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See how engaged every student is.
Engagement is usually judged by impressions, so disengaged students slip by and great lessons go unnoticed. Engagement Insights measure speaking time, turn-taking and camera-on time for every lesson, rolled up by student and by site.
You can’t sit in on every tutor’s lessons to see which students are checking out. Speaking time, turn-taking and camera-on time for every lesson show you, by student and by site.
In an online class, a student can attend every lesson and barely participate. Speaking time and camera-on time show who is engaged and who is drifting.
Attendance tells you who logged in, not who took part. Speaking time and turn-taking show how engaged each participant and cohort really was.
For lessons taught in a Space, such as online intervention, see each student’s speaking time and turn-taking, so quiet disengagement doesn’t go unnoticed.
For training run on a Space call, see speaking time and turn-taking for each participant, so you know who joined in.
Attending isn’t the same as taking part. Your child’s program can see how much they speak and engage in each lesson, not just whether they showed up.
どの有料プランでも2週間無料でお試しいただけます。クレジットカードは不要です。
What it solves
- Engagement and satisfaction go unmeasured
Helps you
Teach better
Part of
出席状況
The problem
Engagement goes unmeasured
Programs know who attended but not who took part. Disengaged students go unnoticed until they drop out, and great teaching goes unrecognized.
一般的な方法
Leaders rely on occasional observations, teacher reports and gut feeling.
How Pencil Spaces solves it
Engagement insights: speaking time, turn-taking and camera-on time for each lesson, rolled up by student and by site.
変更点
You spot disengaged students and strong lessons with real numbers, not impressions.
What it looks like
実際には
A program lead sees one student’s speaking time has dropped for three weeks running and asks the tutor to check in with him.
In a 1:1 lesson
You see one tutor’s students speak twice as much as average. You ask her to share her approach with the team.
In a group class
A student has perfect attendance but almost no speaking time. You reach out before she falls behind.
In a virtual training
One cohort’s turn-taking is much lower than the others. You adjust the format for the next one.
In your classroom
Your online intervention data shows two students rarely speak. Their tutor changes the format to draw them out.
In the training room
The remote participants in your workshop barely spoke. Next time you give them their own breakout.
At home
Your son’s program notices he’s speaking less in lessons and calls you to talk about it.
