Tag: Innovation

Posted on by Imagine Learning Corporate

December 6, 2023 11:15 am

Innovating Computer Science to Close the Gender Gap

Imagine Robotify’s new advanced Python course furthers the program’s commitment to equity, engaging students in ways that close computer science’s gender gap.

Computer science education is on the rise, with several states adopting it as a high school graduation requirement so far. But even as it gains momentum nationwide, female students still lag behind their male peers in enrollment and persistence. This troubling gender gap emerges as early as elementary school, with girls reporting less confidence and interest in computer science compared to boys.

If current trends continue, the tech workforce will remain predominantly male.

teacher observing students working together

To build a more equitable future, we need creative solutions that empower all students to see themselves as capable computer scientists. A compelling computer science curriculum, designed intentionally to engage girls as much as boys, can help close persistent gender gaps.

That’s why Imagine Learning has added an exciting new advanced Python course to our supplemental computer science program, Imagine Robotify, expanding our library of scaffolded coding content for grades 3–8.

In the new course, students will learn to code an interactive robot named Flex. Their Python programs will help Flex support park rangers as they prepare for a prescribed burn in a nearby forest. Students use geometry, sensors, algorithms, and other key computer science concepts to locate animals, clear debris, and contain the burn area. Along the way, they’ll reinforce related math skills like the Pythagorean theorem.

With its interdisciplinary storyline and coding challenges, this course highlights how computer science enables creative problem-solving across subjects, and students get to pilot a relatable robot character, making computer science engaging, collaborative, and accessible.

The course reinforces the “4Cs” of 21st-century learning: critical thinking, communication, collaboration, and creativity. Students develop perseverance and computational thinking as they refine their code. The real-world narrative promotes curiosity in science and sustainability, and by working to protect the forest and its inhabitants, students see how computing can positively impact communities and the planet.

teacher observing students working together

An equitable computer science curriculum can inspire all students, especially girls, through innovation. That’s why, in addition to new courses like this one, Imagine Learning has completely redesigned the educator experience in Imagine Robotify: the instructional model provides more differentiated instruction, added supports for new computer science teachers, and built-in opportunities for unplugged activities to complement the coding experience.

Computer science education is gaining momentum, but persistent gaps remain when it comes to engaging female students. Compelling, cross-disciplinary computer science courses can help close these gaps, and high-quality curriculum and instruction will be key to driving broad, equitable engagement.

We’re excited to keep enhancing Imagine Robotify’s courses and teacher supports to promote equity and access, and we can’t wait for students to begin coding alongside Flex, developing computational thinking skills to take on real-world problems. As computer science education continues to expand, our commitment to quality curriculum and instruction for all learners only grows.

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Posted on by Imagine Learning Corporate

November 9, 2023 4:58 pm

Five Key Moments from Imagine Simply Teaching

The Imagine Simply Teaching symposium was loaded with new perspectives and guidance. From student-led learning to AI ethics, experts illuminated best practices for creating dynamic digital classrooms.

The recent Imagine Learning virtual symposium was loaded with ready-to-use tips and new perspectives. As a leader in PreK–12 digital curricula, supplemental support, and virtual instruction, Imagine Learning hosted the jam-packed event, which gathered EdTech experts to share research, strategies, and inspiration for inspired teaching. From student-led learning to AI ethics, these specialists illuminated best practices for creating dynamic digital classrooms where every student – and teacher! – can thrive.

Want the download to tamper your FOMO? Here are five major moments from the symposium.

1. Ditch the burnout with sustainable workflows

Keynote speaker Dr. Catlin Tucker understands the educator burnout struggle is real. But it doesn’t have to be! This Apple Distinguished Educator guided attendees in a shift toward student-led learning. Let your tech handle the info delivery so you can focus on individual facilitation and relationships, flex those blended learning muscles to find your instructional flow, and, most importantly, share the responsibility with students so they own their learning. Embracing this new workflow can help lighten your load and keep your passion lit.

Catlin Tucker

“We have to learn to share the responsibility with our students, or it’s nearly impossible to find a healthy balance.”

Graphic image of Catlin Tucker

2. Rewrite the math story from “I can’t” to “I math”

Uncertain-looking high school teacher looking over their shoulder at their encouraging teacher

Deborah Peart believes everyone can tap into their inner mathiness. To do so, we need to check our own baggage. When teachers confront their own math trauma, they pave the way for students to forge positive math identities, too. Bring on the math joy: trade rote rules for collaborative concept development and ditch the math anxiety to foster a community where mistakes lead to growth, not shame. It all starts with reframing math as a life skill, not a gatekeeper.

Deborah Peart

“Mathers math. They can think creatively. They can share their ideas.”

“We have to learn to share the responsibility with our students, or it’s nearly impossible to find a healthy balance.”

Dr. Catlin Tucker

3. Let inquiry unleash critical thinking

Inquiry gets students vested in driving their own learning, says Dr. Kathy Swan. Her formula for inquiry success? Compelling questions + curated sources and authentic tasks. The benefits include skills like research, analysis, curiosity, and civic agency. Another perk is that it stretches learners of all ages when done developmentally. Whether debating Dr. King’s legacy or designing ways to save endangered species, inquiry taps curiosity to unlock critical thinking.

Kathy Swan

“By reinventing the wheel, we can improve performance, better tread, speed, durability.”

Group of high school students seated at their desks and surrounding an enthusiastic teacher

4. Code today to shape the AI future

Teacher sitting and talking in front of a high school classroom

The robots are coming! The robots are coming! Fortunately, with the right STEM skills, students can be the masters, not the minions. Adam Dalton makes the case for coding and the 4Cs – critical thinking, communication, collaboration, and creativity – as essentials to shaping the future. Virtual simulation platforms like Imagine Robotify turn coding into play, and when students code, create, and compete, it builds the problem-solving skills needed to drive innovation. AI can amplify human potential, but it needs engaged, ethical, STEM-savvy humans behind the tech.

Adam Dalton

“I am a big believer in teaching students how to use the forces of STEM to be ready for the AI future that is happening right now and tomorrow.”

5. Don’t fear the AI: guide students for good

ChatGPT got you tongue-tied? Deb Rayow says AI is here to help, not harm, student learning. First, lock down an academic integrity policy, then start prompts, pronto. It takes some practice, but ChatGPT can generate personalized lessons, leveled texts, and more with the right prompts. The key is maintaining human judgment – and teaching media literacy so students keep it real. They’ll need sharp skills to tell bot from human and fake news from facts. So, embrace the AI future! With ethics and empathy, our students can make this tech sing.

Deb Rayow

“Our job as educators is not just getting kids to complete courses. It’s to prepare them for the world that they’re graduating into.”

Elementary student working on laptop and high-fiving their teacher

The Imagine Learning symposium delivered inspired teaching topics from real talk on sustaining teacher engagement to getting AI-ready. Educators were motivated and empowered not just to survive the current and future landscape but to thrive in it.

Find recordings of the sessions, blogs, and speakers’ resources here.

Posted on by Imagine Learning Corporate

August 23, 2023 1:35 pm

Navigating A New Era: The Shift from Teacher-Centric to Student-Centered Learning

The era of information scarcity is long gone, leaving room for a new dawn of student-led inquiry, exploration, critical thinking, and discovery. Are you ready for it?

Technology is radically changing how students communicate, collaborate, and create. Their small devices are an extension of their physical selves and give them impressive control over their daily lives. They stream television shows and movies, build music playlists for every mood, and order food to be delivered. This technology-rich reality stands in stark contrast to my experience growing up. If I wanted to watch Friends, I had to be on the couch at 8 o’clock on Thursday nights. I strategically timed bathroom breaks for commercials. And at the end of every season, I wondered, “Will Ross and Rachel finally end up together?” As a viewer, I had no control over my experience.

Watching my two teenagers engage with media is radically different. They decide what they watch, when they watch, where they watch, and how much they watch. They have total control over the media they consume. Despite this new reality, young people spend their days in classrooms that operate like network television. Like it or not (need it or not), all students are getting the same information at the same time. This disconnect between their experience at school and their lives beyond the classroom likely contributes to the high number of students who report negative feelings associated with school (Moeller, Brackett, Ivcevic &White, 2020).

Technology is permeating every aspect of society and fundamentally changing how we engage with information and each other. Yet, many classrooms still function in much the same way they did 20 years ago. Even the addition of computers and tablets in classrooms has not radically changed traditional approaches to teaching and learning. Many teachers still spend their days at the front of the classroom disseminating information. It made sense 100, 40, or even 20 years ago for teachers to dedicate significant time to transferring information. They and the textbook were the sole sources of information in a classroom. However, students today can access unlimited information in myriad formats online. This should have a transformative impact on our approach to educating young people. The era of information scarcity is long gone, leaving room for a new dawn of student-led inquiry, exploration, critical thinking, and discovery.

The era of information scarcity is long gone, leaving room for a new dawn of student-led inquiry, exploration, critical thinking, and discovery.

A Shift in Teacher Mindset: From Expert to Facilitator

However, to truly transform education, educators must ask themselves, “What is my fundamental purpose in the classroom?” The way they perceive their value shapes their teaching methods. If they see themselves merely as experts, they gravitate toward one-size-fits-all, teacher-led, teacher-paced lessons. This whole group approach to teaching fails to acknowledge learner variability or meet the diversity of needs, abilities, language proficiencies, learning preferences, and interests in a classroom. Such a teacher-centric approach also requires the teacher, not the students, to do the lion’s share of the cognitive work. Instead of facilitating active learning, they spend their time at the front of the classroom, presenting information, unpacking complex concepts, and modeling processes and skills in the form of mini-lessons or lectures and relegating students to the role of passive observers.

In an era dominated by technology and advancing AI, teachers must recognize their irreplaceable value lies in their inherent humanness. This includes their ability to listen, observe, empathize, and organically respond to student needs. By contrast, technology excels at disseminating information. One can read a text, watch a video, listen to a podcast, or converse with an AI chatbot to acquire knowledge on various subjects. Moreover, when individuals engage with digital content, they have greater control over their learning experience. They control the pace at which they consume and process information. They can manipulate digital resources in ways that make the information more accessible. For example, students reading an online article can expand the size of a text and look up the definitions of unfamiliar words. When watching a video, they can pause, rewind, or rewatch as needed and add closed captions. They can even adjust the speed of a video or podcast to ensure the presentation of information isn’t too fast or too slow. If technology excels at transferring information, why would teachers spend their limited time with students talking at them?

Teachers can lean on technology to shoulder some of the burden of “covering content,” so they can spend their precious time with students focused on the human side of this work. If teachers leverage technology strategically and use blended learning models to architect student-centered learning experiences, they can embrace their role as facilitators of learning. As facilitators, their focus is working alongside individuals and small groups of learners, supporting them as they work to comprehend complex concepts and apply specific strategies and skills. That way, teachers can effectively differentiate and personalize learning for students to ensure they are all making progress toward firm standards-aligned learning goals.

A Shift in Teacher Skill Set: From One-Size-Fits-All to Blended Learning Models

To free themselves from the front of the room and embrace their role as facilitators of learning, teachers need a more robust and resilient set of technology-enhanced instructional models. Blended learning models combine active, engaged learning online with active, engaged learning offline. They strive to fundamentally shift the focus and locus of control in the classroom from teacher to learner. Teachers in traditional classrooms can use the range of rotation models (e.g., station rotation, whole group rotation, flipped instruction, and playlist) to design student-centered learning experiences that allow students more control over the pace and path of their learning.

These blended learning models also position teachers to work directly with individuals and small groups of learners to differentiate instruction and modeling sessions, provide real-time process-based feedback as students work, conference with students about their progress, and conduct side-by-side assessments. The shift from whole group to small group or individual interactions allows teachers to focus their energy and talents on meeting every student where they are in their individual learning journeys, which is critical if we want to provide an inclusive and equitable learning experience.

In an era dominated by technology and advancing AI, teachers must recognize their irreplaceable value lies in their inherent humanness.

The Goal: Shifting Students From Passive Consumers to Active Agents

When educators adjust their mindset, recognizing their value not just as fountains of knowledge but as facilitators of learning, a transformative change begins. This transformational shift is bolstered by blended learning models, which allocate time and space for direct, individualized interaction between teachers and learners. These models don’t just alter the way teachers design and facilitate learning; they redefine the student experience.

Historically, traditional education has confined students to the sidelines as passive observers and recipients of information. They were vessels to be filled rather than explorers charting their own course. However, blended learning models shift control to learners, positioning them as active agents driving the learning. This demands they move beyond simply absorbing facts and work to make meaning in concert with their peers. The shift to student-centered learning signifies a shift from mere retention to reflection, application, and creation. As active agents, students develop the skills and confidence to explore, discover, and create. Ultimately, the purpose of reimagining teaching and learning is to produce not just knowledgeable individuals but critical thinkers, problem solvers, and lifelong learners.

The shift to student-centered learning is a gradual one. Navigating such an environment demands a higher cognitive and social investment from students compared to traditional teacher-led settings where the educator shoulders most responsibilities. However, the dividends of this evolution are invaluable. Students emerge as “expert learners,” characterized by motivation, resourcefulness, strategy, and self-awareness. They become adept at recognizing their strengths, limitations, areas of growth, and confidently advocating for their needs. For teachers, this approach reignites passion and provides a deeper sense of purpose. As we face a time where many educators are stepping away from their roles and students are bracing for a dynamic world and job landscape, adopting this paradigm shift becomes imperative. In an era when educators are leaving the profession in droves, and students prepare to enter a rapidly changing world and job landscape, this shift is imperative.

About the Author – Dr. Catlin R. Tucker

Dr. Catlin R. Tucker is a best-selling author, keynote speaker, international trainer, and professor in the Masters in the Arts of Teaching Program at Pepperdine University. She taught for 16 years in Sonoma County, where she was named Teacher of the Year in 2010.

Catlin has written a series of books on blended learning including,  The Shift to Student-led, The Complete Guide to Blended Learning, UDL and Blended Learning: Thriving in Flexible Learning Landscapes, Balance With Blended Learning, Blended Learning In Action, Power Up Blended Learning, and Blended Learning In Grades 4-12 . In addition to her books on blended learning, Catlin writes an internationally-ranked blog and hosts a podcast called The Balance. 

Catlin earned her BA in English literature from the University of California at Los Angeles. She earned her English credential and Masters in Education at the University of California at Santa Barbara. In 2020, Catlin earned her doctorate in learning technologies at Pepperdine University, researching teacher engagement in blended learning environments. 

Catlin is active on Twitter  @Catlin_Tucker and Instagram  @CatlinTucker. 

Imagine Simply Teaching Symposium

Listen to Dr. Catlin Tucker’s keynote address on October 25th at 6pm ET.

Register Now
Posted on by Imagine Learning Corporate

February 24, 2023 12:02 pm

The Future of Speech Pathology is Virtual

Speech teletherapy services are an excellent way for students in the public school system to obtain the federally mandated minutes assigned during the Individualized Education Plan (IEP) meeting, especially when an in-person speech pathologist cannot be hired or located from the area to fill these posted positions.

Poet Hermann Hesse once said, “Everything becomes a little different as soon as it is spoken out loud.”

As a speech-language pathologist, I can relate to the sentiment. Speech-language pathology, in particular, has been shaped by recent events in ways we never expected. Thanks to the pandemic, “teletherapy speech services” became part of our collective education vocabulary.

Speech teletherapy: a little background

During the spring of 2020, every speech-language pathologist was thrust, seemingly overnight, into the virtual world of service provision. Many speech-language pathologists (SLPs) began a journey in teletherapy they never intended to begin. Some SLPs flourished and determined how to make it the best possible scenario for their students. Other professionals struggled due to lack of resources, support, and understanding, and couldn’t wait to return to in-person therapy. Many companies jumped on the bandwagon offering virtual services with very little research on how to be effective in that endeavor. 

For those who embraced the ability to provide services virtually to students in need, however, it was a wakeup call — and an opportunity to provide these services virtually in areas where a qualified SLP could not be found or hired. By embracing this new and exciting service delivery model, SLPs delved into the world of technology and discovered the endless possibilities for students: interactive and eye-catching activities could motivate, enthrall, and inform their students, leaving them excited and engaged.

Imagine Learning responded by hiring licensed and certified speech-language pathologists with both school-based and teletherapy experience who:

  • Are passionate about helping students in an educational environment succeed
  • Offer interactive and skill-appropriate student activities focused on IEP goals
  • Focused speech therapy sessions on required grade-level academic standards that each student must master

Looking forward: the future of speech teletherapy

Speech teletherapy is an excellent way to provide consistent and well-planned therapy to students, ensuring that all students are provided with their federally mandated IEP minutes each week. Parents expect schools to deliver those minutes as scheduled; they also expect schools to offer insight into their child’s progress at regular intervals. Parents are usually unhappy when their child’s school has no one to provide speech and language therapy, and often don’t want to spend the summer trying to fit in compensatory minutes missed throughout the school year.

Transitioning to teletherapy is typically easy for students who have grown up with access to technology in their homes and school environments. And, when speech teletherapy is provided in real-time (one-on-one or in small groups of 2 or 3 students) via a platform that is FERPA- and HIPAA-compliant, it mirrors in-person therapy in its effectiveness and student progress.

One Imagine Learning SLP shared:

“My students love signing in to therapy with me, and are very interactive and engaged with the help of my speech paraprofessional who brings the students to the session.”

Continuing teletherapy collaboration

Speech teletherapy also allows for collaborative interaction with school staff and parents, just as in-person speech therapy does. The Imagine Learning SLP handles all aspects of a student’s case management, from screening to direct therapy minutes. IEPs are held virtually, which allows parents to participate from anywhere, and has increased the probability that the parent will be able to attend the IEP meeting and have an active role in planning for their child’s academic success. Parents often say that meetings held virtually are less stressful, more convenient, and less intimidating than in-person IEP meetings, which is thrilling to hear.

The convenience, effectiveness, and equity of speech teletherapy is unparalleled. Now that students, schools, and parents have gotten a taste of the benefits of virtual therapy, we’re unlikely to return to solely in-person speech-language therapy anytime soon. The future of speech-language therapy is virtual — and bright.

Additional Reading: Speech and Language Telepractice

Explore these additional resources that discuss the efficacy of speech and language telepractice:

Coufal, K., Parham, D., Jakubowitz, M., Howell, C., & Reyes, J. (2018).  Comparing traditional service delivery and telepractice for speech sound production using a functional outcome measure.  American Journal of Speech-Language Pathology, 27(1), 82-90.

Gabel, R., Grogan-Johnson, S., Alvares, R., Bechstein, L., & Taylor, J. (2013).  A field study of telepractice for school intervention using the ASHA NOMS K-12 database.  Communication Disorders Quarterly, 35(1), 44-53.

Grogan-Johnson, S. (2021). The five Ws meet the three Rs: the who, what, when, where, and why of telepractice service delivery for school-based speech-language therapy services.  Seminars in Speech and Language, 42(02), 162-176.

McCullough, A. (2001).  Viability and effectiveness of teletherapy for pre-school children with special needs.  International Journal of Language and Communication Disorders, 36(S1), 321-326.

Towey, M. P. (2012a).  Speech telepractice:  Installing a speech therapy upgrade for the 21st century.   International Journal of Telerehabilitation, 4(2), 73-78.

About the Author

Marva Mount, Related Services Director, Imagine Learning

Marva Mount, M.A., CCC-SLP, F-NAP

Related Services Director, Imagine Learning

Marva Mount, M. A., CCC-SLP, F-NAP, is the Related Services Director at Imagine Learning. She has almost 40 years of experience as a speech-language pathologist and special education administrator. Her passion has always been providing exceptional services to students with disabilities in the public-school setting. Marva is a published chapter author, journal author, and international speaker. She is a distinguished fellow in the National Academies of Practice, and she received the Texas Speech and Hearing Association (TSHA) Hall of Fame award in 2018 for her contributions to the field of speech-language pathology. She is licensed to practice in Texas, Arizona, Oklahoma, Hawaii, and California, and she holds the Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA).

Posted on by Imagine Learning Corporate

January 23, 2023 8:00 am

ChatGPT: What Are We Doing About It? 

Worried about how AI technology will impact student writing and academic integrity? Deborah Rayow, Imagine Learning’s Vice President of Product Management, Courseware, shares her thoughts about the future plus tips you can implement today.

If your family is anything like mine, you spent several hours over the holidays playing with a new technology called ChatGPT. For those of you not familiar with ChatGPT, it’s an OpenAI program that can write… well, anything. I’ve asked it to write a sonnet comparing Bali and Mars, a narrative essay about a one-eyed dog that goes back in time and meets Leonardo da Vinci, and an answer to the question, “Do you think Star Trek: Discovery should be considered Star Trek canon, and why or why not?” 

And yes, I’ve also asked it to write answers to several of the writing prompts in Imagine Edgenuity courses. Which it does exceedingly well. 

As ChatGPT is now broadly (and freely) available to anyone, we know that students have already started using it to “help” them with their work in Imagine Edgenuity. We know that educators are concerned. So are we. We’ve already begun the conversations internally about what steps we can and should be taking to help teachers determine when AI was used to generate a written response. 

What We Can Do Now 

Along with ChatGPT, OpenAI also created a tool that can analyze a piece of writing and predict the likelihood that it was created by artificial intelligence. Teachers can access this tool for free here. In our testing, we’ve found it to be remarkably accurate. We highly recommend using this tool if a student has submitted work that seems out of character — more formally written than usual, slightly robotic, or with details that don’t match what you know about the student. For example, one of our teachers read an essay from a sixth grader that talked about the difficulties he had fitting in on his first day at a large, public high school; something was clearly off, and the AI detector confirmed it. 

What We’re Working on for the Future 

We will be incorporating this kind of detection within the Academic Integrity toolset available now in Imagine Edgenuity. Just as we can currently report on the percentage of a written response that appears online or has already been submitted by another student, we will provide information to teachers on whether AI was likely involved in crafting the text. We are working to have this feature available before the end of the current school year.   

What Can Teachers Do to Promote Academic Integrity in Schools?

There are several things that teachers can do to ensure academic integrity in schools:

1. Clearly communicate expectations.

Teachers should make sure that students understand what is expected of them in terms of academic integrity. This can include guidelines for proper citation of sources, rules for collaboration on assignments, and consequences for academic dishonesty.

2. Use plagiarism detection tools.

There are a number of software tools available that can help teachers identify instances of plagiarism in students’ work. These tools can be especially helpful for detecting copied content from online sources.

3. Encourage responsible research practices.

Teachers can teach students how to properly research and cite sources and encourage them to ask for help if they are unsure how to do so.

4. Monitor for academic misconduct.

Teachers should be vigilant in looking for signs of academic misconduct, such as copied assignments or cheating on exams. If misconduct is suspected, teachers should follow the school’s policies for addressing it.

5. Promote a culture of academic integrity.

Teachers can set a positive example for students by demonstrating integrity in their own work and by stressing the importance of honesty in academic pursuits.

By taking these steps, teachers can help create a culture of academic integrity in their schools and ensure that all students are held to high standards of honesty and professionalism. 

And, in case you didn’t notice: that entire last section was written by ChatGPT.  Told you it was good. 

Deborah Rayow Imagine Learning’s Vice President of Product Management, Courseware

About the author

Deborah Rayow

Imagine Learning’s Vice President of Product Management, Courseware

A former classroom teacher, Deborah has also previously worked with an array of educational publishers and consulting organizations, including Scholastic Education, Kaplan K12 Learning Services, and the New York Times Learning Network. Her expertise includes curriculum planning and professional development, online and hybrid learning, instructional design, and product management/development.

Deborah holds a B.A. in Child Development from Tufts University and a master’s degree in Mathematics Education from Rutgers University. Her areas of academic focus have included early literacy, problem-based learning, and comparative studies in mathematics instruction.

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November 22, 2022 8:00 am

The Four Cs of STEM in Computer Science

Celebrate Computer Science Education Week and the international Hour of Code by exploring the four Cs of STEM. Students can learn about real-world applications of the four Cs in computer science from Chicago to Mars and roll up their sleeves for their own practice with Imagine Robotify, a fun online quiz, or an adventurous robot named Axel.

Digital tools, automation, network security, and AI are shaping our future. Recognizing the increased demand for digital literacy in the workforce, more than 500 CEOs recently petitioned education leaders to prioritize computer science instruction in K–12 schools. The U.S Department of Education followed that by launching the YOU Belong in STEM initiative to enhance science, technology, engineering, and math (STEM) education for all students.

Computer Science Education Week, December 5th–11th, is the perfect time to get involved! A great way for educators at any grade level to explore STEM (which includes computer science!) is to teach its essential skills. Four of the most important abilities in STEM are critical thinking, creativity, collaboration, and communication, also known as the four Cs. These skills are necessary for 21st-century college and career readiness, in STEM and beyond:

  • Critical thinking involves analyzing systems, assessing evidence, integrating prior knowledge to make connections to new situations, and the ability to interpret information. 
  • Creativity is necessary to come up with new ideas. The ability to “think outside the box” when challenged, improve ideas, work within constraints, and learn from failure are all components of iterative design, which require creativity!
  • Collaboration means working in groups, sharing responsibility, and making decisions and compromises. 
  • Communication is critical in our global world. It’s the ability to express ideas, understand their meaning, and demonstrate concepts to different audiences.

The four Cs in the real world

Computer Science Education Week presents a great opportunity to learn with your students about how the four Cs are applied in the real world. Here are three examples.

1. Trashbot

Urban Rivers creates solutions to transform urban waterways, including a volunteer-controlled robot called Trashbot that cleans the Chicago River. The creators of Trashbot used critical thinking to recognize the complex system in which Trashbot would operate while also ensuring the safety of wildlife, civilians, and infrastructure.

The team realized the robot would need to be controlled because an automated robot could pose a risk to wildlife habitats. However, financial and personnel constraints made having a manual operator 24/7 impossible.

Urban Rivers tapped into their creativity and learned from previous failures to find a solution: volunteers could control Trashbot throughout the day to clean the river safely. Next, they collaborated with volunteers to make the solution possible, using media communications to teach them how to operate the equipment. Now, Trashbot is run by community volunteers who can clean up the Chicago River regularly.

Watch this video to learn more with your students.

2. UTM Project

An unmanned aircraft system (UAS) consists of drones or satellites, and the potential uses are limitless! NASA’s UAS Traffic Management (UTM) project aims to find ways for low-altitude drones to operate in large numbers, enabling businesses like Amazon to offer drone delivery services. 

The UTM team uses critical thinking skills to identify problems before they arise, such as how extreme weather could affect a drone or what happens if it is lost. The UTM project also researches how future technology would be managed. Drone technology could reduce traffic, fight wildfires, and perform dangerous tasks. 

The project is complex, with many interested partners in corporations and governments. The UTM team knows collaboration and communication are the keys to the project’s success, allowing them to include the needs and challenges of different groups in the research and share that research with the public. 

NASA’s UTM website provides up-to-date information and updates about the project. 

3. Mars Rover

The Perseverance Mars Rover roams the red landscape of Mars with the help of NASA’s scientists. On one mission, the team was challenged to drive Perseverance as far as possible. However, the rover would be self-driving, so the team needed it to drive effectively while avoiding obstacles.

The amount of possible paths to take on Mars is endless, but some paths are better than others. That’s why critical thinking is crucial to the mission: it’s used to assess the situation, make connections, and interpret data. Critical thinking also helps the team learn from previous Mars missions and determine new solutions.

Using creativity, they can overcome obstacles and imagine new ways to program the rover. The team coding Perseverance also understands how to collaborate. By working with teams across NASA and using clear and thorough communication, they can share and interpret data to put the rover on the right path.

Empowering the next generation

The significance of the four Cs of STEM is apparent across these three real-world examples. Critical thinking, creativity, collaboration, and communication are key to any mission. From cleaning up a river to exploring space, computer scientists use the four Cs daily.

What about the future STEM professionals in your classroom? Students can start their own journeys to Mars and practice the four Cs by celebrating Computer Science Education Week and participating in its international Hour of Code.

Hour of Code

Hour of Code is – you guessed it – a one-hour introduction to computer science, using activities to show that anybody can learn the basics. If your school doesn’t already have a coding program, a few fun options to spark engagement and pique students’ interest could include:

  • Testing their computer science brain power with a themed quiz on Kahoot
  • Coloring Axel the robot’s many adventures with downloadable coloring pages
  • A special Hour of Code Imagine Robotify project. If you’re using Imagine Robotify, head to the projects tab on your menu to find an Axel drawing project in either Python or Blockly. Students can learn to create programs to draw common shapes on a coordinate plane. 

Whether you celebrate Computer Science Week and Hour of Code with robots and crayons or by exploring essential skills, you’ll create more STEM possibilities for your students’ futures.

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August 9, 2022 8:00 am

Sparking Connection with Online Students

Stephanie Reilly, the Teachers’ Lounge educator of the month, shares practical tips for creating a positive rapport with students in an asynchronous, fully online classroom.

I’ve been in my role as online learning coordinator for the Fox Chapel Area School District, located in suburban Pittsburgh, for three years and wanted to share some things that have worked for us. Our online students are either fully online or have a flex schedule, where they are in school for most classes and take an online class or two. The flex schedule allows the student to come into school late or leave early. Many students take advantage of this flexible schedule for sports, jobs, or just the amazing ability to sleep in and arrive at school two hours later.

High schooler studies on their bed with headphones

“Teddy Roosevelt had it right when he said people don’t care what you know until they know you care. Showing these fully online students that we care about them is the key.”

Stephanie Reilly

Each group of students has their unique challenges. The fully online students can be really challenging to reach. How can you connect with a student you only communicate with via email, especially since some students avoid email when they fall behind? Teddy Roosevelt had it right when he said people don’t care what you know until they know you care. Showing these fully online students that we care about them is the key.

Give “caught being good” notes

Catching kids doing something positive and emailing them or (even better) mailing home a note about it shows that we are watching their progress and we are on their side.

Send snail mail 

Snail-mailing school resources and information home so the students know what’s going on at school and still feel part of our school community is helpful.

Invite them to campus

Inviting the fully online students to come in and join a club or attend a school meeting and facilitating that happening can encourage the student to get out of their house and get involved.

Respond to their schedule

Responding to their needs on their time schedule as an asynchronous student can go a long way to showing the student that this isn’t school as usual. If I can quickly log on and help move a student along who is stuck at night, I am glad to do it, and that student can keep working and making progress. Some students are really struggling with various issues, so removing obstacles helps show them that we want to help.

Make feedback meaningful

Providing meaningful feedback to their written submissions, even if it’s feedback about plagiarism, shows the student that it’s not just them and the computer, but there is a real live teacher at our school who’s reading their work and available for help.

Create a warm, optional workspace

We also encourage students who are struggling online to come into school and work in my room. My room isn’t a typical classroom, it’s a relaxed environment complete with a Keurig, snacks, beautiful view of landscaping, plants, seating choices, etc. working here helps the student remember that they are indeed still a full-time student and allows me and other teachers to get to know the student, their work habits, and their struggles, and to start to build the relationship. Once we get that relationship growing, the student will respond to my emails and will even initiate emails to me and other teachers when they need help. The power of a conversation over a cup of tea cannot be underestimated.


I’d love to hear from other teachers and administrators about how they reach fully online, asynchronous students. It’s a journey! Let’s talk about it in the Teachers’ Lounge.

Stephanie Reilly

About the Author — Stephanie Reilly

Stephanie is the online learning coordinator and online teacher at Fox Chapel Area High School. She currently teaches online physics, earth & space, and SAT prep.

Stephanie’s first career was as a mechanical engineer. She worked in the nuclear power and telecommunications fields for 12 years, then stayed home with her children for about 10 years. She then went back to school for her teaching certificate. She taught math, physics, and computer science for about seven years before moving into her current position.

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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, such as Imagine Robotify, 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.

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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.

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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.

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February 1, 2022 10:03 am

Why do students cheat?

Academic integrity matters — but it isn’t easy to guarantee. Here are 3 reasons why students plagiarize and how you can address it.

I’ll admit, in a moment of desperation, I typed into the search bar, “why do students cheat?” After extensive discussions about academic integrity, I couldn’t comprehend why my students would do such a thing. The internet would have an answer, I was sure of it (it seems my students also shared in this sentiment).

While it didn’t give me the solace I was looking for, it did take me on a tour of the history of academic dishonesty.

My first search result from 2018 offers us a solution: “Why Students Cheat – and What to Do About It.”

As I scrolled further, I noticed that in 1981, a teacher bemoaned, “Research papers advertised for sale. Cadets dismissed in cheating scandals. Students hiding formulas in calculator cases” in an article called “Why Do Some Students Cheat?”

And all the way back to 1941, an article titled “Why Students Cheat” appeared in the Journal of Higher Education.

This timeline tells us a few things:

  • Students have been cheating for at least 80 years, but probably longer.
  • And teachers have been bothered by it since then.
  • While we are quick to blame technology these days, it’s probably not the answer to the question.

So, what are the time-tested reasons why students cheat?

Pressure

Many students are under pressure from parents or guardians to earn certain grades. Maybe the expectation is acceptance to a certain university, following a certain career path, or just a general expectation of “success.” As much as teenagers like to pretend they don’t care what their parents think, this can be a heavy burden to bear.

Whether or not familial pressure exists, some students also place expectations on themselves to perform at a high level. While we hope all our students are intrinsically motivated, perfectionism and fixation on an idealized outcome can be unhealthy, especially because students may feel they need to achieve their desired GPA by any means necessary.

While this may not be our first thought, students do feel pressure from peers as well. When a Harvard Graduate School of Education student asked why cheating happens, a student wrote, “‘Peer pressure makes students cheat. Sometimes they have a reason to cheat like feeling [like] they need to be the smartest kid in class.’”

While educators cannot remove familial pressure, we can focus on intrinsic motivation by increasing student agency and creating a collaborative environment. That way, we’re relieving pressure instead of adding to it.

Priorities

Time management (or really the lack thereof) is likely the most common reason why students cheat when they didn’t intend to in the first place. For high school students, a due date a month away feels as distant as their 25th birthday. In the weeks before the assignment is due, they will have made time for everything but the work needed, so when they sit down to work on it the night before it’s due, they realize they just don’t have enough time to do it themselves.

Sometimes, a student just doesn’t feel like a required class fits into their life goals. A prodigal swimmer doesn’t see how an essay on The Great Gatsby is going to increase her odds of earning an athletic scholarship.

And often because of semester schedules and grading periods, students are faced with multiple exams, projects, and essays all due around the same time. This happened 40 years ago too: “‘It is Friday and many of the kids have three or four tests. It is certain that, since there has been too much to study for, there will be a lot of cheating going on today.’” We already know they struggle with time management, so they seek out lifelines when it all becomes too much.

Try collaborating with colleagues to spread out critical due dates for large projects within each grade level, and maybe add some direct instruction around time management skills with an SEL curriculum.

Knowledge & Skills

A student may feel that they don’t have the necessary skills to complete an assignment to the standards they set for themselves. They use someone else’s words instead of their own because they said it better than they could with what they view as the “lumpy, inelegant sound of their writing.”

In the case of plagiarism, it is also possible that students simply don’t quite understand the way to properly give credit for the use of someone’s intellectual property. While this was probably still the case when students were pulling information from actual, physical library books, it is especially true in this age of “reposting images, repurposing memes, and watching parody videos” where students “‘see ownership as nebulous.’”

Which brings us to technology. Though technology “has made cheating in school easier, more convenient, and harder to catch than ever before,” it is not necessarily a reason why students cheat. Clearly, students cheated 80 years ago without the help of the internet.

Knowing the reasons why students cheat helps us to empathize and avoid taking it personally. And as much as it contributes to the issue, technology also offers us a plethora of options for detection. You don’t need to re-read a student’s essay multiple times because something “sounds off” — Imagine Edgenuity’s embedded Plagiarism Checker automatically scans student work and alerts you when a match is found. Worried about students using software to move through courses more quickly (or maybe you didn’t know they could do that)? Speed Radar automatically flags students completing tasks more quickly than expected for educator review. Thanks to these resources, I have been able to stop Googling and relax a bit, knowing that I have the tools to help turn academic dishonesty into a learning opportunity.

Looking for more tips?

Find sample academic integrity policies, downloadable resources, and more on Imagine Learning’s academic integrity page.

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About the Author

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.