The Art of Digital Teaching

Posted on May 15, 2018

The Art of Digital Training

We might be teaching in a 21 st -century classroom, but that doesn’t mean we became experts in how overnight.

For some educators, learning new technology and implementing strategies for teaching in a digital classroom, can be a little intimidating. For others, we may be ready to embrace a blended learning or online learning environment but simply haven’t received the training to understand how it can help our classroom, or implementation strategies and best practices on how to do so.

Teachers may be asking themselves,

Where do I start? What are best practices? Can I integrate technology into my current class structure? I’ve been thinking about taking a blended learning approach, but how do I do it? How do I still maintain a highly collaborative environment while using technology? How do I...

Using ClassPace™ in a Flipped Classroom

Posted on May 14, 2018

Blooms for Flipped Classroom

The Flipped Classroom model has been a popular buzzword/concept over the past few years and its approach can have many definitions. What makes it so interesting and why are we still hearing about it? The teachers who have adopted this model are reaping the benefits and wishing they’d tried this approach sooner!

Using a Flipped Classroom approach has many benefits that not only help your students and parents/guardians, but YOU as teachers, too.

Using the Flipped Classroom approach allows you to:

give students time to digest a concept at home spending as long as they need to develop the foundational knowledge necessary to go deeper on the learning make homework more engaging as we can avoid the traditional paper and pencil worksheets provide built-in support tools so that students don’t have to scour the internet, a textbook, their...

Preparing Adults for their GED®, HiSET®, or TASC™ Assessment

Posted on May 3, 2018

High School Equivalency Test Prep

It’s never too late for anyone to get their high school equivalency diploma.

As schools continue to battle drop-out rates , chronic absenteeism , and adhere to ESSA and state bylaws to increase graduation rates , administrators are encouraging students to stay in school – or come back.

Students leave school for a number of reasons, and their motivations for seeking an alternative high school diploma are just as numerous. Many adult students want a diploma for personal achievement and a better quality of life. Adults may be seeking better income, advancement in their career, job stability, an opportunity to go to college, joining the military, and more.

An estimated 34 million adults over the age of eighteen do not have a high school diploma which accounts for an estimated 30 % of adults living at or below the poverty level. According to the Bureau of Labor...

ACT® Prep Made Easy & Flexible

Posted on May 1, 2018

ACT Test Prep Made Easy

Getting our students ready for college and career is priority number one for many high school educators. We work hard every day, all year long, to give our students the skills and knowledge they need to best prepare them for the next step of their journey beyond high school.

For many of our students that next step is college.

But preparing our students for a college entrance examination can sometimes be challenging – especially since the last thing our students want to think about is taking another high-stakes test. And I’m sure you’re cringing with the mention of that word, too! However, with the implementation of ESSA, some high school students have a choice to take the ACT® and others may not.

What is the ACT?

The ACT assessment is one of the largest U.S. college entrance examinations administered to high school students. The ACT is a multiple-...

What Do ESSA Evidence Requirements Mean to Local Schools?

Posted on Apr 25, 2018

The Impact of Evidence of Effectiveness on Local Schools

This article is Part 2 of our ESSA: Evidence of Effectiveness series. Make sure to check out Part 1 : Understanding the Difference between Research-based and Evidence-based.

As we shift our focus from research-based to evidence-based, we raise the bar on the level of rigorous support schools need to adopt, support, and scale instructional programming across the classrooms and schools in their district or state. First came approval of state ESSA plans, and now the next phase of identifying and implementing Evidence of Effectiveness is underway.

But what does that mean? What roles do the State Education Agency (SEA) and the Local Education Agency (LEA) play in establishing and demonstrating evidence? What’s expected of each? And, more importantly, what is at stake in terms of accountability?

Like always...

STEM: Trending for a Promising Future!

Posted on Apr 24, 2018

Odysseyware Always Changing, Always Improving

Our Always Changing, Always Improving series provides insight to our ongoing commitment to Odysseyware educators and our learners, to demonstrate our dedication to providing innovative, up-to-date, and relevant curriculum and learning opportunities for students, and support tools for students, teachers, and schools alike. We are committed to keeping our curriculum and instructional technology ‘refreshed’ for today’s schools in a dynamic digital environment.

STEM (and STEAM) play a critical role in not just our schools, but our global society as a whole.

When we empower kids with the opportunities to be engaged in a well-rounded curriculum , and learn the interconnectedness of science, technology, engineering, and mathematics, we provide a well laid path to national advancement in keeping our nation a leader in a global marketplace.

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What is the difference between Evidence and Research?

Posted on Apr 19, 2018

ESSA-Evidence of Effectiveness-Research-vs-Evidence

This article is Part 1 of our ESSA: Evidence of Effectiveness series. Part 2 (Understanding the different tiers of Evidence of Effectiveness) is coming soon.

I know what you could be thinking: tomato/tamato, right?

For so long we, as educators, have used the words evidence and research somewhat interchangeably. Sure, we know there’s a difference. But often when we reviewed curriculum in our classrooms, set-up pilots, and ultimately decided on an instructional purchase, we sought out ‘research-based’ options to guide our choices and decisions – and assumed strong research-based curriculum meant strong evidence of effectiveness.

But does it?

Do research-based programs still have a place in our classrooms? Do they still have merit? And, more importantly, do they still hold a stake in the...