District Administration July 2018 - 73

SPONSORED WEB SEMINAR DIGEST

JANET PITTOCK
Director of Curriculum
McGraw-Hill Education

logic grade level, we want to place students where
they need to learn. Then as they work, we gather information to help them move ahead quickly. That's
what happens in adaptive software. It's like having a
personal tutor for each student.
Adaptive software can be the backbone of a learning system. It meets students' needs, and it provides
data that allows teachers to more successfully know
what the students' needs are and then apply additional resources to meet these needs.
There are many implementation models. One is
the classroom rotation model, and it's the model with
which most elementary school teachers are familiar.
Many teachers use this, particularly in English language arts classrooms, and it's also very applicable to
personalizing learning and meeting individual student
needs in a math classroom. Part of the rotation model
is moving through the core program with the students
as a whole. There's still room for that. Then there's the
rotation model-Station 1, Station 2, Station 3.
Station 1 in all cases could be adaptive technology.
This means every student is working on the exact material they need with the necessary support provided
by the software. Each student would be working on
something different; each is getting the material they
need to be successful. This is working on weak foundations. The adaptive software is strengthening those
foundations so that on-level work is more achievable
for all students.
Station 3 is practice materials. This is based on

www.DistrictAdministration.com

what we did in whole-class instruction. In an innovative classroom, it could be to fill any of the needs that
the teacher and the students have together decided
require more practice. It could even be done in smallgroup project teams.
That leaves Station 2, which is for consultations.
One of the things teachers grapple with when they
start doing personalized learning is that they feel they
don't have time to consult with students about how
to become better independent learners. In Station 2,
you can make space for those kinds of ongoing conversations. You meet more frequently with students
who are grappling with learning independently, and
meet less frequently with students who are on track.
The important thing in personalized learning is
that students are moving around and teachers are
not spending their entire time at the front of the
room being on stage. There's more time for teachers
to make connections with students. There's nothing
that can replace the relationship a teacher has with
a student. This kind of rotation model, and allowing
software to take over some of the instructional duties, gives teachers time to do something for which
they're uniquely suited.
To read the McGraw-Hill Education complimentary
e-book Personalizing Elementary Mathematics by Janet Pittock, please visit DAmag.me/personalizing.
To watch this web seminar in its entirety, visit
districtadministration.com/ws051618

July 2018 73


http://www.DAmag.me/personalizing http://www.districtadministration.com/ws051618 http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration July 2018

District Administration July 2018 - 1
District Administration July 2018 - Cover1
District Administration July 2018 - Cover2
District Administration July 2018 - 1
District Administration July 2018 - 2
District Administration July 2018 - 3
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