April 20, 2022 9:00 am

How to Teach Coding (When You Don’t Know How to Code!)

Coding is quickly becoming an essential foundational skill for students. The good news? You don’t have to be an expert to facilitate learning. Here are a few tips to get you started.

As if educators don’t have enough on their plates, basic coding is quickly becoming an additional foundational skill for our students. It’s not hard to understand why.

Coding gives students a valuable skill in today’s job market. The Bureau of Labor Statistics projects that computer and information technology employment will grow approximately 13% between 2020 and 2030, much faster than other occupations. Some estimates claim that 20% of career-track jobs currently require some form of coding. Yet, between foundational reading and math skills, pre-algebra readiness, and more… how does one squeeze in coding? More importantly, how do you teach it when you don’t know how to code anything yourself?

Motivation is everything

As with any subject matter or skill, start by getting buy-in from kids that it’s worth their time and effort. Coding is a way to create and manipulate things like apps and websites, databases, and more. Be honest with them that learning to code will earn them an excellent salary whether they choose to pursue a computer programing bachelor’s degree or take an associate’s degree or “boot camp” route. In addition, multiple industries outside of computer programming require coding skills, from healthcare and finance to data science and software engineering. Bottom line: learning to code opens well-paying career opportunities.

If you have students who aren’t as interested in their future yet or are a little too young to think that far ahead, try tapping into their creativity and sense of competition. Coding programs geared toward a younger audience give students a game-like environment in which they can solve real-world problems, control their own robot, and compete in a virtual coding competitions. Find a coding program that ignites excitement and makes coding fun and not just “another task” to complete.

Let your students be the experts

You don’t have to be a content expert in coding to facilitate learning. Consider it an opportunity to model curiosity and problem-solving! Provide an excellent coding program as a guide or resource, start with small, achievable goals or a project-based-learning-style question, and let your students figure it out. Set a deadline and ask them to present the basics of coding to you. It may feel scary as the teacher, but your students will relish knowing more than their teacher.

No, it’s not really like teaching a second language

Because coding happens in specific computer “languages,” it’s common to assume that acquiring coding skills is like learning a second language or learning to read. However, recent cognitive research shows this is far from true. The “language” areas of the brain are not activated when we learn to code or participate in coding.

In fact, what is activated is the “multiple-demand” network — the part of your brain required for complex tasks, including spatial-thinking, critical thinking, and problem-solving.

Scratch vs. Python: what grade level and with which language should instruction begin?

JavaScript. HTML. C++. Block coding. Python. It all sounds like French to you, right? Here’s the deal on which language to choose and where to begin.

Block-based coding programs or “languages,” such as Scratch, are not a method by which professional coders code. Block-coding is more like a simplified instructional tool to help build a foundational understanding of coding. Students manipulate code by dragging and dropping “blocks” that have actions assigned to them. Consider it an introduction to coding and a perfect option for true beginners or young elementary students.

Python is the real deal — an actual language professionals use. It also is the preferred “beginner” language of choice. At what age should students dive into it? There are no fixed rules, and any motivated child is welcome to dive right in. Upper-elementary to middle school age is probably a realistic grade span to begin Python. Students who start with block coding will naturally reach a boredom point, as block coding has creative limitations. When they realize the more complicated (and fun!) tasks they can accomplish in Python, they’ll be ready to make the switch.

Yes, high school students (maybe even 8th graders!) can start with Python and skip block coding. However, there’s nothing wrong with a little foundational practice in block to get them started.

Try a blended-learning model of instruction

Ok, so you’ve committed to teaching coding to your students, you’ve selected a terrific program to do the heavy instructional lift, and you know which coding language you are starting them with. Now what?

A blended learning model works great for teaching coding via a digital program. You can easily set up a station with iPads or tablets in a station-rotation model. Students log in for that station and then move on to other instructional tasks when you tell them it’s time to switch stations. This doesn’t take away much from your designated instructional minutes but adds a fun task into the mix (and a brain break from all the rote reading, writing, and arithmetic!).

You can also assign 10–15 minutes of coding for homework or extra credit via an app or web-based application and have a quick discussion about what they learned when class is back in session. This would be more of a flipped classroom learning model.

In whatever way you choose to incorporate coding instruction, know that any amount is better than none for what is quickly becoming an essential skill for today’s students.

April 20, 2022 8:00 am

Imagine Learning Named 2022 SIIA CODiE Award Finalist in Four Categories

Imagine Language & Literacy, Imagine Learning Twig Science and Imagine Robotify Earn Honor from Education Technology Industry Leaders

Scottsdale, Ariz. APRIL 20, 2022 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving over 10 million students in more than half the school districts nationwide, was today named as a finalist for four 2022 SIIA CODiE Awards for Imagine Language & Literacy, Imagine Learning Twig Science, and in two categories for Imagine Robotify. CODiE finalists represent the best products, services, and people in the education and business technology industries.

“It is a great honor to have our products selected as finalists for CODiE Awards,” said Sari Factor, Vice Chair and Chief Strategy Officer for Imagine Learning. “The CODiE Awards have long been the gold standard for recognizing excellence in education technology and we’re excited that our industry peers have identified Imagine Language & Literacy, Imagine Learning Twig Science, and Imagine Robotify as leaders in English language learning, science education, and coding and virtual instruction.”

Imagine Learning CODiE finalists include:

Imagine Language & Literacy – “Best Solution for English as a Second Language” Finalist

Imagine Language & Literacy won “Best Foundational English Language Arts Instructional Solution” in 2021. It is the only personalized learning program that accelerates both literacy skills and English language development for students in grades PreK-6. Designed to supplement core literacy instruction, Imagine Language & Literacy provides instruction and practice in all four domains of literacy—reading, writing, listening, and speaking. As students explore and practice skills, their individualized learning sequence adjusts dynamically to maximize their engagement and progress, accelerating to match a cognitive leap, or adjusting to accommodate unfinished learning.

Imagine Twig Science – “Best Science Instructional Solution for Grades PK-8” Finalist

Imagine Twig Science provides comprehensive coverage of science standards through engaging hands-on and digital investigations in which PreK-8 students take on the roles of real-world scientists and engineers. The program was created from the ground up for the Next Generation Science Standards and ensures that all students have an interwoven understanding of Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). The unique instructional design challenges students to become creative problem solvers, making sense of engaging, real-world phenomena.

Imagine Robotify – Finalist in two categories: “Best Coding & Computational Thinking Solution” and “Best Virtual Lab”

Imagine Robotify is a browser-based digital solution designed to teach coding using the world’s best computer science simulator. The platform offers students the freedom and creativity they need to realize their original ideas and, in the process, develop their capacity for critical thinking, problem-solving, and collaboration. Imagine Robotify provides students with the ability to master coding skills and apply their critical thinking to robotics, math, science, and coding skills through project- and game-based learning. Students have access to more than 1,000 different coding activities and games, including 24/7 access to the latest and greatest virtual robots without having to ever purchase real hardware.

The SIIA CODiE Awards, the long-running, premier awards program for the software and information industries are produced by the Software & Information Industry Association (SIIA), the principal trade association for the software, education, media and digital content industries. Imagine Learning was picked as a finalist across 47 education technology categories, including new categories in education and leadership.

The SIIA CODiE Awards have recognized thousands of Education and Business technology companies, products, and services as leaders in innovation and excellence for the past 37 years. The CODiE Awards are the only industry peer-reviewed awards program that includes a detailed review by industry experts.

“The 2022 CODiE Award finalists highlight the products and people who drove their industries forward through innovative products and leadership in these uncertain times,” said SIIA President Jeff Joseph. “These honorees continue the proud tradition of CODiE Award finalists of recognizing the most impactful products, services and leaders of their time, setting a foundation for the next generation of innovators. Congratulations to all who received this well-earned acknowledgment.”

The SIIA CODiE Awards are the industry’s only peer-recognized awards program. Finalists are determined by industry experts. CODiE Award winners will be announced during the virtual winner announcement celebrations June 8 and June 9, 2022.

Details about each finalist are listed at https://siia.net/codie/codie-finalists/

About the SIIA CODiE™ Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit siia.net/CODiE.

About Software and Information Industry Association (SIIA)

SIIA is the only professional organization connecting more than 450 data, financial information, education technology, specialized content and publishing companies. Our diverse members provide the critical data, content, and information that drives the global economy, informs financial networks, connects learners and educators, and drives innovation. Learn more at siia.net.

About Imagine Learning

Imagine Learning is a PreK–12 digital learning solutions company that ignites learning breakthroughs by designing forward-thinking solutions at the intersection of people, curricula, and technology to drive student growth. Imagine Learning serves more than 10 million students and partners with more than half the school districts nationwide. Imagine Learning’s flagship products include Imagine Edgenuity^®, online courseware and virtual school services solutions; supplemental and intervention solutions for literacy, language, mathematics, robotics, and coding; and high-quality, digital-first core curriculum, including Illustrative Mathematics^®, EL Education^®, and Odell Education^®—all on the Imagine Learning Classroom—and Twig Science^®. Read more about Imagine Learning’s digital solutions at imaginelearning.com.

April 19, 2022 8:00 am

Imagine Learning Taps Speech Recognition Technology to Help Educators Quickly and Accurately Assess Reading and Language Skills

On the heels of a successful pilot across the country, Imagine Learning partners with SoapBox Labs, the leading developer of speech recognition technology designed just for kids.

Scottsdale, Ariz. APRIL 19, 2022 – Imagine Learning, whose literacy solutions are used by millions of students across the U.S., today announced a new partnership with SoapBox Labs, the Dublin-based speech recognition company that powers joyful learning and play experiences for kids. Beginning this summer, Imagine Learning’s Language & Literacy program will include Fluent Reader+, a new tool powered by SoapBox’s voice technology, giving educators a seamless, scalable and more accurate approach to assessments of students’ reading and language learning progress.

Voice-enabled tools save educators time by replacing the cumbersome, manual assessment of students’ reading and language acquisition with an approach that is reliable, accurate, and automated. The feedback loop created by the SoapBox voice engine also makes it easier to monitor progress, giving teachers more frequent and better insights into where students need support on their literacy and language journey.

“We’ve long imagined the possibility of speech recognition technology to help teachers make the most of their time in the classroom,” said Jeff Pendleton, Senior Vice President and General Manager of Supplemental and Intervention at Imagine Learning. “But most speech engines have been designed primarily for adults and don’t work well for kids. The results of our pilot with SoapBox’s voice engine show that it not only works accurately for children, but also for a diversity of accents, dialects, and learning abilities. This is exciting for us and for educators everywhere.”

Imagine Language & Literacy is an award-winning adaptive learning program that accelerates literacy and English language development for students in grades PreK–6. More than 20,000 educators log in to the program daily and 65% of student users are emergent bilinguals. In a three-month pilot with 15,000 students from diverse backgrounds using SoapBox’s voice technology, Imagine Language & Literacy’s Fluent Reader+ was able to score oral reading fluency and language artifacts with a level of accuracy comparable to that of experienced educators in the classroom. Moreover, teachers in the pilot accessed the oral scoring tool 165 percent more often than their peers, reflecting their feedback that automation resulted in them using the tool more frequently and with more students.

“At SoapBox Labs, we pride ourselves on building speech recognition technology for kids that is accurate, inclusive, and fair. We are delighted to have been selected by Imagine Learning to service their user base of students, educators, and classrooms across the US,” said Martyn Farrows, CEO of SoapBox Labs. “This partnership is borne out of a focus on constant innovation and improvement, and we are excited about the opportunities for working together in the future.”

About SoapBox Labs

SoapBox Labs makes kids’ unique voices heard in the digital world. Our speech technology is proprietary and built from the ground up to empower children grades PreK-12 of every accent and stage of development to have joyful and immersive digital experiences. SoapBox powers voice-enabled learning and play experiences for third party clients in the education, gaming, media and entertainment industries.

SoapBox is a privacy-first company and offers full transparency with respect to the processing and storage of voice data in full compliance with US COPPA and EU GDPR legislation. Voice data is never shared outside the company, sold to third parties or used for marketing or advertising purposes.

About Imagine Learning

April 12, 2022 9:30 am

Beyond the Screen

In an increasingly virtual world, online instructors find ways to establish deep connections with students as they support them in reaching their goals.

A first grader tells the class about a tooth that she not only lost but swallowed; a fifth grader blossoms when she’s encouraged to incorporate her artwork in her assignments; with some extra help, a second grader progresses from reading below to reading at grade level — all with the support of a teacher whom they’ve never met in person. Online instruction might sound impersonal, but Imagine Learning Instructional Services’ virtual instructors create connections through special moments just like a teacher would in a physical classroom. As Tracy Regula, an elementary instructional supervisor, puts it, “the bonds [between teacher and student] go beyond the screen.”

“I am motivated to be a person that is… a safe place and a loving place where they feel comfortable and confident… exploring, learning new things, and trying things that are hard.”

Erin Schwab, Virtual Instructor

These special bonds are what keep our virtual teachers logging in day after day. “Not all days are easy… and all teachers know that, whether you’re brick and mortar or virtual,” but K–5 teacher, Erin Schwab is motivated to “be a person that is… a safe place and a loving place where they feel comfortable and confident… exploring, learning new things, and trying things that are hard.” Fellow K–5 teacher, Diamond Singh loves watching her students learn and is energized by the “ah-ha” moments when she can visibly see “the moment when they get it.”

Lightbulb moments like these are part of multiple-subject teacher, Kathryn DeGioia’s “why” — the reason she became an educator. She also acknowledges the impact her own teachers had on her and wants to “pay it forward” by getting her students excited about learning. Being inspired by teachers seems to be a common thread among current educators, as secondary Spanish teacher, Debra Allison comments, “I want to empower my students. I want to give them all those great feels that I received when I was a student.”

While a lot of teachers are inspired by educators from their past, there are also plenty of less traditional routes to the career. Tracy struggled in school, but it was watching her daughter experience similar difficulties that inspired her to look for a way to help “students learn to their fullest ability.” Secondary science teacher, Dr. Kettyah Chhak had maybe an even less traditional path, starting as a scientific researcher. She responded to a need for math and science teachers, thinking it would be nice to try something different for a couple years. But after a year of teaching, she was “hooked.”

This variety of backgrounds is so valuable, especially because of the varied reasons why students pursue an education online. From student-athletes to those who have a medical need to those who need to make up credits for graduation, virtual instruction allows students to achieve all their goals. “Our students just have such a wide variety of backgrounds and reasons why they’re doing online,” remarks Kettyah, “so I try not to make any assumptions ever… I find I learn so much more about my students that way.”

“It awakened me as a person, [thinking] ‘Who are these students and why are they using this platform? And how can I help them?’ All of that is just so invigorating.’”

Debra Allison, Virtual Instructor

Debra sees the diversity as a welcome challenge: “I mean, yes, I teach Spanish, [but] I can really be teaching anything — I’m really teaching the students… Here at Imagine Learning our students are so varied. It awakened me as a person, [thinking] ‘Who are these students and why are they using this platform? And how can I help them?’ All of that is just so invigorating.

Heterogeneity is definitely not exclusive to the virtual classroom, nor are the tasks that make up a virtual instructor’s daily to-do list: responding to emails, meeting with students, grading, grading, and more grading. What is unique to the virtual classroom is the flexibility for both student and teacher. The varied reasons for choosing to learn virtually often come down to a need for school to adapt to their schedule, not the other way around. While this adaptability is convenient for students, it becomes powerful for teachers, as they have the ability to rearrange their day to focus on the students who need extra support at that moment. Debra finds that she is able to be the best teacher for each of her students because she can focus her time “where it really matters most.”

The ability to focus on the individual student is why, though it might seem unlikely, the student-teacher relationship can still flourish in a virtual environment. Tracy said that this was one of her worries when transitioning to teaching virtually, if she would be able to create the same type of bonds with her students that she did face to face. What she found, actually, is that it is possible and “those bonds might even be a little bit stronger” than when she was teaching in person. She credits this to the focus she can give to individuals. While she was able to meet with students one-on-one when teaching in person, Tracy remarks that she was always keeping one eye on the rest of her class. But “you don’t have to do that in the virtual world. And so, you’re really able to give them all of you, instead of part of you.”

Meet the Educators

Dr. Kettyah Chhak

Kathryn DeGioia

Tracy Regula

Diamond Singh

One of the tell-tale signs of a meaningful teacher-student connection is when former students drop by to visit their past teachers. These visits reinforce the bond and also let teachers see the fruits of their labor as they learn how their student is continuing to thrive as they move through school and life. These drop-ins may seem impossible in the virtual classroom, but Kathryn says that’s not actually the case. She has a student who is no longer in her class who “periodically emails [her saying], ‘How are you?’ and ‘I miss you’ and ‘Thank you so much for all your help, last year. I don’t think I would have passed fourth grade last year if you hadn’t helped me.’ and it’s just sweet. In a brick-and-mortar school, these would be the students who stopped in your classroom.”

In both the physical and virtual worlds, it is all about our connections with others. The bond a student feels with their teacher can be the difference that inspires them to succeed — and for our virtual teachers, these bonds extend far beyond the computer screen.

Nine Tips for Success with Virtual Learning

Whether you are new to the virtual classroom or an experienced online teacher, here are a few tips for success with virtual learning.

Read Now

April 8, 2022 8:00 am

Imagine Learning Rounds Out Full K-12 Math Suite of Products with “All Green” Scores from EdReports

Imagine Learning Illustrative Mathematics K-5 Completes Full Math Portfolio with EdReports’ Distinction

Scottsdale, Ariz., APRIL 8, 2022 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving 10 million students in more than half the school districts nationwide, today announced that Imagine Learning Illustrative Mathematics K-5 (formerly LearnZillion) has received near-perfect ratings by EdReports, an independent nonprofit designed to improve education through evidence-based reviews of K-12 instructional materials. These new ratings complete Imagine Learning’s entire “all green” K-12 core mathematics series.

Imagine Learning Illustrative Mathematics® K-12 is a problem-based IM-Certified curriculum that is designed to provide conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and a productive disposition. Students learn by doing, working their way through problems in both mathematical and real-world contexts, and constructing arguments using precise language. With this new rating, Illustrative Mathematics for all grades has met EdReports’ expectations for all three gateways: Focus & Coherence, Rigor & Mathematical Practices, and Usability.

EdReports provides independent reviews of instructional materials designed to improve Grades K-12 education. The EdReports rubric supports a sequential review process through the three gateways. Green ratings indicate that a curriculum meets expectations for each gateway of the EdReports review system. Illustrative Mathematics K-5 scored green on all three gateways and received perfect scores for two of the three gateways.

“We strive to provide all students the best access to grade-level mathematics with Imagine Learning Illustrative Mathematics,” said Terry Gilligan, Vice President & General Manager, Core Curriculum. “Receiving all greens from EdReports is a great honor and energizes our team to continue to provide the most innovative and effective solutions to teachers and students.”

“We are proud to see Imagine Learning’s Illustrative Mathematics Certified version of our grades K-5 curriculum pass EdReports’ criteria for Focus & Coherence, Rigor & Balance, and Usability with flying colors,” said Dr. William McCallum, CEO and co-founder of Illustrative Mathematics.

Imagine Learning Illustrative Mathematics, formerly LearnZillion, delivers a digital-first classroom experience, which enables teachers to create a student-centered, cohesive learning environment, based on research and driven by data that fully leverages the impact of high-quality curricula. As an IM-Certified partner, Imagine Learning collaborates with the Illustrative Mathematics team every step of the way by enhancing the curricula through an immersive experience with digital and print resources, including ready-to-go, customizable, and assignable lesson cards; virtual manipulatives and interactive math tools that foster mathematical practices; digital tasks, practice, and assessment that provide real-time feedback and data to inform instructional decisions; and live synchronous instruction virtually with LiveLearn.

About Illustrative Mathematics

Illustrative Mathematics is a nonprofit organization dedicated to creating a world where all learners know, use, and enjoy mathematics. Learn more at IllustrativeMathematics.org.

About Imagine Learning

Imagine Learning is a PreK–12 digital learning solutions company that ignites learning breakthroughs by designing forward-thinking solutions at the intersection of people, curricula, and technology to drive student growth. Imagine Learning serves more than 10 million students and partners with more than half the school districts nationwide. Imagine Learning’s flagship products include Imagine Edgenuity^®, online courseware and virtual school services solutions; supplemental and intervention solutions for literacy, language, mathematics, robotics, and coding; and high-quality, digital-first core curriculum, including Illustrative Mathematics®, EL Education^®, and Odell Education^®—all on the Imagine Learning Classroom—and Twig Science^®. Read more about Imagine Learning’s digital solutions at imaginelearning.com.

April 5, 2022 8:00 am

How Your Students Can Earn One Year of College Credit in High School

The cost of higher education has many students (and their parents) looking for ways to lower that tuition bill. Give them a roadmap to earning an entire year’s worth of college credit before high school graduation.

The cost of higher education has many students (and their parents) looking for ways to lower that tuition bill. Many are turning to dual credit, where they can earn college credit while also fulfilling high school graduation requirements. And while taking one dual credit course is great, you can give your students a roadmap to earning an entire year’s worth of college credit.

With a little planning and guidance, your students can save thousands on their degree by earning a year’s worth of college credit in high school.

Create a roadmap for one year of college credit

High school students have a lot going on and not a lot of experience with time management. Often, they need a little help planning their week, and even more so their year. That’s why Imagine Learning partners with TEL (Teaching and Education for Life) and their +1 Program: to make it easy for you to guide students through their dual credit journey to earning a full year’s worth of college credit. The +1 Program from TEL Education lays out a clear path that’s easy for your team to manage and easy for your students to understand.

The +1 Program includes 30 credit hours spread out over four or five terms, depending on what works best for the student’s schedule. They can start as early as their sophomore year, and can include summer terms as well. For every credit that transfers into their degree program, students can save hundreds of dollars.

TEL partners with more than 10 regionally accredited colleges and universities that support a +1 Program so your school can decide which higher education institution best fits your needs. It might be the one closest to you or it might be the one that aligns most closely with your values.

Review the sequence of courses

Once you choose the credit-granting partner and when you’d like your students to start the program, you have an easy-to-navigate roadmap for your students. This roadmap outlines which courses to take each term. The suggested sequence includes courses that students are likely to encounter in their first year of college and meet high school requirements as well.

Check out our general +1 Program sequence guide. The courses and sequence may change depending on the credit-granting partner you choose.

At TEL, students are encouraged to start with College Readiness no matter what their educational goals are. College Readiness helps students learn the necessary study skills and learning strategies to build confidence that they will be successful in college-level learning. Students will also take courses in English, history, science, and the humanities.

Look for ways the suggested course sequences line up with your state’s graduation requirements, including which requirements can be covered by the +1 Program and which courses will need to be taken outside of the program. The sequence is designed so students have room each term for electives they are interested in as well as other courses they need in order to graduate.

While TEL put a lot of time and thought into the sequence guide, it is meant to be a guide. If you know your students would be more successful with a different schedule or if there is a course you’d like to include, the +1 Program can be flexible.

Help your students create a plan

Sadly, there are no turn-by-turn directions to make sure students stay on the road to dual credit success. While the course sequence is easy to follow, students will need guidance to ensure they meet all their high school requirements while also completing the +1 Program.

In your planning session with interested students, help them see any gaps they have and how the courses can fulfill requirements. Show students which courses fit best based on what they’ve already taken, and help them decide whether summer term makes sense for them. Each student will be different so make adjustments as needed for each student’s schedule.

Enrolling in dual credit is the perfect conversation starter for plans after high school. Start talking with students early about college or a certification program. Several of TEL’s partners provide incentives such as guaranteed acceptance and even scholarships for enrolling once you’ve successfully completed a dual credit course with them. They also have a transfer toolkit to help students understand the transfer process.

Check in on their progress

After helping thousands of students with online college courses, we know that support is key. That’s why TEL has layered support for any student who enrolls. But we’ve also found schools that monitor student progress were most likely to have students who were successful in the +1 Program.

Through TEL, students have access to instructors through weekly office hours and email to discuss content-related questions. We also have a team of success coaches who offer workshops, organize study groups, and meet with students 1:1 to help with study skills and time management. And of course, we have technology support through email, chat, and an extensive knowledge base that students can search.

But students really excel when faculty and staff at their school are checking in as well. Regular check-ins from your team have shown to be effective in helping students through their first experience in college-level learning. Outside of just asking how the student is doing, you can also monitor their progress for yourself. Your team will have access to different reporting roles to see how individual students are doing in the class.

Setting students up for success

Earning an entire year’s worth of college credit in high school helps your students reach their educational goals faster. Whether that’s an associate degree to launch straight into a career or enrolling into a bachelor’s program, students in the +1 Program have a head start and tangible proof that they can be successful with college-level learning. And because courses through the +1 Program are one third the cost of a four year university, they can save thousands of dollars on their degree program.

—–

This blog is brought to you by Carrie Watkins and was originally published on TEL’s The Bookmark. TEL Education provides its growing catalog to any Imagine Edgenuity partner school interested in offering online dual credit courses to its students. The partner school will select one of TEL’s 10 regionally accredited transcribing partners, identifying the college or university where their students would earn credit from after successfully completing the dual-credit course. Imagine Edgenuity partners also receive TEL’s multi-layered support, including our proactive Student Coaches, who help students with time management, study skills, and reach out to students who are starting to fall behind.

March 22, 2022 8:00 am

Humanizing Personalized Learning with Paul Emerich France

“The key to personalized learning is seeing and honoring the humanity in every student.”

Personalized learning is in high demand as schools navigate the uncertainties of a pandemic. While web-based, adaptive tools allow us to individualize learning for students, we can’t forget the need to humanize models for personalization and center students in our instruction.

In a webinar on March 3rd, Paul Emerich France elaborated on four pillars of the Humanized Personalization Equity Framework, and teachers left with tangible steps they could implement the next day to humanize personalization in their classrooms.

High School student sits at desk playing with a pencil

Center Humanity

“Make space in your teaching for identity work, storytelling, and discussions of belonging.”

Paul emphasized the importance of exploring identity, not just as a beginning of the year “get-to-know-you” activity. Revisit the topic of identity throughout the year because “when students know and see one another, we create cultures of belonging which are critical to equity work.”

Redefine Success

“Humanize assessment through qualitative assessment, interactive portfolios, and journaling.”

While learner agency is key to the success of personalized learning, he cautioned that it’s not a “free-for-all.” Teachers should focus on actions and activities that cultivate agency, like validating students’ journeys and promoting student self-evaluation.

Using a simple structure focusing on celebrations, challenges, and next steps, teachers can use qualitative assessments to get an understanding of the whole picture of a students’ learning journey. Though these assessments are qualitative, Paul emphasized that they should still be standards-aligned.

Teach in Three Dimensions

“Make learning personal in whole-group, small-group, and individualized settings.”

Paul touted the workshop model’s opportunities for both convergence and divergence as a prime learning model to incorporate all three dimensions. Convergence allows for interpersonal connection, he said, while “divergence allows for both learner- and teacher-driven personalization.”

The Three Dimensions:

1. Shaping the collective conscious

“Personalized learning can happen in the whole group with the right techniques.”

Short mini lessons
Universal content
Competencies and habits
Encouraging student voice

2. Small groups and partnerships

“Small groups and partnerships allow for building a collective consciousness in smaller, more intimate settings.”

Leverage formative data to make flexible groupings
Mix heterogeneous and homogeneous groupings
Make all learning a conversation

3. Nurturing the inner dialogue

“Individualization can occur in the classroom, just not necessarily in the way you might think.”

Conference efficiently by providing one compliment and one suggestion
Document conferences in student journals using sticky notes

Prioritize Connection

“Keep students connected to one another through complex instruction and EdTech Minimalism.”

Complex instruction is composed of three elements: multiple-ability curriculum, human-centered instructional strategies, and culturally aware pedagogy. Paul showed an example of an open-ended math activity and provided a downloadable resource to plan for a similarly complex activity.

In order to practice EdTech Minimalism, Paul suggested asking yourself these four questions when planning to incorporate technology into instruction:

Will the technology minimize the complexity of personalization?
Will the technology maximize individual power and potential?
Will the technology reimagine learning?
Will the technology preserve or enhance human connection?

Reflecting on these answers helps us to see the difference between humanized and dehumanized personalization. Humanized personalization is powered by humans, while dehumanized personalization is powered by technology. Humanized personalization connects learners, while dehumanized personalization isolates them. By working toward always centering students in instruction, we are on the path toward humanizing personalized learning.

Free Resources

Download Paul’s Identity Unit and Planning for Complex Instruction guide.

Watch the webinar recording:

March 15, 2022 8:00 am

Empowering Girls to See Themselves in STEM

When the goal is to encourage more girls to pursue an interest in science, technology, math, and engineering, words and representation matter.

If asked to name a famous female scientist, who comes to mind? For many of us, it is likely Marie Curie, who is the most well-known for a reason. She developed the theory of radioactivity and was the first female scientist to win a Nobel Prize, among other achievements.

Thanks in part to the critically acclaimed movie, Hidden Figures, you also may have thought of Katherine Johnson, the Black mathematician whose work helped the first manned spaceflight land on the moon.

Both Curie and Johnson paved the way for future women in STEM fields.

While we should absolutely celebrate these remarkable women, we also need to reflect not just on why most of us are able to name only one or two, but also on the impact of the lack of female scientist household names.

On a basic level, we can assume there are fewer women in STEM careers because, as a group, they do not see themselves represented in those fields. This becomes a feedback loop — girls grow up not seeing women in STEM, they don’t pursue STEM careers, and the cycle continues.

three students learning about science in the classroom

Words matter.

Catherine Cahn, founder of Twig Science and President of Core Curriculum at Imagine Learning, recently remarked on the power of language to both empower and exclude women and gender-diverse individuals. If a company is looking to hire a new CFO and they say in a meeting, “Where are we going to find him?”, that one tiny pronoun tells everyone exactly who they picture (and don’t picture) in the position.

It is like when you mention your new (female) doctor by title and are asked, “did you like him?”

These words contribute to the “persistent, subconscious images of male mathematicians and scientists that start at the earliest ages, [which] may be one explanation why girls enter STEM fields… at dramatically lower rates than boys.”

Teachers are in a unique position to disrupt this subconscious bias by being deliberate about language choices in the classroom. In order to make sure girls feel welcome in the sciences, we should also reflect upon how we represent scientists and mathematicians.

Representation matters.

Here are three ways we can better represent girls and women in STEM:

1. This month (and every month), share information about prominent women in STEM

Share biographical information about women in the sciences in your classroom, on social media, and with the kids in your life. Tell them about Curie and Johnson, of course! But also tell them about Jane C. Wright, who contributed to chemotherapy developments; Tu YouYou, who saved millions of lives with her malaria treatment; Françoise Barré-Sinoussi, who discovered HIV; Lydia Villa-Komaroff, who helped find a key molecule in Alzheimer’s diagnosis and treatment; Mae C. Jemison, the first Black American woman to travel to space; and many more.

2. Connect with women working in STEM fields

They may not be as well-known as Marie Curie and Katherine Johnson, but the women in your community working in STEM fields are just as extraordinary – and possibly even more inspiring. We know that “girls who see women working in STEM careers are more likely to consider a career in science, technology, engineering or math.” Whether you have a friend working as a computer scientist, a cousin studying biology, or you make a connection at a local Society of Women Engineers event, being able to talk to a “real” woman in a STEM field could influence a young girl’s future choices.

3. Ensure that girls see themselves in the curriculum

If we want girls to picture themselves in STEM careers, we should start with the curriculum. That’s why Imagine Math PreK–2’s cast of characters is designed so that every student can see themselves reflected in the program. These characters narrate and demonstrate concepts to students in an engaging virtual environment created to look like the diverse world in which we live.

Ruby likes to play dress-up and wants to be an engineer when she grows up. As the main character in the Imagine Learning cast, she was intentionally designed to change the narrative about who excels in STEM careers.

Older Imagine Math students can design and customize their own avatars, so they can quite literally see themselves in their math program.

The more we normalize the image of females in STEM careers, the more young girls will picture themselves following in their footsteps. And just think, in a few years, we can add this generation’s names to a much longer list of famous female scientist household names.

About the Author — Ally Jones

Ally Jones is a California credentialed educator who specialized in teaching English language learners at the secondary level. Outside of education, she is passionate about fitness, literature, and taking care of the planet for her son’s generation.

March 7, 2022 8:00 am

Imagine Learning Announces New Features for Imagine Edgenuity to Support Ongoing Commitment to Academic Integrity

New Features are Latest Editions to Robust Suite of Tools to Support Educators and Ensure Academic Integrity

Scottsdale, Ariz., MARCH 7, 2022 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving 10 million students in more than half the school districts nationwide, today announced new features within Imagine Edgenuity (formerly Edgenuity) to help educators maintain academic integrity among students. The new solutions give educators more time to focus on improving student outcomes while empowering students to take ownership of their learning.

Teachers know firsthand the importance of academic integrity. The classroom is an influential part of a child’s growth and development and learning about the necessity for integrity in an educational setting helps students to perform well in many aspects of their lives. In addition to being a positive role model, teachers must continue to engage with students and provide opportunities for inquiry and discussion that can foster success throughout a student’s learning journey.

“We’re committed to bringing educators new innovations that improve learning outcomes,” said Kinsey Rawe, Senior Vice President & General Manager, Courseware & Instructional Services for Imagine Learning. “These new tools give us an opportunity to help teachers save precious time that they can utilize to provide more personalized instruction to students while helping them understand the importance of academic integrity.”

Plagiarism Checker enables teachers to scan student submissions, searching for matches across the internet and from other students. This allows the teacher to identify potentially plagiarized work, investigate the similarities, and make informed decisions on their next steps, whether it’s a proctored make-up assignment, resetting student progress, or disciplinary action. As the system scans for plagiarism, Imagine Edgenuity is also building a database of submissions to flag and surface student submissions that raise plagiarism concerns across districts.

“The Plagiarism Checker has given our teachers an easy place to start the review of student writing,” said Hellen M. Secrist, online learning coordinator for Katy Independent School District in Katy, Texas. “The ability to share the report with students has been extremely helpful in explaining plagiarism and curtailing the habit of cutting and pasting from the Internet.”

“The Plagiarism Checker supports me in my role as a Professional Virtual Instructor,” said Dr. Ruby Evans. “An incident of plagiarism need not be one of conflict between the educator and a student. Instead, the use of this feature provides an invaluable teaching/learning moment and allows me to encourage the student to adopt a growth mindset. Once an academic integrity violation is confirmed, I am empowered to reach out to a student and engage in a constructive coaching session on how to improve her writing. Rather than being used as a punitive tool, this feature serves as a linchpin in the process of helping our students enhance their academic and scholarly writing skills.”

Speed Radar is another new feature that alerts teachers when students move through content too quickly, which could indicate low engagement with content or the student’s use of a browser extension to fast-forward through content. This feature helps teachers easily examine a student submission and decide the appropriate next steps.

Plagiarism Checker is now available within Imagine Edgenuity and part of Imagine Learning’s comprehensive Academic Integrity suite, which includes district-level settings, such as IP Registry and the Secure Lock Browser. Speed Radar will be available for back-to-school this summer. Together, these tools, along with Imagine Edgenuity’s many course-level settings, help educators successfully implement academic integrity standards among students. Additional information is available at imaginelearning.com/edgenuity.

About Imagine Learning

March 1, 2022 8:30 am

EdTech Leader Imagine Learning Unveils Imagine Learning Foundation With $5 Million Initial Commitment

Mission to Address Social and Emotional Learning Needs Outside the Classroom Pandemic Magnifies Demand for Solutions for Millions of Students Across the Country First Grants to Be Awarded in June 2022

Scottsdale, Ariz., March 1, 2022 – Imagine Learning, the largest provider of digital curriculum solutions in the U.S., serving 10 million students in more than half the school districts nationwide, today announced the launch of the Imagine Learning Foundation. With a funding commitment of $5 million, the Imagine Learning Foundation was created with one principal goal in mind: fostering the well-being of learners and the people who support them at home and in their communities.

Initially, the Foundation will distribute grants to qualified organizations through two key programs: The Imagine Signature Grant Program and a companion Grassroots Grant Program. The Imagine Signature Grant Program is open for applications through March 2022 and winners will be in announced in June 2022. The regional Grassroots Grant Program will open for employee-recommended applications in May 2022 with winners announced over the summer.

“At Imagine Learning, we imagine a world where classrooms know no boundaries as we challenge ourselves each day to ignite learning breakthroughs by seeking new ways to empower educators, engage students and connect families,” said Jonathan Grayer, Chairman and CEO of Imagine Learning. “The impact of the pandemic over the past two years on the emotional lives of students and families is in many ways incalculable and has only exacerbated the pressing need for equitable, personalized, and collaborative solutions that help educators, students, and their families navigate their learning journeys in and out of the classroom.

“While social and emotional learning is a valued component of curriculum in thousands of schools, our Foundation will focus its resources on a companion effort to support the well-being of learners and their families at home and in their communities. We could not be prouder of our team members for their engagement and involvement in this effort,” said Mr. Grayer.

The Imagine Signature Grant Program is open for applications throughout March and the award winners will be announced in June 2022. Initial awards will fund two significant grants to two mission-aligned national non-profit organizations that:

Support initiatives that foster the learning well-being of youth, families, and educators at home and in the community; and/or
Study the current impacts that social, physical, mental, and emotional well-being have on accelerating student achievement across diverse communities.

The Grassroots Grant program will award grant-winners identified by regional teams of Imagine Learning employees that focus on social and emotional learning and digital education equity in out-of-classroom learning spaces in their respective local communities.

Social and emotional learning, the process of learning and applying the knowledge and skills to care for emotions, social relationships, and each individual’s sense of self, has become essential to students today as they navigate their learning journeys throughout the pandemic and beyond.

“Student well-being is the foundation for all student success,” said Chris Graham, Imagine Learning Senior Vice President & General Counsel and Imagine Learning Foundation Chairman and President. “Over the course of the last year, we assembled an experienced and diverse board of Imagine Learning team members to explore and identify areas where we could be of maximum value to our community. We encourage all to apply, and we look forward to partnering with leading non-profits that are pushing the boundaries of social and emotional learning beyond classroom walls.”

To learn more about the Imagine Learning Foundation and access Imagine Signature Grant Program applications, visit imaginelearningfoundation.org.

About Imagine Learning