This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
Education is still reeling from the impacts of COVID-19. The rapid shift to virtual learning was a necessity and, like always, educators rose to the occasion like they always do even though training in this area didn’t really exist at scale. A few years later, we are beginning to get an idea of the most pressing issue at hand, which is learning recovery.
As an early adopter and enthusiast for immersive technology in schools, I’ve had the opportunity to share ways to use augmented and virtual reality to transform learning with educators around the world. I provide staff development and training, and many of the teachers I work with are enthusiastic about trying new tools. For some, it’s the wow factor of using something novel or exciting; for others, it’s the allure of seeing their students highly engaged with new technologies.
Teaching Job Skills Middle school is a crucial time for students to start thinking about their future careers and what they want to do when they grow up. As educators, we must provide our students with the tools and resources they need to make informed decisions about their future careers. One of the best ways to do this is by teaching job skills in middle school.
My journey as an immigrant from a small town in Africa’s smallest mainland country, The Gambia, to the biggest city in the United States, with its many diverse cultures, has given me a unique perspective. I’m a better teacher because of it. It has also helped me appreciate that differences matter, and rather than just tolerating them, they need to be celebrated.
Picture a classroom full of students chatting about last night’s homework, volleyball practice or their favorite YouTuber’s latest release. Now, imagine this in a virtual school environment with everyone online. Do the dynamics change? A 3D immersive environment fosters healthy social interactions while reducing learning barriers. An avatar-filled metaverse may seem like a potentially disruptive expansion to a classroom environment.
Julia was absolutely thrilled to chat with her old friend and inspiring Montessori leader, Tamara Balis. They recorded a new episode of the Voices in Montessori podcast developed by the Greenspring Center for Lifelong Learning. This podcast takes some of the everyday experiences we have with young children and connects them with neurodevelopment. We speak about: Self-efficacy and how we might inadvertently decrease it How simple daily practices contribute to long-term brain health What we'll se
How can digital technology help middle schoolers thrive? This is not the question we are usually asked about screen time for youth, but it should be. As developmental scientists, we know that early adolescence — ages 10 to 13, roughly, or the middle school years — is a pivotal period for promoting positive development. The rapid physical, cognitive and social changes that happen during these years create an intense period of exploring a wider world and navigating more complex social situations.
How can digital technology help middle schoolers thrive? This is not the question we are usually asked about screen time for youth, but it should be. As developmental scientists, we know that early adolescence — ages 10 to 13, roughly, or the middle school years — is a pivotal period for promoting positive development. The rapid physical, cognitive and social changes that happen during these years create an intense period of exploring a wider world and navigating more complex social situations.
Manipulatives can be an exciting tool to add to your teacher toolbox for Social Studies, they provide you many opportunities to both teach and practice Social Studies skills and content. There are so many benefits for students as well: Manipulatives will help students focus better and have more fun learning. Manipulatives engage students physically and visually.
About 10 years ago, Alan Garfinkel, a professor in the life sciences department at the University of California, Los Angeles, got a call. It was from his dean, who said that the department had inspected their freshman calculus course, “Calculus for Life Sciences.” The results of the internal review weren’t so grand, showing that the class was “absolutely worthless,” Garfinkel says.
Julia was absolutely thrilled to chat with her old friend and inspiring Montessori leader, Tamara Balis. They recorded a new episode of the Voices in Montessori podcast developed by the Greenspring Center for Lifelong Learning. This podcast takes some of the everyday experiences we have with young children and connects them with neurodevelopment. We speak about: Self-efficacy and how we might inadvertently decrease it How simple daily practices contribute to long-term brain health What we'll se
Adam Smith. Not only is he commonly regarded as the first modern economist, he was also a philosopher, a historian, and a professor of logic and rhetoric. Using this series of activities, social studies teachers can guide their students through key ideas presented in Smith’s Wealth of Nations. Students learn about the division of labor and specialization by making pins out of pipe-cleaners and touring a virtual pin factory.
Last week, Jon wrote about Graham Delano , an awesome young teacher at Nashville Classical Charter School. Graham’s students had learned a story, but didn’t know how to begin retelling it. Graham called them back and identified the actors in their story — Native Americans, led by Chief Joseph, and the American military. That prompt allowed students to do what skillful narrative requires: say who did what, in an active voice.
In Jessica Lander’s classroom at Lowell High School, every student is a recent immigrant or refugee. They come from about 30 different countries, including the Republic of Congo and Cambodia. And she’s been exploring innovative teaching strategies to help best reach her diverse students. Lander teaches history and civics at this large public school in Massachusetts, and she says one of the most important strategies is to find ways to bring out her students’ stories in the classroom.
What is it like to grow up in a famous Montessori family and then work in a best-in-class Montessori school for 25 years? You can learn all the ins and outs in Paula's new book, The Montessori Potential, which is coming out in a few weeks. Paula and I had a fantastic talk recently getting into what Montessori theory looks like in real life both at home (parenting) and in schools (teaching).
Leo Salvatore is one of 3,000 online tutors for the company Paper, whose business has boomed with the pandemic. (Screenshot from Zoom interview with Jill Barshay of The Hechinger Report.). Leo Salvatore graduated from college in May 2022 and dreams of becoming a philosopher. While he applies to graduate school, the affable 23-year-old holds a part-time job that barely existed before the pandemic: online tutor.
Swedes love their coffee; fortunately for them, coffee as commodity is a lot cheaper than it was. I’m writing this out of necessity so that I can try to avoid the discomfort of a student presenting a time series in nominal terms in order to understand changes in price. It will also give me something to which I can point when a student emails me asking about how to adjust something for inflation or index it like they see typically presented with time series data.
Timothy Witchet was just a kid in Houston when he saw a TV show that would, in a roundabout way, change his life. It was an episode of the sitcom “The King of Queens” wherein protagonist Doug Heffernan signs up to be a “big brother” to a boy named Jason. The portly Doug joins a 10K race to impress his less-than-enthusiastic protégé but—cue the laugh track—ends up in the fetal position off in the grass.
What is it like to grow up in a famous Montessori family and then work in a best-in-class Montessori school for 25 years? You can learn all the ins and outs in Paula's new book, The Montessori Potential, which is coming out in a few weeks. Paula and I had a fantastic talk recently getting into what Montessori theory looks like in real life both at home (parenting) and in schools (teaching).
Earlier this week, Florida Gov. Ron DeSantis stood before an audience at a private, Christian all-boys school, ostensibly to celebrate the life of slain civil rights hero Rev. Martin Luther King Jr. Not surprisingly, the Republican governor, who is pushing hard to overhaul education in the Sunshine State, had more than King’s legacy of fighting racial inequality on his agenda.
This summer, a coding class offered by a private school in Austin, Texas, was led by an unusual teacher. The PreK-8 school, Paragon Prep, offered a series of optional, self-paced, video lessons that were automatically generated from a textbook. In them, an animated avatar made to look like the 19th-century computing pioneer Ada Lovelace taught the basics of the Python programming language.
A view of Mater Dei Catholic High School in Chula Vista, California during wildfires in September 2020. The first time it happened was in September 2020. To get to my classroom, I walked through smoke-filled air from the nearby wildfires and past isolation tents for symptomatic students. Once inside, five students sat scattered about the room while the rest logged on and pointed their cameras at ceiling fans.
On April 15, 2020, high school teachers in the Newton Public Schools district near Boston were doing what K-12 teachers were doing across the country: They were teaching on Zoom. Moving classes online was a quick pivot with few standardized privacy protections. For one teacher of AP Chinese Language and Culture, that morning changed from confusing to horrifying when a group of white supremacists infiltrated the virtual class, inundating the students and teachers with racist slurs, mocking noises
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content