We have been busier than worker ants as we prepare for the new enhancements. We’ve launched several surveys and have received literally hundreds of responses! We are so thankful for every teacher, administrator, and parent who has given us actionable feedback that we could incorporate into the platform. So stay tuned for some exciting changes, outlined here, within the next couple days 🙂 To take a quick break, we wanted to show you how we scaffold and challenge your students in each and every concept.
Let’s use the pre-built MAP Common Core 2nd Grade Winter Learning Path but focus on the Geometry domain and the specific standards 2.G.A.2 and 2.G.A.3.
- 2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- C849 – Partition a rectangle into rows and columns of same-size squares. Unit 1
- C850 – Count to find the total number of same-size squares in a partitioned rectangle. Unit 2
- 2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
- C851 – Partition circles and rectangles into three equal shares. Unit 2
- C852 – Describe partitioned circles and rectangles using the word thirds and the phrase a third of. Unit 2
- C853 – Recognize that equal shares of identical wholes need not have the same shape. Unit 3
What we see by following these 2 standards within one domain is how a student is gradually presented with more and more challenging content.
Let’s walk-thru how an actual student progressed:
1) Initially, the student was presented with C849 in a diagnostic. It was not passed.
2) The student then starts to practice immediately and we begin scaffolding C849 to prerequisite concepts shown below. These are concepts which have been dynamically and gradually pulled into the Learning Path to fill those skill gaps.
3) Over time (equating to over 150 questions) the student is presented with 2 more levels of prerequisite concepts.
4) When these skill gaps are filled, the Learning Path begins to light up with a vibrant turquoise color indicating that the concepts are now ready to be Mastered! Also, notice the concept which has now become available for the student: C852 . Note that C853 is “grey”. This is the most challenging concept in the group and we will present this concept when the student has shown that he/she is ready to practice it.
We hope this walk through of a student’s adaptive journey helped visualize how scaffolding and challenging work together to ensure students achieve mastery!
As one teacher from Chula Vista writes, “I used ScootPad last year with my second graders and was impressed by its challenging content. This year I’m using it with my fifth graders on a more full-time basis and am continually impressed with its Common Core correlated material.” – Thanks Mr. Waara!
Remember to stay tuned as we gradually release improvements over the next couple weeks and help you save more time and get results every day! Please continue to send us your feedback – no matter how small or trivial – that is how you can help us improve ScootPad and make it more relevant and effective for you.
The ScootPad Team