Through Pearson’s virtual learning offering, students now have the opportunity for richer and more engaging educational experiences that are personalized to their learning style and level.
Our digital curriculum allows us to:
- adapt to user performance
- use the right formative assessment tools
- determine the most helpful learning materials for individual students at the optimal time
- create customized lessons
- continue in a lesson until a student masters the skills
- track student interactions with digital content
- provide performance information in real time to teachers, administrators and parents
- analyze rich data on the effectiveness of content
This concept of data-driven “two-way learning” replaces the subjectivity educators have relied on historically to assess the strengths, weaknesses, and appropriateness of educational content. We are thus able to take this information and create individualized lessons, homework and assessment.
Course design and content are carefully reviewed on a regular rotating basis and modified to meet the current standards and changing needs of students and society. Each course follows the below design standards.
Higher Order Thinking
The goal is for 60% of each module to address the higher levels (Analysis, Synthesis, and Evaluation) of Bloom’s Taxonomy.
Every course includes a “pace guide” and an Individualized Pace Planner designed to guide students through the course. The guides, along with introductory course info, give students the “big picture” of the course and help them to break down that big picture into daily, manageable bites.
We provide learning and assessment options so that students can respond to assessments utilizing their strongest learning modality.
Our courses use interactive components to enhance, teach, and provide opportunities for practice and self-assessment. As courses are refreshed, concepts that have proven difficult are enhanced with interactivities to aid instruction. The courses contain Flash components which guide students through concepts using visual, kinesthetic, and auditory methods. Java-based activities provide innovative practice opportunities.
Our target is to provide all reading, internal or external, within two grade levels of the target grade for each course. For example: A course intended for 9th grade students would have an acceptable readability range or span from 7th grade to 11th grade, however, the target is grade level 9 overall. We use the Fleish-Kincaid as one tool to gage readability levels.
All courses include discussion-based assessments for two main reasons. 1) They provide another measure of academic integrity. 2) They provide yet another opportunity for teachers to speak verbally with students and to ascertain their understanding of the content. Discussion-based assessments are particularly valuable for students whose strengths lie in verbal versus written feedback.
Assessments pull questions from test banks so that no two students receive the identical questions on assessments. This is yet another academic integrity measure that has been proven successful.