Ultimate Spelling For Education
Ultimate Spelling EDU is the world's most advanced spelling learning system for schools. With Ultimate Spelling, you have your spelling teaching requirements completely under control.
Based on proven science, Ultimate Spelling EDU contains all the features of Ultimate Spelling plus:
It's absolutely essential your students graduate with their spelling educational requirements met. With Ultimate Spelling EDU these spelling requirements are more than met. Students also improve academic performance, are prepared for standardized tests, and improve their confidence.
The next step is to see Ultimate Spelling for yourself. Simply fill out the form and we'll send you a free no obligation trial of the full version of Ultimate Spelling EDU.
The Science
Ultimate Spelling is scientifically designed, and utilizes principles based on decades of research in learning, retention, and psychology. Here is a summary of the theory and research behind Ultimate Spelling's effectiveness.
Craik, F., and Tulving, E. "Depth of processing and the retention of words in episodic memory." Journal of Experimental Psychology: General, Vol 104(3) (1975): 268-294. Print and PDF. http://dx.doi.org/10.1037/0096-3445.104.3.268
In this seminal study performed at the University of Toronto, Canada, the authors performed a series of tests in which they gave the study participants a sequence of words to learn, with information related to each word as it appeared in order. They discovered that when the information provided stimulated the participant's brain to process the word on a more involved level (referred to as "deep encoding" or "degree of elaboration" in the study), that word was more effectively learned and remembered. With Ultimate Spelling, the user is given a wide range of additional information about each spelling word, including the word's definition - one of the key factors in enhanced memory, according to this study - as well as usage examples, synonyms, and antonyms.
Gelman, B.D., Gruber, M.J., and Ranganath, C. "States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit." Neuron, 22 October 2014, 84(2): 486-496. Web. http://dx.doi.org/10.1016/j.neuron.2014.08.060
Students who are eager to learn are more likely to remember what they have learned, something that the authors of this study demonstrate. They used functional magnetic resonance imaging (fMRI) to show real-time connections between a person's curiosity about a specific topic, and the production of dopamine, the neurotransmitter associated with pleasure and the brain's reward system. The authors also concluded that a higher level of interest and curiosity in a topic or question leads to better memory and enhanced learning. Including exercises that stimulate curiosity, and providing reward mechanisms as part of the study process, also increases a person's ability to absorb and retain information, as the researchers found. Ultimate Spelling has a text import feature that allows each user to include and incorporate practice material that matches their interests, while learning the spelling of words in those texts. The system also uses several different reward systems to encourage users to continue working towards their defined goals.
Garcia, S.M., Tor, A., and Schiff, T.M. "The Psychology of Competition: A Social Comparison Perspective." Perspectives on Psychological Science, November 2013, 8(6):634-650. Print and web. http://dx.doi.org/10.1177/1745691613504114
Each person is influenced by a unique set of factors related to their own status and progress towards goals, but is also affected to a greater or lesser degree by the achievements and perceived standards of the people around them. This analysis of past and current studies looks at the way people view and are motivated by individual goals as well as societal achievement (competition). The authors conclude that effective use of motivational strategies must take both into account. This is something that Ultimate Spelling accomplishes by providing each user with the ability to set personal goals, earn reward points, and view their own progress tracking reports, and also to publish all of those results on public social media platforms.
Kivetz, R., Urminsky, O., and Zheng, Y. "The Goal-Gradient Hypothesis Resurrected: Purchase Acceleration, Illusionary Goal Progress, and Customer Retention." Journal of Marketing Research, February 2006, 43(1):39-58. Web. http://dx.doi.org/10.1509/jmkr.43.1.39
In a study focusing on the influence of reward-scheme programs on behavior, the authors found that when people see visible progress towards their goals they are more likely to increase the activity required to reach those goals. The study also confirms that most people are also motivated by receiving rewards for completing specific activities, even if those rewards are not immediately transferable to actual material or monetary benefits. Status points, rewards, and real-time progress tracking are all methods used in Ultimate Spelling to encourage frequent spelling practice by awarding points for the completion of exercises and activities. Because the user can access their progress charts at any time, they will always be able to see how close they are to achieving their personal spelling goals.
Buton, M., Winterbauer, N., and Todd, T. "Relapse processes after the extinction of instrumental learning: Renewal, resurgence, and reacquisition." Behavioural Processes, May 2012, 90(1): 130–141. Print and web. http://dx.doi.org/10.1016/j.beproc.2012.03.004
Instrumental learning, also called "operant conditioning," is a method by which behaviors are learned in connection with a stimulus, a reward, or both. In this research done at the University of Vermont, the authors studied the ways in which the information connected to a specific behavior is retained when the stimulus is removed, and how subsequent repetition or reward reinforces information recall and a resumption of previously learned behaviors. They conclude that there are two primary methods of reinforcing active memory and behavior: by creating a different way to test the subject's memory, and by providing the opportunity for intensive focused repetition of that stimulus-behavior response. These two methods are widely used in the Ultimate Spelling activities and games to create the link between instruction and memory that is so crucial in effective spelling learning on the student's part.
Xue, G., Mei, L., Chen, C., Lu, Z-L., Poldrack, R., Dong, Q. "Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression." Journal of Cognitive Neuroscience 2011;23(7):1624-1633. Print and web. http://doi:10.1162/jocn.2010.21532
In this study comparing long-term and short-term memory, the study authors tested the neural activity of participants as they memorized a set of images. Half of the study participants used massed learning techniques, in which each new image was presented multiple times in a row; the other half were given the images in a spaced repetition mode, where the images were shown in alternating order. Although each participant saw each image the same number of times, the people in the spaced-repetition exercise were able to accurately remember more images, and for a longer period of time. Repetition is a key technique in learning spelling, and Ultimate Spelling incorporates spaced repetition in two ways. First, the system uses randomized selection of spelling words from the user's current list to populate the activities and exercises, ensuring an interval between word reviews. Second, the system's Word Discover feature provides pop-up instant review of the words on that list, again in random order. By providing users with multiple opportunities throughout the day to read and review their words, Ultimate Spelling provides all of the benefits of the spaced repetition methodology in its spelling instruction.
Blocki, J., Cranor, L., Datta, A., and Komanduri, S. "Spaced Repetition and Mnemonics Enable Recall of Multiple Strong Passwords." Cornell University Library, January 3, 2015. PDF. http://arxiv.org/abs/1410.1490v2
Spaced repetition is a memory training tool that relies on frequent and consistent review of information; mnemonics is a memory technique that involves multiple ways of looking at that information, such as the incorporation of images or story lines. Researchers at Carnegie Mellon University focused on the combination of spaced repetition and mnemonics in evaluating how best to train people to remember specific pieces of information: computer passwords. They found that by combining the two methodologies, the results in both ease of learning and retention were increased. Ultimate Spelling uses each method separately and together to help users learn and remember new spelling words by using the same words in multiple exercises, presenting spelling words in a variety of formats, and encouraging users to add information related to each word to make a personal connection that helps them to remember that word and its correct spelling.
Mount Stromlo High School welcomes both Australian and international students to its Canberra campus, where classes incorporate 21st-century technology with comprehensive education in the timeless skills of mathematics, language, humanities, and the arts. Dr. Michael Kindler, Mount Stromlo’s principal, recognizes the importance of understanding past, present, and future in order to develop a truly effective educational program. We asked him to explain his philosophy.
UT: On the school’s website, you mention that the school received a powerful telescope from the ANU Mt. Stromlo Research Centre for Astronomy and Astrophysics, and you speak about the connection between the past and the future. How does that perspective inform the way classes are taught at your school?
The first and obvious answer is that our school is an early adopter of Science in the Australian Curriculum. In this regard, Astronomy lends itself ideally as this science includes physics, chemistry, mathematics, archaeology, even history. What the School has to consider is that by the time students complete year 10, they must have had broad exposure to a balanced science curriculum as prescribed. This they indeed have. Where our school is able to capitalize on the partnership with the ANU Research Centre for Astronomy and Astrophysics, is in several ways. One way is because the ANU gave us the Dobsonian telescope. Another way is two years ago, 6 June 2012, we ensured that every student saw the Transit of Venus, a once in a life time event. A third way this year is that through a Massive Open Online Course (MOOC), entitled The 10 Greatest Unsolved Mysteries of the Universe, developed by Nobel Laureate Prof Brian Schmidt, 17 students undertook this one semester course, all delivered online. The Assessment was also completed online, and 10 students passed. The course required considerable mathematics, and was quite challenging.
Arguably the best way an astronomical perspective informs the way we teach is by having teachers who are enthusiastic about the last great frontier – space! We are fortunate to have a Science teacher who is an ardent astronomer himself, and his enthusiasm and energy infects students. That, and having several parents who are astronomers because they work for the ANU and live in the area also helps. Astronomy is a growth industry, given that everyone’s GPS is synchronised to a commercial satellite or other. We deliver our curriculum using online textbooks, YouTube clips and teacher generated materials as well as digital learning objects which are accessed through Scootle from Education Resources Australia, a data base of units of work that most Australian educational jurisdictions contribute to. Even textbooks can now be purchased at a fraction of a hard copy price. Pearson is a leading Australian publisher and not the only one in this regard. MacMillan and Oxford and Longman are not far behind.
UT: Rather than focusing solely on core subjects like reading, writing, and science, you actively promote students’ involvement in music, theatre, and visual arts. Doesn’t this mean that you have less time to teach key skills like mathematics and literacy?
This question is predicated on a couple of fallacies. The first is not recognising that students who are proficient in the arts and physical education are not also proficient in literacy and numeracy. The fact is that research shows a correlation between students who are successful in one learning domain are also successful in another. In other words, success breeds success, or success in one area does not preclude success in another. This is the principle that students can be polymaths, skilled in several learning areas. The other fallacy is to believe that one domain gets more time than another. In fact, the current timetable is one that holds parity of esteem, that is, equal time for each learning area without privileging any one over another, or short changing one for the sake of the other learning area.
UT: You’ve gotten rid of your blackboards, and provided all classrooms with interactive whiteboards instead – and the whole school is a wireless network hub. Did you experience any resistance or concern from the teachers or parents about this emphasis on digital learning technology?
The short answer is that holding this approach was a process of self-selection: if teachers did not like this approach, they were free to leave or transfer. In fact, this did not happen. Issuing every teacher with an iPad was well received, because it extended their teaching repertoire. Every teacher further has an Apple Lap top computer issued to them with which they can work in a dual operating system (by selecting Apple OS or Windows). This jurisdiction’s system-wide network further is such that using Enclave, that is a remote access Citrix digitally based secure device, they can log in from home into the school’s network. This gives them access to reports, data bases and provides enormous variety of ways of working anywhere, anytime. In practice, it is true to say that some teachers take to technology faster than others. So train the trainer is an approach we take that gets everyone mobile with this, some sooner, some later. Not going down this path jeopardises a work environment where the kids are digitally more dexterous than the teachers, and we can’t let that happen, can we?! So we are discussing nothing less than a paradigm shift by which we move an entire learning community forward, ensuring a quality education for every child.
UT: Students are generally 12 or 13 years old when they arrive at Mt. Stromlo, and in today’s world that means they’ve had around ten years of experience with computers, keyboards, and digital devices in general. But do they all know how to type properly, or do you still see a lot of thumb-texting and two-finger hunt-and-pecking?
Speaking as a practicing (less than 10 finger) typist of several decades of experience, my (what you might imply to be a) finger dexterity or mobility impediment has not prevented me from doing my job, completing my PhD or living a rewarding and fulfilling life. In fact, I regret back in the 1970s having to teach typing, because that skill has taken care of itself. There are many typing software applications and software versions available on the market for those who want to upskill themselves, and most of these are free. Some do, some type however they best see fit. We do not discriminate for or against a 10 finger typist, or a digitally less successfully adjusted typist. What we are interested in is the quality of what is written. The meaning precedes form, if you like to express this in terms of Platonic philosophy.
UT: You have implemented a BYOD (Bring Your Own Device) program in the school, with the goal of improving student outcomes at all grade levels. How does making sure every student has an iPad in the classroom achieve this goal?
There are several reasons.
One is that iPads are very user friendly, appearing to make certain tasks easier than traditional paper and pen. For example, we have a Learning Management System in place which is electronic storage in the cloud. This allows students to keep an online diary, assignment, unit outlines and feedback from teachers all in the one place. To our surprise, we have found that students with learning difficulties have taken to this like a duck to water! So have our Year 7 students, and parents have been most supportive and have come to the party by purchasing the device. Secondly, we have certain learning programs, such as Mathletics and Spelladrome which can be accessed anywhere, anytime and this expands the learning environment for students. Thirdly, an iPad, coupled to a wireless router, makes researching and generating work that much more convenient. Of course students already have access to laptops at school and at home, having an iPad is simply adding another learning tool to their learning satchel. It is our experience that the predominant technology trend if for individuals to prefer personalizing their digital devices (such as by customizing what Apps they do and do not want on their device). I recall a time back in the 1980s when word processors became fashionable that contain spellchecking software. Anything that makes learning easier is to be embraced. In this vein, unlike more traditional schools, we allow students to bring their smart phones to school. Provided they abide by the traffic light system (red, not in this lesson, amber, only with teacher permission, green used for educational purposes allowed – no social networking).
Why are we digital? Because the digital revolution is the sequel to the white goods revolution. It is here to stay, it is user-friendly, enables instant messaging, and generally makes students their parents and teachers more connected with the world. Prof Geoff Blainey coined the phrase the Tyranny of Distance by which he referred to Australia being far from the more settled and developed continents and therefore developmentally and culturally delayed. Well with Skype, email and instant messaging this is no longer the case! Even movies can now get sent around the globe with a touch of a keystroke or mouse. That includes blogs, news, self-generated film, etc. The 21st Century is already here, so we need to meet the learning expectations of the NEXT generation!
Cross-posted on the Ultimate Typing blog.
Have something to add to this story? Share it in the comments