At ORIGO Education, every resource, solution, and service we provide is based on research. We know our products work because the research behind each one proves its basis.
We believe in this statement because we’ve seen the proof. We’d like to share with you some of the research we utilize when we develop our products.
Dr. John Hattie is a renowned researcher in education. His research interests include performance indicators, models of measurement, and evaluation of teaching and learning. He coined the term visible learning, which means an enhanced role for teachers as they become evaluators of their own teaching. He believes visible learning and teaching occur when teachers see learning through the eyes of students and help them become their own teachers.
We are proud that ORIGO products and services are based on Dr. Hattie’s visible learning research findings. Dr. Hattie’s research encompassed some 70,000 studies conducted on 300 million students around the globe to identify patterns that inform practice.
"To help students remember key facts, concepts, and knowledge, we recommend that teachers arrange for students to be exposed to key course concepts on at least two occasions – separated by a period of several weeks to several months."
Organizing Instruction and Study to Improve Student Learning (National Center for Education Research, Institute of Education Sciences, 2007)
“We wanted our students, all students — special ed students, general education students, everybody — to learn math at high levels with conceptual understanding. And we wanted to increase student engagement and discourse,” said Kirsten Danisavich, Coordinator of Instruction for Mathematics. “When we completed analyzing and thinking about what our new learning solution should be, we realized that Stepping Stones from ORIGO Education was in full alignment with where we wanted to go.
Using Stepping Stones in all our elementary schools at all levels from Pre-K through 6th grade ensures that all our students have the same opportunity to learn. Our vision was to implement a program that increased high-level mathematics understanding and helped students and teachers love math. It has put all our campuses on the same playing field, so that all students have the same opportunity to learn. It is so exciting to see our vision become a reality.”
In 2012, the Melba School District was faced with finding a mathematics curriculum that was aligned to the Common Core State Standards. With the new guidelines on the horizon, Superintendent Andy Grover and Sherry Ann Adams set to work on finding a program that would benefit their students and provide support and teaching tools for their educators. Sherry Ann was faced with a challenge, “we needed to move from an algorithm-based curriculum to something better suited to the Common Core State Standards". This decision would bring a big change in student instruction and teaching methods. Overhauling their teaching standards was not as simple as purchasing a new textbook. It would require commitment from the curriculum leaders and teachers to transform Melba’s classrooms.
Stepping Stones was implemented district-wide in Magnolia Independent School District beginning in the 2014-2015 school year, and the results are strong among all populations, including general education, special education, and other vulnerable subgroups.
Following analysis of student performance, Magnolia found that "the most important indicator of success is an openness to change, fidelity to the program, and a culture shift that has teachers and students alike excited about math".
"A core curriculum that underscores the importance of conceptual understanding of math requires more than just a new book. Teachers need rich tools like those offered in Stepping Stones to break out of the past methods. They need ongoing professional development and support to ensure fidelity across classrooms, campuses, and districts. Fidelity to the teaching model will help all students, regardless of mathematical preparation or English language mastery, be better prepared for annual state assessments and ongoing progress in mathematics."