The Teacher Experience



Teachers are both intelligent and adaptive. "Adaptive Programs" respond to a student’s error by mechanically repeating previous material—a kid’s version of Groundhog Day. Today’s Artificial Intelligence (AI) cannot assess WHY a student is struggling to read. Artificial Intelligence can barely recognize a child’s speech, much less discriminate between phonemes such as /p/ and /t/.

CAPIT makes use of the most intelligent and adaptive instrument in nature: Teachers.

  • Teachers know if a student was rushing and needs to S-L-O-W D-O-W-N.

  • Teachers know if a student is struggling with a particular Sound or Spelling.

  • Teachers can support EL learners when they don't know the meaning of words.

  • Teachers can support struggling readers by giving them more time on task, and by offering more consistent and immediate feedback.

  • Teachers can bring lessons to life by making it relevant to the students’ lives.

  • Teachers can excite students by setting goals, and by giving physical certificates, whereas digital devices can only deliver digital badges.

  • And while digital programs can reward students for their accomplishments, real teachers can congratulate students for their Time and Effort—an intangible digital devices cannot measure.

CAPIT is a digital curriculum that offers all the benefits of technology, yet does not replace the teacher. We keep teachers involved in two ways.

5-10 Minutes

The Research is clear. Kids do not learn to read on their own. They require Explicit Systematic Phonics Instruction. That’s why teachers regularly teach CAPIT lessons in front of the entire class.

Teachers explain new concepts and revisit old ones throughout the year, taking full advantage of the Spacing Effect (the notion that students perform better academically when given multiple opportunities to review learned material, see Carpenter, 2012; and Kang, 2016).  Furthermore, modeling exposes students to content in different formats, which helps students learn and retain information.

As researchers and cognitive scientist have pointed out, students can’t be expected to work hard if they are unable to “see” how to achieve their goals. But if students have  an explicit  mental representation of what success looks and feels like, they are more likely to persevere in the face of difficulty. So although struggle is worthwhile—because it is the only way in which students improve—it is only desirable after teachers model success.

We also encourage teacher to call students up to help model lessons, encouraging peer-to-peer learning.

20-30 Minutes a Day, 4-5 Days a Week

CAPIT notifies teachers when their struggling readers need support as they complete lessons on their own device—in real time.