A Proven Foundation
ALL In Learning is built on a mountain of research that has lead to documented, significant gains.
In study after study, key principles emerge:
- Make a habit of frequent data collection and immediate feedback. A top “turnaround school” success strategy, it lets teachers see misconceptions so they can reteach or remediate in the moment, and it engages students and gives them ownership of their learning.
- PLCs / Data Teams should collaborate broadly based on timely hard data. Regular data-driven collaboration helps teachers plan effectively, meet the needs of different learning groups, share their most effective techniques and materials, and work more efficiently, reducing stress.
Bringing It to the Classroom
What good is the research without a way to apply it in your school?
Our suite of tools offers an easy-to-use, varied, comprehensive approach.
- Clickers are a proven tool for checks for understanding and engagement, and we make them simple to manage and affordable enough for every class.
- Plain-paper mobile bubble sheet scanning makes even homework grading a snap, with instant feedback.
- 1-to-1 mobile-device or computer-based solution gives immediate feedback and reporting.
- Colorful, immediate, collated reports for teachers and teams.
- Teams can share materials and use mastery/strategy/remediation plan features.
Read about the research that has shaped ALL In Learning:
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Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan , 80 (2): 139-148.
Black, P, Harrison, C, Lee, C, Marshall, B & Wiliam, D (2003). Assessment for Learning: Putting it into practice. McGraw-Hill Education, Berkshire, England.
Bambrick-Santoya, P. (2010). Driven by Data. New York: Wiley, John and Sons.
Clarke, S. (2011). Active learning through formative assessment. London: Holder.
Clymer, J. B., & Wiliam, D. (2006/2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.
Csikszentmihalyi, M. A. (2005). Flow. In A. C. Elliot, Competence and Motivation (pp. 598-608). New York: The Guilford Press.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
Deci, E. (1975). Intrinsic Motivation. New York: Plenum Press.
Dickens, W. F. (2001). Heritability estimates versus large environmental effects: The IQ paradox resolved. Psychological Review, 108, 346-369.
DuFour, R. & Eaker, R. (1998) Professional Learning Communities at Work. Solution Tree Press.
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
Elliot, A. F. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26, 780-794.
Hattie, J. (2012). Visible Learning for Teachers. Routledge, New York.
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Heward, W. L. (1994). Three “low-tech” strategies for increasing the frequency of active student response during group instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320).
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