response to Intervention strategies and tactics as this is a proven method for intervention. Data can help teachers find nuggets they might not have spotted and interventions they may not have known about, but only a teacher has the judgment and experience to decided how to intervene, and whether an intervention is even needed. It is not a product, it is not a curriculum, it is a set of strategies and tactics. Personalized learning is meeting a student where he or she is at. Teaching requires core skills such as empathy, generosity, and curiosity. Research Shows Teacher Judgment Is Key to Personalized Learning Overlearning ("practice makes permanent") is essential to creating proficient learners it is not enough to do well on a test, we want multi-year retention of core skills 5, 6.Data can inform teacher judgment but cannot replace it because data can only highlight areas of potential concern teacher observation and experience is necessary to devise interventions that are student appropriate 4.Self-regulation (executive function) is an essential skill for efficient learners to master 3.The core elements of the design implement the following key cognitive learning concepts from education and neuroscience research. When it came time to prioritize Boom Learning's student and teacher features, Mary brought that history with her to the product design. Response to Intervention methodologies 9. Explicit executive function and self-regulation training 3 AND.Her program implemented two key strategies that benefit all students We Started With the Cognitive Science of Learning, Backed by Studies and and ResearchĬo-founder and education design leader Mary Oemig had experience teaching in and running an individualized pre-K to 1st program for twice exceptional children. So buckle up, we've got the details for you on what went into the design of the Boom Learning platform. Your lead designers and co-founders at Boom Learning are neurolearning and cognitive science nerds. Welcome to your definitive answer to the question: "What research informed the educational design of Boom Learning?" Modified on: Mon, 12 Dec, 2022 at 2:03 PM Solution home Quick Start Guides The Research Behind Boom Learning Powerful Education Research to Make Your Teaching Go BOOM!
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