Fluency is often taught with multiplication tables and worksheets encumbered with dozens of practice problems.
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In the 2012-13 school year, under the leadership of Chancellor Kaya Henderson (who has shown tremendous support for blended learning and technology in the classroom), DCPS began looking for digital content that would facilitate math fluency. Some of the content providers in DC public schools had not yet adjusted their products to these new pedagogical shifts in Language Arts, such as engaging students with complex texts for rigorous text-based analyses, or in math, with emphases on deep understanding, fluency, and application instead of procedural, routinized instruction.Īs a result, we at District of Columbia Public Schools (DCPS) needed to conduct a thorough re-evaluation of our existing products, and, in some cases, look elsewhere to find digital content that pivoted students and teachers on a path towards implementing these shifts. The most important question to ask when deciding on digital content is: What academic goals are we aiming to achieve? Beginning with the end in mind will frame the decision-making process, focus your efforts into finding the content that will best meet your needs, and allow you to ask the right questions to ensure you know what you’re getting and why.Ĭommon Core adoption signaled a major instructional shift in not only what was being taught, but how it was being taught. To help, I’ve outlined four guiding principles as you choose digital content.
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But if we don’t curate content judiciously, we run the risk of creating classrooms full of children skilled in digital gaming instead of children reading, writing, and understanding math proficiently. The market has vastly improved in terms of curricular alignment, actionable data for teachers, and content quality. Thankfully, digital content has come a long way in the decades since I sat in fifth grade. Oregon Trail’s primary impact was not in teaching me important skills, but in keeping me from learning the things I really needed to know. The content was disconnected from the rest of the 5th grade curriculum. The Oregon Trail was seen by both myself and the public as an educational home run, a pioneer for what was to come in the new era of digital content.Īs much fun as it was, the dozens of hours I spent in class playing The Oregon Trail really only taught me what diseases people got in the 19th century. In the eyes of visitors, I was fully engaged in a quality learning experience with strong digital content-a happy, motivated learner.
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Want to meet John and the rest of the DCPS team, and chat about OER's? Educators can sign up for a free ticket to the EdSurge D.C.
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While traversing the digital prairies, I struggled with dysentery, starvation, and pixelated bears as I guided my pioneer family to our new home in the Pacific Northwest.
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It came loaded with some limited educational software, my favorite being The Oregon Trail. For the first time, there was a computer in my classroom. Fifth grade was one of my favorite years in my K-12 career.