The American educational system, then, creates a permanent math underclass
School of One, a method for math teachers to personalize instruction,
Rose and Rush then left the city department and established New Classrooms Innovation Partners, a private nonprofit organization that now works with schools to use Teach to One, a program that evolved from School of One.
classroom is the size of four rooms
all four seventh-grade math teachers and some aides circulated, teaching 120 students as a team.
students find their names on airport-style monitors outside the room, which tell them where to go
monitors also tell the students which of several learning modalities they will use.
some answered questions at a computer. A few feet away, others did work sheets in pairs. Five students sat at a table with a teacher, solving equations. At one end of the room, Reisman worked with 23 students on a multiday probability project.
Centers - laptop, collaborative work, small group instruction.
M.S. 88 is part of a broad evolution in teaching math, employing technology to provide students with a lesson personalized for each.
first step, now widespread, was the digital lesson, usually a computer game or video
Computers can also administer and grade math quizzes
New Classrooms has a library of 12,000 lessons, some created by its staff, but most bought à la carte from companies like Pearson and IXL.
a third are online, and the rest are taught live
every math class ends with each student taking an online quiz that tests whether she has mastered today’s lesson
How difficult is it to achieve this? Sounds like the ideal, the goal - at least in math.
next step is the real innovation: the educational equivalent of an air traffic control system. Each student’s daily exit quiz is fed into an algorithm, which produces the next day’s schedule for each student and teacher.
(Teachers get a preview, and can override the schedule.)
If a student has mastered a skill, on to the next one. If not, she gets another day’s instruction, this time through a different modality. (The algorithm is aware of which modalities work best for her.) It’s an enormous departure from traditional teaching.
we’ve had a lot of difficulty translating that model of what students know into actionable information. The information we give teachers is either too coarse or too fine. It’s either ‘Johnny can’t do math’ or ‘here are 186 characteristics on seven dimensions of proficiency’ and the teacher says ‘I can’t look at all that.’ The value proposition of School of One is: by telling you what the next instructional step is, we’ll help you thread between that.“
Many brands of technology save teachers from spending time making up and grading tests. School of One also regroups students and matches them with the just-right lesson.
timesaver overall? Not necessarily,
collaboration School of One requires takes extra time, he said, but teachers can spend less time on rote work.
$40,000 a year more than other math tech programs
$100 per student
valuated students using a comprehensive test called Measures of Academic Progress
second year, however, School of One did much better
progress statistically similar to the national average
collective gains for the 15 schools were 47 percent higher than the national average.
highest among the worst-off students
gains may be in part due to the fact that these are schools that decided to put a lot of time and money into improving their math teaching
sewing together various pieces of technology, something Mitchell called “Frankensteining.
only School of One, he said, recommends the appropriate next lesson for each student and organizes the classroom accordingly
Why should a school try an expensive, disruptive high-tech platform that’s still unproven? The answer is: in order to prove it.