Leveraging Learning Analytics for Better Educational Content Design

Summary paper: Analysis of Maths Pathway module design Dr. Kripa Sundar (NarayanKripa Sundararajan)

Overview

This paper describes the evidence-based processes and practices used by the Maths Pathway Learning Team to develop and improve high quality content and assessment.

Key findings

What we teach is only the beginning; how we teach it can take us and our students over the finish line. This belief drives every classroom teacher and Learning Specialists at Maths Pathway.
The aim is for students to work in the Zone of Proximal Development (ZPD). These activities are called ‘modules’ (i.e. lessons) and are developed using a unique evidence-based approach that supports mastery in maths learning.
The team of experts at Maths Pathway reviews one part of the curriculum material at a time, prioritising areas where students spend the most time, or currently experience the most difficulty.
Material is re-written with a high degree of rigour, adopting a multi-step collaborative process involving reviews of literature, detailed defense of scaffolding and narrative flow, and more. The module is then re-released for teacher and student use.
Maths Pathway has assembled a team of experts to produce high-quality modules. These ‘Learning Specialists’ are experienced secondary mathematics teachers, primary mathematics teachers, and mathematicians.

Paper by:

Dr. Kripa Sundar (NarayanKripa Sundararajan)

Bayside Christian College: Analysis with PAT-M Data

Maths Pathway

English Pathway

Leveraging Learning Analytics for Better Educational Content Design

Overview

Key findings

Access full research paper

Maths Pathway

English Pathway

Leveraging Learning Analytics for Better Educational Content Design

Overview

Key findings

Access full research paper

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