World Geography

El Niño and Global Atmospheric Connections

Explore how our world is connected through weather patterns like El Niño.

Engage

Learn about El Niño through the Traverse 360 video.

Analyze

What is El Niño?

Genre: Article | Creator: National Oceanic and Atmospheric Administration | Date: 2016

Background

A 2016 article by the National Oceanic and Atmospheric Administration (NOAA) describes a weather system in the Pacific Ocean. Warming and cooling water temperatures affect ocean conditions, fisheries, and weather, cooling the northern inland areas and causing the southern areas to be wetter. El Niño occurs every two to seven years, and conditions tend to last nine to twelve months.

Examine this article on El Niño.

How this phenomenon is shaping global weather this winter (2015–2016)

El Niño is a naturally occurring climate pattern associated with warming of the ocean surface temperatures in the central and eastern tropical Pacific Ocean, which can significantly influence weather patterns, ocean conditions, and marine fisheries worldwide.

El Niño occurs on average every two to seven years, and episodes typically last nine to 12 months. El Niño has its largest impacts during the winter. In the winter, El Niño typically brings milder weather to the northern parts of the United States and wetter conditions across the southern United States. The opposite of El Niño is La Niña, the cold phase, which also changes weather worldwide. There is also a neutral stage with neither unusually warm nor cool water in the equatorial Pacific. All three stages together are referred to as ENSO or the El Niño-Southern Oscillation.

In the U.S., NOAA declares when an El Niño or La Niña event has begun. For El Niño conditions to form, monthly sea surface temperatures in the central and eastern tropical Pacific Ocean (Niño 3.4 region) need to warm +0.5° Celsius above normal, with the expectation that the warming will persist for five consecutive overlapping three month periods. In addition, the atmosphere must respond to the warming water by weakening the prevailing winds, known as the trade-winds and also shift patterns of tropical rainfall eastward. This ocean–atmosphere coupling impacts the position of the Pacific jet stream and influences weather and climate patterns globally.

Climate records of El Niño go back millions of years, with evidence of the cycle found in ice cores, deep sea muds, coral, caves and tree rings. El Niño means the Little Boy, or Christ Child in Spanish and was first noticed in the 1600s by Spanish fishermen off the coast of South America near Peru and Ecuador. It was so named because it typically occurred around Christmas.

Excerpted from “Understanding El Niño.”

Collaborate

Wraparound

Pose the following question to students:

What might a reader conclude about how the ocean and atmosphere are connected around the globe?

Go around the room and have each student share aloud a short, quick response to the question.
After all students have responded, ask:
- What common ideas did you share in the wraparound?
- What surprised you?
- What are you curious to investigate after this wraparound?

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

El Niño is a weather pattern that is part of a repeating cycle in the Pacific Ocean and the Americas as ocean water warms or cools and affects air movement. This article details facts about El Niño, including when it occurs, why it occurs, and the effects it has on climate conditions.

Purpose

The article is intended to explain the phenomenon of El Niño and provide information about its effects.

Intended Audience

This article was created for the general public.

Source Considerations

This information is from a respected government agency, the National Oceanic and Atmospheric Administration (NOAA), which can be considered a reliable source of weather information.

Scaffolding and Differentiation

Use the following information to provide reading comprehension support.

Organization

Students may be confused by the subtitle in that it promises to explain how El Niño will affect weather in 2015–2016. Let students know the information is still relevant, and encourage them to research when the last El Niño event occurred.

Vocabulary

Students may have trouble understanding some of the scientific jargon surrounding the weather phenomena. Encourage students to pause at unfamiliar words and confirm understanding before proceeding.

Analyze and Discuss

To extend discussions, consider asking the following questions.

What details does the author provide to help define El Niño?
- (Answers may vary but should include reference to the causes of El Niño, the frequency of its occurrence, how it affects climate conditions or the origins of its name.)
What might a reader conclude about how the ocean and atmosphere are connected around the globe?
- (Answers may vary but should include the fact that the temperature of the ocean and the temperature of the air affect each other and how conditions in the Pacific Ocean can have ripple effects that are felt in climates around the world.)

Economics

Using Cash Versus Credit

Explore the benefits and risks of using cash versus credit cards.

Engage

Learn about interest rates in the Explainer video.

Analyze

Using Cash versus Credit

Genre: Article | Creator: Traverse | Date: 2022

Background

This article, written in 2022, provides insight into how credit card use influences spending. It examines changes to consumer behavior – how people buy and use goods. While some consumer behaviors are conscious, such as comparing prices, the studies cited in this article focus on unintentional behaviors, such as making impulse purchases.

Examine this article on Using Cash Versus Credit.

As young people get jobs and open bank accounts, they are often faced with another decision—whether or not to get a credit card. A credit card allows consumers to make purchases against a line of credit. As purchases are made, a balance accrues. Typically, the balance must be paid off monthly, or the holder will be charged interest. While there are benefits to getting a credit card, research shows that having a credit card encourages spending.

A number of factors, including the availability of cash or credit, affect consumer spending choices. A 2000 study by economist Drazen Prelec and management researcher Duncan Simester found that consumers were willing to pay as much as 100 percent more for a desirable item when directed to pay with a credit card rather than cash. Participants bid up to $28.51 for a pair of sold-out basketball tickets when they thought they would be spending cash but up to $60.64 when they planned to pay with a credit card.

Additional studies have found similar results. A 2003 paper published in Marketing Letters: A Journal of Research in Marketing found that consumption increased when buyers used methods that made the reality of their spending less immediately apparent. Methods such as credit cards or online payment methods tend to result in higher spending than does cash, where the spending is immediately visible to the buyer. Similarly, a 2009 study published in the Journal of Marketing identified the use of a credit card as one factor that increased unplanned purchases made at the grocery store.

These studies hold implications for how real-world consumers manage personal finances. While credit cards allow holders to track spending, earn rewards, and build credit scores for large purchases such as homes, there can be drawbacks. If consumers increase their spending when using a credit card, they may be more likely to overspend or miss their savings goals.

Collaborate

Give One, Get One

Pose the following question to students:

Why do you think spending cash feels more “real” than using a credit card?

Have students write several answers to the question.
Have students move around the room and talk with other students to give and get ideas in response to the question. Students should try to get at least one new idea from each peer conversation.
Call on several students to share an idea they got that shaped their thinking.

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

This article explains the benefits and drawbacks of credit cards. One study suggests that people are likely to pay twice as much when using credit instead of cash. They are also more likely to spend money they do not actually have.

Purpose

The purpose of the article is to highlight a specific downside of credit card use.

Intended Audience

This Traverse article was created for educational purposes.

Source Considerations

This article provides additional context about the negative impacts of credit card use on personal finances. It cites multiple peer-reviewed studies, making the evidence it provides highly credible. The article shares the finding that credit card use increases spending; however, it does not elaborate on the reasons. The 2003 study cited in the article indicates that payment transparency plays a role, but the article does not address other mechanisms, such as rewards, which are intended to encourage spending.

Scaffolding and Differentiation

Use the following information to provide reading comprehension support.

Genre

The article surveys the results of multiple journal papers. Encourage students to use the annotation tool to analyze the implications of these results by asking, “How would this outcome affect someone’s monthly budget if they started using a credit card instead of cash?”

Vocabulary

Students may be unfamiliar with the economic vocabulary balance, accrues, and interest. Remind students to examine sentences surrounding these terms for context clues. Encourage students to consult a dictionary to confirm the definitions.

Analyze and Discuss

To extend discussions, consider asking the following questions.

What are two words, phrases, or sentences that reflect the article’s central idea about using credit cards?
- (Answers will vary but might include “having a credit card encourages spending” or “If consumers increase their spending when using a credit card, they may be more likely to overspend or miss their savings goals.”)
What is the central idea that these quotations convey?
- (They convey the central idea that using credit cards increases consumer spending, which is a downside to credit card use.)

U.S. History

Federalism in the U.S. Highway System

Explore the United States through a map of the U.S. Interstate Highway system and discover how federalism enabled its creation.

Engage

Learn about Federalism through the Traverse 360 video.

Analyze

National System of Interstate and Defense

Genre: Map | Creator: American Automobile Association | Date: 1958

Background

In 1956, President Dwight D. Eisenhower signed the National Interstate and Defense Highways Act. The bill called for the largest public works project in United States history: an interstate highway system. The highways would span 41,000 miles and cost $25 billion. This map shows how that system would crisscross the United States.

Collaborate

Give One, Get One

Pose the following question to students:

Based on what you can gather from this map, what was the advantage of an expanded interstate highway system?

Have students write several answers to the question.

Have students move around the room and talk with other students to give and get ideas in response to the question. Students should try to get at least one new idea from each peer conversation.

Call on several students to share an idea they got that shaped their thinking.

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

This 1958 map, published by the American Automobile Association (AAA), shows how the interstate highway system will eventually span the United States.

Purpose

The map’s purpose is to give viewers an understanding of how the U.S. highway system will crisscross the country upon the completion of this public works project prompted by the Federal-Aid Highway Act.

Intended Audience

This source was probably made available to the members of the AAA but was also helpful for U.S. drivers and the public at large.

Source Considerations

The interstate highway system was first conceived in 1939, but because of debate over its funding, it didn’t receive full government support until 1956. Eisenhower knew the highways could be used to evacuate citizens in case of nuclear war.

Scaffolding and Differentiation

Use the following information to provide reading comprehension support.

Media

Encourage students to take advantage of the map’s key to draw conclusions about the impact the then-new interstate highway system might have on citizens and cities across the United States.

Genre

Maps are an important visual tool people use to understand the world around them. Remind students that printed road maps like this one were vital in helping motorists navigate from place to place before the advent of GPS technology.

World History

Trade Routes in Medieval Asia

Explore trade routes on the Silk Road in medieval Asia.

Engage

Learn about trade on the Silk Road in this featured Quick Talk.

Analyze

Medieval Commerce in Asia

Genre: Map | Creator: William Shepherd | Date: 1911

Background

This map of 13th-century Asian trade routes was created by the cartographer and professor of history William Shepherd for his 1911 Historical Atlas. It details the land and sea travels of John of Pian del Carpine, William of Rubruck, and Marco Polo, illustrating the path of the Silk Road from the Middle East across central Asia.

Collaborate

Silent Discussion

Pose the following question to students:

What details did you identify concerning the main trade routes across Asia?

Students will engage in a silent discussion, which will provide an opportunity to generate, share, and reflect on ideas with their peers. Students will write all comments on the board.

Have students silently write, read, and react to comments.
Students may add related comments, draw lines to connect comments, add stars or other symbols to indicate their reactions to peer comments, or draw an image to represent their comment.
Call on students to share takeaways, new ideas, or appreciations from the silent discussion.

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation.

Summary

The Silk Road linked Western empires with Persia, India, and China, making travel faster and safer for merchants and travelers. This expanded trade between empires and encouraged the cultural diffusion that spread language, religion, art, and more.

Purpose

This map of travel routes through Asia was created to illustrate the routes taken by merchants as well as by the individual explorers Marco Polo, John of Pian del Carpine, and William of Rubruck.

Intended Audience

Included in a Historical Atlas, published in 1911, this map was intended for the academic study of medieval trade routes through Asia.

Source Considerations

The word caravanserai originates from two Persian words: Caravan-a group of travelers-and Seray-home. Hundreds of caravanserais operated along the Silk Road and varied from small establishments to large fortress-like complexes.

Scaffolding and Differentiation

Use the following information to provide reading comprehension support.

Organization

Students may be confused by the level of detail presented in this map. Encourage students to zoom in on the map and reference the map key for better understanding.

Media

Students may be confused by the fact that the Silk Road was not a single path through central Asia. Explain to students that as indicated on this map, the Silk Road was actually a network of connected routes.

Analyze and Discuss

To extend discussions, consider asking the following questions.

What details did you identify concerning the main trade routes across Asia?
- (Answers will vary but might include details such as cities, mountains, rivers, nations, or even the desert that the trade routes cross.)
What conclusions can you draw as to how the trade routes indicated on the map would allow different cultures to interact with one another?
- (Answers will vary, but students may discuss how the trade routes brought people from incredibly diverse backgrounds together by creating an established path across central Asia. Without the trade routes and the caravanserais that were built along them, far fewer people would have been able to make the journey.)

May 17, 2024 12:55 pm

Empowering the Next Generation: How CTE Fosters Career Confidence

CTE programs equip students with not only essential skills and competitive credentials but also with the confidence they need to excel in today’s competitive job markets.

The decision of what to do after high school can feel overwhelming for many high school students. They’re coping with academic pressures and personal stressors, which can make every decision feel weighted.

Here’s where career and technical education (CTE) programs come in.

They’re more than just vocational training to connect high school students to viable careers; they also help boost students’ self-confidence and build real-world competencies. As the job market becomes increasingly competitive, CTE programs play a crucial role in preparing the next generation for successful and fulfilling careers.

Here are 3 ways CTE programs alleviate student anxieties, helping them enter the “real world” with confidence:

Real-world anxiety: my classes aren’t preparing me for life after high school

CTE’s answer: pathways that build competencies for the modern world

Students learning together to build electronic circuits

We’ve all heard it: “I don’t use anything I learned in high school.” While that’s hyperbole, the sentiment is important. Students worry that they won’t be prepared for the real world — whether that’s college or career — after high school. CTE programs are changing that.

CTE programs are uniquely designed to align academic goals with the economic realities of high-demand industries. By integrating core academic skills with technical, job-specific skills, these programs prepare students for a smooth transition from the classroom to the workplace. Whether their interests lie in healthcare, engineering, digital arts, or even agriculture, CTE courses equip students with a versatile toolkit of skills that don’t just look great on a resume — they also help students succeed in their chosen careers.

CTE programs stand out as an essential educational pathway that empowers students to reach their full potential.

Real-world anxiety: today’s jobs are looking for more than a diploma

CTE’s answer: certifications that open doors

A group of students working on a project together

In a world where entry-level roles somehow still require experience, students are understandably worried about their prospects when entering the workforce. CTE programs set students up for success by preparing them for industry-recognized certification exams.

Not only do they help them prepare, but CTE programs allow students to earn recognized certifications while they’re still in high school. These certifications, often endorsed by industry leaders, can provide a substantial advantage for students entering the job market. They signal that students are ready to work, which can help reduce the barrier to entry into competitive fields.

Real-world anxiety: the idea of a career is big, unknown, and possibly scary

CTE’s answer: real-world experience builds confidence and familiarity

Daydreaming in a freshman year English classroom, the idea of a career seems like just that: a distant fantasy. As students enter their final years of high school, they start to feel that post-graduation life getting closer and closer — but that doesn’t make it any less intimidating.

To alleviate these fears, CTE programs frequently incorporate internships, apprenticeships, and real-world projects that provide hands-on experience. Direct engagement outside the classroom not only reinforces the theoretical knowledge learned in class but also helps students develop confidence in their ability to perform job tasks effectively. This experience transforms uncertainty into assertive self-assurance, as students realize they can apply knowledge to solve real-world problems.

A pathway to sustainable careers

By providing clear pathways to in-demand careers, CTE programs help students see the direct correlation between their efforts in school and their future success. This visibility enhances their motivation and encourages them to envision their future beyond high school. And, knowing that they are on a direct route to a viable and sustainable career can significantly alleviate the anxiety and uncertainty that many students face regarding their future after high school.

Career and technical education programs don’t just teach students a set of job-specific skills; they also build confidence, alleviate anxiety, and encourage personal and academic growth. As the demand for skilled professionals grows, CTE programs stand out as an essential educational pathway that empowers students to reach their full potential.

May 13, 2024 10:19 am

Open Any Door with Communication

As the demand for skilled communicators rises across all fields, it’s vital that our educational approaches keep pace. In this third entry of our 4Cs series, we show how STEM education boosts students’ communication skills, equipping them with the tools necessary for success in any career.

Ever thought that studying STEM (science, technology, engineering, and mathematics) is only useful for students considering careers in science or tech? If so, then you wouldn’t be alone — but it’s time to change that perspective.

The truth is, workplaces are changing fast, and some traditional skills are becoming less relevant today. Growing digitalization of roles, AI technologies, and new communication methods demand a totally different set of skills fit for the modern workplace (Thornhill Miller et al., 2023).

This is where STEM subjects come into play. By studying STEM at schools, students pick up the soft skills that are exactly what employers look for today. Not only do these soft skills make the transition from education to the workplace smoother, they also open the door to any career — whether that’s a STEM-related role or not. These soft skills are commonly referred to as 21st-century skills, or the 4Cs: critical thinking, collaboration, communication, and creativity.

Communication: The Third C Unveiled

In the world of STEM, mastering technical skills like coding, data analysis, and engineering design are often viewed as the usual pillars for career success. Equally crucial, and sometimes overlooked, is the role of effective communication. The ability to explain complex concepts clearly and collaborate empowers students to thrive in any professional environment, not just in STEM fields.

STEM subjects naturally integrate communication through things like collaborative projects and problem-solving. These involve more than just talking and writing — they’re about learning to convey ideas clearly and effectively in a variety of ways. Students may need to present their scientific findings, defend their reasoning, or document their processes. Each of these tasks strengthens verbal, written, and digital communication skills, which all contribute to career-readiness.

“Whether you decide to try for a job in science or not, investing time in developing scientific thinking and skills will positively impact your future.”

Drew Barrett

Director of Efficacy Research at Imagine Learning

Build Effective Communicators with STEM

When we really think about it, communication and STEM go hand in hand. STEM professionals need to effectively communicate findings to help drive progress in their field — which is where studying STEM subjects come in. Here are just some ways STEM helps build strong communicators in any field:

Data visualization: Students learn to take complex data and transform it into clear visual aids that form the basis of sound decisions — valuable for careers ranging from business analytics to public health.

Technical writing: In math, students prove theorems or solve problems where each step must be documented. By learning how to make cases for findings and articulate their thoughts, they pick up useful skills for workplace tasks — whether it’s preparing project proposals or writing code for software development.

Interdisciplinary communication: Many STEM fields encourage interdisciplinary projects that require collaboration. By taking part in projects, students learn to speak the language of other disciplines, make room for opinions, and adjust their communication styles.

Presentation skills: Whether through academic posters, group presentations, or team updates, students are expected to present research and findings. Think of it as the ultimate confidence booster, preparing them for fields like marketing, education, or business!

In our final 4Cs blog post, we explore how creativity opens exciting possibilities across all disciplines.

Imagine Learning STEM

Prepare the next generation of STEM leaders with digital and hands-on learning aligned to the 4Cs.

Tell me more

May 6, 2024 10:28 am

There Is Nothing Quite Like Seeing a Masterful Teacher at Work

Teachers are the ones who bring magic to the classroom. This Teacher Appreciation Week, Dr. Kathy Swan highlights the creativity and dedication of educators who make every lesson impactful and memorable for their students.

Last week, I watched as a high school teacher brought an economics lesson to life.

She began the class with a sorting exercise in which students collaboratively worked to prioritize 10 cards that had competing budget priorities on them. For example, one card featured an image of U.S. soldiers with the caption: “MILITARY: Spending for national defense and support for U.S. allies and interests abroad.” Another card read, “HEALTH CARE: Spending for research to cure or prevent disease and services for low-income and elderly Americans.” Students were asked the question, “What should we spend our money on?” and in small groups deliberated which order to place the cards (e.g., military, healthcare, education, environment). Then, students put their rankings into a Google form and examined in real time how the entire class ranked the various priorities.

The teacher ended the class with students examining a pie chart of the current budget priorities to compare their priority list with the reality of the U.S. budget. As you might predict, students were surprised at how little proportionally the government spends on education, which many students had ranked as 1 or 2 on their priority list. The class ended, students equally engaged and confounded by the big ideas surfaced in the lesson.

High School Students With Teacher In Class Using Laptops Smiling

This lesson was simply elegant. There were no educational fads or pedagogical gimmicks on display — just a clear example of high-quality inquiry instruction brought to life by a skillful teacher. The teacher anchored the lesson with an authentic and worthwhile question: What should we spend our money on? She curated a set of sources, placed them in front of students, and stepped out of the way, letting them wrestle with the question rather than shortcutting to an answer. She then helped students work together to contextualize and challenge their answers in a variety of ways.

What I admired most was that she allowed a bit of uneasiness with the material, sending students to their next class disgruntled about the amount the government spends on interest from past debt. And she set students up for a study of scarcity in the weeks to come, undulating between choices made within macroeconomic fiscal policy and personal finance.

It was teaching magic, and I was lucky to have a front-row seat — I wanted to jump on the desk exclaiming, “Captain, my Captain!” with a soulful slow clap. But she would have thought it odd — it was a Tuesday in April and she was just doing what she does every school day.

There is nothing quite like seeing a masterful teacher at work. As educators, so many of us struggle with giving up control — control of our content and the physical spaces of our learning environment. But masterful teachers implicitly and outwardly trust their students. They trust their students to deliberate tensions in the subject matter, not just to consume settled knowledge. They also trust that their students want to engage in the work of knowing even when students give off all the signs to the contrary — distracted by their phones, heads on their desks, side conversations about anything but the subject at hand. Masterful teachers cut through all of that — they see beyond the surface signals and compel students to engage.

“It’s as if the economics teacher I saw pregamed the day’s lesson with a mantra: ‘Oh, you don’t think you care about the U.S. budget? Hold my coffee…’ Masterful teachers transform their classrooms into vibrant spaces, often surprising students with their own curiosity.”

Educators keep searching for the secret sauce to create this kind of classroom magic. Recent efforts around High Quality Instructional Materials (HQIM) aim to provide teachers with important curricular tools that are standards- and inquiry-based and include differentiation to enable teachers to be more equitable in their instruction. This is important work, as teachers need reliable and effective tools to prepare students for college, career, and civic life. But tools are tools. Even the highest quality curricular tools need to find the hands of a capable, imaginative, and energetic educator.

If you’re a teacher reading this, thank you for your efforts to continuously refine learning experiences and help us see our greatest curricular hopes in action. We stand in awe of the work you do day after day after day — a very enthusiastic slow clap incoming for Teacher Appreciation Week!

About the Author: Dr. Kathy Swan

Professor, University of Kentucky; C3 Framework Lead Author; Lead Consultant on Traverse

Kathy Swan is a professor of curriculum and instruction at the University of Kentucky. Kathy was awarded UKY’s Great Teacher Award in 2021 and has been a four-time recipient of the National Technology Leadership Award in Social Studies Education, innovating with inquiry-based curricula. Dr. Swan served as the project director and lead writer of the College, Career, and Civic Life Framework for Social Studies State Standards (2013), the national standards for social studies. She has co-written a number of best-selling books, including Inquiry-Based Practice in Social Studies Education: The Inquiry Design Model (2017), The Inquiry Design Model: Building Inquiries in Social Studies (2018), and Blueprinting an Inquiry-Based Curriculum: Planning with the Inquiry Design Model (2019).

May 6, 2024 6:00 am

Imagine Learning Recognizes Top Schools in 2024 Imagine Nation School of Excellence Awards

Annual Awards Celebrate Innovation, Dedication, and Exemplary Implementation of Imagine Learning Digital Solutions

Tempe, Arizona, May 6, 2024 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving over 15 million students in more than half the school districts nationwide, today announced the winners of the 2023–2024 Imagine Nation Awards, honoring schools and districts across America for their exemplary implementation of Imagine Learning solutions and commitment to student learning. The Imagine Nation Awards are part of the Imagine Learning motivational program, igniting engagement and strengthening confidence for all learners. More than 38,000 schools and districts throughout the U.S. were eligible for the Imagine Nation Award.

“Working hand-in-hand with educators to implement innovative digital curriculum programs that empower teachers and truly make a difference for their students is incredibly rewarding,” shared Sari Factor, Vice Chair and Chief Strategy Officer. “It’s an honor to see the dedication from schools across the country and to be part of their journey to success.”

Based on rigorous research, Imagine Learning has found that meeting program usage and implementation goals is directly associated with increased student success and academic growth. The Imagine Nation Award is presented to schools and districts that demonstrate outstanding commitment to the effective implementation of an Imagine Learning program throughout the year. Today, 220 schools and districts are receiving the honor of being named an Imagine Nation school for the 2023-2024 school year.

Following official notification of the Imagine Nation Awards, each winning school or district will receive an Imagine Learning banner that displays their achievement.

2024 IMAGINE NATION AWARDS

Imagine Edgenuity^®

Marbury High School, Autauga County Board of Education, AL
Lauderdale County Virtual Academy, Lauderdale County School District, AL
Altitude Academies, FL
Alexander W. Dreyfoos Jr. School of The Arts, Palm Beach County, FL
Royal Palm Beach Community High, Palm Beach County, FL
8th Grade Charter College & Career Academy, Coweta County School System, GA
Lansing High School, Lansing USD 469, KS
Cadillac High School, Cadillac Area Public School District, MI
Cumberland Polytechnic High School, Cumberland County School District, NC
CCTL (Early College), Iredell-Statesville School District, NC
Albuquerque School of Excellence, NM
Stillwater High School, Stillwater Public Schools, OK
Byrnes High, Spartanburg District 5, SC
Valor College Prep, Valor Collegiate Academies, TN
Crosby Crossroads Academy, Crosby ISD, TX
Crosby High School, Crosby ISD, TX
W. B. Bizzell Academy, Navasota ISD, TX
Austin Academic Center, Sulphur Springs ISD, TX
Triumph Public High School—El Paso West, Triumph Public High Schools, El Paso, TX
Tabiona School, Duchesne County School District, UT

Imagine Learning EL Education

Grant County Schools, KY
Webster County School District, KY
Jefferson County Public Schools, KY
Westford Public Schools, MA
Detroit Public Schools Community District, MI

Imagine Español^®

Saint Matthews Catholic School, The Roman Catholic Diocese of Phoenix, AZ
Van Buskirk Elementary, Tucson Unified School District, AZ
Ronald Reagan Elementary, Desert Sands USD, CA
Mendota Elementary, Mendota USD, CA
Honey Hollow Elementary, Moreno Valley USD, CA
Pueblo Vista Elementary, Napa Valley USD, CA
Georgia Brown Elementary, Paso Robles USD, CA
Braden River Elementary, Manatee County Schools, FL
Holy Cross School, Diocese of Ft Wayne-South Bend Schools, IN
Grant Elementary, Grant Public Schools, MI
Grant Primary, Grant Public Schools, MI
Ford Early Learning Center, Ypsilanti Community Schools, MI
Frank Porter Graham Elementary, Chapel Hill-Carrboro City Schools, NC
Central Elementary, Angleton ISD, TX
Mahaffey Elementary, Klein ISD, TX
Nitsch Elementary, Klein ISD, TX
Roth Elementary, Klein ISD, TX
Southside Elementary, Palestine ISD, TX
Anita Scott Elementary, Royse City ISD, TX
Fort Elementary, Royse City ISD, TX
Finley Elementary, United ISD, TX
Franklin D Roosevelt Elementary, United ISD, TX
Juarez Lincoln Elementary, United ISD, TX
Kazen Elementary, United ISD, TX
Newman Elementary, United ISD, TX
Rodolfo C. Centeno Elementary, United ISD, TX
Ruiz Elementary, United ISD, TX
Zundy Elementary, Wichita Falls ISD, TX
Cannan Elementary, Willis ISD, TX

Imagine IM

Crane Elementary School District, AZ
Ceres Unified School District, CA
Iowa City CSD, IA
Curé of Ars Catholic School, KS
Jefferson County Public Schools, KY
Cambridge Public Schools, MA
Birmingham Public Schools, MI
Fort Zumwalt School District, MO
Hilliard City Schools, OH
Louisville City School District, OH
Bellevue School District, WA
Evergreen School District, WA
Lake Washington School District, WA

Imagine Instructional Services

Bridgeway Academy, AZ
AEA – Dubuque CSD, IA
Hampton-Dumont CSD, IA
Leland Public School District, MI
Northville Public School District, MI
Royal Oak School District, MI
Saline High School, Saline Area Schools, MI
Wise Academy, MI
Portageville School District, MO
Carl Junction R-I School District, MO
Park Hill School District K-12, MO
The Wellspring Schools, NY
Union Public Schools, OK
Cocalico School District, PA
Pennsbury School District, PA
Loudoun County Public Schools, VA
Sequim School District, WA
Menominee Indian School District, WI
Weston County School District 1, WY

Imagine Language & Literacy^®

Brewbaker Primary, Montgomery Public Schools, AL
Catoma Elementary, Montgomery Public Schools, AL
Chisholm Elementary, Montgomery Public Schools, AL
Mary Welty Elementary, Nogales Unified School District, AZ
Tropical Elementary, Broward County Schools, FL
Citrus Park Elementary, Hillsborough County Public Schools, FL
Jessie P Miller Elementary, Manatee County Schools, FL
Lee Middle, Manatee County Schools, FL
Summerville Advantage Academy, Miami-Dade County Public Schools, FL
William A. Chapman Elementary, Miami-Dade County Public Schools, FL
Cypress Trails Elementary, Palm Beach County Schools, FL
Hammock Pointe Elementary, Palm Beach County Schools, FL
Deep Springs Elementary, Fayette County Public Schools, KY
Littlefield Middle, Public Schools of Robeson County, NC
Prairie Elementary, Guymon Public Schools, OK
Tschetter Colony Elementary, Freeman Public School District 33-1, SD
Castle Heights Elementary, Lebanon Special School District, TN
Mighty B Academy, Mighty B Academy District, TX
Idaho, Venture Upward, LLC, WY

Imagine Math^® 3+

Francisco Vasquez De Coronado Elementary, Nogales Unified School District #1, AZ
Downtown Miami Charter School, Charter Schools USA, FL
Hollywood Academy of Arts and Science-Elementary, Charter Schools USA, FL
North Broward Academy of Excellence-Elementary, Charter Schools USA, FL
Renaissance Elementary Charter School, Charter Schools USA, FL
Renaissance Charter School at West Palm Beach, Charter Schools USA, FL
Robert Healy Elementary, Chicago Public Schools, IL
Sanborn Elementary, Alpena Public Schools, MI
STEAM Academy Middle, Ferguson-Florissant School District R2, MO
Armando Cerna Elementary, Eagle Pass ISD, TX
Ray H. Darr Elementary, Eagle Pass ISD, TX
IDEA Hidden Meadow Middle, IDEA Public Schools, TX
IDEA McAllen Middle, IDEA Public Schools, TX
IDEA Robindale Middle, IDEA Public Schools, TX
Rancho Verde Elementary, Los Fresnos CISD, TX
Hays Elementary, Rockwall ISD, TX
Sheppard AFB Elementary, Wichita Falls ISD, TX
Burton Elementary, Davis School District, UT
Mountain View Elementary, Davis School District, UT
Bluff Elementary, San Juan School District, UT
Pioneer Valley Elementary, Bethel School District 403, WA

Imagine Math Facts^®

Kaibeto Boarding School, Kaibeto Boarding School District, AZ
Potlatch Junior-Senior High, Potlatch School District #285, ID
New Groningen Elementary, Zeeland Public Schools, MI
Z-Quest, Zeeland Public Schools, MI
Lesterville Elementary, Lesterville R-IV District, MO
Dexter Elementary, Walthall County School District, MS
Cranfills Gap School, Cranfills Gap ISD, TX
Lazbuddie School, Lazbuddie ISD, TX
Mighty B Academy, Mighty B Academy District, TX

Imagine Math^® PreK-2

Downtown Miami Charter School, Charter Schools USA, FL
Melaleuca, 21st Century of Palm Beach, FL
Henderson Hammock Charter School, Charter Schools USA, FL
Innovation Preparatory Academy, Charter Schools USA, FL
Mid Cape Global Academy, Charter Schools USA, FL
Renaissance Elementary Charter School, Charter Schools USA, FL
Renaissance Charter School at Tradition, Charter Schools USA, FL
Bayou Boeuf Elementary, Lafourche Parish School District, LA
Sanborn Elementary, Alpena Public Schools, MI
Central Elementary, Yukon Public Schools, OK
Shedeck Elementary, Yukon Public Schools, OK
Onida Elementary, Agar-Blunt-Onida School District 58-3, SD
Bill Brown Elementary, Comal ISD, TX
Comal Creek Elementary, Comal ISD, TX
Kinder Ranch Elementary, Comal ISD, TX
Ray H. Darr Elementary, Eagle Pass ISD, TX
Rosita Valley Elementary, Eagle Pass ISD, TX
Villareal Elementary, Los Fresnos CISD, TX
Scobee Elementary, Northside ISD, TX
Bridge Elementary, Bridge Elementary Charter, UT

Imagine MyPath^®

Ascension Leadership Academy, AL
Pine Level Elementary, Autauga County Board of Education, AL
Prattville Elementary, Autauga County Board of Education, AL
Prattville Primary, Autauga County Board of Education, AL
Cedar Ridge Elementary, Cedar Ridge School District, AR
Don Tyson School of Innovation, Springdale Public Schools, AR
Discovery Bay Elementary, Byron Union School District, CA
Alpha Learning Academy, Alpha Learning Academy District, FL
Banner Lake Academy – School, Banner Lake Academy – District, FL
Compass Outreach and Education Center, Compass Outreach and Education Center District, FL
Legends Academy, Orange County Public School District – Private/Charter, FL
Toccoa Elementary, Stephens County Schools, GA
Graden Elementary, Park Hill School District, MO
Hawthorn Elementary, Park Hill School District, MO
Union Chapel Elementary, Park Hill School District, MO
St John’s Lutheran School, St John’s Lutheran School District, MO
Winona Elementary, Winona-Montgomery Consolidated School District, MS
Mullen Elementary, Mullen School District 1, NE
Seward Elementary, Seward Public Schools, NE
Holy Cross School, Diocese of Trenton Catholic Schools, NJ
Urbana Elementary, Urbana City Schools, OH
Lake Carolina Elementary – Lower, Richland School District 2, SC
Homelife Academy, Homelife Academy District, TN
Balmorhea School, Balmorhea ISD, TX
Clyde Intermediate, Clyde CISD, TX
Comanche Elementary, Comanche ISD, TX
Crestview Elementary, Graham ISD, TX
Bluff View Elementary, Prairie Du Chien Area School District, WI
The Lincoln Academy, WI

Imagine Purpose™

Dardanelle High School, Dardanelle School District, AR
Safford High School, Safford Unified School District 1, AZ
Yucaipa Connected Academy, Yucaipa-Calimesa Joint USD, CA
Richmond Hill High School, Bryan County School District, GA
Coastal Plains High School, Coastal Plains Education Charter High School, GA
West Ada School House, West Ada School District, ID
Youth Advancement Academy, Youth Advancement Academy (Micase), MI
Lake View High School, San Angelo ISD, TX

Imagine Robotify^®

Mammoth-San Manuel PreK–12 School, Mammoth-San Manuel USD 8, AZ
Coatimundi Middle, Santa Cruz Valley USD 35, AZ
Home Gardens Academy, Corona-Norco USD, CA
Vista Preparatory Academy, Red Bluff Union Elementary School District, CA
Portal Middle High School, Bulloch County School System, GA
William James Middle, Bulloch County School System, GA
Calhoun County Middle, Calhoun County Schools, GA
Newburg Middle, Jefferson County Public Schools, KY
Stuart Academy, Jefferson County Public Schools, KY
Raceland-Worthington Middle, Raceland Worthington ISD, KY
Whitehall High, Whitehall, MT
Deming Intermediate, Deming Public School District, NM
Eagle Ridge Middle, Rio Rancho Public Schools, NM
Mountain View Middle, Rio Rancho Public Schools, NM
Aubrey Middle, Aubrey ISD, TX
Myra Green Middle, Raymondville ISD, TX
Texas Leadership of San Angelo, Texas Leadership Public Schools, TX

Twig^® Science

Exeter Unified School District, CA
San Lorenzo Unified School District, CA
Envision Education, CA
St Joachim School, Diocese of Oakland School Department, CA
Santa Rosa Academy, CA
Riverdale Joint Unified, CA
Pueblo County District 70 – Villa Bella Expeditionary, CO
Our Lady of The Wayside, Archdiocese of Chicago Catholic Schools, IL
Community Consolidated School District 46, IL
Saint Pius X Catholic School – Indianapolis, IN
Metropolitan School District of Lawrence Township, IN
Geary County USD 475, KS
Grand Haven Area Public Schools, MI
Norfolk Public School, NE
Sanborn Regional School District, NH
Broken Arrow School District, OK
Berkeley County Schools, WV

About Imagine Learning

Every classroom, every student is bursting with potential. That’s why we pursue relentless innovation at the intersection of technology, people, and curricula. Imagine Learning creates K–12 digital-first solutions fueled by insights from educators, working alongside educators to support 15 million students in over half of the districts nationwide. Imagine Learning. Empower potential. Learn more: https://www.imaginelearning.com.

May 3, 2024 9:00 am

AI: Empowering Human Potential And Paving The Future Of Education

Published by: Forbes

As the post-industrial world undergoes rapid transformation, it is imperative to adapt our educational approach to align with this dynamic change.

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April 30, 2024 5:40 am

Open Any Door with Collaboration

“Embrace the opportunities to learn and apply STEM skills, and you’ll find yourself well equipped for a future full of fun and exciting possibilities.”

Simone Jennings

CEO and marketer

Gif of 4Cs of STEM, zooming into the STEM skill: Collaboration

Collaboration: The Next C Unveiled

You’ve probably heard the phrase, “Two heads are better than one.” It’s true — no one person can do everything. We all have different strengths and weaknesses, and if we work together, we’re much more likely to solve a problem than if we’re working alone. But learning to collaborate doesn’t just mean learning how to work with others. It’s learning to delegate, resolve conflict, manage time, set goals, make compromises, and be empathetic — and that’s just the tip of the iceberg. In short, collaboration isn’t only important for college and careers — it’s necessary in every aspect of life.

From STEM Classrooms to Any Career

How does STEM promote collaboration?

Fun fact: more than 7,000 scientists, engineers, and technicians collaborated when designing and building the Large Hadron Collider, the world’s most powerful particle accelerator. It’s a great example of how STEM is a playground for collaboration — and how groundbreaking discoveries are made when many minds are brought together. In a STEM classroom, there are plenty of opportunities to practice this skill. From working on collaborative projects and conducting and sharing group research to providing peer-to-peer feedback and engaging in class discussions, every student has the chance to engage, regardless of learning style. But as chemist Noby points out in the video above, lots of students are apprehensive when it comes to group assignments. And often, that apprehension isn’t entirely unfounded because there are lots of potential conflicts that can arise. A common worry is unequal participation (Murray, 2017), but there are many strategies to ensure that all students have the opportunity to participate — and therefore, get the most from their collaborative group work.

A great way to promote equitable collaboration in a STEM classroom is to assign students different roles during science and engineering investigations. This can give them buy-in, a reason to participate, and simulates various collaborative situations they’re likely to encounter in the workforce — whether in a STEM-related role or not.

In the next installment of our series on the 4Cs of STEM, we’ll explore how STEM fosters communication skills.

Imagine Learning STEM

Prepare the next generation of STEM leaders with digital and hands-on learning aligned to the 4Cs.

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