Learning Software
Improve Reading Skills Through Online Access to Reading Support Programs
Jamaica Plain Adult Learning Program
TAGS: #InstructionalRoutine #LearningSoftware#Google Classroom #JPALP
WHAT | Access Online Learning Platforms: Learners in hybrid classrooms will access online learning platforms such as ReadWorks and NewsEla to support reading proficiency skill acquisition using Google Classroom and Zoom Chat. At a designated point in each class period, learners will access the online learning platforms to support their identified reading needs. They will also use these platforms for homework assignments–where the platforms are again used to reinforce specific taught reading skills across a variety of genres.
WHY | Predictable Classroom Structure: This routine allows for a predictable classroom structure, is easy to use, fosters learner engagement, and can be continued outside of the classroom setting. As part of the reading routine, learners will study new vocabulary, use digital annotating/note taking skills, and have opportunities to discuss their reading with peers in small groups. Teachers will find these tools easy to integrate with technologies already in use such as Google Classroom, Zoom, and Google Slides.
Connected research-based strategies | Identify at least one research-based strategy that connects to the routine.
HOW | Google Classroom: We will use Google Classroom to implement this routine. Learners will access the texts using both a classroom code and direct link posted to Google Classroom. In addition, instructions will be posted to the daily slides used by teachers during instruction. Finally, more support will be offered via tools like the chat in Zoom, as we are a program that uses remote, hybrid, and blended instruction. Learners will be taught how to utilize each mode of access and how to locate and complete assignments.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.2: Lifelong Learning (Adapt to New Technology): Learners will use technologies that they may not have complete familiarity with to continue their studies.
Prompts to support learners:
“Please check Google Classroom and the daily lesson slides to access your reading/homework assignments.” (This prompt allows for ownership of the learning process and ability to manage information independently.)
“How can practicing reading skills via a digital platform help you further your long-term goals? What aspects of the digital tools are most useful to you? Where are you still struggling, and how can we use the digital tools to better support your needs?” (These prompts encourage reflection on the learning process and how digital support might help learners reach their learning goals.)
Improving and Reinforcing Literacy and/or Numeracy Skills Through Online Tutoring
Jamaica Plain Adult Learning Program
TAGS: #InstructionalRoutine #LearningManagementSystem #LearningSoftware #GoogleClassroom #KhanAcademy #JPALP
WHAT | Access online tutoring: Learners will access online tutoring/instruction assignments for self-paced modules on a platform such as Khan Academy as part of ELA and Math HiSet preparation using the Google Classroom Assignments function and get instructor feedback via the Google Classroom Comments function.
WHY | Increase instructional time: This routine is effective because it is customized, engaging, on-demand, and each tutorial is brief, allowing busy adult learners to easily incorporate this tool into their schedules. When this routine is implemented, learners will also receive increased direct instruction during class because more in-class time is available to address individual needs, as teachers will be available to meet with individual or small groups of learners while others work on self-paced modules. This ensures that learners can access support for their specific learning targets. Using these modules, learners will actively participate in addressing their own instructional needs/learning gaps. Finally, because the routine is competency-driven, learners can take as much time as necessary to master skills, regardless of what their peers are working on.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Classroom/Khan Academy: Learners will identify which Khan Academy modules to complete via the assignments function in Google Classroom. Module assignments will be learner-specific and target their individual needs. Learners will access feedback on assignments via the comments function in Google Classroom, ensuring they access support in areas of need and know when they are ready to move to another skill. In class, learners will complete individualized modules that are assigned based on data from placement tests and classroom assessments/observations. Learners will also complete modules assigned to the entire class to reinforce skills taught during whole-group instruction. In addition, this tool will be used for reinforcement and self-study outside of class as learners will have the ability to watch the modules as many times as necessary and can use them for instructional support even when class is not in session.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
IS.1: Use and Apply Information
LL.1: Find Learning Resources: Learners will utilize the tutoring modules to further their learning process inside and outside of the classroom setting. They will take ownership of the learning process and can use the skills acquired during the routine in a myriad of subjects throughout their lifetimes.
Increase Student Engagement by Teaching Students How to Navigate Burlington English through Video Tutorials
Jackson Mann Community Center
TAGS: #ProgramPractice #LearningSoftware #VideoTutorials #JMCC
WHAT: During student orientation (first day of class), learners will be introduced to Burlington English and learn how to navigate the platform. They will watch tutorials covering basic navigation of the website and receive F2F instructional support. They will also learn how to access Burlington English on different devices, such as desktop computers, tablets, and smartphones.
WHY: Ensuring students are correctly onboarded into Burlington English is likely to increase student engagement (usage time) of the application. Our end goal is to have students use BE independently for asynchronous learning in addition to their traditional classroom time.
If students are comfortable navigating Burlington English, they will also be more likely to take advantage of the hundreds of courses available to them, as well as e-books. All these extra study opportunities will positively impact student learning and likely accelerate their language acquisition process.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Burlington English video tutorials: During in-person orientation*, students will access the Burlington English website with the help of an instructor to watch the Student Tutorials. The following tutorials are essential for students who have never used the platform before:
Accessing BE Courses from a Laptop, Desktop, or Chromebooks
Accessing BE Courses from a Tablet or Smartphone
Welcome to BE Student Lessons
Each of these tutorials will total approximately 6 minutes. The tutorials will teach students how to download the app on their phones for future use outside the classroom.
*At the beginning of the school year, in-person orientation is done inside the classroom (with teachers and volunteers present). After that, all new students who join (due to open enrollment) attend orientation before going to their first class. This orientation is done with small groups of students, of different levels, in a classroom setting.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.3: Use Basic Browser Tools: Students will learn how to open Google Chrome and access the Burlington English website. All students have a Burlington English account that they access in and out of the classroom. Knowing how to navigate to and around the website is essential to their learning experience in the classroom.
Learn English Using a Language Learning App
Gardner Pilot Academy Adult Education Program
TAGS: #InstructionalRoutine #LearningSoftware #ELLII #GPA
WHAT | Students will learn how to use a digital language learning app.
WHY | This routine will help students learn to use a learning app so they can continue and expand their studies outside of the classroom. Formal instruction hours are limited and having the knowledge to use an app empowers students to be more in control of their own learning.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |ELLII: Instructor will preview this activity by asking students about their experiences learning English and whether they have used an English language learning app and if so, which one. Instructor will then introduce the app which has been selected, such as ELLII. Instructor will project it on the board and demonstrate to students how to use the app. Instructor will then show students how to log in and ask students to do so as well. Instructors will then show students where to go on the app and ask students to do the same.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.1 Access and Use of Educational Resources: This routine teaches students how to access and use an appropriate language learning app to improve their English skills independently. Students will learn the value and capabilities of a learning app.
LL.2 Adapt to New Technology: Students will develop comfort using such an app and can transfer this skill to using other language learning apps and other apps as well. This routine gives students the opportunity to explore a different way to learn English and decide if it works for them.
Learning Digital Literacy Skills Using Online Digital Literacy Learning Programs
Gardner Pilot Academy Adult Education Program
TAGS: #InstructionalRoutine #LearningSoftware #GCFGlobal #GPA
WHAT | Students use programs such as GCFGlobal to learn new digital literacy skills such as how to use WhatsApp or Word. This will standardize the use of one reliable, consistent source for teaching digital literacy skills.
WHY | The goal is for students to improve their digital literacy skills. Instructors may have taught digital literacy skills themselves, using whatever their own knowledge, training, and resources includes. Using an online learning program will help standardize student knowledge and experience throughout the program as well as simplify instruction for teachers. Using a consistent resource will ensure consistent, standardized student knowledge and also consistent, reliable teaching methods.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |GCFGlobal: Instructors will select a lesson based on student need and program goals. Instructors will preview the lesson by asking what students know about that topic and then projecting an example of that skill (i.e,, if the lesson is on composing email, then the instructor will project an email). Instructors will then lead a class discussion as to why and how that particular skill could be useful. Instructors will then project the web address and ask students to go there. Students will then move through the online lesson. When students are finished, the instructor will lead the class as a group to complete a demo exercise using that skill, projecting that on the board (i.e., if the skill is composing an email, the instructor will lead the class in writing a sample email). The instructor will then give the students an assignment to individually practice that skill (i.e., the students may be asked to compose an email to a class partner about what they did that day).
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF1-12: Essential Foundations skills: This routine can be applied to most of the skills listed in the Seattle Digital Equity Initiaitve’s skill framework. In the initial uses of this routine, it is anticipated that many of the Essential Foundation Skills, EF.1 - EF.12, will be covered. The Essential Foundation Skills cover the skills needed to use digital devices and be active online and those are the same skills that the students will be studying using online digital literacy learning programs. Students can use these skills in their daily lives to complete tasks such as find information on the internet, make online purchases, locate online resources, use social media, and communicate with others digitally. For example, EF.9 is Send & Receive Email. Instructors may select an online lesson on sending email in order to facilitate learning this important skill.
Showcase Learning Progress with Digital Portfolios Using Digital Learning Platform
Haitian Multi-Service Center
TAGS: #InstructionalRoutine #LearningSoftware #Seesaw #HMSC
WHAT: Create digital portfolios using a digital learning platform to showcase and reflect on students' learning progress. Learners curate their best work and develop a sense of ownership and pride in their achievements.
WHY: This routine aims to foster student reflection, organization, and a sense of accomplishment through the creation of digital portfolios. By utilizing the digital learning platform features, students curate and present their work, reflecting on their learning journey and setting goals for improvement.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Seesaw
Set up a Seesaw class and invite students to join.
Introduce students to the purpose and benefits of digital portfolios, explaining how they will showcase their progress.
Provide guidelines on what should be included in the portfolios (e.g., assignments, projects, reflections).
Instruct students on how to upload and organize their work within Seesaw.
Encourage students to reflect on their learning by adding captions or audio recordings to explain their thought processes and improvements.
Provide feedback and comments on students' portfolio submissions, highlighting strengths and areas for growth.
Schedule periodic portfolio reviews, where students can self-assess their progress, set goals, and reflect on their learning journey.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.2*: Adapt to New Technology
IS.1*: Use & Apply Information
Use an Online English Learning Platform to Practice Skills
BCYF Perkins
TAGS: #IntructionalRoutine #LearningSoftware #USALearns #Perkins
WHAT | Used as an extra-curricular activity within or outside the classroom. Each learner will have an account and be enrolled in an online English learning platform assigned by the teacher. The learners will have access to a diversity of English activities to develop a variety of skills, including listening, spelling, vocabulary, and pronunciation. This dynamic and interactive approach to learning English provides learners with flexibility and autonomy, allowing them to engage with the language in a personalized and self-paced manner.
WHY: Utilizing an online English learning platform serves as a valuable tool for learners to further enhance their English skills beyond the traditional classroom setting. By incorporating online learning as a supplementary activity, learners gain additional opportunities to practice and reinforce their English language abilities across various domains. These platforms often provide a wide range of exercises and resources that cover multiple aspects of English proficiency. From vocabulary building to listening comprehension, learners can engage in targeted practice exercises to strengthen their language skills. The interactive nature of the platform fosters an engaging learning experience, allowing learners to actively participate and track their progress. By incorporating online learning platforms into their language learning journey, learners can take advantage of flexible learning opportunities, personalized practice, and continuous improvement in their English proficiency.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | USALearns
Utilized as a daily practice to supplement learners' English language skills. Learners can use USALearns as an additional resource for daily English language practice. They can access a variety of activities and exercises on the platform to enhance their listening, speaking, reading, and writing skills.
Provide clear instructions on how to create an account and navigate the platform.
Support learners in understanding the different features and activities available.
Additionally, teachers can incorporate USALearns into their lesson plans, assigning specific exercises or activities for learners to complete and providing guidance and feedback as needed.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.11: Connect to Wifi
IS.2: Access Information Sources
LL.1: Find Learning Resources
LL.2: Adapt to New Technology
Use Learning Software to Support On-Demand Remote Learning
Julie's Family Learning Program
TAGS: #InstructionalRoutine #LearningSoftware #IXL #JFLP
WHAT: The learners will log in to learning software recommended by the instructors and pick a skill based on the assessment data provided. Students will then practice the skill by completing the exercises provided by the learning software. This can be used/practiced as part of a synchronous class or supplementally for students to practice math, language arts, social studies, and science.
WHY: Access to online learning software supports individualized instruction and independent learning; while expanding access anytime- anywhere. Students will know how to access the learning from learning software at any time and place. Learners have access to this platform both on their phones as an app and on the computer and can access content in a location and time that is convenient for them.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | IXL
Using IXL, an interactive learning program that supports success for every learner. It included a comprehensive curriculum of over 9,000 skills covering 5 subjects. Teachers can assign skills, or students can pick the ones they need help with. The program provides detailed information for the teachers about the student's progress. IXL is an app that can be played on any device. It requires minimal digital literacy skills. Even if learners are not able to attend synchronous classes, students can learn new skills on IXL. They can also review skills taught in class when it is convenient.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.3: Use Basic Browser Tools: Browser skills [e.g., address bar, web navigation, favorites/bookmarks, forward/back, etc.]
IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps
LL.1: Find Learning Resources: Access and use of educational resources
LL.2: Adapt to New Technology: Adaptability [e.g., open to learning new tech, reapply/build on tech experiences]
Using an Online Program to Learn Skills
St. Mark Community Education Program
TAGS: #InstructionalRoutine #LearningSoftware #BurlingtonEnglish #StMark
WHAT | Learners will gain skills by accessing and using the online program to learn English. They log into the online learning program and navigate the lessons to complete them independently.
WHY | This will enable the learner to use technology and the online platform as a resource to learn English.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | BurlingtonEnglish: Show students how to log into the learning online program and how to navigate the platform. Support students’ confidence in using the program by having them follow the whole class guided instruction. Demonstrate how students select modules and work on different sections of the program to build their skills to be able to engage in multimodal learning. Help them develop their ability to manage troubleshooting tasks by asking them to bring any troubleshooting situations to class and or ask for help from a classmate. Encourage students to complete all parts of the modules and to dedicate as much time as possible to their online learning. Have students look at their progress and review lessons previously learned and be ready to apply them inside and outside of class. In this way, students can make learning online a life experience.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1 Communicate Effectively: Students will learn to communicate effectively by following along and listening to different dialogues.
EF.3 Use Basic Browser Tools: Learners will use browsing tools and scroll forward, backwards, up, or down the program screens.
LL.1 Find Learning Resources: Learners will also become accustomed to using a mobile app and or personal device to access online learning platforms.
LL.3 Set Goals and Reflect: For this lesson in particular, learners will have the opportunity to set goals and learn how to accomplish them.
Utilize a Digital Needs Assessment and Videos to Reinforce Digital Literacy Skills
Project Hope Boston/ESOL Program
TAGS: #InstructionalRoutine #ProgramPractice #Assessment #LearningSoftware #Northstar #BurlingtonEnglish #ProjectHope
WHAT | Learners assess and practice their digital literacy skills over time through a series of online assessment tools available through the program.
WHY | Learners will assess their computer basics skills and then do follow up practice lessons in class to reinforce their skills and learn new ones. After completing an initial computer basics assessment, learners will know first hand what computer skills that they have a solid grasp of and what computer basic skills that they need to keep practicing and improving. Taking the assessment will not be done in a vacuum, but more practice will be built in based on the assessment results. The assessment will give the instructor data about what basic computer skills learners already have prior knowledge of, and then what computer skills they still need to reinforce through practice.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW| Tool Name: Northstar Digital Literacy & BurlingtonEnglish:
Set up Northstar accounts for the learners.
Do the Northstar orientation together in class, so that they know how to locate the computer basics assessment and complete it.
Give students 30-45 minutes to complete the assessment. Review the assessment together in class.
Later, use BurlingtonEnglish digital literacy videos and lessons in class to reinforce and practice their digital skills
Students will continue to build their digital literacy skills by completing self-assessments in class and at home for further practice. They will also be able to access additional digital literacy assessments and videos on the North Star platform.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.5: Understand my computer
EF.4: Use the mouse
IS.4: Self-Assess your skills