Technology Helps Teachers Personalize Literacy Learning
Student comprehension skills are automatically tracked with Dreamscape helping teachers support learners in their individual development.
FEATURED LEARNING GUARDIAN GLENORA SCANLAN, HALIFAX REGIONAL CENTRE FOR EDUCATION
THE CHALLENGE
Teachers report struggling with assessing comprehension skills of learners in the classroom. The struggle is compounded by increased diversity in student skills. Delivering adaptive and personalized learning to each individual is a challenge. Technology can help.
THE OPPORTUNITY
Using a combination of research-based pedagogical approaches for reading skill development combined with the power of adaptive algorithms and machine learning, learning guardians can access new trusted tools to support each unique learner.
Each student has a detailed report of their individual comprehension skills with a simple line showing their starting grade and goal.
The educator dashboards are built to be simple, and effective. Our goal is to deliver only the most valuable information to help support teachers.
While teachers are able to see each student’s level by individual skill, students only see the world they’ve built and the passages in the game are adaptive to keep them in their Zone of Proximal Development. The innovation of the program is its ability to close the gap between the student’s actual skill level and the level of potential development. Dreamscape does this by presenting incentives to answer comprehension questions tied to reading passages which increase in complexity as the learner develops.
This program is a great way to work in the classroom on literacy skills while tailoring to the individual reading level of each student. An added bonus is that students also work in a collaborative fashion. A brilliant tool for today’s learning.
Glenora Scanlan
GRADE 6 TEACHER, SACKVILLE HEIGHTS JUNIOR HIGH
HELPFUL FEATURE: The reading progress report shows each student’s reading level over time. This report helps teachers quickly see any improvements or declines in reading progress to intervene with the right feedback when it is most helpful.
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