I. Learning Ovations Empowers Teachers
Learning Ovations Empowers Teachers
Teachers have a difficult road to walk in the American education system. They are often revered as heroes, changing lives on a shoestring budget, using their own money, devoting much of their spare time unpaid and fighting for the success of our nation’s children. Then in the next instant they are the scapegoats, at fault for the dismal state of education and to blame for anything less than perfection. Every year when the test results come in the chorus cries out for better teachers and more stringent rules and regulations to further place pressure on teachers. This is on top of the pressure that teachers have already placed upon themselves by the very nature of their decision to become a part of such a difficult profession. As one teacher wrote, “The greatest challenge is getting to know each learner as an individual and identifying their unique needs and preferred learning modalities. Many teachers feel overwhelmed and just don’t have the time to do this. That causes many to teach to the middle and pray for the best.”
Through our research at Learning Ovations, we have found that much like an orchestra creating a beautiful symphony, there are many components necessary to create an effective learning environment. By using our understanding of the four types of learning in the classroom, along with our data-management software, individualization algorithms that can determine the type and timing of each child’s learning requirements and indexed curriculum so that teachers can continue using what they’re already familiar with, we can give teachers the power of a masterful orchestra conductor. These teachers don’t just bring their classroom up to grade level, but on average improve reading results to fifth-grade levels for their students leaving the third grade. Learning Ovations has proven successful across economic, ethnic and family demographics. There are three cornerstone elements in the Learning Ovations system:
ONE: Teachers are given tools, resources and support to structure and manage their classroom into small dynamic groups, based on a child’s specific needs, derived from assessments and progress monitoring. The system then provides the ability to update each group as students improve. During this process we help teachers structure their classroom into small groups based on the correct instruction type, while being sensitive to children’s emotional needs of not feeling excluded or unaccomplished.
This training alone has been proven to increase basic reading rates from 66% up to 78%.
TWO: Using Learning Ovation’s A2i (Assessment to instruction) software platform we give teachers tools to link current literacy assessment results with the correct amount and type of instruction each child needs to either catch up or excel. Using our software to pinpoint the correct instruction level and dynamic grouping, based on big data algorithms, we create the ability for one teacher to orchestrate the individualization of 25 to 30 students.
This software’s big data algorithms and small group approach pushes reading rates from 78% to 94%
THREE: Supply teachers with a curriculum, or index the curriculum currently required by the district, showing the correct type and timing of each lesson or activity, individualized for each child’s needs to enhance outcomes. This allows teachers to use the material they are already familiar with and gives them the ability to prioritize the school and district’s designated core curricula and chosen scope and sequence.
Assuring Common Core compliance and ensuring simple integration.
Here are anonymous feedback comments from teachers from some of the districts using the A2i platform from Learning Ovations between 2008 and present.
“With A2i, my time is better spent teaching activities that are more appropriate and beneficial for each student and each group. I think the whole class has improved in reading fluency and comprehension.”
“Presently I am able to log on- go to Group Activity Planner and plan my day and week! Using the software, I am able to look at each of my four small groups/ even each student and make more precise plans for individual instruction.”
“(Learning Ovations Support) Very dependable, personable, professional, encouraging, knowledgeable and caring. A delight to work with!”
“I feel comfortable with the technology.”
- Easier to establish groups
- Easier to give directions because students are working in ability groups
- Students can ask questions to a peer instead of having me stop the lesson to answer questions
- Small group learning goes smoother
“Once I started using the A2i software in the classroom I was able to effectively provide instructions which meet students individual needs.”
“It is much easier to choose the lessons and assign them to groups. I am more confident and comfortable using the software.”
“I AM A BEGINNER! It helped organize instructional small groups and align the center activities assigned to each student. Students needing more of any area could be accommodated during center time.”
1. Students were placed into 3 groups.
2. Students were engaged in meaningful center activities.
3. Students were given adequate amount of time in teacher centered instruction and student centered instruction.
4. Identify students strengths and weakness.
5. Monitor students growth
“I tried to follow the time constraints and do every exercise according to the schedule. Activities were listed so I didn’t have to think about what to give the kids.”
“I use the A2I software to plan my small group activities. The program tells me exactly what activities I need to do with each child.”
“I use the A2I software to develop groups. I use the recommended times to choose instructional strategies/materials for groups and individuals and length of times for groups.
*The literacy Minutes gives me a precise look at how many minutes each child needs on a specific type activity (TM CM TF CF) each day for reading.
*The group activity helps me plan specific activities provided by Open Court that are now labeled (CMMF CM CF) by the software. It helps eliminate the “guesswork” out of planning.
*The classroom setup helps me determine how many minutes each of my four groups need for TM CM TF CF activities and which students should be placed in the four groups (ABILITY levels).”
“Provides exercises and activities matched to students independent learning needs. As well as provide 1 to 1 work or very small group practice on particular skills needed to gain growth.”
“Students were given their own reading folder with the activities they must complete that day.”
“I have four small reading groups. Children are placed in a group according to what has been determined by Classroom Setup (page in A2i). Each group is allotted approx. 20 minutes each day to meet with the teacher for TMMF or TMCF activities. Additionally, each of the four groups is allotted 20 minutes per day for CMCF activities as planned for by using the software.”
“Yes. Knowing the minutes of instruction needed and the type (CF, MF) helped me to plan my groups and lessons to best meet the needs of the children.”
“The program has materials for different levels of students.”
“Yes, it helps you manage your time so that all groups can receive instruction.”
“A2I gives recommended times for both phonics and meaning focused instruction. I use these to plan small group instructions. Also materials are suggested for individualization.”
“The software tells me which TM TC to use for each lesson with each group. During seatwork (CM, CF) time the software helps me plan for each group as I use the software’s suggested CMCF lesson activities. The software has helped me realize that I need to plan more CM activities for my two high(er achieving) groups and more activities for my two lower groups.”
“Yes, It provides me with the data I need in creating lessons that will meet individual needs.”
“It helps pick activities for the different groups or levels of a particular activity. The (progress monitoring) testing helps me know where children are at a particular point.”