For this inquiry we decided to investigate the Prodigy Math program that is available online and being used by families and teachers for Grades 1-8. Alex’s Link2Practice teacher at Spencer Middle School uses the program in class and we knew a few classmates who have it in their homes. With the inquiry we did some online research for what it is, how it is used, and compiled some reviews from users of the program.
Alex conducted an interview with his Link2Practice teacher and Cindy had a short but informative interview with Chris H from our Education PDPP cohort. We will first report on our research and then go into details of what was discussed during interviews with Chris and a Grade 6 teacher.

Research – What is Prodigy?
The website TeachThought has a Prodigy sponsored quick description of the online math gaming program, contributed by Richie Saltzman. Saltzman describes Prodigy as a math-skills building web program for K- Gr. 8. Something to consider is that this is a US-based program so the curriculum may look differently from a Canadian, even British Columbian math curriculum. The site boasts to have over 1200 ‘crucial’ math skills – ‘seamlessly’ covering content of all ‘major topics’ from grades 1 – 8 to ensure the players/students are ready for standardized testing; its content offers skills that align to the Math Florida Standards (MAFS) and the Texas Essential Knowledge and Skills (TEKS).
Prodigy is described as a free, adaptive math game that incorporates common-core math into a fantasy style game. Players challenge each other to a math skill and the winner gains tokens/badges for completing the task. It takes game-based learning and provides teachers and parents with reports and assessment tools that provide them information on trouble spots in learning, and provides instructions that aims to better manage classroom time.
As a web-based game, Prodigy can be accessed at school and at home on virtually any device. The program has embedded assessments and automated variation of the skills which helps place students within their correct grade level – this will help the player succeed within their own pace. Whatever the player is working on, a report is produced to see how the player is doing within their grade/skill-set. Teachers or parents (whoever has signed up and is receiving the reports) can see in real time what skills have been mastered and where extra support may be needed.
With more classrooms embracing game-based learning, it’s important to remember that game-based learning is not a replacement for conventional classroom instruction but rather it is a support tool to engage students and encourage practice, as well as develop skills that promote social and personal skills while also improving academic achievement.

The program was designed to be user-friendly and make learning (and teaching) math easier and more enjoyable for students. Prodigy is designed to engage students using adaptive technology to personalize and identify gaps in students’ understanding, it then adapts the program and works with them by reviewing prerequisite skills and then scaffolding them forward through more difficult concepts. The program also has tools like virtual manipulatives that teachers can use to support students in solving problems. The program is also able to be customized so content and games align with what is being taught in class.

The program is free for teachers and parents; however, for families there is an optional upgrade which unlocks extra game content – this extra content does not impact the educational quality, it only makes it that much more appealing to the players. Extra content will be discussed within the interview with Chris.

Interview with Chris H
Chris first heard about Prodigy shortly after the initial lockdown, after Spring Break (2020), when his daughter’s teacher, and other teachers from Frank Hobbs School, put together online resources for parents to occupy their children at home and keep them engaged in their education somehow. They suggested a few different apps for reading and other educational content, but Prodigy was the program he started for his daughter – he started with the free version in April 2020. Although there are other math-based online game programs out there, Chris decided to stay with Prodigy and not research other sites.
A few things he appreciates most of the program are the weekly reports he receives to see where his children are succeeding and where they need some extra support – the report breaks it down into a colour-coded chart based on their percentage. If it is above 70% they are doing well (green), if below 70% it goes to yellow, and if below 60% the color changes to red and this indicates that the child needs extra help with that particular skill.
Chris also likes how intuitive the game is to his children’s abilities and adapts the game so as to not frustrate them but encourage them to try until successful (working within the child zone of proximal development). He also likes the fact that both his children can play together in the game – building their Prodigy world and sharing it with the other.
There were not too many downfalls – he was not fond that there is no teacher/ support process, just the game and the report. There is an option to get a tutor for a 1/2 hour with the paid version (which he does have for both children), but he figures it would take just as long to set up the tutoring session than it is worth.
The paid version did not differ educationally-wise from the free version – there are just more perks to keep the children involved – and that has helped considering they have both been active in the game for about a year now and still interested and engaged. It is not a huge investment either at $5/month per child, so $120/year for both. The children are limited to 2 hours a week, 30 minutes each on Tuesday, Thursday, Saturday, and Sunday (although that was increased over this last Spring Break – they each got 30 minutes a day).
What was interesting to hear is that Chris’ children, who are in grade 1 and grade 3, are – according to the Prodigy report- doing math much higher than their grade level (remembering that it is based on a US curriculum). His eldest is at a grade 5 level and the youngest at almost a grade 3 level. If this is the case, it should also prove to be interesting if/when they reach those skills in those grades if they will be bored or too far ahead of what is being taught in class. Will the learning be solidified, or will the learning be forgotten because of the game.

Parent Reviews from https://www.commonsensemedia.org/app-reviews/prodigy-math-game/user-reviews/adult

Learning and they don’t even know it!
I have both my two doing this game and it is a reward when they get home from school to be able to play video games after chores, they both don’t even realize they are doing math homework and the classroom competition is healthy for the kids to want to do the best they can. Good app. – Nicole parent of 7 and 10 years

At first I enjoyed my kids wanting to play an educational game…
…but the amount of advertising is ridiculous! The kids are good at ignoring it or bypassing it, but sometimes they end up in different tabs and are encouraged to put toys in their shopping cart. Even the school version encourages the kids to ask their parents to upgrade or by things. Memberships start at $5 a month–almost worth it to see no more ads, but then—you are still encouraged to buy even more stuff!

The game itself doesn’t actually teach concepts, so it is only really reliable as a review of skills.

The game also invites kids to “friend” others on the game, and then they are able to share their achievements and their friends can “like” the updates. The social interaction is very limited, so depending on your stance, perhaps it is a good introduction to social media briquette. – parent of 9 year old
Too Much Marketing, Not Enough Teacher Support
Kids are highly motivated to play, but the nonstop marketing is too much, constantly encouraging them to upgrade to reach higher levels and unlock features that should be in game already. Premium should be limited to clothing options and MAYBE leveling up faster, not simple gameplay mechanics like number of pets or the ability for pets to evolve. Students should think if they work hard they can get any and everything that the kids that could buy can get. I understand it needs to make money, but ads would be preferable to what is currently available. – Anonymous

Middle School Teacher Interview:

While many parents are putting in effort towards having their children spend less time looking at screens and on the internet, they would also prefer to at least have them learn math if they are going to be. For Alex’s L2P teacher’s grade 6 class, she says that Prodigy succeeds in making math so much fun that her students actually request to play it almost daily.
The Prodigy website states proudly that it does a, “great job of both entertaining students and providing them with valuable math lessons,” and she agrees. It is impressive that this game can almost make the students forget they are doing math problems, which is unlike any other math game or system she has used before.
While this is a great strength to the game, she says that along with it, this is also one of its biggest drawbacks. “It is almost too fun,” she laughs, saying that it is hard to use the classroom Chromebooks without constant requests to finish the current activity quickly and use Prodigy.
It is rare that an entire math lesson will be dedicated to Prodigy, she explains, instead she utilizes it more for students who finish their computer activities so that they stay engaged in schoolwork. Oftentimes, she will add as a stop on a day where students complete math stations, working around the room.
One of her other favourite features of the game is that it allows students to work independently while she holds small group instruction with other students. She notes that because it is near the end of the year, some of the students who played the game intensely at the start of the year are not as interested in the game now. Even so, Prodigy remains entertaining and educational throughout the year, offering incentives and endless math problems.
Though uncommon, she has experienced a difference in curriculum content as Prodigy is a US based game and therefore focuses on the American math competencies. She hopes the game will continue to add Canadian curriculum areas not currently there, but overall many of the concepts are similar and work effectively in her classroom.

Teacher Reviews:
“Any teacher who thinks that it is just a game should try playing it for a few minutes, and they will quickly realize how much math the students actually are doing.” – Emily (Atlanta)
“Very interactive and engaging! However, this does not seem fit to help teach. This is more for review than learning.” – Lisa (Sacramento)
“Love it! Students love to play Prodigy. I wish as a teacher I could restrict some things or limit the time they spend on certain activities.” – Wendy (Dallas)
“Game changer! Prodigy completely changed my students’ attitudes toward math for the better!” – Katie (Athens)
“I use Prodigy as a supplement. It is nice to assign topics to a student that you are covering in class. The free options still give more than plenty enough for students to do and gain.” – Joe (Lafayette)
Ask a Tech Teacher: Review – https://askatechteacher.com/website-review-prodigy-game/

I have made a weekly date with a friend and we have been walking Mt Doug park every Saturday for over a month now – so that’s good.

I’m doing major catch-up on assignments today – plus chores – so I have been checking boxes of left and right today. I feel much better if I have had a productive weekend, although there are those weekends where I have not left the couch. Those days are few and far between lately with looming deadlines – however, it is still screen time, just a different type of screen.

I have not been running due to worry about the cramped muscle – this happened before, different muscle though – but same fear of injury. If I injure myself I tend to stop and wish to start but am afraid of injury. I will need to figure this out because it does not make for getting back into a running routine successful.

I will be glad when this program is over, only to have some free time again, but I do not know what that will look like, nor if I will actually allow myself free time. I’m not even sure what life will even look like with how COVID is evolving. I am hoping to see the inside of a gym again without anxiety of catching something more serious that a cold.

For the time being I am taking a day at a time, an assignment at a time, a term at a time and watching the light at the end of the tunnel getting brighter and brighter. I will continue to journal and plan for days ahead and wait to see what happens when vaccinations are administered and the fear of looming contamination starts to look like an annual flu shot in the future. It will take patience…please give me patience.

Anyway, during and after the presentation I pretty much understand that resources are available and to ask questions and do not be afraid. I would not be trying to teach anything without good faith and if I have reservations about something I can seek support. In a math unit lesson I wanted to add First People’s shapes into a geometry BINGO game – I was worried that it would be an incorrect way to use this information. After bringing it up to a couple of fellow classmates we decided it would not be inappropriate and it has recently been marked and I wasn’t called out there either – but who knows – someone somewhere might have other opinions and this is another reason why I feel it necessary to have better education on how to incorporate it into lesson and unit planning. I think it is coming though in the summer term, so I an looking forward to that.

Good lord – I am hopeless with games – unless they are basic word games or block building games, something that takes more than quick reflexes to slay the dragon and save the day. I did not have a gaming console growing up – my dad thought we spent too much time in front of the television with cable and a VCR for movies on the weekends. I also do not have a gaming device in the home now – but I also don’t really need to – both teens have iPhones and the eldest an iPad – I’m lucky to see either of them in the house besides at the dinner table.

They have been into Mindcraft, they have The Sims, my youngest has built amusement parks and rollercoasters. They are currently both playing an anime-based game – Genshin Impact – with each other and their friends (which proves to me they do like each other at times!).

I am sure there is good reason to bring gaming into the classroom – I am just not sure I am the teacher to bring it in, I would not be the teacher anymore – not that I have a control thing – I just do not have an interest in gaming (I’m not good at it, so I have no interest in it). I appreciate delayed gratification. I understand the rewards system of the brain gets big doses of dopamine when people are gaming – I’m not sure this is a good thing to have within a classroom.

We were introduced and there was good reasons behind bringing gaming into the classroom – even my final EdTech Inquiry is based on a online math gaming program – I just have reservations and that is for me to do some reflection and researching to figure out if and how I would bring this type of technology into my classroom.

We had special guest – Tracy Humphreys – in class March 12. Tracy supports families with resources for students and families who have special needs and require the use of technology in school.

It was a pretty interesting class, I had witnessed some students in my work and during my Link2Practice term using tech during classes – mainly a AAG (and now I can’t recall or find what this stood for – but it looked like a ‘Speak and Spell’ electronic game but the buttons were changeable with needs and emotions pictures. It helps students and their EA’s communicate.

Resources appear to be fairly costly and showing a need took time and perseverance form teachers, families and support programs. It is a common theme I find with families who have children that need supports – the wait lists are long and by the time supports are provided, sadly some damage has been done. I am not sure how to remedy this other than to throw money and people at the problem and even that is not a guarantee of resolution I’m sure.

One of my take aways was being re-introduced to Shelley Moore. We first met Shelley through our Link2Practice post-class debriefing – she has an awesome blog that might be worth re-visiting – https://blogsomemoore.com/

Another was the simple tool of a ‘boogie board’ – essentially individual white boards for students to use for a multitude of reasons.

There were also resources/support we could look into.

BCANDS – BC Aboriginal Network on Disability Society – https://www.bcands.bc.ca/

and POP – Provincial Outreach Program – or maybe it was POPARD, as there is a website for both acronyms.

I have no doubt that when I have my teacher degree and certification that I will have students in my class that need resources – I am pretty sure I will be checking in with those who help support children in classrooms that need special tools – I only hope I have quick access to those people to help not only me, but the students and families.

I will need to do some diving into inquiry-based learning as that is not how I learned and is a new and interesting method for me. I can see how it is beneficial, yet I can imagine that it can go sideways with either students not doing the work or not knowing how to do the work (too much freedom). My own teachers had a pretty rigid style about them, so there is something I will need to consider about my past and how/if I will bring that to the classroom. Much to consider before prepping for practicum and building unit/lesson plans.

My motivation slips post-reading break and that feels dangerous. I am currently going through Brightspace to see what upcoming due dates are (nothing that I can see – will actually have to go through syllabuses – darn it!) and mark it in a day-timer, that, let’s be honest, I rarely review. I must just run on pure terror when due dates start to approach, because I do get the work done.

How is this good for me? It’s not – so it’s a pattern that I recognize and have yet to move from pre-contemplation into contemplation, much like so many things in my life.

Ok, it’s not that bad – I am taking care of myself by eating well. I sleep pretty good and I have taken to walking to and from work this term. Plus, I started running (well run/walk – it’s been a while since I did any running so thought a gradual entry would be a good idea to hopefully reduce injuries). So far I am enjoying the process and am only doing it a manageable 2 days/week. With the running comes stretching and that is another thing I need to do more of – with all this sitting at a computer I have become quite inflexible.

So, that’s the weekly free inquiry reflection – goal this week is to get assignments marked in day-timer and find my motivation to get through the rest of this term, maybe it’s behind the couch?

I remember as I was co-facilitating a parenting program during my CYC practicum, self care was a topic. Part of the topic was about if the thing you want to do as part of the self care practice ends up being another item on one’s ‘TO-DO list’, then is it self care or a task? I get a little hung up on that fine line. And I also start thinking about the ‘Stages of Change’ and my perpetually being in the pre-contemplation stage – I know what I needs/want to do, but that’s about as far as I get. Sometimes I dip into contemplation – for instance I want to start running again, I have bought the runners, recently bought a watch for timed runs and signed up for a running website. Have not gone for a run yet (it also snowed this weekend, so the universe blocked me…). Will I, won’t I – time will tell. I am hoping once I actually start running I will feel motivated to continue.

What I would like to focus on this week is a stretching routine – doesn’t have to be yoga, but stretching because I am one tight mother. So, that’s my goal – I will let you know how that went this week (and with it being reading break – you would think that should free up the time to do some stretching, we’ll see).

We did have an interesting conversation though regarding the politics and funding based on school district sizes and I thought that might be an interesting rabbit hole to dive into. Will need to make a time to meet/discuss this with the partner – he might not enjoy that rabbit hole as much as me, and I might not either once I start digging.

We were introduced to a documentary called Most Likely to Succeed – based on a High Tech High based in California – another school I had not heard of, but these two schools are similar in that they do not follow provincial outlined curriculum and is more based on student led learning. It is an interesting concept for someone who grew up in standardized education system over 30 years ago.

We met with founder, Jeff Hopskins, and were able to listen to his story and about the school and bring our questions to him. I think my bigger take away was that within the curriculum, we as teachers will have autonomy of how we want to teach- but we also need to be transparent on how we want to teach.

Since last term’s art exploration course, I have been teasing out the idea of having an art-based classroom, a classroom where art can be part of the learning process – for example, in my last assignment for math we had to create a lesson based on grade and curriculum – I chose gr 2/3 and patterns – with this idea I did a lesson that introduced patterns based on cultures and their history and from there students could create their own patterns with the use of graph paper that eventually transferred to Perler beads – more commonly known as melty beads.

I also designed a literacy and science-based lesson that had students look at astrology and their stories and create a water resist painting with an astrological body and write it’s accompanying story with it.

I am enjoying the idea of trying this during practicum, to see if it could really work. I also want to try to include the input of the students as much as possible so that they are engaged in their learning. I think this may take some pressure off me to come up with all the projects, but I can also see how trying to bring art into each subject can also create more work for me. However, nothing ventured, nothing gained…

What wasn’t free was the hydro-therapy spa treatment. I had other friends (all female) who were excited for me and urged me to do it (….’it’s AMAZING!’). So with curiosity I said yes.

Was it AMAZING? For my friend this was her 3rd visit, she loves water, loves swimming, ocean-side vacations – this is her jam. Me? It felt like work…moving from pool to pool, getting beaten by waterfalls – one was a freaking ‘glacial’ waterfall. Then there was the walking through a hot pool, then a cold pool, hot pool, cold pool (it got easier after initial shock – which was also after the freaking ‘glacial’ waterfall, so anything was easy after that). Mostly it was floating, walking, or sitting in water – expensive water, and lots of it. Not a small environmental footprint here.

So, would I do it again? Go away with my friend? Absolutely! Do hydro-therapy? Meh, not likely. Am I happy I did it? Sure – new experiences to grow and learn are always good. I realized I’m more of a face down and get a massage, get my fingers and toes professionally done, or a facial type of person. So, should there every be a next time to indulge in a self-care get-away I’ll be booking those services and coming out feeling like the million bucks it cost!

So, while doing a search for my name to check out my electronic footprint I learned that there are A LOT of Cindy Allen’s out there doing waaaaaay more stuff than I am…the only thing that popped up for me was my workplace website. So I guess this is a good thing. I am one of ‘those’ people who are old enough that my youth is not plastered on social media (and as stated in the title – even as a teen/young adult nothing would be rated above PG I’m pretty sure…I was a perfect angel…my mother will attest to that (if I pay her…thanks mum).

LOL!

This was the first reaction from both my partnering educator and another teacher when I asked them about their self care practices. One EA told me that when I choose this profession I’ll need to give up on some things – and my first reaction to that was “F*ck that…”

How can self care be the thing that is dropped from a person’s life when things get busy, more importantly – WHY is it the first thing that gets kicked to the curb. There are so many quotes about self care –

‘If you don’t take care of yourself, who will?’

‘If you do not make time for your wellness, you will be forced to make time for your illness’

‘If the Mamma ain’t happy, ain’t nobody happy!’

And yet, people will put their needs aside for other ‘responsibilities’ – family and work mostly.  Mom guilt and work guilt is a real thing for some people.

What was also really interesting is that these teachers are including mindfulness practices into their classrooms, yet sound like this is not something practiced at home. Mindfulness seemed  to be used to help with transitions from higher energy activities to lower energy activities (retuning from recess and transitioning to learning for example). While I am in favour of bringing these skills into the classroom, I think there needs to be more purpose behind it other than calm them down in the moment.

With the rise of anxiety in youth, bringing in tools and teaching skills for self-regulation would be very helpful in a classroom; one teacher said their school starts introducing it as soon as Kindergarten and how beneficial that is. As they start to get older they recognize when they need help and know what tools to use to support them selves when things get too overwhelming for them. What a gift.

My question then is, if a teacher is not practicing self care and burning themselves out, how are they able to be a role model to students when they are showing signs of burnout? If there is one thing that can turn a bad situation into a worse situation is when an escalated person is trying to de-escalate a person…

Photo by Andre Hunter on Unsplash

So, my aim is looking at ways to take care of myself so I do not burn out and I am available to support students who are dealing with their  many emotions and behaviours.

Week two – copyright stuff. Have I checked anything out? No, not yet, but will when I actually have to post anything that may have copyright attached to them. Have I done the to-do list, I think so mostly – my  blogs are not showing on the blog list so that has me worried and I will talk to Valerie about that at our 1:1 on Wednesday

I would like to extend a thanks and acknowledgement to fellow class member Mitch for taking the time to help me figure out how to edit this blog page.

Not sure what we will discuss this week, but will post when we do meet!

My inquiry was based on my feelings and how as a teacher I could be of a support system to any students who were feeling the way I was. I also wondered if I would be as over-extended as a teacher and still not have time to practice any type of self care. This category will have previous reflections from the EDCI360 course, plus any new findings and reflections during this term.

1. Do you want to be online vs. offline?
2. Do you want to use your name (or part thereof) vs. a pseudonym (e.g., West Coast Teacher)?
3. Do you want to have your blog public vs. private? (Note, you can set individual blog posts private or password protected or have an entire blog set to private)
4. Have you considered whether you are posting within or outside of Canada? This blog on opened.ca is hosted within Canada. That said, any public blog posts can have its content aggregated/curated onto social networks outside of Canada.

First tasks you might explore with your new blog:

• Go into its admin panel found by adding /wp-admin at the end of your blog’s URL
• Add new category or tags to organize your blog posts – found under “Posts” (but do not remove the pre-existing “edci335” category).
• See if your blog posts are appearing on the course website (you must have the the edci335 category assigned to a post first and have provided your instructor with your blog URL)
• Add pages, if you like.
• Include hyperlinks in your posts (select text and click on the link icon in the post toolbar)
• Embed images or set featured images and embed video in blog posts and pages (can be your own media or that found on the internet, but consider free or creative commons licensed works). To embed a YouTube video, simply paste the URL on its own line.
• Under Dashboard/Appearance,
  • Select your preferred website theme and customize to your preferences (New title, new header image, etc.)
  • Customize menus & navigation
  • Use widgets to customize blog content and features
• Delete this starter post (or switch it to draft status if you want to keep it for reference)

Do consider creating categories for each course that you take should you wish to document your learning (or from professional learning activities outside of formal courses). Keep note, however, that you may wish to rename the label of the course category in menus (e.g., as we did where it shows “Learning Design” as the label for the “edci335” category menu.  This will enable readers not familiar with university course numbers to understand what to expect in the contents.

Lastly, as always, be aware of the FIPPA as it relates to privacy and share only those names/images that you have consent to use or are otherwise public figures. When in doubt, ask us.

Please also review the resources from our course website for getting started with blogging:

• WordPress resources
• Using RSS feeds to read blog posts from your networks (e.g., Feedly)
• Privacy resources
• Copyright resources
• Finding images you can use