At a recent "capstone" convening, our Wave II grantees shared updates on their projects through descriptive posters. Click through the slides to see snapshots of their work developing and scaling interactive learning modules aligned to the Common Core. For more about Wave II, visit: http://www.nextgenlearning.org/wave-ii
1. Building Blocks for College Readiness
An Overview of NGLC Wave II Grantees
In January 2011, Next Generation Learning Challenges put
out a call for interactive, digital content and tools aligned
to the forthcoming Common Core Standards. Wave II,
“Building Blocks for College Readiness,” challenged
innovators and developers to create and refine learning
modules for 7th – 9th grade core content that could be
mixed and matched as part of a larger curriculum. More
than 230 people applied, describing games, simulations,
online curriculum, and assessment tools for teachers and
students. Of them, NGLC selected 19 final winners in June
2011.
The winning grant projects include online simulations that immerse students in authentic, real-world
experiences (helping them draft political arguments, run sports networks, or work on a virtual power
grid) and games that weave math and literacy into engaging scenarios such as a health mystery on an
island, an alien invasion, or an epic quest. They include platforms to help teachers create and share
Common Core-aligned content and assessment tools for providing feedback and support to both
teachers and students.
For more than a year, these grantees have worked to refine, test, and further scale their innovations. In
December 2012, we gathered them together to learn more about their work, their challenges, and their
plans for the future. The following images are from posters they each developed to showcase their
innovations at the convening.
By the Numbers:
• 47,439 Students served by Wave II innovations during
the grant period
• 11 Projects that target math, primarily
• 3 Projects that target STEM (physics and
engineering), primarily
• 3 Projects that target literacy, primarily
• 1 Project that targets civics
• 10 ―Proof of concept‖ projects
• 9 ―Early stage adoption‖ projects To read individual grantee profiles,
scan the QR code above.
2. CAST, Inc.
Universal Design for Learning Modules
CAST, in collaboration with science curriculum
developer Education Development Center
(EDC), has created a series of next generation
learning modules (or curriculum units) that
address the urgent call for high-quality science
content tied to the Common Core Standards at
the high school level. Termed Foundation
Science-UDL Physics, these learning modules
are based on EDC’s Foundation Science
curriculum and comprise 8 to 12 weeks of
instruction.
We’re looking for partners to
help us:
• Create a sustainability plan
• Expand analytic system
• Go mobile
• Advertise and market
Key Accomplishments:
―This is mad work, but its easier…‖
–9 th grade student after using UDL modules
• Completion and launch of 12 week UDL Physics curriculum for free and public use;
• Research and evaluation indicates significant promise of modules to broaden
participation and physics outcomes among diverse students
Contact: Gabrielle Schlichtmann, gschlichtmann@cast.org
3. Classroom, Inc.
The Sports Network
The Sports Network-2 is a 20-hour online literacy game that
puts students in the role of managing director of a sports
media company and presents them with a rich array of
reading and workplace experiences. Within a virtual
simulation, students move through five online game quests
and collaborate offline in jam sessions. As they encounter
authentic workplace challenges, they must analyze
informational text in order to reach their ultimate goal of
drawing a large teen audience to The Sports Network-2.
Based on their results, they are seamlessly directed to a
support or challenge activity, increasing their mastery of the
material. Partnering with Filament Games and the Learning
Games Network, Classroom, Inc. has delivered an online
literacy game in which students’ reading skills are
continuously being assessed based on four 8th grade
Common Core State Standards for reading informational
text.
Key Accomplishments:
• Classroom, Inc. (CI) successfully developed and pilot tested Reading in the Real World: The Sports
Network-2 (TSN-2)—one of the only learning games focused on CCSS in Reading Informational
Text--with over 400 NYC and Chicago students in just seven months from inception to completion.
• Teachers reported that TSN-2 was a valuable and engaging learning experience for their
students, and we learned students can read the rigorous kind of text the CCSS calls for within the
environment of in an engaging learning game. “My students . . . absolutely love using [TSN-2]. I
have students who are very low level readers, but are excelling at this program.”
• TSN-2 embedded assessment results are strongly correlated to MAP testing results, validating
TSN-2 as a tool that truly addresses and assesses CCSS in Reading Informational Text.
We’re looking for partners to help us:
• Secure investments and funding to develop and disseminate three new Reading in the Real World
next generation literacy programs for middle school students.
• Raise awareness and distribute The Sports Network-2 to urban schools nationwide.
• Plan and execute broad dissemination of our new Reading in the Real World next generation
literacy programs into urban middle schoolsand transition to high school programs.
Contact: Jane Canner, jcanner@classroominc.org
4. DaVinci Minds
WhyPower Integrated Math, Science, Career Education for Middle School
WhyPower improves learning outcomes and
promotes 21st century skills through an integrated
middle school math, science and careers
curriculum. The platform for delivery is Whyville,
the learning-based virtual world for teens and
tweens. In WhyPower, students interact with a
virtual power grid, learn math and science, and
earn virtual energy career badges. WhyPower
lesson plans are cross-matched to Texas
standards in math, science, and career education
and to Common Core math standards, and include
a tool to connect academic learning to local career
pathways and jobs.
Key Accomplishments:
• By the Numbers: 880 students, 650 evaluations, 17 schools in three ISDs
• Three new lesson plans and teacher training videos
• New Power Planner activity focuses on fractions, ratios and proportions
• Embedded assessment student and class profiles
• Statistically significant improvement in career awareness among middle schoolers
and in math interest among previously disinterested students
• Two publications in progress
We’re looking for partners to help us:
• Promote and sell the WhyPower program around the U.S.
• Create bundles of like-minded, complementary products
Contact: info@davinci-minds.com
5. Education Development Center
Wordplay Games
Wordplay Games is a suite of narratively and
conceptually linked online games that uses
high-frequency social studies and science
words to help students develop vocabulary
skills. Code Invaders is a single-player game
in which players familiarize themselves with
multiple-meaning words they will use as they
fulfill their mission. Cipher Force, a team
game, pushes students to think more explicitly
about the different meaning of words. The
social aspect of Cipher Force also encourages
players to articulate and reflect on their ideas
about the words and their various meanings.
Key Accomplishments:
• Students say that this tool is fun to play and gets you thinking about words and
what they mean.
• Teachers like this tool because it gives their students an opportunity to
rehearse a specific dimension of reading comprehension that isn’t otherwise
addressed in middle-school classrooms outside of remedial reading instruction.
• We think it’s valuable because teachers think it meets an important need,
students enjoy playing it, and evidence from game play tells us students are
engaging in the kinds of thinking we want to support.
We’re looking for partners to help us:
• Spread the word about Wordplay Games.
Contact: Jay Bachhuber, jbachhuber@edc.org
6. Gooru
www.goorulearning.org
Gooru is a free search engine for learning
developed by a non-profit organization
whose mission is to honor the human right
to education. Students and teachers use
Gooru to search for collections of
multimedia resources, digital textbooks,
videos, games and quizzes created by
educators in the Gooru
community. Collections are aligned to
standards and currently cover every 5 th-12th
grade math, science and social science
topic, with more subjects coming soon.
Key Accomplishments:
• Gooru has made its way across the United States and the rest of the world with
over 120,000 teachers and students using Gooru to create collections, study
with enriched quizzes, and teach and learn.
• Gooru has millions of educational resources and thousands of collections and
quizzes that are aligned to Common Core Standards for Math and California
Science Curriculum Standards.
We’re looking for partners to help us:
• Leverage Gooru Technology in their own applications
and products
• Develop their curricula, share their expertise and
materials through Gooru
Contact: info@goorulearning.org
7. iCivics, Inc.
Drafting Board
iCivics is an online civic education platform
founded and led by Justice Sandra Day
O'Connor. We developed Drafting Board to
advance content-based literacy, critical
thinking, and give students the tools they need
to argue effectively about issues that matter to
them. Drafting Board modules explore civics
content more deeply, teach skills required by
the Common Core Standards, engage
students in deeper learning, and ultimately
prepare them for college, career, and
citizenship.
Key Accomplishments:
• An independent evaluation of more than 4,5000 students was
conducted by Tufts University and found Drafting Board increased
engagement and improved argument writing.
• iCivics resources, including Drafting Board, are free and accessible.
Educator accounts provide teachers with customized tracking, student
assignment capabilities, and intra-class discussion functionality.
We’re looking for partners to help us:
• Distribute and raise awareness
about iCivics’ free and engaging resources.
Contact: Jeff Curley, jeff.curley@icivics.org
8. Imagine Education
Ko’s Journey
The ancient approach of teaching through story-
telling takes on new meaning in Ko’s Journey, a
web-based game that sends students on a rite-of-
passage journey filled with purposeful, meaningful
math that’s aligned with the Common Core State
Standards. Fast becoming ―America’s Favorite
Math Game,‖ Ko’s Journey is currently the only
math game where problems are fully integrated
into the context of a story. Online play is
complemented by live-action videos explaining
how the math mastered in the game relates to real-
life situations and standardized tests. Student
progress and assessment are automated and
accessed through a secure administrator
dashboard.
Key Accomplishments:
• We rebuilt Ko’ Journey into a truly viable commercial product.
• We partnered with Florida Virtual School to integrate Ko’s Journey into one of their on-
line math courses.
• We launched a pilot program with 10 low-proficiency schools across the nation that
included a research study with over 1000 students.
• We built a feature-length documentary about our pilot program interweaved with an
exploration into the pedagogical depths of why America’s students are failing at math.
We’re looking for partners to help us:
• Find and secure additional funding.
• Make district-level connections.
• Generate press and media.
Contact: Scott Laidlaw, scott@imagineeducation.org
9. Watch, teach, assign.
2,000 Common Core
lessons.
LearnZillion is an online, collaborative, Common Core curriculum platform with
lessons, resources, assessments, and activities created by some of the country’s
best teachers. Our platform includes:
• Nearly 2,000 Common Core lessons for both math and English/language arts
• Videos that highlight pedagogical content knowledge—the expertise to
demonstrate new concepts in ways that make sense to students
• Downloadable resources and online assessment items to compliment lessons
and measure student learning
Key Accomplishments:
• 2,000 Common Core lessons with activities, assessments and resources
• 35,000+ teacher users across the U.S. and growing strong
• Used nationwide for professional development and personalized learning
• Endorsed by state DOEs including New York, Georgia, and California
We’re looking for partners to help us:
• Raise awareness. We want teachers to know that this resource
is available to them. It’s easy to use, it saves them time, and it
puts great instruction at their fingertips so that they can better
meet the needs of their students.
Contact: Eric Westendorf, ericwestendorf@learnzillion.com
10. Louisiana Department of Education
Louisiana Virtual School
The Louisiana Department of Education's
Louisiana Virtual School (LVS) program
incorporates a multitude of twenty-first century
digital tools which engage students in a
technology-rich environment and access to Space for
CCSS learning modules. LVS uses several Photo
tools that are open educational resources or
available through an educational license
purchase, such as GeoGebra, LiveScribe
SmartPens, Wimba and Atomic Learning
Tutorials to enhance courses originally
developed for LVS.
Key Accomplishments:
• Developed CCSS aligned learning modules for Descriptive Statistics
• Developed interactive learning activities that would engage students
and address diverse learning styles
• Analyzed EOC Test Scores as a component of program evaluation
• Planned new directions with launching of iPad Pilot
• Planning repository access of modules
• Exploring statewide rollout to stakeholders
We’re looking for partners to help us:
• Incorporate digital game-based activities with
assessments to enhance student understanding
and motivation.
Contact: Margo Murphy, margo.murphy@la.gov
11. MIT
The Labyrinth Challenge
Labyrinth Challenge is a nationwide
competition to encourage and evaluate the
use of a puzzle adventure game which
teaches middle school mathematics. Playing
on teams, students will not only learn the big
ideas of pre-algebra, but they’ll also
demonstrate twenty-first century skills such as
collaboration, problem solving, and media
literacy. The contest will be open to students
regardless of ability level, and all schools that
compete will receive recognition.
Key Accomplishments:
• Reached over 25,000 students and 1,800 teachers nationwide
• Game design encouraged self directed learning, experimentation, and
iterative investigation
• Puzzles were aligned to Common Core pre-algebra standards and taught
practical analytical, computational and problem-solving skills.
• Quality art, narrative, and gameplay fostered engagement
and persistence
We’re looking for partners to help us:
• Share innovative methods for game- and project-based
• learning
• Address the challenges of implementing for evaluating massively
multiuser projects for minors
• Discuss methods of fostering the process of scientific analysis and
discovery, rather than just STEM content
Contact: Caitlin Feeley, cfeeley@mit.edu
12. NC State University
CRYSTAL ISLAND: Lost Investigation
Crystal Island: Lost Investigation is a game-
based learning environment for middle grade
literacy and microbiology. The game features
a science mystery about an epidemic that has
struck a team of researchers stationed on a
remote tropical island. The student’s objective
is to identify the spreading illness, recover
scattered pieces of another scientist’s notes,
and recommend a treatment plan. To solve
the mystery, students synthesize information
from conversations with virtual characters,
books and articles comprised of complex
informational text, and test results from virtual
laboratory equipment.
Key Accomplishments:
• Crystal Island is aligned with curricular standards in reading and science, and it
has garnered enthusiastic responses from school partners for reaching students
“where they are” by using state-of-the-art game technologies.
• Crystal Island was successfully deployed in two rural school districts with over
1200 students in a multi-week curricular unit.
• Classroom studies revealed statistically significant improvements in students’
reading and science test scores.
We’re looking for partners to help us:
• Expand school-based deployments nationally while
addressing emerging curricular standards in reading and
science.
Contact: James Lester, lester@ncsu.edu
13. SMALLab Learning, LLC
SMALLab Learning creates embodied learning
environments that integrate innovative virtual
technologies and contemporary research from the
learning sciences. Using skeletal tracking sensors
– like Kinect for Xbox – we design content that is
kinesthetic and gets students out of their seats.
We have created a curriculum on Simple Machines
using gesturally congruent movements to teach
about the conservation of energy and mechanical
advantage in a highly collaborative manner. In
addition, new, in-process assessment measures
were created.
Key Accomplishments:
• Creation of multi-day curriculum on Simple
Machines.
• Dissemination of 7 original KINECT games
on Gears and Levers (available for free at
smallablearning.com).
• Creation of ASSET survey and in-game process
metrics.
• Recruitment of hundreds of 7 th and 8th graders
for an ongoing efficacy study.
We’re looking for partners to help us:
• Distribute content to middle and high schools;
especially high tech schools.
• Partners interested in developing innovative
embodied content for science and language arts.
Contact: David Birchfield, David@smallablearning.com
Mina Johnson, Mina@smallablearning.com
14. Thirteen/WNET
Get the Math is a free resource that mixes video and web
interactivity to help middle and high school students develop
algebraic thinking skills for solving real-world problems.
Drawing on conventions of popular reality shows, video
segments begin with profiles of charismatic young
professionals working in fashion, videogame development,
music production, the restaurant industry, basketball, and
special effects. They pose challenges connected to their jobs
to two teams of teens. Viewers can tackle the challenges
themselves using interactive tools and hints before watching
a video that shows the teams’ solutions. Students then can
deepen their understanding of the algebra concepts explored
through additional interactive challenges.Teachers can visit
the website for lessons plans aligned to the Common Core
Content and Practices, student handouts, solutions with
multiple strategies, and a training video showing how to use
Get the Math in the classroom.
Key Accomplishments :
• An independent evaluation found that GTM prompted more sophisticated algebraic reasoning
in students, while boosting STEM interest and learning. After using GTM, two-thirds of the
students said they could name ways algebra is used in the world beyond the classroom.
• WNET expanded adoption in the 2011-2012 school year, reaching thousands of students
through training and implementation efforts.
• More than 69,000 unique visitors have visited the GTM website, generating more than
390,000 pageviewsto date.
• The program has aired on public television stations in nearly 50 percent of all US markets.
• A partnership with the National Council of Teachers of Mathematics has enabled us to reach
their national and regional educator networks through e-blasts, publications, and a webinar.
• GTM continues to garner awards, including the NETA Award for Instructional Media, New York
Emmy, Webby Award, Parents’ Choice Award, and a nomination for the 2012 Japan Prize.
We’re looking for partners to help us:
• Spread word about Get the Math to more teachers and administrators
across the country, and train them in using the materials.
• Develop additional modules covering more of the Algebra I curriculum.
Contact: Jill Peters, peters@thirteen.org
15. Texas Tech University
APS4Math
The main objective of this ―proof of concept‖
project is to increase students' mathematics
problem solving (modeling) skills by incorporating
modularized adaptive practice based on learner
characteristics (e.g., learning performance). An zzxczxc
Space for
adaptive web based tutorial was tailored and
incorporated into high school and middle school Photo
mathematics classrooms. A key characteristic of
the tutorial is the integration of assessment and
teaching components. While students solve With APS4Math students:
• study algebra problems at
problems, their knowledge and skills are
their own pace,
continuously monitored, and assessment items
• receive timely hints, feedback
and scaffolds are adapted to student knowledge and support,
and skill levels. • have access step-by-step
support and
• can self-monitor their progress
Key Accomplishments:
• Initial evaluations of the tutorial support the effectiveness of the tools showing
significant improvement in student problem solving skills.
• Learning gains were substantially higher for students with low prior knowledge.
• Field observations indicated that when students use the tutorial, they are
actively engaged in learning process.
• Participating teachers liked the tutorial and requested to use the tutorial in
subsequent semesters and for additional courses.
We’re looking for partners to help us:
• Write more practice questions that are aligned with state
Mathematicsstandards.
• Assist with the writing of various question components.
Contact: Fethi Inan, inanfethi@gmail.com
17. University of South Florida St. Petersburg
SunBay Digital Mathematics
SunBay Digital Mathematics uses dynamic
representations (graphs, tables, equations, and
pictorial simulations in motion) to engage middle
grades learners in complex mathematics
concepts. Within a curricular activity system,
teacher practice is impacted by the intensive
professional development needed to engage
students in learning challenging mathematics
using research-based replacement learning
modules. SunBay Digital Mathematics
emphasizes foundational ideas critical to
students’ deep conceptual understanding of
mathematics, helping students at all skill levels
bring these concepts to life.
Key Accomplishments:
• Student learning gains
• Two-tiered professional development
• Changes in teachers’ technological pedagogical content knowledge
• Institutional changes
We’re looking for partners to help us:
• Discuss the dilemma of a quick fix rather than
the sustainable change that comes as the result of
providing an intervention comprising of
a comprehensive curricular activity system.
Contact: Vivian Fueyo, vfueyo@mail.usf.edu
18. University of Wisconsin-Madison
CoMPASS - Physics
CoMPASS-Physics uses a technology-rich, interactive
learning environment that enhances digital and science
literacy and promotes a deep understanding of science
content. Available tools include: a digital textbook;
design challenges; and embedded assessments in
scientists’ journals - where students record data, write
predictions and questions, and generate explanations
using evidence-based justifications.
Key Accomplishments:
• Participating students in grades 6-8 in all three school districts made significant gains on tests of
content knowledge and science practices
• Students especially with low and medium levels of prior knowledge of content and science
practices made significant gains from pre- to posttest with large effect sizes
• Waunakee Community School and Monona Grove School Districts cite CoMPASS as an important
influence on students’ overall gains in science achievement on standardized assessments
• Many participating students expressed confidence and interest in becoming engineers:
• “The science program will help me a lot. … This helped me to choose my career for in the future.
Engineering is really fun and I think being an engineer is right for me.”
• “…knowing this would change my life because I would have a better chance of getting a job or
maybe even going to college. Or I might decide to become an engineer and I would get the job…”
• Teachers expressed keen interest in continuing the project. Teacher feedback on external
evaluations highlight strengths of project:
• “Science used to be a memorization of vocabulary and facts. It is now finding the relationships
between ideas and using the important vocabulary on a day to day basis. Students also collaborate,
discuss ideas, analyze data, and learn real science skills.”
• “The students are learning the content in a real, deep, motivating, engaging way.”
• “The students liked the idea of thinking like scientist(s) and engineers. They enjoyed the computer
simulations and were eager to explore on their own.”
We’re looking for partners to help us fund the:
• Development and testing of a CoMPASSeTextbook for tablets
• Development and pilot testing of life science materials
• Continuation and expansion of CoMPASS-Physics in Milwaukee Public Schools
Contact: SadhanaPuntambekar,
puntambekar@education.wisc.edu
20. Worcester Polytechnic Institute
A Formative Assessment Tool for Teachers.
Detailed data
Teachers select Students get allows teachers
or create feedback as to adjust
questions and they workwhile instruction and
assign them in a teachers students to
problem set. monitor their change the way
progress. they are
learning.
It all starts with the teacher. "The conversations we
have as a class analyzing
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daily pulse on what my
students truly understand
Users Share
is more than a dream
come true."
Key Accomplishments:
• Developed online professional development
• Doubled the number of users
• Developed a plan to take ASSISTments to 1 million students
• Created an API to allow integration with others (so SIS’s can pay us to
allow them to pull ASSISTments data into their grade-books).
• Created relationships with business partners (e.g., School Information
Systems, publishers, and non-profit organizations like NAESP and CFY).
• Bid on Race to the Top, Ohio and MA IIS to provide ASSISTments to 3
million students.
• Applied for and won a $3.5 million grant to test the effectiveness of
ASSISTments.
• Won ONR funding with another NGLC grantee to work together.
We’re looking for partners to:
• Bid with us on state-level and district-level vendor contracts. Contact:
• Use our API for assessments on their platforms. Cristina Heffernan
• Incorporate ASSISTment data into their School Information Systems. ch@wpi.edu