Differentiated Learning

Every Student Learns in Different Ways

Although students tend to learn math concepts following a general developmental trajectory, they still learn in different ways and at varying paces. It is therefore critical to differentiate tasks and instruction to meet the needs of all students so they can experience success.

Zorbit’s Math Adventure seamlessly adapts to your student’s ability

Matching dominos to numerals

Matching expressions to numerals

Matching two different expressions

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Game-Based Adaptive Learning

Zorbit’s Math Adventure allows you to address the diverse needs of your students with its adaptive learning system which differentiates the learning experience for each student, supporting and challenging them in their zone of proximal development.

The adaptive learning system tracks, measures, and analyzes each student’s responses, strategies and degree of understanding before, during, and after every level that is played. This information is used to personalize the learning journey and the feedback that is given.

If a student is struggling, the system provides additional feedback, visual hints and problems that will scaffold the learning. For students who have adeptly mastered the concepts, the system makes the experience more challenging by providing less scaffolding, introducing new game mechanics, and posing more difficult problems.

Water Balloon Activity

In this activity, students develop a conceptual understanding of linear measurement on a number line as Zorbit aims his water balloons to soak the squids. To aim the water balloon, students pull back on the slider to choose how far Zorbit will throw. The images below depict several ways that the adaptive learning system adjusts the activity to further challenge or support students as they learn.

In the first iteration of the activity the trajectory line is used for scaffolding. This helps students learn the game mechanics, and vizualize the disnce they are measuring.

As students progress, the trajectory line is removed, requireing the player to count the spaces on the number line to measure the disnce between Zorbit and the Squid.

As students become more comfortable with the mechanics and measuing, we add more squid to the number line, giving students a choice of where to throw first.

As students become comfortable with using operations in their solutions we introduce skip counting onto the number line, giving players the opportunity to use benchmarks in their solutions.

By now, students have graduated up to a number line that has ten spaces on it, and up to three squid at once!

As more difficulty is added into the activity, Zorbit begins changing his position on the number so he is no longer at the origin. Students will need to double check their measuring strategy to make sure they understand that they are measuring the distance between objects.

Now, numbers are added onto the number line, which introduces a new strategy that students may try: they can start using addition and subtraction operations to find the distance.

At one of the higher difficulty levels, students are given full control over how they measure distance: they can drag the number line around the screen to measure in whatever way they think will be most helpful.

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