From Reading to Reasoning to Real-World Impact

Outline

Hook & Overview (0–10 minutes)

Content:
-Brief overview of the Purpose, Progress, and Play framework
-Connection between literacy, math reasoning, and real-world application
-Framing question: “How do we move students from decoding text to solving meaningful problems?”

Engagement:
-Quick “think-and-react” prompt posted on the board:
What’s one challenge your students struggle to apply learning to?
-Attendees place a sticky note or respond verbally

Process:
-Immediate entry point (within first minute)
-Visual + verbal hook to draw in passersby
-Low-barrier participation (no device required)

2. Purpose: Building Foundations Through Literacy (5–10 minutes)
Content:
-How Reading Eggs supports comprehension and vocabulary development
-Using literacy to define problems and build context for design thinking
-Example: Students read a scenario and identify a real-world challenge

Engagement:
-Attendees review a short sample prompt used with students
-Turn-and-talk: “What skills are students using here beyond reading?”

Process:
-Peer-to-peer interaction (1–2 minutes)
-Facilitator circulates and highlights responses
-Visual artifacts (sample student task)

3. Progress: Developing Reasoning Through Iteration (25 minutes)
Content:
-How Mathseeds and Mathletics support skill progression and reasoning
-Using data to guide instructional decisions and student grouping
-Connecting math practice to testing and refining solutions

Engagement:
-Quick data scenario: Attendees analyze a sample student data snapshot
-Prompt: “What would you do next instructionally?”
-Optional: Small-group discussion (2–3 people)

Process:
-Device-optional (printed or QR code access)
-Facilitated questioning to guide analysis
-Emphasis on real-time decision making

4. Play: Applying Learning Through Design Thinking (18–25 minutes)

Content:
-Role of playful learning in increasing engagement and risk-taking
-Example of a design challenge integrating reading + math
-Student workflow: ideate → test → revise → reflect

Engagement:
-Mini design challenge:
Attendees brainstorm a quick solution to a sample classroom problem
-Share-out of 2–3 ideas

Process:

-Hands-on, creative activity (3–5 minutes)
-Encourages movement, discussion, and idea generation
-Facilitator models how this looks in a classroom

5. Application & Takeaways (25–30 minutes)
Content:
-Pulling all three components together
-How to implement within existing structures (MTSS, small group, core instruction)
-Differentiation through multiple entry points

Engagement:
-Attendees complete a quick “commitment to action”:
One thing I can try next week is…
-Optional QR code for takeaway resources or sample lesson template

Process:
-Individual reflection (1–2 minutes)
-Optional digital follow-up resource
-Clear exit point with actionable next step

Ongoing Engagement Strategies Throughout
-Continuous 1:1 and small-group conversations as attendees rotate in
-Visual anchors (poster sections clearly labeled: Purpose, Progress, Play)
-Choice in participation (observe, discuss, or actively engage)
-Frequent interaction every 3–5 minutes to maintain attention
-Blend of:
*Peer discussion
*Quick analysis tasks
*Hands-on ideation
*Reflection

Outcomes

~Design a cross-curricular learning experience that connects literacy and mathematics using the Purpose, Progress, and Play framework
~Apply a structured design thinking cycle (problem identification, ideation, testing, and refinement) within existing instructional time
~Analyze student data from Reading Eggs, Mathseeds, and Mathletics to identify starting points, monitor growth, and adjust instruction
~Differentiate instruction by creating multiple entry points within the same learning task to support diverse learners, including those in MTSS or intervention settings
~Integrate playful learning strategies that promote exploration and student engagement while maintaining clear academic goals
~Develop a sample lesson sequence or implementation plan that can be immediately applied in their own classroom or school setting

As a result, participants will leave with a clear, actionable model for moving students from foundational skills to applied problem solving, along with practical strategies and examples they can implement right away.

Supporting research

1. Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges.
A comprehensive literature review describing design thinking as a collaborative, problem-solving approach effective for addressing complex (“wicked”) problems in education.

2. Kangas et al. (2024). Design Thinking in Early Childhood Education and Care (Springer).
Highlights how design thinking supports creativity, collaboration, and problem-solving, with evidence showing improvements in innovation skills and long-term learning outcomes.

3. Carroll et al. / Stanford d.school model (as summarized in research literature).
Defines the widely used design thinking cycle (empathize, define, ideate, prototype, test), emphasizing iterative learning and student-centered problem solving.

4. Rice, L. (2015). Playful Learning (Journal for Education in the Built Environment).
Demonstrates that playful learning increases engagement, supports creative thinking, and encourages interdisciplinary learning environments.

5. Hirsh-Pasek, K., Golinkoff, R., et al. (Playful Learning Landscapes research).
Shows that playful, interactive learning environments improve language development, engagement, and community-connected learning experiences.

6. Chen et al. (2025). Playful Study Design and Student Outcomes (Educational Psychology Review).
Identifies play as a driver of cognitive growth, motivation, and academic performance, with evidence linking playful strategies to increased engagement and achievement.

7. Goldman & Zielezinski (2022) – Review of Design Thinking in K–12 Education.
Finds that design thinking provides educators with practical tools and strategies for improving instructional practices and fostering higher-order thinking.

8. Ejsing-Duun & Skovbjerg (2015). Creativity and Playfulness: Producing Games as a Pedagogical Strategy.
Explores how play-based production activities increase student creativity, collaboration, and ownership of learning.

9. Yedra & Almeida (2022). Design Thinking for Playful Learning Applications.
Demonstrates how combining design thinking with playful digital tools improves learning outcomes by making content more engaging and responsive to learner needs.

10. ISTE (International Society for Technology in Education). ISTE Standards for Educators.
Provides a framework for data-informed instruction, student-centered learning, and the integration of technology to support meaningful learning experiences.