Every day in American schools, teachers welcome more students whose first language is something other than English.
According to the Pew Research Center, this demographic trend will only grow exponentially in coming years. In fact, Pew estimates up to 93% of our population will come from immigrant populations and their children by the year 2050.
What do these numbers mean for schools? Here’s the short answer: schools will need better ways to teach language generally, and academic language in particular.
Why the importance? When students don’t master academic language, they’re at greater risk for falling behind or even dropping out of school.
The Language of Textbooks
Learning to speak, read, and write in English can be challenging enough.
But without knowing academic language (e.g., general-instruction words like “summarize,” math words like “times” as another way to say “multiplied by,” or science words like “hypothesis”), English language learners can quickly fall behind in their progress. Read more »
Mention the words “math” and “fun” in one breath and you might prompt a few raised eyebrows from those around you. But the truth remains that math actually can be fun. All the same, a negative view of math tends to prevail in America; even in the latest flurry over STEAM-based learning initiatives.
For one thing, too many parents’ own experiences with math were less than stellar. Similarly, teachers may feel anxious about motivating youngsters in their classrooms if they aren’t already huge math fans themselves.
What to do?
Don’t worry. Here are a few ways you can help children (and yourself) see math as a fun experience right from the start. Read more »
A guest post by Dr. Eugene Emmer, medical entrepreneur and author
Imagine Learning now publishes monthly guest posts in order to stimulate conversations about K12 education across the country. Opinions expressed herein are those of the individual author and may not necessarily reflect the official opinion of Imagine Learning.
As a physiologist and parent, I have long been interested in the impact of early childhood education on the child’s developing brain.
Over the years, an increasing number of scientists have devoted lab research to brain development and function. Their findings are not only fascinating, they also show how important proper stimulation is for the developing brain.
For example, years ago I read an intriguing study that demonstrated a marked increase in hippocampal neurons in adult mice living in an enriched environment.
Basically, the study showed that young rats raised in a stimulating environment had better-developed brains than rats raised in unstimulating environments.
During this study, scientists raised two groups of rats. One group lived in an enriched environment that included toys, tunnels, wheels, and so on; the other group was raised in an empty cage with only food.
Scientists showed that the rats raised in the enriched environment developed more hippocampal neurons than the rats raised in an empty cage. The stimulating environment had developed each rat’s young brain much the same way that lifting weights develops muscle. Read more »
Let’s face it—not many kids are interested in reciting their multiplication tables or practicing addition when they’ve got video games to play, TV to watch, and technology to explore.
Unfortunately, too many parents and educators automatically assume that video games are mere time wasters, as mentioned in our earlier discussion about game-based learning.
Of course, sorting out the effective math games from the mediocre ones can be a challenge. Not every game is equal when it comes to producing lasting learning. So, what to do? Read more »
At Imagine Learning, we’re quite familiar with the variety of opinions surrounding the Common Core State Standards (CCSS).
Although our own programs are aligned with multiple state standards (and not just the CCSS), we know what most educators are thinking on the subject. Here, we share a few of our findings.
What the Data Say
In August of 2015 a nationwide PDK/Gallup poll revealed that a majority of respondents oppose the teaching of Common Core. Interestingly, black and Hispanic respondents showed a lower level of opposition, at just 35 and 50 percent respectively.
In an earlier (2013) poll by PDK/Gallup, 72 percent of those polled indicated that they trust public school educators. But the same respondents also assume most educators oppose the CCSS, a view not aligned with the data.
In reality, 75 percent of educators support CCSS standards. Read more »