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Engaging Non-Traditional Students Through Project-Based Learning

EdisonLearning Session at National Dropout Prevention Conference

As educators, we have all come to understand the benefits of virtual learning; how it can increase student engagement and better match a student’s learning style and needs.

Yet, knowing how to solve problems, work collaboratively, and think innovatively are becoming essential real-world skills for today’s students.

In our session at the National Dropout Prevention Conference, on Monday, October 3, at 3:15 to 4:30 pm; we will outline how teaching and learning strategies, enhanced by interactive Project-Based Curriculum, are transforming the non-traditional learner experience.

Attendees will also have the opportunity to create their own mini-mastery project to better comprehend the non-traditional student’s attainment of critical thinking and analytical skills that lead to sustained success.

During the session, we will utilize the project-based curriculum developed by EdisonLearning, Global Learning Models, and the Capital Area Immediate Unit’s online program - CAOLA.

Engaging Non-Traditional Students Through Project-Based Learning will provide education administrators with essential solutions to meet the needs of students at-risk, and all student populations. Therefore, we hope to see you on Monday.

presenters:

Natalie Williams, EdisonLearning

Eric Davis, Global Learning Models

Holly Brzycki, Capital Area Intermediate Unit

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'Kids don't hate math; they hate being frustrated'

Helping Students Succeed at Math

Entering high school math can bring up anxiety for both the student and the parent. Algebra, geometry, trigonometry — the course titles are the same, but believe it or not, the way these classes are now taught in school can look a lot different from what you might remember. Here are a few ways to prepare yourself — and, more importantly, your student — for a successful school year:

The best way to support your student as he transitions to these upper-level math courses is to keep an open dialogue with him about it.

"When Common Core came in, it shifted the focus to include an understanding of everything," said Amy Lee Kinder, who has worked as a math specialist at the Bridgescape Academy in Humboldt Park. "It's more about the process to get there. That's very foreign to how people were taught in the past. It's more about investigative learning and students going through a scenario and understanding a concept completely." 

Kinder said students are now asked, "Why do you think that?" and, "Where does that come from?" They are required to explain how they came to the answer, instead of just spitting out a number.

A great way to prepare your student for the classroom is by asking the same types of questions at home.

"Question, question, question," Kinder said. "Stay involved, as hard as it may be. From the teacher's perspective, it takes a team of people to assist these kids, and support outside the classroom is huge."

If your student is nervous about a new math class, try building up his confidence by revisiting basic concepts, such as addition, subtraction and fractions.

"The issues kids face in algebra aren't necessarily about algebra, but a lack of understanding about what a fraction is — things that precede that higher-level class," said Mark Kriston, owner of two Mathnasium learning centers in Chicago.

It's always good to know when to ask for help. And with more difficult courses that build upon previous concepts, it's probably best for your student to get help sooner, rather than later, if he needs it.

"We don't get calls for tutoring until October or November," Reber said. "That's usually when they've had their first hard test."

But Kinder, who also works as a private math tutor, cautioned: "Once a kid gets behind, it's way harder for them to get caught up." She suggests going over the syllabus with your child as soon as school starts. She said students should be presented with a calendar of what's going to be expected of the class; some teachers will post this information online.

"The more proactive parents can be about getting involved, the better," she said.

http://www.chicagotribune.com/lifestyles/parenting/sc-back-to-school-math-family-0830-20160824-story.html

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EdisonLearning Enhances Alternative and Virtual Education Solutions with Innovative Project-Based Learning Curriculum

Bridgescape Learning Providing a Path to Graduation

EdisonLearning, the leading international educational solutions provider, is enhancing its alternative and virtual education solutions with the addition of a new project-based learning curriculum.  This initiative is being advanced in partnership with Global Learning Models (GLM), and the Capital Area Intermediate Unit (CAIU) – a regional educational service agency in Pennsylvania serving 24 member school districts.

With the 2016-17 school year, project-based learning curriculum, developed by Global Learning Models (GLM), will be incorporated with EdisonLearning’s eCourses and utilized throughout its partnership school network to help students capitalize on their own strengths, learning styles, and interests by applying them to coursework.

“This new project-based learning curriculum highlights our sincere belief that it is only through collaborative partnerships that we will advance the goals of education – specifically in raising academic achievement and preparing students for college and a career,” said Thom Jackson, EdisonLearning’s President and CEO.  “Both Global Learning Models and CAIU are among the most competent and committed working in education today, and we are proud to have them as our partners.”

In addition, EdisonLearning is re-establishing the original brand name to its alternative learning program that provides an effective and personalized educational option for those students who want to graduate from high school. Bridgescape Learning Academies have, since their inception in 2010, awarded 2,000 at-risk and dropped-out high school students their high school diplomas.

“With as many as one quarter of our students not finishing high school,” said Mr. Jackson, “Bridgescape Learning Academies continue to advance our belief that every student – given the right tools, support and environment – is capable of exceeding their expectations, and complete their high school education, giving them the ability to continue onto college, attend vocational school, or enter the workforce.”

As result of a 2011 strategic alliance with Magic Johnson Enterprises, Bridgescape Centers were re-branded as Magic Johnson Bridgescape Academies. “We are honored to have partnered with Mr. Earvin Johnson, who helped to increase public visibility of the Bridgescape program, and boost public awareness of the dropout crisis in our country,” said Mr. Jackson.

Bridgescape Learning Academies are designed for high school-age students who have already left school, or who are at risk of leaving, and want to earn a standard high school diploma. Unlike a traditional school setting, the Bridgescape program is a blend of one-on-one and group instruction, which will now be infused with the new project-based learning interactive offerings specifically tailored for each individual student.

Bridgescape Learning Academies in Chicago, Cleveland, Columbus, Cincinnati, Norfolk, Durham, and Bridgeton, NJ helped more than 2,200 high school dropouts and at risk students during the current school year complete their education, earn their diplomas, and prepare to enter college or receive the necessary credentials to get a job upon graduation.  New Bridgescape Learning Academies will be opening this year in Dayton, Ohio and Gary, Indiana.

Eighty-one percent (81%) of students, who enroll in Bridgescape, complete the program and earn their diploma - which is higher than the national graduation rate for all schools.

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