Angelist sko learning presentation
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A Digital GameBased Learning Pla4orm Built Upon Cogni:ve Science and Common Core Alignment
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Transcript of Angelist sko learning presentation
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A Digital Game-‐Based Learning Pla4orm Built Upon Cogni:ve Science and Common Core Alignment
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Pyramid of Reading and Comprehension Skills
Understand Visualize
Relate new informa4on built on prior knowledge Develop a plan Self correct “Meta-‐Cogni:ve”
Reading to Learn
“Advanced Cogni:ve” Learning to Read
“Basic Cogni:ve” Pre-‐Reading Skills
Phonics, phonemic awareness Decode new words Read fluently
Short-‐term memory Relate parts to a whole Place things in logical order
www.SKOlearning.com
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Educa:onal Games as a 21st Century Learning Modality
• Learning is changing from recall and repeat informa:on to find it, evaluate it and use it at the right :me and in the right context
– 20th century educa:on -‐ acquisi:on of basic skills – 21st century success = higher order skills -‐ solving complex problems, interac:ng
cri:cally through language and media • Games naturally support this form of educa:on.
• Games are designed to create a compelling complex world – Players learn through self-‐directed explora:on – Learning is “just-‐in-‐:me” – Players use feedback data to understand how they are doing, what they need to work
on and where to go next – Games create need to know, a need to ask, examine, assimilate – Games encourage failing to reach the goal established by a game’s rules – Games give players permission to take risks not possible in “real life” – Games ac:vate tenacity and persistence required for effec:ve learning
www.SKOlearning.com
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• A large body of scien:fic research/literature supports the use of educa:onal games as an effec:ve and vital component of the learning process.
• The armed forces, medical schools, and civilian airlines have been using digital game-‐based learning for quite some :me.
Educa:onal Games
www.SKOlearning.com
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• Provide brain training and Literacy development
• Proven effec:ve with over 50,000 students in > 100 schools – Qualita:vely and quan:ta:vely proven to be engaging – Scien:fically proven to increase literacy and cogni:ve skills
• Developed by leading cogni:ve psychologists, educators and video game developers
• For Kindergarten through Middle School
Educa:onal Games
5 www.SKOlearning.com
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These state-‐of-‐the-‐art programs combine the latest research in contemporary cogni:ve-‐neuropsychology with sophis:cated gaming theory. Their efficacy has been clinically and empirically validated.
The digital game-‐based learning environment is appropriate for learners of all abili:es, and looks and feels like the games that today’s children love to play. The ac:vi:es are fully adap:ve so kids are never bored, never overwhelmed, and always learning.
Ramps to Reading and SkateKids are digital literacy and cogni:ve skill development programs that immerse children in a video game-‐based virtual world.
Learning Made Fun
www.SKOlearning.com
Why It Works:
SkateKids™ and Ramps to Reading™ were developed as a joint effort between educators, cogni:ve psychologists and digital game designers.
Collabora:on among three disciplines
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for Primary Grades
• Fine motor skills
• Keyboarding and mouse func:ons
• Basic cogni:ve skills – Selec:ve a]en:on – Memory – Sequencing – Planning
• Phonics and phonemic awareness
• Reading fluency and comprehension
www.SKOlearning.com
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• Builds on the Ramps to Reading founda:on by providing a dynamic virtual environment that con:nually adapts to the abili:es of each individual student
– Great selec:on of scien:fically designed games – Uses vocabulary of 5,000 words
– Virtual library and gigan:c virtual mall
• Develops more advanced “meta-‐cogni:ve” skills that are vital to learning
– Visualizing – Developing a plan
– Solving problems – Self-‐correc:ng based on feedback
– Comprehending and using what is read
for Grades 3-‐8
www.SKOlearning.com
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Crea:ng Long-‐term Engagement Virtual World and social networking features linked to student progress in the games mo:vates long-‐term engagement making learning enduring and transferable
• Virtual economy – Credits earned when levels are completed – Students create and customize their homes and neighborhoods – Contextually teaches saving, planning for purchases and delayed gra:fica:on – Mall with stores and hundreds of items to purchase with earned credits
• Library with leveled ebooks, music and more
• Avatars: Clothing, hairstyles and personal items purchased in mall
• Social networking features – Virtual smartphone
• Safe tex:ng and communica:on • Daily messages to students
– Neighborhood: Visit the “homes” of friends in your network
– Friends List: Keep up with what they are doing
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• Dr. Jack Naglieri is the developer of the most widely used tests – worldwide – of intelligence and ability including general ability, gigedness, and au:sm
• Professor at University of Virginia, Ohio State, George Mason University
• Author of 16 books & more than 250 scien:fic papers on intelligence, LD, ADHD, au:sm, academic instruc:on, and more
The proven science behind SkateKids™ and Ramps to Reading™ is based on modern cogni:ve and psychology theory combined with Dr. Jack Naglieri’s state-‐of-‐the-‐art research on intelligence and assessing / developing cogni:ve ability.
World-‐Renowned Expert on Helping Children Learn
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Key connec:on among cogni:ve processes, learning, and transfer of skill development
Naglieri, J., Fletcher, M., and Das, J.P.
Neuroscience-‐based Learning Principles: PASS Theory
www.SKOlearning.com
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Four separate research studies were performed with general and clinical popula:ons. In each case, significant improvements in literacy and cogni:ve development were observed:
• Reading Fluency of students using the program improved at twice the rate of non-‐treatment group
• DIBELS raw score effect size improvement of users >.8 (sta:s:cally significant) vs. .2 (sta:s:cally insignificant) for non-‐treatment group
• Reading comprehension score for treatment group improved at almost twice :mes the rate of the non-‐treatment group
• A research study funded by the W.K. Kellogg Founda:on showed significant improvement of cogni:ve skills in clinical (FAS impaired) children vs. control and alterna:vely treated groups
Collected usage data from over 50,000 students • Over 35,000 unsolicited student comments • Average session :me of 15 minutes • Students love learning with our programs
Proof of Engagement and Efficacy
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Feedback From Students
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Teacher: • “They always ask for SkateKids first.”
Literacy Leader: • “The kids here love it!!! That's all I've heard...have you seen the
new SkateKids??? It's really cool!!!”
Principal: • “If I let them, they would do nothing else!”
Literacy Leader: • “We have opened the lab @7:30 a.m. for SkateKids. I sent home
a permission le]er for our 2nd through 5th grade students… and I had approximately 120 le]ers returned to me... I created a scheduling nightmare!!!”
Feedback From Educators
