Supplementing Reading Curricula with Educational Software
By: Judith Bliss
Schools are increasingly turning to educational software to supplement their curricula. Computer-assisted instruction can meet the needs of each student, from the lowest performing to the most gifted, providing an effective way for teachers to embed individualized elements in their instruction. If the software is Web-based, students can even work on their academic skills away from the classroom.
Motivation Built In
A benefit of instructional technology is that it never gives negative feedback or gets frustrated with repeating something a student did not understand. Teachers are only human and might let frustration show after the third or fourth repetition of a concept. In addition, many programs allow students to track their own progress, giving them a sense of ownership of their learning. If the software is developmentally appropriate, students will make progress, and there is no greater motivator than success. In fact, some programs use a system that awards points for completing activities and displays the names of those with the highest number of points in order to increase motivation. For the most part, students are competing with themselves, but some also compete to see their names in the top rankings. Additionally, certificates for completing an activity, which are included in many software programs, are a great motivator for high school students.
Assessment and Tailored Intervention
Many technology-driven educational programs are now sophisticated enough to identify deficiencies in academic skills, diagnose problems, and then prescribe or provide interventions. For example, many reading intervention programs focus on a particular skill, such as fluency or comprehension, and provide targeted instruction to help students overcome issues with acquiring those skills.
Additionally, instructional software not only streamlines interventions, it can also be used as a tool for formative assessments. Traditional high stakes assessments, district assessments, basal assessments, or individual screeners are all very good tools, but since they must be applied one-on-one, they are time consuming. In addition, their results often take days and weeks to get to the classroom teacher where he or she can use it to adjust instruction.
Software provides classroom teachers with effective ways to keep students moving through the curriculum. Computerized programs review tasks, track students' answers, and assess mastery levels so that teachers can determine whether curriculum modifications are still on target or whether further adjustments are needed. Instead of potentially losing a whole year of effectively supporting students, a teacher can immediately print out the results of student sessions and quickly assign or reassign intervention.
For Christian schools looking to implement response to intervention (RTI) programs, instructional software provides the means to follow up on interventions. Educational software can address the higher-level skills that are standard for a Tier 2 student's actual grade while using content at an attainable reading level. Tier 3 students, for whom intervention is intensified, also greatly benefit from the custom-made learning paths, content, and ongoing assessments found in instructional software.
Academic Achievement Starts with Literacy
One area of the curriculum that benefits greatly from quality software is literacy. Many students tend to have very specific gaps in literacy skills, and oftentimes these gaps can go unnoticed when they are caused by issues like dyslexia. These gaps can affect all curriculum areas, especially as students get into higher grades and content becomes more difficult.
The "Big 5" areas of fluency, phonics, phonemic awareness, reading comprehension, and vocabulary are the core of reading curricula across the country. Teachers cannot depend on a "one size fits all" curriculum to effectively teach those five areas to a mixed-ability class, especially large classes of 25 to 30 students.
Instructional software allows an educator to quickly see a snapshot of student progress on specific skills and allows for easy grouping of students based on skill deficits or proficiency. This allows teachers to personalize the instructional process for students while managing larger class sizes.
Changing How We Teach
Capitalizing on all that instructional software has to offer requires educators to move from large group lecture to small group and individualized instruction. Teachers need to monitor computer instruction and provide individual feedback on what each student is doing. Personally talking over progress reports with each student will help them to stay engaged in the learning process. Also, understanding how the software programs works will help educators use it effectively with students. Educators should take advantage of any training provided by the software developer to get to know a program inside and out. Today's software programs offer the ability to customize the experience for students, which can happen quickly if the teacher is trained appropriately.
Moving Computers from the Lab
Many schools suffer from a lack of computer equipment, so teachers have to be prepared to lobby for computers or apply for grants to fund computer purchases. Another option is to search the school for computers that are not being used and move them to classrooms that are using instructional software. Schools can also ask local companies to donate functioning computers that they are upgrading in return for publicity, such as putting the company's name on a marquee.
The cost of computers and software can be recouped by expanding their use beyond class time by offering tutoring, after-school and summer school programs, and even outreach to limited English parents who could use the software independently to work on skills.
If a classroom only has three to five computers, teachers can rotate students through computer work and various other tasks during blocks of time. If a classroom has just one or two computers, teachers should use them to support the most struggling students with computer-based interventions during self-selected time and before or after school.
What should educators look for in instructional software? Programs that incorporate scientific research in the development of the content are made specifically for classroom instruction and offer teachers multiple reporting tools. Plus, programs should be simple for students to use even without receiving some kind of training.
Judith Bliss is president of MindPlay, an educational software development company, www.mindplay.com.
Sidebar
Importance of PE Curriculum
By Paul Rosengard
Like milk, isn't physical education "essential" for kids? Doesn't it contribute to their growth and development? So, why are so many deprived of it?
Let's tackle a few myths vs. reality.
1. "Time in PE is time away from academic pursuits – and that's what the kids are tested in."
The latter is true – too bad, because PE should be a part of standardized testing – but the former is false. No study has ever shown that more time in PE has a negative impact on academic achievement. The good news is that students don't have to sacrifice their health for the core subjects – they can have their math and move it, too.
2. "We don't have enough money to afford daily, quality PE – or the credentialed teachers we need to instruct it."
Budgets are tighter than ever. However, it's not a money issue – and it never has been. There is money to spend – not much, not enough, but there is money. Budgets are always a pie to be consumed, and the issue is how you slice it. How large a piece does PE receive — or deserve? I believe its section should be the equivalent of the other core subjects and not a penny less – and that includes equality for class size, too. Class size for PE should be linked to class size averages for other subjects.
3. "Parents care about grade point averages and want their students in class and learning."
A national survey of parents and teachers concluded that more than 75% opposed eliminating PE due to budget constraints or to meet increased academic standards (Robert Wood Johnson Foundation, 2003).
There are more myths and contradictory realities. The issue is clear, and the time is now. When PE programs and teachers are placed on the budgetary chopping block, speak up. Ask if they plan to stop serving milk in the cafeteria, too. Got PE?
Paul Rosengard is the executive director of the SPARK Programs, a research-based, public health organization dedicated to creating, implementing, and evaluating programs that promote lifelong wellness, www.sparkpe.org.
