Category: instruction

  • How professional learning transformed our teachers

    How professional learning transformed our teachers

    Key points:

    When you walk into a math classroom in Charleston County School District, you can feel the difference. Students aren’t just memorizing steps–they’re reasoning through problems, explaining their thinking, and debating solutions with their peers. Teachers aren’t rushing to cover content, because their clear understanding of students’ natural learning progressions allows them to spend more time exploring the why behind the math.

    This cultural shift didn’t come from adopting a new curriculum or collecting more data. Instead, we transformed math education by investing deeply in our educators through OGAP (The Ongoing Assessment Project) professional learning–an approach that has reshaped not only instruction, but the confidence and professional identity of our teachers.

    Why we needed a change

    Charleston County serves more than 50,000 students across more than 80 schools. For years, math achievement saw small gains, but not the leaps we hoped for. Our teachers were dedicated, and we had high-quality instructional materials, but something was missing.

    The gap wasn’t our teacher’s effort. It was their insight–understanding the content they taught flexibly and deeply.

    Too often, instruction focused on procedures rather than understanding. Teachers could identify whether a student got a problem right or wrong, but not always why they responded the way they did. To truly help students grow, we needed a way to uncover their thinking and guide next steps more intentionally.

    What makes this professional learning different

    Unlike traditional PD that delivers a set of strategies to “try on Monday,” this learning model takes educators deep into how students develop mathematical ideas over time.

    Across four intensive days, teachers explore research-based learning progressions in additive, multiplicative, fractional, and proportional reasoning. They examine real student work to understand how misconceptions form and what those misconceptions reveal about a learner’s thought process. It is also focused on expanding and deepening teachers’ understanding of the content they teach so they are more flexible in their thinking. Teachers appreciate that the training isn’t abstract; it’s rooted in everyday classroom realities, making it immediately meaningful.

    Instead of sorting responses into right and wrong, teachers ask a more powerful question: What does this show me about how the student is reasoning?

    That shift changes everything. Teachers leave with:

    • A stronger grasp of content
    • The ability to recognize error patterns
    • Insight into students’ conceptual gaps
    • Renewed confidence in their instructional decisions

    The power of understanding the “why”

    Our district uses conceptual math curricula, including Eureka Math², Reveal Math, and Math Nation. These “HQIM” programs emphasize reasoning, discourse, and models–exactly the kind of instruction our students need.

    But conceptual materials only work when teachers understand the purpose behind them.

    Before this professional learning, teachers sometimes felt unsure about lesson sequencing and the lesson intent, including cognitive complexity. Now, they understand why lessons appear in a specific order and how models support deeper understanding. It’s common to hear teachers say: “Oh, now I get why it’s written that way!” They are also much more likely to engage deeply with the mathematical models in the programs when they understand the math education research behind the learning progressions that curriculum developers use to design the content.

    That insight helps them stay committed to conceptual instruction even when students struggle, shifting the focus from “Did they get it?” to “How are they thinking about it?”

    Transforming district culture

    The changes go far beyond individual classrooms.

    We run multiple sessions of this professional learning each year, and they fill within days. Teachers return to their PLCs energized, bringing exit tickets, student work, and new questions to analyze together.

    We also invite instructional coaches and principals to attend. This builds a shared professional language and strengthens communication across the system. The consistency it creates is particularly powerful for new teachers who are still building confidence in their instructional decision-making.

    The result?

    • Teachers now invite feedback.
    • Coaches feel like instructional partners, not evaluators.
    • Everyone is rowing in the same direction.

    This shared understanding has become one of the most transformative parts of our district’s math journey.

    Results we can see

    In the past five years, Charleston County’s math scores have climbed roughly 10 percentage points. But the most meaningful growth is happening inside classrooms:

    • Students are reasoning more deeply.
    • Teachers demonstrate stronger content knowledge and efficacy in using math models.
    • PLC conversations focus on evidence of student thinking.
    • Instruction is more intentional and responsive.

    Teachers are also the first to tell you whether PD is worth their time…and our teachers are asking for more. Many return to complete a second or third strand, and sometimes all four. We even have educators take the same strand more than once just to pick up on something they may have missed the first time. The desire to deepen their expertise shows just how impactful this learning has been. Participants also find it powerful to engage in a room where the collective experience spans multiple grade levels. This structure supports our goal of strengthening vertical alignment across the district.

    Prioritizing professional learning that works

    When professional learning builds teacher expertise rather than compliance, everything changes. This approach doesn’t tell teachers what to teach; it helps them understand how students learn.

    And once teachers gain that insight, classrooms shift. Conversations deepen. Confidence grows. Students stop memorizing math and start truly understanding it.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Why new math problems won’t solve our nation’s math problem

    Why new math problems won’t solve our nation’s math problem

    eSchool News is counting down the 10 most-read stories of 2025. Story #4 focuses on making math instruction more relevant to students.

    Key points:

    How much longer will we keep trying to solve our nation’s dismal math proficiency problem by writing new math problems? Clearly, if that was the answer, it would have worked by now–but it hasn’t, as evidenced by decades of low proficiencies, historic declines post-COVID, and the widest outcome gaps in the world.

    The real question students are asking is, “When am I ever going to use this?” As a former math teacher, I learned that addressing this question head-on made all the difference. Students’ success in math wasn’t found in a book–it was found in how math applied to them, in its relevance to their future career plans. When math concepts were connected to real-world scenarios, they transformed from distant and abstract ideas into meaningful, tangible skills.

    My first-hand experience proved the premise of education innovator Dr. Bill Daggett’s “rigor-relevance-relationship” framework. If students know what they’re learning has real-life implications, meaning and purpose will ensure that they become more motivated and actively engaged in their learning.

    Years later, I founded the nonprofit Pathway2Careers with a commitment to use education research to inform good policy and effective practice. From that foundation, we set out on a path to develop a first-of-its-kind approach to math instruction that led with relevance through career-connected learning (CCL).

    In our initial pilot study in 2021, students overwhelmingly responded positively to the curriculum. After using our career-connected math lessons, 100 percent of students reported increased interest in learning math this way. Additionally, they expressed heightened curiosity about various career pathways–a significant shift in engagement.

    In a more comprehensive survey of 537 students spanning grades 7–11 (with the majority in grades 8 and 9) in 2023, the results reinforced this transformation. Students reported a measurable increase in motivation, with:

    • 48 percent expressing “much more” or “slightly more” interest in learning math
    • 52 percent showing greater curiosity about how math skills are applied in careers
    • 55 percent indicating newfound interest in specific career fields
    • 60 percent wanting to explore different career options
    • 54 percent expressing a stronger desire to learn how other skills translate to careers

    Educators also noted significant benefits. Teachers using the curriculum regularly–daily or weekly–overwhelmingly rated it as effective. Specifically, 86 percent indicated it was “very effective” or “somewhat effective” in increasing student engagement, and 73 percent highlighted improved understanding of math’s relevance to career applications. Other reported benefits included students’ increased interest in pursuing higher education and gaining awareness of various postsecondary options like certificates, associate degrees, and bachelor’s degrees.

    Building on these promising indicators of engagement, we analyzed students’ growth in learning as measured by Quantile assessments administered at the start and end of the academic year. The results exceeded expectations:

    • In Pre-Algebra, students surpassed the national average gain by 101 Quantiles (141Q vs. 40Q)
    • Algebra I students achieved more than triple the expected gains (110Q vs. 35Q)
    • Geometry learners outpaced the average by 90 Quantiles (125Q vs. 35Q)
    • Algebra II showed the most significant growth, with students outperforming the norm by 168 Quantiles (198Q vs. 30Q)

    These outcomes are a testament to the power of relevance in education. By embedding math concepts within real-world career contexts, we transformed abstract concepts into meaningful, tangible skills. Students not only mastered math content at unprecedented levels but also began to see the subject as a critical tool for their futures.

    What we found astounded even us, though we shouldn’t have been surprised, based on decades of research that indicated what would happen. Once we answered the question of when students would use this, their mastery of the math content took on purpose and meaning. Contextualizing math is the path forward for math instruction across the country.

    And there’s no time to waste. As a recent Urban Institute study indicated, students’ math proficiencies were even more significant than reading in positively impacting their later earning power. If we can change students’ attitudes about math, not just their math problems, the economic benefits to students, families, communities, and states will be profound.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • DEI in education: Pros and cons

    DEI in education: Pros and cons

    eSchool News is counting down the 10 most-read stories of 2025. Story #6 focuses on DEI in education.

    Key points:

    Diversity, equity, and inclusion (DEI) initiatives have become integral to educational institutions across the United States. DEI aims to foster environments where all students can thrive regardless of their backgrounds. The programs are designed to address systemic inequalities, promote representation, and create inclusive spaces for learning. However, as DEI becomes more prevalent, it also faces scrutiny and debate regarding its effectiveness, implementation, and impact on educational outcomes.

    One of the main advantages of DEI in education is the promotion of a more inclusive and representative curriculum. Students gain a broader understanding of the world by integrating diverse perspectives into course materials. This enhances critical thinking and empathy. Furthermore, the approach prepares students to navigate and contribute to our increasingly globalized society. Moreover, exposure to diverse viewpoints encourages students to challenge their assumptions and develop a more nuanced perspective on complex issues.

    DEI initiatives also contribute to improved academic outcomes by fostering a sense of belongingness amongst students. When students see themselves reflected in their educators and curricula, they are more likely to feel valued and supported. This leads to increased engagement and motivation. This sense of inclusion can result in higher retention and graduation rates (particularly among historically marginalized groups). Furthermore, diverse learning environments encourage collaboration and communication skills because students learn to work effectively with peers from different backgrounds.

    In addition to benefiting students, DEI programs can enhance faculty satisfaction and retention. Institutions that prioritize diversity in hiring and promotion practices create more equitable workplaces. This can lead to increased job satisfaction among faculty members. Mentorship programs and professional development opportunities focused on DEI can also support faculty in creating inclusive classroom environments, which further benefits students.

    Despite these benefits, DEI initiatives are not without challenges. One significant concern is the potential for resistance and backlash from individuals who perceive DEI efforts as a threat to traditional values (in other words, a form of reverse discrimination). This resistance can manifest in various ways (opposition to DEI policies, legal challenges, and political pressure). Such opposition can hinder the implementation and effectiveness of DEI programs, thereby creating a contentious atmosphere within educational institutions.

    Another challenge is the difficulty in measuring the success of DEI initiatives. Without clear metrics, it can be challenging to assess the impact of these programs on student outcomes, faculty satisfaction, or institutional culture. The lack of quantifiable data can lead to skepticism about the efficiency of DEI efforts, thus resulting in reduced support or funding for such programs. Additionally, the absence of standardized definitions and goals for DEI can lead to inconsistent implementation across institutions.

    Resource allocation is also a critical issue in the execution of DEI initiatives. Implementing comprehensive DEI programs often requires significant financial investment (funding for specialized staff, training, and support services). In times of budget constraints, institutions may struggle to prioritize DEI efforts. This may lead to inadequate support for students and faculty. Without sufficient resources, DEI programs may fail to achieve their intended outcomes thus further fueling criticism and skepticism.

    The potential for tokenism is another concern associated with DEI initiatives. When institutions focus on meeting diversity quotas without fostering genuine inclusion, individuals from underrepresented groups may feel marginalized or exploited. Tokenism may undermine the goals of DEI by creating superficial diversity that does not translate into meaningful change or equity. To avoid this, institutions must commit to creating inclusive environments where all individuals feel valued and empowered to contribute fully.

    Furthermore, DEI programs can sometimes inadvertently reinforce stereotypes or create division among student populations. For example, emphasizing differences without promoting commonalities may lead to increased social fragmentation or feelings of isolation among certain groups. Educators must carefully balance the celebration of diversity with the promotion of unity and shared values to foster cohesive learning communities.

    In summary, DEI initiatives in education offer numerous benefits, but these programs also face significant challenges. To maximize the positive impact of DEI efforts, educational institutions must commit to thoughtful, well-resourced, and inclusive implementation strategies that promote genuine equity and inclusion for all members.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Lerner Publishing Group Launches Dr. Gholdy Muhammad’s Genius and Joy Curriculum

    Lerner Publishing Group Launches Dr. Gholdy Muhammad’s Genius and Joy Curriculum

    MINNEAPOLIS, MN—Lerner Publishing Group, a leading publisher of K-12 educational materials, is proud to announce the launch of Dr. Gholdy Muhammad’s groundbreaking Genius and Joy curriculum in Summer 2026. This new, all-in-one supplemental curriculum for Grades K–5 is grounded in Dr. Muhammad’s Five Pursuits Framework, a research-based educational model that enhances student engagement and intellectual growth.

    Within her research and scholarship in literacy development, English education and writing instruction, and culturally responsive pedagogies, Dr. Muhammad posed the question, “What if the purpose of schools and curriculum was to recognize and elevate the genius and joy of teachers and students?” The result is the Genius and Joy curriculum. This innovative curriculum prioritizes academic rigor by developing literacy skills, building subject area knowledge and centering students’ learning experience on joy. The curriculum is deep in content and thought while also practical and easy for teachers to use.

    Dr. Gholdy Muhammad’s Five Pursuits framework of Identity, Skills, Intellect, Criticality, and Joy is a research-based instructional approach that enhances student engagement and achievement by focusing on literacy, identity development, and historical awareness. Its impact is evident in the Lemon Grove School District in California, where implementation of the framework has led to measurable gains: Black and African American students have consistently increased their academic achievement, even surpassing the overall student population in English Language Arts proficiency. Additionally, Multilingual Learners (MLLs) in the district have experienced a tripling in reclassification rates, reflecting the effectiveness of equity-centered, data-informed practices that align with the framework’s core tenets. Schools and districts across forty-three states have implemented the Five Pursuits Framework into their instructional practices, and have been clamoring for an official curriculum.

    “I wanted teachers to see curriculum as the stories we teach and tell, as the world around us, and as the legacy that we leave in the lives of our children,” said Dr. Gholdy Muhammad. “It is my hope that this curriculum is a genius and joy experience for youth and teachers alike. We all deserve a comprehensive curricular experience.”

    The Genius and Joy Curriculum

    • Celebrates Joy in Teaching and Learning: The Genius and Joy Curriculum provides easy-to-implement approaches and strategies that include space within the learning experience where students can live out and discover their fullest potential. Joy is a safe and creative space to be free—free to learn, free to dream, and free to be.
    • Recognizes the Genius Within Every Child: Through powerful stories and dynamic activities, every lesson is designed to spark curiosity, encourage inquiry, and build students’ confidence in their own unique brilliance.
    • Elevates Learning Through the Five Pursuits: Through innovative pedagogy, students explore more than simple skill building. The five pursuits—identity, skills, intellect, criticality, and joy—of the HILL model are intended to teach the whole student and honor the goals of genius and joy.

    “We know that true learning happens when students see themselves in the material, feel their voices are valued, and are encouraged to think critically about the world around them,” said Adam Lerner, Publisher and CEO of Lerner Publishing Group. “We are proud to partner with Dr. Gholdy Muhammad on Genius and Joy to create an environment where students can not only excel academically, but also engage with Lerner’s award-winning books in ways that help them grow as whole individuals.”

    Genius and Joy will be available for purchase through Lerner Publishing Group starting Summer 2026. The curriculum will be accompanied by professional development resources to help educators implement the framework effectively, ensuring that the values of joy and academic excellence reach students in classrooms across the country.

    For more information about Genius and Joy visit geniusandjoycurriculum.com.

    Click here to watch Dr. Gholdy Muhammad’s webinar Celebrate the Genius and Joy of Every Student in Your Classroom.

    About Dr. Gholdy Muhammad
    Dr. Gholnecsar (Gholdy) Muhammad is the John Corbally Endowed Professor of Literacy, Language, and Culture at the University of Illinois Chicago. She has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad’s scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling books, Cultivating Genius and Unearthing Joy. She also co-authored the book, Black Girls’ Literacies. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022, 2023, 2024 and 2025, she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. In the fall of 2026, her first curriculum, entitledGenius and Joy, will be available to schools and educators.

    About Lerner Publishing Group™Lerner Publishing Group™ creates high-quality fiction and nonfiction for children and young adults. Founded in 1959, Lerner Publishing Group is one of the nation’s largest independent children’s book publishers with seventeen imprints and divisions: Carolrhoda Books®, Carolrhoda Lab®, Darby Creek™, ediciones Lerner, First Avenue Editions™, Gecko Press™, Graphic Universe™, Kar-Ben Publishing®, Lerner Publications, LernerClassroom™, Lerner Digital™, Millbrook Press™, Soaring Kite Books, Sundance Newbridge, Twenty-First Century Books™, Zest Books™, and Lerner Publisher Services™. For more information, visit www.lernerbooks.com or call 800-328-4929.                                  

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link

  • Teaching might be synchronous, but learning is always happening asynchronously

    Teaching might be synchronous, but learning is always happening asynchronously

    Key points:

    The bell rings at 10:00 a.m. A teacher begins explaining quadratic equations. Some students lean forward, pencils ready. Others stare at the clock. A few are still turning yesterday’s lesson over in their minds. On the surface, it’s a standard, well‑planned class period. But here’s the catch: Learning doesn’t always happen on schedule.

    Think about your own class last week. Did every student learn exactly what you were teaching? Or did some of them circle back a day or two later with new questions, fresh insights, or sudden understanding?

    Across the country, laws and regulations attempt to define and balance synchronous and asynchronous instruction. Some states fund schools based on seat time, measuring how long students sit in classrooms or log into live online sessions. Here in Indiana, recent legislation even limits the number of e‑learning days that can be asynchronous, as if too many days without live teaching would somehow shortchange students. These rules were written with the best of intentions–ensuring students are engaged, teachers are available, and learning doesn’t slip through the cracks.

    Over time, “asynchronous instruction” has picked up a troubling reputation, often equated with the idea of no teaching at all–just kids simply poking through a computer on their own. But the truth is far more nuanced. The work of teaching is so difficult precisely because all learning is, at its core, asynchronous. The best teachers understand the enormous variance in readiness within any group of students. They know some learners grasp a concept immediately while others need more time, multiple exposures, or a completely different entry point. Giving them space beyond the live moment is often exactly what allows learning to take hold.

    Devoting resources to well-designed asynchronous learning, such as recorded lectures available for rewatch, self-paced learning modules, project-based activities, and educational games, allows students to immerse themselves in instructional materials and gain a better understanding of content on their terms. Instead of helping students catch up during class time, teachers can focus on whole-group instruction and a deeper analysis of curriculum content.

    When we’re measuring butts in seats or time in front of a screen with an instructor on the other end, live, we’re measuring what’s easy to measure, not what’s important. Real student engagement happens in the head of the learner, and that is far harder to quantify.

    That’s why I can’t help but wonder if some of these mandates, while well‑intentioned, actually get in the way of real learning, pushing schools to comply with a regulation rather than focus on the conditions that actually help students grow.

    What if, instead of focusing so much on the ratio of synchronous to asynchronous minutes, we asked a better question: Are students being given the time, space, and support to truly learn? Are we creating systems that allow them to circle back and show growth when they’re ready, not just when the bell rings? As an administrator, I know our district is still figuring out the complexities of putting these goals into practice.

    Instead of tying funding and accountability to time in a seat, imagine tying it to evidence of growth. Imagine policies that encourage schools to document when and how students show understanding, no matter when it happens. Imagine giving educators the freedom to design opportunities for students to revisit, rethink, and re‑engage until the learning truly sticks.

    The teaching might be synchronous. But the learning is always happening asynchronously, and if we can shift our policies, practices, and mindsets to honor that truth, we can move beyond compliance and toward classrooms where students have every chance to succeed.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • How teachers and administrators can overcome resistance to NGSS

    How teachers and administrators can overcome resistance to NGSS

    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The advantages of supplementing curriculum

    The advantages of supplementing curriculum

    Key points:

    Classroom teachers are handed a curriculum they must use when teaching. That specific curriculum is designed to bring uniformity, equity, and accountability into classrooms. It is meant to ensure that every child has access to instruction that is aligned with state standards. The specific curriculum provides a roadmap for instruction, but anyone who has spent time in a classroom knows that no single curriculum can fully meet the needs of every student.

    In other words, even the most carefully designed curriculum cannot anticipate the individual needs of every learner or the nuances of every classroom. This is why supplementing curriculum is a vital action that skilled educators engage in. Supplementing curriculum does not mean that teachers are not teaching the required curriculum. In fact, it means they are doing even more to ensure student success.

    Students arrive with different strengths, challenges, and interests. Supplementing curriculum allows teachers to bridge inevitable gaps within their students.  For example, a math unit may assume fluency with multiplying and dividing fractions, but some students may not recall that skill, while others are ready to compute with mixed numbers. With supplementary resources, a teacher can provide both targeted remediation and enrichment opportunities. Without supplementing the curriculum, one group may fall behind or the other may become disengaged.

    Supplementing curriculum can help make learning relevant. Many curricula are written to be broad and standardized. Students are more likely to connect with lessons when they see themselves reflected in the content, so switching a novel based on the population of students can assist in mastering the standard at hand.   

    Inclusion is another critical reason to supplement. No classroom is made up of one single type of learner. Students with disabilities may need graphic organizers or audio versions of texts. English learners may benefit from bilingual presentations of material or visual aids. A curriculum may hit all the standards of a grade, but cannot anticipate the varying needs of students. When a teacher intentionally supplements the curriculum, every child has a pathway to success.

    Lastly, supplementing empowers teachers. Teaching is not about delivering a script; it is a profession built on expertise and creativity. When teachers supplement the prescribed curriculum, they demonstrate professional judgment and enhance the mandated framework. This leads to a classroom where learning is accessible, engaging, and responsive.

    A provided curriculum is the structure of a car, but supplementary resources are the wheels that let the students move. When done intentionally, supplementing curriculum enables every student to be reached. In the end, the most successful classrooms are not those that follow a book, but those where teachers skillfully use supplementary curriculum to benefit all learners. Supplementing curriculum does not mean that a teacher is not using the curriculum–it simply means they are doing more to benefit their students even more.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • 4 tips to support the literacy needs of middle and high school students

    4 tips to support the literacy needs of middle and high school students

    Key points:

    Today’s middle schoolers continue to struggle post-pandemic to read and write at the level needed to successfully navigate more complex academic content in the upper grades and beyond, according to a new report from NWEA, a K-12 assessment and research organization.

    Based on NWEA’s research, current 8th graders would need close to a full academic year of additional instruction to catch up to their pre-pandemic peers in reading. This trend was reiterated in recent assessment results from the National Assessment on Educational Progress (NAEP), with only 30 percent of eighth-grade students performing at or above the NAEP proficient level.

    While early literacy initiatives have garnered attention in recent years, the fact remains that many students struggle to read and are not prepared for the rigors of middle school. Students quickly find themselves challenged to keep up as they no longer receive explicit, structured reading instruction, even as they are expected to comprehend increasingly complex materials across subjects, like science, history, or English Language Arts.

    The report, Policy recommendations for addressing the middle school reading crisis, is co-authored by Miah Daughtery, EdD, NWEA VP of Academic Advocacy at HMH (NWEA’s parent company), and Chad Aldeman, founder of Read Not Guess.

    “Our current middle and high schoolers were just starting their literacy journey when the pandemic hit, and we cannot lessen the urgency to support them. But, middle school literacy is complex even for students who are reading on grade level. This demands intentional, well-funded, and focused policy leadership that includes support across the K-12 spectrum,” said Daughtery. “Simply put, learning to read is not done when a student exits elementary school; support cannot stop there either.”

    Policymakers and district leaders must adopt a systems-level approach that supports both early learners and the unique literacy needs of middle and high school students.

    The new report provides four components that can be leveraged to make this happen:

    1. Use high-quality, grade-appropriate assessments that provide specific data on the literacy needs of middle schoolers.
    2. Look at flexible scheduling and policies that promote literacy development throughout the entire school day and help districts more effectively use instructional time.
    3. Understand and support the unique literacy needs of middle schoolers across subjects and disciplines from a systems perspective and invest in teacher professional learning in all disciplines, including at the upper grades, within state and district literacy plans.
    4. Curate relationships with external partners, like community organizations and nonprofits, who share similar goals in improving literacy outcomes, and can both support and reinforce literacy development, stretching beyond the school’s hours and resources.
    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link

  • National AI training hub for educators to open, funded by OpenAI and Microsoft

    National AI training hub for educators to open, funded by OpenAI and Microsoft

    This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

    More than 400,000 K-12 educators across the country will get free training in AI through a $23 million partnership between a major teachers union and leading tech companies that is designed to close gaps in the use of technology and provide a national model for AI-integrated curriculum.

    The new National Academy for AI Instruction will be based in the downtown Manhattan headquarters of the United Federation of Teachers, the New York City affiliate of the American Federation of Teachers, and provide workshops, online courses, and hands-on training sessions. This hub-based model of teacher training was inspired by work of unions like the United Brotherhood of Carpenters that have created similar training centers with industry partners, according to AFT President Randi Weingarten.

    “Teachers are facing huge challenges, which include navigating AI wisely, ethically and safely,” Weingarten said at a press conference Tuesday announcing the initiative. “The question was whether we would be chasing it or whether we would be trying to harness it.”

    The initiative involves the AFT, UFT, OpenAI, Microsoft, and Anthropic.

    The Trump administration has encouraged AI integration in the classroom. More than 50 companies have signed onto a White House pledge to provide grants, education materials, and technology to invest in AI education.

    In the wake of federal funding cuts to public education and the impact of Trump’s sweeping tax and policy bill on schools, Weingarten sees this partnership with private tech companies as a crucial investment in teacher preparation.

    “We are actually ensuring that kids have, that teachers have, what they need to deal with the economy of today and tomorrow,” Weingarten said.

    The academy will be based in a city where the school system initially banned the use of AI in the classroom, claiming it would interfere with the development of critical thinking skills. A few months later, then-New York City schools Chancellor David Banks did an about-face, pledging to help schools smartly incorporate the technology. He said New York City schools would embrace the potential of AI to drive individualized learning. But concrete plans have been limited.

    The AFT, meanwhile, has tried to position itself as a leader in the field. Last year, the union released its own guidelines for AI use in the classroom and funded pilot programs around the country.

    Vincent Plato, New York City Public Schools K-8 educator and UFT Teacher Center director, said the advent of AI reminds him of when teachers first started using word processors.

    “We are watching educators transform the way people use technology for work in real time, but with AI it’s on another unbelievable level because it’s just so much more powerful,” he said in a press release announcing the new partnership. “It can be a thought partner when they’re working by themselves, whether that’s late-night lesson planning, looking at student data or filing any types of reports — a tool that’s going to be transformative for teachers and students alike.”

    Teachers who frequently use AI tools report saving 5.9 hours a week, according to a national survey conducted by the Walton Family Foundation in cooperation with Gallup. These tools are most likely to be used to support instructional planning, such as creating worksheets or modifying material to meet students’ needs. Half of the teachers surveyed stated that they believe AI will reduce teacher workloads.

    “Teachers are not only gaining back valuable time, they are also reporting that AI is helping to strengthen the quality of their work,” Stephanie Marken, senior partner for U.S. research at Gallup, said in a press release. “However, a clear gap in AI adoption remains. Schools need to provide the tools, training, and support to make effective AI use possible for every teacher.”

    While nearly half of school districts surveyed by the research corporation RAND have reported training teachers in utilizing AI-powered tools by fall 2024, high-poverty districts are still lagging behind their low poverty counterparts. District leaders across the nation report a scarcity of external experts and resources to provide quality AI training to teachers.

    OpenAI, a founding partner of the National Academy for AI Instruction, will contribute $10 million over the next five years. The tech company will provide educators and course developers with technical support to integrate AI into classrooms as well as software applications to build custom, classroom-specific tools.

    Tech companies would benefit from this partnership by “co-creating” and improving their products based on feedback and insights from educators, said Gerry Petrella, Microsoft general manager, U.S. public policy, who hopes the initiative will align the needs of educators with the work of developers.

    In a sense, the teachers are training AI products just as much as they are being trained, according to Kathleen Day, a lecturer at Johns Hopkins Carey Business School. Day emphasized that through this partnership, AI companies would gain access to constant input from educators so they could continually strengthen their models and products.

    “Who’s training who?” Day said. “They’re basically saying, we’ll show you how this technology works, and you tell us how you would use it. When you tell us how you would use it, that is a wealth of information.”

    Many educators and policymakers are also concerned that introducing AI into the classroom could endanger student data and privacy. Racial bias in grading could also be reinforced by AI programs, according to research by The Learning Agency.

    Additionally, Trevor Griffey, a lecturer in labor studies at the University of California Los Angeles, warned the New York Times that tech firms could use these deals to market AI tools to students and expand their customer base.

    This initiative to expand AI access and training for educators was likened to New Deal efforts in the 1930s to expand equal access to electricity by Chris Lehane, OpenAI’s chief global affairs officer. By working with teachers and expanding AI training, Lehane hopes the initiative will “democratize” access to AI.

    “There’s no better place to do that work than in the classroom,” he said at the Tuesday press conference.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on AI training, visit eSN’s Digital Learning hub.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • 8 under-the-radar digital learning resources

    8 under-the-radar digital learning resources

    Key points:

    Digital learning resources are transforming classrooms, and educators are always on the lookout for tools that go beyond the standard platforms. There are numerous lesser-known digital platforms that offer unique, high-quality learning experiences tailored to students’ and teachers’ needs.

    Here are ten standout resources that can enhance instruction, boost engagement, and support deeper learning.

    1. CurrikiStudio

    Subject areas: All subjects
    Best for: Interactive learning content creation

    CurrikiStudio is a free, open-source platform that allows teachers to design interactive learning experiences without needing coding skills. Educators can create multimedia lessons, games, and assessments tailored to their curriculum. It’s ideal for flipped classrooms, project-based learning, or blended learning environments.

    2. InqITS (Inquiry Intelligent Tutoring System)

    Subject areas: Science
    Best for: Developing scientific inquiry skills

    InqITS offers virtual science labs where students can conduct experiments, analyze results, and receive real-time feedback. The platform uses AI to assess student performance and provide just-in-time support, making it a great tool for teaching scientific practices and critical thinking aligned with NGSS.

    3. Parlay

    Subject areas: ELA, Social Studies, Science
    Best for: Structured online and in-class discussions

    Parlay enables educators to facilitate student discussions in a more inclusive and data-informed way. With written and live discussion formats, students can express their ideas while teachers track participation, collaboration, and the quality of responses. It’s an excellent tool for fostering critical thinking, debate, and reflective dialogue.

    4. Geoguessr EDU

    Subject areas: Geography, History, Global Studies
    Best for: Geospatial learning and global awareness

    Geoguessr EDU is an educational version of the popular game that drops players into a random location via Google Street View. Students use context clues to determine where they are, building skills in geography, culture, and critical observation. The EDU version allows teachers to control content and track student progress.

    5. Mosa Mack Science

    Subject areas: Science
    Best for: Middle school science with an inquiry-based approach

    Mosa Mack offers animated science mysteries that prompt students to explore real-world problems through investigation and collaboration. With built-in differentiation, hands-on labs, and assessments, it’s a rich resource for schools seeking engaging science content that supports NGSS-aligned inquiry and critical thinking.

    6. Listenwise

    Subject areas: ELA, Social Studies, Science
    Best for: Listening comprehension and current events

    Listenwise curates high-quality audio stories from public radio and other reputable sources, paired with interactive transcripts and comprehension questions. It helps students build listening skills while learning about current events, science topics, and historical moments. It’s especially helpful for English learners and auditory learners.

    7. Mind Over Media

    Subject areas: Media Literacy, Social Studies
    Best for: Analyzing propaganda and media messages

    Created by media literacy expert Renee Hobbs, Mind Over Media teaches students to critically analyze modern propaganda in advertising, news, social media, and political content. Through guided analysis and opportunities to submit their own examples, students build essential digital citizenship and media literacy skills.

    8. Brilliant

    Subject areas: Math, Science, Computer Science
    Best for: Problem-solving and conceptual learning

    Brilliant.org offers interactive lessons and puzzles that teach students how to think logically and apply concepts rather than simply memorize formulas. With content tailored for advanced middle schoolers and high school students, it’s ideal for enrichment, gifted learners, or students seeking challenge and depth in STEM topics.

    Each of these digital learning tools brings something unique to the table–whether it’s fostering deeper discussion, building scientific inquiry skills, or promoting digital literacy.

    As schools look to personalize learning and prepare students for a complex, fast-evolving world, these lesser-known platforms provide meaningful ways to deepen engagement and understanding across subjects.

    By incorporating these tools into your classroom, you not only diversify your digital toolkit but also give students access to a wider range of learning modalities and real-world applications. Whether you’re looking for curriculum support, project-based tools, or enrichment resources, there’s a good chance one of these platforms can help meet your goals.

    Laura Ascione
    Latest posts by Laura Ascione (see all)

    Source link