Our mission is to empower teaching equity to provide learning for all students with Blended teaching
As current teachers, we co-founded Win Elements LLC to provide teachers a common Learning Management Website to implement Blended Instruction and integrate your school's available technologies and other online resources to centralize
communication, auto-grade activities, assign assignments, gather/access data, auto-update comprehensive grades, create/assign interactive video activities, collaborate via Forum, collect students'
feedback, and many other essential functions.
HOW TO USE THIS WEBSITE AND CREATE YOUR COURSES
Please complete a self-paced online training consists of step-by-step short videos.
Self-paced and non-skippable interactive video embedded with Fill-in-Flanks, Drag-and-Drop, Multiple Choice, Multiple Responses, Mark a Word, and True/False Questions that provide students instant feedback.
Adaptive and Instant Feedback
Engage students and save time with auto-graded activities with instant feedback. Grades are auto-updated on gradebook, including all students' attempts and responses. Students can practice and re-attempt activities to build mastery and improve grades.
Interactive Online Discussion
Engage students and increase collaboration beyond classroom walls by grade students based on their participation. Teachers and students can star and subscribe and follow a discussion and reply online to engage meaningfully.
Flexible organization of all activities and resources in your class allows students to find activities quickly, and a teacher can find and reuse activities for next year.
Post latest announcements to all students quickly and easily, and students can interact with announcements. Engage and inform students at the same time.
Assignment with Rubrics
Streamline posting assignments and collecting students' work to grade with a rubric and provide personalized feedback. Students can provide feedback on their grades.
“On average, 67% of educational software products go unused… In some districts, up to 90% of purchased software licenses are not being used.”–Edweek Market Brief
Stories of how teachers engage students with bell-to-bell instruction
"Student [are] rushing to my class"
“Students know that they have a window of 8 minutes after the tardy bell rings when coming to my Biology class in order to complete their warm-ups. Therefore, I often see students hustling and rushing to make sure they come to my class on time.”—Mr. Ahmadi (9th Bio. Teacher)
“timed warm-up … shuts off automatically”
"Students are given a timed warm-up, which shuts off automatically after a certain time frame. This results in more students coming to class on time in order to complete it. I have also had situations where students are completing the warm-up on their phones before they get to class because they are tardy. So even though they are not in class on time they are participating in class remotely.—Ms. Lutes (Bio/ Earth Sci. Teacher)
“warm-ups are graded instantly”
"My warm-ups and assessments are graded instantly. It takes about 1 minute to grade each student's warm-up. I have 120 students enrolled in Biology. Daily this feature saves me 2 hours worth of grading. Weekly, that is 10 hours of grading. Monthly, this is 40 hours. On grading warm-ups alone, I save at least 400 hours yearly. That is a lot of time that I can use towards my aspects of improving my instruction and curriculum."—Mr. Ahmadi (9th Bio. Teacher)
“Auto grading ...assessments [produce] tables, forms, and graphs for both teacher and students.”
“grading feature for assessments and bell work--the material is graded and easy to ready tables, forms and graphs are produced for both teacher and students.” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)
Stories of how teachers streamline PLC with collaboration and students' data
“...data is graphed. Instantly we are provided with bell curves, averages, and means.”
"All of the data is graphed. Instantly we are provided with bell curves, averages, and means. Additionally, the amount of time per question is accounted for per student. This makes it easier to identify areas [of] students' concern and growth with [our] colleagues." —Mr. Ahmadi (9th Bio. Teacher)
“It is easy to create and share lessons…”
"It is easy to create and share lessons on [the website] --simply export to Google Drive, then recipient downloads lesson and converts it to a usable form. The process takes just a few minutes.”—Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)
“they are easy to locate for future use in the following years or to share with colleagues.”
"After I have created materials and saved them--they are easy to locate for future use in the following years or to share with colleagues. This frees me up to continue to improve my knowledge of content areas and improve y teaching with the use of new teaching strategies” —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)
“Last year I created over 500 Biology questions for assessments"
“Last year I created over 500 Biology questions for assessments. This year I have added about 100 more questions, but most of the time is now dedicated to facilitating instruction and better honing my craft as an educator.” —Mr. Ahmadi (9th Bio. Teacher)
Stories of how teachers implement blended learning to provide learning equity
"allow me to teach all my students equitably”
“Students come to us with varying skill levels. Some are exceptionally gifted. but more often my students come to me with several learning deficits. By being able to pinpoint which areas a student needs most growth in, I can then accommodate her needs. [StreamlineED.com] allows me to teach all my students equitably.” —Mr. Ahmadi (9th Bio. Teacher)
“Students work at their own pace...”
"Students work at their own pace and allow them to ask questions on tough material as others move forward. Also, it allows kids to all work on the same problem with a group facilitator who can employ their own leadership skills to help teach others the material" —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)
“I am able to accurately reward student hard work and progress.”
“I post guided video notes on [StreamlineED.com] that I personally create. I am able to set up a question every minute of the video, where my students are to answer digitally as they take notes physically. When they get a question incorrect, they are then provided with feedback. They then use this feedback to reattempt the question. I can see the amount of time each student spent on each question of each assignment and how many times each assignment was attempted. Last year I had a special education student attempt an assignment no less than 8 times, just to get a passing grade. I am able to accurately reward students' hard work and progress.” —Mr. Ahmadi (9th Bio. Teacher)
“This allows me to differentiate my instruction in real-time.”
"I am able to look at the scores of each student and determine how they are performing very quickly. This allows me to differentiate my instruction in real-time. Students are able to see their scores immediately which allows them to see they are doing in real-time and assess what they need to do to improve. “ —Ms. Lutes (Bio/ Earth Sci. Teacher)
Stories of how teachers engage students through distance learning
“Students see their scores in real-time with immediate feedback on what they get right and wrong.”
"Students see their scores in real-time with immediate feedback on what they get right and wrong. They are given MULTIPLE attempts to facilitate effort and to empower their growth mindset to keep trying to get a portion of the avail points eg. .66 instead of a zero. I can see the result of the bell work q's about 10 minutes into class and can quickly analyze the results and re-teach if necessary. I can do this for all manner of formative assessments as well as summative assessments for planning next year's curriculum" —Mr. Jeska (Anatomy/Earth Sci. Teacher/ Sci. Dept. Chair)
"Self-paced interactive videos"
"I record my lecture and upload it to Youtube to create "self-paced interactive videos" embedded with questions that are auto-graded and provide instant-feedback. Students can not skip forward, but they can pause or rewind to learn the new content at their paces."—John Nguyen (Chemistry/AP Chemistry Teacher)
"Announcements are streamlined and interactive"
"Announcements are streamlined and interactive. I can quickly announce to all students, and the latest announcement will appear in the same location every time. I can add images, videos, links, and other media to make the message more meaningful and fun. My students can interact with the announcement if they have a question." —Arthur Nguyen (Chemistry Teacher)
"Collaboration and support are ...beyond classroom's walls"
"Collaboration and support are streamlined beyond my classroom' walls. I have an online interactive discussion for students to ask questions, and students or I answer those questions to support all students. It is flexible because we can add text, images, videos, and other media to provide meaningful discussion. My students can follow the discussion thread and get real-time notifications when there is a new update."—Amy Nguyen (Chemistry Teacher)