CORE CURRICULUM
ASSESSMENT
READERS
Hero Academy Leveled Libraries, PreK-4
HMH Reads Digital Library, K-5
INTERVENTION SUPPLEMENTAL
Reading Intervention Handbook for Educators Download the Reading Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success. Implement a summer school curriculum with HMH intervention programs and help students understand the “why” of learning through real-world scenarios. HMH's supplemental math and reading programs go beyond core solutions, providing the right supplemental curriculum to boost student outcomes.
CORE CURRICULUM
SUPPLEMENTAL
INTERVENTION
ASSESSMENT
Math Intervention Teacher's Handbook
Download the Math Intervention Handbook, filled with expert advice and research-backed strategies that will set students up for success.
Implement a summer school curriculum with HMH intervention programs and help students understand the “why” of learning through real-world scenarios.
HMH's supplemental math and reading programs go beyond core solutions, providing the right supplemental curriculum to boost student outcomes.
CORE CURRICULUM
READERS
Connected Teaching and Learning
HMH’s Connected Teaching and Learning integrates assessment, core instruction, supplemental practice, intervention, and professional learning all on one platform.
Providing professional development for teachers, HMH’s professional learning courses, coaching, and leadership advisory supports educators every step of the way.
The COVID-19 pandemic has changed how K–12 districts in the U.S. plan for teaching and learning. Due to this pandemic, districts realized they must prepare for multiple options—onsite learning, distance learning, and possibly a hybrid solution. Now more than ever, technology-based instructional solutions will play an essential role in teaching and learning. Districts need research-based solutions that take advantage of the science of learning.
Waggleis a supplemental mathematics and English language arts digital solution for Grades 2–8 that offers adaptive, personalized, guided practice and instruction, while also providing ongoing formative assessment.Waggleleverages the latest findings in educational research and learning science to maximize student proficiency and growth. The intelligent adaptive engine analyzes multiple data points (academic and behavioral) to provide students with the most appropriate learning experience at the right time. Embedded hints and feedback support student mastery and retention of essential knowledge and skills, while also helping students develop higher order thinking and problem-solving skills and a growth mindset.Wagglealso fosters persistence and engages students in productive struggle. The system empowers teachers by providing flexibility and real-time data to support instructional decision making.
Waggleoffers teachers several options for assigning content. Teachers can assign content to students on a weekly basis, as a supplement to in-class instruction. Alternatively, teachers can haveWaggleautomatically sequence the content over the course of the school year, following its research-based progression of skills and standards. A third option is for teachers to have students begin by taking theHMH Growth Measure, which can serve as an initial screener for placing students. With all three options,Wagglemakes continual adjustments to each student’s learning sequence based on ongoing performance.
This paper summarizes the research base for key elements ofWaggle’s design, and explains howWagglealigns to the research recommendations, including:
Anadaptive, personalized learning systemcontinuously monitors key learner characteristics to make adjustments to “the objectives, pathways, and pace” of instruction to enhance learning (SRI International, 2018, p. 7). Researchers define learning systems as adaptive to the extent that:
A robust body of research indicates that formative assessment data based on student performance on learning tasks can be used to modify instruction and personalize learning, resulting in increased student learning (Aleven et al., 2017; SRI International, 2018).
Some researchers use the termintelligent tutoring systems(其)引用自适应个性化学习systems. A meta-analysis found that student use of an ITS resulted in superior learning outcomes, compared to students experiencing “teacher-led, large-group instruction,” other computer-based instruction, and “textbooks or workbook instruction.” Significant, positive effects were found for ITS at all levels of education and in almost all subject domains evaluated. Results for learning from ITS were similar to learning from individualized human tutoring and from small-group instruction (Ma et al., 2014, p. 901). Earlier studies also found that ITS can be “as effective as one-on-one human tutoring” (SRI International, 2018, p.16).
Research and research-based learning theories strongly suggest that adaptive personalized, learning systems should:
HOWWAGGLEALIGNS TO THE RESEARCH
Waggleis a continuous adaptive learning system that offers personalized practice and instruction to meet each student’s individual needs.
As a student works throughWaggleskills-based practice, the system assesses knowledge and skill mastery in real-time. Students’ learning objectives, pathways, and pace are individually optimized through constant analysis of their unique performance and behavior to deliver the right content at the exact right time.
Waggleuses the Knewton recommendation engine1to continuously evaluate each student’s performance on learning goals based on a student learning model that includes 13 data points organized in three categories—Learner’s Knowledge, Learner’s Behavior, and Learning Progressions—to provide a detailed picture ofwhatstudents know andhowthey learn.
Based on analysis of these data points, and teacher input,Waggleworks as an intelligent tutoring system. It identifies an individual student’s strengths, weaknesses, and learning patterns. Based on these, the system places the student on a learning path and monitors the learning environment on an ongoing basis to make appropriate adjustments to better support and enhance learning every time the student interacts withWaggle. These real-time adjustments ensure that students are provided the appropriate level of challenge based on their ongoing learning experience.
Like a good tutor,Waggleoffers students detailed hints, help, and feedback support when they get stuck, based on the student’s solution strategy and specific errors.
Wagglealso continuously tracks student engagement, andWaggle’s intelligent tutoring system measures and encourages student effort and persistence throughout the learning activities.
WhenWaggleis used as a supplemental resource, teachers can provide essential whole class and small group instruction while also offering one-to-one-tutoring throughWaggle’s intelligent tutoring system.
Retrievalpracticerefers to learning activities involving deliberate attempts to recall and articulate previously-taught information. It can take a form similar to assessment, such as taking a quiz, but it is intended as a learning strategy rather than as a pure assessment of learning (Argawal & Bain, 2019, p. 48).
研究表明,检索实践greatly increase learning, and many researchers consider it to be the most important component of learning (Argawal & Bain, 2019, pp. 30–34). Research in various classroom settings has demonstrated that retrieval practice improved student learning across different subject areas, for varying time delays, and at different developmental stages (from preschool to adult)—and it has been shown to boost skill learning, higher-order thinking, and transfer of knowledge (Agarwal & Bain, 2019, pp. 41–42). Based on their research synthesis of the science and practice of learning, The Committee onHow People Learn IIrecommend “practicing retrieval of memorized information, rather than just studying the information again” (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018, p. 55).
Research supports incorporating the following for effective retrieval practice:
The Importance of Feedback During Retrieval Practice
Frequent feedback during retrieval practice has been shown to supportmetacognition, so that students become aware of “what they know and don’t know” (Agarwal & Bain, 2019, p. 125). Research indicates that there is an “illusion of fluency” and overconfidence when learning activities are too easy, resulting in students being unable to “accurately predict their own learning.” However, when learning is more appropriately challenging and students are informed about their performance along the way, their accuracy in making predictions about their learning improves (Agarwal & Bain, 2019, p. 128).
Feedback is regarded by many researchers as essential to improving knowledge and skill acquisition (Shute, 2008, p. 153). Reviews of 12 meta-analyses indicate that “the average effects of feedback are among the highest we know in education”2(Hattie & Mark, 2010, p. 475, citing Hattie, 2009). Feedback has also been found to motivate learners (Shute, 2008, p. 153).
HOWWAGGLEALIGNS TO THE RESEARCH
Wagglewas designed for retrieval practice, enabling teachers to assign learning goals to stimulate recall and application of previously taught facts, concepts, and skills.
Teachers can search for and assign follow-up skills practice withinWaggleby learning goal or by curriculum standard. After an assignment is completed withinWaggle, it remains available for spaced follow-up practice. Students can choose to return to these assignments, review their previous work, and engage in additional practice toward reaching advanced proficiency. Teachers have the option of assigning additional practice on a completed assignment.
Waggleprovides interleaving of skills within a learning goal. For example, in English language arts practice, a student might read a passage, and then answer questions associated with three different skills. When a student is having difficulty with a mathematics problem-solving strategy, the system can offer up practice on related prerequisite skills, including skills taught in earlier grades.
Waggleprovides robust hints and feedback for students who are having difficulty with practice activities.
Waggleoffers detailed hints as scaffolding support for students who are “stuck,” so they can better understand the skill, apply prior knowledge related to the skill, and build confidence in their ability to apply the skill.
For example, an English language arts practice item presents a comprehension question regarding making inferences while reading. A sequence of available hints in provided for eachWagglelesson. If students need additional help, they can click for another hint.Wagglelessons have anywhere from 2 to 5 hints available to support students' learning.
In this example, the first hint that would appear on the lesson screen is:
In mathematics, for example, in a practice item comparing fractions, the sequence of available hints that would appear on the lesson screen are as follows:
IfWaggle检测到一个学生太快,性能rming poorly, the student is encouraged to slow down and try the hints.
If a student gets a practice item wrong,Waggleoffers elaborated feedback indicating why the answer was incorrect and/or helping the student approach the problem in a different way, rather than immediately revealing the correct answer. The student can then try tackling the problem again. As appropriate,Wagglesometimes offers a sequence of graduated levels of explanation. As needed,Waggleoffers optional instructional support, such as video lessons to help students develop conceptual understanding. And after several incorrect tries,Waggleexplains the correct answer.
Wagglealso provides scaffolded support for English learners.
Text and audio support is available for challenging language, academic vocabulary, idioms, cognates, and possibly unfamiliar cultural references.Translanguaging strategiesleverage students’ knowledge of their primary language to build metalinguistic awareness.
Research evidence suggests that students whopersistwhen faced with challenging learning tasks tend to perform better academically (Darling-Hammond et al., 2019, p. 26). Related to persistence is the concept ofproductive struggle—弄清楚是触手可及:不是too challenging to create frustration but challenging enough that effort is needed to move from an idea that is “comprehensible but not yet well formed” (Hiebert & Grouws, 2007, p. 387, citing Hiebert et al., 1996). In a review of research on teaching for conceptual understanding in mathematics, researchers found that “the engagement of students in struggling or wrestling with important mathematical ideas …consistently facilitates students’ conceptual understanding” (Hiebert & Grouws, 2007, p. 391).
Two approaches to encouraging academic persistence are supporting intrinsic motivation and fostering a growth mindset. Research on each of these approaches is presented below.
Intrinsic motivationis the human “inherent tendency to seek out novelty and challenges, to extend and exercise one's capacities, to explore, and to learn” (Ryan & Deci, 2000, p. 70). According to the research-based Self-Determination Theory and Cognitive Evaluation Theory, conditions that support intrinsic motivation include experiences that build a sense of competence (e.g., “optimal challenges,” supportive feedback, and “freedom from demeaning evaluations”) and experiences of autonomy (Ryan & Deci, 2000, p. 70; also see NASEM, 2018, p. 115). Research shows a positive relationship between intrinsic motivation and academic achievement (Lemos & Verissimo, 2014, p. 931).
根据德维克和礼的社会认知framework, students who have—or can develop—agrowth mindset(seeing intelligence as malleable) are more motivated and persevere, resulting in more successful learning, compared to students who have afixed mindset(seeing intelligence as a fixed state) and who more quickly give up when faced with challenges (Sarrasin et al., 2018, p. 22, citing Dweck & Leggett, 1988). Research shows that students who see their intelligence as fixed view academic challenges as a sign that they may lack intelligence, and this compromises their resilience, even among high-achieving students (Yeager & Dweck, 2012, p. 302).
Students who have a growth mindset tend to adopt mastery goals, whereas those that see intelligence as fixed focus on demonstrating competence and adopt performance goals. Research suggests that students who adhere to mastery goals are more likely to enjoy new and challenging activities, expend more effort, use higher-order cognitive skills, and are more persistent in their learning (NASEM, 2018, p. 119). A recent meta-analysis of the research concluded that having a growth mindset is “a predictor for academic achievement,” associated with higher gains in mathematics, language arts, and in general (Sarrasin et al., 2018, pp. 22–23).
横向和纵向研究的回顾es confirmed that helping students develop a growth mindset is positively correlated with their adopting mastery rather than performance goals, and with their display of effort and use of positive strategies when facing challenging learning tasks (Sarrasin et al. 2018, p. 22). Research suggests that a growth mindset can be fostered via learning and cultural influences that help students change their self-attributions and learn to view intelligence as malleable, which in turn can lead to more successful learning (NASEM, 2018, p. 111, citing Blackwell et al., 2007) and promote resilience (Yeager & Dweck, 2012, p. 306).
HOWWAGGLEALIGNS TO THE RESEARCH
The design ofWagglesupports intrinsic motivation in multiple ways.
Waggleensures that students are appropriately challenged without becoming frustrated through its continuously adapting, personalized practice.Wagglekeeps each student in their zone of proximal development.
As described previously,Waggleoffers scaffolded hints, support for English learners, explanatory feedback, and optional instructional lessons, which create an environment in which students feel safe to wrestle with the learning activity at hand. Students feel comfortable making mistakes along the way because help is always available, and they are encouraged to ask for hints when necessary.
Waggleoffers students choices over their learning. The student dashboard allows them to choose to work on their assigned practice activities toward their current learning goal, return to a previous assignment, complete a skill boost (quick assessment), or play a learning game. When students experience difficulty through several consecutive practice items, they can decide whether to access a lesson or take a break.
Waggleengages students, captures their interest, and provides a sense of ownership of their experience from the start. When students log intoWaggle, they select an avatar that reflects their own personalities. ThenWaggleoffers a choice of age-appropriate “worlds” (i.e., “Hero City”, “Oasis Outpost,” or “Planet Zebus”) and missions in which to work, based on their interests, and they can move among these worlds freely at the conclusion of a mission, lesson, goal, or learning game.
Waggleactivities appeal to student interests with diverse characters, scenarios, and images that allow students to “see themselves” as they engage in learning experiences. Real life applications of concepts and skills make learning relevant to students’ lives. For example, in a mathematics lesson onplace value, this concept is presented in the context of astronomy and space science.
As students work through their assignments withinWaggle, their student dashboard emphasizes mastery by tracking their progress toward mastery of specific skills and learning goals.
Wagglealso encourages student motivation through teacher support, even when students and teachers are working in a remote environment. For example, the Teacher Dashboard allows teachers to manage their class and easily recognize all students’ efforts, regardless of whether students are working, below, at, or above proficiency.
Wagglefosters a growth mindset.
Waggleencourages the idea that effort leads to successful learning. An on-screen character praises students for continuing to make an effort if they initially experience difficulty with a skill.
Waggleincludes a text messaging system for teachershout outsto students, and teachers are encouraged to praise students for their effort.
Students can also track their completed assignments, accomplishments, and previous work on their Student Dashboard, including recently completed skill practice activities.
Students can also see how their persistence, effort, and proficiency have unlocked various achievements. For instance, the screen below reports 1,110pointsearned for persistence and effort, 6 differentgemsfor hot streaks of proficiency, andbadgesfor performance and mastery.
Wagglewas designed with the theory of malleable intelligence in mind. This theory is discussed with teachers duringWaggleprofessional development, and teachers are encouraged to share this idea with students. During professional development, teachers are also introduced to the features ofWagglethat emphasize learning through effort.
TheWaggleMindset Report provides teachers with data on student engagement, documenting the student’s proficiency level, the number of attempts on an item, student use of hints, and the length of time spent on an item, so teachers can identify which students are exhibiting positive learning behaviors and which students might be disengaged and in need of additional teacher support.
Overall,Waggleencourages persistence and promotes a growth mindset by building students’ confidence organically and incrementally—increasing their desire to continue with a challenging activity and heightening engagement with content that sparks their interest.Waggledevelops students’ understanding, and equally important, builds students’ perceptions of themselves as capable learners, who can tackle difficult content.
Formative assessmentincludes any student activity that provides information that can be used to adapt teaching and learning activities (Black & Wiliam, 1998a/2010). An extensive literature review found strong evidence that use of student data to adapt instruction to individual student needs is an essential component of classwork and can improve learning (Black & Wiliam, 1998a/2010, p. 1–2; Black & Wiliam, 1998b, p. 7). Strengthening formative assessment practices can produce substantial learning gains with large effect sizes3and was found to help low achieving students more than other students, resulting in a reduction of the achievement gap while increasing achievement overall (Black & Wiliam, 1998a/2010, p. 4).
A robust meta-analysis of 21 studies found a greater effect size for studies where teachers used explicit procedures for reviewing data and adapting instruction, compared to studies where teachers had greater discretion about how to incorporate data into instruction4(Black & Wiliam, 1998b, p. 15, citing Fuchs & Fuchs, 1986). This meta-analysis also found that when teachers created graphs of each student’s progress to guide their teaching, there were larger mean gains than when this did not occur5(Black & Wiliam, 1998b, p. 15, citing Fuchs & Fuchs, 1986).
A growing body of research suggests that teacher-mediated instructional interventions informed byadaptive assessment数据是有效的提高学习。回顾of seven randomized controlled trials found that data-driven personalized literacy instruction was effective in preventing serious reading difficulties6(Connor, 2019, p. 89). These trials featured adaptive assessments that automatically selected new items based on a student’s previous responses, and that provided teachers with scores immediately so they could adapt instruction and create student groups based on skill levels (Connor, 2019, p. 98). Research investigating the impact of a formative assessment system for mathematics determined that it helped teachers to differentiate instruction and had positive effects on student achievement and motivation (Faber, Luyten, & Visscher, 2017, p. 83).
Recommendations below are based on a What Works Clearinghouse (WWC) practice guide (Hamilton et al., 2009) and research cited above:
HOWWAGGLEALIGNS TO THE RESEARCH
Wagglereports on a wide variety of student data in real-time that gives teachers the information they need to plan and adjust instruction on an ongoing basis.
Wagglereports on student proficiency at the skill level, taking into account not only percent correct but also student learning behavior within the system.
TheWaggleTeacher Dashboard’s Student Profile: Summary View provides a real-time overview of student proficiency level(s) on assigned skills and progress on skill boosts, learning goals, lessons, and learning games. Teachers can see who has completed assignments, who is making progress, and who has not started yet.
The Wagglereporting system interprets the data in ways that support improvement of learning.
TheWaggleTeacher Dashboard also offers actionable insights. The teacher can immediately view the performance of their class, including which students are demonstrating proficiency and which students could benefit from skill-specific support.
TheStudents Need Helpscreen below lets teachers review the skills that challenge one or more students. Then teachers can use theFind Contenttool for any one of these skills to review and assign available resources to classes, groups, or individuals.
The Teacher Dashboard also tracks instances where a student’s level of proficiency is low but productive struggle (Mindset) is high, an indication that intervention by a teacher is required.
As noted previously, theWaggleMindset Report tracks each student’s productive struggle, taking into consideration the student’s proficiency level, the number of attempts a student has made working on the practice items or games, the number of hints accessed across all practice items and games, and the amount of time spent working on a skill.
TheWaggleGrowth Report provides a holistic view of the class's growth, including the class's current average proficiency level and time spent across domains. This report also includes easy-to-interpret visualizations that represent current proficiency and trends toward higher or lower levels of proficiency at a glance.
Digging deeper, the teacher can see positive or negative trends in proficiency for each assignment, along with names of the students at each proficiency level, helpful in planning follow-up small group instruction.
Waggleprovides teachers with guidance on how to review students’ performance data and use this to determine next steps.
TheWaggleGetting Started Guide and implementation resources introduce teachers to theWaggleTeacher Dashboard and essential reports, as well as guidance on how to use these tools to make data-informed instructional decisions.Waggleprofessional learning support guides teachers through the process of making instructional assignments and decisions about small group instruction based on real-time data.
Waggleis both an adaptive assessment system and an adaptive learning system.
EveryWaggleongo会话学生完成贡献ing formative assessment picture. The results are automatically and continuously used to determine the most appropriate, personalized guided practice and instruction for each student, while also providing teachers with the data and analysis they need to make good decisions about whole class and small group instruction.
Waggleis a digital mathematics and English language arts solution based on educational research and learning science to supplement and support the work of dedicated teachers.
Waggleoffers personalized practice and instruction through a continuously adaptive digital learning system. Based on a student learning model that includes multiple data points and teacher input, the system develops a detailed picture of each student’s knowledge and approach to learning.Waggleemploys this analysis to provide an intelligent tutoring system built on each student’s strengths, weaknesses, and learning patterns. In these ways,Wagglealigns with research-based recommendations on effective adaptive learning systems.
Waggleprovides retrieval practice to support long-term mastery and application of knowledge and skills. Consistent with the research on effective retrieval practice,Waggleenables teachers to assign spaced, interleaved practice that incorporates detailed hints as scaffolding support for students who get “stuck,” and elaborated and corrective feedback for students who answer incorrectly.
Wagglefosters student persistence and productive struggle by supporting intrinsic motivation and encouraging a growth mindset. Following research-based recommendations,Wagglesupports intrinsic motivation through its continuously adaptive practice that challenges students without frustrating them, by offering choices over their learning activities, by appealing to student interests and making learning relevant to their lives, and by emphasizing mastery of specific skills and learning goals. The system also adheres to research and expert opinion on fostering a growth mindset by encouraging the idea that effort leads to successful learning and by rewarding students to persevere when they initially experience difficulty with a skill.
Finally,Waggleis both an adaptive learning system and an adaptive, formative assessment system.In alignment with research on formative assessment and data-based decision making, theWaggleTeacher Dashboard and reports provide real-time student data that inform teachers’ planning, and offer insights enabling teachers to make ongoing adjustments to instruction. Teachers get the data and analysis they need to make solid decisions about whole class and small group instruction.
Jay Sivin-Kachala, Ed.D., Executive Vice President, Interactive Educational Systems Design
Bonnie Louque, Director, Content & Curriculum,Waggle, Houghton Mifflin Harcourt
Ryan Parker, Product Owner,Waggle,Houghton Mifflin Harcourt
Renee Behring, Ed.M., Education Research Director, Houghton Mifflin Harcourt
Danielle Forbes, Ph.D., Education Research Manager, Houghton Mifflin Harcourt
Agarwal, P. K., & Bain, P. M. (2019).Powerful teaching: Unleash the science of learning.San Francisco: Josey-Bass.
Aleven, V., McLaughlin, E. A., Glenn, R. A., & Koedinger, K. R. (2017). Instruction based on adaptive learning technologies. In R. E. Mayer & P. Alexander (Eds.),Handbook of research on learning and instruction(2nd ed., pp. 522–560). New York: Routledge.
Black, P. & Wiliam, D. (1998a, October/2010, September). Inside the black box: Raising standards through classroom assessment.Phi Delta Kappa,92(2),81-90.https://doi.org/10.1177/003172171009200119
Black, P. & Wiliam, D. (1998b). Assessment and classroom learning.Assessment in Education: Principles, Policy & Practice,5(1), 7-74.
Connor, C. M. (2019). Using technology and assessment to personalize instruction:Preventing Reading Problems,20(1), 89–99.https://doi.org/10.1007/s11121-017-0842-9
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development,Applied Developmental Science, 1–44.https://doi.org/10.1080/10888691.2018.1537791
Faber, J. M., Luyten, A. J., & Visscher, A. J. (2017, March). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment.Computers & Education,106, 83–96.https://doi.org/10.1016/j.compedu.2016.12.001
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009).Using student achievement data to support instructional decision making(NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/dddm_pg_092909.pdf
Hattie, J., & Mark, G. (2010). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.),Handbook of research on learning and instruction.New York: Routledge.
Hiebert, J., & Grouws, D. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester (Ed.),Second handbook of research on mathematics teaching and learning(pp. 371–404). Greenwich, CT: Information Age.https://pdfs.semanticscholar.org/3b2e/2aabd07c64bb65408a3891902be4b7277cd6.pdf
Lemos, M. S., & Verissimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school.Procedia – Social and Behavioral Sciences, 112, 930–938
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis.Journal of Educational Psychology,106(4), 901–918.https://doi.org/10.1037/a0037123
National Academies of Sciences, Engineering, and Medicine (NASEM). (2018).How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press.https://doi.org/10.17226/24783
Ryan, R. M. & Deci, E. L. (2000, January). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55(1), 68-78
Sarrasin, J. B., Nenciovici, L., Foisy, L.-M. B., Allaire-Duquette, G., Riopel, M., & Masson, S. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis.Trends in Neuroscience and Education,12, 22–31.https://doi.org/10.1016/j.tine.2018.07.003
Shute, V. J. (2008). Focus on formative feedback.Review of Educational Research, 78(1), 153–189.https://doi.org/10.3102/0034654307313795
SRI International (2018).Using technology to personalize learning in K–12 schools. SRI International, Menlo Park, CA. https://www.sri.com/sites/default/files/publications/using-technology-personalize-learning-k-12-schools.pdf
Stipek, D. (2002).Motivation to learn: From theory to practice(4th ed). Needham Heights, MA: Allyn & Bacon.
Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes.Review of Educational Research,85(4), 475–511. https://doi.org/10.3102/0034654314564881
Yeager, D., & Dweck, C. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed.Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805
1. Knewton, Inc.
2. Average effect size was d=79 (Hattie, 2010, p. 475, citing Hattie,2009).
3. Effect sizes ranged from 0.4 to 0.7.
4. Mean effect size was 0.92 for teachers using explicit procedures v. 0.42 for teachers with greater discretion.
5. Mean effect size was 0.70 for teachers creating graphs v. 0.26 for teachers not creating graphs.
6. An effect size of 0.7 was found for gains over a three-year span from Grades 1 through 3 .
CORE CURRICULUM
HMH Social Studies, 6-12
SEE ALL SOCIAL STUDIES
AP & ELECTIVES
AP Human Geography
Personal Finance
SEE ALL SOCIAL STUDIES
AP & ELECTIVES
SUPPLEMENTAL
Connected Teaching and Learning
HMH’s Connected Teaching and Learning integrates assessment, core instruction, supplemental practice, intervention, and professional learning all on one platform.
Professional Development
Providing professional development for teachers, HMH’s professional learning courses, coaching, and leadership advisory supports educators every step of the way.
Keeping It Current For Grades 6–12
Each month we bring you videos, articles, and current events designed to build cultural awareness, media literacy, and a deeper understanding of significant historical figures and events.
For Teachers
Coaching Membership
Teacher's Corner
Live Online Courses
SEE ALL PROFESSIONAL DEVELOPMENT
For Leaders
ICLE (International Center for Leadership in Education)
Intervention Curriculum
HMH's K-12 intervention programs are built on 20+ years of proven results. We can help teachers develop an intervention curriculum that meets students' needs.
Science of Reading eBook
In this exclusive Science of Reading eBook you’ll find research-backed information that will walk you through the experience new readers face as they build their reading brain.
Model Schools Conference
Join us for the 32nd annual Model School Conferences presented by The Center for Model Schools. We showcase the success of districts, schools, and educators.
AP & Electives
Assessment
Early Learning
English Language Development
Homeschool
Intervention
Literacy
Mathematics
Professional Development
Science
School Improvement
Social and Emotional Learning
Social Studies
Special Education
Summer School
SEE ALL SOLUTIONS
Intervention Curriculum
HMH's K-12 intervention programs are built on 20+ years of proven results. We can help teachers develop an intervention curriculum that meets students' needs.
BROWSE RESOURCES
Classroom Activities
Customer Success Stories
Digital Samples
Events & Webinars
Grants & Funding
International
Research Library
Shaped - HMH Blog
CUSTOMER SUPPORT
Contact Sales
Customer Service & Technical Support Portal
Platform Login
Free Teaching Resources: Fun Classroom Activities and Lesson Plan Ideas
Here you'll find free learning activities, lessons, downloadables, and videos for students in Grades K–12 to keep learning and growing at grade level.
2023–2024 Monthly Calendar Themes for School
Check out these monthly calendar themes for school, complete with teaching resources for holidays and other days of significance for all grade levels.
Learn about us
About
Diversity, Equity, and Inclusion
Environmental, Social, and Governance
News Announcements
Our Legacy
Social Responsibility
Supplier Diversity
Join Us
Careers
Educator Input Panel
Suppliers and Vendors
Divisions
Heinemann
The Center for Model Schools (formerly ICLE)
NWEA