CARNEGIE LEARNING From research to results

Steve Ritter

Founder and Chief Scientist

BACKGROUND

• Founded by Carnegie Mellon University learning scientists and

veteran math teachers

• Focused exclusively on mathematics

– Over 650,000 students/year in K12

• Emphasis on:

– How students learn best

– How teachers grow professionally

– How schools create positive change

GUIDING PRINCIPLE

Learning results from what the student does and

thinks and only from what the student does and

thinks. The teacher can advance learning only

by influencing what the student does to learn.

Herb Simon

THREE BIG IDEAS

1 Engage and

Motivate

2 Promote Deep

Conceptual

Understanding

Powerful

Ongoing

Formative

Assessment

3

Modeling Student Thinking

What does this student understand about fractions?

5

1x

12

What does this student understand about fractions?

Transcript:

One half times one-fifth.

Now, I have to find a multiple of 10.

so half would go to five-tenths

and one-fifth would go to two-tenths

and multiply that and that would be

one whole

Process

• Multiply Fraction ( )

– Find common denominators

• 1/2 = 5/10

• 1/5 = 2/10

– Apply operator to numerators

• 5x2=10

– Keep common denominator

• 10

– Reduce fraction

• 10/10 = 1

 

1

2´

1

5

Process

• Multiply Fraction ( )

– Find common denominators

• 1/2 = 5/10

• 1/5 = 2/10

– Apply operator to numerators

• 5x2=10

– Keep common denominator

• 10

– Reduce fraction

• 10/10 = 1

• Add Fractions ( )

– Find common denominators

• 1/2 = 5/10

• 1/5 = 2/10

– Apply operator to numerators

• 5+2=7

– Keep common denominator

• 10

– Reduce fraction

• 7/10

 

1

2´

1

5

1

2+

1

5

Conceptual Model

PROGRAM DESIGN

• Blended curriculum

– Consumable text

• Active, workbook

• Provides structure for classroom interactions

– Software

• Intelligent tutor

• Personalized, self-paced, mastery-based

– 60% of class time with text; 40% with software

• Professional development

– Implementation

– Deep understanding of math

COLLABORATIVE CLASSROOM

Discussion

• In depth accountable talk

• Two-way interactions

Self-Evaluation

• Seek information

• Share what you know

Motivators

Real-World Connections

and Applications

Worked Examples

Pre-Written Student Methods

Analysis of Correct and Incorrect

Responses

Who’s Correct?

Using Models, Manipulatives

and Calculators

Lesso

n P

rob

lem

Typ

es

Matching, Sorting and Exploring

Talk the Talk

TEXT: LESSON DESIGN

Example

COGNITIVE TUTOR SOFTWARE

Model Tracing:

Tracks and evaluates individual student strategies

Immediate feedback at each step

Misconceptions

Feedback

Knowledge Tracing:

Tracks students growth in knowledge at a low level

Picks problems for each student, based on individual student needs

Zone of proximal development

Cognitive Model

ADAPTATION AND PERSONALIZATION

• Formative Assessment

• Differentiated Instruction

CONTINUING BASIC AND APPLIED RESEARCH

• LearnLab (Pittsburgh Science of Learning Center) – National Science Foundation

– Data mining and field experimentation

– With Carnegie Mellon, University of Pittsburgh, others

• Guidance on equation solving – US Department of Education (IES)

– fMRI, ACT-R modeling, field study

– With Carnegie Mellon (John Anderson)

• Math Fluency Data Collaborative – EDUCAUSE (funding from Gates and Hewlett Foundations)

– Games to build procedural fluency

– With CMU, NYU, UNCC, PSCC

• Hyper-personalized Tutoring – DoD (Advanced Distributed Learning project)

– Non-cognitive factors in learning

– With CMU