How Kiddom's assessments and reporting empower teachers

What is Learning Intelligence Technology (LIT)? It’s a new class of technology that’s transforming how teachers teach. Kiddom’s LIT combines high-quality instructional materials with AI-powered tools to streamline planning, lesson delivery, grading, and insight, without taking control away from teachers. Explore our latest blog to see how LIT is shaping K-12 education. 🔗 https://hubs.li/Q03QGN-s0

Kiddom ‘s Learning Intelligence Technology (LIT) is a game-changer for teachers by combining high-quality instructional materials (HQIM) with AI-powered tools, and they are all within one platform. Designed to lighten teachers’ workload, LIT supports smarter planning, real-time student insights, instant feedback, and standards-aligned practice generation, all while keeping educators as the star. It’s not a chatbot. It’s a trusted partner to help teachers focus on what matters most: student learning. #Kiddom #LearningIntelligenceTechnology #HQIM #EdTech #AIinEducation #TeacherEmpowerment #InstructionalDesign #InnovationInEducation

📊 Interim assessments should inform instruction, not interrupt it. Kristen Huff breaks down what truly makes interim assessments valuable for teachers and students: ✅ Actionable insights at the right skill level ✅ Data that aligns with grade-level expectations ✅ Smart design that protects instructional time Discover how i-Ready Inform strikes the balance between efficiency and precision, so teachers get the information they need to move learning forward. #iReadyInform #Assessments #EdTech #DataDrivenInstruction

📊 Interim assessments should inform instruction, not interrupt it. 💡 “Instructionally useful assessments go beyond surface-level scores like “on grade level” or “60th percentile.” They pinpoint which skills students have mastered and which ones need work. As education researcher John Hattie puts it: “To use data for instruction, teachers need more specificity.” #iReadyInform #Assessment #Instruction #DataDriven #InterimAssessments

Check out this new post from Kristen Huff on how #iReadyInform gives educators the precise insights they need, without the testing overload!

For years, I’ve watched educators and students chase the idea of “learning styles.” Visual, auditory, kinesthetic...it sounds empowering — but it rarely changes how students learn. The truth? Research has debunked the learning styles myth. The good news? There’s a better, brain-based alternative that does make learning stick. Tomorrow morning, I’m teaching a new masterclass called Beyond Learning Styles: Multi-Modal Strategies to Spice Up Studying. In it, I’ll introduce the Anti-Boring Study Senses — a flexible, research-backed framework that replaces “learning styles” with something more practical, memorable, and fun. We’ll explore: • Why “learning styles” caught on (and what we can keep from it) • How to engage multiple senses to deepen memory and motivation • 15+ creative, multi-modal study strategies for different subjects and brains • Simple ways to adapt for neurodivergent learners If you’re a teacher, tutor, or coach who wants to make studying truly memorable — this session is for you. Join me live tomorrow, Oct 25th at 8:30 a.m. PDT or catch the replay later. 👉 https://lnkd.in/g8-V56rm Let’s replace old myths with tools that actually help students learn how to learn.

The 4-Step Study System That Actually Works After years in education, I've identified a clear pattern: students who implement these four evidence-based strategies consistently outperform their peers. They study smarter, not longer. The method: 1️⃣ SQ3R Framework: Survey, Question, Read, Recite, Review 2️⃣ Active Annotation: Engage with material, don't just consume it 3️⃣ Note Transformation: Convert information into personalized notes 4️⃣ Daily Review: 15 minutes of spaced repetition (MUST DO!) The results? Students report higher grades, better retention, and significantly less test anxiety. That 15-minute daily investment saves hours of cramming and reduces pre-exam stress. This isn't theory. It's what I've watched work repeatedly with students at all levels. Over the next few weeks, I'll be sharing detailed breakdowns of each strategy, including practical implementation steps for parents and educators. Fellow educators: What study strategies have you found most effective in your practice? I'd love to hear what's working in your classrooms. #Education #StudySkills #StudentSuccess #AcademicExcellence #LearningStrategies #Tutoring #EdChat #ParentingTips #TeachingStrategies #EducationalLeadership #K12Education #StudyTips #ActiveLearning

I’m reading Design for How People Learn by Julie Dirksen, and one example really stuck with me. She asks: Where is the best place for a student to study for an exam they will take in a classroom? • the library • a quiet room • a coffee shop • the classroom My first instinct was the library, it’s where I loved to study and it feels quiet and focused. But the best answer is actually the classroom. Research shows that people recall information better when they study in the same type of environment where they will later need to remember it. This connects to the idea of encoding specificity, which means memory improves when the retrieval context matches the learning context. Dirksen uses this as an example of context-dependent memory. The environment where you learn becomes part of how your brain stores and retrieves the information. I’ve been deep in a project built around scenario-based learning, so I know how powerful it can be, but this example still made the idea click in a new way. It was such a good reminder that learning sticks when practice feels like the real thing. Did you already know the classroom was the best answer? How do you try to align practice environments with real-world environments in your own designs? #InstructionalDesign #LearningExperienceDesign #LearningScience #DesignForHowPeopleLearn #ScenarioBasedLearning

Analogies for Learning An easy way to relate to students and start a discussion about using more advantageous learning strategies like retrieval practice and spaced practice. https://lnkd.in/e5krh4Ga

Nothing can scale if you don’t make it easy to understand and easy to implement. That’s why checklists are essential. There are 3 in this post. Here is the first: Checklist for Lesson Planning: (This is a Read-Do Checklist) 1. Does the lesson begin with some retrieval which requires students to make necessary links to prior learning? (This will help students construct better schema, linking their knowledge in meaningful ways). 2. Have I made sure students copy nothing from the board? (Nobody ever learned anything from copying, and they certainly didn’t remember it). 3. Are the resources to read on the board exactly the same as those in booklets or textbooks in front of the students? (Your PPT will probably look different, which increases cognitive load and also makes learning less explicit). 4. Does each task include a model of what good and/ or excellent looks like? (Why not? Are they just going to guess from the criteria you give them? Why make learning so slow and so hard?) 5. Are the explanations and instructions written on the board so students can check their understanding of them? (Yes, even if you give them verbally, you know several students will have tuned out. Type them on the board, and if you can’t touch type, why are you happy to be so inefficient?) 6. Are tasks broken into steps from the model rather than to the model? (This is show, don’t tell in action. If students just follow an list of scaffolded tasks, they cannot know why until the end. They will learn very little. Seeing the whole at the start gives them all the context they need). 7. Have you identified the likely misconceptions students will have before the lesson, or within the curriculum, and planned accordingly? (Yes, you don’t need to be an awesome teacher. A little thought will identify most misconceptions students will have before they get anywhere near your lesson. Help them learn more quickly and learn more). 8. Is there enough time in the lesson for students to practise what they’ve learned? (You can practise it next lesson instead - but make them practice so that they, and you, can find out what they still can’t do).