30. July 2015 09:43
À-la-carte options aren’t just for food anymore. Buying individual songs instead of whole albums or just your favorite channels instead of a whole cable package has become the norm. Now, it is spreading to the educational market.
As the demand for personalization in the classroom and less expensive materials increases, so too does the demand for bite-size pieces of content. The idea can be to ditch the back-breaking textbooks that cost over $100 and have more material than can be covered in a year, or it can simply be to incorporate additional materials that are smaller, more affordable, and focus on specific topics. But why are these smaller packets popular?
- 1. You can personalize your lesson plans based on what works for you and your students for each topic. Mix and match a textbook chapter on the concept of multiplication with a packet of a different style for the story problems, or use one packet style for the colonial era and another that works better for the Civil War.
- 2. If your students are struggling with a topic, you can select an extra packet on it. And many packets are downloadable, so you'll have them in time to be relevant.
- 3. Most schools can't afford to replace textbooks every year. When new information is found, you can incorporate it into your lessons using a packet. You no longer have to ignore what isn't in the book.
- 4. You can buy only what you need if you decide to drop the textbook all together. If chapters 1 and 2 were covered last year and you don't have time to reach chapter 15, the final one, 20% of the book is wasted. The smaller packets let you avoid this.
- 5. Your students (and possibly you) won't constantly need to carry a heavy textbook back and forth to school. Sure, some days it might go home, but other days, only the light-as-feather packet will accompany them.
If you are considering using packets, be sure to keep you and your students in mind. Are you or your students likely to lose packets that aren't held together in a larger book? Do your students work better when there is a consistent look and feel to the material, or can they focus better when they have variety? Do you have the time to find the packets and determine what order to use them in?
What are your thoughts on textbooks versus smaller packets? Add your voice in the comments below!
Are you looking for these a-la-carte options? Check out our downloadable ePackets and interactive white board minis!
21. July 2015 13:33
When you graduated, did you have a firm grasp on taxes, loans, investments, credit, savings and checking accounts, insurance, bills, interest, or budgets? If so, where did you learn it?
Math class helped me learn some basic information, like how to calculate interest or sales tax since they are percentages. But I wasn’t directly taught money management concepts, like how to apply for a loan or the importance of paying more than the minimum balance on a credit card. I was lucky enough to learn about some concepts at home, but many students don’t have that luxury.
Thankfully, personal finance is gaining more attention. According to the Council for Economic Education’s 2014 Survey of the States, academic standards in all 50 states now include economics and 17 states require personal finance coursework for graduation. Jump$tart’s map of State Financial Education Requirements shows that as many as 24 states require personal finance instruction. April has even been declared National Financial Literacy Month.
It might not be April, but personal finance is important every day, so here are a few ways to help students learn more about personal finance, even without specific finance courses.
- - Use math word problems to work through financial situations before students encounter them in real life. For younger kids, the problems could be about making change or saving an allowance to spend on a new bike. For older kids, start including ideas such as paying bills, earning a salary, or creating a budget.
- - Have students read articles about finance and summarize them. The articles could be about topics such as saving money, student loans, or tipping and minimum wage.
- - Speaking of minimum wage, you could set up a debate. Have some students argue for raising the minimum wage and others argue against it.
- - Incorporate financial terms into vocabulary lessons. After all, “insufficient” could be referring to insufficient funds in a bank account.
- - Ask students to research the features of two different savings accounts on a website. Then, have them compare and contrast the features.
Incorporating personal finance into other lessons, such as word problems or summarizing articles, has a few benefits:
- - The topics can be geared toward a variety of age and learning levels, letting even young students begin to gain financial literacy.
- - Personal finance becomes a more prevalent topic, spanning a variety of areas, rather than being kept to a specific class.
- - Students who aren’t required to take a personal finance course will still learn about it.
Don't forget to leave a comment below to let us know what you think about teaching personal finance in schools. And check out our 21st Century Learning Skills Flash Cards to learn more about how you can use our Personal Finance Flash Cards to get students started today because money matters!
29. June 2015 10:00
Independence Day is at the end of this week. Friends and families will grill out, festivals will draw crowds, and fireworks will boom as the nation celebrates and remembers the historic day that America's Founding Fathers declared independence.
But for many students, history was then and this is now. According to recent test results from the National Assessment of Educational Progress (NAEP), students in the U.S. are struggling when it comes to U.S. history and civics. Fewer than one-third of students scored proficient or better on these tests, and more than 20 percent scored below basic.
These numbers may seem surprising, but are they? Education has been focused on math, science, and language arts lately in order to prepare students for life in a technology-driven society. Debates rage on about math and language arts standards under the Common Core and state-specific standards, while social studies remains out of the spotlight. Social studies assessment tests are even held less often than math or language arts tests. Now I’m not suggesting that we need more social studies testing, but does the emphasis on other subjects suggest to students that social studies is less important and that their energy is better spent elsewhere?
A glimmer of hope for social studies takes the form of the 21st century learning skills, which are gaining attention. Two of the themes are global awareness and civic literacy. The political and cultural understanding needed to master these skills come from social studies, whether it is history, government, or geography. Past events, policy origins, and the development of governments and countries show how policies and practices came to be and why they are still around today (or perhaps why they didn't work and still won't). This knowledge also provides a basis for analyzing current events and issues to determine how to solve problems now. History may have happened in the past, but it isn't just left behind.
How can we get students excited about history?
Remembering names and dates can be tough, especially when it involves thousands of years. Try adding a new spin to the material to make it more memorable. Include basic information, such as "Benedict Arnold planned to give West Point to the British," but go beyond that and throw in some more interesting facts. For example, did you know that Benedict Arnold’s leg has its own monument, The Boot Monument? You can visit it at Saratoga National Historical Park. This fact shows that at one point, he was on the Patriot's side and was even important enough to have a statue made for him. But the statue doesn't actually include his name (he did become a traitor after all).
Another approach is take take a more casual tone. History-specific terms can bog students down as they focus on the vocabulary rather than the context. Instead of constantly using terms like "banished" and "excommunicated," substitute them from time to time with phrases like "kicked out."
You can also try gamification (applying game techniques to learning), which is growing rapidly in classrooms. I don't necessarily mean turning your whole class into a game (although you can do that), but adding new ways to interact with the material can keep students engaged. Think about days when you let students play a game, even one as simple as trivia. Are they more active and excited? Can you expand that interest to more of the lesson rather than keeping it as a special treat?
Finally, mix and match subjects and skills by adding a language arts or communication focus to history lessons. Debate which American Revolution general was the most important, or ask students to write a newspaper article about a battle from the Civil War. This approach increases interaction with the material and gives students some control over their own learning. They get to explore history and choose the generals and battles, instead of being told what to think or write.
Do you want to try these techniques, but don’t know where to start?
We are introducing a new series of flash cards to help: 50 Things You Should Know About U.S. History. Each deck contains 50 flash cards about people, places, events, and other features of a specific period in U.S. History.
The decks include basic information along with some lesser-known fascinating facts. Built-in questions on the front of each card can be used for a variety of group games or individual review. Each card also has a bonus Connect a Card question on the back, which can be answered with another topic in the deck. Kids will enjoy looking for the answer in the rest of the deck, while exploring connections between the figures and features of the time. The cards are even perfect starting points for discussions and writing activities. They are color-coded, so you can easily separate out all of the people, events, places, or other features depending on the focus of an activity. Use the decks individually, or mix them together for even more fun!
The Colonial Era, The America Revolution, The Civil War, and The Early 20th Century are already available. The others are coming soon, so keep an eye out for A New Nation, Westward Expansion, Mid 20th Century, The Civil Rights Movement, and The Modern Era.
What are your thoughts on history's importance? And how do you keep students engaged it?
22. June 2015 15:00
Summer is officially here! School is out and we have passed the longest day of the year (June 21), transitioning from spring to summer.
I talked a few weeks ago about ways to Stop Summer Learning Loss, but I wanted to touch on the subject again now that spring is behind us. As I mentioned before, students can lose two months of math and reading skills over the long break. It’s as if April and May are erased from their memories.
Many families and programs try to save reading skills by encouraging kids to read. Parents ask their kids to take a break from the television and video games to read. Libraries have reading challenges and book clubs. But not many programs, other than potentially-expensive math and technology camps, seem to be aimed at maintaining math skills.
Kids just don’t seem interested in math. Maybe it is because many of them think of math as only schoolwork. While reading lets kids learn about a topic that they like or dive into another world, math seems to be all about show-your-work problems on page. Part of keeping math skills intact is finding ways to make kids interested in it.
For kids who love hands-on activities, combine one of their interests with a project. This could mean figuring out what size boards are needed for a birdhouse or a toy chest and then building it with supervision. For the bakers out there, try adjusting measurements from tablespoons to teaspoons or cups to 1/4 cups. If sports are their hobby of choice, have them keep track of statistics like batting averages in baseball or goals against averages in soccer. This method makes math practice seem less like math practice.
Logic puzzles are excellent as well. They are on a page, but showing work isn’t required. There are the typical ones with four people, four items, and four places that have to be paired appropriately. Plenty of others exist beyond those as well. I grew up figuring out Sudoku puzzles and Kakuro puzzles (math crossword puzzles). Tangrams can keep the builders, designers, and artists entertained for hours. Each puzzle type keeps kids’ minds actively involved in math.
If your basement, attic, garage, or closets are full of toys,games, books, and clothes that your kids no longer use, hold a yard sale! Let your kids take the lead in pricing items, setting up the space, and even handling the money. They’ll add and multiply to find the total amount owed and subtract to find change. Plus, you will free up space.
Remember though, some kids don’t need extra motivation to practice math. They’ll gladly sit down and work out the problems on a page. For these kids, all you need is a simple workbook at the previous grade level to review what they learned last year or at the next grade level to get ahead. A page a day can help keep the summer slump monster away.
4. June 2015 10:45
Every year, thousands of schools tackle the challenge of musicals. Kids as young as three years old are performing songs, dancing across stage, and telling a story. Teachers are tasked with assigning parts, creating sets, preparing students for the performance, keeping them focused, making sure parents receive invitations, and much more. It makes you wonder if all of the effort for a single show is worth it.
Like many of you probably know, it is. This is especially true for preschools and elementary schools working with young children.
Musicals are still going strong because they provide a variety of benefits. Otherwise, scores and scripts would be put away on a shelf never to see the spotlight in the classroom again. Not convinced? Or do you need a reminder about why you are selecting a musical to perform next year?
8 Reasons You Should Use Musicals in Your Classroom
1. Musicals are…well…musical.
This is fairly obvious I know, but the benefits of music aren’t always prominent in everyone’s mind. As mentioned in a previous post, music is part of our everyday lives. It can create an emotional experience, establish relationships, and even initiate social change. And kids grasp onto the rhythm, rhymes, and repetition in songs, which make the material easy to remember. Think about it. You probably still know all of the words to songs you haven’t heard in years.
2. Musicals tell stories with important life lessons.
You can lecture to students, read them a story, and explain what is right and wrong, but putting them into the situation can be more compelling. By letting the kids experience a role in the story rather than just be told it, they can better understand how each character feels. The different tones and speeds of songs can even help them grasp the emotion behind the story.
3. Musicals teach teamwork.
Every student is part of the musical in some way. They are all important to its success, whether they are a character, a narrator, or a choir member. They need to work together with the whole class, not just a few people, and put aside their differences for the musical to succeed.
Bonus! By closely working together,students can build relationships, make friends, and create a community of peers.
4. Musicals emphasize practice and patience.
By taking part in musicals, students can learn these important life skills early. With songs, speeches, movements, and timing, practice is essential in musicals. As some students become experts in their roles, they still need to practice with the rest of the class. They need to be patient as others continue learning everything they need to know.
5. Musicals give students experience being in front of an audience.
When the only people students are used to being in front of are family,friends, and classmates, they may struggle with speaking in front of strangers.Musicals give kids a chance to practice being in front of new audiences. The extra benefit is they already know and have rehearsed what to say and sing,which can help shy students (and even outgoing students) feel more comfortable as they get used to this new situation.
6. Musicals energize students and can help them focus.
Musicals get students out of their seats and moving. This physical activity, even in small amounts, can help the learning process because it increases blood flow and the levels of oxygen in the brain.
7. Musicals are a great way to jump into project-based learning.
To kids, musicals may seem simple. They just have to learn the music and story. But as you know, there is a lot more to it than just the musical itself.When the curtain is raised, the project is ending, not beginning. Give students the opportunity to figure out what needs to be done, to find the solutions, and to follow through.
For example, they may need masks and sets. Ask them how they can make these,and let them create their own. Students could also be in charge of exploring the school or researching the town to find the perfect location, running rehearsals, creating posters to hang up, and sending invitations to parents. You may have to step in to guide them along the way or to make phone calls and purchases, but they will enjoy the control they have and learn responsibility and problem solving skills along the way.
8. Musicals can be the glue in a cross-curricular world.
Sometimes, music teachers are in charge of the musicals. Other times,general education teachers may take the lead. Either way, musicals can provide a focal point for a cohesive cross-curricular experience. If your students have different teachers for English, math, science, social studies, art, and music,work with each other to create the best plan of action. A few ideas are below.
a. Music:Practice the songs in the musical. Discuss the different beats and tones used.
Art:Make the sets, masks, and posters.
b. Math: Solve problems about the cost of the musical or the time each scene takes compared to the total time of the play.
c. English: Read not only the play, but also books similar to it. Discuss themes, characters, and setting.
d. Science: Discuss the levers and pulleys involved in raising the curtain. If there are animals in the musical, talk about their environments and habits.
e. Social Studies: Discuss emotional reactions,similar problems in real life, and the history of the musical or its time period.
Do you use musicals in your classroom? Why or why not?
22. May 2015 14:13
The end of the school year is just around the corner. In only a little over a week, you can flip the page on the calendar and watch the end approaching. Do you or your students have a countdown going yet?As the year fades and you wrap up loose ends, trying to make sure that your students know everything they should, take a look back at the year with them. Celebrate Throwback Thursday in the next few weeks, and show your students just how far they have come and how much they have achieved.In school, students learn, complete projects, take tests, and receive grades. They can see how well they are doing with certain concepts and subjects, but they may not realize the progress they have made. Let them know that even if they don’t get the best grade in the class, they are still learning a lot.Your students may be scratching stories down with ease now, but at the beginning of the year, they may have struggled to write complete sentences with the correct punctuation or to create paragraphs that made sense. Do they realize the accomplishments they have made?They may be solving division problems or finding x, but at the beginning of the year had no idea what either of those things meant. Now, they understand that division can help them find the best deal on video games when there is a sale or that finding x can show them how much lumber to get for the deck they want to help their parents build this summer.Keep students engaged and encouraged by showing them that their hard work has really paid off. If projects or papers from the beginning of the year are still around, pull them out and show them where they were then and where they are now. They—and even you—may be amazed.It’s been a great year, so don’t forget to celebrate!How will you and your students celebrate the progress everyone has made? Will you throw a party and pass out words of encouragement? Will you give out awards and bravos? Will you employ your own creative celebration methods?
7. May 2015 15:28
No matter what you call summer learning loss (or summer slump or summer slide), it is a problem to pay attention to. But like most problems, this one has a solution.Sliding Down and Climbing Back UpIf kids (or anyone for that matter) don’t use what they know, the knowledge can slide right out of their minds. According to the National Summer Learning Association, students can lose two months of math and reading skills over the summer, especially lower-income students who have less access to structured educational programs and camps.
When the new school year comes, students have to play catch up. Time and energy is spent repeating material instead of jumping into new lessons. In fact, a study in 2013 found that teachers spend 1–1.5 months reviewing material from the last year. Each year, students may find themselves falling further behind.Staying at the TopUnlike on the playground, working your way back up after sliding down in learning isn’t fun. It is hard work, like trying to climb a slippery slide with only socks on your feet. Prevent summer learning loss and help kids stay at the top with these tips.
1. Make trips educational.
When playing in a park, stop to look around. Find out what types of plants and animals are there and where they might make their homes.
The museum is a great place to talk about emotional responses and history. Connect paintings to their art style and time periods.
At the zoo, do more than look at the animals. Discuss their behaviors, habitats, and similarities to humans or other animals.
If you go to a new state or country, talk to your child about the differences in the culture and environment.
2. Check out your local library.
Join a book club with your child, or take part in a summer reading challenge. If your library doesn’t have a reading challenge, or you can’t fit the local book club into your schedule, make your own at home! Read and talk about books that you already have on your bookshelves.
Many libraries have additional activities for children, teens, and adults as well. They could involve planting trees, learning about local history, and more!
3. Find math in everyday life or other activities.
While cooking, play with measurements. Use teaspoons instead of tablespoons, and ask your child to find how many teaspoons you need.
At the grocery store, ask your child to find the best deal. Is the three-pack at $2.50 a better deal than the four-pack at $3.00?
Combine math with stories. If Cinderella has to be home by midnight, how much time does she have left at 10:45?
4. Take advantage of fun, educational activities and games.
Give your child activity books with logic puzzles or math puzzles like Sudoku and cross sums. For younger kids, try color by numbers or similar activities.
Flash cards are also a great tool for educational games. Use them for trivia competitions or other games. To make a move or block one, players have to answer a question.5. Share your ideas!
Leave a comment below to help others find ways to jump out of the slump, and discover new ways for yourself and child.
17. April 2015 15:09
“Do students get too much homework?” is a fair question. For starters, students are social creatures who need time away from school. If too much school is brought home with them, there is certainly a risk of limiting or removing opportunities for students to engage with the world around them. There is also the problem of diminishing returns. A new study from researchers in Spain, looking mainly at science and math homework, has suggested that between 60-70 minutes of homework per night is the golden number. Any more shows too few benefits to be worth students’ time. Then there is student health to consider. Research from Stanford University cites increased stress, sleep deprivation and a number of other physical and psychological problems as being the result of too much homework.
|But I have to wonder if the interest in quantity of homework comes at the expense of the more important issue of quality of homework. Here things get a little murky. It is difficult, if not impossible, to establish a baseline definition of “good” homework that all teachers can use. Different subjects, different groups of students and different teaching techniques require their own approaches to assigning homework. But regardless of the specifics, there always lies the risk of the dreaded “busywork” assignment that we all remember hating as students. In some cases, yes, using homework to drill information into students’ heads is unavoidable, particularly in math, the sciences and language. But I believe it is more often the case that the perception of a given assignment as “busywork” is not shared between students and teachers, and I think the problem is one of communication. Let me explain through an example.|
Once, in a course I was teaching on European history, I gave my students a homework assignment that I thought they would find fun. We were studying the era of the printing press, and I asked them to go to Google image search, type in “early modern woodcut,” and bring in one image that they found interesting (check them out yourself; some of them are really out there). I had aspirations of my students finding obscure religious images or some of the more vulgar displays of drinking culture (this was a college course, after all). They would then come to class ready for a conversation about how a society depicts certain parts of its culture and how image works with words to create a whole greater than the sum of its parts. And when the due date arrived, from 60 students I received seven different pictures, all of which were from the first two rows of images that Google presented in the image search.
I can guarantee that not one of my students took more than six seconds to finish their assignment, and I can’t blame them. The problem was that I took for granted that they would know, or at least could infer, what I was trying to do with the homework. I didn’t give them enough direction, and I didn’t give the assignment purpose until after they finished it. What I thought was a clever way of piquing my students’ interest in a subject was, to them, blissfully easy busywork.
How do you decide what kinds of homework assignments to give to your students? And how do you decide how much to give them? Do you more often give them homework based on what they learned in class that day, or do you give them homework on subjects that will be brought up the next day? And how do you communicate to your students what you trying to accomplish with homework? Let us know in the comments section.
9. March 2015 12:34
|The necessity of vaccinating children has become a frequent topic of public debate. People on either side of the issue have flocked to support and defend their positions, often seeking to invalidate the opposing stance. Ultimately, however, both sides believe they’re doing what’s best for the health and safety of their children.|
Recent events have thrown an even brighter spotlight on the topic. A measles outbreak in California is being attributed, in part, to large numbers of unvaccinated children.
|The state has a significantly higher percentage of personal belief exemptions than the national average, including several “clusters”—areas that feature larger groups of kids that aren’t immunized.|
The situation in California raises some difficult questions. Are unvaccinated children at greater risk to contract a serious illness? Are they a greater risk to other children? Should they be kept out of school because of these risks?
In the event of an outbreak like the current one, unvaccinated students do have an increased likelihood of becoming ill. They are also more likely to spread that illness to any other unvaccinated children. They even threaten kids who have been vaccinated—immunization isn’t necessarily 100-percent effective. These risks can’t be denied, but are they enough to justify schools requiring that students be vaccinated?
Some parents certainly think so.
A recent article on NPR tells the story of Rhett Krawitt, a first grader in Marin County, California. Rhett is in remission after battling leukemia. He isn’t immunized, but not because his parents don’t want him to be. His immune system isn’t yet strong enough to process the vaccine. Rhett has to rely on those around him, including the students at his school, for immunities. While there are no confirmed cases of measles in Marin County, it has a high rate of personal belief exemptions. Were the outbreak to reach Marin, unvaccinated children would pose a significant threat to Rhett, who would be at risk for greater complications from an illness like measles. His father has requested that Rhett’s school require all students be vaccinated, and the story has garnered national attention.
Which is more important: the health and safety of the public, or the personal beliefs of individuals? It’s a difficult question, one that people on either side of the vaccination issue must consider.
20. February 2015 16:38
|Over the past few years ethnic studies courses have started gaining momentum in America’s primary schools. In December Los Angeles public high schools made ethnic courses a requirement for graduation starting in 2018-19 and San Francisco high schools will start offering them in 2015. In an effort to “build up the state’s Italian heritage” and to combat negative Italian stereotypes, New Jersey created a commission to provide teachers and schools with Italian-based history curricula (I admit this is a very specific ethnic studies initiative, but it counts nonetheless). The recognition that elementary, middle school, and high school students would benefit from increased focus on minority and marginalized voices throughout all subject is certainly a good thing, though the implementation of such new curricula has not been without some detractors.|
|When you deal with issues as race and ethnicity in a classroom setting, teachers have to walk a fine line. If an individual assignment, regardless how well-intentioned, leads students to feel uncomfortable – like this one which asked eighth-grade students to keep a slave journal for one week in order that they consider the emotional toll of slavery – teachers risk alienating their students. And then there is the current palaver surrounding ethnic studies in my home city of Tucson.|
|For about a year Tucson Unified School District’s ethnic studies courses have been under fire from the state. The classes under most scrutiny are not simple Mexican-American Studies courses, but ones with titles such as US History from a “Culturally Relevant Mexican American Perspective.” Among the various accusations made by the state, some of Tucson’s courses are said to be “designed primarily for pupils of a particular ethnic group” and/or “advocate ethnic solidarity instead of treating pupils as individuals.” Given only the titles of some of these classes one can see how the state reached their conclusions, and some of the assignments they cite as evidence are indeed quite inflammatory (possibly by design), but in some cases are also simply bad history questions. But the point here is not to debate the righteousness of Tucson’s or any other ethnic studies programs, but to look at one question inherently raised of such programs that I have yet to see addressed.|
With ethnic studies looking like it might become a staple in high schools and middle schools across the country, it is worthwhile to consider the relationship between what is being taught in class and how students develop a sense of personal identity. More to the point, to what extent is it a teacher’s or a school’s responsibility to introduce students to the concept of their own ethnic identity and/or to foster that identity? Is it the teacher’s role to simply introduce students to their ethnic history/cultural history and let them work it out for themselves? Should students be encouraged see a certain history, literature, or music as “theirs,” and if so, how important is it to ensure that “theirs” does not equate to “more valuable” or “more worth knowing?” To take the Tucson example, is the risk of presenting homogenized and compartmentalized ethnic identities one that needs to be considered? That is to say, how careful must teachers be to communicate to their students that the Mexican-American, African-American, Korean-American or Italian-American perspective through which they teach their courses is not necessarily translatable to all people within that ethnicity? And how cautious must teachers be to not draw sharp, impermeable delineations between ethnic histories and cultures?
I think these are some exciting questions that need serious consideration, and their answers will inevitably depend on specific classrooms, students, and teachers. But we’d like to know what you think. Leave us a comment below with your thoughts and, if possible, your experiences.