Ponder is a social reader for the classroom that turns individual research and reading time into an opportunity for collaborative learning.

Ponder studies student browser-based reading behavior while providing lightweight annotation tools for highlighting, tagging and sharing excerpts with the class. Tagging in Ponder however is not the freewheeling activity it is on the web. Instead, it is an opportunity to prompt students to question their understanding of what they're reading by asking 2 questions of them: "What do you think of this excerpt?" and "How is it relevant to class?"

PONDER KEEPS STUDENTS ENGAGED OUTSIDE OF THE CLASSROOM
Ponder keeps students engaged with coursework and each other during the time in between classes. In addition to encouraging closer readings of assigned materials, Ponder enables students to go beyond the syllabus to bring in relevant examples from subject areas they have a personal interest in.

PONDER SEEDS CLASS DISCUSSION
The work students put into Ponder in between classes in turn prepares students for a better in-class discussion. Students come to class primed with examples from their own reading as well as their classmates’ readings that they have already had time to reflect upon and tie to course concepts. Professors also come to class with a sense of what students are interested in and what concepts are in need of review.

Ponder isn't intended to be a replacement for reading responses or instructor-led discussion. It is a tool designed to make both of those key elements of the Humanities classroom easier to manage and more successful.

"...encouraging students to build more sophisticated and engaged news reading habits." - Columbia Journalism Review

"...a digital native technology that works in harmony with the internet." - New Learning Times

"Ponder…provides teachers and students with constant and concise data reports." - EdSurge

"...encourage class discussions and identify struggling students." - Getting Smart

"...able to quickly assess students’ engagement with the texts they have chosen..." - Journal of National Council of Teachers of English

Robin Hood Foundation College Success Prize Semifinalist