We are always studying the incoming data to connect learning objectives and improve each learning experience. We are also planning these large-scale research efforts:

Technology & Problem Solving: edMe recognizes that problem solving is a skill that can be improved. We are focused on specifically improving students’ problem-solving skills and attitudes within: STEM challenges, writing challenges and mathematical word problems. The U.S. Department of Education accepted our White Paper and we are interested in partnering with:

• Schools/Districts with interest in piloting new materials focused on problem solving across these subjects at the elementary and middle school levels.
• Researchers interested in providing objective, third-party analysis of this intervention. The intervention documents quantitative and qualitative data that can be analyzed in pre-/post-intervention studies.

Research will extend for 4 years as we deeply examine what works and what needs to be improved to maximally improve students’ problem solving skills across these domains. Interested? email us!

Implementing & Evaluating PACT: The University of Texas-Austin and the Meadows Center disseminated Promoting Adolescents’ Comprehension of Text (PACT). The research to date shows that this intervention delivers measurable gains in reading skills for students in middle- and high-school. This study will replicate their intervention using training workshops and virtual supports that will help ensure teachers can easily and reliably implement these methods into their classrooms. The U.S. Department of Education accepted our White Paper and we are interested in partnering with:

• Organizations interested in partnering on workshops for teachers to help them better teach vocabulary and texts structure used in across ELA, Social Studies and Science.

Research will take 5 years to systematically replicate these methods and provide more evidence about this intervention. Interested? email us!

Short-term intervention on Mathematical Word Problems: Students can take pictures and explain their problem solving processes to get feedback (and become more aware) of their problem-solving efforts. This intervention takes 5 days and has 15 mathematical word problems. In addition to solving the problems, students answer questions about their thoughts before they solve the questions and what they can do when they see similar problems next time. This intervention is designed for classrooms and homeschoolers looking to get more practice with rich mathematical word problems.

This intervention is available, and we are looking for as many users as possible so that we can gather a wide range of experiences with this material. We are still looking for:

• Schools, families, and students looking to participate in a study focused on mathematical word problems and educational technologies.

If you are interested, just email us!

The edMe system was designed to explicitly handle long-term problem solving efforts, like STEM challenges, reading chapter books, and writing extended pieces. We know that these efforts are what students need to be successful in college and careers. We also know that too few states, districts, schools, and families have the supports they need to teach and document these efforts. In all of our outreach, we find that students more deeply engage in the content and develop a true love of learning when they are allowed to deeply explore this content.

In order to solve robust problems, students must have mastery of a variety of tools like reading fluently, broad vocabulary knowledge, math fact fluency, and scientific understandings. We also build students skills in these areas as necessary. But, these are not the end goals, they are steps toward strong, independent learning.

You can see a deeper explanation in some upcoming research, but we wanted to quickly highlight some educational models that are built into edMe Learning adventures.

This ongoing doctoral research allows students to take pictures and describe problem solving processes for mathematical word problems using whole numbers and the four operations. To date, findings highlight students’ need to have strong reading skills to be successful on the math questions.

While presenting research at the American Society for Engineering Education (PPT here), I met some fascinating people engaging in some high-quality work. These “Thoughts from ASEE” posts highlight that work.

At Manhattan College, engineering or education undgrads can become Engineering Ambassadors. Sr. Mary Ann Jacobs and Dr. Zahra Shahbazi described how their undergrads support students in grades 6 through 12 explore engineering. They use engineering workshops and hands-on experiences so students were directly engaging in scaffolded problem-based activities. They found that 85% of students strongly agreed or agreed that the workshops helped them understand the work of engineers.

The Engineering Ambassador Network described this teaching as Right Messenger and Right Message, and we could not agree more. Students learn a lot from their peers and their near peers (students slightly older). Utilizing this fundamental connection to facilitate STEM growth seems like a win-win proposition.

They found that 78% of students felt they better understood how to “think like an engineer” after completing these activities. We saw similar gains with the FLEET engineering simulator (82% were more interested in pursuing a STEM career). Connecting students to engineering through hands-on challenges and near peer relationships is definitely a recipe for growing the STEM pipeline for years to come.

You can read their paper and see related work from their session at: https://www.asee.org/public/conferences/140/papers/25784/view

I was thinking about where this journey started, and I think it began 100 yards down the Calverton School driveway. I remember year after year standing there waiting for the Calverton community to arrive for plays, ceremonies, orientations, etc. As each car arrived, I would smile, greet the family and give a lightly-regarded suggestion about where to park. It was a community that I loved, and I enjoyed being the first face that greeted new relatives, guests, and younger siblings to our learning experience.

I was thinking about that a lot as we put together furniture, pulled together signage, and created a new type of learning community focused on problem-solving skills. It was fun greeting new people through the car window, and later becoming fast friends. At edMe Learning, we are building a new community in Fairfax that strives to be the same type of welcoming learning environment that rewards determination and supports exploration.

In 2019, this looks a bit different than standing outside watching the neighbor’s cats (I didn’t even have a cell phone!). Now, we create STEM and reading adventures that you can do here or just as easily at your home or classroom. These robust projects have scaffolded support, and allow for formative feedback through our online system. Everyday we discuss our mission, Personalized education for each child, and tailor supports and create personalized lessons to allow your children maximum growth. We are also racing to publish STEM and reading adventures that address your child’s unique (and ever-changing) interests. Today, we have 13,000 supportive questions and projects that help your child earn hundreds of badges. I encourage you to try out a membership today!

If we can help you in any way, please feel free to email me anytime.

I personally welcome you to this new type of community. Oh , and I appreciate if you would park next to the field but understand if you pull right up to the front door.