# Glean

Visit Website

*Not Yet Rated*

- algebra
- calculus
- geometry

- biology
- chemistry
- physics

###### Pros

Easily tracks students' viewing progress on assigned videos.###### Cons

Teachers can only assign videos that are curated by Glean, and there are some key missing features.###### Bottom Line

It's early days yet for this potentially useful accountability tool for flipped classrooms that's not quite up to par yet with competitors or teachers' expectations.Teachers can assign videos and check which students watched the videos.

The clean interface makes it easy for users to access videos and for teachers to monitor student progress.

Well-curated videos by actual teachers, but no ability to create playlists, assessments, or add videos. The list of related videos helps students dive deeper into class content. More features to come.

The insights report helps visualize students' viewing progress. Users can ask questions and start discussions about a video. However, this feature hasn't quite taken off.

Teachers could use Glean when setting up a flipped classroom. Assign videos to be watched at home and use the report tool to see which students completed the assignment. Teachers could require students to ask or answer questions for each video. It doesn't seem possible to track this participation within the tool, so teachers will need to create their own exit ticket or response system to collect this feedback. Since Glean provides curated lists of videos on many topics, teachers could also use these resources for lesson planning and extension for students.

Read More Read LessGlean helps teachers assign videos for students and monitor which students watched the assigned videos. Teachers can search through a library of pre-selected videos by topic; most of these videos cover science and math topics including biology, chemistry, algebra, and geometry. Videos are tagged by credentialed teachers for content and Common Core State Standards, but they're only searchable by topic. Teachers assign the videos by sharing a private URL with students, but teachers should keep in mind that they'll need to share videos one by one with students. There's no way to share a playlist of videos yet.

When students visit the video's URL, they're required to log in so their viewing progress can be tracked. Glean adds a Q&A box to each video in addition to a list of videos covering similar content. The company claims that the recommended videos match users' learning styles, and they display learning potential for each video based on this information -- a potentially big differentiator. Teachers can track their students' progress on the videos in real time using the insights report. The report doesn't show how students are participating in the Q&A sessions, or whether students are viewing other videos. Glean also claims that some videos include activities for students to complete after watching; at the time of this review, these weren't readily easy to find.

Read More Read LessIn many ways, Glean is trying to iterate on the work of Khan Academy or Gooru by providing curated educational videos from a variety of sources. However, Glean lacks the depth of features, activities/assessments, and reporting that makes these other options so useful for teachers. And while teachers could make use of Glean's reporting tools, experienced educators probably already have many ways to determine whether students watched a particular video, including entry tickets, discussion topics, journals, etc. The recommended videos -- from a library of more than 16,000 -- give students more choices on what to watch, but that variety felt more limited in practice, since some of these video links are no longer live. It's also tough to tell right now just how well the recommended videos match each user's learning style, and more information about this process would be helpful. Since it's a new tool, the Q&A section of most videos is limited, as one would expect, given the relatively small user community as is. It's unclear how Glean's developers moderate these discussions. Overall, Glean shows some potential and would be a more helpful tool with some further development, most notably allowing user-recommended/curated videos.

Read More Read Less## Key Standards Supported

## Expressing Geometric Properties With Equations | |

HSG.GPE: Translate Between The Geometric Description And The Equation For A Conic Section | |

HSG.GPE.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. |

HSG.GPE.2 | Derive the equation of a parabola given a focus and directrix. |

HSG.GPE.3 | (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. |

Use Coordinates To Prove Simple Geometric Theorems Algebraically | |

HSG.GPE.4 | Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2). |

HSG.GPE.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). |

HSG.GPE.6 | Find the point on a directed line segment between two given points that partitions the segment in a given ratio. |

HSG.GPE.7 | Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★ |

## Geometric Measurement And Dimension | |

HSG.GMD: Explain Volume Formulas And Use Them To Solve Problems | |

HSG.GMD.1 | Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments. |

HSG.GMD.2 | (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures. |

HSG.GMD.3 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★ |

Visualize Relationships Between Two-Dimensional And Three- Dimensional Objects | |

HSG.GMD.4 | Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. |

## Geometry | |

7.G: Draw, Construct, And Describe Geometrical Figures And Describe The Relationships Between Them. | |

7.G.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |

7.G.2 | Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. |

7.G.3 | Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. |

Solve Real-Life And Mathematical Problems Involving Angle Measure, Area, Surface Area, And Volume. | |

7.G.4 | Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. |

7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. |

7.G.6 | Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. |

8.G: Solve Real-World And Mathematical Problems Involving Volume Of Cylinders, Cones, And Spheres. | |

8.G.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |

Understand And Apply The Pythagorean Theorem. | |

8.G.6 | Explain a proof of the Pythagorean Theorem and its converse. |

8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |

8.G.8 | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. |

Understand Congruence And Similarity Using Physical Models, Trans- Parencies, Or Geometry Software. | |

8.G.1 | Verify experimentally the properties of rotations, reflections, and translations: |

8.G.1.a | Lines are taken to lines, and line segments to line segments of the same length. |

8.G.1.b | Angles are taken to angles of the same measure. |

8.G.1.c | Parallel lines are taken to parallel lines. |

8.G.2 | Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |

8.G.3 | Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |

8.G.4 | Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them. |

8.G.5 | Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. |

## Modeling With Geometry | |

HSG.MG: Apply Geometric Concepts In Modeling Situations | |

HSG.MG.1 | Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).★ |

HSG.MG.2 | Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).★ |

HSG.MG.3 | Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).★ |

## Trigonometric Functions | |

HSF.TF: Extend The Domain Of Trigonometric Functions Using The Unit Circle | |

HSF.TF.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |

HSF.TF.2 | Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle. |

HSF.TF.3 | (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number. |

HSF.TF.4 | (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. |

Model Periodic Phenomena With Trigonometric Functions | |

HSF.TF.5 | Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.★ |

HSF.TF.6 | (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. |

HSF.TF.7 | (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.★ |

Prove And Apply Trigonometric Identities | |

HSF.TF.8 | Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to calculate trigonometric ratios. |

HSF.TF.9 | (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems. |