Multimedia Critique Paper #1: Achieve 3000 (KidBiz)

Product Overview
Achieve 3000 is a web-based differentiated reading program that Horry
County Schools has adopted to use in its classrooms. In this program, students read
nonfiction articles that are of high interest and answer comprehension questions
based on these articles. A level set test is given three times a year, beginning,
middle, and end, to place students at their own independent levels within this
program. The level given is based on their reading lexile level. There are articles
from the Associated Press given at differentiated levels based on these lexiles. In
this way, students can be successful at independent reading and comprehension.
These level sets give a base, or a starting point for their text complexity. At the end
of each month, based on the work the students have done, the lexile is
automatically adjusted thus allowing students lexiles to increase.
While working in the program, the students proceed through a routine set of
tasks. They are required to answer an opinion poll that can activate their prior
knowledge for the topic. Then they read the article, do activity questions based on
comprehension skills at their level, and last they answer a thought question in
which they must construct an answer to question using support from the text they
read. The teacher has the option of setting up the program to orally read to the
students. However, this should only be done if the student needs that extra
support. There are small group instruction lesson plans that teachers can use that
utilize the articles. The small group plans are based on the students MAP NWEA
scores in certain strands as well as organized by lexile. My students use this
program almost daily to aid in their individual reading comprehension.
 The previous picture is a screenshot of a lesson with the steps listed in tabs
across the top. There are extra tabs given, which further differentiates instruction if
the teacher wishes to use those. This is a screenshot of the teacher screen. The
student page does look slightly different. One of the main differences is that the
vocabulary for the article as well as the definitions is listed to the right for students
to see as they are completing the activity.
Multimedia Principles and Learning Theories
Achieve 3000 utilizes the segmenting principle. In the segmenting principle,
material is broken into smaller learner-paced segments (Mayer & Pilegard, 2014).
This reduces cognitive overload. In Achieve, students are able to move through the
steps at their own pace. They only move on once they are ready, and they always
have the option of going back whenever needed.
The dual-coding theory is present in Achieve 3000 when accessed by the
learner. Each article and vocabulary term has the option of reading aloud for
students. According to the dual-coding theory, students are presented with two or
more formats of instruction. In Achieve, students can have the articles read to
them, thus allowing them to see the words on the screen as well as hear them as
they are being read orally.
Re-design
If I could re-design the Achieve program, I would make it so that students can
continue to move at their own pace, but they must show they have finishes a step
before moving on. I have had several instances in my classroom where students
have started the activity questions without even having read the article. I would
like for the program to allow self-paced learning, but with the contingency that a
step in the routine has been completed before they are allowed to move on. Along
those same lines, I would prefer that the program use the signaling principle. In this
principle, multimedia learning materials become more effective when cues are
added that guide learners attention to the relevant elements of the material or
highlight the organization of the material (Mayer & Pilegard, 2014). In this way, it
would be easier for students to move through the routine. An arrow or numbering
system could be used for this.
Overall Analysis
 I believe that Achieve 3000 is a well-built program for classrooms. It takes
students at their own independent levels and provides activities, or lessons that will
help to develop them further. It is a great tool for teachers to use, if used wisely.
They can monitor how students are progressing based on their reading levels, as
well has pull lessons and resources to use for individualized and/or small group
instruction. The program also provides immediate feedback to the learner which is
crucial for students to motivate them work harder and to achieve even higher levels
of reading comprehension.
References

Mayer, R.E. & Pilegard, C. (2014) Principles for managing essential processing in

multimedia learning: segmenting, pre-training, and modality principles. In R. E.

Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. (pp. 316-344).

New York: Cambridge.