Category: Blog

Posted on by Imagine Learning Corporate

August 28, 2024 8:52 am

Taking a Leap of Faith Toward Inquiry

Explore how taking bold steps toward inquiry-based learning can ignite curiosity and deepen student engagement. This blog post delves into the power of inquiry to transform traditional classrooms into dynamic spaces of discovery, fostering critical thinking and lifelong learning skills.

In the iconic movie Indiana Jones and the Last Crusade, Indy is in search of the Holy Grail and must complete three tasks in order to save his father and secure the ever-elusive cup. My favorite scene is when he must take a leap of faith across a deep, dark canyon to reach a doorway on the other side of the chasm. Passage seems dangerously impossible.  

He consults his guidebook for directions, and he reads, “Only in the leap from the lion’s head will he prove his worth.” Indy then takes a breath, raises his left foot, and takes a brave step into the unknown. Instantly, a camouflaged bridge appears, and he is able to cross the void and retrieve the Holy Grail.   

Social studies teacher reading from text to class

Teaching with inquiry can feel like this scene — especially in the back-to-school months of August and September. Social studies teachers look out into the eyes of a new group of students petrified that the inquiry bridge might not appear.  

After all, inquiry is filled with unknowns. Teachers may have a solid inquiry curriculum stocked with compelling questions, sources, and tasks, but that is no guarantee that students will care about or engage with the material. And even if they do, there can be a palpable fear of losing control — what might students say in response to a question? Could the interpretation of a source land the teacher in an uncomfortable place? What if students get heated or offended by another student’s argument? 

And then, if teachers are able to pass the first two “tests” of inquiry-based curriculum and instruction, there is always the leap of faith required to help students take informed action and participate civically. Inquiry teaching is fraught with instructional challenges, and fear can often get the better of us. 

On the other hand, committed inquiry teachers loudly proclaim, “Inquiry is totally worth it!” They liken inquiry-based teaching to a holy grail of social studies where they reap exponential rewards. In writing this blog post, I polled some of my closest teaching colleagues and asked them to summarize the benefits of inquiry instruction, which I have coded and summarized below. 

Teacher overlooking device with students

Teaching with inquiry provides more:

  • Curricular coherence: Inquiry truly binds content, historical thinking and practices, and critical thinking/writing into one pedagogy. 
  • Student agency: Students have autonomy in learning (not in a silly choice board sort of way but in a “my teacher trusts my judgment and conclusions” sort of way). 
  • Deeper learning: We talk about critical thinking a lot, but inquiry is that process, and it pays off for students outside of the social studies classroom. 
  • Interdependence: Even more so than other methods of teaching, since inquiry is a “process,” it forces students to collaborate in meaningful ways — not “what is the correct answer?” but in a “well, what about this idea?” sort of way. 
  • The power of questioning: How questions are phrased expands how content can be approached. Inquiry also welcomes the idea that questions can be changed and challenged. Even asking a particular question can help students consider perspectives they hadn’t before. 
  • Opportunities to consider multiple perspectives: Invite meaningful classroom discussion where students can share and investigate multiple perspectives. 
  • Deliberation: Students have more opportunity to deliberate when considering the various perspectives, costs, benefits, problems, and solutions faced by humans past and present.  
  • Complexity: Inquiry gives students experience with the realistic messiness and complexity of human interaction. 
  • Curiosity: Learning through inquiry stokes a culture of curiosity, giving students agency to think, wonder, and question. 
  • Application/transference: Being expected to craft evidence-based claims regularly may transfer to students expecting the same of friends, family, and media. 
  • Community building: Engaging in inquiry builds trust and reciprocity between students, their peers, and the teacher.

This is inspiring for sure, but may not be enough to overcome fears even if it promises to transform us or our students. For example, I know the transformative benefits of daily exercise, yet I often opt for a comfy binge watch of my favorite tv show instead!   

What, then, can move a teacher to take that leap of faith toward inquiry? I would argue that we take a page from Indiana Jones by consulting a guidebook and afterward taking a first (often scary) step forward.   

One of the best sets of directions comes from John Dewey. In 1916 (that’s right — over 100 years ago!), Dewey provided this direction on teaching and learning: 

“Only by wrestling with the conditions of the problem first hand, seeking and finding [his or her] own way out, does [he or she] think.”  

That is, if we want students to know stuff, they need to do stuff. They need to wrestle with thorny human questions, and they need enough time, space, and support to make their own headway toward an answer.  

In the meantime, teachers need to step back and help students in this messy and unsteady process — not too much help, not too little help, but just the right amount. That’s the part that can feel like leaping from a lion’s head! Watching students intellectually struggle is really hard, and knowing when and how to help them is even harder. 

If inquiry feels like an impossible leap of faith, I recommend starting with a small step that revs your students’ curiosity engines.

Here are three ideas:

1. Take a traditional lesson and reframe it with a question

For example, take a lesson about Thomas Jefferson and frame it with the question, How should we remember Thomas Jefferson? 

Try posing that question at the end of a short lecture or after they have read a biography of him. Ask students to answer it in the form of a short epitaph that captures his complexity, contributions, and contradictions in American history. Then, notice what happens when you change from teaching about something to answering a question. 

Thomas Jefferson

2. Take time interrogating an interesting source  

Show students a source — a photograph, a map, a political cartoon — and ask them, “what do you make of this?” Then see what happens.

For example, I have used this image below featuring students protesting in Virginia in the 1960s. I find it irresistible because it immediately begets a series of questions:

  • Who are these women?
  • Why are they carrying signs?
  • Why do the signs say they have lost years of education?
  • When does this photograph look like it was taken?
  • If you had to write a caption for the photo, what would you need to know?
  • How were people impacted by massive resistance?

There is nothing like a juicy compelling source to get you off to the inquiry races!  

students protesting massive resistance in Virginia in the 1960s

Source: Neh.gov 

3. Take time to bring the past into the present 

For example, flip a lesson on ancient Egypt and focus on the current controversy over the repatriation of stolen artifacts.

Here are a few articles that feature these modern issues about preserving and owning the past:  

Students could engage in small group discussions on historical and archival preservation and how people have fought to own history. For homework or if they have in-class devices, students could find additional examples of stealing artifacts and repatriation (e.g., Jews during Holocaust, Native Americans in American history, Africans during the era of European imperialism) and the challenges of returning these precious items to their rightful owners.   

The Rosetta Stone

As a final note, take heart knowing that perfection can be the enemy of good. For new-to-inquiry teachers, don’t worry about being the perfect inquiry teacher, just try taking a small step like the ones described above and then pay attention to how the students, the classroom culture, and you begin to change. Next, keep taking more (maybe larger) steps. For you veteran inquiry teachers, leap onto that inquiry bridge and show us why we need to continue crossing it.

In the words of the Grail Knight, “You have chosen wisely.”   

Rear view of large group of students listening to their teacher

About the Author: Dr. Kathy Swan

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

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

Posted on by Imagine Learning Corporate

July 19, 2024 8:04 am

Teachers’ Perceptions of AI in the Classroom

Discover how AI is reshaping education through personalized learning, improved efficiency, and increased teacher engagement. Explore the latest insights from educators on AI adoption, professional development needs, and the importance of ethical use and data privacy.

Imagine stepping into a classroom where every student’s unique needs are met, where teachers have more time to engage with their students, and where the latest technology supports every aspect of learning. This isn’t a distant dream — it’s happening now, thanks to the power of artificial intelligence (AI). The 2024 Educator AI Report, conducted by Michael Hallowell, Market Research Manager at Imagine Learning, gives us a glimpse into how educators see this exciting transformation.  

157

total participants in the 2024 Educator AI Survey

pie chart of AI survey participant roles

Responses from educators highlighted five areas of interest around AI in education: 

1. Enhancing Personalization and Student Engagement 

One of the most significant advantages of AI in the classroom is its ability to support personalized learning and enhance student engagement. AI-driven tools can analyze student performance data in real-time, providing insights that help teachers tailor their instruction to meet each student’s needs. This level of personalization ensures that students receive the appropriate support and challenges, promoting a more effective and engaging learning experience. AI-powered educational games and simulations bring abstract concepts to life, making learning more interactive and enjoyable. These tools not only capture students’ interest but also motivate them to actively participate in their learning journey. 

55%

of participants see generative AI as having the potential for a positive impact in the classroom.

88%

believe generative AI will make education more accessible for students with special needs.

2. Improving Efficiency and Time Management 

Educators are expressing increased optimism regarding AI’s positive impact. Teachers are beginning to see AI not as a replacement for their roles but as a powerful tool that can enhance their teaching. AI can take over routine tasks, such as grading and attendance, allowing teachers to focus more on personalized instruction and student engagement. This shift enables educators to spend more time on what truly matters — fostering a deeper connection with their students and addressing individual learning needs. By automating administrative tasks, AI helps teachers manage their time more effectively and dedicate more attention to high-impact teaching activities.

50%

of participants who use generative AI in the classroom find it makes their job easier.

3. Need for Professional Development and Support  

Despite the many benefits, the integration of AI in education highlights the need for professional development and support. Teachers express the necessity for ongoing training to effectively utilize AI tools and integrate them into their teaching practices. Schools and districts must invest in professional development programs that equip educators with the knowledge and skills needed to leverage AI technology. Providing access to resources, workshops, and continuous support can help teachers feel more confident and competent in using AI, ensuring its successful implementation in the classroom. 

38%

of participants report satisfaction with AI implementation. A major source of dissatisfaction is insufficient training.

84%

of participants view training sessions as most valuable in supporting generative AI implementation.

4. Questions Around Ethical Use and Data Privacy 

As AI becomes more prevalent in education, questions around ethical use and data privacy emerge. Teachers and administrators are concerned about the ethical implications of AI, data security, and the potential for misuse of student information. It is essential to address these concerns through clear guidelines, robust data protection policies, and ensuring equitable access to AI tools for all students. By establishing transparent practices and involving educators in the decision-making process, schools can foster trust and create a safe environment for AI integration. 

Participant concerns about generative AI

#1

plagiarism and cheating

#2

impact on students’ developing skills 

5. Increase in Adoption and Acceptance  

Teachers’ familiarity with AI in the classroom is on the rise, and so is their adoption and acceptance of it. From the 2023 to the 2024 report, there has been a noticeable increase in the number of educators who are not only aware of AI tools but are also actively integrating them into their teaching practices. This growing familiarity is accompanied by a shift in perception — from skepticism to optimism about the potential benefits of AI. As more teachers explore AI’s capabilities, they discover new ways to enhance their teaching methods and improve student outcomes. The increasing adoption and acceptance of AI reflect its potential to transform education and support teachers in their mission to help every student reach their full potential. 

86%

of participants are familiar with AI in education, a significant increase from 75% in Fall 2023.

50%

report increased AI usage among teachers and students since Fall 2023.

To see all the results, read the full 2024 Educator AI Report

Read the Report
Posted on by Imagine Learning Corporate

July 18, 2024 2:32 am

Is Professional Learning the Antidote to Teacher Burnout?

Discover the hidden power of professional learning in addressing teacher burnout. This blog post explores how shifting from traditional professional development to a more collaborative, teacher-driven approach can rekindle educators’ passion and resilience, ultimately benefiting both teachers and students.

Before we dive into what makes professional learning effective, we need to address the elephant in the room: the difference between professional development and professional learning. Bradley et al describe them as two mindsets, with the professional learning mindset being one “in which professional learning and growth are centered around accelerating personal and collective learning.”  

The shift from a PD to PL mindset means “moving from delivering information to intentionally co-designing, with educators, learning and growth opportunities that are grounded in the evidence about what is most needed and most effective.” 

So, while at first it seems like a small difference in semantics, it’s really the key to this whole conversation — especially during a time when teacher burnout is high. 

Addressing teacher burnout… with professional learning?

At this point, we know many of the causes of teacher burnout: heavy workloads, lack of funding, and classroom behavior issues, to name a few. But if these stressors don’t have an immediate fix, how do we help address the problem? 

You might roll your eyes when I say professional learning. But keeping in mind the shift in mindset, more one-off PD days are not what we’re talking about — not even if the focus is on teacher wellness. We’ve looked before at how administrators can care for teachers, including offering mental health and wellness support. But frankly, teachers are tired of being told to prioritize self-care when they don’t have the time or bandwidth.  

Educators go above and beyond for their students, ignoring their own well-being (inspiring the well-intentioned push to promote self-care) because teaching is a mission-driven craft. And because of that, we are seeing teachers burn out at rates that align with other service- and mission-oriented roles (e.g. nursing, social work, etc.).  

At the beginning of their careers, teachers feel deeply rooted in their “why,” but as the daily stresses of the profession take over, they can start to feel distanced from that purpose. This is what psychologists call misalignment burnout, when “we constantly engage with environments and in activities that go against our innermost values and beliefs, leading to a disconnect between our true selves and professional identity.”  

So how can we help teachers with this misalignment? That’s where professional learning comes in. 

The key to effective PL: reconnecting teachers with their “why”

A critical aspect of effective professional learning is that it helps educators to reconnect with their “why” and refills the proverbial tank needed to keep giving and giving and giving in an increasingly skilled way.  It also helps teachers to build a toolkit for how to respect their own barriers, keep their own well-being in check, and systematize the individualized support that they want to offer each student.   

Effective professional learning is teacher-driven, and therefore tailored by grade level, content area, career stage, and specific interests or passions. Teachers are professionals and should be treated as such, with autonomy and choice over how they hone their skills and stay informed about current research.  

We know that professional learning should be enduring, ongoing, job-embedded, and relevant, but if the main goal isn’t to get teachers back to that “why,” it’s missing a critical element. The goal is of course to build and strengthen skills, but the other, equally important outcome is to help teachers rekindle motivation and strengthen resilience.  

PL ideas that bring focus back to the “why”: 

Provide ample time to connect with colleagues 

Spend time digging into (and rethinking) content and how it’s delivered

Focus on new ways to build connections with students 

New challenges arise and best practices evolve, “but one thing that has never altered is educators’ desire to affect positive change in the classroom.” So, if professional learning can tap into that in a meaningful way, it can make huge strides toward reinvigorating teachers. 

About the Author — Krysia Lazarewicz

Krysia Lazarewicz is Vice President of Professional Learning and Development at Imagine Learning, where she leads the vision, strategy, and execution of our professional learning. Before joining the Imagine Learning team, Krysia was Vice President of Business Development at Wiley University Services, where she partnered with over 100 institutions to develop and launch new online programs, focusing on helping educators and learners achieve their goals. Krysia’s background includes teaching middle school math and science and working in content development for Pearson. She has a strong passion for improving lives through education. 

Posted on by Imagine Learning Corporate

June 14, 2024 5:00 am

Navigating Academic Intervention in Grades 6–12

Supporting students in grades 6–12 comes with complex challenges. Intervention strategies can bridge gaps and boost graduation rates, but only if you have your school community’s buy-in. See what we’ve learned.

As school administrators dive into the recently released state assessment scores, a familiar challenge re-emerges: supporting middle and high school students who are behind grade level. With the 2024–25 school year approaching, it’s crucial to devise effective intervention strategies to bridge academic gaps and ensure students are on track for graduation.

To provide a ground-level perspective, we spoke with three of our Professional Development Specialists who work with educators implementing Imagine MyPath, focusing on their insights into successful intervention practices for grades 6–12.

The First Hurdle: Engaging Students

One of the biggest challenges in middle and high school intervention is getting students’ buy-in. Students who have had negative experiences with other intervention strategies — maybe the material was too advanced and prevented them from progressing, or it was so juvenile it stigmatized their learning gaps — can be reluctant to engage.

Senior Professional Development Specialist Derek Sarver calls lack of engagement and motivation “critical barriers.” He appreciates that programs like Imagine MyPath address this with built-in motivational and celebratory opportunities. He emphasizes the importance of hands-on experiences and modeling during professional development sessions to support teachers in keeping students engaged.

For Jenny Singletary, the compounded issue of low engagement plus competing for students’ time is the “number one enemy,” particularly for high school intervention. “It’s a huge obstacle,” she says, stressing how full students’ schedules are. “Students who are struggling don’t want to put forth the time in their coursework, much less an intervention program.”

Stacey Cleveland points out that, in addition, “high school teachers often lack training in small group instruction and intervention strategies, which are essential for effective engagement.” She stresses the need for structured models that demonstrate how to integrate intervention into the classroom.

Effective Strategies in Action

Middle and high school students’ learning needs are complex, so successful intervention strategies need to be multi-tiered. Derek observes that the most effective techniques include “consistent usage opportunities, active monitoring of student engagement, and meaningful student-teacher conversations.” These strategies help students take ownership of their learning, a crucial component for sustained improvement.

Stacey shares a successful pilot program where a station model was implemented in a 10th-grade English class. “We capped the teacher’s direct instruction at 30 minutes, followed by 30 minutes of hands-on practice and 30 minutes of using Imagine MyPath or Imagine Edgenuity,” she explains. This structured approach ensured consistent and effective use of intervention tools, leading to better data and meaningful insights. “You’re getting that use with fidelity over time,” she says, “so the data is more accurate, and the teachers are starting to see the value.”

“Student data chats, when done consistently, can significantly impact students’ ownership of their learning.”

Derek Sarver

Senior Professional Development Specialist

Building a Culture of Data-Driven Intervention

Everyone agreed that effectively utilizing data was critical to daily efforts and to achieving the long-term goals of grade-level learning and graduation rates.

Derek cites two key components of data-driven intervention: educators actively monitoring student engagement and progress and students self-monitoring their learning. He wishes more educators understood the importance of using reporting features to facilitate student conversations. “Student data chats, when done consistently, can significantly impact students’ ownership of their learning,” he says.

For Stacey, educators’ ability to efficiently respond to data is key, especially “stopping to look at what is going to be the best use of [the teacher’s] time to help the students in their room. We have to recognize, A, where are our students? And B, give ourselves the space and permission to take the time needed to bring them closer to grade level.” She loves that Imagine MyPath provides reteaching worksheets and a class summary report. “It tells the teacher, ‘This student is struggling. Here is the resource you can use with her.’”

Jenny worked as a Teacher Specialist for the South Carolina Department of Education before joining Imagine Learning and understands how assessment data drives decisions at the administrative level. She underscores the importance of aligning formative assessments with state standards and notes that Imagine MyPath’s assessments do just that, helping teachers accurately gauge student progress and needs. “I know the depth and rigor that you’re going to find in [state assessments],” she says, “and I see that same depth and rigor in formative assessments for Imagine MyPath.”

“We have to recognize, A. Where are our students? And B. Give ourselves the space and permission to take the time needed to bring them closer to grade level.”

Stacey Cleveland

Professional Development Specialist

Planning for Success

For Derek, these approaches to intervention with older students aren’t just theoretical. “I had a large district opt-in to an Imagine MyPath pilot for their middle school math intervention students,” he says. “We focused on student data, reporting functionality for educators, and student engagement with the program. What we saw district-wide after the EOY assessment window closed was a 12% increase in students performing ON grade level and a 742% increase in students performing ABOVE grade level! The numbers sound extreme, but this happened, in large part, because of student and teacher buy-in and increased motivation.” 

No matter what program tops your list for intervention in 2024–25, consider how to activate students’ ownership of their learning and explore data-driven strategies everyone can embrace. Your graduation rates will reflect these efforts in 2025 and beyond.

About the Author — Kallie Markle

Kallie Markle lives in Northern California with her family of humans, house plants, and dogs. The humans take up the least amount of space. Before joining the education world, she wrote her way through national parks, concerts, tourism, and brewing.

Posted on by Imagine Learning Corporate

June 10, 2024 5:21 pm

Addressing Automated Cheating in Education 

Understanding how tools like userscripts and bots threaten academic integrity, especially in remote learning environments, is the first step in protecting authentic student achievements.

As technology advances, so do the challenges in maintaining academic integrity. The emergence of generative AI tools like userscripts and bots has significantly impacted education, allowing students to complete coursework undetected and compromising the authenticity of their achievements. This issue is particularly pressing in remote learning environments where monitoring student activity is more challenging.

Understanding the Threat 

Userscripts and bots can automate tasks such as advancing web pages, answering questions, and generating AI-driven responses to writing prompts. These tools undermine academic integrity by enabling students to bypass genuine engagement with their coursework. This concern is echoed in various studies, including one from the Center for Teaching Innovation at Cornell University, which emphasizes the need for clear guidelines regarding the use of generative AI in academic settings to prevent misuse. 

A study by Wieboldt also highlights the ethical implications of AI in education, noting that while AI can enhance learning experiences, it poses significant risks if not properly managed. The study stresses the importance of authentic assessments that require critical thinking and self-reflection, which are more challenging for AI to replicate. Additionally, research published in EDUCAUSE Review outlines the transformative potential of generative AI while underscoring the necessity for comprehensive guidelines to address ethical concerns and ensure responsible use​. 

Steps Schools Can Take 

To address these challenges, schools can implement several proactive measures: 

1

Communicate Expectations

Proactively communicating academic integrity expectations to students, teachers, and families is crucial for fostering a culture of honesty. Clear guidelines about the permissible use of AI tools should be included in course syllabi and discussed regularly in class. This transparency helps students understand the importance of maintaining academic integrity and the consequences of violating these standards.

2

Update Policies

Academic policies should be updated to include the latest technologies and methods for cheating, such as generative AI, userscripts, and bots. Integrating these updates ensures that policies remain relevant and effective in addressing new forms of academic dishonesty.

3

Block Malicious Software

IT staff should prevent students from installing userscripts and malicious extensions on district-managed devices. By blocking these tools, schools can reduce the risk of automated cheating. Proactive IT management is essential for maintaining a secure and fair educational environment.

4

Leverage Available Tools

Utilize tools within educational technology products to enhance security. For example, Imagine Edgenuity® and Imagine EdgeEX offer features like IP Registry, SecureLock Browser Experience, and Teacher Review to monitor and control student activities effectively. These tools help educators identify and address potential academic dishonesty before it becomes a significant issue.

5

Consider Proctored Assessments

Require students to take assessments in an onsite, proctored environment whenever possible. For hybrid learning situations, consider weighting onsite tests and exams more heavily in the overall course grade to ensure fair assessment practices. This approach reduces the likelihood of students using AI tools to cheat during exams.

6

Monitor Student Behavior

Regularly review data to detect unusual patterns of behavior. Tools like attendance logs, session logs, course reports, and student gradebooks in Imagine Edgenuity and Imagine EdgeEX provide valuable insights into student activity and can help identify potential academic dishonesty. Continuous monitoring and data analysis are critical for maintaining the integrity of the educational process.

The Future of Academic Integrity 

The rapid advancement of AI technologies necessitates a continuous effort to maintain academic integrity. Integrating authentic assessment methods is more crucial than ever in the age of AI. Authentic assessments that require personal perspectives, critical thinking, and self-reflection are much harder for AI to replicate, thereby preserving the integrity of student work. This approach is supported by research from EDUCAUSE Review, which emphasizes the importance of moving away from traditional assessment methods and towards more comprehensive, authentic assessments. 

Moreover, a comprehensive approach to AI integration in education must include clear ethical guidelines and responsible use policies. Embracing innovative solutions while maintaining vigilance is essential to protect the authenticity of student achievements and uphold the integrity of education. 

Together, we can navigate these challenges and ensure that education remains a space of genuine learning and integrity. 

Explore the Latest Tools to Prioritize Academic Integrity

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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.

Posted on by Imagine Learning Corporate

May 28, 2024 4:58 am

Open Any Door with Creativity 

In our final blog post on the 4Cs, we unpack how STEM learning fosters creativity. Discover how innovative thinking drives scientific breakthroughs and engineering solutions, proving that creativity isn’t just for the arts — it’s essential for progress in every field.

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

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

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

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

Creativity: The Last C Unveiled 

Creativity in STEM 

When you imagine a “creative” person, who do you see? An artist, actor, or a musician, maybe? Likely a scientist or a mathematician wouldn’t be the first to spring to mind — but they should. It’s a common myth that the arts are creative disciplines and STEM subjects are not. But this must be challenged because such a mindset creates a false picture of what it means to work in STEM — and the skills students stand to gain when engaging with STEM subjects. The fact is, STEM is inherently creative. Think about it — every scientific discovery, every engineering solution, was born from innovative thinking and creativity. The Wright brothers didn’t happen upon the first airplane — their breakthrough was a product of some serious out-of-the-box thinking and creative problem-solving.  

Why Creativity is a Key Skill 

Creativity has long been included as a core competency on job adverts across every field. It’s clear why — what job doesn’t require some level of creative thinking? And looking forward to the future, it’s unlikely that this is going to change.  

By 2030, it’s estimated that up to 800 million jobs will be displaced by automation and artificial intelligence (AI). In such a rapidly changing job market, creativity will be crucial for adapting to new roles and driving progress in fields that machines cannot easily replicate.  

“Sometimes those things don’t always work out, but it’s still enjoyable to go through it because at the end you’re going to come out with something that you never thought you would.”

Noby Leong

Chemist

imagine purpose prep

Fostering the Next Generation of Creative Thinkers 

Here are just some ways STEM can help foster the next generation of creative thinkers:

  • Problem-Solving and Critical Thinking: Through STEM exploration, students tackle complex, real-world problems that require innovative solutions — they develop and test hypotheses, analyze data, refine their ideas, all while working within specific constraints. It’s a process that requires immense creative thinking. 
  • Hands-On Learning: By engaging in practical tasks — such as science investigations and engineering challenges — students apply their creative thinking. They learn through trial and error and explore multiple solutions, and in doing so, they enhance their ability to bring creative ideas to life. 
  • Collaborative Learning Projects: We’ve already delved into how STEM fosters collaboration — but did you know that collaboration also fosters creativity? When working together to solve problems, students bounce ideas off one another, leverage each other’s strengths, and create innovative solutions that they may not have found alone. 

Imagine Learning STEM

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

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Posted on by Imagine Learning Corporate

May 21, 2024 9:05 am

Driving Student Inquiry

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Traverse

What Are HQIM?

There’s no doubt that effective teaching is incredibly important for student outcomes. According to RAND, educators have the highest impact on student achievement compared to “any other aspects of schooling.” But over the last decade, a growing body of research has also linked positive student outcomes to HQIM.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support.

The Impact of HQIM in Social Studies

With the criteria for identifying HQIM within social studies only recently defined, the challenges related to a lack of such materials are particularly apparent. Compared to disciplines such as science, math, and ELA, social studies has been severely undervalued and underfunded — creating a deep-rooted problem. Without solid state- and local-level infrastructure for social studies, teachers have largely been left to their own devices, essentially building their own curriculum. The Fordham Institute reports that up to 79% of social studies teachers find instructional materials from various sources online or create their own — with only 16% using a state-issued textbook.

While there’s no doubt that teachers — and the expertise they bring — are essential to positive learning outcomes, curriculum materials also matter. Study after study supports that HQIM benefit both students and teachers. Think about it, a great chef still needs quality ingredients — and providing teachers with well-structured, standards-aligned materials enables them to spend more time engaging with their students and providing customized learning experiences, ultimately leading to better outcomes.

How Does Traverse Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

The C3 (College, Career, and Civic Life) Framework, introduced by the National Council for the Social Studies (NCSS), created a shift in social studies instruction. With an emphasis on inquiry-based learning and the development of critical thinking, the C3 Framework prioritizes deeper understanding and application of skills — empowering students to become active participants in their learning.


Traverse maximizes student learning through content aligned to the C3 Framework and state standards, with reading, inquiry, and research skills woven into and revisited throughout the curriculum. The result? A standards-aligned program that empowers teachers to approach instruction with confidence.

2. Best-Practice Pedagogy

Traverse is built on a unique instructional model driven by inquiry — as emphasized in the C3 Framework — with inquiry tasks developed in collaboration with renowned educators Kathy Swan and Sam Wineburg. This approach empowers students to use their curiosity as fuel for critical thinking and problem-solving and encourages them to actively engage in the learning process.

3. Equity and Inclusion

Every classroom is unique and every student has the right to thrive and feel represented in their learning materials. That’s why Traverse was designed to support differentiation and help create an equitable learning environment, with:

  • Content that undergoes a rigorous review process to ensure quality and accuracy
  • Diverse representation of identities, experiences, and authorship
  • Automatic leveled scaffolds and differentiation for English language learners, approaching readers, and beyond-grade-level learners
  • Digital accessibility measures, including leveled narrative text, audio read-aloud with speed control, line reader, annotation tools, and more
  • Comprehensive pacing and planning resources

4. Teacher and Student Experience

Traverse is a modern social studies curriculum designed for flexible implementation, with powerful customization features and tools to support teachers and students. Its dynamic and responsive learning experiences reflect the needs of the post-pandemic classroom — built to engage today’s students through a variety of high-quality resources:

  • Innovative, absorbing video formats
  • More than 1,500 written, oral, and visual primary and secondary sources
  • Powerful digital tools — including 3D objects, interactive maps, flipbooks, and more
  • Collaborative learning activities allowing for exploration of questions in a whole-group setting

5. Measuring Student Learning

Assessment is an integral part of effective instruction — it enables teachers to ascertain whether goals are being met and whether it is necessary to remediate instruction. Traverse features a robust assessment cycle — including formative and summative assessments — and embedded real-time data provide multiple opportunities to monitor student progress.

6. Professional Learning

HQIM alone aren’t enough to improve student outcomes. Teachers need to feel supported in using and delivering the materials through robust teacher support and by participating in ongoing, personalized professional learning.

Teacher Support

Traverse’s digital platform offers comprehensive teacher support, designed to be at point of use and chunked into sections for ease of use. These include:

  • A pop-out digital teacher edition
  • Pacing and planning support for each unit and chapter
  • Reading comprehension and source analysis strategies

Implementation Support

Traverse partners with districts to ensure teachers utilize the program in the most effective way. These inquiry-based sessions can be delivered in-person, online, synchronously, or asynchronously, and are designed to be collaborative.

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Posted on by Imagine Learning Corporate

May 21, 2024 9:04 am

Building Conceptual Understanding and Habits of Mind in Mathematics

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Imagine IM

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points at one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support. And when it comes to nurturing positive math identities — the demand for engaging resources has never been higher.

The Impact of HQIM in Math

The truth is, math not only prepares students for future careers; it also enhances critical thinking and problem-solving skills essential for everyday life. Recent research shows significant shortcomings in math education, underscoring the urgent need for materials that address learning gaps and prepare students for the complexities of modern careers. 

There’s no question that teachers’ expertise is crucial to boosting student outcomes, but mounting evidence shows that materials do matter, with EdReports revealing that only 41% of math materials fully meet standards. Fortunately, we can reverse this trend by giving teachers access to resources that exemplify the principles of HQIM in math.

Verified HQIM

Imagine IM scores “All Green” on EdReports

Illinois Success Story

CCSD59 wanted a problem-based curriculum that was accessible for all students. The result? Significant gains in math proficiency with Imagine IM.

Digital-Forward Tools and Features

An instructional experience that leverages the power of digital tools and problem-based curricula.

How Does Imagine IM Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

There’s no doubt about it — standards-aligned materials give all students the opportunity to acquire the necessary skills to progress academically and move into future careers.

Math educators can enjoy peace of mind with Imagine IM, an enhanced IM v.360 program that’s fully aligned with Common Core and state math standards. Given that Illustrative Mathematics CEO and cofounder Bill McCallum was a lead writer of the Common Core State Standards, the curriculum’s adherence to these benchmarks is especially robust and well-founded.

2. Best-Practice Pedagogy

Research-based instruction helps teachers meet the diverse learning needs of their students. Whether through the use of manipulatives or real-world problem-solving, research-based strategies make math easier and improve performance.

That’s why Imagine IM has a problem-based instructional framework that helps structure lessons so students are the ones engaging in mathematics. Activities and routines give teachers opportunities to see what students already know, what they can notice, and what they can figure out before they have concepts and procedures explained to them. 

To support student understanding, Imagine IM integrates three key aspects of mathematical rigor: conceptual understanding, procedural fluency, and the application of these skills to solve mathematical problems. The result? Students emerge more confident, ready to tackle complex challenges.

3. Equity and Inclusion

In a time when math proficiency is declining, it’s vital that we give every student an equal shot at success. Imagine IM is designed with three key principles in mind to support all learners:

  • Providing access for everyone
  • Presuming competence
  • Providing a strength-based approach

The program emphasizes endurance and perseverance through carefully crafted structures that address the complexity of contexts, numbers, and computations, accommodating different levels of understanding in complex mathematical contexts. Comprehensive supports for multilingual learners ensures all materials are inclusive and unbiased, representing a wide range of cultural identities.

4. Teacher and Student Experience

Imagine IM provides an unparalleled IM v.360 resource for both teachers and students, offering enhanced materials designed to support educators in planning and conducting lessons across diverse instructional settings. With a premium classroom solution tailored specifically to their needs, teachers can refine their skills as facilitators with high-quality, point-of-use supports that streamline their workflow and offer valuable implementation guidance. Exclusive print versions of Teacher Guides and Student Workbooks are seamlessly integrated with digital components, ensuring the integrity of Illustrative Mathematics content in any classroom model.

The curriculum’s instructional routines establish frameworks that enable all students to actively participate in mathematical discussions, fostering fluency in digital tools, problem-solving abilities, and effective communication of reasoning. Through rigorous problem-based design and engaging resources, Imagine IM cultivates a supportive community where students of all backgrounds can build confidence and acquire skills applicable throughout their academic journey, careers, and beyond.

5. Measuring Student Learning

Imagine IM offers opportunities for both formative and summative assessment that empower teachers to measure student understanding and progress toward learning goals. 

Teachers are equipped to monitor student progress through digital task statements, section checkpoints, and cool-downs. These provide real-time feedback and data to inform instructional decisions. 

Digital assessments allow students to access, record, and submit their questions and answers for a variety of technology-enhanced item types including multiple choice, multiple select, drag-and-drop, cloze, graphing, labeling, constructed response, short essay, and drawing types.

6. Professional Learning

Simply selecting HQIM isn’t enough. Teachers need robust professional learning to support their use in the classroom — that’s why professional learning is a crucial pillar of HQIM.

Imagine IM does more than just introduce educators to the curriculum — it equips them with the tools for implementation success. Virtual and in-person professional learning options meet diverse needs, while the digital platform offers ongoing self-directed professional development, plus insightful narrative and lesson example videos.

  • Year one: Focus on building teachers’ understanding of problem-based math instruction, helping them master both print and digital resources and establishing effective classroom routines.
  • Year two: Training emphasizes capacity building and specialization, enabling teachers to fully leverage specialized features and refine their instructional strategies.
  • Year three and onwards: The focus shifts to sustaining and enriching these practices, ensuring continued engagement and effectiveness.

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Posted on by Imagine Learning Corporate

May 21, 2024 9:01 am

Making Language Arts Connections

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Imagine Learning EL Education

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points to one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.|

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support.

The Impact of HQIM in ELA

It’s undeniable that reading and writing proficiency is essential in today’s world. But over the last few years, a growing body of research has indicated that students across the US are struggling, with one-third of fourth-graders and a quarter of eighth-graders unable to read at a basic level as of 2019. Since then, results have declined further, and whether a result of post-pandemic learning loss or other factors, it’s clear that if results are to increase, something needs to change.

Study after study shows that the answer may lie in curriculum materials, because students don’t just learn from their teachers, content matters too. In ELA, the use of HQIM is evidenced to accelerate student learning, and when given access to such materials, teachers are less likely to source and create their own materials — a practice that can lead to inconsistent learning across classrooms. But how do districts, schools, and teachers identify HQIM? At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

How Does Imagine Learning EL Education Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

Giving teachers direct access to premium, expertly aligned materials is one of the best ways of ensuring that they can help prepare students for any career path. That’s why Imagine Learning EL Education is carefully designed to hit standards for college and career readiness and life success, teaching and assessing all strands and standards of the Common Core ELA standards at every grade level.

2. Best-Practice Pedagogy

An ELA curriculum rooted in best-practice pedagogy — which involves teaching methods that are widely recognized and supported by scientific evidence as effective — is essential for enhancing literacy outcomes. Imagine Learning EL Education is based on the Science of Reading, which advocates for structured phonics to ensure students can read challenging texts at their grade level and meet literacy objectives.

With our content-based approach to literacy, ELA looks like:

  • Content-focused teaching that deepens engagement and boosts literacy by interlinking reading, writing, and discussion across disciplines
  • Diverse texts that build knowledge, enrich understanding, and advance vocabulary
  • An approach that goes beyond traditional comprehension drills to foster real-world application and a deeper understanding of texts

3. Equity and Inclusion

There’s no doubt about it, literacy is the thread that binds all disciplines together. It’s a crucial skill for success in any discipline or career. That’s why our curriculum is crafted with inclusive practices at its core — so that every student has the tools to thrive.

Experience an ELA program that:

  • Differentiates instruction for students with disabilities and those requiring academic extensions
  • Cultivates a respectful learning environment through peer learning
  • Addresses unique learning needs with diverse supports and resources

4. Teacher and Student Experience

Imagine Learning EL Education’s platform empowers educators to focus more on teaching and less on planning. Rich resources and instructional supports make for streamlined lesson planning, with robust data and reporting tools to tailor instruction to each student’s needs.

Engaging, complex texts based on compelling real-world content are structured to develop literacy skills across grades K–8. Lessons consistently focus on mastering academic standards in reading, writing, speaking, and listening, ensuring comprehensive literacy development. The result? Students who write the narrative of their own learning journeys.

5. Measuring Student Learning

Assessment serves a dual purpose: to empower and motivate students while ensuring they meet rigorous learning standards. Continuous assessment involves setting clear long-term and supporting targets, employing strategies to monitor student progress, and adapting instruction accordingly, ensuring that students aren’t just passive recipients of information but active participants in their educational journey.

Imagine Learning EL Education features:

  • Customizable lessons and assessments for flexibility and personalization
  • Clear long-term and supporting targets
  • Strategies to monitor student progress and inform instruction adaptation

6. Professional Learning

Pedagogical strategies are constantly evolving — that’s why it’s important for teachers to be supported with robust professional learning opportunities.

Imagine Learning EL Education includes:

  • Ample resources and opportunities for teachers to build on existing expertise
  • Educator support throughout the year from a dedicated customer success manager
  • Sessions that guide teachers as they learn how to implement the curriculum

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Posted on by Imagine Learning Corporate

May 21, 2024 8:54 am

Unlocking Success with Phenomena-Based Instruction

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Twig Science

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points to one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support. As demands for STEM-related skills grow, so does the focus on HQIM, with educators seeking greater clarity on what actually counts as high-quality materials in science instruction.

The Importance of HQIM in Science

In the realm of science education, implementing HQIM is fraught with specific challenges. Science education is a fast-evolving discipline, and advancements in knowledge and best practices can quickly outpace current materials. This gap often means that teachers spend considerable time sourcing or crafting their own resources, which according to Education Elements, may not always be rigorously vetted or aligned with educational standards, leading to inconsistencies in instructional quality. This is where an HQIM science curriculum comes into play.

Open textbook of 'Volcan Hunters' module with NGSS design badge

The Twig Science Middle School module Volcano Hunters was awarded the NGSS Design Badge by NextGenScience at WestEd.

Outline of Indiana with a check mark

Twig Science program components were approved as HQIM by the Indiana Department of Education.

Image of research flyer

A study showed a 3.5% increase in students meeting or exceeding the Grade 5 California Science Test (CAST) standards compared to non-user schools.

Twig Science received the highest marks from Learning List* on its alignment to the Next Generation Science Standards (NGSS) — 100% alignment across K–8!

How Does Twig Science Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

To effectively implement HQIM in science education, it’s crucial to first understand the role of standards-aligned content. Standards alignment ensures that the materials meet established benchmarks such as the Next Generation Science Standards (NGSS) or 3-D state standards, which are designed to provide students with a comprehensive and coherent understanding of science.

Having access to the highest-quality, vetted materials allows educators to focus on pedagogy, rather than sourcing content — and in turn, helps them feel better prepared and capable. Twig Science was designed with teacher confidence in mind — crafted specifically to hit the Next Generation Science Standards (NGSS) and/or 3-D state standards across Grades Pre-K–8.

2. Best-Practice Pedagogy

Following best-practice pedagogy ensures that teaching methods are based on the most effective, research-backed approaches to learning. By emphasizing evidence-based teaching methods, we can help students develop a robust understanding of scientific concepts and, ultimately, contribute to a more scientifically literate society.

That’s why Twig Science’s phenomena-based instructional design excels in meeting 3-D standards. With Module Anchor Phenomena that spark curiosity from the get-go, hands-on activities, and digital interactives — educators have everything they need to lead scientific breakthroughs.

3. Equity and Inclusion

Every student deserves a chance to explore and excel in science, no matter where their strengths lie. Twig Science was built in collaboration with experts from SCALE Science at WestEd (previously known as Stanford University’s SCALE) to embed instructional design routines within Twig Science that support equitable access to science for all students. With scaffolds for English Learners, Stanford UL-SCALE language routines, plus strategies and platform functions that support additional needs, educators have everything they need to meet their students where they’re at.

4. Teacher and Student Experience

Both teacher and student experiences influence the effectiveness of science materials. Tailored resources help teachers deliver lessons smoothly and adapt to various needs, while relatable content boosts scientific understanding.

Twig Science’s powerful online platform integrates digital and print resources, complete with presenter tools, automated rostering, and single sign-on. Teachers remain in full control thanks to flexible resources with differentiated instruction supports and Fast Track for elementary levels. Meanwhile, students engage with Twig Books and Twig Journals — vibrant, multimedia textbooks and workbooks available in both digital and print formats, plus theater-quality videos and digital interactives that bring phenomena to life.

5. Measuring Student Learning

If teachers lack insights into student learning, how can they identify which needs to address? Accurate measurement of student progress is key to improving scientific outcomes and deepening student knowledge.

The Twig Science Assessment System was developed in partnership with the SCALE Science at WestEd team. It’s designed to be a three-dimensional assessment system that lets teachers evaluate student attainment of the three dimensions and Performance Expectations (PEs) of the NGSS. From pre-explorations to measure what students already know to formative and summative tasks, Twig Science offers a range of assessment strategies with embedded data reporting tools for tracking progress.

But it doesn’t stop there — since 2014, Twig Science has collaborated with Imperial College London, one of the world’s leading universities, to ensure the validity of our scientific foundations and bring real-world connections to science.

6. Professional Learning

Science education is rapidly evolving, making it challenging for teachers to keep up with the latest pedagogical strategies and best practices.

Twig Science addresses these challenges head-on by integrating relevant, up-to-date professional learning and easy-to-use training resources into our curriculum. Professional learning is tailored to empower educators with the skills to implement effective instructional practices, For example, each module includes a short introductory film, detailed background information to enhance teacher knowledge, and digital guides focused on Science and Engineering Practices and Crosscutting Concepts.

Wherever they’re at in the program, Twig Science ensures that every teacher can leverage our multifaceted curriculum to its fullest potential, enhancing both teaching effectiveness and student learning outcomes.

*Learning List provides independent reviews of K–12 instructional materials and online courses. To see Learning List’s professional reviews and alignment reports for our products, go to Learninglist.com

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An innovative portfolio of core curricula designed to inspire inquiry-based learning and deepen student engagement.

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