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Tag: Students

  • Rally OurBus Introduces New Bus Stops at Blacksburg’s Multimodal Transit Center, Gainesville Park & Ride

    Rally OurBus Introduces New Bus Stops at Blacksburg’s Multimodal Transit Center, Gainesville Park & Ride

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    OurBus helps students travel to the Northern Virginia/Washington D.C. area without personal cars or expensive airline tickets.

    Rally OurBus, the revolutionary Mass Mobility as a Service company, is offering two brand new stop locations on the route between Virginia Tech campus in Blacksburg, the James Madison University campus in Harrisonburg, and the Washington, D.C. area. The new locations will make travel for students at these universities more convenient than ever. 

    The express service allows students without access to cars to travel home easily, at a fraction of the cost of airline tickets and approximately as quickly, considering the time needed to travel to and pass through airports. The OurBus route from Blacksburg to Washington is faster than train travel or other, less direct bus routes. 

    In addition to stopping at Tysons, the bus will make a second stop in Gainesville, VA, at the University Blvd Park & Ride. “Gainesville has been one of our top destinations from Virginia Tech, and we’re seeing positive reaction from students to this new service,” said Rally OurBus co-founder Axel Hellman.

    In Blacksburg, the bus stop location has been relocated to the Multimodal Transit Center on Virginia Tech’s campus. This facility, opened by Blacksburg Transit this year, will allow travelers to connect seamlessly between OurBus and the local transit network, making last-mile connections easier than ever. The previous bus stop location at Lane Stadium did not offer any local transit connections. 

    Rally OurBus said the route is already proving popular with the two universities, which have a combined enrollment of more than 50,000 students. “Trips for Labor Day weekend sold out, and we’re already seeing demand for future weekends,” said Hellman. 

    Rally OurBus uses top-quality motor coaches with restrooms, comfortable seating and modern amenities like complimentary Wi-Fi. Riders can purchase tickets online, receive mobile boarding passes, and they and their families can track the arrival time of the bus in real time.  While this particular route is most popular with university students, anyone is welcome to ride. 

    The Rally bus rideshare concept creates a unique strategy that disrupts legacy business models. The company does not own buses but instead networks together thousands of small private bus operators via its technology platform, creating a marketplace that outperforms the competition while also creating business for bus operators.

    For more information about the new service, visit the Rally Ourbus website here.

    About Rally OurBus 
    Rally is a bus rideshare company with a platform that creates on-demand bus trips across many U.S. cities, Canada, and other countries. Riders generate a trip or choose from one of the many crowdsourced trips. Whether for a concert, a sporting event or a festival, Rally unites passionate people, making the journey part of the event-day experience.

    OurBus uses AI to create regularly scheduled intercity services. They have 150 stops in the Northeast United States, with stops in Canada, and plan to expand internationally. The company competes with legacy incumbent bus companies on these routes by applying technology and business innovations to regional transportation.

    Rally OurBus is disrupting the bus industry, bringing new business to local bus companies, and promoting a greener, safer form of travel. Its Mass Mobility as a Service combines technology and business model innovations in the bus industry. Rally OurBus is disrupting the mode of transportation that moves more people than any other. Its new intercity routes for regional transport and crowdfunding address surge demand travel by converting private car users to shared bus riders.

    Source: Rally

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  • Association of Latino Administrators and Superintendents (ALAS) Selects Carlos Garcia for its Lifetime Achievement Award

    Association of Latino Administrators and Superintendents (ALAS) Selects Carlos Garcia for its Lifetime Achievement Award

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    WASHINGTON, D.C. – The Association of Latino Administrators and Superintendents (ALAS) has named Carlos Garcia as the recipient of its 2024-25 ALAS Lifetime Achievement Award. Garcia was a founding member of ALAS and has also served as the association’s president, among other roles. Garcia was recognized at a special awards ceremony during the ALAS Gala Dinner Event being held October 11, 2024 at the Portland Marriott Downtown Waterfront on the final day of the ALAS 21st National Education Summit.

    “We are honored to recognize one of our founding members with the Lifetime Achievement Award,” said ALAS Executive Director Ulysses Navarrete. “Carlos Garcia’s dedication and leadership in helping historically marginalized students, namely Latinos, during his over 40-year career is truly an inspiration to all in the field. He demonstrates a “si se puede” attitude in all that he does and is a living example that if we want to see change, we need to get off the bench and into the game.”

    Garcia served as a superintendent for 16 years in four distinctive school districts: Sanger USD (CA), Fresno USD (CA), Clark County SD (NV) and San Francisco USD (CA) before retiring in 2012. In 2003, he was a founding member of the national ALAS, as well as the California Association of Latino Superintendents and Administrators (CALSA). He served as an ALAS board member from 2003 to 2006 and as President Elect in 2009, as President from 2010 – 2011, and as Past President from 2012 – 2013.

    During his more than 37-year career in education, Garcia built a strong track record for boosting student achievement and narrowing the achievement gap through his work as a teacher, principal, central office administrator and leader in classroom instruction. In addition to his role as superintendent, he taught at Rowland Unified School District (La Puente, CA) and Chaffey Joint Union High School District (Ontario, CA) before going on to serve as a principal for schools in the Pajaro Valley Unified School District (Watsonville, CA) and SFUSD’s Horace Mann Middle School. 

    Garcia is the recipient of the 2005 Nevada Superintendent of the Year Award and the 2010 Ferd Kiesel Memorial Distinguished Service Award among many other awards and accolades.

    Garcia has a passion for serving urban, underserved children. Growing up in a Los Angeles barrio himself, he made this his mission in education and in life. He is a transformational national leader and is a torchbearer for equity and social justice for all students and their communities. 

    The ALAS awards recognize individuals and organizations for their extraordinary education leadership and advocacy around issues impacting the education of Latino and other historically marginalized students. Other award recipients include Superintendent of the Year Dr. Debra Duardo, Central Office Administrator of the Year Joanne Fimbres, Principal of the Year Carlos Ramirez, Advocacy Award winner Dr. LeAnne Salazar-Montoya, ALAS Student of the Year Dafnee Marquez Padilla and ALAS Affiliate of the Year Arizona ALAS.

    The ALAS National Education Summit is the association’s flagship leadership development and networking event for administrators at schools and districts that serve primarily Latino and other historically marginalized youth. The event focuses on addressing challenges in the education system, particularly those impacting Latino students, and provides a forum for participants to engage in meaningful discussions and identify solutions that can be applied throughout the industry. The theme of this year’s Summit is “Embracing Tomorrow, Fostering Culture, Driving Change, and Promoting Collaboration.”

    For more information about ALAS, visit www.alasedu.org.

    About the Association of Latino Administrators & Superintendents (ALAS)

    The Association of Latino Administrators and Superintendents [ALAS] is committed to providing a perspective to all aspiring school and district administrators, including superintendents, through programs, services, advocacy and networks rooted in Latino experiences and culture. Our Vision, Mission and Goals are to provide leadership at the national level that assures every school in America effectively serves the educational needs of all students with an emphasis on Latino and other historically marginalized youth through continuous professional learning, policy advocacy, and networking to share practices of promise for our students and the communities where we serve.

    By the year 2026, Latino children will make up 30 percent of the school-age population. In the nation’s largest states – California, Texas, Florida, and New York- all of whom are ALAS State Affiliates – Latinos already have reached that level. It is of vital interest to invest in the education of every child, and the professional learning of all educators who serve Latino youth.

    eSchool News Staff
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    ESchool News Staff

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  • HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

    HMH Launches New Generative AI-Powered Classroom Engagement Tool to Support Whole Class Instruction

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    BOSTON/PRNewswire/ —  Adaptive learning company  HMH today announced HMH Classcraft’s ™ AI Summarization tool, which allows teachers to quickly understand student comprehension and adapt instruction in the moment. This innovative tool, powered by generative AI, analyzes open text responses from students working in small groups or individually and provides educators with a quick and insightful summary of how the class is doing, followed by helpful feedback recommendations.

    This new functionality makes it easier for educators to  use proven instructional strategies like “turn and talk,” a common teaching method where peers discuss relevant classroom content with one another. Classcraft allows students to submit written comments during turn and talk conversations, which are then intelligently summarized by the GenAI and shared with the educator.

    Although teachers are adept at reading the faces and body language of their students, it can be difficult to gauge understanding in real-time when 15 pairs of students are having conversations simultaneously. With Classcraft‘s summarization functionality, teachers have a window into peer-to-peer discussions that would otherwise not be possible.

    For instance, as students discuss natural wonders of the world and submit their observations, the tool might summarize comments into a few succinct bullets:

    • “Students displayed creativity and personal engagement with the topic, showing varied interest in Earth’s natural wonders through imaginative comparisons and personal anecdotes”
    • “They understood the uniqueness and excitement of natural wonders, appreciating their physical characteristics and the rare phenomena they represent”
    • “Some students struggled to grasp the broader significance of why these places are considered wonders, focusing instead on personal or less scientifically relevant aspects, like comparing wonders to their backyards or questioning the global rarity of phenomena”

    These helpful summaries enable educators to quickly identify key themes and concepts from student conversations, improving their ability to provide personalized, effective support in real time and increasing student engagement during whole class instruction.

    “At HMH, we are listening to educators, and we know where the pain points lie with whole-class instruction. We are committed to offering tools that address the most pressing challenges for educators,” said Shawn Young, SVP of Product Management and Strategy at HMH. “We know saving them time and helping them engage students is key. Classcraft’s new GenAI-powered summarization tool does both.”

    The development of the AI Summarization tool combines best-in-class AI models, pedagogical expertise, and feedback from teachers to improve the day-to-day teaching and learning experience.

    Classcraft facilitates immersive and dynamic learning experiences that help educators deliver engaging, standards-aligned, high-impact and responsive instruction in real time. Districts and schools across the US have been using Classcraft, and now the AI Summarization tool, and have reported initial successes and great potential. Classcraft will be releasing exciting new features and functionality throughout the school year. Learn more about Classcraft  here.

    About HMH
    HMH is an adaptive learning company that helps educators create growth for every student. Our integrated curriculum, assessment and professional learning solutions use data to paint a full picture of every learner and recommend how to best support their needs. By partnering with educators, we create lasting momentum so that all students can reach their full potential. HMH serves more than 50 million students and 4 million educators in 150 countries. For more information, visit  www.hmhco.com.

    eSchool News Staff
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    ESchool News Staff

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  • Students want more career-connected learning

    Students want more career-connected learning

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    Key points:

    Fifty-nine percent of students say they would like more opportunities for career-connected learning, according to a new report from the New Hampshire Learning Initiative and Gallup.

    The report, Voices of New Hampshire Students: Career-Connected Learning’s Role in Building Bright Futures, examines the impact of career-connected learning on the more than 8,500 New Hampshire students in grades 5-12.

    About half of students say while at school, they learned about a job or career they previously did not know about. Students who have a mentor who supports their development are more likely to be engaged at school (36 percent) than their peers (16 percent).

    Fifty-nine percent of surveyed students would like more career-related learning opportunities–especially if those opportunities align with their specific interests in jobs and careers. Just under half (48 percent) of high school students and only 25 percent of middle school students report their school’s career-connected learning offerings include the careers they are interested in.

    Career-connected learning opportunities can include elective classes, units taught in core classes, career fairs, job shadowing opportunities, internships, and volunteering. Around one-third of students (34 percent) say their career-connected learning experiences have helped them formulate plans for life after high school. What’s more, at least half of students who have held an internship or externship (57 percent), completed a registered apprenticeship (54 percent), participated in job shadowing (51 percent), or taken a volunteer opportunity for a job- or career-related position (51 percent) say such activities helped inform their post-high-school trajectory.

    Student engagement also increases with career-related learning opportunities. Fifteen percent of students who did not participate in any career-connected activity are engaged in learning, compared to 26 percent of those who have participated in at least one career-linked learning opportunity. Greater participation in career-related activities leads to even higher levels of engagement–45 percent of students who participated in 10 or more activities are engaged, compared to 22 percent among those who have participated in one to four.

    “The NHLI-Gallup survey has been a game-changer for districts, providing data that underscores how important career-connected learning is to student engagement and mindset about the future. The data could not have come at a better time,” NHLI’s Executive Director Ellen Hume-Howard said in the report.

    Laura Ascione
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    Laura Ascione

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  • Maybe it’s time to change up high school to improve student attendance 

    Maybe it’s time to change up high school to improve student attendance 

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    Key points:

    In 2015, as head of a small N-12 school in upstate New York, I learned that Gen Z was predicted to be the first generation of U.S. students who wouldn’t see college as the automatic next step after high school. This insight sparked a year-long project to redesign our high school model. Yet, when I presented my plan for more personalized, applied learning pathways to my faculty, they balked at departing from the ‘tried and true.’

    Fast forward to today, and we’re facing a crisis far more urgent than I could have imagined. Students aren’t just questioning the value of college–they’re questioning the value of showing up to high school at all.

    Students are casting a silent vote against the current high school model

    Recent data from YouthTruth paints a stark picture: During the 2022-23 school year, over a quarter of students were chronically absent across 41 states, with high schools reporting an average 31 percent chronic absence rate. This isn’t just a number–it’s a silent referendum. Our students are voting with their feet, and voting “no” to the current high school experience.

    The consequences of student disengagement and chronic absenteeism are far-reaching:

    • Lower academic performance and decreased likelihood of graduation
    • Reduced future earning potential
    • Increased risk of involvement in the criminal justice system

    Even more concerning is what YouthTruth calls the “support gap.” While 48 percent of students in 2022-23 cited depression, stress, or anxiety as obstacles to learning (up from 39 percent in spring 2020), only 41 percent reported having an adult at school they could talk to about these issues (down from 46 percent pre-pandemic).

    This gap persists despite significant attention to youth mental health issues. It’s a stark reminder that awareness alone is not enough–we need action.

    These big picture changes will transform our high schools.

    When I couldn’t get my colleagues on board with reinventing high school in 2015, it was because the change felt too big and too radical. Today’s data emphasizes that we no longer have the luxury of incremental change. Here are the key areas where we need to focus our long-term efforts:

    1. Student-led redesign: Establish task forces that give students real power to audit current school practices and propose changes.
    2. Data-driven engagement: Implement systems to track not just attendance, but also participation and enthusiasm in classes, using this data to inform school policies and practices.
    3. Family-school partnerships: Create dedicated teams to build and maintain strong, ongoing relationships between schools and families through two-way school-home communication.
    4. Flexible learning models: Redesign school schedules to allow for later start times, block scheduling, or other flexible arrangements that better accommodate student needs and learning styles.
    5. Integrated real-world learning: Develop comprehensive programs that partner with local businesses and organizations to offer internships, apprenticeships, and project-based learning opportunities.
    6. Restorative justice culture: Implement school-wide restorative practices to replace punitive discipline systems, fostering a more supportive and equitable school community.

    As Jonah Schenker, superintendent of Ulster BOCES in New York, wisely notes, “We have a responsibility–because of the nature of BOCES and the flexibility we have–to create a bit of an incubator for some of the areas where we know education needs to change so that we can show by example, point them to other systems making those changes, or create offerings that bring that change in.”

    These small steps will kick-start engagement right away.

    While systemic change is crucial, we can’t wait for perfect conditions to start improving student engagement. Here are five simple yet impactful actions schools can implement right away to begin moving the needle in positive ways:

    1. Start every day with a check-in: Begin each school day with a brief, structured check-in session. This could be during homeroom or first period. Use this time for students to share how they’re feeling, what they’re looking forward to, or any concerns they have. This simple practice can significantly boost students’ sense of belonging and connection to the school community.
    2. Implement “Feedback Fridays”: Set aside time every Friday for students to provide feedback on their learning experiences that week. This could be through a quick survey, a class discussion, or written reflections. Use this feedback to make real-time adjustments to teaching methods and school policies. This shows students that their voices matter and can lead to tangible changes.
    3. Create a “passion project” hour: Dedicate one hour per week where students can work on self-directed projects related to their personal interests or career aspirations. This gives students autonomy over their learning and helps them see the relevance of school to their lives and futures.
    4. Establish a peer mentoring program: Pair older students with younger ones for weekly mentoring sessions. This can help build community across grade levels, provide leadership opportunities for older students, and give younger students additional support and guidance.
    5. Invite local professionals for lunch-and-learn sessions: Once a month, invite professionals from various fields to have lunch with students and share about their careers. This can be done virtually if necessary. These sessions can help students see the connection between their education and future career possibilities and may spark new interests.

    These steps don’t require a complete overhaul of the school system, but they can start to shift the culture towards one of greater engagement, relevance, and student voice. They lay the groundwork for more comprehensive changes and send a clear message to students that their school is committed to evolving to meet their needs. Importantly, schools should regularly share the progress and outcomes of these initiatives with families, fostering a sense of partnership and shared commitment to student success.

    Remember, the goal is progress, not perfection. Every step towards greater student engagement is a step in the right direction.

    The writing is on the wall–or rather, in the empty seats of our classrooms. Our students are telling us through their absences that the current system isn’t working. It’s time we listen and act. By engaging students, families, and communities in reimagining the high school experience, we can create schools that students not only attend but actively choose to be part of. The future of our education system–and the success of an entire generation–depends on our willingness to make this change.

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    Dr. Kara Stern, SchoolStatus

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  • “Not free money”: What students should know before getting their first credit card – MoneySense

    “Not free money”: What students should know before getting their first credit card – MoneySense

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    Tips on building a credit score

    Paying your full balance each month shows you’re using credit correctly—you’re budgeting—your spending doesn’t exceed your earnings. Young consumers are still getting into trouble during this life phase, said Thuy Lam, a certified financial planner at Objective Financial Partners.

    “I see so many students—even when I was a student, my own friends—get into $20,000, $30,000, and $40,000 of credit card debt during school years because they don’t realize that, ‘Oh, it’s not free money,’” she said.

    Get a low limit and resist any offers to increase it until you’ve established good spending habits, Lam added. For students with minimal cash flow—not working part-time during school, little savings—this credit card barely needs to be used at all. 

    You can drop one recurring bill on your card, like a phone plan. A small amount is easy to pay completely and having it show up every month establishes a good history of timely payments.

    “I think the key is keeping in mind: what is the purpose of a credit card?” Lam said. “And for students, that’s No. 1: facilitating small bill payments and, No. 2: building and establishing credit.

    “The purpose of a credit card is not so we can spend freely, it’s because we live in a credit system,” she added. “It’s just important to establish credit and keep it healthy.” 

    Are rewards credit cards good for students?

    As for rewards, Taub pointed out that some students may have support from their parents, savings, RESPs, or scholarships—and with those resources, they might find value in travel, concerts or other lifestyle perks. 

    But she also noted most students are struggling financially; a recent TD survey found 65% of students said they were financially unstable. There may be more value in a simple cash-back card.

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    The Canadian Press

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  • COVID money countdown: Schools exhaust pandemic aid as federal help winds down

    COVID money countdown: Schools exhaust pandemic aid as federal help winds down

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

    Over the last three years, an influx of pandemic aid has been transformative for many schools.

    Some were able to hire social workers or give every child a laptop for the first time. Others fixed up old buildings, tutored struggling students, or revamped summer school programs.

    But that era is quickly drawing to a close. And this month marks an important stop on the way toward the end of COVID relief.

    Schools have to say by the end of this month how they plan to spend the last of their $123 billion from the American Rescue Plan, the third and final batch of schools’ COVID aid from the federal government. Then they have until Jan. 28, 2025 to spend the money.

    The deadline at the end of September matters a lot: Schools that have any money not earmarked by then could eventually have to return the funds to the federal government. And some states have said they are concerned that schools may be at risk of not meeting that deadline.

    Schools can seek an extension to spend their remaining aid until March 2026. But that won’t give them more time to officially decide how to use it — leaving some scrambling to come up with a plan before the deadline in 11 days.

    “We have been in contact, in many cases multiple times, with districts and charters to remind them of their responsibility to obligate these funds,” Tom Horne, Arizona’s state superintendent, said in a news release earlier this week. “Most are showing the ability to do this, but a number of them are at great risk of reverting funds.”

    Some Arizona school districts or charter schools had yet to commit any of their funds to a specific purpose, Horne said, and many others have earmarked only a fraction of their aid.

    Michigan said it expected some federal aid would be returned by schools, but noted it had left less than 1% of the first two aid packages on the table.

    “We do anticipate that some school districts and subgrantees will not be able to obligate funds by the end of the month and may revert funds back to the federal government,” Jeremy Meyer, a spokesperson for the Colorado Department of Education, told Chalkbeat in an email.

    Still, federal officials told reporters on Thursday they were confident that little if any money was at risk of being returned by schools. Schools across the country have already spent and been reimbursed for 87% of their American Rescue Plan dollars, officials said. Much of the remaining money has been spent, too, but hasn’t yet shown up on spending trackers due to record-keeping lags.

    Schools can’t use the aid to pay staff salaries after this month. But they can continue using it to do things like pay tutors to work with their students, finish up a construction project, or contract with a community organization to help with attendance outreach.

    Federal officials have said they would look especially favorably on applications to spend the money beyond the usual timeline on Biden administration priorities, such as intensive tutoring, efforts to boost attendance, and extra instructional time.

    Delaware, Kansas, Kentucky, Nebraska, and Puerto Rico have already applied for and received spending extensions on behalf of some districts and schools. These extensions cover some $1.1 billion in aid, federal officials said.

    Several other states, including Colorado, Illinois, Maryland, Michigan, Mississippi, New Jersey, New York, Tennessee, and Washington, D.C., told Chalkbeat that they intended to apply for spending extensions in the coming weeks or months.

    Nationwide, schools have already spent about $1.5 billion beyond original deadlines after getting extensions on their first two aid packages, federal officials said.

    Schools have struggled for a number of reasons to spend down their pandemic aid, though often not for lack of need.

    Construction delays held up spending in Mississippi, where schools spent a large share of aid on building projects. Meanwhile, supply-chain issues slowed spending in Tennessee and Illinois.

    In Colorado, some schools had trouble filling certain educator positions amidst national shortages, or they planned to hire a company to provide training and were still waiting for that service to come through, Meyer wrote.

    In other cases, not as many students or staff showed up to certain activities like summer school or after-school programs as originally anticipated, so they ended up costing less than expected.

    Chalkbeat is a nonprofit news organization covering public education.

    Related:
    Federal COVID relief dollars improved student test scores, two new studies find
    As COVID relief spending deadlines loom, one district moves ahead with an uncommon tech plan
    For more news on pandemic aid, visit eSN’s Educational Leadership hub

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    Kalyn Belsha, Chalkbeat

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  • Governor Highlights Florida Prepaid Program Success, Encourages Parents to Claim Refunds

    Governor Highlights Florida Prepaid Program Success, Encourages Parents to Claim Refunds

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    During National College Savings Month, Governor Ron DeSantis announced record refunds to parents through the Florida Prepaid program and encourages all Florida families to take advantage of an affordable prepaid college plan.

    In total, Florida has returned nearly $1 billion to Florida families through Prepaid Florida refunds. Florida Prepaid is the largest and longest running prepaid program of its kind, with a 35-year track record of helping over 1.2 million Florida families save for college so they can graduate and enter the workforce without burdensome loan debts.

    “Because of our focus on academic achievement and fiscal responsibility, Florida has both the number one ranked higher education system and the lowest tuition in the country,” said Republican Governor Ron DeSantis. “Florida’s flexible college savings options like the Florida Prepaid program allow parents to get a head start on paying for the future, and even get money back when tuition stays low. And because I have ensured tuition has not been raised in Florida since I’ve become Governor, we have another round of refunds available for parents now.”

    The Florida Prepaid college saving program allows Florida families to lock in future tuition costs at today’s prices. Because the program factors in what tuition may cost in the future, parents receive a refund if tuition stays lower than what is predicted, often resulting in thousands of dollars back.

    “Florida is setting an example for the rest of the nation for ensuring that students can access higher education without taking on high amounts of debt,” said Florida Department of Education Commissioner Manny Diaz, Jr. “I am proud that Florida not only offers options like Florida Prepaid, but we are also returning money to parents because Governor DeSantis has kept tuition low.”

    “There is a national narrative that higher education is extremely costly and not worth it. As the number one state for higher education for eight years in a row, Florida universities are a great return on investment. Florida has held tuition and fees flat and continues to prioritize textbook affordability,” said Ray Rodrigues, Chancellor of the State University System of Florida. “National College Savings Month provides an opportunity to highlight the affordability of our public institutions and the benefit Florida’s Prepaid College Savings Programs offer to families.”

    Since Governor DeSantis took office, Florida has secured two rollbacks on Florida Prepaid Plan rates, one in 2020 and another earlier this year. These rollbacks have resulted in hundreds of thousands of families paying less, with their prepaid plan rates being reduced by a cumulative amount of $2.6 billion. In fact, more than 40,000 families still need to collect their 2024 refund, with over $130 million in unclaimed refunds.

    To find out if you have an unclaimed refund, please login to your Florida Prepaid account.

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  • 5 ways to use crafts to drive deeper learning  

    5 ways to use crafts to drive deeper learning  

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    Key points:

    Who doesn’t love arts and crafts? From the early days of kindergarten, teachers have used crafts as a way to foster students’ curiosity, creativity, and critical thinking skills. This type of hands-on learning is often more fun than sitting at a desk and taking notes. It can even boost student communication and collaboration when they work in groups.

    Still, classroom crafts have the potential to be something much greater. By adhering to five simple strategies, teachers can elevate the role of crafts in our classrooms, transforming them from simple, aesthetic activities into powerful learning experiences that drive deeper understanding and engagement.

    Let’s dive into the five key strategies that will help foster critical thinking, problem-solving, and the application of knowledge in ways that truly resonate with our students:

    1. Optimize: This first strategy is all about taking a simple craft and measuring how it performs. Instead of just making a model, push students to optimize their designs. For instance, rather than students creating a flower out of different materials, teachers could challenge them to design a hand-crafted pollinator that can transfer pollen as effectively as possible from one flower to another. Give the class specific criteria for success, as well as constraints under which they need to operate. This encourages creative thinking and helps students understand the value of efficiency.  
    2. Iterate: In engineering, iteration is everything. We want our students to embrace the process of designing, building, testing, and refining their projects. One common strategy is to have students build the tallest tower they can that will also survive a shake table’s earthquake. Students design a tower, calculate the cost of materials, record its height, and then evaluate how well it performs. Once the test has concluded, they go back and see if they can make the tower even better! It shows students that learning isn’t about getting it right the first time–it’s about learning through the process.    
    3. Explain: It’s crucial that students can articulate their reasoning and understanding behind their creations. When they design something, they should be able to explain why it works and how it relates to the concepts they’re learning. This involves teaching students to think like scientists–make a claim, provide evidence, and explain their reasoning. This process can be used in a variety of activities, from having students share why their tower survived the shake table, to why their artificial pollinator is the most effective. What matters is that it supports the development of strong communication skills and a deeper grasp of the subject matter. 
    4. Evaluate: Critical thinking comes into play when students evaluate their work and the work of their peers. By assessing their designs against specific criteria, they learn to think critically about what makes a project successful and how it can be improved. Like iteration, evaluation and self-evaluation give students an opportunity to refine their work and explore new ideas. The best thing a student can do is to always ask, “Why?
    5. Impact: Finally, we want our students to think beyond the classroom and consider the real-world impact of their work. There are numerous examples of young people around the world who created astounding inventions to benefit their local community. By sharing these examples in class, students can learn that their knowledge is applicable to their own backyard. Whether it’s designing a solar-powered water heater or a braille printer from LEGO Mindstorms, students should understand how their innovations can make a difference. This strategy also encourages socially and environmentally responsible thinking.

    While there’s nothing wrong with traditional crafts, teachers can leverage these activities and develop the skills our students need to succeed in the 21st century. Now is the time to transform our classrooms with meaningful, hands-on activities that promote deeper learning through creative and thoughtful teaching practices. Let’s make every craft count!

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    Ben Talsma, Van Andel Institute for Education

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  • It’s been a decade since 43 students disappeared in Mexico. Their parents still fight for answers

    It’s been a decade since 43 students disappeared in Mexico. Their parents still fight for answers

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    Clemente Rodríguez has been documenting the long search for his missing son with tattoos. First, it was an ink drawing of a turtle — a symbol of 19-year-old Christian Rodríguez’s school — with a smaller turtle on its shell. Then, an image of Mexico’s patron saint, the Virgin of Guadalupe, accompanied by the number 43. Later, a tiger for strength and a dove for hope.”How else is my son going to know that I have been looking for him?” asked Rodríguez. To the heartbroken father, the body art is evidence that he never stopped searching — proof he could perhaps one day show to his boy.On Sept. 26, 2014, Christian Rodríguez, a tall boy who loved to folk dance and had just enrolled in a teachers college in the southern state of Guerrero, disappeared along with 42 classmates. Every year since, on the 26th of each month, Clemente Rodríguez, his wife, Luz María Telumbre, and other families meet at the Rural Normal School at Ayotzinapa and take a long bus ride to the capital, Mexico City, to demand answers.They will do so again next week, on the 10th anniversary of their sons’ disappearance.”It is hard, very hard,” Clemente Rodríguez said.Rodríguez and the other parents are not alone. The 43 students are among more than 115,000 people still reported as missing in Mexico, a reflection of numerous unresolved crimes in a country where human rights activists say violence, corruption and impunity have long been the norm.Over the years, authorities have offered different explanations. The previous administration of President Enrique Peña Nieto said that the students were attacked by security forces linked to a local drug cartel, and that the bodies were then turned over to organized crime figures, who burned their bodies in a dump and threw their ashes in a river. A bone fragment of one of the students was later found in the river.President Andrés Manuel López Obrador’s administration confirmed the source of the attack. But the current justice department — along with the Interamerican Commission on Human Rights and a Truth Commission formed specifically to investigate the students’ disappearance — refuted the story about the incineration of the bodies in a dump. They accused top former officials of planting the bone fragment in the river to suit their narrative. They also unearthed clues in a different location, including bone fragments from one of Christian’s feet.But the families still don’t have any solid answers about what happened to the students. For his part, Clemente Rodríguez is far from convinced that his son is dead. Not long after the students disappeared, parents took matters into their own hands, charging into remote, often gang-controlled mountain towns to search for their children. They encountered others who had been displaced by violence. Fear was everywhere.”When I left the house, I never knew if I would come back alive,” Rodríguez said.During the search, Christina Bautista, the 49-year-old mother of missing student Benjamin Ascencio, says strangers told her they’d been searching for a son for three years or a daughter for five. She had thought it would be a matter of weeks.”I couldn’t take it, I took off running,” she said. “How could there be so many disappeared?”Dozens of bodies were found, but not those of their children. A decade of fighting to keep the case alive has turned the parents’ lives inside out. Before his son’s disappearance, Rodríguez sold jugs of water from the back of his pickup and tended a small menagerie of animals in the town of Tixtla, not far from the school. Telumbre sold handmade tortillas cooked over a wood fire. When the students vanished, however, they dropped everything. Parents sold or abandoned their animals, left fields untended and entrusted grandparents with the care of other children.Rodríguez, 56, has since managed to partially reassemble his clutch of livestock and has planted some corn on the family’s plot of land. The family’s main income, however, comes from homemade crafts sold on trips to Mexico City: mats woven from reeds; bottles of an uncle’s locally brewed mezcal decorated with twine and colorful tiger faces; and cloth napkins embroidered by Telumbre.Sometimes the stocky, soft-spoken Rodríguez visits his land to think or to release his anger and sadness. “I start to cry, let it all go,” he said.Parents also find solace at the Rural Normal School at Ayotzinapa. The school, which trains students to teach in poor remote villages, is part of a network of rural educational facilities with a long history of radical activism. School walls painted with slogans demanding justice for the missing students also display murals honoring Che Guevara and Karl Marx. For the poorest families, Ayotzinapa offers a way out: Students receive free room, board and an education. In exchange, they work. The atmosphere has militaristic undertones: New students’ heads are shaved and the first year is about discipline and survival. They are tasked with tending cattle, planting fields and commandeering buses to drive to protests in the capital. The students who disappeared in 2014 were abducted from five buses they had taken over in the city of Iguala, 120 kilometers (75 miles) north of the school.Parents arrived at Ayotzinapa little by little from villages deep in the mountains. They gathered on the school’s basketball court, a concrete pad under a pavilion where 43 chairs still hold photos of each of the missing students. In the years since, a certain codependency has developed. The school’s fight for justice is fueled by the parents’ grief and anger. The school’s students, meanwhile, “are our strong arm,” Bautista says. “Here is where the movement started.”Students treat the parents respectfully and affectionately, greeting them as “aunt” or “uncle” as they pass through the guarded gates.In late August, Rodríguez and other parents met for the last time with López Obrador, who leaves office at the end of this month.The exchange was a grave disappointment.”Right now, this administration is just like that of Enrique Peña Nieto,” Rodríguez said. “He’s tried to mock us” by hiding information, protecting the Army and insulting the families’ lawyers, he said. López Obrador continues to insist that his government has done its best to find answers. He cites dozens of arrests, including that of a former attorney general charged with obstructing justice. He has downplayed the role of the military, however. Years ago, López Obrador declared the students’ abduction a “state crime,” pointing to the involvement of local, state and federal authorities, including the Army.The families met in July with López Obrador’s successor, Claudia Sheinbaum, who will take office Oct. 1, but she made no promises or commitments. After the August meeting, Rodríguez posed for a portrait in the National Palace, his gaze firm and his fist raised.Like other parents, he vows to keep fighting. “During these 10 years, we have learned a lot about obfuscation … lies,” Rodríguez said. Top military and government authorities “have the answers,” he added. “They can reveal them.”

    Clemente Rodríguez has been documenting the long search for his missing son with tattoos.

    First, it was an ink drawing of a turtle — a symbol of 19-year-old Christian Rodríguez’s school — with a smaller turtle on its shell. Then, an image of Mexico’s patron saint, the Virgin of Guadalupe, accompanied by the number 43. Later, a tiger for strength and a dove for hope.

    “How else is my son going to know that I have been looking for him?” asked Rodríguez. To the heartbroken father, the body art is evidence that he never stopped searching — proof he could perhaps one day show to his boy.

    On Sept. 26, 2014, Christian Rodríguez, a tall boy who loved to folk dance and had just enrolled in a teachers college in the southern state of Guerrero, disappeared along with 42 classmates. Every year since, on the 26th of each month, Clemente Rodríguez, his wife, Luz María Telumbre, and other families meet at the Rural Normal School at Ayotzinapa and take a long bus ride to the capital, Mexico City, to demand answers.

    They will do so again next week, on the 10th anniversary of their sons’ disappearance.

    “It is hard, very hard,” Clemente Rodríguez said.

    Rodríguez and the other parents are not alone. The 43 students are among more than 115,000 people still reported as missing in Mexico, a reflection of numerous unresolved crimes in a country where human rights activists say violence, corruption and impunity have long been the norm.

    Over the years, authorities have offered different explanations. The previous administration of President Enrique Peña Nieto said that the students were attacked by security forces linked to a local drug cartel, and that the bodies were then turned over to organized crime figures, who burned their bodies in a dump and threw their ashes in a river. A bone fragment of one of the students was later found in the river.

    President Andrés Manuel López Obrador’s administration confirmed the source of the attack. But the current justice department — along with the Interamerican Commission on Human Rights and a Truth Commission formed specifically to investigate the students’ disappearance — refuted the story about the incineration of the bodies in a dump. They accused top former officials of planting the bone fragment in the river to suit their narrative. They also unearthed clues in a different location, including bone fragments from one of Christian’s feet.

    But the families still don’t have any solid answers about what happened to the students. For his part, Clemente Rodríguez is far from convinced that his son is dead.

    Not long after the students disappeared, parents took matters into their own hands, charging into remote, often gang-controlled mountain towns to search for their children. They encountered others who had been displaced by violence. Fear was everywhere.

    “When I left the house, I never knew if I would come back alive,” Rodríguez said.

    During the search, Christina Bautista, the 49-year-old mother of missing student Benjamin Ascencio, says strangers told her they’d been searching for a son for three years or a daughter for five. She had thought it would be a matter of weeks.

    “I couldn’t take it, I took off running,” she said. “How could there be so many disappeared?”

    Dozens of bodies were found, but not those of their children.

    A decade of fighting to keep the case alive has turned the parents’ lives inside out. Before his son’s disappearance, Rodríguez sold jugs of water from the back of his pickup and tended a small menagerie of animals in the town of Tixtla, not far from the school. Telumbre sold handmade tortillas cooked over a wood fire.

    When the students vanished, however, they dropped everything. Parents sold or abandoned their animals, left fields untended and entrusted grandparents with the care of other children.

    Rodríguez, 56, has since managed to partially reassemble his clutch of livestock and has planted some corn on the family’s plot of land. The family’s main income, however, comes from homemade crafts sold on trips to Mexico City: mats woven from reeds; bottles of an uncle’s locally brewed mezcal decorated with twine and colorful tiger faces; and cloth napkins embroidered by Telumbre.

    Sometimes the stocky, soft-spoken Rodríguez visits his land to think or to release his anger and sadness. “I start to cry, let it all go,” he said.

    Parents also find solace at the Rural Normal School at Ayotzinapa.

    The school, which trains students to teach in poor remote villages, is part of a network of rural educational facilities with a long history of radical activism. School walls painted with slogans demanding justice for the missing students also display murals honoring Che Guevara and Karl Marx.

    For the poorest families, Ayotzinapa offers a way out: Students receive free room, board and an education. In exchange, they work.

    The atmosphere has militaristic undertones: New students’ heads are shaved and the first year is about discipline and survival. They are tasked with tending cattle, planting fields and commandeering buses to drive to protests in the capital. The students who disappeared in 2014 were abducted from five buses they had taken over in the city of Iguala, 120 kilometers (75 miles) north of the school.

    Parents arrived at Ayotzinapa little by little from villages deep in the mountains. They gathered on the school’s basketball court, a concrete pad under a pavilion where 43 chairs still hold photos of each of the missing students.

    In the years since, a certain codependency has developed. The school’s fight for justice is fueled by the parents’ grief and anger. The school’s students, meanwhile, “are our strong arm,” Bautista says. “Here is where the movement started.”

    Students treat the parents respectfully and affectionately, greeting them as “aunt” or “uncle” as they pass through the guarded gates.

    In late August, Rodríguez and other parents met for the last time with López Obrador, who leaves office at the end of this month.

    The exchange was a grave disappointment.

    “Right now, this administration is just like that of Enrique Peña Nieto,” Rodríguez said. “He’s tried to mock us” by hiding information, protecting the Army and insulting the families’ lawyers, he said.

    López Obrador continues to insist that his government has done its best to find answers. He cites dozens of arrests, including that of a former attorney general charged with obstructing justice. He has downplayed the role of the military, however. Years ago, López Obrador declared the students’ abduction a “state crime,” pointing to the involvement of local, state and federal authorities, including the Army.

    The families met in July with López Obrador’s successor, Claudia Sheinbaum, who will take office Oct. 1, but she made no promises or commitments.

    After the August meeting, Rodríguez posed for a portrait in the National Palace, his gaze firm and his fist raised.

    Like other parents, he vows to keep fighting.

    “During these 10 years, we have learned a lot about obfuscation … lies,” Rodríguez said. Top military and government authorities “have the answers,” he added.

    “They can reveal them.”

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  • Your Voice: After her successful performance at the Presidential debate, what would you like to see Democratic Presidential candidate Kamala Harris do next?

    Your Voice: After her successful performance at the Presidential debate, what would you like to see Democratic Presidential candidate Kamala Harris do next?

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    Credit: Julia Beverly/The Atlanta Voice
    Credit: Vincent Christie / The Atlanta Voice

    Tristan Fuller

    Atlanta

    “I would rather see Kamala Harris just keep campaigning, and I don’t want to see a mudslinging competition. I’d rather see them double down or whatever they believe in this campaign and do it straightforwardly. Because I don’t think there is a point to a mudslinging contest. We already know who each person is. We know the bad and the good. And now I’m just worried about the policies and what they will do when they get into office.”


    Credit: Vincent Christie / The Atlanta Voice

    Marvin Nesbitt

    Stone Mountain

    “What I think she needs to do now because she’s not going to probably not want to get another debate, I think it’s important for her to continue to put herself out there as much as possible with one-on-one interviews so that the American public get a chance to hear who she is and learn more about her, understand the position on policies. I think that, for the most part, most people have already decided who they’re going to vote for. But a small fraction of Americans are still trying to decide. I think for those individuals, it’s important that she continues to educate them on who she is, what she’s all about, and what her policies are… The margins are so small right now, and every little vote will count.”


    Credit: Vincent Christie / The Atlanta Voice

    Promised Gourdet

    Atlanta

    “Kamala has to have town hall meetings. She must put herself one-on-one with undecided people. I don’t think she has to worry about people who have decided too much. But those who are undecided have questions about her policies, her record, and what she did in California. She should be able to answer those questions for those people. They want to talk about her work in California. I know a lot of people are on the fence about her incarceration policies out in California. People would like to know her policies, in general, outside of Joe Biden and the Biden administration; how she will step forth as a president and be a leader instead of a supporter.”


    Credit: Vincent Christie / The Atlanta Voice

    Robert Ross

    Atlanta

    “I think Vice President Harris should continue doing what she is doing now, which I’m not saying anything and I believe that it’s important to do that because unlike President Trump, who can say whatever he wants to say, he still has the same people behind him, the people backing him. He can even go further into creating things, and they’ll support him. Vice President Harris, right now, has the advantage of having a unified party. By not saying anything, she’s not alienating anyone; therefore, everyone can continue to be behind her. We should start seeing specific things. She can run the risk of splitting the party, which we don’t need right now. That’s it.”


    Credit: Vincent Christie / The Atlanta Voice

    Lavashoin Lowery

    Atlanta

    “I think Kamala should keep doing what she’s doing. She should stay away from being polarizing. She should address everybody and keep smiling. It makes her more inviting. Another debate is warranted. She sounded very poised. She’s not polarizing and making sure the party is unified. She’s a spectacular candidate because she’s very inclusive. Like I said, I know the media, from the other standpoint, is trying to make her seem facetious because she smiles and laughs a lot. But it, to me, is very inviting and allows many people to come in. And she should do it. She will keep her statements non-polarizing and ensure the party is unified.”

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  • 2 students arrested with weapons at El Camino Fundamental High School in Sacramento

    2 students arrested with weapons at El Camino Fundamental High School in Sacramento

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    THESE THREATS, AND TWO STUDENTS WERE ARRESTED FOR BRINGING WEAPONS TO SCHOOL IN SACRAMENTO. DEPUTIES SAY SCHOOL STAFF FOUND THE TWO STUDENTS WITH WEAPONS AROUND 930 THIS MORNING AT EL CAMINO FUNDAMENTAL HIGH SCHOOL. A 14 YEAR OLD REPORTEDLY HAD AN AIRSOFT GUN WITH THE ORANGE TIP REMOVED IN HIS WAISTBAND. HE’S NOW BEEN SENT TO JUVENILE HALL OFFICIALS SAY A 15 YEAR OLD HAD TWO POCKET KNIVES. HE WAS RELEASED TO HIS PARENTS. THE SHERIFF’S OFFICE SAYS WHILE THE TWO STUDENTS KNEW EA

    2 students arrested with weapons at El Camino Fundamental High School in Sacramento

    The students knew each other but did not appear to have collaborated or be planning violence, the sheriff’s office said.

    Two students were arrested with weapons Monday morning at El Camino Fundamental High School in Sacramento, according to the sheriff’s office.A 14-year-old had been showing other students what appeared to be a handgun in his waistband. The gun was actually an airsoft pistol with its orange tip removed. He was taken to Juvenile Hall. The other student, a 15-year-old, was found to be in possession of two knives. He was cited and released to his parents. The students knew each other but did not appear to have collaborated or be planning violence, the sheriff’s office said. The arrests are the latest among several involving weapons at schools or social media threats of violence in recent days across the region.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter

    Two students were arrested with weapons Monday morning at El Camino Fundamental High School in Sacramento, according to the sheriff’s office.

    A 14-year-old had been showing other students what appeared to be a handgun in his waistband. The gun was actually an airsoft pistol with its orange tip removed. He was taken to Juvenile Hall.

    The other student, a 15-year-old, was found to be in possession of two knives. He was cited and released to his parents.

    The students knew each other but did not appear to have collaborated or be planning violence, the sheriff’s office said.

    The arrests are the latest among several involving weapons at schools or social media threats of violence in recent days across the region.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter

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  • Beyond the bookshelves: 3 ways school libraries have evolved to meet students’ needs

    Beyond the bookshelves: 3 ways school libraries have evolved to meet students’ needs

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    Key points:

    School libraries have undergone a significant shift over the years, adapting to changes in technology, education philosophies, and the dynamic needs of students. Once simply a quiet space to check out books, libraries have evolved to provide students with a holistic and interactive learning experience. 

    Over the past several years, these spaces have transformed into collaborative areas that encourage group work, discussions, and hands-on activities, promoting creativity and innovation–ultimately becoming instrumental in shaping well-rounded, adaptable learners. 

    While still a repository for information, there has been a major shift from traditional print materials to a blend of physical and digital resources including: e-books, online databases, and multimedia resources to support diverse learning levels. Librarians and media specialists are now tasked with not only ensuring students and educators have easy access to essential physical media and textbooks, but also efficiently managing an infinite amount of digital resources. 

    Here are three ways school districts are using libraries as a venue to provide students with effective, personalized approaches to learning: 

    Flexible spaces 

    School libraries have shifted to interactive spaces, equipped with 3D printers, coding kits, multimedia production equipment, whiteboards, games, and other tools that encourage communication and teamwork. Traditional beige, rigid layouts with rows of bookshelves and tables have given way to open, adaptable spaces that accommodate group work, discussions and various learning activities. Libraries now incorporate mixed-use furniture, movable partitions, and diverse seating arrangements to create spaces that can be easily reconfigured to accommodate various group sizes and activities. Design elements such as writable surfaces, multimedia stations, and intentionally placed power outlets are integrated to support collaborative projects and technology use. For instance, in our library, we have bike desks and crafting stations, and recently our students engineered a Makerspace-style mini-golf course throughout the aisles of our non-fiction section using found materials. 

    This shift reflects a move toward active and collaborative learning environments, as well as provides students with the tools and resources to engage in hands-on, creative learning projects. These modern spaces encourage creativity, innovation, problem-solving, and integration of STEM concepts, while giving students a “brain break” from traditional classroom learning. 

    By embracing flexible learning spaces, libraries are transforming into dynamic centers that not only house information but actively encourage social interaction, teamwork, and the development of crucial collaborative skills essential for success in today’s interconnected world. 

    The digital shift 

    Along with traditional physical materials, school libraries now also house a wealth of digital tools, including e-books, online databases and multimedia resources. Especially relevant during periods of remote or hybrid learning, educational technology can grant students remote access to library resources before or after school, or in the event of an absence. Adopting student-centric digital platforms empowers learners to conveniently access essential learning materials, online databases, and educational software independently from anywhere, promoting continuous learning and opportunities for enrichment outside the physical school environment.

    Integrating with edtech software and e-learning platforms allows librarians to collaborate with teachers in delivering digital content and resources directly to students, facilitating a seamless connection between classroom instruction and library resources. 

    By understanding and embracing digital media trends, school libraries are not only adapting to the changing educational landscape, but also playing a pivotal role in fostering digital literacy, creativity and innovation among students. 

    Partnering with a resource management system 

    Library resource management software enables librarians and media specialists to effectively manage physical and digital resources efficiently, inducing cataloging, circulation and inventory management, ultimately streamlining library operations. Valuable analytics provide insights into resource usage patterns, students’ reading habits, preferences, and overall engagement with library materials. This enables librarians to make recommendations for resources that align with students’ interests and learning preferences. It also provides the ability to curate collections that reflect diverse perspectives and cultures fostering inclusivity and equal learning opportunities to broaden students’ world views. 

    Adopting a data-driven approach can inform librarians about the effectiveness of certain materials and guide future collection development, ultimately reducing the need for over-purchasing, duplicate spending or underutilization of resources, which results in efficient time management and cost savings. 

    Changes in our schools’ libraries reflect the broader educational shift towards preparing students for the demands of the 21st century, where digital literacy, collaboration, and adaptability are essential skills for success. Shifting the focus from a “traditional library” to a space that promotes lifelong learning skills prepares students for continuous learning in an ever-changing world, contributing to the development of students’ critical thinking, research skills, and overall academic success.

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    Carrie Friday, Melbourne High School

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  • North Carolina Virtual Academy Summer Camp Boosts Third Grade Reading Proficiency Through Reading Eggs Program

    North Carolina Virtual Academy Summer Camp Boosts Third Grade Reading Proficiency Through Reading Eggs Program

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    NEW YORK  North Carolina Virtual Academy (NCVA) and 3P Learning announced new results from an online summer learning camp focused on improving reading proficiency among third grade students. More than 70 third graders who had not yet shown proficiency on the End-of-Grade (EOG) test or Read to Achieve test participated in the three-week camp.

    After working with 3P Learning’s Reading Eggs program for 30 minutes each day for just three weeks, 77% of students showed significant improvement in reading, allowing them to progress from grade three to grade four.

    The camp also yielded noteworthy results on the DIBELS 8th Edition Reading Assessment. Seventy-three percent of participants showed improvement in key areas, such as phonics, fluency, vocabulary and comprehension from the end of the school year to the summer benchmark assessment.

    “It’s important for young learners to have the time, resources and support needed to develop their reading skills,” said NCVA Principal Kelly Shanahan. “We’re proud of the students for putting effort into these vitally important skills that will carry them into the future. When asked which camp session was their favorite, the majority of students voted for Reading Eggs.”

    Reading Eggs, which satisfies Level III ESSA requirements, provides an engaging learning experience based on the five pillars of reading to build foundational literacy skills that are vital to early learners becoming successful readers and motivated students. Featuring tailored content for various age groups and skill levels, Reading Eggs creates personalized learning pathways for students based on results of their placement test. Educators leading the three-week NCVA summer camp selected Reading Eggs after seeing its positive impact on student engagement.

    “This measurable improvement in reading proficiency over the course of three weeks is remarkable, and it underscores the impact of programs that are accessible, practical and engaging for students,” said Allison Ireland, director of product at 3P Learning. “The academic growth achieved during the short time span, along with the enthusiastic response from students and teachers, highlights how the NCVA summer camp impacted this group of young readers.”

    Under the Read to Achieve law, North Carolina third graders who score at Level 1 or 2 in reading on the third grade EOG test are retained and not promoted to the fourth grade. Students can earn a “good cause exemption” and move to fourth grade by showing proficiency on a Read to Achieve test or by completing a reading portfolio. Read to Achieve also requires students to attend a summer reading camp if they do not show proficiency after third grade and do not qualify for a good cause exemption.

    To learn more about the Reading Eggs program used during the NCVA summer camp, visit https://readingeggs.com/back-to-school.

    About 3P Learning

    3P Learning is a global leader in online education for school-aged students and offers a multi-award-winning suite of programs covering mathematics (Mathletics and Mathseeds) and reading (Reading Eggs). Serving more than 18,000 schools in over 130 countries, our classroom solutions have been created by experienced educators and are backed by over 20 years of research.

    eSchool News Staff
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    ESchool News Staff

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  • 4Roots Opens Education Center on Farm Campus

    4Roots Opens Education Center on Farm Campus

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    The much-anticipated 4Roots Farm Campus opened the doors to its Education Center in Orlando to Valencia College students studying Plant Science and Agricultural Technology.

    The Education Center, the centerpiece of the first phase of the Farm Campus which includes a greenhouse and a walkable edible food forest, will serve as the “living classroom” for the Valencia students enrolled in Intro to Sustainable Agriculture.

    “From the very beginning, our vision for the Farm Campus focused on education,” explained John Rivers, President & CEO, 4Roots. “We want to teach people about the importance of healthy food, farmers about growing technologies that can enhance their crops, and students about the many careers that revolve around the agriculture industry,” he continued. “These students will be surrounded by some of the most advanced technologies in the world. I hope it inspires them to pursue a career in this exciting industry.”

    The students studying Sustainable Agriculture will be collecting data on parameters relating to soil health, followed by growing various crops throughout the semester.

    “The partnership between Valencia and 4Roots is providing cutting-edge opportunities for students to learn through working in a hands-on professional environment at one of the most high-tech and modern sustainable community farming facilities in the country,” said Dr. Lisa Macon, Launch Director, School of Engineering, Technology & Advanced Manufacturing, Valencia College. “Being able to take classes in a Learning Building Challenge building on site, such as the Education Center is a once-in-a-lifetime opportunity for students to experience a truly sustainable learning environment. Not only are students benefiting from the experience, but Valencia is also able to attract more students to these unique learning experiences that are in high demand by today’s socially conscious higher-ed learners,” she concluded.

    The 4Roots Education Building is the first building constructed in the state of Florida that meets the “Living Building Challenge” criteria, constructed to put more energy back into natural resources than it takes out. The building is energy and water net positive and will generate a minimum of 5% energy to be filtered through the Farm Campus or distributed through the OUC microgrid. The Education Building is also a great example to the students of how sustainability is not just how crops are grown, but something else to be considered along with various other aspects of any project.

    “This state of the art facility, including the greenhouse, classroom and permaculture area will enhance Valencia students’ experience by providing an array of diverse agricultural models on a larger scale than previously available,” said Dr. Javier A. Garcés, Professor & Program Chair, Plant Science & Agricultural Technology Program at Valencia College.

    The 4Roots Farm Campus, located in The Packing District, is in the heart of Orlando’s emerging neighborhood.

    It invites the community to gather and collaborate on the creation of a robust local food system. With a diverse range of growing systems, it offers a unique hands-on learning experience that highlights innovative and sustainable practices and technologies from around the world.

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  • More officers, speed cameras added to Howard Co. back-to-school enforcement – WTOP News

    More officers, speed cameras added to Howard Co. back-to-school enforcement – WTOP News

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    Drivers passing through school zones in Howard County in Maryland this week will see some extra police cars, cameras and new lighted stop signs to help keep students safe as they head back to class. 

    Drivers passing through school zones in Howard County, Maryland, this week will see some extra police cars, cameras and new lighted stop signs to help keep students safe as they head back to class.

    The extra enforcement is part of an annual plan called Helping Arriving Students Through Enforcement, or H.A.S.T.E., to keep the roads around schools safer for students, parents and children.

    Additional police officers will be on roadways around schools in Howard County for the first three weeks of the new school year.

    “Officers will focus on drivers who are speeding, failing to stop for pedestrians or driving distracted in those areas,” Howard County police said in a news release. “They also will be checking for seat belt and child safety seat use to ensure all occupants are properly restrained.”

    Additionally, police officers are reminding drivers that the county’s school buses have cameras on the outside to catch vehicles from passing buses illegally. A fine for that is $250 in the county.

    Getting caught by the speed cameras in school zones will cost drivers a $40 fine. The county posts where those speed cameras are and where they are moved online.

    The crossing guards on roads surrounding the schools will also be a little easier to see. They will be provided lighted stop signs using funds that were collected from fines through HCPD’s Automated Enforcement programs.

    Get breaking news and daily headlines delivered to your email inbox by signing up here.

    © 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Valerie Bonk

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  • Why one middle school band director dresses up for his morning traffic duty

    Why one middle school band director dresses up for his morning traffic duty

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    A middle school teacher is making morning drop-off more fun with unique costumes. Adam Joiner has been working at Thomas Jefferson Middle School for about 15 years. He is the band director for students enrolled in music courses, but he is known school-wide for the costumes he wears while directing morning traffic.Over the years, Joiner has dressed up as Harry Potter, Waldo from “Where’s Waldo?,” Gru from “Despicable Me” and more. When sister station WXII visited Thomas Jefferson Middle School, Joiner’s giant chef hat made him easy to spot among the dozens of cars dropping off students. Along with the hat, Joiner was wearing a small apron and a traffic vest. In one hand, he had an oversized whisk, and in the other, he had a hand-held stop sign. Along with the chef costume, Joiner had a fitting slogan for parents.“I tell them they shouldn’t cook up trouble because that’s my job,” he said. Joiner says the tradition of wearing costumes actually began with wearing funky socks with sandals. Kids noticed and began giving him fun hats to wear. From there, the tradition evolved into full costumes. Joiner says the costumes not only get parents to notice him in traffic, but also give students a fun start to the day. “One of the biggest things in schools is following rules is important, and oftentimes, we’re hard on them at the very beginning. ‘You’ve got to step in line, you’ve got to sit down, you’ve got to stop talking,’” Joiner said. “The first experience is often negative, and I want their first experience to be positive.”He says it also turns traffic from a negative experience into a positive one.“Parents hate it, kids hate it, teachers hate it,” he said. “And this diffuses that.”On a typical morning, Joiner says he wears one of his nearly 150 hats for morning drop-off. He saves the full costumes for Fridays.However, for the first day of school on Monday, Aug. 12, he decided to go all out. He decided to become the villain from “The Little Mermaid,” Ursula, sporting blow-up tentacles and a mask.“I was coming up with ‘Poor, Unfortunate Soul’ lyrics all week, and so I sang them as they came in,” Joiner said. Other staff members in the car line expressed their admiration for Joiner’s dedication to dressing up. Among them is Jefferson’s principal, Jessica Gillespie-Johnson.“It’s amazing. I love being out here in the morning with the music playing and him down there,” she said. “It gives the kids a great way to come into the building. It’s very welcoming.”Joiner says dressing up is also fun for him and helps him develop relationships with students and parents. “It’s not about the pencil and the paper,” Joiner said. “It’s about having a great time learning stuff, and this helps kind of initiate that.”He has no intention of stopping, so students and parents can enjoy his costumes for many mornings to come. “Who knows what will come next!” he said.

    A middle school teacher is making morning drop-off more fun with unique costumes.

    Adam Joiner has been working at Thomas Jefferson Middle School for about 15 years. He is the band director for students enrolled in music courses, but he is known school-wide for the costumes he wears while directing morning traffic.

    Over the years, Joiner has dressed up as Harry Potter, Waldo from “Where’s Waldo?,” Gru from “Despicable Me” and more.

    When sister station WXII visited Thomas Jefferson Middle School, Joiner’s giant chef hat made him easy to spot among the dozens of cars dropping off students.

    Along with the hat, Joiner was wearing a small apron and a traffic vest. In one hand, he had an oversized whisk, and in the other, he had a hand-held stop sign.

    Along with the chef costume, Joiner had a fitting slogan for parents.

    “I tell them they shouldn’t cook up trouble because that’s my job,” he said.

    Joiner says the tradition of wearing costumes actually began with wearing funky socks with sandals. Kids noticed and began giving him fun hats to wear. From there, the tradition evolved into full costumes.

    Joiner says the costumes not only get parents to notice him in traffic, but also give students a fun start to the day.

    “One of the biggest things in schools is following rules is important, and oftentimes, we’re hard on them at the very beginning. ‘You’ve got to step in line, you’ve got to sit down, you’ve got to stop talking,’” Joiner said. “The first experience is often negative, and I want their first experience to be positive.”

    He says it also turns traffic from a negative experience into a positive one.

    “Parents hate it, kids hate it, teachers hate it,” he said. “And this diffuses that.”

    On a typical morning, Joiner says he wears one of his nearly 150 hats for morning drop-off. He saves the full costumes for Fridays.

    However, for the first day of school on Monday, Aug. 12, he decided to go all out. He decided to become the villain from “The Little Mermaid,” Ursula, sporting blow-up tentacles and a mask.

    “I was coming up with ‘Poor, Unfortunate Soul’ lyrics all week, and so I sang them as they came in,” Joiner said.

    Other staff members in the car line expressed their admiration for Joiner’s dedication to dressing up. Among them is Jefferson’s principal, Jessica Gillespie-Johnson.

    “It’s amazing. I love being out here in the morning with the music playing and him down there,” she said. “It gives the kids a great way to come into the building. It’s very welcoming.”

    Joiner says dressing up is also fun for him and helps him develop relationships with students and parents.

    “It’s not about the pencil and the paper,” Joiner said. “It’s about having a great time learning stuff, and this helps kind of initiate that.”

    He has no intention of stopping, so students and parents can enjoy his costumes for many mornings to come.

    “Who knows what will come next!” he said.

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  • Why one middle school band director dresses up for his morning traffic duty

    Why one middle school band director dresses up for his morning traffic duty

    [ad_1]

    A middle school teacher is making morning drop-off more fun with unique costumes. Adam Joiner has been working at Thomas Jefferson Middle School for about 15 years. He is the band director for students enrolled in music courses, but he is known school-wide for the costumes he wears while directing morning traffic.Over the years, Joiner has dressed up as Harry Potter, Waldo from “Where’s Waldo?,” Gru from “Despicable Me” and more. When sister station WXII visited Thomas Jefferson Middle School, Joiner’s giant chef hat made him easy to spot among the dozens of cars dropping off students. Along with the hat, Joiner was wearing a small apron and a traffic vest. In one hand, he had an oversized whisk, and in the other, he had a hand-held stop sign. Along with the chef costume, Joiner had a fitting slogan for parents.“I tell them they shouldn’t cook up trouble because that’s my job,” he said. Joiner says the tradition of wearing costumes actually began with wearing funky socks with sandals. Kids noticed and began giving him fun hats to wear. From there, the tradition evolved into full costumes. Joiner says the costumes not only get parents to notice him in traffic, but also give students a fun start to the day. “One of the biggest things in schools is following rules is important, and oftentimes, we’re hard on them at the very beginning. ‘You’ve got to step in line, you’ve got to sit down, you’ve got to stop talking,’” Joiner said. “The first experience is often negative, and I want their first experience to be positive.”He says it also turns traffic from a negative experience into a positive one.“Parents hate it, kids hate it, teachers hate it,” he said. “And this diffuses that.”On a typical morning, Joiner says he wears one of his nearly 150 hats for morning drop-off. He saves the full costumes for Fridays.However, for the first day of school on Monday, Aug. 12, he decided to go all out. He decided to become the villain from “The Little Mermaid,” Ursula, sporting blow-up tentacles and a mask.“I was coming up with ‘Poor, Unfortunate Soul’ lyrics all week, and so I sang them as they came in,” Joiner said. Other staff members in the car line expressed their admiration for Joiner’s dedication to dressing up. Among them is Jefferson’s principal, Jessica Gillespie-Johnson.“It’s amazing. I love being out here in the morning with the music playing and him down there,” she said. “It gives the kids a great way to come into the building. It’s very welcoming.”Joiner says dressing up is also fun for him and helps him develop relationships with students and parents. “It’s not about the pencil and the paper,” Joiner said. “It’s about having a great time learning stuff, and this helps kind of initiate that.”He has no intention of stopping, so students and parents can enjoy his costumes for many mornings to come. “Who knows what will come next!” he said.

    A middle school teacher is making morning drop-off more fun with unique costumes.

    Adam Joiner has been working at Thomas Jefferson Middle School for about 15 years. He is the band director for students enrolled in music courses, but he is known school-wide for the costumes he wears while directing morning traffic.

    Over the years, Joiner has dressed up as Harry Potter, Waldo from “Where’s Waldo?,” Gru from “Despicable Me” and more.

    When sister station WXII visited Thomas Jefferson Middle School, Joiner’s giant chef hat made him easy to spot among the dozens of cars dropping off students.

    Along with the hat, Joiner was wearing a small apron and a traffic vest. In one hand, he had an oversized whisk, and in the other, he had a hand-held stop sign.

    Along with the chef costume, Joiner had a fitting slogan for parents.

    “I tell them they shouldn’t cook up trouble because that’s my job,” he said.

    Joiner says the tradition of wearing costumes actually began with wearing funky socks with sandals. Kids noticed and began giving him fun hats to wear. From there, the tradition evolved into full costumes.

    Joiner says the costumes not only get parents to notice him in traffic, but also give students a fun start to the day.

    “One of the biggest things in schools is following rules is important, and oftentimes, we’re hard on them at the very beginning. ‘You’ve got to step in line, you’ve got to sit down, you’ve got to stop talking,’” Joiner said. “The first experience is often negative, and I want their first experience to be positive.”

    He says it also turns traffic from a negative experience into a positive one.

    “Parents hate it, kids hate it, teachers hate it,” he said. “And this diffuses that.”

    On a typical morning, Joiner says he wears one of his nearly 150 hats for morning drop-off. He saves the full costumes for Fridays.

    However, for the first day of school on Monday, Aug. 12, he decided to go all out. He decided to become the villain from “The Little Mermaid,” Ursula, sporting blow-up tentacles and a mask.

    “I was coming up with ‘Poor, Unfortunate Soul’ lyrics all week, and so I sang them as they came in,” Joiner said.

    Other staff members in the car line expressed their admiration for Joiner’s dedication to dressing up. Among them is Jefferson’s principal, Jessica Gillespie-Johnson.

    “It’s amazing. I love being out here in the morning with the music playing and him down there,” she said. “It gives the kids a great way to come into the building. It’s very welcoming.”

    Joiner says dressing up is also fun for him and helps him develop relationships with students and parents.

    “It’s not about the pencil and the paper,” Joiner said. “It’s about having a great time learning stuff, and this helps kind of initiate that.”

    He has no intention of stopping, so students and parents can enjoy his costumes for many mornings to come.

    “Who knows what will come next!” he said.

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    Source link

  • Critical thinking in the digital age of AI: Information literacy is key

    Critical thinking in the digital age of AI: Information literacy is key

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    Key points:

    From New York to Texas, the pro-Palestinian protests sweeping U.S. colleges have become a flashpoint for viral disinformation, from falsely attributed “Jewish genocide” chants to debunked claims of Hamas presence. With the tenor of allegations reaching a fever pitch, Columbia University students have even launched their own fact-checking Twitter account. As this highly-charged moment collides with a hyper-partisan landscape, it offers a stark reminder of how disinformation thrives at the intersection of fierce emotions and polarized politics, threatening to drown out nuance, facts, and good-faith dialogue when they are needed most. All of this points to the urgency of tackling disinformation through information literacy.

    Disinformation has long played a role in global events. Technological change and increasingly global communications have made the deliberate spread of inaccurate information faster and more impactful. With the birth of AI, disinformation has entered a new era, rendering it critical to teach students how to question sources, spot fakes and be discerning consumers of news, social media, and information.  

    AI has dramatically complicated the information landscape by rapidly generating and amplifying deceptive narratives, deepfakes, and AI-generated visuals, drawing concern from global leaders as a major emerging challenge. The World Economic Forum’s latest Global Risks Report, which surveyed experts from academia, business, government, the international community, and civil society, named misinformation and disinformation from AI as the top global risk over the next two years–ahead of climate change and war.

    The stakes are high, especially as the U.S. approaches a critical election year–one that will undoubtedly be subject to disinformation, a force that voters will remember as having played a critical role in the 2016 and 2020 elections.

    As an academic who has studied how digital technology is used by governments and non-state actors for the purposes of repression and information control, these issues are especially concerning. There is an urgent need to promote greater critical thinking among young people, to give them the tools to detect what information is authentic and what has been manipulated. Information literacy, specifically across digital platforms, should be a mandatory part of every K-12 curriculum, to combat the rise of disinformation and develop more discerning students ready to take on an AI-driven future.

    How and where disinformation can take place

    Disinformation can show up anywhere, but it thrives on stories that appeal to emotions. Election issues and partisan politics are a prime example. During the pandemic, COVID-19 disinformation narratives, spanning the bizarre claims that the disease is spread by 5G and other conspiracies, spread faster than the virus itself–thanks to digital technology. Anti-vaccine groups essentially tricked Facebook’s algorithms into allowing posts that spread disinformation by using a carrot emoji in place of the word “vaccine.” Looking at climate change–another highly polarized and partisan issue–a probe into a subset of social media accounts revealed hundreds of AI-generated and stolen pictures used in greenwashing campaigns.

    Praying on the emotions that emerged after the deadly October 7th attacks and the ensuing attacks on Gaza, deepfakes powered by AI have spread at an unprecedented pace. Soon after October 7th, a fake story emerged that Qatar had threatened to cut off the world’s natural gas supply if Israel didn’t stop its bombing in Gaza, garnering millions of views before it was ultimately debunked. More recently, the United Nations Relief and Works Agency (UNRWA) has been a target of disinformation, thanks to a network of fake accounts and websites that have collaborated to spread accusations about the agency’s ties with Hamas. 

    Not only is disinformation incredibly damaging to the delivery of accurate, verifiable information, it has eroded the public’s trust in some of our most reliable institutions. Only 32 percent of Americans say they trust the mass media, a figure that is tied with record-low levels in 2016.

    Engaging with disinformation and AI as teachable moments

    Disinformation can be rectified through fact checking, but in many cases, a false story has already done its damage before it is corrected. Another strategy is ‘prebunking,’ a technique gaining momentum that helps to build preemptive resilience to misinformation.

    We can combat the spread of disinformation by encouraging and teaching more critical thinking, especially about AI, algorithms, and deception, and the value of greater subject matter knowledge.  

    Whether you are a teacher in K-12 schools, a university instructor, or simply an individual who actively engages in online platforms, there are many steps that can be taken to ensure a greater understanding and literacy around disinformation and AI. This will in turn instill greater trust in the institutions and organizations that disseminate the information we are seeking.

    Context-based case studies, such as videos of celebrities and influencers, can serve as important teaching moments. In my classes, I’ve challenged students to discern what is a deepfake or AI-generated image through exercises such as reverse image searches. This teaches them to detect clues such as fuzzy details, inconsistent lighting, out-of-sync audio and visuals, and the credibility of the image source. We spend time analyzing and discussing the spread, origins, and nature of social media manipulation, which equips students with important data literacy skills.

    Bringing the study of disinformation to the classroom

    What we know about the world ultimately informs how we approach disinformation and deception. Today’s students need a cross-disciplinary approach that starts early, so the foundations of critical thinking and information literacy are instilled at a young age and stick with them as they grow and mature.

    In Finland, media literacy constitutes a core component part of the national curriculum, starting in preschool. They start with understanding the basic elements of media, and build from there to understand more complex elements, such as identifying sources. It is not a single subject–rather, it is taught across different disciplines, including Finnish language and literature, math, and art to grow a well-rounded set of analytical skills. In a survey published by the Open Society Institute in Bulgaria, Finland has ranked No. 1 of 41 European countries on resilience against misinformation for the fifth time in a row. Finland’s population also has a higher level of trust in news and other institutions, with 76 percent of Finns considering print and digital newspapers to be reliable, according to a survey conducted by market research company IRO research.

    There is no denying the impact of disinformation and the stronghold it is having on political processes around the world. We will doubtless see the use of disinformation throughout 2024 U.S. presidential election battle, but a concerted effort on developing greater critical thinking can help alleviate the impact. By becoming more knowledgeable about what disinformation is, as well as different countries, cultures, and subjects, we can better navigate the array of disinformation scenarios in the digital world and foster a questioning mindset.

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    Dr. Marc Owen Jones, Northwestern University in Qatar

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  • Understanding cognitive development in students via Piaget’s Theory

    Understanding cognitive development in students via Piaget’s Theory

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    Key points:

    In the ever-evolving landscape of education, it is important to understand how students think and learn so as to be able to teach effectively. Jean Piaget, a Swiss psychologist, profoundly impacted educational theory with his comprehensive theory of cognitive development. His work was developed in the mid-20th century, but it remains highly relevant and influential in today’s classrooms.

    Piaget’s stages of cognitive development

    Piaget proposed that children move through four distinct stages of cognitive development. Each stage represents a different way of thinking and understanding the world. The concepts can be applied in the classroom.

    1. Sensorimotor stage (birth to 2 years)

      In the sensorimotor stage, infants learn about the world through their senses and actions. This stage is characterized by the development of object permanence, which is the understanding that objects continue to exist even when they cannot be seen, heard, or touched.

      In early education, incorporating sensory activities and interactive play can greatly benefit infants and toddlers. Sensory experiences (i.e., tactile play with different textures, auditory stimulation through music, and visual exploration with bright colors and shapes) help stimulate and develop the senses of infants and toddlers. Additionally, engaging them in interactive play activities (i.e., peek-a-boo) encourages movement and interaction, which aids in developing essential cognitive skills, such as object permanence.

      2. Preoperational stage (2-7 years old)

      During the preoperational stage, children begin to use language and think symbolically, but their thinking is still intuitive and egocentric. They struggle with understanding the perspective of others and exhibit centration, and focus on one aspect of a situation at a time.

      In early childhood education, fostering language development and utilizing play-based learning are essential. Language skills can be nurtured through storytelling, singing, and conversations, which encourages children to express their thoughts and feelings. Play-based learning (i.e., role-playing games and imaginative play) helps children explore different perspectives and scenarios. Additionally, using concrete examples through visual aids and hands-on activities ensures that abstract concepts are made tangible and relatable thereby enhancing understanding and retention.

      3. Concrete operational stage (7-11 years old)

      In the concrete operational stage, children begin to think logically about concrete events. They understand the concepts of conservation, classification, and seriation, and can perform mental operations, but their thinking is still grounded in concrete experiences.

      In elementary education, incorporating hands-on activities, promoting group work, and using visual aids are crucial for effective learning. Hands-on activities (i.e., experiments, manipulatives, and real-world problem-solving tasks) require logical thinking and reasoning, which helps students grasp complex concepts. Group work fosters collaborative learning through projects and discussions, thereby encouraging students to consider different viewpoints and ideas. Additionally, visual aids like charts, diagrams, and models help students understand and organize information, making learning more accessible and engaging.

      4. Formal operational stage (12 years and up)

      In the formal operational stage, adolescents develop the ability to think abstractly, reason logically, and plan systematically. They can consider hypothetical situations and use deductive reasoning.

      In secondary education, challenging students with abstract thinking, encouraging debate and discussion, and assigning independent projects are key strategies for promoting deeper learning. Engaging students with problems that require abstract thinking (i.e., algebraic equations, scientific theories, and philosophical questions) helps develop their analytical skills. Debates and discussions on complex topics enhance critical thinking and reasoning abilities. Furthermore, assigning independent research projects that necessitate planning, investigation, and synthesis of information fosters self-directed learning and comprehensive understanding.

      Integrating Piaget’s theory into modern classrooms

      Piaget’s theory emphasizes the importance of developmental readiness and individualized instruction. To integrate his principles into modern classrooms, educators can employ several strategies. First, differentiated instruction recognizes that students are at different developmental stages and tailors instruction to meet their individual needs. This approach provides a variety of activities and assignments that cater to different learning styles and levels of cognitive development. Active learning is another key strategy, which involves students in hands-on activities, experiments, and interactive lessons to solidify new concepts and foster deeper understanding.

      Scaffolding offers support and guidance as students learn new concepts so as to gradually reduce assistance as they become more proficient, which allows them to develop independence and confidence. Formative assessment is crucial for monitoring students’ progress and understanding, thereby providing regular feedback to identify areas where additional support or challenges are needed. Lastly, reflective practice fosters a classroom environment that encourages students to think deeper, ask questions, and explore different problem-solving strategies, promoting deeper cognitive engagement and self-awareness.

      In summary, it is important to understand Piaget’s theory of cognitive development because it provides valuable insights into how students think and how they learn. By applying these principles, teachers can create more effective, engaging, and developmentally appropriate learning experiences. Embracing the stages of cognitive development ensures that instruction meets students where they are, thereby fostering growth and maximizing their potential. As educators, recognizing and responding to the cognitive needs of our students is key to nurturing their intellectual and emotional development so as to pave the way for lifelong learning and success.

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    Dr. Yuvraj Verma, Bessemer City Middle School

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