Category: Teaching Trends

  • Plenty of schools have no-zeroes policies. And most teachers hate it, a new survey finds

    Plenty of schools have no-zeroes policies. And most teachers hate it, a new survey finds

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

    About one in four teachers say their schools don’t give students zeroes. And nearly all of them hate it.

    The collection of practices known as equitable grading, which includes not giving students zeroes, not taking off points for lateness, and letting students retake tests, has spread in the aftermath of the pandemic. But it wasn’t known how widespread the practices were.

    A new nationally representative survey released Wednesday finds equitable grading practices are fairly common, though nowhere near universal. More than half of K-12 teachers said their school or district used at least one equitable grading practice.

    The most common practice — and the one that drew the most heated opposition in the fall 2024 survey — is not giving students zeroes for missing assignments or failed tests. Just over a quarter of teachers said their school or district has a no-zeroes policy.

    Around 3 in 10 teachers said their school or district allowed students to retake tests without penalty, and a similar share said they did not deduct points when students turned in work late. About 1 in 10 teachers said they were not permitted to factor class participation or homework into students’ final grades.

    Only 6% of teachers said their school used four or more equitable grading practices.

    That was surprising to Adam Tyner, who co-authored the new report for the Thomas B. Fordham Institute, a conservative think tank, in partnership with the RAND Corporation, a nonprofit research organization. He expected more schools would be following a “whole package” of grading reforms supported by advocates like former teacher and education consultant Joe Feldman, who wrote the influential book “Grading for Equity.”

    “It’s not like this has swept the country,” said Tyner, who has studied grading practices. He argues that some policies meant to create equity lead to grade inflation and don’t benefit students.

    The findings come as many schools are rethinking what students should have to do to get a high school diploma, and how much emphasis should be put on grades. At the same time, many schools continue to struggle with student disengagement and historically high rates of absenteeism following the pandemic. As a result, they’re trying to hold students accountable for their work without making it impossible to catch up on missed assignments.

    Though ideas about how to grade students more fairly predate the pandemic, several large districts started rethinking their grading practices following that disruption, as more students struggled to meet strict deadlines or do their homework.

    Proponents of equitable grading say it’s important for students to be able to show what they know over time, and that just a few zeroes averaged into a grade can make it difficult for students to ever catch up. When students don’t see a path to passing a class, it can make them less motivated or stop trying altogether.

    Still, some teachers have pushed back, arguing that no-zeroes policies can hurt student motivation, too.

    That showed up in the recent survey.

    Eight in 10 teachers said giving students partial credit for assignments they didn’t turn in was harmful to student engagement. Opposition to no-zeroes policies came from teachers of various racial backgrounds, experience levels, and who worked with different demographics of students.

    No-zeroes policies can take various forms but often mean that the lowest possible grade is a 50 on a 100-point scale. Some schools use software that will automatically convert lower grades to a 50, one teacher wrote on the survey.

    Schools that enrolled mostly students of color were more likely to have no-zeroes policies, the survey found. And middle schools were more likely than high schools and elementary schools to have no-zeroes policies, no-late-penalty policies, and retake policies.

    Researchers weren’t sure why those policies popped up more in middle schools.

    But Katherine Holden, a former middle school principal in Oregon’s Ashland School District who trains school districts on equitable grading practices, has some guesses.

    High schools may be more worried that changing their grading practices will make it harder for students to get into college, Holden said — a misconception in her eyes. And districts may see middle schoolers as especially likely to benefit from things like clear grading rubrics and multiple chances to show what they know, as they are still developing their organization and time-management skills.

    In the open-ended section of the survey, several teachers expressed concerns that no-zeroes policies were unfair and contributed to low student motivation.

    “Students are now doing below-average work or no work at all and are walking out with a C or B,” one teacher told researchers.

    “Most teachers can’t stand the ‘gifty fifty,’” said another.

    More than half of teachers said letting students turn in work late without any penalty was harmful to student engagement.

    “[The policy] removes the incentive for students to ever turn work in on time, and then it becomes difficult to pass back graded work because of cheating,” one teacher said.

    But teachers were more evenly divided on whether allowing students to retake tests was harmful or not.

    “Allowing retakes without penalty encourages a growth mindset, but it also promotes avoidance and procrastination,” one teacher said.

    Another said teachers end up grading almost every assignment more than once because students have no reason to give their best effort the first time.

    The report’s authors recommend getting rid of blanket policies in favor of letting individual teachers make those calls. Research has shown that other grading reforms, such as grading written assignments anonymously or using grading rubrics, can reduce bias.

    Still, teachers don’t agree on the best approach to grading. In the survey, 58% of teachers said it was more important to have clear schoolwide policies to ensure fair student grading — though the question didn’t indicate what that policy should look like — while the rest preferred using their professional judgment.

    “There are ways to combat bias, there are ways to make grading more fair, and we’re not against any of that,” Tyner said. “What we’re really concerned about is when we’re lowering standards, or lowering expectations. … Accountability is always a balancing act.”

    Nicole Paxton, the principal of Mountain Vista Community School, a K-8 school in Colorado’s Harrison School District 2, has seen that balancing act in action.

    Her district adopted a policy a few years ago that requires teachers to grade students on a 50-100 scale. Students get at least a 50% if they turn in work, but they get a “missing” grade if they don’t do the assignment. Middle and high schoolers are allowed to make up missing or incomplete assignments. But it has to be done within the same quarter, and teachers can deduct up to 10% for late assignments.

    Paxton thinks the policy was the right move for her district. She says she’s seen it motivate kids who are struggling to keep trying, when before they stopped doing their work because they didn’t think they could ever bounce back from a few zeroes.

    “As adults, in the real world, we get to show what we know and learn in our careers,” Paxton said. “And I think that kids are able to do that in our building, too.”

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

    For more news on classroom trends, visit eSN’s Innovative Teaching hub.

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  • Back-to-school success for all: Building vital classroom skills

    Back-to-school success for all: Building vital classroom skills

    Key points:

    As students and teachers prepare for a new school year, it’s important to remember that success in the classroom isn’t just about academics; it’s about supporting the whole child. From motor skills and posture to organization, focus, and sensory regulation, the right strategies can make the learning process smoother and more enjoyable for everyone. 

    While occupational therapy (OT) is often associated with special education, many OTs like me use and share the supportive tips and tools described below in general education settings to benefit all learners. By integrating simple, classroom-friendly strategies into daily routines, teachers can help students build independence and confidence and see long-term success. 

    Motor skills

    One of the most crucial areas to address is motor skills. Many children entering kindergarten have not yet fully mastered tasks such as cutting or forming letters and shapes correctly. Simple strategies can encourage independence, such as using a “scissor template” taped to a desk to guide proper finger placement or offering verbal cues like “thumbs up” to remind children how to hold the tool correctly. Encouraging the use of a “helper hand” to move the paper reinforces bilateral coordination.

    For writing, providing small pencils or broken crayons helps children develop a mature grasp pattern and better handwriting skills. Posture is equally important; children should sit with their feet flat on the floor and their elbows slightly above the tabletop. Adjustable desks, sturdy footrests, or non-slip mats can all help. Structured warm-up activities like animal walks or yoga poses before seated work also prepare the sensory system for focus and promote better posture while completing these tasks.

    Executive function

    Equally important are executive function skills–organization, planning, and self-regulation techniques–that lay the foundation for academic achievement. Teachers can support these skills by using visual reminders, checklists, and color-coded materials to boost organization. Breaking larger assignments into smaller tasks and using timers can help children manage their time effectively. Tools such as social stories, behavior charts, and reward systems can motivate learners and improve impulse control, self-awareness, and flexibility.

    Social-emotional learning

    Social-emotional learning (SEL) is another vital area of focus, because navigating relationships can be tricky for children. Social-emotional learning helps learners understand their emotions, express them appropriately, and recognize what to expect from others and their environment.

    Traditional playground games like Red Light/Green Lightor Simon Says encourage turn-taking and following directions. Structured programs such as the Zones of Regulation use color-coded illustrations to help children recognize their emotions and respond constructively. For example, the “blue zone” represents low energy or boredom, the “green zone” is calm and focused, the “yellow zone” signals fidgetiness or loss of control, and the “red zone” reflects anger or frustration. Creating a personalized “menu” of coping strategies–such as deep breathing, counting to 10, or squeezing a stress ball–gives children practical tools to manage their emotions. Keeping a card with these strategies at their desks makes it easy to remember to leverage those tools in the future. Even something as simple as caring for a class pet can encourage empathy, responsibility, and social growth.

    Body awareness

    Body awareness and smooth transitions are also key to a successful classroom environment. Some children struggle to maintain personal space or focus during activities like walking in line. Teachers can prepare students for hall walking with warm-up exercises such as vertical jumps or marching in place. Keeping young children’s hands busy–by carrying books rather than using a cart–also helps. Alternating between tiptoe and heel walking can further engage students during key transitions. To build awareness of personal space, teachers can use inflatable cushions, small carpet squares, or marked spots on the floor. Encouraging children to stretch their arms outward as a guide reinforces boundaries in shared spaces as well.

    Sensory processing

    Supporting sensory processing benefits all learners by promoting focus and regulation. A sensory-friendly classroom might include fabric light covers to reduce glare, or subtle scent cues used intentionally to calm or energize students at different times. Scheduled motor breaks during transitions–such as yoga stretches, pushing, pulling, or stomping activities–help reset the sensory system. For students with higher sensory needs, a “calming corner” with mats, pillows, weighted blankets, and quiet activities provides a safe retreat for regaining focus.

    The vital role of occupational therapists in schools

    Employing OTs as full-time staff in school districts ensures these strategies and tools are implemented effectively and provides ongoing support for both students and educators alike. With OTs integrated into daily classroom activities, student challenges can be addressed early, preventing them from becoming larger problems. Skill deficits requiring more intensive intervention can be identified without delay as well. Research demonstrates that collaboration between OTs and teachers–through shared strategies and co-teaching–leads to improved student outcomes.

    Wishing you a successful and rewarding school year ahead!

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  • 4 tips to create an engaging digital syllabus

    4 tips to create an engaging digital syllabus

    Key points:

    Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.

    An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.

    While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year. 

    Step one: Ditch the PDFs and print-outs

    Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.

    Tips for creating an effective digital syllabus

    Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:

    Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.

    Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more. 

    Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.

    Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.

    While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round. 

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  • Why high schools should use teaching assistants

    Why high schools should use teaching assistants

    Key points:

    Exam scores always seem to go up. Whether it’s the SAT when applying for college or an AP score to earn college credit, competitive scores seem to be creeping up. While faculty are invaluable, students who recently completed classes or exams offer insight that bridges the gap between the curriculum and the exam. I believe students who recently excelled in a course should be allowed and encouraged to serve as teaching assistants in high school.

    Often, poor preparation contributes to students’ disappointing exam performance. This could be from not understanding content, being unfamiliar with the layout, or preparing the wrong material. Many times, in courses at all levels, educators emphasize information that will not show up on a standardized test or, in some cases, in their own material. This is a massive issue in many schools, as every professor has their own pet project they like to prioritize. For example, a microbiology professor in a medical school may have an entire lecture on a rare microbe because they research it, but nothing about it will be tested on the national board exams, or even their course final exams. This was a common theme in high school, with history teachers loving to share niche facts, or in college, when physics professors loved to ask trick questions. By including these things in your teaching, is it really benefiting the pupil? Are students even being tested correctly over the material if, say, 10 percent of your exam questions are on information that is superfluous?

    Universities can get around this issue by employing teaching assistants (TAs) to help with some of the confusion. Largely, their responsibilities are grading papers, presenting the occasional lecture, and holding office hours. The lesser-known benefit of having and speaking with TAs is the ability to tell you how to prioritize your studying. These are often older students who have been previously successful in the course, and as a result, they can give a student a much better idea of what will be included on an exam than the professor.

    When I was a TA as an undergrad, we were required to hold exam prep sessions the week of a big test. During these sessions, students answered practice questions about concepts similar to what would show up on the exam. All the students who showed up to my sessions performed extremely well on the tests, and they performed well because they were prepared for the exam and knew the concepts being tested. As a result, they would finish the course with a much higher grade because they knew what they should be studying. It is much more effective to give a student a practice question that uses similar concepts to what will be on their exam than it is for a professor to give a list of topics that are covered on a test. For example, studying for a math test is more impactful when answering 50 practice questions versus a teacher handing you a list of general concepts to study, such as: “Be able to manipulate inequalities and understand the order of operations.”

    Universities seem to know that professors might not provide the best advice, or at the least, they have used TAs as a decent solution to the problem. It is my opinion that having this style of assistance in high school would be beneficial to student outcomes. Having, say, a senior help in a junior-level class may work wonders. Teachers would have a decrease in their responsibilities based on what they trust their TA to do. They could help grade, run review sessions, and make and provide exam prep materials. In essence, all the unseen work in teaching that great teachers do could be done more efficiently with a TA. Every student has had an amazing teacher who provides an excellent study guide that is almost identical to the test, making them confident going into test day. In my experience, those guides are not completed for a grade or a course outcome, and effectively become extra work for the educator, all to help the students who are willing to use them effectively. Having a TA would ease that burden–it would encourage students to consider teaching as a profession in a time when there is a shortage of educators.

    There are many ways to teach and learn, but by far the best way to be prepared for a test is by talking to someone who has recently taken it. Universities understand that courses are easier for students when they can talk to someone who has taken it. It is my opinion that high schools would be able to adopt this practice and reduce teacher workload while increasing the student outcomes. 

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  • Why student engagement starts with teacher clarity

    Why student engagement starts with teacher clarity

    Key points:

    In Alpine School District, we serve a wide range of students, from Title I to highly affluent communities. While our population has traditionally been predominantly white and middle income, that’s changing. In response to this growing diversity and shifting needs, one of my missions as professional learning and curriculum director for secondary schools has been to provide needs-based professional learning, just in time for educators, and to give them a real voice in what that looks and feels like.

    I lead a team of full-time educator equivalents across every discipline: math, science, social studies, ELA, the arts, health, and PE. Together, we guide professional learning and instructional support. Over the past several years, we’ve had to take a hard look at how we teach, how we engage students, and how we prepare educators for long-term success.

    Where we started: Tier 1 challenges and high turnover

    When I first became curriculum director, I noticed in our data that our schools were not making much progress, and in some cases had stagnated in growth scores. We were leaning heavily on Tier 2 interventions, which told us that we needed to shore up our Tier 1 instruction.

    At the same time, we were hiring between 400 and 500 teachers each year. We’re located near several universities, so we see a continuous flow of new educators come and go. They get married, they relocate, or a spouse gets into medical school, which translates to a constant onboarding cycle for our district. To meet these challenges, we needed professional learning that was sound, sustainable, and meaningful, especially early in a teacher’s career, so they could lay a strong foundation for everything that would come after.

    Teacher clarity and engagement by design

    Several years ago, we joined the Utah State Cohort, doing a deep dive into the Teacher Clarity Playbook. That experience was a real turning point. We were the only team there from a district office, and we took a train-the-trainer approach, investing in our strongest educators so they could return and lead professional learning in their content areas. Since then, we’ve used Engagement by Design as the framework behind much of our PD, our classroom walkthroughs, and our peer observations. It helped us think differently: How do we support teachers in crafting learning intentions and success criteria that are actually meaningful? How do we align resources to support that clarity? We’ve embedded that mindset into everything.

    Coming out of the pandemic, Alpine, like many districts around the country, saw decreased student engagement. To focus deeply on that challenge, we launched the Student Engagement Academy, or SEA. I co-designed the Academy alongside two of our content specialists, Anna Davis and Korryn Coates. They’re both part-time teacher leaders at the district office and part-time visual arts teachers in schools, so they live in both worlds. That was important because we believe professional learning should always be contextualized. We don’t want teachers burning extra bandwidth trying to translate strategies across subject areas.

    SEA is a yearlong, job-embedded learning experience. Teachers participate in PLCs, conduct peer observations, and complete a personalized learning project that showcases their growth. Our PLC+ coaches work directly with our lead coach, Melissa Gibbons, to gather and analyze data that shapes each new round of learning. We also included classroom observations, not for evaluation, but to help teachers see each other’s practice in action. Before observations, Anna and Korryn meet with teachers in small groups to talk through what to look for. Afterward, they debrief with the teachers: What did we see? What evidence did we see of student engagement? What did we learn? What are we still wondering? As we answer these questions about teaching, we’re also asking students about their experience of learning.

    Learning from student surveys

    Hearing from our students has been one of the most powerful parts of this journey. With the support of our Director of Student and Educator Well-eing, we created a student survey. We asked a random group of students questions such as:

    • What are you learning?
    • How are you learning it?
    • How do you know how you’re doing?
    • Why does it matter?

    The responses were eye-opening. Many students didn’t know why they were learning something. That told us our teachers weren’t being as clear or as intentional as they thought they were. One specific question we asked was based on the fact that attendance in world language classes stayed high during the pandemic, while it dropped in other subjects. We asked students why. The answer? Relationships, expectations, and clarity. They said their world language teachers were clear, and they knew what was expected of them. That led other disciplines to reflect and recalibrate.

    Today, teachers across subjects like ELA, math, and social studies have participated in a SEA cohort or aligned learning. We’re seeing them plan more intentionally, better target skills, and align instruction with assessment in thoughtful ways. They’re starting to see how mirroring instruction with how learning is measured can shift outcomes. It’s been truly exciting to witness that change. Engaging students through improved teacher clarity, positive classroom relationships (with each other, the teacher, and the content), and providing the students with appropriate levels of rigor has been a game changer.

    Building teacher leadership teams

    Next year, we’re focusing on developing teacher leadership skills, knowledge, and dispositions across the full geographic area of our district. We’re building professional capacity through leadership teams using the PLC+ model, with an emphasis on facilitation skills, research-based practice, and advocacy for strong instruction in every discipline.

    If you’re a district leader looking to boost student engagement through professional development, my advice is simple: You can’t do it alone. You need a team that shares your values and your commitment to the work. You also have to be guided by research–there’s too much at stake to invest in strategies that don’t hold water. Finally, this is a marathon, not a sprint. Aim for small, incremental changes. There’s no silver bullet, but if you stay the course, you’ll see real transformation.

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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  • 5 powerful ways to link STEM lessons to real-world applications

    5 powerful ways to link STEM lessons to real-world applications

    Key points:

    “Why are we learning this?”

    This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

    In my experience, teachers have two standard replies to this question:

    1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
    2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.

    Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

    If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

    Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

    The everyday enigma

    Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.  

    Interest intersect

    Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

    Get an expert

    Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.           

    Problem to progress

    Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.  

    Project-based learning

    Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

    By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

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  • A new era for teachers as AI disrupts instruction

    A new era for teachers as AI disrupts instruction

    This story originally appeared on the Christensen Institute’s blog, and is reposted with permission.

    Key points:

    Picture your favorite teacher from your childhood. He or she may have been great at explaining things, energetic, affirming, funny, or had other wonderful attributes. I remember Mrs. Rider. She was smart and pretty, and showed she really believed in me.

    With this picture in mind that highlights the many wonderful teachers who typify the “sage on the stage” teacher role, you may wonder why Guide School (full disclosure: I’m the founder) prepares teachers and other adults to become “guides” instead of sages. Why not spend our efforts developing more wonderful sages like Mrs. Rider?

    The printing press provides a helpful analogy to answer that question.

    Over time, Disruptive Innovations change how things are conventionally done

    Before the invention of the printing press, books and written materials were primarily produced as handwritten manuscripts. Scribes, often monks or other church officials, painstakingly copied texts by hand using quill pens and special inks to illuminate and decorate each parchment.

    The printing press, invented by Johannes Gutenberg in the 15th century, revolutionized the production and sharing of written knowledge. It allowed for the mass production of books at a much faster rate and lower cost. In short, texts became accessible to a greater number of people.

    But it also meant disrupting the profession of scribes, who suddenly found their work had shifted. Some scribes found new opportunities as proofreaders or editors within the emerging print industry. Others continued to provide handwritten services for personal letters and legal documents. Additionally, a market remained for beautifully handcrafted manuscripts among wealthy patrons who valued calligraphy.

    There’s a parallel between the stories of scribes and conventional teachers. Just as the best scribes produced unique artistry in rare, individually commissioned works, the best teachers create rare but enviable classrooms with well-behaved, deeply motivated, impressively thriving students. Unfortunately, however, many people are left out of these ideal scenarios. Without the printing press, millions of people would have languished without access to printed materials. Without transforming the conventional classroom, millions of students today will continue to suffer from want of effective instruction. That’s because while the conventional system could develop more wonderful, conventional teachers like Mrs. Rider, doing so requires an investment of resources often unavailable to every student in every school across the world. All too often, only those who are lucky or whose families can pay receive the benefits of those investments. 

    Happily, the printing press’s disruption of scribing proved to be an irrefutable boon for the education of humanity. The printing press facilitated the growth of literacy, numeracy, and scientific knowledge by enabling the widespread distribution of printed materials with dependable accuracy and lower costs. It played a crucial role in the Renaissance, Reformation, and Scientific Revolution, allowing for the mass sharing of ideas at unprecedented speed and scale. By the end of the 15th century, millions of copies of thousands of book titles had been printed, marking a dramatic shift in the accessibility of knowledge.

    AI and its potential to disrupt conventional teaching

    Similarly, the rise of AI-powered, online apps for instruction is disrupting the teaching profession. It’s giving rise to a new wave of global knowledge distribution with increasingly dependable accuracy and precision, allowing for mass learning at unprecedented speed and scale.

    When the printing press arrived, the scribe profession did not disappear, but scribes did have to adapt to new roles as their industry changed. Similarly, many conventional teachers will need to adapt to a new role as their role of sage becomes disrupted. 

    Fortunately, this pivot presents a remarkable opportunity for teachers and society at large. For years, experts have identified that students do best when they have personal, individual tutelage to help them learn. Top-down, whole-class, monolithic instruction isn’t working for most students–and observant teachers know that. The shift from sage on the stage to guide on the side of each student is a welcome relief for teachers who see that the conventional approach is broken in that it leaves behind too many students and want a model that allows them to have the individual impact they hoped for when they entered the teaching profession.

    AI frees up teachers’ time to give more individual attention and students’ time for more than foundational knowledge attainment. The Flex blended-learning model, which pairs AI-powered apps with group discussions, real-world projects, individual coaching from guides, and other student experiences, attracts teachers who see its value and want its benefits. Rather than feeling replaced by computer-based instruction, these teachers feel attracted to a clear opportunity to shift their time spent on lectures and embrace the facilitation of a more student-driven learning design for their students.

    Guide School prepares adults who feel called to this new role. The guide profession is different from the conventional teaching profession. It requires different mindsets, skills, and dispositions. But for those well-suited to and trained for the role, it’s a profession with unprecedented opportunities to help youth worldwide develop knowledge and talents to a higher level than ever before.

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