# data[].attributes.headline
Digital Citizenship - Must Have Picture Books

# data[].attributes.subject
Digital Citizenship - Must Have Picture Books

# data[].attributes.body
There are so many amazing books that can help you introduce digital citizenship topics to a variety of age groups and ability levels. After you grab your books, head on over to the TeachDigCit Store to find extension activities and lesson plans.

# data[].attributes.attachment_link.description
Are you looking for an easy way to hack a digital citizenship lesson in to your school day? Grab one of these recommended read-alouds!

# data[].attributes.body
https://www.weareteachers.com/best-fonts-for-dyslexia/

# data[].attributes.attachment_link.title
Best Fonts for Dyslexia and Why They Work

# data[].attributes.attachment_link.description
An easy way to make text clearer for everyone.

# data[].attributes.attachment_link.readable_text
Accessibility is a primary mission of school libraries, and artificial intelligence (AI) can help with that mission by opening many doors for students. It can re-level, outline, summarize, narrate, and remove distractions from text, unlocking rigorous curricula for struggling readers. Students with dyslexia or ADHD, for example, can get information in the way that is most helpful for them without having to work through the lens of their disability.

Meanwhile, there are many questions around uses, ethics, and copyright regarding AI. While those concerns stand, AI can be incredibly useful for both students and teachers.

AI large language models (LLMs) are not only useful for special education students, but for all students, particularly in writing skills. Both Gemini (formerly Bard) and ChatGPT can help students who are paralyzed by choice in their research to take a step forward-either with a topic choice or in finding search terms for a fully formed research question.

AI is also useful in the editing process. Using a text-based AI tool has several advantages over a human editor; first among them, consistency. The typos, punctuation errors, or misused words that might pass by the human reader will be caught by AI.

Secondly, it is incredibly fast. While students often must wait for a peer or educator to have time to read their papers, AI can complete the task of editing for grammar in a matter of seconds. It can also be used to teach editing by having students look back and identify where and why the AI has changed parts of the text.

[Also read: School Librarian AI Hacks]

As educators, we know how challenging structuring an essay can be for students. The best way to get AI to help with structure is to ask it to outline the student's paper-which should reveal any organizational struggles.

Generative AI can also produce and complete student work in writing and in math. In fact, most students are already using it. According to a survey by BestColleges.com, 43 percent of college students are using AI applications and 22 percent have used them to complete exams or assignments. That same survey shared that 61 percent of respondents think AI tools will become "the new normal." Focusing instructional products on skills that students will need in the AI generation will help them build skills in areas that AI will never be able to subsume: collaboration, relationship management, creativity, empathy, and problem solving. Leaning into a maker pedagogy regarding AI can help students approach real skills in a workplace that will be built on the backs of these tools.

Teacher uses of AI
There is new evidence that levels of cheating among high school students has remained consistent or has declined in the past year. This seems like great news! Perhaps AI isn't facilitating academic dishonesty as most educators feared.

Over the past few months, the thinking around AI and the role it could and should play in education has indeed gradually been shifting, as Washington Post columnist Josh Tyrangiel wrote in his article "An 'education legend' has created an AI that will change your mind about AI." Of course, there are many things to consider - ethical and copyright concerns about how different LLMs source their information, and valid concerns around how AI will impact the growth, development, and education of the next generation. Tyrangiel characterizes the outrage over student use of AI as an "academic satanic panic." Meanwhile, Khan Academy has integrated AI so that its Khanmigo tutor can guide students rather than generate answers, work at the skill level of the student, and focuses on accuracy and student safety. This customization of student learning may turn applications into tools our students use every day.

Many librarians may feel that learning how to use AI and how to integrate it into instruction is too daunting a task, but there are practical ways to approach this. Here are some starting points.

1. Start experimenting with AI prompts to see how it could make your teaching life easier. Use detailed, specific language to ask an AI engine to perform a task for you - write a creative and engaging classroom activity or lesson plan centered around certain content and/or skills; experiment with creating rubrics based on certain criteria and desired feedback; have AI help generate messages to send to parents and students.

2. Explore some of the web-based tools with AI integration like Khanmigo, Edpuzzle, Kahoot!, Canva, Slidesgo, Quizizz, and Prezi, and platforms like MagicSchool, Eduaide, Teacherbot, and Class Companion that cater to K-12 teachers and students.

3. Try a differentiation tool. AI tools can help teachers generate differentiated assessments, re-level text (with a tool like Diffit), and make correlated images (consider Bing's image generator).

4. Talk to your school's or county's technology department to see what policies around AI already exist and/or how those are being developed.

Prompt writing strategies
It is often noted in literature around AI copyright that the creativity lies in the prompt rather than the product. As such, there are things that make it easier for the AI engine to render the correct product.

1. Specificity. There is no penalty for very long prompts. Include all the information that might help the LLM to retrieve and organize your product. That might mean specifying things like tone, voice, audience, previous research, length, or type of output you expect.

2. Context. Let the LLM know the background information. If you are asking it to create a lesson, tell it how many students, their ages, the preceding unit of study, and any languages spoken by the class. If you are asking it to write an email to your principal, you can be specific about tone, formality, and any background information regarding the issue at hand.

3. Manners. Consistent across LLMs is the request for polite behavior. While it may seem counterintuitive to treat a machine with all the respect due to a person, there is a great reason for this. LLMs reply to user requests using their dataset. If their dataset is full of cursing, offensive, or rude language, the output will also be full of cursing, offensive, and rude language. Using good manners trains the LLM to reply with good manners.

4. Constraints. Tell the LLM the limits. For example, if the product is a 20-minute lesson, include that. If you are asking it to write a newsletter blurb, include how many words. It is great at working within the boundaries of a task, but it must know what those boundaries are.

5. Iterative behavior. This falls into "try, try again." Rewriting and recrafting a prompt will help both you and the LLM get an output that is useful. In the same way that you might add words to a search query, work similarly with an AI prompt. If it isn't working one way, try a different way.

6. Feedback. This tip is by far the most important. LLMs are trained by your input. If the output is incorrect, too long, too short, with the wrong tone, wrong information, or wrong structure, you need to reply with that. Treat the prompt as a conversation. Until you open a new prompt, it is.

Ethical considerations
The world of AI is changing very, very quickly. So, the concerns of the present may be addressed - or may persist. In working with students, I would primarily caution them about hallucinations, copyright, and bias.

AI engines are designed to give you the answer that you want. To do so, they may hallucinate and answer that may not have basis in reality-either in whole or in part. AI can make up articles, authors, quotes, and events in an effort to generate what the user is requesting. As such, AI products should be thoroughly fact checked - which builds amazing research skills.

Copyright is also a concern. The copyright status of AI products is currently unclear. According to the US. Copyright Review Board, "The U.S. Copyright Office will not register a work that was created by an autonomous artificial intelligence tool" This ruling was affirmed by Judge Beryl A. Howell of the US District Court for the District of Columbia in her ruling in the 2023 case of Thaler v. Perlmutter. This could make products created by AI public domain. However, the Terms of Service for ChatGPT note that, "OpenAI hereby assigns to you all its right, title and interest in and to Output." The issue of copyright may make students and researchers more reluctant to use it for that purpose.

Last and most importantly, is bias. AI engines are only as good as the dataset from which they derive. In a body of data that large, our societal biases shine brightly (Cowgill, 2020). However, AI engines learn from the interaction they have with their users. The more we use, correct, and revise our interactions with AI engines, the more it will learn to mitigate the bias of its sources.

Ultimately, AI engines and LLMs are not replacements for good research practices, but they can be supplemental. They contain different kinds of information and that produces varying results-both in quality and fidelity. That information also comes from somewhere; currently that means from the users and from user data. Using AI well and thoroughly in these early stages helps users around the globe engage in an ethical, polite, and accurate community.

Further reading
AI & Accessibility | Cornell Center for Teaching Innovation.

Cowgill, B., et al. "Biased programmers? Or biased data? A field experiment in operationalizing AI ethics, Proceedings of the 21st ACM Conference on Economics and Computation (pp. 679-681, July 2020).

Kelly, N. "Costs and benefits of artificial intelligence editing tools." MDPI Blog.

Langreo, L. "Beyond ChatGPT: The other AI tools teachers are using." Education Week.

Poth, R. D. "AI tools that help teachers work more efficiently." Edutopia.

Shaw, J. "AI in the academy: Cautious embrace of a new technology." Harvard Magazine.

Spector, C. " What do AI chatbots really mean for students and cheating?" Stanford Graduate School of Education.
Thaler v. Perlmutter, Dist. Court, Dist. of Columbia 2023
Tyrangiel, J. "Opinion | An 'education legend' has created an AI that will change your mind about AI." Washington Post.

Welding, L. "Half of college students say using AI is cheating." | BestColleges.
IdaMae Craddock is the librarian at the Community Lab School in Charlottesville, VA, where Kristen Wilson is high school lead teacher.

# data[].attributes.attachment_link.description
Suggestions for teaching strategies, prompt-writing skills, and tools, plus an overview of those ethical questions.

# data[].attributes.headline
52 Words of the Week: Definitions, Activities, and Google Slides

# data[].attributes.subject
52 Words of the Week: Definitions, Activities, and Google Slides

# data[].attributes.body
https://www.weareteachers.com/word-of-the-week/

# data[].attributes.attachment_link.readable_text
Want to start teaching your students a unique word every week? Word of the Week is a fun and easy way to build student vocabulary and expand language skills. Learn how to introduce the words and check out the activity ideas below. Plus, be sure to download our free Google Slides deck featuring 52 words -one for each week of the year!

Introducing Word of the Week

Word of the Week is a fantastic way to build vocabulary, especially at the elementary level, by introducing students to a new word each week. This practice expands their language skills and encourages them to express themselves more precisely and creatively. Plus, it's fun to challenge students with intriguing and uncommon words.

Fun fact: Word of the Week is often referred to by the acronym WOW, reflecting the excitement it brings to the classroom!

Below, you'll find engaging vocabulary activities that teach word meanings, expand vocabulary, and improve reading and writing skills. Experience the perks of classroom games as students engage in learning disguised as fun.

Word of the Week Activities

Explore interactive exercises that ignite students' interest in expanding their vocabulary, and boost excitement for language learning while you're at it. Studying a new word each week is not only beneficial for elementary students, it's also fun! From interactive games to hands-on projects, these activities foster creativity and deepen students' understanding of language.

Roll the Die

Give this engaging dice game for kids a try with your students. Offering six thought-provoking activities to do with the weekly word, there's all sorts of learning to be had here. Players eagerly anticipate their task with each roll, adding excitement to their exploration of the new word.

Here's an example of six tasks students can do with the word they are focusing on, one for each roll of the dice.

Roll 1 - Write the word in a sentence using more than six words.

Roll 2 - Draw a picture to express the word.

Roll 3 - Write a newspaper headline that includes the word.

Roll 4 - Write the definition of the word in your own words.

Roll 5 - Find the Scrabble score of the word.

Roll 6 - Count the number of vowels and consonants in the word.

And why settle for one die when you can roll two dice? It's double the fun for students as they take on the tasks assigned from each roll.

However you choose to play, your students will benefit from the experience.

Scavenger Hunt

Everyone loves a fun scavenger hunt! This one takes some prep work, but it's worth it for all the learning involved.

Start by writing down and then hiding the weekly word in a creative spot within the classroom or designated play area. Next, write a series of 5 to 10 clues that will lead children to other clues, eventually arriving at the hidden word.

Divide students into teams and distribute a different clue to each group. This way, they will follow different paths and the scavenger hunt will be more engaging and challenging for everyone involved.

As students progress through the scavenger hunt, moving from clue to clue, they eventually reach the final destination where the concealed Word of the Week awaits. Once found, students are tasked with making a sentence, written or verbal, that showcases the word's meaning in context. Finally, gather the group for sentence sharing, reflection, and discussion, reinforcing the word's meaning and proper use.

This activity builds grammar and reading skills and fosters teamwork and critical thinking.

Word of the Week Relay Race

Relay races are a hit with elementary kids, blending teamwork and excitement into one thrilling activity.

To begin this vocabulary relay race, split the class into teams. To start the race, one student from each team will hop over to the board or a designated writing area with a writing utensil in hand. Once there, they write a sentence using the Word of the Week, demonstrating their understanding and creativity under pressure. They then speed-walk back to their team to pass the writing utensil to the next student, who continues the process. This creates a collection of sentences using the same word.

With each team member's turn, the momentum builds as students create pretty impressive sentences. The race continues until each team member has contributed one sentence, culminating in a thrilling display of teamwork and linguistic agility.

Through this activity, students reinforce their understanding of the word and hone their writing skills. Transform vocabulary practice into an exciting event that leaves students eager for more challenges with this relay race.

Vocabulary Notebook

Students can add the Word of the Week and its definition to a designated vocabulary notebook weekly. This simple practice helps them remember and incorporate these new words into their everyday language.

Encourage students to deepen their understanding by noting the word's part of speech and a couple of its synonyms. They can also practice using the word in sentences to grasp its usage better. As a bonus, challenge students at the end of the month to use their newly acquired words in a paragraph.

Using a vocabulary notebook helps students learn new words, improve their writing, and foster a genuine appreciation for language.

Word Collage Bonanza

To start this activity, students explore the meaning of the Word of the Week. Then, equipped with scissors, glue, and a colorful array of materials such as magazines, newspapers, stencils, vibrant paper, and writing utensils, students set off on the process of creating collages that visually represent the word they are studying.

As they carefully cut out words, letters, and images, students are prompted to think deeply about how each piece contributes to the overall portrayal of the word's meaning. They can use synonyms, related words, images, and even drawings to craft a beautiful collage, but there's a twist: They can't use the actual Word of the Week itself.

Not including the word in their collages encourages students to think creatively and critically about its meaning, helping them better understand and engage with the vocabulary concept.

Once the collages are complete, display them in the classroom as a visual reminder of the word's meaning and the classroom's artistic talent, reinforcing vocabulary retention and promoting a vibrant learning environment.

Synonym Scramble

Students are invited to explore the vast landscape of language by creating a dynamic word web of synonyms.

Starting with the Word of the Week, students research synonyms for that word and keep building a web that shows the richness of language.

Word connections will be mapped out as students construct an intricate web of words that highlight the richness and diversity of the English language.

This engaging synonym activity not only expands students' vocabulary but also deepens their understanding of word relationships. Making synonym exploration fun turns learning new words into an exciting adventure, leaving students eager to expand their vocabulary.

Compose an Acrostic Poem

Add a splash of creativity and vocabulary building to your poetry unit with this activity.

Students will write an acrostic poem using the Word of the Week. An acrostic poem is a form of poetry where the first letter of each line spells out a word or message vertically.

Encourage students to share their poems with classmates, sparking discussion to deepen everyone's understanding of the word. Hearing peers' perspectives opens their minds to the beauty of poetry, fostering an appreciation for language and creativity.

52 Word of the Week Picks

Ready to expand your word collection? We've compiled an amazing list of words, perfect for boosting elementary learning and great for middle and high school too.

Explore our list of 52 words, one for each week of the year. Plus, make teaching a breeze with our convenient Google Slides download for seamless integration into your classroom activities.

curious (adjective) [cu-ri-ous]

Eager to learn more about something; inquisitive.

Example

Miss Jenkins has a class full of curious 5th grade students who love to ask questions about everything.

wander (verb) [wan-der]

Move about without a specific destination or with no purpose; stray, roam.

Example

Violet wanders freely in the library, exploring shelves and discovering new books.

scrumptious (adjective) [scrump-tious]

Extremely delicious and enjoyable to eat; tasty.

Example

The cookies were so scrumptious that they were gone soon after they came out of the oven.

fortnight (noun) [fort-night]

Fourteen days and nights; two weeks.

Example

In just a fortnight, I'll be having tons of fun with my family on vacation.

impeccable (adjective) [im-pec-ca-ble]

Flawless or perfect in quality, without mistakes or faults; immaculate.

Example

The chef's impeccable pancakes were fluffy and scrumptious.

strew (verb) [strew]

Scatter or spread untidily over an area; sprinkle.

Example

Papers were strewn across the desk, making it difficult to find the eraser.

supervision (noun) [su-per-vi-sion]

The action of watching over someone or something; oversight.

Example

With proper supervision, children are allowed to swim in the pool all day.

gleeful (adjective) [glee-ful]

Extremely happy or joyful; merry, cheerful.

Example

Jonah was gleeful when he finished building his model spacecraft all by himself.

jeopardy (noun) [jeop-ar-dy]

Being in a risky situation where something bad could happen; danger, risk.

Example

Climbing trees without supervision puts you in jeopardy of getting hurt.

empire (noun) [em-pire]

A large group of territories or countries ruled by a single leader or government.

Example

The king ruled over his empire as he saw fit.

spunky (adjective) [spun-ky]

Lively, energetic, full of spirit.

Example

Diego's spunky personality shines through in everything he does, bringing joy to those around him.

tycoon (noun) [ty-coon]

A very rich and powerful person in business or industry; mogul.

Example

Opening several new stores this month, the spunky supermarket tycoon continues to build his empire.

peculiar (adjective) [pe-cu-liar]

Strange or unusual, different from what is normal or expected; odd, bizarre.

Example

The peculiar house on Maple Street had a neon-green door and a roof shaped like a cowboy hat.

succumb (verb) [suc-cumb]

To give in to something strong or tempting; surrender.

Example

Despite his best efforts, Hersh eventually succumbed to the temptation of eating the entire cake.

authentic (adjective) [au-then-tic]

Real or genuine, not fake or copied; actual, true.

Example

The pizza from the Italian restaurant tasted authentic, as if it came straight from Italy!

vigilant (adjective) [vig-i-lant]

Alert and careful to avoid danger; on the lookout.

Example

The tycoon's security guard remained vigilant throughout the night, ensuring the safety of her empire.

prolific (adjective) [pro-lif-ic]

Marked by abundant inventiveness or productivity; fertile, productive, bountiful.

Example

The prolific author wrote so many books that the library couldn't fit them all on one shelf.

summon (verb) [sum-mon]

To ask to come to a specific place for a specific purpose; send for, invite.

Example

The coach will summon the players to the field for practice after school.

conceal (verb) [con-ceal]

Keep from sight, prevent from being known or noticed; hide, cover up, disguise.

Example

During the spelling bee, Sophie tried to conceal her nervousness with a confident smile.

vibe (noun) [vibe]

The feeling or atmosphere that you get from a person, place, or situation; aura.

Example

The party had a good vibe, with music playing and everyone laughing and having a good time.

ambition (noun) [am-bi-tion]

A strong desire to achieve something or to succeed; drive, aspiration.

Example

Our science fair project won because we worked with ambition, setting high goals and doing our best to reach them.

tranquil (adjective) [tran-quil]

Peaceful and calm, without any disturbance or noise; quiet.

Example

During the art activity, the classroom was tranquil as everyone focused on their drawings.

versatile (adjective) [ver-sa-tile]

Able to do many different things well; adaptable.

Example

The versatile artist could paint, sculpt, and even play music, showing skill in many art forms.

affirm (verb) [af-firm]

To confirm that something is true or correct; declare, assert.

Example

Completing your chores without being asked will affirm you're responsible.

dynamic (adjective) [dy-na-mic]

Full of energy and excitement; energetic, lively.

Example

The dynamic dance performance by the students brought the entire audience to their feet.

affable (adjective) [af-fa-ble]

Friendly and easy to talk to; likable.

Example

Sidney's affable vibe made it easy for her to make friends at her new school.

intuitive (adjective) [in-tu-i-tive]

Understanding something without needing to be told; instinctive.

Example

The intuitive boy was able to understand the advanced board game after playing only one round.

radiant (adjective) [ra-di-ant]

Shining brightly or emitting light or heat; glowing.

Example

The stars were radiant in the night sky, twinkling brightly above us.

cantankerous (adjective) [can-tan-ker-ous]

Bad-tempered, argumentative, uncooperative.

Example

The cantankerous cat hissed at everyone and refused to be friendly.

oblivious (adjective) [o-bliv-i-ous]

Not aware of or not noticing what is happening around you; unaware.

Example

Enthralled by her video game, Sheila was oblivious to everything around her and didn't hear her mom summoning her for dinner.

quadruped (noun) [quad-ru-ped]

An animal that has four feet.

Example

As the cat raced around the room on all fours, the kids learned a lot about this amazing quadruped.

enthusiastic (adjective) [en-thu-si-as-tic]

Having excitement for and interest in something; eager, excited.

Example

Ava was enthusiastic about organizing a fundraiser for her favorite charity.

remnant (noun) [rem-nant]

A small part that is left over after the main part has gone or been used; remainder.

Example

The remnant of his birthday cake was just enough for Tyrone to enjoy a small slice after the party.

zeal (noun) [zeal]

Eagerness and enthusiasm for something; passion.

Example

Sacha approached his project with zeal, eager to explore and make discoveries about outer space.

oblige (verb) [o-blige]

To do something because you have been asked to or because it is polite or right to do so; require.

Example

Peter felt obliged to help his friend with a challenging math question, so he explained the problem step-by-step.

tarnish (verb) [tar-nish]

To make something less bright or clean, often due to exposure to air or other substances; discolor.

Example

Leaving the silver necklace out made it tarnish, and now it doesn't look shiny.

dwindle (verb) [dwin-dle]

To gradually become smaller, fewer, or less, often to the point of disappearing; reduce.

Example

The stack of cookies on the tray started to dwindle as the enthusiastic kids grabbed one after another.

prohibit (verb) [pro-hi-bit]

To not allow something to happen; disallow, forbid.

Example

The sign on the door prohibits pets from entering the store, so Reggie had to leave his dog outside.

askew (adjective or adverb) [a-skew]

Not straight or not level, usually because something is not in its correct position; crooked.

Example

She wore her hat askew, and this new look caught everyone's attention.

xanthic (adjective) [xan-thic]

Having a yellow or yellowish color; golden.

Example

The xanthic flowers bloomed brightly in the garden.

clamor (noun) [clam-or]

A loud noise that goes on for some time; brouhaha, uproar.

Example

The clamor of cars honking created chaos on the busy street.

experiential (adjective) [ex-pe-ri-en-tial]

Learning by doing or discovering things through hands-on activities and adventures; exploratory.

Example

During a beach field trip, students took part in experiential learning as they looked at marine life in tide pools.

ominous (adjective) [om-i-nous]

Giving the impression that something bad or unpleasant is going to happen; unfavorable.

Example

The dark clouds looked ominous, like a sign that a storm might come soon.

chortle (verb) [chor-tle]

To laugh in a breathy, gleeful way; chuckle, giggle.

Example

As the funny cartoon played on-screen, the children erupted into chortles of delight.

dormant (adjective) [dor-mant]

Temporarily inactive or asleep; resting, sleeping.

Example

During the winter months, bears go into a dormant state, sleeping through most of the season.

mend (verb) [mend]

To repair something that is broken or damaged; restore.

Example

Theo is going to mend his torn shirt by sewing it back together with a needle and thread.

quarrel (noun) [quar-rel]

An angry argument or disagreement between people; fight, squabble.

Example

Nick and Marco had a quarrel about whose turn it was to use the swing, resulting in raised voices and hurt feelings.

zephyr (noun) [zeph-yr]

A gentle, mild breeze; wind.

Example

The zephyr lifted the kite into the sky.

distribute (verb) [dis-trib-ute]

To give out or deliver something to several recipients; dispense.

Example

Taylor stood at the entrance, eager to distribute party hats to each of her friends as they arrived.

crucial (adjective) [cru-cial]

Of great importance or significance, especially in the success or failure of something; critical.

Example

Water is crucial for plants to grow.

modest (adjective) [mod-est]

Being humble, not showing off or bragging about yourself.

Example

Even though he got the lead role in the school play, Ben remained modest and thanked his friends for their support.

sympathy (noun) [sym-pa-thy]

Understanding and caring about someone's feelings when they're sad or going through a tough time; compassion.

Example

Penny hugged her sister when she felt sad about losing the race, showing sympathy for her feelings.

Get Your Free Word of the Week Google Slides

Just fill out the form on this page to get our free Word of the Week Google Slides featuring all 52 of the words and definitions above.

Check out our list of teen slang words for even more definitions!

# data[].attributes.attachment_link.title
Word of the Week Activities and Printable for Your Elementary Classroom

# data[].attributes.attachment_link.description
Boost vocabulary with Word of the Week activities. Get definitions plus activities and Google Slides featuring all 52 words.

# data[].attributes.headline
200 Summer Words for Writing, Vocab, and More (Free Printable)

# data[].attributes.subject
200 Summer Words for Writing, Vocab, and More (Free Printable)

# data[].attributes.body
https://www.weareteachers.com/summer-words/

# data[].attributes.attachment_link.authors[].name
Samantha Cleaver, PhD, Special Education & Reading Intervention

# data[].attributes.attachment_link.title
200 Summer Words for Writing, Vocab, and More (Free Printable)

# data[].attributes.attachment_caption
120 Short Story Prompts Guaranteed To Get Your Students' Creative 

# data[].attributes.headline
120 Short Story Prompts Guaranteed To Get Your Students' Creative 

# data[].attributes.subject
120 Short Story Prompts Guaranteed To Get Your Students' Creative 

# data[].attributes.body
https://www.weareteachers.com/short-story-prompts/

# data[].attributes.attachment_link.readable_text
Some of my favorite teaching moments came from a unit that culminated with my students writing an original short story. When given the freedom to write fiction, so many of my students came alive. They wanted to write suspense, mystery, horror, or romance. They wanted their characters to feel like real people. Suddenly, after weeks of ignoring my helpfully provided feedback, they were crowding my desk to ask me to read their work. It was glorious. Narrative writing is a wonderful way to allow every student to use the skills they've practiced in class to create something new. Getting started, however, can often be tricky. This is where I've found short story prompts to be so helpful. Give your students the following list of intriguing short story prompts and ideas and watch what they create.

Want this entire set of short story ideas and prompts in one easy document? Get your free PowerPoint or Google Slides bundle by submitting your email here.

Suspenseful Short Story Ideas

Adventurous Short Story Ideas

Science Fiction Short Story Ideas

Scary Short Story Ideas

Funny Short Story Ideas

Fantasy Short Story Ideas

Get Your Free Short Story Ideas and Prompts on Google Slides and a Printable Sheet

Just fill out the form on this page to get instant access to a Google Slide deck and a printable sheet featuring all of the short story ideas and prompts listed above.

# data[].attributes.attachment_link.authors[].name
Meghan Mathis, M.Ed., Elementary and Special Education

# data[].attributes.attachment_link.title
120 Short Story Prompts Guaranteed To Get Your Students' Creative Juices Flowing

# data[].attributes.attachment_link.description
Sometimes all it takes is showing your students the right short story ideas, and suddenly, they just won't stop writing.

# data[].attributes.attachment_link.readable_text
Teaching grammar can be loads of fun! There are so many active, hands-on ways to engage your learners while at the same time reinforcing important concepts. Here are a few of our favorite grammar games to play with your elementary students.

1. Conjunctive Adverb Ball Toss

To play the game, one student will toss this conjunctive adverb ball to another student in the group. The person who catches the ball will create a compound sentence using the conjunctive adverb closest to their thumb. The person who tossed the ball will write down the sentence using the appropriate punctuation. The game continues until one group has created and written 20 sentences on their worksheet. The first group to have 20 correctly written sentences wins.

Learn more: Teaching Writing

2. Grammar Headbands

This game will help kids learn to differentiate between the different parts of speech. Without looking, one student will place a word card on their forehead so that their partner can see the word on the card. That student's jobis to describe the word on the card without saying the actual word.

Learn more: 123Homeschool4Me

3. Mystery Word Game

Students play in groups of three and take turns trying to guess the "mystery word" on the card. A few clues are given for each word (whether it is a noun, an adjective, or a verb, how many letters it has, what it starts or ends with, etc.). One student reads while the other students guess. Comes with 50 mystery cards for less than $2.

Learn more: The Teaching Rabbit

4. Roll a Word Vocabulary Practice

Dice games help spice up vocabulary practice, something many kids find dull. Set a list of words, then give each kid a die to roll. Based on the number, they do one of the following activities as seen on the worksheet above.

Learn More: Southern Fried Teachin'

5. Roll a Sentence

If you're looking for grammar games to give students practice with punctuation, try Roll a Sentence. Students roll the dice to get words that they must then use to complete a sentence with correct grammar and punctuation. The words are divided into five categories: person/thing, adjective, preposition, verb, place. Each category has 11 possible words, numbered from 2 to 12. Students roll once for each column and write down the word they scored. After they have rolled five times, they must put all the words together to form a logical sentence.

Learn more: Busy Teacher

6. Contraction Bingo

This version of Bingo puts a fun twist on learning contractions. Each child receives a Bingo board with contractions on it. The caller calls out the expanded version of the word and the students have to figure out if the contraction is on their board.

Learn more: 123Homeschool4Me

7. Funny Flips

If you're looking for wordplay grammar games, this silly game is for you. The object is to mix and match words to make simple-and ridiculous-sentences, all the while learning grammar skills, especially the tricky concept of adverbs.

Learn more: What Do We Do All Day?

8. Grandmother's Cat

This fun ABC game helps kids practice identifying adjectives. The first player completes the sentence "My grandmother's cat is _____," using a word that begins with A. The next player repeats the sentence with a word that begins with B, and so on. A variation on this game would be to use the sentence "My grandmother's cat likes to _____," with students filling in the blank with verbs.

Learn more: Your Dictionary

9. Parts-of-Speech Bingo

Grammar games are a great way to teach parts of speech. This free downloadable gives you everything you need for another fun version of Bingo. Each card is populated with words that are different parts of speech. The caller calls out a part of speech, for instance "verb," and the student must find a verb on their card and place a marker there. The game continues in regular Bingo fashion.

Learn more: My Joy-Filled Life

10. Peculiar Paragraph

Divide students into groups of 10, then have each student write a sentence on absolutely any subject. The object of the game is for the group to then arrange all of the sentences together into a "peculiar" paragraph. They'll need to add conjunctions to help the sentences flow cohesively, but they may not add any other pieces of information. When each group is finished, let them read their paragraph aloud.

Learn more: Bright Hub Education

11. Simple Sentence Smackdown

For this active game, you will need two plastic flyswatters. On a piece of chart paper or on a large white board, write 15 examples of complete sentences and 15 examples of sentence fragments. Divide your class into two lines and for each twosome, call out "simple sentence" or "fragment sentence." The first player to smack a correct example earns a point for their team. Play continues until everyone has a chance to play.

Learn more: Teaching Writing

12. Grammar Simon Says

Incorporating actions and movement into learning helps kids conceptualize. Before you play this version of Simon Says, establish certain motions for different parts of speech. For example, if you hear a noun, touch your shoes. If you hear a verb, run in place, etc. Let the kids practice a few times, then start calling out actual nouns, verbs, adjectives, etc. If the student makes the right motion, they stay in the game. If not, they take a seat.

Learn more: Reading Eggs

13. Write and Draw

This game is a lot like the board game Telestrations. Start with a stack of index cards. The first player will write a grammar concept on the top card then pass the stack to the next player. That player reads the card, puts it on the bottom of the stack, then draws a picture of the concept on their card. They pass it to the next player, who must try to identify the concept, write that word, and pass to the next player, etc. At the end, start with the first card and read through the sequence of cards to see how clearly the concept was communicated, or how convoluted it became.

Learn more: Reading and Writing Haven (Telephone Grammar)

14. Noun Scavenger Hunt

This fun game gives young learners a hands-on way to learn about nouns. Once your students understand the concept of nouns = person-place-thing, set a timer. Then challenge your students to go on a classroom scavenger hunt for nouns that start with each letter of the alphabet. Provide them with a lined worksheet with each letter of the alphabet in the left column and room to write their words on the right.

15. Synonym Scramble

This is a fun small-group card game. Prepare a list of synonym word pairs that are appropriate for your grade level. Next, prepare a deck of index cards. Write one word in blue on one side and the word's synonym in red on the other. Pass out one card to each student, blue side up. Then, read a word from the red column while the students figure out who has that card. Repeat until all of the cards are claimed.

Learn more: Education World

# data[].attributes.attachment_link.title
15 Hands-on Grammar Games That Make Learning Fun

# data[].attributes.attachment_link.description
Teaching grammar can be loads of fun! There are so many active, hands-on ways to engage your learners while at the same time reinforcing important concepts. Here are a few of our favorite grammar games to play with your elementary students. To play the game, one student will toss this conjunctive adverb ball to another student in the group.

# data[].attributes.body
by https://brownbagteacher.com/

# data[].attributes.attachment_link.description
Friday was one of those fun, engaging, awesome days of learning. It was play-based, rigorous, and had my operating room of 1st grader doctors begging for more. Today I wanted to share with you more...

# data[].attributes.headline
2024 Best Digital Tools for Teaching & Learning - AASL

# data[].attributes.subject
2024 Best Digital Tools for Teaching & Learning - AASL

# data[].attributes.body
https://www.ala.org/aasl/awards/best

# data[].attributes.headline
46 Unique Phys Ed Games Your Students Will Love

# data[].attributes.subject
46 Unique Phys Ed Games Your Students Will Love

# data[].attributes.attachment_link.readable_text
There's nothing kids need more to break up a day spent sitting still and listening than a fun PE class to let off some steam. In the old days, going to gym class probably included playing kickball or dodgeball after running a few laps. Since then, there have been countless reinventions of and variations on old classics as well as completely new games. Although there is no shortage of options, we love that the supplies required remain relatively minimal. You can transport to another galaxy using just a pool noodle or two or create a life-size game of Connect 4 using just Hula-Hoops. You'll want to make sure to have some staples on hand like balls, beanbags, and parachutes. There are even PE games for kindergartners based on beloved children's TV shows and party games. Regardless of your students' athletic abilities, there is something for everyone on our list of elementary PE games!

1. Tic-Tac-Toe Relay

Elementary PE games that not only get students moving but also get them thinking are our favorites. Grab some Hula-Hoops and a few scarves or beanbags and get ready to watch the fun!

Learn more: Tic-Tac-Toe Relay at S&S Blog

2. Blob Tag

Pick two students to start as the Blob, then as they tag other kids, they will become part of the Blob. Be sure to demonstrate safe tagging, stressing the importance of soft touches.

Learn more: Blob Tag at Playworks

3. Cross the River

This fun game has multiple levels that students have to work through, including "get to the island," "cross the river," and "you lost a rock."

Learn more: Cross the River at The PE Specialist

4. Head, Shoulders, Knees, and Cones

Line up cones, then have students pair up and stand on either side of a cone. Finally, call out head, shoulders, knees, or cones. If cones is called, students have to race to be the first to pick up their cone before their opponent.

Learn more: Head, Shoulders, Knees & Cones at S&S Blog

5. Spider Ball

Elementary PE games are often variations of dodgeball like this one. One or two players start with the ball and attempt to hit all of the runners as they run across the gym or field. If a player is hit, they can then join in and become a spider themselves.

Learn more: Spider Ball Game at Kid Activities

6. Crab Soccer

We love elementary PE games that require students to act like animals (and we think they will too). Similar to regular soccer, but students will need to play on all fours while maintaining a crab-like position.

Learn more: Crab Soccer at Playworks

7. Halloween Tag

This is the perfect PE game to play in October. It's similar to tag, but there are witches, wizards, and blobs with no bones!

Learn more: Halloween Tag at The Physical Educator

8. Crazy Caterpillars

We love that this game is not only fun but also works on students' hand-eye coordination. Students will have fun pushing their balls around the gym with pool noodles while building their caterpillars.

9. Monster Ball

You'll need a large exercise ball or something similar to act as the monster ball in the middle. Make a square around the monster ball, divide the class into teams on either side of the square, then task the teams with throwing small balls at the monster ball to move it into the other team's area.

Learn more: Monster Ball at The PE Specialist

10. Striker Ball

Striker ball is an enjoyable game that will keep your students entertained while working on reaction time and strategic planning. We love that there is limited setup required before playing.

Learn more: Striker Ball at S&S Blog

11. Parachute Tug-of-War

What list of elementary PE games would be complete without some parachute fun? So simple yet so fun, all you will need is a large parachute and enough students to create two teams. Have students stand on opposite sides of the parachute, then let them compete to see which side comes out on top.

Learn more: Parachute Tug-of-War at Mom Junction

12. Fleas Off the Parachute

Another fun parachute game where one team needs to try to keep the balls (fleas) on the parachute and the other tries to get them off.

Learn more: Fleas Off the Parachute at Mom Junction

13. Crazy Ball

The setup for this fun game is similar to kickball, with three bases and a home base. Crazy ball really is so crazy as it combines elements of football, Frisbee, and kickball!

Learn more: Crazy Ball at Health Beet

14. Bridge Tag

This game starts as simple tag but evolves into something more fun once the tagging begins. Once tagged, kids must form a bridge with their body and they can't be freed until someone crawls through.

Learn more: Bridge Tag at Great Camp Games

15. Star Wars Tag

Elementary PE games that allow you to be your favorite movie character are just way too much fun! You will need two different-colored pool noodles to stand in for lightsabers. The tagger will have one color pool noodle that they use to tag students while the healer will have the other color that they will use to free their friends.

Learn more: Star Wars Tag at Great Camp Games

16. Rob the Nest

Create an obstacle course that leads to a nest of eggs (balls) and then divide the students into teams. They will have to race relay-style through the obstacles to retrieve eggs and bring them back to their team.

17. Four Corners

We love this classic game since it engages students physically while also working on color recognition for younger students. Have your students stand on a corner, then close their eyes and call out a color. Students standing on that color earn a point.

Learn more: Four Corners at The Many Little Joys

18. Movement Dice

This is a perfect warm-up that requires only a die and a sheet with corresponding exercises.

Learn more: Roll the Dice Movement Break at Teaching Littles

19. Rock, Paper, Scissors Tag

A fun spin on tag, children will tag one another and then play a quick game of Rock, Paper, Scissors to determine who has to sit and who gets to continue playing.

Learn more: Rock, Paper, Scissors Tag at Grade Onederful

20. Cornhole Cardio

This one is so fun but can be a little bit confusing, so be sure to leave plenty of time for instruction. Kids will be divided into teams before proceeding through a fun house that includes cornhole, running laps, and stacking cups.

Learn more: Cardio Cornhole at S&S Blog

21. Connect 4 Relay

This relay takes the game Connect 4 to a whole new level. Players must connect four dots either horizontally, vertically, or diagonally.

22. Zookeepers

Students will love imitating their favorite animals while playing this fun variation of Four Corners where the taggers are the zookeepers.

23. Racket Whack-It

Students stand with rackets in hand while balls are thrown at them-they must either dodge the balls or swat them away.

Learn more: Racket Whack-It via PEgames.org

24. Crazy Moves

Set mats out around the gym, then yell out a number. Students must race to the mat before it is already filled with the correct number of bodies.

Learn more: Crazy Moves at PEgames.org

25. Wheelbarrow Race

Sometimes the best elementary PE games are the simplest. An oldie but a goodie, wheelbarrow races require no equipment and are guaranteed to be a hit with your students.

Learn more: Wheelbarrow Race at wikiHow

26. Live-Action Pac-Man

Fans of retro video games like Pac-Man will get a kick out of this live-action version where students get to act out the characters.

27. Spaceship Tag

Give each of your students a Hula-Hoop (spaceship), then have them run around trying not to bump into anyone else's spaceship or get tagged by the teacher (alien). Once your students get really good at it, you can add different levels of complexity.

28. Rock, Paper, Scissors Beanbag Balance

We love this spin on Rock, Paper, Scissors because it works on balance and coordination. Students walk around the gym until they find an opponent, then the winner collects a beanbag, which they must balance on their head!

Learn more: Rock, Paper, Scissors Beanbag Balance at PE Universe

29. Throwing, Catching, and Rolling

This is a fun activity but it will require a lot of preparation, including asking the school maintenance staff to collect industrial-sized paper towel rolls. We love this activity because it reminds us of the old-school arcade game Skee-Ball!

Learn more: Winter Activity at S&S Blog

30. Jenga Fitness

Although Jenga is fun enough on its own, combining it with fun physical challenges is sure to be a winner with young students.

Learn more: Jenga Fitness at S&S Blog

31. Volcanoes and Ice Cream Cones

Divide the class into two teams, then assign one team as volcanoes and the other as ice cream cones. Next, spread cones around the gym, half upside down and half right side up. Finally, have the teams race to flip as many cones as possible to either volcanoes or ice cream cones.

Learn more: Warm-Up Games at Prime Coaching Sport

32. 3 Ball

This fun variation on dodgeball will have your students getting exercise while having a ton of fun! Begin with three balls on a basketball court. If you are hit by a ball, you are out. If you take a step while holding a ball, you are out. There are other rules surrounding getting out and also how to get back in, which can be found in this video.

33. Musical Hula-Hoops

PE games for kindergartners that are similar to party games are some of our favorites! Think musical chairs but with Hula-Hoops! Lay enough Hula-Hoops around the edge of the gym minus five students since they will be in the muscle pot. Once the music starts, students walk around the gym. When the music stops, whoever doesn't find a Hula-Hoop becomes the new muscle pot!

34. 10-Second Tag

This game is perfect to play at the beginning of the year since it helps with learning names and allows the teacher to get to know the first student in line.

35. The Border

This game is so fun and requires no equipment whatsoever. Divide the gym into two sides. One side can move freely while the other side must avoid letting their feet touch the floor by rolling around, crawling, etc.

36. Freedom Catch

This is a simple throwing, catching, and tag game that will certainly be a hit with your PE class. Captors attempt to tag players so they can send them to jail. You can be freed if someone on your team runs to a freedom cone while throwing a ball to the jailed person. If the ball is caught by the jailed person, they can rejoin the game.

37. Oscar's Trashcan

As far as PE games for kindergartners goes, this one is a guaranteed winner since it is based on the show Sesame Street. You'll need two large areas that can be sectioned off to use as trash cans and also a lot of medium-size balls. There are two teams who must compete to fill their opponent's trash can while emptying their own. Once over, the trash will be counted and the team with the least amount of trash in their trash can wins!

38. 4-Way Frisbee

Divide your class into four separate teams, who will compete for points by catching a Frisbee inside one of the designated goal areas. Defenders are also able to go into the goal areas. There are a number of other rules that can be applied so you can modify the game in a way that's best for your class.

39. Badminton King's/Queen's Court

This one is simple but fun since it is played rapid-fire with kids waiting their turn to take on the King or Queen of the court. Two players start and as soon as a point is earned, the loser swaps places with another player. The goal is to be the player that stays on the court the longest, consistently knocking out new opponents.

40. Jumping and Landing Stations

Kids love stations and they definitely love jumping, so why not combine those things into one super-fun gym class? They'll have a blast challenging themselves with all the different obstacles presented in this video.

41. Ninja Warrior Obstacle Course

Regardless of whether you've ever seen an episode of American Ninja Warrior, you are probably familiar with the concept and so are your students. Plus, you'll probably have just as much fun as your students setting up the obstacles and testing them out!

42. Balloon Tennis

Since kids love playing keepy-uppy with a balloon, they will love taking it a step further with balloon tag!

43. Indoor Putting Green

If your school can afford to invest in these unique putting green sets, you can introduce the game of golf to kids as young as kindergarten. Who knows, you might just have a future Masters winner in your class!

44. Scooter Activities

Let's be honest, we all have fond memories of using scooters in gym class. Regardless of whether you do a scooter sleigh or scooter hockey, we think there is something for everyone in this fun video.

45. Pick It Up

This is the perfect PE game to play if you are stuck in a small space with a good-size group. Teams win by making all of their beanbag shots and then collecting all of their dots and stacking them into a nice neat pile.

46. Dodgeball Variations

Since not all kids love having balls thrown at them, why not try a dodgeball alternative that uses gym equipment as targets rather than fellow students? For example, have each student stand in front of a Hula-Hoop with a bowling ball inside of it. Students need to protect their hoop while attempting to knock over their opponents' pins.

What are your favorite elementary PE games to play with your class? Come and share in our We Are Teachers HELPLINE group on Facebook.

# data[].attributes.attachment_link.title
46 Unique Phys Ed Games Your Students Will Love

# data[].attributes.attachment_link.description
PE class provides students with a much-needed outlet to run around. Spice things up with one of these fun and innovative elementary PE games!

# data[].attributes.headline
Movement-Based Games That Help Students With Spelling 

# data[].attributes.subject
Movement-Based Games That Help Students With Spelling 

# data[].attributes.body
Games that combine spelling with physical activity can make it easier for young students to learn new words.

# data[].attributes.attachment_link.readable_text
Early Childhood Education

Games that combine spelling with physical activity can make it easier for young students to learn new words.

Rawpixel.com / Shutterstock

Hamlet's advice to the players, "Suit the action to the word, the word to the action," is a great tip, not just for performing, but also for the task of memorizing. Studies have shown that recall is easier when memorization is connected with movement. Many actors find it helpful to use physicality to retain their lines, connecting them with gestures and staging.

Like actors, students are often tasked with memorization. Although education has evolved to incorporate project-based learning and guided play, there's no getting around the necessity of knowing the multiplication tables, capital cities, and correct spelling.

The following are movement-based games that build students' abilities to retain spelling words specifically. Ideally, these exercises support them academically as well as socially. Research shows that learning through play promotes listening, focus, empathy, and self-awareness -benefits that build students' social and emotional learning skills.

4 Games to Improve Students' Spelling

1. Body Language: In this game, students work with a partner to embody different letters of the alphabet, ultimately spelling an entire word. Start by having two students make a single letter together. For example, they can make the letter M by holding hands and bending down toward the center of their feet. Whisper or show a letter to a team without the rest of the class seeing it. The pair comes up with the way they want to represent it (standing, sitting, joining feet, etc.). Then, the rest of the class guesses the letter that the students have physicalized.

Once the students are familiar with making letters with their bodies, give each team an entire word to spell. Add an extra level of challenge by having the class watch in silence, writing down each letter, until the word is complete.

Not only is this helpful for spelling, but it is a valuable collaborative exercise. In Theater Games for the Classroom, Viola Spolin wrote, "Responsiveness, interaction, attention, observation, physical and vocal expression, narrative skills, sensory agility, emotional awareness, and more will develop more swiftly when students become part of a whole." In the game Body Language, they must support one another and work as a team in order to spell their word. As they do, they are learning how to contribute meaningfully to a group.

2. Spelling Relay: This game gets kids literally racing each other to spell a word, best done in a gym or movement room. Start by dividing the class into teams. The game can be played with two to three teams at a time. The number of players on each team should be the same as the number of letters in the words you want them to spell. The teams stay intact and spell one word (Team 1: W-H-I-C-H, Team 2: F-L-O-U-R, Team 3: C-L-E-A-R for a class of 15, for example).

Print or write each of the letters on a separate piece of paper. Jumble the letters and place them at one end of the room; the team sits directly opposite the papers at the other end. As in a relay race, at the command "3-2-1-Spell!," one student from each team runs across the room to retrieve a letter from the pile, runs back to the group, and tags the next student, who runs to get the next letter. Once the teammates have come back with the letters, they work as a group to unscramble them. The team that successfully spells their word first wins the relay race.

You can give this game more drama by pretending to be a sportscaster and narrating the action. For example: "And over in the right lane we have Jamir, racing with a W, to get back to his teammates! The handoff was successful, and he has tagged Emi. Look at her go! What letter will she pick up, and what will the team ultimately spell?" To give the race epic importance, play a musical score in the background, like the theme from Chariots of Fire or John Williams's "Olympic Fanfare."

3. Word Machine: In the classic theater game Machine, players contribute a sound and a movement to build a creation. Possibilities abound: You can make a machine to build ice cream sundaes or to spot a UFO. Regardless of what the machine is, the idea is that each student adds both a gesture and a noise, interconnecting like cogs. They repeat their sound and movement, and you can conduct the machine to go faster, go slower, or even break down (which is part of the fun!). Once the students are familiar with how to play, the game can be used as a tool to help spelling. Here's how:

Propose a word to spell-for example, cat. Then call on three students, each to say one of the letters in the word, combining it with any gesture they like. They contribute their letter and gesture in the correct order that the word is spelled. Then the cycle starts again. This repetition facilitates memorization and reinforces the learning. The key executive function skills of listening and turn-taking are also being practiced through play, since each student's letter needs to be said in the right sequence in order for the "machine" to run properly.

4. H-O-R-S-E: The game H-O-R-S-E is usually played with a basketball and a hoop; you can fashion something similar in your classroom or bring this outside to the schoolyard. The first player comes up with a unique way to shoot the ball. If they make the basket, the next player has to mimic the previous player's shot. But if they miss it, they get the letter ( H) in the word H-O-R-S-E. Players are eliminated if they spell the whole word. Adapt this for your classroom, using the premise of the game to spell new words.

Eric Jensen, researcher and author of Teaching With the Brain in Mind, says, "We have discovered that exercise is strongly correlated with increased brain mass, better cognition, mood regulation, and new cell growth." As students exercise while spelling, they get the benefit of improved retention and also better brain health.

# data[].attributes.attachment_link.title
Movement-Based Games That Help Students With Spelling

# data[].attributes.attachment_link.description
Games that combine spelling with physical activity can make it easier for young students to learn new words.

# data[].attributes.headline
Movement-Based Games That Help Students With Spelling

# data[].attributes.subject
Movement-Based Games That Help Students With Spelling

# data[].attributes.body
Games that combine spelling with physical activity can make it easier for young students to learn new words.

# data[].attributes.attachment_link.readable_text
Early Childhood Education

Games that combine spelling with physical activity can make it easier for young students to learn new words.

Rawpixel.com / Shutterstock

Hamlet's advice to the players, "Suit the action to the word, the word to the action," is a great tip, not just for performing, but also for the task of memorizing. Studies have shown that recall is easier when memorization is connected with movement. Many actors find it helpful to use physicality to retain their lines, connecting them with gestures and staging.

Like actors, students are often tasked with memorization. Although education has evolved to incorporate project-based learning and guided play, there's no getting around the necessity of knowing the multiplication tables, capital cities, and correct spelling.

The following are movement-based games that build students' abilities to retain spelling words specifically. Ideally, these exercises support them academically as well as socially. Research shows that learning through play promotes listening, focus, empathy, and self-awareness -benefits that build students' social and emotional learning skills.

4 Games to Improve Students' Spelling

1. Body Language: In this game, students work with a partner to embody different letters of the alphabet, ultimately spelling an entire word. Start by having two students make a single letter together. For example, they can make the letter M by holding hands and bending down toward the center of their feet. Whisper or show a letter to a team without the rest of the class seeing it. The pair comes up with the way they want to represent it (standing, sitting, joining feet, etc.). Then, the rest of the class guesses the letter that the students have physicalized.

Once the students are familiar with making letters with their bodies, give each team an entire word to spell. Add an extra level of challenge by having the class watch in silence, writing down each letter, until the word is complete.

Not only is this helpful for spelling, but it is a valuable collaborative exercise. In Theater Games for the Classroom, Viola Spolin wrote, "Responsiveness, interaction, attention, observation, physical and vocal expression, narrative skills, sensory agility, emotional awareness, and more will develop more swiftly when students become part of a whole." In the game Body Language, they must support one another and work as a team in order to spell their word. As they do, they are learning how to contribute meaningfully to a group.

2. Spelling Relay: This game gets kids literally racing each other to spell a word, best done in a gym or movement room. Start by dividing the class into teams. The game can be played with two to three teams at a time. The number of players on each team should be the same as the number of letters in the words you want them to spell. The teams stay intact and spell one word (Team 1: W-H-I-C-H, Team 2: F-L-O-U-R, Team 3: C-L-E-A-R for a class of 15, for example).

Print or write each of the letters on a separate piece of paper. Jumble the letters and place them at one end of the room; the team sits directly opposite the papers at the other end. As in a relay race, at the command "3-2-1-Spell!," one student from each team runs across the room to retrieve a letter from the pile, runs back to the group, and tags the next student, who runs to get the next letter. Once the teammates have come back with the letters, they work as a group to unscramble them. The team that successfully spells their word first wins the relay race.

You can give this game more drama by pretending to be a sportscaster and narrating the action. For example: "And over in the right lane we have Jamir, racing with a W, to get back to his teammates! The handoff was successful, and he has tagged Emi. Look at her go! What letter will she pick up, and what will the team ultimately spell?" To give the race epic importance, play a musical score in the background, like the theme from Chariots of Fire or John Williams's "Olympic Fanfare."

3. Word Machine: In the classic theater game Machine, players contribute a sound and a movement to build a creation. Possibilities abound: You can make a machine to build ice cream sundaes or to spot a UFO. Regardless of what the machine is, the idea is that each student adds both a gesture and a noise, interconnecting like cogs. They repeat their sound and movement, and you can conduct the machine to go faster, go slower, or even break down (which is part of the fun!). Once the students are familiar with how to play, the game can be used as a tool to help spelling. Here's how:

Propose a word to spell-for example, cat. Then call on three students, each to say one of the letters in the word, combining it with any gesture they like. They contribute their letter and gesture in the correct order that the word is spelled. Then the cycle starts again. This repetition facilitates memorization and reinforces the learning. The key executive function skills of listening and turn-taking are also being practiced through play, since each student's letter needs to be said in the right sequence in order for the "machine" to run properly.

4. H-O-R-S-E: The game H-O-R-S-E is usually played with a basketball and a hoop; you can fashion something similar in your classroom or bring this outside to the schoolyard. The first player comes up with a unique way to shoot the ball. If they make the basket, the next player has to mimic the previous player's shot. But if they miss it, they get the letter ( H) in the word H-O-R-S-E. Players are eliminated if they spell the whole word. Adapt this for your classroom, using the premise of the game to spell new words.

Eric Jensen, researcher and author of Teaching With the Brain in Mind, says, "We have discovered that exercise is strongly correlated with increased brain mass, better cognition, mood regulation, and new cell growth." As students exercise while spelling, they get the benefit of improved retention and also better brain health.

# data[].attributes.attachment_link.title
Movement-Based Games That Help Students With Spelling

# data[].attributes.attachment_link.description
Games that combine spelling with physical activity can make it easier for young students to learn new words.

# data[].attributes.headline
17 Fun Games to Get World Language Learners Talking

# data[].attributes.subject
17 Fun Games to Get World Language Learners Talking

# data[].attributes.body
When learning a new language, speaking in front of peers can be daunting. These games can help alleviate pressure and lower the stakes for students.

# data[].attributes.attachment_link.readable_text
But even when students are offered opportunities to speak in the classroom, a room full of tweens and teens who were chattering away in the halls moments before will often fall completely silent.

Games and playful activities are a great way to alleviate pressure, lower the stakes, and infuse joy and levity into what may be an anxiety-inducing process for some. Here is a list of 17 games to play with more advanced world language students (and, in some cases, even ELL students) that can help them use the new language they're studying.
© George Lucas Educational Foundation
Sketch and Guess: Educator Fatima Belouahi secretly assigns each of her ninth-grade students a vocabulary term. She likes to tailor her choices where possible toward terms that may spark some interest, like free speech. Students draw a representation of their term, then walk around the room challenging classmates to identify what they've drawn. It has all the fun of Pictionary but with added academic benefits backed by research: When students draw information they're learning, it can increase recall by nearly double.

Never Have I Ever: This classic game, often played at sleepovers, can take on a new life in the classroom. Kids start by holding five fingers in the air (use fewer if you're short on time). Going around the room, each student will share something they've never done. For example, "Never have I ever traveled to another country." All students who have traveled to another country put their finger down, then share a brief story related to that experience, writes Gantenhammer. Then the cycle restarts. Once a student has put down all of their fingers, they're out.

Affirmative/Negative: Write a series of questions on the board that you might normally answer with a simple yes or no, like "Do you know how to make pancakes?," "Can you ride a bike?," or "Will you be taking the bus home from school today?" Next, let the class know that they cannot respond with yes or no, and that shaking their head or nodding doesn't count either. Go around the room, asking each student to find a way to answer your question, and see what they come up with. (Sourced from Making English Fun.)

Who's Telling the Truth?: On their own piece of paper, each student will write down their name and three facts about themselves that none of their classmates know. Choose three students to come to the front of the room, and choose one of the student's facts to read aloud. Next, the investigation commences.

"All three claim that the fact is theirs, and the class then proceeds to question them in an attempt to determine who is telling the truth and who is lying," Gantenhammer writes. Each student can pose one question to only one of the three students, then the class has to collaborate to figure out who is telling the truth.

Draw It Back to Me: In pairs, while one student covers their eyes with their hands, the other will draw a picture on a piece of paper. Simple imagery is ideal, like a flower or some fruit. Next, the artist will try to describe what the other student must now draw an exact replica of, but without showing the original sketch.

A student might instruct their partner to draw a strawberry cut into three pieces or a flower with five petals and a stem, but will the petals be the right shape? Will the stem be the right length? Should the flower be small, medium, or large? At the end, the pair can compare and contrast, discussing what they might've intentionally said instead to produce identical images and practicing their ability to be descriptive in their target language in the process. (Sourced from Making English Fun.)

Pick-a-Trait: This game works best a ways into the year when students have gotten to know each other, writes educator Susan Verner for Busy Teacher.In a hat or small bag, collect a bunch of slips of paper each listing a character trait like happy, funny, brave, and loyal. Have each student pick a trait out of the bag, select a student they think possesses that trait, and give an example of why. Students not only get to practice speaking but also can build stronger relationships with each other.

Guess The Secret Word: Start by assigning random topics and unrelated secret words to each student. For example, the topic could be "My favorite hobby" and the secret word could be "Pineapple." The students' mission? To stealthily embed their random word within a speech they'll deliver to their peers without raising any suspicions as to what the word may be. The rest of the class become detectives, Gantenhammer writes, listening intently and then guessing the hidden piece of vocabulary.

The 5-Second Rule: This is a classic game of word association that will keep your class on their toes, writes Ewa Stoklosa, English language teaching content manager at ESL Brains. After receiving a category-like subjects in school or modes of transportation-a student has five seconds to brainstorm and shout out three related things that fall under that category. If they succeed, and the class decides their answers fit the category, they get a point. You can divide the class in half or into small groups, then see who gets the most points before a timer runs out.

Castaways: Each student starts by drawing an item-anything from an umbrella or a pizza to a bouquet of flowers. Encourage students to get creative, writes Gantenhammer. Collect the drawings, then pass them back out, ensuring that no student receives their own.

Next, tell the class that they are no longer students but castaways on a deserted island. On top of that, only half of them will be able to survive. All they have to their name is what is drawn on the piece of paper in front of them. Each student now has to justify their survival to their fellow islanders based on their item.

Can You Guess Who?: Compile the names of famous historical figures or celebrities in a hat. One student draws a name; then, with a partner, in small groups, or as a whole class, they'll answer yes or no questions that help their peers guess their identity.

A fun riff on this activity starts with students putting a Post-it note on their forehead with a vocabulary word or tidbit of information on it-like an animal or a profession. Ensure that students cannot see what is written on their Post-it. Students then walk around the room asking questions of their classmates to find out who or what they are. (Sourced from Making English Fun.)

True or False: Randomly assign students to share a true story, or a completely fabricated story, with their classmates. One by one, they'll take their place as storytellers, and afterward, classmates vote to determine their tale's legitimacy. Gantenhammer suggests letting students question the storyteller for clues to extend the activity.

A Shared Story: Collaborative storytelling is a great way to help students practice speaking, listening, and building off the contributions of others, according to educators from Grand Canyon University. You can start the story off with a single line, have a student start, or even employ ChatGPT for a little inspiration. For example: At the stroke of midnight, a talking cat appeared outside Tim's window, inviting him to a magical party that only animals knew about. From there, each student takes a turn adding another line to the story.

Coffeepot: This game is perfect for a class that needs a bit of extra practice with their grammar. Randomly select a student and assign them a verb, like dance. To guess the word, the class builds a body of clues based on questions they ask using the word coffeepot as a placeholder for the secret verb. For example, If it were raining outside, would you still coffeepot? Where are some places that are perfect locations to coffeepot? Are any celebrities good at coffeepotting?

"The verbs that work best in this game are those that refer to what people (or animals) do and that are intransitive (e.g., it is fairly easy to guess the verb swim but not necessarily the verb use)," writes Stoklosa.

Impromptu Improv: After brainstorming a bunch of different prompts for an interaction-like a host of a game show instructing a contestant or a detective interrogating a suspect-write them all down on slips of paper and put them into a hat. In pairs or small groups, have students pick out a scenario and play out the roles.

The activity could stop there, but in Belouahi's classroom, students coauthor a script for the role-play, use arts and craft materials to make props, and film their scenes on their cell phones. The final product is seen only by the students and Belouahi, which alleviates some pressure and empowers students to take more risks as they grapple with vocabulary in unexpected ways.

Four Corners: At the 2022 Elementary and Secondary Education Act Conference (ESEA), Title 1 Academic Language Coach Amy Gilliam and her colleagues shared a variety of oral language protocols and collaboration activities that can help increase engagement. Four Corners is one of them.

This activity works best in a classroom where there's room for students to freely walk back and forth. Designate each corner of the room with a letter: A, B, C, and D. Next, ask a multiple choice question, and have students walk to the corner of the room that reflects which answer they think is correct. With their fellow classmates who chose the same answer, the small groups will discuss why they think they're right. Offer a little help by way of sentence starters where needed. In a whole class discussion, students can chime in and defend their decision before you reveal the correct answer.
© George Lucas Educational Foundation
Fortune Teller: Paper fortune tellers might be a nostalgic throwback for some students, but in this game they're a quick way to spark deep and engaging conversations. The outermost flaps will be marked with colors, then numbers, while the innermost flaps conceal a question that students will discuss in the target language. During a lesson on social media and cancel culture, Belouahi's students answered questions like "What is cancel culture?" and "How can someone behave badly online?"

In pairs, one student operates the fortune teller while the other student chooses a color and spells it aloud ("Green, G-R-E-E-N"), then a number ("Four, F-O-U-R"). They choose one more number, which determines the flap to lift and reveals the question that the pair will discuss. For free customizable templates, search online with the keywords "editable fortune teller template."

First One, Then Many: Pass out index cards to each student in the class with an image, vocabulary word, or short phrase on them. Ask students to form small groups with peers who have a card connected to theirs. For example, a card with the word cow, another with a picture of a milk carton, and one with a picture of grass may form a group. The newly formed group should collaborate to come up with an explanation for why their cards are all linked and defend it to the teacher. (Sourced from Amy Gilliam, Angie Jones, Lara Randby, and Denise Zawada.)

# data[].attributes.attachment_link.title
17 Fun Games to Get World Language Learners Talking

# data[].attributes.attachment_link.description
When learning a new language, speaking in front of peers can be daunting. These games can help alleviate pressure and lower the stakes for students.

# data[].attributes.headline
Guiding Students in Special Education to Generate Ideas for Writing

# data[].attributes.subject
Guiding Students in Special Education to Generate Ideas for Writing

# data[].attributes.body
When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.

# data[].attributes.attachment_link.readable_text
When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.

James Steinberg / The iSpot

Most students don't have too much trouble following the traditional steps of the writing process: brainstorm, outline, and draft, then revise and edit. Some students, though, get stuck in the brainstorming phase. As a special educator, I have encountered the "stuck" student many times. When we treat brainstorming as an opportunity for skill building, students can feel more confident developing ideas for writing.

Standard brainstorming strategies

Writing requires many skills to work together at the same time: idea generation, hand strength and stamina, letter formation, spelling, sentence composition, grammar, editing, proofreading, and so forth. If any of those skills is weak, it makes writing significantly harder. Many students who struggle with writing have not had sufficient practice building each foundational skill to a point where they readily access it when performing more complex skills in the classroom. In other cases, a student's disability may impair some aspect of their learning, be it fine motor or cognitive. They learn to master skills when instruction and practice is broken into small pieces.

Many of my interactions with students looked something like this:

Teacher: In Charlotte's Web, a major theme is friendship. You are going to write a paragraph that shows how the characters were good friends and helped each other.

Student:(Sitting, not working.)

Teacher: Sally, can I help you get started?

Student: I don't have any ideas.

Teacher: Let's brainstorm together using your graphic organizer.

Teacher: OK. Try on your own, and I'll check back with you in a couple of minutes.

Student: No ideas! No ideas! (Runs out of the classroom.)

If student behavior is viewed as some type of communication, this example shows that a learner is likely communicating that they don't have a skill required or are not able to access this skill at this time.

Brainstorming as skill building

By breaking a skill into small parts and allowing your students to practice those parts until they become automatic and effortless, an instructor can decrease a student's frustration level and remove a significant barrier to their thinking. It's the same in any skilled performance-basketball players practice shooting and passing, cellists repeat musical scales, and chefs practice different styles of chopping. Skill-building exercises can help students become more confident and competent at any skill, including writing.

Rather than push students to use a graphic organizer or other standard brainstorming tool to help them generate their ideas, I began to use a skill-building process that has students first name things related to a topic and then generate a list of ways those things demonstrate the topic:

Teacher: Sally, in this story our characters are Charlotte, Fern, Wilbur, and Mr. Zuckerman. Tell me ways that they helped each other.

Student: Uh, I don't know.

Teacher: I'll start. In one chapter, Charlotte spun words in her web to help Wilbur. Now you try. How else did they help each other?

Student: Uh, Fern saves Wilbur from her father.

Teacher: Exactly. Now, tell me ways that Templeton helped someone.

Student: Templeton found words in the newspaper for Charlotte to spin in her web.

Teacher: Great! What about Wilbur?

Student: Wilbur watched over Charlotte's egg sac.

Teacher: Yes! You've got so many good ideas for writing.

Students who first generate ideas about a topic-access what they know about it-more easily write their outlines and drafts for the bigger-picture assignment. For Sally, brainstorming was too overwhelming as an initial step, so we started off by namingexamples. I gave Sally a topic-name ways characters in Charlotte's Web helped one another-she named examples of things(characters),and we generated a list of waysthose characters helped one another.

Implementing Brainstorming as Skill Building
Step 1. Introduce the student to the exercise.
This "naming" strategy is easy to implement with individual students or in groups. These are steps to get you started.

Teacher: You're going to be writing down ideas.
Step 2. Select a topic for practice.
For this step, you will need a sheet of paper, small whiteboard, or blank document on your computer. If your student hates writing by hand or is a slow typist, do the writing for them or use dictation. Remember, we're trying to remove barriers to generating ideas, such as slow handwriting and hesitation around spelling.

Teacher: Name things that can get ruined (phone, cake, backpack, etc.).
Step 3. Revisit the list to describe each item.
You or your student will write a list of items that can get ruined. If a student struggles to generate these examples, take turns: You go first, then prompt them to go. If that doesn't work, start off by identifying and writing down a few items around the room that can get ruined.

Teacher: Now we are going to write some ways that each item on your list can get ruined.
Step 4. Use the descriptions to write a paragraph.
Next to each item, you or the student will record a few ways it can get ruined. As an example, for a bike, the student might list the following: It could get a flat tire, the chain could fall off. Again, if your student has trouble at this point, state an idea and see if they can come up with the next one.

Teacher: Pick one of these items to write about.
Step 5. Continue daily practice with new topics.
With the items and examples in place, the student can start to write a basic paragraph about a prompt like "Write about a time when something you cared about got ruined and how you felt about it." If the student gets stuck at this point, encourage them to use a simple structure: Introduce the topic, give examples of ways that items can get ruined, and describe a time when something like this happened to you. At first, focus on the quality of your students' ideas and descriptions, and not their handwriting, sentence construction, or vocabulary. The goal here is to spark an interest in writing. You can push for perfect prose later.

Students who struggle to brainstorm need daily practice with this exercise. Each day, provide a new topic and ask them to work in pairs or small groups to generate ideas and descriptions. Your topics should be relevant to your students' daily lives (there are pre-made lists of such prompts available online). As your class adjusts, you can add a timer and make idea generation a class-wide game ("You have two minutes to come up with ideas of what can make someone happy"). This is a powerful intervention to help all students get started with their writing.

# data[].attributes.attachment_link.title
Guiding Students in Special Education to Generate Ideas for Writing

# data[].attributes.attachment_link.description
When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.

# data[].attributes.headline
33 Edible Science Projects Are Educational and Yummy, Too

# data[].attributes.subject
33 Edible Science Projects Are Educational and Yummy, Too

# data[].attributes.attachment_link.readable_text
Kitchen and food science are very popular these days, but not every experiment is fit to eat when you're done. Fortunately, we've put together a menu of edible science activities you'll be happy to snack on! Most of them are easy enough for anyone to tackle and can be completed with items you already have on hand. Bon appétit!

1. DIY Gummy Bears

Students will be so excited to learn how much edible science they can do with one of their favorite candies! First, explore chemical change and protein chains by making your own gummy bears. Then, use the sweet treats for an osmosis experiment.

Learn more: Gummy Bears/Little Bins for Little Hands

2. Layered Lemonade

Use the Fibonacci Sequence to layer different proportions of simple syrup and lemon juice (tinted with food coloring) to create a rainbow-colored drink. The varying densities of the solutions create the layers. Don't forget to drink the delectable results!

Learn more: Andrea Hawksley

3. Glow In The Dark Jell-O

Add quinine to Jell-O, and you get a totally cool fluorescent snack! Learn about light wavelengths and UV light.

Learn more: Instructables

[contextly_auto_sidebar]

4. Candy Crystals

This is the classic edible science candy experiment! Make a supersaturated sugar solution and then allow it to crystallize around wooden sticks pre-seeded with granulated sugar. The process takes about a week.

Learn more: The Kitchen Pantry Scientist

5. Grape Molecules

We've seen this edible science activity done with gumdrops, but we really like the healthy twist of using grapes instead. Use other round fruits for more color.

Learn more: Parties With a Cause

6. Fizzy Lemonade

Mix acidic lemon juice with basic baking soda and watch the chemical reaction, which produces carbonation. Add a little sugar, and students can drink the chemical reaction!

Learn more: Learn with Play at Home

7. Cupcake Core Samples

Kids will feel like real scientists when they use a drinking straw to take a core sample from a cupcake. Bake the cake in layers to represent Earth's layers to tie this into a geology lesson.

Learn more: 123Homeschool4Me

8. Edible Mars Rover

Learn about the conditions on Mars and the tasks the Mars Rover will need to complete. Then, give kids supplies to build their own. (Add to the challenge by making them "buy" the supplies and stick to a budget, just like NASA!).

Learn more: Library Makers

9. Curds and Whey

Little Miss Muffet sat on her tuffet, eating an edible science experiment! Use the science behind PH, proteins, and colloids to separate milk into curds and whey. Then turn the curds into cheese for a snack.

Learn more: Curds and Whey/Go Science Kids

10. Oreo Moon Phases

Use the chart (click below for the full image in a printable PDF) to create and discuss the different moon phases using Oreo cookies. Of course, you'll have to eat some of that delicious filling to make some phases!

Learn more: Optics Central

11. Candy DNA Model

Use toothpicks and candy (or fruit, for a healthier option) to build a DNA model. Color code the candies to represent the four chemicals that make up DNA code and snack on them as you discuss the purpose of each.

Learn more: WikiHow

12. Starburst Rock Science

Use Starburst candies to explore the ways pressure and heat form different types of rock. (You'll need a heat source, like a toaster oven.) Who knew geology could be so sweet?

Learn more: Lemon Lime Adventures

13. Edible Water Bottle

You'll need some special chemicals, which are readily available online, for this edible science experiment. Follow the directions at the link below to create waste-free water "bottles," and learn all about spherification.

Learn more: Inhabit

14. Butter Emulsification

Want a delicious way to learn about emulsification? Shake heavy cream in a mason jar until the butter fats separate from the liquids. It's really that easy-and yummy!

Learn more: Butter Emulsification/Science Buddies

15. Baked Potato Science

This edible science project is a nutritious way to explore the scientific method in action. Experiment with a variety of methods for baking potatoes-microwaving, using a traditional oven, wrapping them in foil, using baking pins, etc.-testing hypotheses to discover which works best.

Learn more: Potato Science/Left Brain Craft Brain

16. Edible Soil Layers

Layer a variety of foods to represent the soil layers, from bedrock on up. If candy doesn't fit your school's nutritional guidelines, use fruits, yogurt, granola, and other healthy options. Either way, the results are scrumptious!

Learn more: Super Teacher Blog

17. Jell-O and Enzymes

Make Jell-O using raw pineapple, cooked pineapple, and strawberries to see whether the Jell-O sets properly. (You'll need a heat source and a refrigerator for this edible science experiment.) Students can eat the results as you talk about the ways different enzymes affect chemical reactions.

Learn more: The Chaos and the Clutter

18. Taste vs. Smell

Have students taste a slice of apple and then again while sniffing a cotton ball soaked in vanilla. Did the smell of vanilla overpower the taste of the apple? Students can finish their apples as you discuss how taste and smell work together.

Learn more: Education.com

19. Edible Cell Model

Use candies or fruits and nuts to represent the different parts of a cell. Kids can nibble as you discuss each item's purpose and functions. You can also try this with pizza.

Learn more: Lessons With Laughter/Instagram

20. Solar Oven S'mores

This edible science project is a science fair classic! Follow the instructions at the link below to turn a pizza box, aluminum foil, and other basic supplies into a solar-powered oven to cook s'mores or other yummy treats.

Learn more: Desert Chica

21. Sink or Swim Oranges

Place peeled and unpeeled oranges in a container of water to see which ones float and which ones sink. After you discuss the principles of buoyancy, have a healthy snack with your students.

Learn more: Playdough to Plato

22. Jell-O Turbulence

Suspend a (well-cleaned) toy plane in Jell-O (instructions at the link below), then poke and jiggle it to simulate air turbulence. Discuss how layers of air can support a plane, even though you can't see them.

Learn more: Kids Activities Blog

23. Apple Reactions

Slice an apple and note how it turns brown over time. Experiment with a variety of liquid solutions, including lemon juice, to see which, if any, slow the process. Discuss why or why not, exploring the concept of chemical reactions.

Learn more: Apple Reactions/Teach Beside Me

24. Bread Biology

Bake a simple loaf of bread from scratch, using yeast. Watch the reaction of the yeast with water and sugar, then knead the dough to create the gluten the bread needs to support the rise. (You'll need an oven to bake the bread to finish this edible science experiment.)

Learn more: Bread Biology/Left Brain Craft Brain

25. Sourdough Science

Yeast makes bread rise, but you don't have to buy it at the store. Make a sourdough starter using flour and water and watch wild yeast grow and multiply before your eyes. After a week or so, use the sourdough starter to make a savory loaf of bread.

Learn more: King Arthur Flour

26. Sugar Glass

Simulate the way silicon dioxide (sand) is turned into glass but at much more manageable temperatures. Heat sugar until it melts, then cool it to form "glass." Students can snack on the creation while discussing how amorphous solids are formed.

Learn more: Sugar Glass/Go Science Kids

27. Edible Atoms

Get the free printable worksheet at the link below, then use two colors of mini marshmallows to represent protons and neutrons and chocolate chips for electrons. (Need a healthier option? Try red and green grapes for protons and pumpkin seeds for electrons.)

Learn more: Preschool Powol Packets

28. Cake Reactions

Discover the purpose of various baking ingredients by leaving them out of each recipe. Have students predict what might happen and taste the results! (You'll need an oven for this edible science experiment.)

Learn more: Cake Reactions/Teach Beside Me

29. Centripetal Force Jell-O

Create test force chambers using a plastic cup, Jell-O, and marbles (get full instructions at the link below). Spin the cup to see how centripetal force moves the marble inside the Jell-O.

Learn more: Centripetal Force Jell-O/Science Buddies

30. Raisin Dehydration

Have students dry grapes in the sun over a period of days to see them turn into raisins! Talk about the process of dehydration as a method of preserving food.

Learn more: Learn Play Imagine

31. Gumdrop Bridges

Use toothpicks and gumdrops to construct a bridge. Test it to see if it will bear weight, then challenge students to build the strongest bridge with the fewest materials. (Let them eat the gumdrops they don't use!)

Learn more: Little Bins for Little Hands

32. Popcorn Pressure

Calculate the internal pressure needed for popcorn to pop (see the link below for formulas). Then pop the carefully measured corn using the procedure at the link, and check your calculations.

Learn more: Carolina Biological

33. Edible Petri Dishes

Create models in Petri dishes using Jell-O and candies to represent a variety of bacteria, as seen under a microscope. (Get examples at the link below.) Disgustingly delicious!

Learn more: STEAMsational

# data[].attributes.attachment_link.title
These 33 Edible Science Projects Are Educational and Yummy, Too

# data[].attributes.attachment_link.description
Plenty of science projects use food and kitchen items, but this roundup of edible science projects includes delicious results to devour.

# data[].attributes.headline
7 Digital Tools That Help Bring History to Life

# data[].attributes.subject
7 Digital Tools That Help Bring History to Life

# data[].attributes.body
Challenging games, fun projects, and a healthy dose of AI tools round out our top picks for breathing new life into history lessons.

# data[].attributes.attachment_link.title
7 Digital Tools That Help Bring History to Life

# data[].attributes.attachment_link.description
Challenging games, fun projects, and a healthy dose of AI tools round out our top picks for breathing new life into history lessons.

# data[].attributes.attachment_link.readable_text
I recently partnered with Demco to present a webinar on "Rethinking Collection Organization" as part of their Demco Ideas & Inspiration Webinars series. The webinar recording will be available for viewing here about a week after the live session (which was on 4/27/2023), for anyone who'd like to view it. We also did a webinar on "Dynamic Shelving," which is available here.

Since we weren't able to address all of the questions during the webinars, I've drafted out some responses to several of the questions, and am posting them here in case the responses are helpful to others! (they are in backwards order, so the questions from webinar #2 are first and the ones from webinar #1 follow).

Question & Answers

Q: In the Percy Jackson pull out collection was that long term or just a display?

A: I initially created it as a temporary display but have decided to leave it as a permanent display for now. I call it a "permanent display," rather than a new "genre," because I haven't given them new stickers or anything, they are still cataloged as part of their regular genre and just listed as on display.

Q: Even though many books cross genres, is there a good resource that lists popular fiction books /authors and their genres ?
A: Most library vendors have tags in their systems, which can help and you can also use your own MARC records and a book's BISAC tags. With all that said, though, I tend to use goodreads.com most frequently to help me quickly identify which genre to choose, because the readers tag books in goodreads and I just tend to choose the genre as whichever tag gets the most votes on goodreads. Many library management systems have lately been developing "genrefication assistance" features though, so it is definitely worth reaching out to your vendor to see what features and functions they may offer, often without additional charge. There may be new features that exist now that did not when I genrefied.

Q: Have you done a seminar on weeding?

A: I have done P.D. on "Weeding for Equity" for several libraries, school districts, or organizations and its something I love presenting on because I am a BIG fan of weeding! I've written several blog posts about it as well (listed below). If your library, school, or organization is interested in booking me for a session on weeding, do not hesitate to reach out using the contact form. Its a topic I'm passionate about and love presenting on!
My blog posts on weeding can be found here:
Q: Would you recommend primary and secondary books to be mixed?

A: This probably varies depending on each individual community's needs and also a bit on the size of the collection. I don't have experience managing a collection that crosses significant age levels, so my perspective on this is not informed by practical experience, though I think that it probably makes sense, generally, to have primary and secondary collections grouped separate from each other, in order to offer more efficient and relevant browsing to each group.
Q: Is there a recommended number of genres? How many is too many? 🙂
A: There's no hard and fast rule that I'm aware of, and different numbers may work better for different libraries. I started with 7 and found that a few were too broad and I ended up adding about 4 more so that I now am at about 11 fiction genres and that number is working for us, but this will probably vary significantly across communities. I often see anywhere between 7-15 genres as seeming fairly standard. Too few genres can leave each genre too broad to be helpful, whereas too many can make browsing too overwhelming, so its about striking the right balance and a little bit of trial and error.

Q: What do you do with "miscellaneous" books that don't fit into a genrefication category?
A: I just choose whichever genre it either most closely matches with, or whichever genre I think it will be most likely to find its ideal reader in. Its important not to overthink which genre to choose, because its not something you can "get wrong." If there is a specific book someone is looking for, they'll always be able to search the catalog to find out which shelf its on, so you can't mess it up. Just choose the "best fit" genre and if the book doesn't circulate well there you can always move it later.
Q: Do you use any stands to stand up your forward facing books?
A: Yes! Check out the Dynamic Shelving webinar to see lots of ideas and examples. Alternatively you can check out my Dynamic Shelving blog posts for ideas.
Q: Do you make all your posters/signage?
A: I do! You can learn more about my signage on my blog posts, and you will also find that many of my signage is available for free reuse on the blog as well.
Q: How do you make them (the signs) stand up?
I have two different ways of propping them up. One way is to print it on cardstock and laminate it (so it's a bit sturdy) and then I tape it to a simple metal bookend, which props it up. Another way is to cut a piece of foam board to the right shape and then glue the sign to the foam board. Then I just lean the foam board sign against a standing book end. You can see example of what it looks like here.

Q: How many books fiction and non fiction do you suggest having per student? It is hard to know how many to keep and how many to get rid of.
A: I don't think there is a one size fits all rule, it depends on your individual community needs and usage patterns. Because of digital research resources, though, I generally don't think we need as many reference print resources on the shelves as we used to. Collections serving elementary students will probably want to lean towards higher numbers of books per student, since circulation tends to be much higher at that age level. Teen collections may want to focus more on quality over quantity, and in my experience it is helpful to have more duplicates rather than more titles, because, at our school anyway, many teens want to read the same books as their friend group, or the ones that are trending at that time on social media. I have never worked in a collection serving adults, so I don't have particular insights into what works best for that audience. While I can't offer a specific number per patron, I can suggest that heavy weeding be done on resources that are outdated and no longer circulating. A smaller but more relevant and updated collection often circulates more than a large but outdated/irrelevant collection.
Q: What did you use on your shelves after you genrefied them? I love that each genre is a clear color.
The edges of the shelves are just colored duct tape! If you aren't comfortable using duct tape (as it can be difficult to remove later), I have heard that colored masking tape now exists, and that may be a gentler option as masking tape is usually easier to remove than duct tape. Some librarians will paint the edges instead of using tape. The back panels of each bookcase are just covered in colored wrapping paper, which I adhered with simple book tape. It is a fairly inexpensive (though somewhat labor intensive) way to spruce up the shelves and add some pizzazz! I like using colors on edges and/or back panels because the change in color helps to provide a visual indication to browsers that they are in a different genre area. Its also helpful when kids ask "where are the X books" and I can say "right over there in the X color section."

Q: Do you recommend putting all animals together or separating out?
A I would say it depends very much on your user community's interests and browsing habits. If it's a very small animal collection it could make sense to have them all together as one group, but most often I would imagine it will be better to have subgroups for at least the most common categories.
Q: are series shelved in a separate location? if yes, then how do you label those so students know where to go?
A: I keep series in their regular genre location. I had played with the idea of separating them out but it did not work out so I abandoned that plan. I have seen librarians separate them though and use a simple "Series" label on the spine label/call number to indicate. So instead of "Fantasy F GEE" the call # would be "Series F GEE"
Q: Do you recommend a "multi-cultural" genre section? I have one and I feel it is exclusionary.
A: No! I teach my MLIS students not to label OR shelve books according to identity representation, as this is generally not considered best practice. When in doubt, ask yourself if you would ever label or categorize a book as being "white" or "straight" or "monocultural"? It just seems wrong, right? Same goes for anything else related to identity, race, class, culture, ethnicity, ability, etc. Physically labeling, or shelving, books by these characteristics only serves to ensure collections are segregated, rather than inclusive. Labeling books, or grouping them together, in this way serves to "other" them and further marginalize those stories and voices. We want to develop inclusive collections, which means that we want inclusive representation present in every genre, every collection, every list, every display. Every time! We want our patrons to be able to go to ANY shelf in the library and find inclusive and diverse representation there. We don't want them to need to go to specific little isolated and segregated sections to find specific rep. Identity information is not a genre and should never be treated as such. If your patrons do need to easily find books with certain representation, you can utilize digital resource lists or temporary rotating displays to help highlight the books in the collection with those specific representations, and you should utilize clear MARC tags and catalog tags when applicable, but physical labels and sections shouldn't be used. It is worth noting that ALA and other professional organizations have put out position statements formally opposing the labeling or shelving of books according to the identities represented within the books, as well.
Q: Before you genrefied did the fiction books have any genre spine labels on them? We have spine labels with genres but they are interfiled as Children's Fiction.
Ours did not have other labels on them, not consistently anyway. I sense there is more nuance to this question that I am missing, so if I didn't answer helpfully please feel free to contact me via my blog's contact page.
Q: Love your signage, where do you get that?
A: Thank you! I created my own signage using canva.com. You can usually get the reusable downloads for everything I create on my blog.
Q: With genrefication, how do you deal with overlap of genres?
A: I just choose one of the genres and place the book in whichever genre location I think it will work best in. Its important not to overthink it.

Q; Is there a way to mass change the catalog in Destiny?

A: There is a way to bulk change the copy category, call number pre-fix, and sublocation on copies in destiny. Probably other things too. Follett has a good customer service, if you call them you'll be able to get someone to walk you through how to do whichever type of bulk change you want to make.

Q: How do you change the labels on books without ruining the books, especially if you use laminate to cover books?

A: I just place the new label overtop of the old label and then cover it with a piece of book tape!
Q: if you have time, could you please tell us more about the relationship/identity genre? What relationships/identities are included? (For public libraries this makes me concerned about the issue about whether putting certain identity labels on the spine might hinder circulation or kids might not want to have adults see they are reading about certain identities)
A: Absolutely, I agree with you completely and I do not recommend ever labeling or shelving books according to specific identity representation, for the reasons you mention plus other reasons (as explained in a question above). Our "relationship/identity" genre is not about specific identities but rather its where I put realistic fiction books that have the theme of "identity" or "coming of age" or "bildungsroman" etc. So our "Relationship/Identity" section is just where we put realistic fiction/contemporary fiction which has a major theme of either ones relationships (with family, friends, or love interests) and/or exploration of identity/figuring oneself out/coming of age, etc. My genre name is referring to "identity" as relates to literary theme, not as relates to inclusive representation or specific types of representation. Users in our library will not find specific representation segregated into its own section but rather will always find various representation is present across all of the genre sections, which is as should be.
Q: How do you stand the signs up on top of the book cases?
A: I have two different ways of propping them up. One way is to print it on cardstock and laminate it (so it's a bit sturdy) and then I tape it to a simple metal bookend, which props it up. Another way is to cut a piece of foam board to the right shape and then glue the sign to the foam board. Then I just lean the foam board sign against a standing book end. You can see example of what it looks like here.

Q: What call number did she choose for the self help/wellness collection?
A: Its hard to remember since it was a few years ago, but I think it was the number 619, which I chose because I thought the 600s made the most sense as a good place for such a section, and I believe I found that DDC doesn't currently use 619 for anything, so it was an available unused number in the section.
Q: can you explain how you do series labels? how would you do spine labels for bins if they are in a separate area from "regular" shelves. (We have a "bin area" for popular elemenntary scool series. It's always a challenge for students to know when to look in bin area vs shelves, and for the librarians to know which books go in bins vs shelves)
I manually type up series labels to place on the spines of our books. I just get the label template online and type up what we need, then print. For the bin question, I would just choose any call # that makes sense (perhaps simply using BIN+Author last name or topic) and then I would ensure that I used sublocation tags in OPAC combined with matching signage in that area. That should help patrons finding things. For librarians I would consider adding a specific color label above the spine label to help indicate that that book goes to the "bin" area.
Q: Do you recommend genrefying as well as dynamic shelving, or can dynamic shelving be successful without genrefying?
A: I think either can be successful in tandem or separately, it always depends on the individual needs of each library community. If you aren't sure you want to completely genrefy yet (or ever), you can definitely still utilize dynamic shelving techniques to help promote and organize your resources into more accessible and engaging ways! I don't think anything has to ever be "all or nothing." With that said, I can say that I personally am a big fan of genrefication, I believe it generally is a successful way of organizing books, for most user communities (though I'm sure many libraries do fine without it too!).
Q: I'm the youth librarian in a public library, we do have a teen librarian. Do you think it would be confusing to do dynamic shelving in middle grade chapter books, and when they move to YA there might be a different method there.
A: It could be! But it could also still be the right decision to make for your middle grade students. If something isn't working for a user community, and you think a change can help make it better, then why not give it a try? It could also provide an opportunity to establish some data of success, which you may then be able to leverage to advocate to the other departments in your library to try to convince them to give it a try too.
Q: What kind of colored tape did you use?
A: I used duct tape, however I think colored masking tape exists now, and that may be a good option too. I know some librarians use washi tape.
Q: How stacking will work at a public library for adult collections and a floating collection? We don't know the amount of books we have to deal with on any given day. I think this is great for school setting.
A: I've never worked in a public library and am not certain what a floating collection is, so I'm sadly not too helpful on this question, however I think I could make 1-2 possibly helpful suggestions! Instead of doing full bookcase dynamic shelving, you could try designating just certain bookcases OR even just 1 shelf per bookcase. Let's say you decide that the eye level shelf on each bookcase will be reserved for dynamic shelving techniques. In that case you'll shelve books normally while pretending that shelf does not exist, leaving it blank. Then go ahead and choose just a few books from each bookcase to display in stacks or front-facing on just that eye level shelf. This would allow you to have both enough room for shifting collections while still designating some space for dynamic shelving. You can see an example below, this is one of my earliest attempts at dynamic shelving, I started with just one shelf per bookcase and eventually grew from there. This could be a good strategy for public libraries or other large, or continually shifting in size, collections.

Q: Do you know, by chance, how many years you moved your average publication date forward from when you began to now?
A: Yep, we moved from about 1987 to 2014, over the course of 6 years or so.
Q: How often do you reshift the bookshelves?
A: Typically I do some shifting about 2-3 times per year, usually right when a new semester starts. Typically shifting is needed after new purchases arrive or after a weeding project has been completed.
Q: How much time do you spend on keeping the shelving up? I have student media aides (ages 12-14) do most of my shelving and dynamic shelving is beyond most of them.
A: Not too often, its just become part of the normal re-shelving process, so as we re-shelve books we tidy up as we go. Then about 2-3 times per school year I do a more thorough walk through to re-display things or shift things a bit. It take some training, for certain, and with very young kids it might be tough.
Q: how much teaching do you do surrounding this set up to start the year - how much teaching into it?
A: With staff/volunteers there isn't too much training, just a little bit of modeling and then assisting until they get the hang of re-shelving. The kids don't require any special training on how to browse as its mostly intuitive. During 9th grade orientation I just let them know that our collection is organized by genre and that they can look up at the sign on each bookcase to see which genre they are in. Our students learn how to use the OPAC in elementary school so they already know how to look a book up to find its call # by the time they get to us, the only difference in our library is they need to write down the call # and the sublocation. On the user end of things genrefication and dynamic shelving doesn't really change anything, its mostly a change on the staff/shelver side of things.
Q: I see how this would work for a single librarian library. How would it work in a bigger library where multiple shelvers would need to know where to put things?
A: Other than a little bit of training I don't think it changes things much. The books are still in author ABC order on the shelves, so other than front-facing or stacking things instead of standing them in rows its not very different. Just like with any process or procedure, all staff would need to be trained on how to do it but since everything is still in author ABC order its not much of a training burden. The biggest difference is just learning to identify gaps or empty spaces and doing some shifting occasionally to choose new items to display front-faced.
Q: With dynamic shelving on fiction shelves do you worry about abc order at all?
A: Yep, everything is still in author ABC order, the books are just stacked or front faced instead of in rows, but they are otherwise still in the same order as they would be in a static organized library!
Q: Can you suggest how to "redo" classification in your system (I have Destiny) so that you & staff know where books are?
A: Sure ! I use sublocations in destiny to indicate which genre section a book is in. When someone searches a book in the OPAC they will see, right below the title/author info, that the call # and sublocation are clearly listed, and those are the two pieces of info a patron needs to take note of in order to then find the book on the shelf. It's very easy to create and add sublocations, the directions are in Destiny's "help" guide!
Q: also curious with the front facing books: how many items would you estimate are in your collection? your front facing pictures make it seem like you have a smaller collection
A: I am a heavy weeder, items that don't circulate in 4 years or are usually weeded, as we've found that a smaller but highly updated and relevant collection which can be primarily organized via dynamic shelving circulates best for us. However, because we have a lot of series (which can be stacked) and duplicates (which can be stacked or shelved behind each other), that saves a lot of space and allows for most of the collection to be front-faced. I've also reclaimed a lot of shelves because we no longer maintain a large print reference collection (utilizing digital reference for the most part instead) and that freed up a lot of bookcases for us to "spread out" into. In collections where space is tighter I would recommend using a hybrid mix of static and dynamic shelving, perhaps choosing just 1-3 shelves per bookcase to do dynamic shelving on, with the others being kept in "spine out" order.
Q: If I was going to start with one genre to dynamic shelf what would you suggest? Did you have a first genre?
A: Oo this is a fun question, I'm struggling to decide. I'd probably either start with my most popular genre or with my least circulating genre (to see if dynamically shelving it might help boost its circ). Or you could choose based on space, choosing whichever genre you have the most shelf room for!
Q: So you leave that stack of series alone once when book 1 checks out?
A: pretty much! If space is tight I may swap it for a different series, moving the original one back to "spines out" order so I could use those shelf inches to stack and front face a different series instead, but usually I don't need to and can just leave it alone. I like that the empty front-faced spot provides an obvious visual cue to browsers that book #1 is currently not available, and it also helps me to see it because if I notice seeing it empty too often that can help indicate to me that I may want to consider purchasing duplicates of book #1.
Q: Do you have a books per student standard you aim for?
A: I don't adhere to a hard and fast rule! I weed and purchase regularly so our collection tends to be in continual flux. I am a firm believer that smaller but updated and highly relevant (to current needs and interests) collections circulate more and are more effective than large and sprawling but outdated and irrelevant collections.
Q: How can this going to work in an elementary school setting when a section like sports is so large and encompasses baseball teams, football teams, and then items of soccer, tennis, gymnastics, cheerleading?
A: If I were at elementary I would seriously consider moving to a "bin" shelving strategy. I would create bins of the most common/popular topics, and I would put the books on those topics in their corresponding bin. I think bins are one of the best ideas for accessibility when it comes especially to elementary level collections!
Q: This is my first year as a HS librarian. I have a few illustrated boxes/gift sets that included a series of books. I have kept the box and cataloged/shelved the books. How can I use the box with its cool illustration on the outside, in dynamic shelving?
A: Great question! I have some of these boxes too that I've been holding on to as I try to find a use for them. I don't have any ideas to share but perhaps others will share ideas in the comments!

# data[].attributes.attachment_link.description
I recently partnered with Demco to present a webinar on "Rethinking Collection Organization" as part of their Demco Ideas & Inspiration Webinars series. The webinar recording will be available for viewing here about a week after the live session (which was on 4/27/2023), for anyone who'd like to view it.

# data[].attributes.headline
Dynamic Shelving Pt.1: Introducing Dynamic Shelving

# data[].attributes.subject
Dynamic Shelving Pt.1: Introducing Dynamic Shelving

# data[].attributes.attachment_link.readable_text
One of the things I've become known for is my colorful and visually engaging (and non-typical) shelving strategies. I like to call this "Dynamic Shelving" and I love employing these strategies in a library, because my goal is to entice students to leave the library with a book that interests them, in their hands. Ideally, multiple books!
ProtTip: Here's how I am able to get so many front-facing books without purchasing tons of actual book display stands: View ProTip on TikTok
With increasingly complex and over-scheduled lives, and so many media options competing for their attention (plus schoolwork, extracurriculars, social engagements, family time, jobs, other responsibilities... you get it. Teens are BUSY) it can be tough to entice them to make time for reading. Understandably, because they truly have a lot going on.

Enticing teens to read is made harder if students aren't given time and access to a well stocked and properly staffed library (staffed with a certified and degreed Librarian as well as skilled library assistant/s), of course. But even when they do have those things (which our students do, thanks to our admin properly valuing and supporting the school library as well as in big part thanks to the incredible work our ELA department has put into incorporating in-class reading time, engaging independent choice reading assignments, and developing a culture of reading) it can still be tough to provide a collection that inspires and sparks student's motivation to choose a book and read it.

One thing we, as librarians, can do to try to make this easier for our patrons is to ditch the outdated (and, let's be honest, BORING) shelving strategies that have long been synonymous with libraries. You know the ones I mean... the row after row after row of book spines in perfect lines, squeezed and crowded onto the shelves. Where you look at the stacks or rows and its just a sea of uninspiring sameness.

I like to call this "Static Shelving." Static shelving does not inspire readers. Static Shelving does not make it easy for readers to discover new books of interest to them. Bookstores don't use Static Shelving for a reason, don't you think? After all, big bookstores can afford the kind of market research that libraries can only dream of. If Static Shelving was proven to be the best way to get people to successfully find and choose books of interest, don't you think big bookstores would use Static Shelving instead of Dynamic Shelving strategies? I think so.

The way bookstores organize things is not an accident. Have you been in a bookstore lately? Do the readers ever look lethargic, uninterested, lost, or especially confused and overwhelmed when browsing in a bookstore? No? Ever wonder why that is? The discrepancy between what I was seeing in behavior of browsers in a Static Shelved library and what I was seeing in behavior of browsers in a Dynamic Shelved bookstore certainly stood out to me once I started looking. It certainly made me wonder.

It made me wonder, especially, why on earth libraries were still shelving and operating so vastly differently than bookstores, especially since we both have the aim of seeing people walk out our doors with books in their hands. And I can tell you that when I was still doing static shelving, I was seeing a heck of a lot of readers walking out of the library without a book in their hands. I was seeing a lot of readers wandering around the shelves half-heartedly, looking overwhelmed, uninspired, and unempowered. I was seeing a lot of readers continually re-check out the same 5 famous authors works, the ones they knew from elementary school, because they weren't able to identify other books they might like and were therefore unempowered to search and find successfully. Static Shelving does not make for empowered browsers.

You know what Static Shelving DOES do? Makes it easier for library workers to maintain control over the space. Makes it easier for library workers to shelve quickly. Static Shelving is all about what's best for the library worker.

Dynamic Shelving is all about what's best for the reader. Especially the reader who is looking to browse, to taste, to explore. The reader who doesn't know the exact book they want yet, and for whom therefore the traditional "spines out, author ABC order" isnt especially helpful.

In this blog post I'll walk you through the journey and thought processes that led me to developing my Dynamic Shelving strategies. I hope you enjoy exploring this post as much as I've enjoyed playing with shelving strategies over the years. Its been just plain fun to try different things until I came up with a strategy that works better for my readers.

And since our circulation continues to BOOM (ranging from 400% to 800% higher than it was before I tried things like weeding, genre-fying, and dynamic shelving, I'd say its definitely been better for our readers. 🙂

What is Dynamic Shelving?

Dynamic Shelving is anything that adds visual interest to your shelves. The sky is the limit on how you can do this, but basically the goal is to make your shelves SING. To make your shelves Sirens who call to their readers and tempt them to stay and play awhile. This can include any of a variety of things including (but not limited to): adding color, front-facing as many books as you can, stacking or grouping by theme/series/etc, adding shelf-talkers, stuffed animals, related toys/gadgets (perhaps a LEGO castle in the fantasy area or a model spaceship in the astronomy section), graphic wallpaper or shelf liners to add pops or play into themes, etc. Dynamic Shelving is just any combination of various strategies intended to shake things up and make your shelves more engaging, appealing, and accessible than Static Shelving (i.e. books spines out, in a perfect row).

Why do Dynamic Shelving?

To make the collection more appealing, accessible, navigable, fun, enjoyable, etc etc etc for your readers. To help empower readers to be able to independently SUCCESSFULLY browse for, and find, books that they want to read, even if they don't have the privilege of already knowing the title and author of every book they might like, and even if they don't have the privilege of already knowing how to browse, search, and understand how to use an online library catalog. Dynamic Shelving is not just about aesthetics (though that is an important aspect that should not be ignored because our society really does "judge a book by its cover") its also about accessibility and equity.

The fact is that not every person who steps into a library DOES understand how to search a catalog. Not everyone DOES already know the name of the authors they might like to read. Not everyone DOES speak the same language as the library staff available to help them navigate the space and even if they DO, not everyone is going to feel comfortable or confident enough to ask for help navigating a space they find overwhelming and confusing. People will and DO leave libraries empty-handed every single day simply due to our "standard" and "traditional" way of doing things (like Static Shelving) being completely inaccessible and undecipherable to them.

We do not need to keep this level of elitist gatekeeping going. We do not need to keep organizing things in ways that are easy for library workers but difficult for library users. Dynamic Shelving is about flipping the script, and changing gears away from the power and control being held by the library workers so that the library USERS can be empowered and independent users of the space. In my opinion, that should be our main goal. Through sensible groupings, clear signage, and visually engaging organization methods we can provide a library space that anyone can successfully utilize. And since row after row of label-covered book spines is not especially accessible, navigable, or inspiring to readers, replacing Static Shelving strategies with Dynamic Shelving strategies is one excellent way we can begin to flip the script and put the power into the hands of the readers.

Why Did I Start Dynamic Shelving?

My goal was to jumpstart and increase our schools' library book circulation, which was not as robust as I thought it could be. And lower circulation is not especially uncommon for high schools in general, since older students tend to have very busy schedules and reading is frequently one of the hobbies that can take a backseat for teenagers as their school work volumes, social engagement needs, extracurricular, familial, and other responsibilities increase. But even with that expectation, I still felt our circulation could be higher if we flipped the script a bit.

I embarked on a multi-approach to getting us there that included weeding, reorganization (genrefying and ditching dewey), updating (through new diverse purchases), etc. While those goals were being worked through, our ELA department had also been embedding more independent choice reading assignments, more class reading time, and doing excellent work to develop a great culture of reading. All of those things have been critically important and all of those things have undoubtedly impacted our soaring library circulation stats.

Throughout all of this I was constantly collecting data, through needs assessments and observation, to try to determine what things we could do to increase circulation. And my observations showed that students were frequently coming to the library for books but often leaving empty handed. I started investigating why this was and I found that students were overwhelmed by the expanse of rows of book spines. I found they didn't often know how to find books that would be of interest to them when confronted by this anonymous wall of book spines.

Students would sometimes make their way halfway down the wall, looking lost and uninspired, and would often leave empty-handed or with a childhood favorite they had already read previously, mostly because those were the few books whose authors they at least knew to look for in this wall of author-ABC ordered book spines. I compared this browsing behavior to what I saw in big bookstores when I visited. And I noticed some things.

At big bookstores I did not see lethargic and uninspired (and unsuccessful) browsing. I saw energetic, excited, successful searching. I saw people heading off purposefully in the direction of the book areas they were most interested in, thanks to logical genre/themed groupings and clear signage. I saw thoughtful and immersed page flipping and dust-jacket reading at the "NEW BOOKS" wall of front-facing titles. I saw people wandering with baskets or arms full of books. I saw people weaving among the stacks and the mini table collections looking happy, and excited. I saw people standing still with their nose already pages into a book because they found one and couldn't wait to start reading it. I saw people picking up more books than they needed and then determinedly sorting through to decide which of the stack of "maybes" they really couldn't live without.

This is the kind of book browsing behavior I wanted to replicate for my students. So I started to lurk at bookstores and take notes of what strategies they were emplying that differed from the strategies libraries often utilize. I did not see many rows of book spines tightly squeezed onto shelf after shelf. I did not see the dewey decimal system. I did not see a fanatical adherence to rows of author ABC ordered fiction. I did not see stark, cold, warehouse-y rows of books.

No. I saw logical genre/theme groupings. I saw chunking via small "genres" and small table displays. I saw shelf-talkers. I SAW TONS AND TONS OF BOOK COVERS FRONT-FACING. Let me say that again, I SAW TONS AND TONS OF BOOK COVERS FRONT-FACING. I saw front-facing books on shelves and I saw book covers laid out on small table displays. Almost as if people REALLY DO JUDGE BOOKS BY THEIR COVERS AND NOT THEIR LABEL-COVERED SPINES. I did not see barcode labels hideously covering the front cover art and book titles (sorry ya'll, but barcodes on the front cover makes books ugly. I'm sorry, but I said it. We live in an Instagram era and people are attracted to pretty things. Please stop covering up the gorgeous gorgeous cover art of the books, it absolutely is impacting the likelihood of the book being chosen.)

I realized there was a stark (and somewhat shocking) difference in how libraries organize and merchandise their books compared to how bookstores do. And I found myself perplexed by this. Why are libraries still organizing books in ways that are not easily accessible/navigable (unless you are a librarian), not attractive, and not inspiring? The same aesthetic appeal I was seeing in bookstores has been mimicked on Bookstagram and Booktok, two HUGELY impactful realms of book world that we librarians need to be paying attention to. When I go to bookstores I see a care for aesthetic appeal in how books are organized and shelved. When I go to Bookstagram or BookTok (which are absolutely partially responsible for the upsurge of teens reading, by the way) I see the same thing. A care and focus on the aesthetic appeal of how books are displayed and shown.

And yet when I looked at libraries, I rarely saw that same strategy being employed. At least not deeply or thoroughly. The closest I saw was in some of libraries displays, many of which are truly exquisite works of art. But why are we limiting this strategy to temporary displays instead of making the WHOLE library function like a display. That became my goal, and that is how I ended up perusing Dynamic Shelving in our library. Every librarian will tell you that the front-facing books get checked out the most, right? That's a fact we all witness. I started there and ended up taking it continuously further, based on inspiration I found in bookstores and on Bookstagram and Booktok. And the results of that journey (which is, of course, never over) have been awesome, as you'll see in the pictures below.

I hope this will serve as inspiration for other librarians who are looking to shake things up and who are open to reconsidering "the way we've always done things" for new methods. And I hope you'll share your Dynamic Shelving strategies with us too, because I'm certain there are librarians out there doing incredible things to their shelves that I havent seen or thought of, and I'm always looking for new ideas!

How To Do Dynamic Shelving

My process of finding a series of strategies that worked for us took a lot of trial and error, which I'll detail below in the hopes that some of the things I've tried may help spark inspiration for others. I also created this TikTok to show the switch from Static to Dynamic in Action:

TIKTOK THAT SHOWS ME SWITCHING A BOOKCASE FROM STATIC TO DYNAMIC SHELVING.

Originally, Before Weeding

This picture is the epitome of Static Shelving. This is the ultimate "before" picture and shows how uninspiring and inaccessible rows of book spines can be for browsers. No visual chunking or directionals, signage, or front-facing covers to help browsers successfully navigate the collection. This strategy was not especially successful in inspiring or empowering our students to the extend I knew they could be empowered.

After Weeding

This is how our fiction section looked after I had done some initial weeding & shifting work on it. This is after it had been initially weeded, and after I had completed the first phase of our genrefication (each book had a genre label on it at this point but was still in standard full collecton author-abc order). Its still very much Static Shelving, though it was in the beginning stages of evolution. The signs at the top list the genre label indicators. I had thought having the colored labels on the spines would be enough to help students find books they would want, I did not originally intend to chunk the books and organize them fully by genre, but when I had it this way I did not see any positive impact on circulation or browsing. Even with the colored labels present, my students were not finding the collection more accessible and were not finding it more successful for easy browsing. I knew at this point that I would need to take my dynamic shelving much, much further and that weeding and genre labels were not going to be far enough.

Dabbling With Dynamic Shelving

In this picture you can see the beginning stages of my initial attempts at trying something different. This was a "new books" display section I carved out from our shelves via weeding and shifting. This was my initial inspiration from my lurking at bookstores, because I saw that bookstores always had those giant "new arrivals" displays right when you walk in the front doors, and their displays were always almost entirely front-facing books. So I tried this, carving out the first four bookcases in our fiction section for a "new arrivals" display and then the rest of the collection remained in traditional Static Shelving order (as you can see on the far right side of the picture).

In my display area you can see that I played with the Dynamic Shelving strategies of front facing, color background, and genre-fying. The success of this display area is what gave me the confidence to finally fully jump into the deep end of the genrefication process, because I found that this small display area was so popular with students and I wanted to replicate it throughout the rest of the collection. It was at this point that I finally went ahead and shifted the whole fiction collection into genre organization.

Moving to True Genre-fication + Dabbling With Dynamic Shelving

In order to shift the entire fiction collection into proper genre chunks I had to lose the "new books" display area (I needed those bookcases for the fantasy genre) but I knew I wanted to still incorporate some of the Dynamic Shelving strategies that had been successful in my "new books" display area. So I decided to find a fun pattern wrapping paper in the color of each genre, and I covered the back panel of each bookcase with its genre's color paper. I knew this would be aesthetically pleasing but would also be practical in that it would help visually delineate the start and stop of each genre area for browsers, and would also make shelving a bit easier since you would just need to match the color sticker on the spine with the color of the bookcases. Plus, I mean, its just fun and pretty. It just is lol.

You can see that I left the eye level bookshelf empty on each bookcase when I initially completed the genre-chunking. This was my first attempt at incorporating the Dynamic Shelving strategy of more front-facing books throughout the collection. Since front-facing books are so successful in getting checked out, I didn't want to put them on the top shelf as is commonly done, I wanted to capitalize on the strategy by putting front-facers on eye level. The picture above is from over the summer, so there aren't any front-facers on those shelves at the time I took the picture, but there would have been whenever students were in the room.

Continuing to Dabble

In the picture above you can see that I was continuing to tweak my strategies. You can see how I began having front-facers on the eye level shelf of each bookcase, and you can see that I weeded the genres down enough to make room for about 2 front-facers on each shelf as well. This combination of strategies was pretty successful, and circulation absolutely started to surge, but I couldnt shake the feeling that there was still more I could do. That I could still take it further. The shelves were improving but they still weren't especially VOCAL or inspiring. They still felt a bit "meh" when I compared them to what I was seeing in bookstores and on Bookstagram/Booktok. It was at this point that I went full-on Dynamic Shelving. I decided we just needed MORE. MORE. MORE. More of all the strategies I'd only dipped my toes into so far. More color. More genres. More front-facers. More visual chunking and indications. Just more. And that unleashing of restraint led to this:

Full On Dynamic Shelving

I coated the ends of the bookcases in more color and I let go of the need for perfect order and perfect control to focus more on visual appeal and browser-friendly order. In series-heavy genres that meant letting go of the "rows of sines" in favor of more groupings, stacking, chunking to visually indicate series. It meant as many front-facers as possible to show off the GORGEOUS cover art. It sometimes meant having books in "not quite perfect author ABC order" (though they are generally still pretty close). Sometimes I set the series in spine out order, but other times they are stacked on top of each other, with just the first book in the series front-facing and slightly in front of the rest. Other times the first book in the series sits proudly and front-facing atop the rest of the books in its series. These strategies help students to more visually "see" where the series are versus the standalones, and it also helps them see which series have book #1 available and which don't (since book 1 of most series is front-facing, they can see the empty displays that indicate when book #1 is not available).

Series stacking and grouping on the shelves also helps students decide if they want to tackle a certain series because they can easily and quickly see how long it is. Some students are looking for standalones or duologies, while others are looking for a big binge. This shelving strategy helps them be able to identify those things. You may also notice that I take the opportunity to front-face and visually highlight as many diverse books as possible, using the shelf space wisely to bring awareness and attention to authors and titles that might otherwise fall under notice in favor of the more popular and famous authors/titles. Those "already famous" ones I will often leave spines-out to allow more shelf space to front-face less famous titles, and those by and about historically excluded peoples. Intentional space usage is an important aspect of our diversity and equity goals, and we typically see at least 50% of our checkouts now being "diverse" books. That's a pretty awesome result to see!

Permanent Rotating Displays

Another strategy I use for Dynamic Shelving, is heavily visual rotating permanent or semi-permanent displays. One of the highest circulating books in many high school libraries are the LGBTQIA+ rep books. But, as we know (hopefully), it is not best practice to separate LGBTQIA+ books out of the general collection (or the regular genres) in order to create a segregated "Queer Books" genre/section. Nor should we be putting rainbow stickers on the spines of all the Queer books. How, then, can we proudly and visibly celebrate and promote these books, and make it easier for students seeking them to find them? I utilize a permanent rotating display that students affectionately call our "Big Gay Display." I commandeered two unused bookcases near our fiction collection and turned them into a display space, and this is where we always have SOME (some but not all, this is very important to clarify so you do not think this is a Queer books "genre." It is not. 90% of our Queer rep books are always within their actual genre locations) of our Queer rep books on display. We don't put the same books on display here at all times, but instead rotate it regularly to ensure that different Queer rep books get a chance to be highlighted, while most of them remain available within their actual genre locations, as is best practice.

Nonfiction Too!

Don't forget that you can incorporate Dynamic Shelving strategies in nonfiction too! This is not just a "fiction section" thing. You can see that I use many of the same strategies in our nonfiction area as I do in our fiction area.

Table Displays

Small table displays are another strategy I *borrowed* from bookstores, as I noticed that bookstores, especially the BIG one, utilize small table displays frequently and to great effect. I read that the BIG bookstore chain used to use large tables but made the switch to smaller tables because market research indicated that smaller groupings and chunks were more successful and manageable for browsers. So I decided to buy a few cheap folding card tables, covered them in bright table cloth, and sprinkle some around the library. I usually have a "popular on booktok" table, a "when you don't really like to read" table, and a few miscellaneous others. Its also nice to be able to have book displays in the areas of the library that don't have shelves.

Displays Where Ever There's Room

Don't have actual display tables? You can always put books on display all around the room, whereever there's a flat surface. This is our "new nonfiction" display which I just put out on our long work tables for maximum visability.

Vertical Space Displays

You can use your walls for virtual displays, too, even if you can't install slats or shelving or anything like that. You know those "command hooks" with the sticky backs? Well, did you know there are "command shelves" like the ones seen in the picture above? They stick right to pretty much any material, and they are just big enough to sit a book in. And, they are not expensive! Yay!

Find Ways to Let Your Shelves & Books Talk

Another way to incorporate Dynamic Shelving is to find ways to let your books speak for themselves. I have speech bubbles with the opening lines that I like to sit in the books to grab people's attention (above). You can also incorporate shelf-talkers (seen below). While we do judge a book by its cover, the cover isnt always enough to give a real sense of the book, so adding some "talkers" can help make the books sing to browsers!

Try not to let any library areas go to waste, sometimes an old space can be cheaply and easily updated and made relevant again with just a bit of creative thinking and some elbow grease. Below you'll see how I took our old, and unused, magazine shelves shelves and revamped them to function as a much needed graphic novel shelving area!

These shelves annoyed me because the slope of the magazine shelves were not really useful for anything other than magazines. I decided to break out my trusty drill and investigate whether the shelves could be adjusted to work better for books. When I removed the screws holding the bookshelves to the wall I saw that on the sides there were screws holding the "tilted magazine shelves" in place. It ended up being super simple to remove those screws and re-screw the shelves in at angles that could be useful for regular books!

I was further inspired by the tilted magazine shelves to actually reuse some of the "tilt shelves" to more easily display the comics and graphic novels, which are often softcover and very thin, which makes them difficult to display in the same way I do standard-size novels. So I took two of the "tilt shelves" and reinstalled them on the top of the bookcases, and on the top shelve, but at a slighter tilt than they were at for the magazines. As you can see below, this ended up being AWESOME and made these old magazine-only shelves pretty much perfect for graphic novel shelving. And it didnt cost me anything other than a bit of creative re-thinking and a smidge of elbow grease.

Below you'll see that I re-imagined another outdated and unused library space. These cubbies were originally used in the past for backpack cubby storage. Nowadays our students are expected to keep their belongings with them in the library, so these backpack cubbies aren't used for backpacks anymore. These cubbies stood empty and unused for a while until I started to try to think of ways the space could be reclaimed.

The solution I came up with? Manga shelving wall! Each cubby provides a nice little niche for different manga series, and theres enough height that I could place individual series signs and descriptions in each cubby. It creates a nice graphic visual as well as being functional. Gotta love that!

So, did this post convince you to take another look at your collection with an eye towards making some big or small changes?

# data[].attributes.attachment_link.title
Dynamic Shelving Pt.1: Introducing Dynamic Shelving

# data[].attributes.attachment_link.description
One of the things I've become known for is my colorful and visually engaging (and non-typical) shelving strategies. I like to call this "Dynamic Shelving" and I love employing these strategies in a library, because my goal is to entice students to leave the library with a book that interests them, in their hands.

# data[].attributes.headline
Dynamic Shelving Pt.2: A Practical Guide

# data[].attributes.subject
Dynamic Shelving Pt.2: A Practical Guide

# data[].attributes.body
https://dontyoushushme.com/2022/10/10/dynamic-shelving-a-practical-guide/

# data[].attributes.attachment_link.readable_text
You can view my first Dynamic Shelving post here:

What is Dynamic Shelving?

Dynamic shelving is just the name I give to the series of shelving/display/organization strategies I implement to increase our collection's accessibility and browsability. I've found the traditional method of organizing and shelving books (i.e. shelves of rows of book spines in strict DDC order) to be pretty uninspiring and inaccessible, at least to the students I've served. While these archaic methods probably made a lot of sense from the librarian and shelver's POV, there's little doubt that they leave much to be desired for the average modern library user.

I decided to change things up pretty early in my career, as it only took a year or so of watching as students came to the library for books but continued to leave empty handed, for me to realize something had to change. I began touring other libraries, bookstores, and other types of stores to study the methods they used to merchandise, organize, and structure things. I was looking for ways to make the library more accessible, more enjoyable, and easier to navigate INDEPENDENTLY, for my students. My ultimate goal is for any student to be able to walk into the library and be able to navigate independently navigate the space successfully. I don't want them to walk into the space and feel overwhelmed, confused, lost, and uncertain of how to proceed. These kinds of feelings cause barriers of access to the resources, barriers I want to remove. This is the purpose that has led me to developing my style of library organization & merchandising, what I call Dynamic Shelving.

Addressing the Questions

Since writing my first blog post on Dynamic Shelving, to introduce the concept, its been shockingly well-received. It is, in fact, my most viewed blog post, by a landslide, and still receives hundreds of views every day. There has also been some skepticism or questions from other library workers too, usually concern about how my strategies might make it harder on the shelvers than traditional "static" shelving does. To that I say this: I'd rather organize things in ways that are easier for the library users, even if that means its a little more complicated for the library worker, because the library worker can be trained whereas the average library user doesn't have that privilege and must be able to navigate the space independently sans formal training.

But I'd also say that its really not more complicated or time consuming. Any extra time that we devote to shelving is easily balanced by the fact that we now rarely need devote time to creating lavish and elaborate (and constantly changing) formal displays. Because my style of organizing and shelving causes the whole library to function as a display. So much of our collection is front-faced (covers facing outward) and chunked up/displayed, I actually find the shelving to be much quicker than it was when we had traditional static style shelving. Why? Because its easier to plop a returned book into an open front-facing spot than it was to slide the books in its area over to create a gap for each returned book to go.
FAQ: "How does anyone find anything if the books aren't shelved in a particular order?"
This is probably the second most common question I get about Dynamic Shelving. I get asked this all the time and it always puzzles me a bit because Dynamic Shelving is not synonymous with "pure chaos"! The books are still in a sensical order, and students can still search for a specific book in the OPAC, which will still tell them exactly where to find that specific book via the designated sublocation and spine label. Its exactly the same process as in any other library I've ever been in. Embracing Dynamic Shelving means adding more discoverability to a collection, not less!

For example, while the books in our Fantasy section may be displayed/organized according to a variety of Dynamic Shelving techniques, they're still in call # ABC order within the fantasy section. Students are still going to find the Riordan books on the shelf before the Stiefvater books. The collection is still in almost perfect author ABC order, the Dynamic Shelving techniques just might mean there's color coding and various series stacking strategies (see below for specific examples), or that, depending on the way things are fitting on any given shelf at a particular moment, its possible that the Stiefvater books might come just before a book by Ste vens, instead of after.

So its all still easily findable, just a tiny bit more loose than traditional shelving would demand, and with far more front-faced books on each shelf. Just a bit more room for flexibility, logical sorting, & display, rather than super strict adherence to archaic rules and traditions. For example, technically libraries typically sort the books first by author and then by title.... but when you have a bunch of series this is a terrible way to shelve things for the library user. Imagine all of Rick Riordan's books organized only alphabetically by title instead of FIRST by series and then in numerical series order. It doesn't really make sense, and yet that's indeed the way libraries often organize them. Why? Organizing this way might be "correct" according to traditional shelving "rules," but it assumes that the library user already knows the title of the next book in the series. But what about when they don't know? Isn't this an unnecessary barrier to access? Doesn't it lead to a hopeful reader frequently checking out the wrong book and then being stuck having to do more research and return it to try again, instead of enabling them to just get right to reading? These are the kinds of barriers and hurdles I'm trying to minimize and smooth away for our library users. To save them time, aggravation, and stress. To make the resources more accessible to the average user.

There has to be room for flexible thinking and approaches to shelving and organizing a library. That's what Dynamic Shelving is about, its just a philosophy that helps guide me to keep the needs of the library user at the forefront of organization/shelving/display choices.

Dynamic Shelving is a series of organization and display techniques that are intended to make the library collection more accessible, browsable, and navigable to the average library user. To demystify the library and to remove barriers of access that archaic organizational systems otherwise uphold. Kelsey Bogan

The Rest of this Post

In the rest of this post I'm going to try to provide some clear guides and suggestions for some methods and strategies you can try out if you're so inclined. And remember, its not an "all or nothing" situation, you can pick and choose which strategies to try out in your space, and of course can use my ideas as jumping off points to springboard into your own ideas & twists. There's no "right" or "wrong" way to embrace Dynamic Shelving, its really just about building a library philosophy which seeks to make things easier and quicker for the library users. What that means and how it looks will likely vary greatly from library to library! Have fun with it, and remember that a library is a living organism, nothing we do should be considered "permanent," so there's no fear about "messing up" or "getting it wrong." Its just about trying things, seeing if they work, and adapting as you go in response to the outcomes.

Chunking

Chunking is one of my favorite Dynamic Shelving strategies, and it can be done in A LOT of different ways. I'm a fan of chunking because I think that humans pretty easily suffer from "choice overload," and actually do better when confronted with smaller, more tightly focused collections to choose from. When confronted with long stretches of anonymous book spines, I think its actually hard for most people not to become overwhelmed and stressed. During my first year at a high school library I watched as countless students approached our traditionally organized fiction collection, stared at the looooonnngg wall of books for a while and wandered through the A's & B's for a bit, before ultimately leaving either empty handed, or only after dispiritedly grabbing an old favorite for the 10th time because they simply couldn't figure out how to make an informed choice amongst a too large, too anonymous, non-logically grouped collection of books. There are tons of ways you can incorporate "chunking" into your library's organization. Here are a few specific ideas you could try:

Large Scale "Chunking" w. Organization System Changes

Genrefying, Ditching (or Adapting) Dewey, etc

One large scale way to chunk a collection is to reconsider the overall organizational system. You'll see that most libraries do this to some extent. I've never been in a public or school library that was really in perfect DDC order. For years now its been common for libraries to play with adapted versions of DDC by pulling fiction out of the DDC's 800s (which is where they're technically supposed to go), pulling biographies out of the DDC's 900s, pulling graphic novels out of the 700s, etc. Chunking has been going on for a long time and its totally OK to do it, and its totally OK to do it in smaller bits like those listed above, or in larger initiatives such as genrefying or ditching DDC altogether. Whatever works best for your library users, its all good and its all ok to try. There are no DDC police, and there is no such thing as a sacrosanct library organization system (GASP! I know, right? I'm such a rebel). If pulling sections out, or re-organizing things in some way, is going to make the library more accessible to your library users, do it.

I personally have found that when the chunks are chosen according to demonstrated need/interest from your specific library user community, the library's circulation tends to soar as a result. Library users become better able to navigate the collection via the smaller chunks. Choice fatigue is lessened, and locating a starting point, and eventually a book of interest, is easier. This kind of chunking, such as is used in genre-fication or dewey adaptations/ditching, makes the collection feel more accessible, and less overwhelming, basically making it more approachable. Library users feel more confident in their own ability to navigate the space when things are chunked up into smaller mini-collections of common interests and needs.

Smaller Scale "Chunking" with Displays

Another way to "chunk" a larger collection is through different display techniques! This strategy may feel more manageable than full scale collection reorganization, and may also be a great option when space is tight or limited. Displays do not need to all be large, formal, and tied to a specific month/holiday/etc. They can be all different kinds of shapes and sizes. Displays offer a method for promoting/spotlighting different resources and also of providing smaller scale tightly curated mini-collections. This is a good strategy for promoting books that may not be as famous or well-known, and also is a great way of providing smaller areas for library users to peruse, so they don't have to feel overwhelmed by the larger collection. There is definitely a reason that bookstores have soooo many small table displays and wall displays all over their stores.... small, topic/type specific mini-collections (i.e. displays) CLEARLY work for browsers. Here are a few types of display strategies you might try:

Small Table Displays

I'm a big fan of small table displays. I bought a few small folding tables (card tables) and covered them with colorful tablecloths. Easy peasy! Our "popular on booktok" table is always popular, and I have fun trying to come up with rotating ideas for the other small tables throughout the space. These are great because they're quite small, usually only gonna hold about 9-12 books, and they're easy but effective. The bookcovers facing straight up at the browser's eyes is great for marketability... we do judge books by their covers, after all! I get ideas for topics by browsing other bookstores or bookstagram accounts, and usually switch them up 2-3 times per year.

Bookcase Displays

Sometimes you might have random empty or under-used bookcases throughout your space. You can use these for pop-up or even semi-permanent display areas! Deck it out with colorful backgrounds, good signage, and high-interest books for an easy display space. I've seen some librarians remove a few of the shelves to give themselves more area for in-shelf signage or décor, you can definitely have fun with it! You can even add small shelf-talkers or other engagers/informationals like QR codes to booktalks or book trailer videos, etc.

Tabletop Display Racks

Another option that might be good for libraries where space is tight, and there isn't a lot of room for using bookcases or floor display stands, is to incorporate small tabletop display stands to offer super small little curated display collections. This is a small merchandising stand I bought and placed right on our circulation desk, next to our checkout station. Its in a super high traffic area, its low maintenance, it works! I think this little stand is technically for merchandising cosmetics something? It definitely was not actually sold as a "book stand" or "book display" or anything like that. Most of the actual "book display stands" I could find were quite expensive, and I was wanting to buy a few affordable options, so I thought outside the box a bit and shopped around until I found things that would work. I do not have the link to this one, but you can find things like this by searching online for "counter merchandise rack/stand."

Floor Standing Display Stands

Depending on the way your space is laid out, floor-standing displays might be another good option to explore. They're great because you can place them in those odd bookshelf-free areas, and again, the fact that they are small and can't hold that many books is actually a great thing. It really helps challenge us to curate super small mini-collections and to think of clever and eye-catching methods for promoting the mini-collections. My "They're a 10, but..." display was VERY successful, and really quite easy. I set it up right next to our library's doors, and just included a clear sign as well as a small "shelf talker" for each book. You can find and reuse my "they're a 10 but..." cards for free on this blog post. This display rack is another one that isn't actually intended to be a "book display." Its actually sold as a "brochure rack" or a "magazine rack" but I checked the measurements and realized that with a few tiny DIY modifications it would work for displaying books.

On the Shelf

Next we're going to talk about some of the "on the shelf" Dynamic Shelving strategies you might opt to play with or employ. These are the different ways you can group or display the books directly in their usual shelf spots. These are basically some of the alternatives to the typical "rows of spines" technique. The books can be in spine label order(ish) without having to be in "spine facing out" rows!

Bins

Bins are definitely a shelving technique that is really taking off in recent years, especially in collections that have a lot of picture and children's books. Those books can tend to be very skinny or even flimsy, and many librarians have had enough with the ever present struggle of keeping skinny or flimsy books in traditional "rows of spines" on the shelf. That strategy doesn't really allow for easy or successful browsing, and it really does allow a lot of great books to be overlooked or missed entirely by browsers. Its even hard for shelvers to get those books back in their right spots.

One solution to this has been to embrace the use of "bins." I've been noticing an uptick in the number of librarians I'm seeing explore this strategy and this year I decided to take a swing at it too. I've opted to try a "bin" strategy with our new comic book collection, because trying to keep the skinny paperback comics on the shelves has become a ridiculous pain, and it doesn't allow the books to be browsable or marketed successfully to my browsers. I opted to try creating a "bin" for each comic arc or superhero, and that's how they're being placed on the shelf. The bins are labeled and are in alphabetical order by superhero/comic name, and then each comic's spine label indicates which bin it belongs in. This has made it much easier for us to quickly re-shelve the books, but more importantly has made it easier for our browsers to see what is available on the shelves!

Other popular ways to use bins are in a children's book nonfiction collection, by using bins for popular nonfiction research or interest topics (i.e. all the shark nonfiction goes in one bin with a shark label on the front, all the snakes go in another bin, etc). I've seen librarians start using bins for popular picture book or early reader series, authors, topics, etc too.

Front-Facing

Another big strategy for incorporating Dynamic Shelving is to include more "front-facing" books on each shelf, either instead of rows of spines, or at least to break up the rows of spines. Despite that old adage, we really do judge books on their covers. And honestly, rightly so! Cover artists are hired, after all, to design covers for books, for the purpose of helping market the book visually to readers. A good book cover can give a sense of the tone, plot, vibe, etc of the book. Its an incredible shame, and a true hindrance, to book promotion and marketability, for the covers to be hidden away. This is one of the biggest challenges with traditional library shelving, because those rows and rows of spines just don't allow for enough of the book to be visible to the average browser. The rows of spines shelving works fine for people who know exactly which book they want, and just need a super efficient way of finding specific books. But for browsers? Totally different story. Browsers NEED to be able to see more covers. There are a lot of different ways to incorporate more front-facing books on your library shelves. I'll demonstrate a few methods below, but I'll also advise you to tour bookstores occasionally to see which strategies they employ for this, because you'll notice a lot of clever methods. End caps, slat walls, command hook shelves, etc are often used to add front-facing displays in otherwise shelf-free areas. I usually wander around bookstores to see how they do it and then I try to re-create their methods DIY style in our library lol.

book easels
Book easels are one method for adding front-facing books to a shelf. I don't tend to use them but I know many librarians do!

metal bookends

One of the best and most efficient way of propping books up on a shelf is to just use those metal bookends most of us have in the library! Simply open a book and slide the metal bookend into the center of the book, and that will prop it up. I use this method a lot because its easy and because the bookends can serve dual purpose of being sort of "book easels" and, of course, also bookends as needed lol.

View this tiktok video to see how to use metal bookends in lieu of actual book easels: View on TikTok

cardboard boxes
This is a new technique I'm trying and it was inspired by my recent wandering around Barnes and Noble, where I noticed they use these hollow cardboard boxes behind books to prop them forward, and front-facing, on the shelves. I searched online for something similar and found that you can get shipping boxes or gift boxes in almost any size imaginable, and in bulk. I've started playing around with both small boxes for individual books and also long boxes to slip behind an entire bookshelf's worth of books, and so far I'm happy with the results!

Tilted shelves
Tilted shelves are awesome, though hard to come by if you have an older library I'd imagine. Usually they only gave us tilted shelves for magazines, but I think they're actually great to have in general since it makes it super easy to display books front-facing. I actually DIY'd some for our graphic novel area, and it has been awesome to have them.

Stacking

Another strategy of Dynamic Shelving that I like to employ on the shelves is "stacking," which is actually a combination of "chunking" and "front-facing." Basically, instead of having the books in rows of spines, I like to take books that are in series, or for which we have duplicates, and I like to "stack them" on the shelf. They're still in their typical place on the shelf, still in their spine label ABC order, they're just stacked up or bundled together in groups on the shelf. I like this strategy for a few reasons; one reason is that it saves space, especially with longer series, and it also "breaks up" the rows of spines in a way that makes each shelf seem a bit more "chunked" and less overwhelming that it otherwise would. The space that is saved thanks to stacking also allows me more room for more front-faced books. So that's a win-win. The other reason I'm a fan of stacking series and duplicates together is that it provides a quick visual cue to browsers to let them know that they're looking at a series versus a standalone, or that the book they're looking at has duplicates available (this is something our students often want because they frequently want to choose a book which has enough copies for both them and their friend/s to get the same book).

Stacking Duplicates

I like to stack duplicates together, much like you'll see at most bookstores, for a few reasons. Firstly, it provides a nice and attractive looking "display" on the shelf. Secondly, I think there's an odd sort of psychology in humans that makes us think a book must be good if the library has multiple copies of it (I have no proof of this, it just seems like the books I buy multiple copies of seem to get chosen more often lol). And finally, most importantly, this visual cue is helpful to the students who are looking for a book that has enough copies for their friend or friend group to all read the same book. This is a common thing at our school, because our ELA does a lot of lit circles and independent choice reading, and many students want to choose the same book as their friend/s. Having the duplicates stacked up can also save space sometimes, depending on how many duplicates you have of a certain title.

Stacking Series

You'll see that I try out a couple different types of series stacking, usually its based mostly on whim or space. I usually try to always have book #1 of a series front-facing (usually on a metal bookend) and then the rest of the books in that series are either stacked underneath book #1, or just behind book #1, or sometimes right next to book #1. I like stacking series and duplicates because it is a space-saver on the shelf, and this saved space allows me more room for more front-facers.

Bringing it all together in one bookcase

In this picture below you can see what it looks like when its all brought together onto an entire bookcase. You'll notice several different methods and styles throughout one bookcase, as I like to have fun with it and play around, not always stacking or sorting in entirely the same way, and not always stacking or bundling every series or duplicates. You'll notice that there are some areas that are still traditionally shelved (for example the top bookshelf on the right hand side has several different Gaiman titles in "row of spines" style). Space requirements don't often allow me to have EVERY book front-faced or stacked, and that's ok! None of this is about perfection, its just about trying to increase browsability where I can and when I can. And don't forget its not an "all or nothing" situation, you can do this in a smaller scale approach. Rather than trying to do every bookcase, or an entire bookcase, you can shoot for doing just one shelf on most bookcases, or on a random bookcase here or there. And you can rotate how and when and to what extent you try these things. I originally started by doing one shelf (the shelf at eye level) on every bookcase and then slowly grew it out until I was able to do it on most shelves of all bookcases. That took time, practice, and much weeding to work up to.

Signage

Clear signage and navigation is another important component to providing an accessible, and independently navigable, collection to our library users. In the last several years I've really begun to put a lot of time into creating and implementing various types of clear signage and other navigation assistance strategies that range in scope from broad directional (fiction vs nonfiction, etc) down to increasingly more narrow informationals such as signs for each bookcase to indicate what kinds of books are on each bookcase, shelf signs that indicate which call #s can be could on each shelf, bin signs, and even for individual books themselves such as via series labels and shelf talkers. Again, since my goal is to make the library as easy to navigate independently as possible, I try to take note of which things are stumping my users the most, which things they're needing to ask about the most, and then I try to develop directionals, informationals, signs, etc to help smooth away some of the most common barriers.

You can get most of my signage for free on this blog post: My Library Signage

Top of Bookcase signs

I create custom signs using canva and rasterbator.net for the top of every bookcase. These signs will tell the library user exactly which kinds of books, and which call #s, they can find on any given bookcase. It also helps our shelvers, of course! I use a combination of simple terms alongside relevant imagery, and bold colors, to create each sign so that it is hopefully helpful to a wide variety of learners. It also doesn't cost me anything but some time, because I create them for free in canva and then use rasterbator to print them to the size I need, then tape them together and to get them propped up on the bookcase top I just tape them to two metal bookends.

Shelf signs

In our nonfiction section I have also begun using a sign for every shelf, to indicate what kinds of books can be found on that shelf, as well as the call #. This was pretty time consuming, as you can imagine, but I just worked on it a little bit at a time, starting with the most in-demand areas, or areas of high interest that I thought weren't getting as much attention as they might if students could easily identify what type of books were there.

Series Labels

One of the most common questions I used to get from students was "which book in the series is this?" or "which is book #3 of this series" and so on. Some day my dreams will come true and publishers will begin consistently providing the series info at the top of every book spine, but until that day becomes a reality I have opted to add this info to every book. Some day Follett will make my other dream come true and add a function that allows us to run series label reports for series info just like we can for spine labels and barcode labels, but in the meantime I just make my own in a Word label template and print them myself. A bit time consuming to do but totally, TOTALLY worth the effort. Having the series info clearly posted on each book, in a consistent spot on the book, makes it much easier for students to independently navigate to the book they need. It also helps them identify whether a book is part of a series or a standalone, and it also makes it easier for me during collection development, to see which series I should be checking up on for new releases.

You can see that I opt to put the series info at the top of the spine. I also opt to type the name of the series first and then place the number below. This is really helpful when you have authors that have a lot of different series. I don't know how I'd keep the Bardugo, Clare, Maas, and Riordan series organized sensibly if it weren't for adding these kinds of series labels at the top. These labels also help me keep the books grouped together by series and in the right series orders on the shelves, too.

Dealing with Roman Numerals

I don't know about ya'll, but most of my students don't know the Roman Numeral translations and really struggle when the books (usually its manga) use those instead of the Hindu-Arabic numerals they're more familiar with. I was noticing so many students coming up to ask me "which number is this" so I finally caved and started adding a number label over any manga or other series that use Roman Numerals. I don't usually need to put series labels on manga books because manga publishers usually are actually really good about clearly labeling the book's spines with their series number, but when its a Roman Numeral I've started covering them with the Hindu-Arabic numeral instead, and its has made a big difference to the students and their ability to independently navigate the collection successfully.

Eye-Catchers

The final piece of my Dynamic Shelving strategy to talk about is what I think of as "the eye-catchers." These are the different things you add to the shelves to "catch the eye" or interest of the browser. These can range pretty broadly and you can really have fun with these, the point of them is just to add further bits of engagement and interest intended to help direct the browser, or to help them make a decision about where to look or which book to take.

Color & Fun Patterns

Color and print are probably the "eye catchers" I'm most known for, as I've long been in the habit of color coding our collection and using those colors to cover the bookcases and shelves. Bright pops of color on the bookcase edges help the browser denote which section they are in and notice when they've wandered into a new section. Colorful and fun prints on the backs of the bookcases helps provide further visual interest to pull the browser in, and also helps provide a nice background to make the bookcovers "pop" against when front-faced. If you look through the pictures on this blog post you'll see tons of examples of how I use color on my bookcases, signage, and labels (and decor). Students and colleagues report that this tendency makes the library feel warm, happy, welcoming, and fun. Sounds like a win to me!

Stuffies / Related "toys" or items

Another type of "eye catcher" I've seen other librarians use are stuffed animals or other toys/items which relate to the section of books. For example, perhaps in your nonfiction animal section you might have a snake stuffed animal sitting on top of the bookcase where the snake books can be found. Or you might have a trainset on the bookcase where the train and transportation books can be found. Or perhaps you have an awesome LEGO castle or dragon figurine which you place on the bookcases where your fantasy section is. Toys and items like this can be great additions and even supplements to clear signage. Even if someone doesn't know the word "fantasy," they are probably going to understand that if they see dragon and wizard figurines in one area of the library that they can expect the books in that area to be about magical type things. I haven't played much with toys or items like this, but its an area I'm looking to play with more going forward. For example, I have a few Halloween type decorations that I might add to our Horror section in a more permanent way, such as some of our plastic spiders and other ghoulish items.

Shelf Talkers

Shelf talkers are another great type of "eye catcher" that librarians often use on their shelves, to help call attention to certain books, or to help provide "teasers" or "hooks" that may help a browser see that a certain book might be of interest to them. I created little shelf-talkers by creating a little rectangle in Canva and then printing them out and cutting them double the size, so that I could fold them in half and stick one half under a book, causing the other half to hang down over the shelf a bit. I have terrible hand-writing, so mine are pretty ugly but still, it works! And I notice that the books that I add good shelf-talkers to absolutely tend to get checked out more often as a result.

Conclusion

Woah, that was a shockingly long post! I struggle with brevity as always lol. But hopefully this thorough explainer functions as a helpful practical guide for those of you that are interested in implementing more Dynamic Shelving techniques. Have fun! And remember, don't focus on what you can't do, but instead on what you can do. You might not be able to recreate everything you see here, and it might not make sense for you to in any case. Just like I don't recreate everything I see others do! Not everything works for every collection and that is ok! Sometimes space or time restrictions are going to be a reality to deal with. Its ok to think small scale if need be. Picking one shelf per bookcase to do front facing and stacking on, or one bookcase in the library or a small folding table or two. It doesn't matter how small scale or large scale you go, the important thing is to keep trying new things to address library user's needs and to try to always be removing as many barriers of access as we can.

# data[].attributes.attachment_link.title
Dynamic Shelving Pt.2: A Practical Guide

# data[].attributes.attachment_link.description
You can view my first Dynamic Shelving post here: Dynamic Shelving Pt. 1: Introducing Dynamic Shelving What is Dynamic Shelving? Dynamic shelving is just the name I give to the series of shelving/display/organization strategies I implement to increase our collection's accessibility and browsability. I've found the traditional method of organizing and shelving books (i.e.

# data[].attributes.headline
CRIT: An updated approach to Information Evaluation for Research

# data[].attributes.subject
CRIT: An updated approach to Information Evaluation for Research

# data[].attributes.body
https://limitlesslibraryem.blogspot.com/2024/02/crit-updated-approach-to-information.html

# data[].attributes.attachment_link.readable_text
I have always been passionate about information literacy and getting the facts straight. I used to get in trouble as a kid for talking back, which was usually just me trying to correct an adult's factual error. In high school, I wrote a strongly-worded letter to one of our local journalists because he misidentifed turtles as amphibians in a piece about the Teenage Mutant Ninja Turtles. I screamed myself hoarse when people in powerful positions started using phrases like "alternative facts". In an ideal world, I would teach a compulsory course at my high school that is solely devoted to information evaluation. So when, in the fall of 2022, I learned about the shortcomings of that long-touted librarian tool, the CRAAP test, I went straight to work with my colleague Nadia to come up with something that would be more effective, but still suit our students' needs.

4 letters that pack a punch. I always start CRIT lessons with a terrible joke-- "this will help you think CRIT...ically about the information and media you encounter"-- that will hopefully help my students remember to apply this lens to all the media the come across, whether it's for school or not. Then we dive in and break down each letter.
Full disclosure: I usually only get 90 minutes to do what I'm about to describe (we have block scheduling). Ideally, we would break this lesson down and take at least one class per letter so we would have ample time to practice each skill, but c'est la vie. Maybe next year.
Credibility.

What is it? How do you determine whether a source is credible? This is a crucial skill for both academic research and personal knowledge building. Here we have conversations about

web domains ( .orgs have been available for anyone to purchase since 2019, y'all, and top-level domains [TLDs] are an ever changing beast)

the open web versus databases (Check out Dr. Kristen Mattson's blog post "Academic Databases are the Netflix for Nerds!" if you struggle to teach this concept to your students)

how human psychology predisposes us to trust information shared by people we know, and how social media blurs the lines between people we actually know and people we feel like we know.

This is also where we learn about and practice Lateral Reading. If nothing else, learn about and teach lateral reading. This is a totally transferable skill that is used by professional fact-checkers and will serve our students (and everyone, really) well in our increasingly online worlds, even as we ramp up interactions with generative AI.

One of my favorite lateral reading thought experiments with our students is talking to them about how to lateral read a social media post. People speak with such confidence on TikTok, YouTube, etc... how do you know you can trust what they say on a topic? How do you investigate the user behind the username? We've gotten to put this into action in a really cool assignment for World Literature I (the brainchild of my colleague, Kirsten Reed) wherein students are actually required to use some type of social media as a source. The feedback from the students has been overwhelmingly positive, and it has the twin benefits of transferring this skill to their real online lives and forcing them to understand how to construct a properly formatted citation by hand (I have yet to find an automation for generating a citation from a TikTok URL).

Relevance.

What is it? (I always start with that question to make sure we've operating from the same base). How do we determine what is relevant? This question is definitely geared more toward school-based research (some of what we felt was missing from the SIFT approach), but it also offers an opportunity to talk about how the current iteration of the internet works.

I saw a demonstration of Google searching at a professional workshop a few years back that Blew. My. Mind. So of course I replicate it for my students whenever I get a chance! I usually do this in Google News, but a regular old Google search works too.

1. Perform a search while logged into my work account.

2. Open a window in another browser and perform the same search while logged into my personal Google account.

3. Open an Incognito window and perform the same search without being logged in to a Google account.

4. Show all 3 windows side-by-side. The results are always different, though sometimes the differences are subtler than others.

This is a segue into a discussion about the algorithms that personalize everything we experience online, from our Google searches to our social media feeds to our streaming media recommendations. We talk about the dangers of echo chambers, how important it is to recognize our personal biases, and some strategies for doing good research in spite of this (using library resources, naturally, but also using Incognito windows and comparing search results with friends).

That's just level one of Relevance.

Level two is mostly subconscious: if I'm writing about high-speed rail, do a search for "trains", and there's a result about training animals, my brain filters that out for me automatically.

Level three is more intentional: I'm writing about high-speed rail, do a search for "trains," and have to choose between an article about existing train systems in the US and existing train systems in Japan-- I'll probably need to look into those sources to decide which one is more relevant to my topic. This is a great place to dive into search strategies that can help dial in those investigations to return a limited number of results that are most relevant to your topic. (This is really a whole lesson in and of itself.)

Level four is what students seem to struggle with the most: they have a good source, but they need to pull out the most relevant quote to support their argument. As this is a little more English teacher territory, I usually do a short practice with my students so they know where it fits, then move on to the next letter.

Finally, we come to

# data[].attributes.attachment_link.title
CRIT: An updated approach to Information Evaluation for Research

# data[].attributes.attachment_link.description
I have always been passionate about information literacy and getting the facts straight. I used to get in trouble as a kid for talking back...

# data[].attributes.body
https://zoo.sandiegozoo.org/live-cameras

# data[].attributes.attachment_link.description
Free daily discussion prompts for your high school personal finance classroom. Get your students thinking critically about current events in school. Curated by the #1 provider of free financial literacy curriculum and teacher professional development

# data[].attributes.attachment_link.description
Free daily discussion prompts for your high school personal finance classroom. Get your students thinking critically about current events in school. Curated by the #1 provider of free financial literacy curriculum and teacher professional development

# data[].attributes.attachment_link.title
Celebrating Black History & Culture | PBS LearningMedia

# data[].attributes.attachment_link.description
This collection is curated to showcase Black excellence through contributions, achievements, and ideas across subjects and eras. These resources aim to inspire educators to intentionally include Black stories in all curricula, and use PBS LearningMedia as a tool in doing so. PBS is celebrating Black History Month by throwing a Block Party!

# data[].attributes.body
PreK and K | PBS KIDS

# data[].attributes.attachment_link.title
Learning About Black Leaders Bingo: PreK and K | PBS KIDS | PBS LearningMedia

# data[].attributes.attachment_link.description
(Week of February 1) A bilingual, weekly "Learn Along" Bingo card (one for PreK-K, one for Grades 1 & 2) will include a range of thematic learning opportunities for children to choose their own learning adventure. Emphasis will be on the PBS KIDS 24/7 broadcast schedule and related printables that require minimal supplies or adult facilitation.

# data[].attributes.attachment_link.readable_text
...And Some Free Classroom Resources for Your Instruction

Helping your students see the possibilities of careers in STEM fields means providing them with diverse role models. Black History Month provides teachers with an opportunity to feature the stories and voices of black scientists, engineers and mathematicians in the context of their science instruction. We have made a list of some of the top Black scientists, engineers, inventors and mathematicians, along with media resources to help you bring their work-and stories-into your classroom.

A great place to start is with the The Secret Life of Scientists & Engineers, an Emmy-nominated web-series from the acclaimed PBS series, NOVA. The diversity collection of this series profiles some of today's leading scientists-showing students that science engages men and women of all ages and diverse backgrounds.

1. George Washington Carver

2. Percy Julian

3. Mae Carol Jemison

4. Katherine Johnson

August 26, 1918 -
Field: Mathematician
Known for: Katherine Johnson is best known for her major contributions to the United States' aeronautics and space programs with the early application of digital electronic computers. Her work was recently recognized and featured in the movie Hidden Figures.
Resource: Katherine Johnson | NASA Computer | Video for grades 4-12

5. Gladys West

1930 --
Field: Mathematician
Known for: Born and raised in Virginia, Gladys West leveraged her mathematical and programming expertise to invent an accurate model of the Earth which was used as the foundation for the creation of the Global Positioning System (GPS). She was the second black woman ever to be employed by the Naval Surface Warfare Center Dahlgren Division and was inducted into the United States Air Force Hall of Fame-one of the highest honors awarded by the Air Force.

6. Marie M. Daly

7. Edward Bouchet

8. Annie Easley

9. Walter Lincoln Hawkins

10. Alexa Canady

Rachel Connolly is the Director of STEM Education for WGBH and PBS LearningMedia. After teaching high school physics in NYC, she moved into teacher professional development and educational programming at the American Museum of Natural History. Her work with the Hayden Planetarium sparked a love of data visualization that led to her graduate work at Teachers College Columbia University. Her work focuses on designing media-integrated educational experiences that leverage emerging formats of scientific data for innovative instruction. You can see her on PBS LearningMedia talking about the Solar System, or follow her at @rachelbconnolly.
Brooke Kinney is the STEM Digital Learning Assistant for WGBH and PBS LearningMedia. A recent graduate from the George Washington University with a Bachelors in Environmental Studies, she moved to Boston to pursue science communication with WGBH.

# data[].attributes.attachment_link.keywords[]
ten black scientists that science teachers should know about

# data[].attributes.attachment_link.title
Ten Black Scientists that Science Teachers Should Know About | PBS Education

# data[].attributes.attachment_link.description
Your source for teaching inspiration, blogs, and online professional events.

# data[].attributes.attachment_link.readable_text
Better Sharing, Brighter Future

"Twenty Years of Creative Commons (in Sixty Seconds)" by Ryan Junell and Glenn Otis Brown for Creative Commons is licensed via CC BY 4.0 and includes adaptations of the multiple open and public domain works. View full licensing and attribution information about all works included in the video on Flickr.

Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

Learn more

The nonprofit behind the licenses and tools the world uses to share

For over 20 years, Creative Commons has supported a global movement built on a belief in the power of open access to knowledge and creativity. From Wikipedia to the Smithsonian, organizations and individuals rely on our work to share billions of historic images, scientific articles, cultural artifacts, educational resources, music, and more!

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Latest News

Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

more posts

Images Attribution
view

Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

Images Attribution
view

Le Sortie de l'opéra en l'an 2000 by A. Robida - Library of Congress Prints and Photographs Division - Public Domain.

" An Original Theory or New Hypothesis of the Universe. Plate XXXI. ". By Thomas Wright. Public Domain

" Community Needs Care" by Camila Leão for Fine Acts x OBI is licensed via https://creativecommons.org/licenses/by-nc-sa/4.0/.

CC staff photos are licensed under CC BY 4.0. Gratitude to Sara Jordan Photography.

# data[].attributes.attachment_link.description
Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

# data[].attributes.attachment_link.title
Free Educational Photos: Find & Download - Storyboard That

# data[].attributes.attachment_link.description
Storyboard That’s Photos For Class: Access free, safe, and high-quality images for education. Search and download Creative Commons photos today!

# data[].attributes.attachment_link.title
Beautiful Free Images & Pictures | Unsplash

# data[].attributes.attachment_link.description
Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

# data[].attributes.attachment_link.description
Thousands of copyright free and copyright friendly images and photos for teachers and students.

# data[].attributes.attachment_link.title
100 Trivia Questions for Kids of All Grade Levels

# data[].attributes.attachment_link.title
130 Weird (But True) Facts To Amaze and Surprise Everyone

# data[].attributes.attachment_link.description
An ostrich’s eye is bigger than its brain?!

# data[].attributes.attachment_link.readable_text
When you're running from the copier to recess duty and back again, it's easy to fall back on fast-food teacher lunches and granola bars wolfed down in the car. We get it. That's why we're always on the lookout for better ideas that are inexpensive, easy to pack, and nutritious too. These folks showed us how it's done!

1. Taco Salad

Top it with salsa, dressing, sour cream, or even Greek yogurt.

Learn more: @stephs.dlux.kitchen

2. Yogurt Bowl

For those with a sweet tooth.

Learn more: @mdcamey

3. Falafel Salad

Crumbled falafel on a ready-made salad is fast and easy.

Learn more: @foodforthoughtlauren

4. Salmon Sushi Bowl

Just as good as sushi, but less expensive when you make it at home.

Learn more: @caitylous_kitchen

5. Peanut Rice Noodles

If your school is peanut-free, try a sesame dressing on this one instead.

Learn more: @sarahlocilentolifestyle

6. Samosa Wrap

Samosa flavors, without the need to fry.

Learn more: @smart.eats.with.nikki

7. Avocado Cream Cheese Bagel

Avocado just makes everything better, doesn't it?

Learn more: @eat_birmingham

8. Chili Con Carne

Lots of veggies make this recipe nutritious.

Learn more: @healthykerenza

9. Coconut Chicken Stew

Coconut milk, mango chutney, fresh ginger-we're drooling already.

Learn more: @jessica.r.dietitian

10. Summer Rolls

It's surprisingly easy to make your own.

Learn more: @thedeats__

11. Mexican Pasta Salad

You can eat this one cold, or warm it up on a chilly day.

Learn more: @smart.eats.with.nikki

12. Cottage Cheese Egg Salad

The cottage cheese adds some extra protein, plus calcium.

Learn more: @lowacideats

13. Cheddar Veggie Muffins

Just add a side salad or some fresh fruit, and call it a day.

Learn more: @kerrygoldsouthafrica

14. Zucchini Taco Boat

Tacos, but make them low-carb.

Learn more: @larasalamone

15. Chilled Cucumber Soup

No need to stand in line for the microwave!

Learn more: @amanda_finkl_coaching

16. Strawberry Turkey Salad

Whoever first decided to put strawberries in a salad was a genius.

Learn more: @stefie_sjs

17. Caprese Salad

So beautiful to look at, so yummy to eat!

Learn more: @cameefaulk

18. Avocado Egg Salad

The avocado really kicks it up a notch.

Learn more: @amyleighharmon

19. Veggie Frittata

Bake up a batch over the weekend, and you're set for healthy teacher lunches all week long.

Learn more: @polly_bee_bright

20. Pesto Tortellini

Easy and super delicious.

Learn more: @ashn702

21. BLT Salad

It all starts with a simple salad kit.

Learn more: @ambenn_foodie

22. Greek Yogurt Personal Pizza

Because pizza is always a good idea.

Learn more: @teachertastes

23. Snack Lunch

Who says you have to pack a sandwich or leftovers? Snacks FTW.

Learn more: @thepinspiredteacher

24. Mac + Cheese

It's not just for kids! Mix in some peas or broccoli and pack some raw veggies or fruit on the side for a healthy twist.

Learn more: @taylorcaitlyn

25. Mason Jar Salad

We love all the clever variations on these portable, prep-ahead salads.

Learn more: @ericabohrer

26. Chickpea Salad

For when you're tired of both chicken and tuna salad. Pack some crackers to go with it for an extra-special lunchtime treat.

Learn more: @getbusyteaching

27. Sheet Pan Meals

Bake in advance, reheat at work, and you're good to go!

Learn more: @teachertastes

28. Hearty Veggie Soup

This is great for quick and healthy lunches throughout the week.

Learn more: @katienorris27

29. Fresh and Light

Simple doesn't have to mean boring! Sometimes the best lunches are those that rely on easy, wholesome ingredients.

Learn more: @teacherandtoddlermeals

30. Chicken Tikka Masala

BRB, drooling.

Learn more: @themindfuleducator

31. Couscous and Veggies

Served cold or warm, this combination makes for a great salad that will fill you up.

Learn more: @let.a.girl.eat

32. Breakfast for Lunch

This is inspired (and the overnight oats make it so easy!).

Learn more: @kate_in_the_kitchen

33. Individual Quiches

Imagine opening your lunch box and seeing this beauty waiting for you.

Learn more: @teachingtable

34. Pasta-To-Go

Standing on your feet all day does require carb loading.

Learn more: @millennialmusicteacher

35. Greek Tuna Salad

Feta and lemon jazz up tuna salad. Stuff it in a pita or eat it out of the bowl!

Learn more: @captivatescience

36. Protein and Veggie Bowl

These prep-ahead teacher lunches are packed with the protein you need to sustain your energy all day long.

Learn more: @comprehensibleclassroom

37. Roasted Cauliflower Taco Bowls

All the yummy flavor, with lots of healthy veggies too.

Learn more: @budgetbytes

38. Spinach Wrap

Switch up your sandwich.

Learn more: @teacherandtoddlermeals

39. Mini Cheese Board

It's like your own personal charcuterie platter.

Learn more: @easylunchboxes

40. Burger Bowls

This is way better than cafeteria burgers.

Learn more: @teachertastes

41. Chipotle Chicken Bowl

Pretty confident I would eat all five of these meal-prep bowls on a Monday.

Learn more: @teachertastes

42. Chicken Gyro

I want to be this teacher's friend.

Learn more: @carollovescupcakes

43. Stir Fry

Beats whatever they're serving in the cafeteria.

Learn more: @archers_all_stars

44. Ravioli Sandwiches

Plus lots of other yummy things ... but the world's cutest mini sandwiches.

Learn more: @schoollunchbox

45. Ramen Noodle Asian Salad

The crushed ramen noodles add terrific texture.

Learn more: @average_everyday_teacher_mom

# data[].attributes.attachment_link.title
45 Real Teacher Lunches That Will Inspire You To Pack Your Own

# data[].attributes.attachment_link.description
Tired of granola bars? Find quick, easy, and healthy teacher lunches you can prep in advance or throw together in a flash.

# data[].attributes.attachment_link.readable_text
Celebrate your family's reading goals with a fun paper chain! Start by downloading one of these printable templates:

Make It:

1. Print the template and cut out paper strips along the dotted lines.

2. Write the name of a book you've read on each strip. (Or write how many minutes, pages, or chapters you read today.)

3. Loop strips together and tape or staple the ends to form links in a chain.

Every time you read another book, add one more link. How long can you grow your reading chain in a month? Six months? A year?

# data[].attributes.attachment_link.description
Celebrate your family's reading goals with a fun printable craft!

# data[].attributes.body
AI-Powered Lesson Plan Generator

# data[].attributes.attachment_link.title
AI-Powered Lesson Plan Generator | Auto Classmate

# data[].attributes.attachment_link.description
Create a personalized and dynamic Lesson Plan for your classroom with the Auto Classmate AI-Powered Lesson Plan Generator.

# data[].attributes.body
(https://www.generationgenius.com/): is an engaging educational platform designed to make science fun for elementary and middle school students. It offers video lessons and interactive resources that simplify complex scientific concepts.

# data[].attributes.attachment_link.description
Video lessons made in partnership with the National Science Teachers Association that engage, educate & inspire kids in science. Generation Genius videos are 12-minutes long and include lesson plans, teacher guides, DIY activities and stopping points for class discussion.

# data[].attributes.headline
FeedSpot Educational YouTube Channel Collection 

# data[].attributes.subject
FeedSpot Educational YouTube Channel Collection 

# data[].attributes.body
(https://videos.feedspot.com/educational_youtube_channels): This collection of Educational YouTube Channels and Vlogs host a number of popular educational creators. Visitors will find resources such as TED-Ed, Kurzgesagt, The History Channel, SciShow, and more. Note that this is a curated collection and not a product.

# data[].attributes.attachment_link.title
100 Best Educational Youtube Channels and Vlogs in 2023

# data[].attributes.attachment_link.description
Educational YouTube Channels Best List. Keep up with videos about Concepts, Tutorials, Maths, Science, Chemistry, Biology, Space, Astronomy, Universe, Galaxy, Informative, Programming, Kids Education and many more.

# data[].attributes.body
(nextvista.org/nviv): Next Vista for Learning is an online platform that provides a library of free educational videos created by teachers and students. These videos cover a wide range of subjects and are designed to assist educators in enhancing their teaching materials and engaging students through multimedia content.

# data[].attributes.attachment_link.readable_text
Our annual contest, Creative Spark 2023, is ready for you to contribute your inspiration that will ignite everyone's creativity! With an early deadline of November 10 and a final deadline of December 1, you have time to put together something amazing. Head over to the contest page for more details.

While you're getting ready for our current contest, take a look at the project finalists for the Creative Storm 2022 Video Contest. Congratulations to them and to all who entered! Now might be a great time to look over all the finalists and contest winners that have been selected over the years. It's never too early to seek inspiration for the next video!

We have over 600 short videos designed to help those learning English, organized into sets that you might be able to use right away in order to learn or teach about a particular topic - job terms, days of the week, names for tools, those kinds of things. This could be a nice resource to push learning something new or to augment something you are already doing! Take a look at our EL Project page for the full collection.

And you can help us grow this collection of videos, either by making videos of your own to add to our library or by a financial donation to help our video-creation efforts. If you have ideas for sets of videos, or even just a video or two, reach out and let's talk about it! We're always happy to connect with others who are interested in the kinds of things we do.

Got an idea that could make the world better? Wouldn't it be cool if there were people out there who might take your idea and improve their community?

# data[].attributes.attachment_link.description
Our annual contest, Creative Spark 2023, is ready for you to contribute your inspiration that will ignite everyone's creativity! With an early deadline of November 10 and a final deadline of December 1, you have time to put together something amazing. Head over to the contest page for more details.

# data[].attributes.body
(visionmakermedia.org): Vision Maker Media is a nonprofit organization dedicated to promoting and empowering Native American storytelling and representation in the media. They support and create various forms of media, including films, documentaries, and other content, to amplify the voices and stories of Indigenous peoples.

# data[].attributes.attachment_link.title
Vision Maker Media - The Premiere Source of Media By and About Native Americans

# data[].attributes.attachment_link.description
Vision Maker Media's mission is empowering and engaging Native people to share stories. We envision a world changed and healed by understanding Native stories and the public conversations they generate. We work with VMM funded producers to develop, produce and distribute programs for all public media.

# data[].attributes.body
(michiganlearning.org): Michigan Learning is an educational website focused on providing resources, tools, and support for students, parents, and educators in the state of Michigan. It offers a range of educational materials and information to enhance learning and teaching.

# data[].attributes.attachment_link.title
Michigan Learning Channel - A Public Media Partnership

# data[].attributes.attachment_link.description
Trusted PBS Resources Designed for Michigan Students The Michigan Learning Channel provides educators and families with free PBS videos and printable resources designed to ensure all kids succeed. Teach, Practice, Reinforce. All for Free. Always. Teachers and educators use our videos and free printables as direct instruction in the classroom, as take-home assignments, or for students who need extra practice [...]

# data[].attributes.body
(thekidshouldseethis.com): This website curates and shares a wide variety of educational and entertaining videos suitable for children. It features videos on science, technology, nature, art, music, and more, with the aim of sparking curiosity and learning in young minds.

# data[].attributes.attachment_link.description
The Kid Should See This: Educational videos for curious kids of all ages, a free resource for parents & teachers. Science, art, nature, animals, & more.

# data[].attributes.body
PBS Learning Media is an educational platform provided by the Public Broadcasting Service. It offers a wealth of free educational resources, including videos, lesson plans, interactive activities, and more. These resources are aligned with educational standards and cover a wide range of subjects, making it a valuable tool for educators and students at all grade levels. PBS Learning Media is known for its high-quality educational content. K-12

# data[].attributes.attachment_link.title
PBS LearningMedia | Teaching Resources For Students And Teachers

# data[].attributes.attachment_link.description
Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

# data[].attributes.body
TeacherTube is an online platform created for educators and students to share educational videos. It's often seen as an alternative to YouTube, but with a specific focus on educational content. Teachers and students can upload, view, and share educational videos, making it a valuable resource for supplementing classroom learning with visual materials.

# data[].attributes.attachment_link.readable_text
Since launching on March 6, 2007, our goal at TeacherTube has been to provide an online community for sharing instructional and education videos for college students, high school students, middle school students and elementary school students. We seek to fill a need for a more educationally focused, safe venue for teachers, students, schools, and home learners. It is a site to provide anytime, anywhere professional development with teachers teaching teachers. It is also a site where teachers can post videos designed for students to view in order to learn a concept or skill.

On September 1, 2017, TeacherTube.com was acquired by Salem Web Network. Salem's goal is to continue the growth of TeacherTube and support innovative ideas for education.

Most importantly, TeacherTube community members are a major part of the evolution of the site. Members are encouraged to not only upload educationally relevant videos but also to make constructive comments and use the rating system to show appreciation for videos of value to one as an educator or learner. Users also have the ability to preserve the integrity of the site by flagging inappropriate videos. TeacherTube staff review flagged sites and will remove any inappropriate posts. With more collegial commentary and discussion through messaging and responses, the quality of this resource will only increase.

The service is free for everyone. We always encourage our users to Contact Us with thoughts, suggestions, or other feedback. We do have a vision for TeacherTube to truly be a better alternative to other video storage sites. With the community's help, it can become more interactive and engaging for all teachers and learners.

Science videos are one of the key subjects that students are taught in school. Science is present from the early years of grade school up to the highest levels of academic achievement. As students move up the ranks, their study of science tends to get more specialized into one specific field only, like chemistry, biology, or physics. We have educational videos for all of these courses.

TeacherTube.com's section on science educational videos has content of interest to all learning levels. We have topics as varied as educational songs for elementary school students, up to chemical engineering for college students.

Mathematics is one of the fundamental 3Rs of early education. Known as "arithmetic" in those levels, it involves counting and the basic operations of addition, subtraction, multiplication, and division. As kids advance through the grade levels, they progressively deal with more complex mathematical problems. Also, more new concepts get introduced as they progress.

Math is crucial for almost any business career. Accounting, budgeting, and projecting sales all require some level of competence in math. Many resources for these topics can be found here on TeacherTube.

Even everyday situations benefit a lot from math skills. Managing one's finances, for instance, obviously requires math, as with anything involving money. Cooking also involves math: proportions of ingredients, for example, as well as measurements.

TeacherTube.com's section on math education videos covers everything from fractions and measurements to money management. We also cover more complicated subjects such as trigonometry, and well as probability and statistics.

History is a very valuable subject, but not just because it is useful for preventing future wars. The lessons from history can also teach people to build a better future. What people have done right in the past should be continued and improved upon in the present.

The subject of history covers a wide range of timelines and locations. There's ancient history and modern history. There is also Asian history, US history, Latin American history, and European history. Each one is unique, reflecting the cultures of the people involved.

If there's one thing common to all history classes, it's usually names, dates, and places. This is also the part that many kids hate the most. They do not see the point of memorizing so many random facts that appear purposeless. Well, that is the wrong way to teach history.

TeacherTube's history education videos section makes the past come alive with a sterling array of videos and tutorials that cover subjects as varied as our prehistory, ancient history, the civil war, and the study of world civilizations.

The purpose of social studies, based on the US National Council for the Social Studies, is to promote "civic competence" among students. In other words, the subject equips students to become better citizens of a country. This is done by exploring history, geography, current events, and governments, among others. Middle school social studies usually deal with one of each of these fields per grade level.

With this knowledge, students gain the ability to become more socially aware and to be actively involved citizens of their country. Through analyzing current events, students will also learn how to predict the consequences of the things happening around them. With that, they can be good influences on their communities.

It is with this goal in mind that TeacherTube offers a wide variety of learning video materials for both students and enthusiasts.

We have videos on everything from strengthening your knowledge of economics terminology to the nuances of various world cultures.

Language arts, as the name suggests, equips students with a wide range of ways to use language. It comprises both speaking and writing skills. In addition to the basics, the subject also deals with the artistic side of language, infusing creativity in the ways students communicate.

There are four basic aspects to understanding a language: speaking, reading, listening, and writing. Language arts classes aim to enhance those skills at each year level. At first, it covers basic topics like grammar, sentence construction, and paragraphs. Exercises in language arts become progressively more complex as students move up the ranks, and usually, in higher grades, more emphasis is put on creativity and persuasiveness.

With the noble goal of harnessing the power of words to effect change in the world in mind, TeacherTube is proud to offer videos on everything from general communications to speaking and even videos on strengthening your studying skills.

Not all kids want to go through lectures. Some of them may not have the attention span or the patience to endure long hours just sitting down and listening to someone talk in front. No, that doesn't mean these kids are lazy. It just means they learn differently.

Some kids are auditory learners. In other words, they learn best when they listen to sounds and music. For this type of student, educational songs will certainly be a big helping hand. Even the most complex of concepts, when taught through songs, will be very easy for them to understand and remember. Even kids who are not so much inclined to auditory learning may like this method.

Educational song vidoes are available in a wide variety of subjects. English, math, social studies, science, and everything in between, there's bound to be a song for every subject. For example, on the website Teachertube.com, there are science topic songs, reading songs, skip counting songs, reading phonics songs, and even quadratic formula songs.

The advantage of using educational song videos is that it accomplishes two things at once. First, these songs are entertaining, and second, they also teach a concept. They facilitate learning a lot better than plain lectures simply because of the entertainment part. When a lesson is made fun of, kids will want to learn them. In fact, it could even be the kids themselves, on their own, who will play the songs repeatedly.

TeacherTube offers education songs on topics as varied as the circulatory system to math songs about polynomials and even videos on St. Patrick's Day.

# data[].attributes.attachment_link.title
TeacherTube Educational Videos for the School Classroom and Home - Including Educational Songs, History Videos, Student Videos and Math Videos

# data[].attributes.attachment_link.description
A free community for sharing instructional videos, Educational Songs, History Videos, Student Videos, Math Videos, and other content for teachers and students. We are an education focused, safe venue for teachers, schools, and home schoolers to access educational for the classroom and home learning.

# data[].attributes.body
BrainPOP is an educational website offering a wide range of animated videos, quizzes, games, and activities on various subjects. BrainPOP Jr, on the other hand, is designed for younger students. Both platforms cover topics such as science, math, history, and more, providing engaging content to enhance learning in a fun and interactive way. K-3

# data[].attributes.body
BrainPOP is an educational website offering a wide range of animated videos, quizzes, games, and activities on various subjects. BrainPOP Jr, on the other hand, is designed for younger students. Both platforms cover topics such as science, math, history, and more, providing engaging content to enhance learning in a fun and interactive way. [PPS K-8]

# data[].attributes.attachment_link.description
BrainPOP - Animated Educational Site for Kids - Science, Social Studies, English, Math, Arts & Music, Health, and Technology

# data[].attributes.attachment_link.title
Harnessing the Power: Creating Images with Canva's AI - Free Technology For Teachers

# data[].attributes.attachment_link.title
Innovative Learning with Google Bard: Generating Questions from Documents - Free Technology For Teachers

# data[].attributes.headline
Homophones: The world's only complete homophone list.

# data[].attributes.subject
Homophones: The world's only complete homophone list.

# data[].attributes.attachment_link.readable_text
Two words are homophones of each other if they sound alike but have different meanings and spellings.

"there", "their", and "they're" is a classic example of a set of Homophones

This mobile-friendly website is a handy compilation of homophones for anyone who is learning or simply curious about the English language! This resource is useful for schools and offices as a reference for when spoken English word must be converted to written language.

If you want to find words that sound the same but mean something else, words that sound the same but are spelled differently, this is the place to be.

Spellings, pronunciations, definitions.

We include a definition for each word listed! Hover over a homophone word buttom for definitions.

Try it with the homophones below

Example homophones:

Discover homophones Homophones by Letter

# data[].attributes.attachment_link.description
Homophone definitions - your complete list of homophones with definitions

# data[].attributes.headline
60-Second Classroom Strategies for Educators - Edutopia - All grades and topics

# data[].attributes.subject
60-Second Classroom Strategies for Educators - Edutopia - All grades and topics

# data[].attributes.body
Our popular series of short videos that break down effective classroom practices for every grade level in literally one minute—all in one place. How’s that for a quick win?

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
Playing games can be a great way to practice or review skills related to algebraic expressions.

# data[].attributes.attachment_link.readable_text
Playing games can be a great way to practice or review skills related to algebraic expressions.

For some students, learning algebraic expressions feels like drudgery, but it doesn't have to be that way. These three activities will get your students moving, talking, and thinking deeply about algebraic expressions, all while having fun. They're also a great way to practice or review skills that have already been introduced and explicitly taught.

3 Ways to Have Fun With Algebraic Expressions

1. Vocabulary Four Corners. Many students are overwhelmed by the prospect of translating a word problem into an algebraic expression. To help students feel confident recognizing keywords and appropriately converting them into numerical operations, you can introduce students to Vocabulary Four Corners.

In this version of Four Corners, you invite all students to move around the room based on a given vocabulary word. First, designate each corner of your classroom as an operation-addition, subtraction, multiplication, or division. Next, have all students stand behind their desks. Then, present students with a key vocabulary word and instruct them to move to the corresponding corner of the room. Once students have selected a corner, you can give them time to discuss their choice in groups and then call on a few students to share their thinking with the class.

This activity is a great way to help students review keywords while getting active in the classroom, moving around, and having a chance to talk in groups. If you want to make the activity more challenging, you can ask students to explain their thinking by making up sample story problems that use the given keyword.

2. How'd You Do It? This next activity is a great way to help students recognize the multitude of possibilities when working with algebraic expressions. There are a few different ways to implement this activity, depending on the amount of time you want to spend, but the basic structure is this: You present students with an algebraic term, and they come up with as many different algebraic expressions as possible that would simplify to your given term.

One way to do this is with a gallery walk. First, you need to post chart paper around the classroom and put one term on the top of each piece of paper. Next, split students into small groups and assign each group a piece of chart paper. Then, give students a set amount of time to spend writing their algebraic expressions on the chart paper before moving on to the next piece of paper as a group.

Once every group has had a chance to work on each piece of paper, you can then give students additional time to walk around the room and look at all of the expressions. Students may notice patterns in the types of numbers or operations their classmates used, or they may identify expressions that do not simplify to the given number. Students should share these thoughts within their small groups and then with the class at large.

If you don't want to use a gallery-walk approach, this same activity can work with small groups seated around the classroom. You can provide students with a term and a given amount of time to work together to come up with as many expressions as possible. You can then have groups share their expressions. If you want to make the activity more of a competition, you can even assign points for the numbers of unique expressions each group finds.

This activity helps students get creative and recognize how many possibilities exist when creating equivalent expressions. Depending on how difficult you want to make the activity, you can set additional parameters: Students must use negative numbers, students must use at least three operations, students must use division, etc.

An example of what students might come up with follows.

3. Equivalent Expression Stories. This last activity is another great way to have students practice recognizing and creating equivalent expressions. For this activity to work, you'll need to split students up into groups and, ideally, have them seated in columns or rows.

The first student in each column/row will be given a piece of paper with an algebraic expression on it. They will then write an equivalent expression underneath it and fold the top of the paper down. Then, they will pass the paper back to the next student. The second student won't be able to see the original expression, only the one written by the first student.

The second student will then repeat the process: Write an equivalent expression, fold the paper, pass it back. Once the paper reaches the last student, you will collect each group's work and show each equivalent expression story to the class.

Students can then discuss how each expression changed as it was passed, whether each expression remained equivalent to the original one, and any patterns they noticed. Similarly to the "How'd You Do It?" activity, you can scale up the difficulty by setting parameters around what students should use in their expressions.

A sample expression story might look like this:

Original expression: 5 x + 3 y

There are plenty of ways to personalize math activities to best fit the needs and interests of your students, but these three activities provide a jumping-off point to get your students engaged and excited about algebraic expressions.

# data[].attributes.attachment_link.title
3 Fun Activities to Teach Algebraic Expressions

# data[].attributes.attachment_link.description
Using fun activities to teach algebra gives kids a chance to review lessons on algebraic expressions in collaboration with their classmates.

# data[].attributes.body
Stuart Gibbs is the author behind the Spy School series, FunJungle, Charlie Thorne, and Once Upon a Tim. Check out his creative writing video series that focuses on providing real world tips for aspiring young writers.

# data[].attributes.attachment_link.description
A creative writing video series that provides aspiring young writers with real-world tips from New York Times bestselling author Stuart Gibbs.

# data[].attributes.attachment_link.title
5 Good Places for Free Video Clips for Your Digital Interactive Projects - Free Technology For Teachers

# data[].attributes.attachment_link.description
and don't forget to subscribe to Richard Byrne's YouTube channel for more updates! His video on this post topic can located here.

# data[].attributes.attachment_link.title
5 Good Places to Find Free Audio Clips - Free Technology For Teachers

# data[].attributes.attachment_link.title
Five Good Places to Find Images for Your Classroom - Free Technology For Teachers

# data[].attributes.attachment_link.description
In this video, Richard looks at 5 preety cool sites where you can find photographs and illustrations that are free to use in your classroom. The images are either public domain or have some Creative Commons licensing attached to them. If you are making digital activities for your students, these are great resources to know about.

# data[].attributes.body
Instantly generates lesson plans along with activities and resources.

# data[].attributes.attachment_link.description
Say goodbye to the time-consuming task of creating lesson plans and let our AI do the work for you. With our easy-to-use platform, you can quickly and easily generate lesson plans that are tailored to your students' needs and abilities. Try it out for free today.

# data[].attributes.body
Khan Academy’s AI-powered tutor and teacher-assistant.

# data[].attributes.attachment_link.readable_text
Khanmigo is an AI-powered personal tutor and teaching assistant from trusted education nonprofit Khan Academy.

For learners and families, Khanmigo offers engaging, on-topic, and effective learning for students, and is ethically designed with safety and learning as a top priority. Unlike other AI tools such as ChatGPT, Khanmigo doesn't just give answers. Instead, with limitless patience, it guides learners to find the answer themselves. In addition, Khanmigo is the only AI tool that is incorporated with Khan Academy's world-class content library that covers math, humanities, coding, social studies, and more. When rating AI tools for learning, Common Sense Media gave Khanmigo 4 stars, rising above other AI tools like ChatGPT and Bard.

For teachers, Khanmigo is designed to make your role less about busy work. What normally takes hours can be done quickly with Khanmigo: differentiation, lesson plans, quiz questions, student groupings, hooks, exit tickets, rubrics, and more. There's no learning curve. Start using Khanmigo's teacher tools within minutes. Sign up for free to see why Fast Company says Khanmigo is an AI assistant that teachers will actually use.Question 3: Can anyone use Khanmigo?

No, you will not be able to grant students access to Khanmigo. At this time, classroom access for Khanmigo is only available through school or district implementations. We invite district and school administrators to contact our Districts Partnership team to learn about Khanmigo for Districts.

Khanmigo for teachers offers a lot of exciting features, such as standards-aligned lesson planning tied to Khan Academy's world-class content library; an on-demand summary of recent student work so you can quickly assess progress and identify areas where additional support is needed; and Khanmigo-crafted learning objectives, rubrics, and even exit tickets.

As a nonprofit educational organization, we see it as our responsibility to explore what AI could mean for the future of education. We believe that AI has the potential to transform learning in a positive way, but we are also keenly aware of the risks. Therefore, we are only offering access to learners who are under 18 years old when their parents give them access or when their school district is partnered with Khan Academy. This collaboration across school leaders, teachers, families, and Khan Academy staff makes it possible to provide the level of supervision and support children deserve. We believe these guidelines will help us responsibly adapt AI for an educational setting.

To access Khanmigo as a parent or learner, you must make a monthly or annual payment, be 18 years or older, live in the United States, and have a billing address in the U.S.

To access Khanmigo for Teachers, you must be an educator who is 18 years or older and lives in the United States.

If you are under 18 years old, your parent or guardian needs to sign up in order for you to gain access. Please ask your parent or guardian to sign up and add you to their account.

Khan Academy is a small nonprofit funded by donations. Your payment helps us support Khan Academy's mission while giving you access to a groundbreaking AI learning experience.

Thanks to our partnership with Microsoft, we are able to provide free access to Khanmigo for Teachers to educators in the U.S.

We are working to continue to make this technology more affordable for everyone. The Khan Academy content library and learning platform will always remain 100% free.

Khanmigo can help students who are in elementary school through college. Khanmigo can help with almost any academic subject, including math, science, coding, history, and humanities.

Will I be able to give my students access to Khanmigo?

No, you will not be able to grant students access to Khanmigo. At this time, classroom access for Khanmigo is only available through school or district implementations. We invite district and school administrators to contact our Districts Partnership team to learn about Khanmigo for Districts.

Khanmigo for teachers offers a lot of exciting features, such as standards-aligned lesson planning tied to Khan Academy's world-class content library; an on-demand summary of recent student work so you can quickly assess progress and identify areas where additional support is needed; and Khanmigo-crafted learning objectives, rubrics, and even exit tickets.

As a nonprofit educational organization, we see it as our responsibility to explore what AI could mean for the future of education. We believe that AI has the potential to transform learning in a positive way, but we are also keenly aware of the risks. Therefore, we are only offering access to learners who are under 18 years old when their parents give them access or when their school district is partnered with Khan Academy. This collaboration across school leaders, teachers, families, and Khan Academy staff makes it possible to provide the level of supervision and support children deserve. We believe these guidelines will help us responsibly adapt AI for an educational setting.

What is Khanmigo? How is it different from ChatGPT?

Khanmigo is an AI-powered personal tutor and teaching assistant from trusted education nonprofit Khan Academy. Khanmigo offers engaging, on-topic, and effective learning for students, and is ethically designed with safety and learning as a top priority. Unlike other AI tools such as ChatGPT, Khanmigo doesn't just give answers. Instead, with limitless patience, it guides learners to find the answer themselves. In addition, Khanmigo is the only AI tool that is incorporated with Khan Academy's world-class content library that covers math, humanities, coding, social studies, and more. When rating AI tools for learning, Common Sense Media gave Khanmigo 4 stars, rising above other AI tools like ChatGPT and Bard.

Can anyone use Khanmigo?

To access Khanmigo, you must make a monthly or annual payment, be 18 years or older, live in the United States, and have a billing address in the U.S.

If you are under 18 years old, your parent or guardian needs to sign up in order for you to gain access. Please ask your parent or guardian to sign up and add you to their account.

Why is a payment required to access Khanmigo?

Khan Academy is a small nonprofit funded by donations. Your payment helps us support Khan Academy's mission while giving you access to a groundbreaking AI learning experience. We are working to continue to make this technology more affordable for everyone. The Khan Academy content library and learning platform will always remain 100% free.

How many children can I add to my Khanmigo account?

What grades and subjects can Khanmigo help with?

Khanmigo can help students who are in elementary school through college. Khanmigo can help with almost any academic subject, including math, science, coding, history, and humanities.

# data[].attributes.attachment_link.title
Meet Khanmigo: Khan Academy's AI-powered teaching assistant & tutor

# data[].attributes.attachment_link.description
Khanmigo, built by nonprofit Khan Academy, is a top-rated AI for education. Save time on prep, tackle homework challenges, and get personalized tutoring.

# data[].attributes.body
Proofreads, checks for plagiarism, and formats citations.

# data[].attributes.attachment_link.readable_text
Generative AI assistance for any writing challenge Try It for Free ⟶

Grammarly acts as your collaboration partner in every stage of the writing process-helping you brainstorm initial ideas, format citations accurately, and everything in between, so you submit your best work with integrity.

Everything You Need to Ace Your Assignments

Why Students Love Grammarly

Hear from students who find Grammarly indispensable for school and beyond.

I have now recommended your service to my entire PhD program

I love Grammarly! I started using it in college, and it saved my life in classes and emails! Still using it now

My biggest piece of advice that I have carried with me throughout my time at college and university is to download the @Grammarly plug-in for Microsoft Word. An absolute gamechanger!

GRAMMARLY GENRATES CITATIONS NOW?????????? IM IN LOVE

Good Grades Start With Great Writing

Join students from over 3,000 institutions worldwide who use Grammarly to improve their writing every day.

Are you a faculty member or administrator looking for an academic institution account?

Learn More

# data[].attributes.attachment_link.description
With Grammarly, students can get real-time writing feedback on every assignment and be confident their work will make the grade.

# data[].attributes.body
Creates slides along with polls, word clouds, drawings, and open questions.

# data[].attributes.attachment_link.readable_text
Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

# data[].attributes.attachment_link.description
Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

# data[].attributes.body
Extracts information from large PDF files for quick answers.

# data[].attributes.body
Creates and personalizes infographics, posters, videos, and more.

# data[].attributes.attachment_link.description
Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

# data[].attributes.body
https://freetech4teach.teachermade.com/2023/04/gotfeedback-ai-tool-for-providing/

# data[].attributes.attachment_link.title
gotFeedback - An AI Tool for Providing Feedback on Writing - Free Technology For Teachers

# data[].attributes.attachment_link.description
Applications for Education gotFeedback could be a huge time-saver when you have dozens of essays to grade. On the other hand, I worry about people relying solely on an AI analysis of students' writing and not actually reading students' work to give them personalized feedback.

# data[].attributes.body
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts.

# data[].attributes.attachment_link.readable_text
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts. For more information about how to use the variety of materials on our free site, you are welcome to contact us.

Click on the title or image to get the video and full prompts.

Fall '23 NVIV Videos and Prompts

Capturing Plastic - When you see a challenge, do you imagine ways to deal with it?

Promoting Your Place - How would you promote your place in a video?

Light and Growth - What might you get when you combine art, innovation, and agriculture?

A Good Argument - When others think differently than you do, how do you work to understand their perspective?

How We Show Up - We think of showing up prepared for tests or sports, but how about showing up prepared interpersonally?

Spring '23 NVIV Videos and Prompts

What We Don't See - How can what we don't know prompt us to be kind?

Love and Sacrifice - What do you do when those you love need help?

The Joy of Discovery - How do you make learning amazing?

The Angles of Art - When does how art is made change how we see things?

Learning from an Elder - Some people can explain how they see the world, and some tell the stories of those who do.

Third Thumb Research - What might your brain do if you added another thumb to your hand? How would you tell the story of what you learned?

Seeing Challenges Within - How do you think of challenges in different settings?

Letting an Idea Take Off - Would you want a car that could fly?

Light and Ruins - How many different ways are there to tell the stories of history that you can think of?

A Fed Bear - When do the things we think are nice hurt others?

Sensing a Sand Crisis - Could we run out of sand?

Kickstarting a Business - If you were to start a business, what would you choose as its focus?

Doughing Good - Why might making a difference make us better?

The Stories of Heroes - Heroes inspire us. How do you share stories of your heroes?

Symbols and Walking - If you could choose to walk a really long way, would you? Why?

Access to the Right Tool - Is there a missing piece that, if you had, you could launch something big?

The Silent Dance - A performance in which the dancers can't hear the music, and the musicians can't see the dancers or conductor, can still be a model of excellence.

Dancing with Trash - How might one combine trash and dance?

Standing Up to Injustice - What does it mean to stand up for your beliefs?

What People Need - Could a vertical farm make a difference in your community?

Reasons and Assumptions - How can we figure out where our assumptions and others' reasons do and don't match?

Fall '22 NVIV Videos and Prompts

Enjoying a Challenge - Have you been part of a team that brought joy to others through challenges?

Calling Cows - What is it that attracts us to others?

Sweet Time - Do you spend time on what is most important to you? Should you?

Places and Creative Processes - How might we exercise our creativity muscles?

A Lot of Love - How might different people see a story?

Valuing a Memory - What connects us to our memories?

Believing in Others - What does it mean to look past something?

Expanding the Audience - What are creative ways to share a message? How do you talk with others about the things you care about?

Halfway between a Drone and a Plane - Have you ever looked at things in a totally different way?

One Thing Leads to Another - If you build a successful subway system, what might happen as a result?

Boats, Not Cars - What makes your town different?

Songs of Learning - What drives you to want to learn something?

The Nature of Design - Can you build a better train by studying birds? Or create a better paint by thinking about shark skin?

3D-Printing Homes - What does a home cost? What if there were a radically different way to build one?

Connections Crossing Cultures - What are the little ways we can bring joy to others? Would spending a little time talking to someone make a difference?

Crazy Cool Costumes - Can a Halloween costume teach us something about turning a challenge into an advantage?

Animals as Teachers - There are so many forms of life. What have people in your community learned from them?

Spoons and Opportunities - Why can't you eat your spoon? Would that be a good idea?

Doing with Data - What's the barrier that keeps you from an important success?

Being Outdoors - What are the restrictions of being in prison? What can you learn from prisoners?

Spring '22 NVIV Videos and Prompts

Seeking a Scientist - What makes a scientist a scientist? Can 12-year-olds be scientists?

Filling a Need - What can you do that would be a big help to someone else? What might you learn about yourself by being someone who helps others?

The Art of Life - When you think of being devoted to something, what comes to mind? Do you know someone who has spent many decades devoted to something?

Designing Domes as Homes - Could you build your own home and have it last for centuries?

Taking Seizures in Stride - What gets in the way of living your life as you hope to?

A Reindeer Career - Do jobs have life spans?

Floods and Floating Schools - How can schools adapt to help students?

Taking Flight - Is there something that you hope for, but which seems impossible?

The Rules of the Game - Have you ever invented a game? Have you ever played a game invented by a computer?

A Lego Arm - What does it mean to be "normal"?

Weird Workouts - Would avoiding a dirty diaper help you exercise more?

Calling a Cave Home - What might living in a cave look like today?

The Way of the Warrior - Can one still become a samurai today?

Effective Design - What does it take to get a wild dog to be comfortable with you?

Seeing Through Another's Eyes - If you knew what another person was dealing with, would it affect how you respond to them?

A Massive Mural - How can a massive image convey something personal?

Celebrating Street Food - Have you ever eaten street food?

Thinking Through Thankfulness - What does it mean to trace a trail of thanks?

A Farmer's Son - Have you ever been intimidated by the people around you? What did you do about it?

If Everyone Is a Pilot - Which is more fascinating, the vehicle, or the story of the vehicle?

Gorgeous Gondolas - What is a symbol of your community, and who is responsible for that symbol?

A Triple Win - What is the extra possibility in addressing more than one problem in one project?

Risk and Reward - What risks are worth taking?

Fall '21 NVIV Videos and Prompts

Build Your Strength - Why do you do the things you do? How do you pursue your goals?

Music, Nature, Art, and Cell Phone Company Commercials - How might two people see the same thing differently?

Acting on Your Heart - Has there been a moment when you knew you needed to act in order to do something important - right then and there?

A Pound(ing) of Mochi - Might the difference between wonderful and dangerous be a matter of trust?

Moments of Crazy Insight - What generates a moment of intellectual or artistic surprise for you?

A Mountain and a Board - What happens when you decide to make a change to something you like?

Art and Imagining Self - What does a costume allow you to imagine? What can art mean for how we think of ourselves?

The Power of the Paperfuge - What's possible when you ask, "What if?"

Let the Robot Drive - What does it take to get a car to drive by itself? What does it mean to totally rethink something?

A Blind Cyclist's Superpower - What do you assume about someone who cannot see?

It Just Arrives - Have you ever received an unexpected gift? What does it mean to have a gift?

An Illusion for Good - What if people ignore something they are supposed to pay attention to? Could an optical illusion help?

Cleaning the Ocean - How do you feel when someone doesn't like an idea of yours? Is there power in criticism?

Major Change - What is it like to watch a major change happen?

Letting Ideas Take Flight - What allows you to get excited about ideas? Can drones launch your enthusiasm for brainstorming?

Challenges and Strengths - Is there something about you that you wish you could change to be more like everyone else?

What Communities Celebrate - What festival or event tells something of the story of your community?

Smart and Not So Smart - What gets in the way of making a smart decision? What does it mean to be smart?

Forcing Focus - Could a device strapped to your head help you focus better in class? If so, how would you want it to be used?

###

# data[].attributes.attachment_link.description
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts. For more information about how to use the variety of materials on our free site, you are welcome to contact us. Click on the title or image to get the video and full prompts.

# data[].attributes.body
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts.

# data[].attributes.attachment_link.readable_text
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts. For more information about how to use the variety of materials on our free site, you are welcome to contact us.

Click on the title or image to get the video and full prompts.

Fall '23 NVIV Videos and Prompts

Capturing Plastic - When you see a challenge, do you imagine ways to deal with it?

Promoting Your Place - How would you promote your place in a video?

Light and Growth - What might you get when you combine art, innovation, and agriculture?

A Good Argument - When others think differently than you do, how do you work to understand their perspective?

How We Show Up - We think of showing up prepared for tests or sports, but how about showing up prepared interpersonally?

Spring '23 NVIV Videos and Prompts

What We Don't See - How can what we don't know prompt us to be kind?

Love and Sacrifice - What do you do when those you love need help?

The Joy of Discovery - How do you make learning amazing?

The Angles of Art - When does how art is made change how we see things?

Learning from an Elder - Some people can explain how they see the world, and some tell the stories of those who do.

Third Thumb Research - What might your brain do if you added another thumb to your hand? How would you tell the story of what you learned?

Seeing Challenges Within - How do you think of challenges in different settings?

Letting an Idea Take Off - Would you want a car that could fly?

Light and Ruins - How many different ways are there to tell the stories of history that you can think of?

A Fed Bear - When do the things we think are nice hurt others?

Sensing a Sand Crisis - Could we run out of sand?

Kickstarting a Business - If you were to start a business, what would you choose as its focus?

Doughing Good - Why might making a difference make us better?

The Stories of Heroes - Heroes inspire us. How do you share stories of your heroes?

Symbols and Walking - If you could choose to walk a really long way, would you? Why?

Access to the Right Tool - Is there a missing piece that, if you had, you could launch something big?

The Silent Dance - A performance in which the dancers can't hear the music, and the musicians can't see the dancers or conductor, can still be a model of excellence.

Dancing with Trash - How might one combine trash and dance?

Standing Up to Injustice - What does it mean to stand up for your beliefs?

What People Need - Could a vertical farm make a difference in your community?

Reasons and Assumptions - How can we figure out where our assumptions and others' reasons do and don't match?

Fall '22 NVIV Videos and Prompts

Enjoying a Challenge - Have you been part of a team that brought joy to others through challenges?

Calling Cows - What is it that attracts us to others?

Sweet Time - Do you spend time on what is most important to you? Should you?

Places and Creative Processes - How might we exercise our creativity muscles?

A Lot of Love - How might different people see a story?

Valuing a Memory - What connects us to our memories?

Believing in Others - What does it mean to look past something?

Expanding the Audience - What are creative ways to share a message? How do you talk with others about the things you care about?

Halfway between a Drone and a Plane - Have you ever looked at things in a totally different way?

One Thing Leads to Another - If you build a successful subway system, what might happen as a result?

Boats, Not Cars - What makes your town different?

Songs of Learning - What drives you to want to learn something?

The Nature of Design - Can you build a better train by studying birds? Or create a better paint by thinking about shark skin?

3D-Printing Homes - What does a home cost? What if there were a radically different way to build one?

Connections Crossing Cultures - What are the little ways we can bring joy to others? Would spending a little time talking to someone make a difference?

Crazy Cool Costumes - Can a Halloween costume teach us something about turning a challenge into an advantage?

Animals as Teachers - There are so many forms of life. What have people in your community learned from them?

Spoons and Opportunities - Why can't you eat your spoon? Would that be a good idea?

Doing with Data - What's the barrier that keeps you from an important success?

Being Outdoors - What are the restrictions of being in prison? What can you learn from prisoners?

Spring '22 NVIV Videos and Prompts

Seeking a Scientist - What makes a scientist a scientist? Can 12-year-olds be scientists?

Filling a Need - What can you do that would be a big help to someone else? What might you learn about yourself by being someone who helps others?

The Art of Life - When you think of being devoted to something, what comes to mind? Do you know someone who has spent many decades devoted to something?

Designing Domes as Homes - Could you build your own home and have it last for centuries?

Taking Seizures in Stride - What gets in the way of living your life as you hope to?

A Reindeer Career - Do jobs have life spans?

Floods and Floating Schools - How can schools adapt to help students?

Taking Flight - Is there something that you hope for, but which seems impossible?

The Rules of the Game - Have you ever invented a game? Have you ever played a game invented by a computer?

A Lego Arm - What does it mean to be "normal"?

Weird Workouts - Would avoiding a dirty diaper help you exercise more?

Calling a Cave Home - What might living in a cave look like today?

The Way of the Warrior - Can one still become a samurai today?

Effective Design - What does it take to get a wild dog to be comfortable with you?

Seeing Through Another's Eyes - If you knew what another person was dealing with, would it affect how you respond to them?

A Massive Mural - How can a massive image convey something personal?

Celebrating Street Food - Have you ever eaten street food?

Thinking Through Thankfulness - What does it mean to trace a trail of thanks?

A Farmer's Son - Have you ever been intimidated by the people around you? What did you do about it?

If Everyone Is a Pilot - Which is more fascinating, the vehicle, or the story of the vehicle?

Gorgeous Gondolas - What is a symbol of your community, and who is responsible for that symbol?

A Triple Win - What is the extra possibility in addressing more than one problem in one project?

Risk and Reward - What risks are worth taking?

Fall '21 NVIV Videos and Prompts

Build Your Strength - Why do you do the things you do? How do you pursue your goals?

Music, Nature, Art, and Cell Phone Company Commercials - How might two people see the same thing differently?

Acting on Your Heart - Has there been a moment when you knew you needed to act in order to do something important - right then and there?

A Pound(ing) of Mochi - Might the difference between wonderful and dangerous be a matter of trust?

Moments of Crazy Insight - What generates a moment of intellectual or artistic surprise for you?

A Mountain and a Board - What happens when you decide to make a change to something you like?

Art and Imagining Self - What does a costume allow you to imagine? What can art mean for how we think of ourselves?

The Power of the Paperfuge - What's possible when you ask, "What if?"

Let the Robot Drive - What does it take to get a car to drive by itself? What does it mean to totally rethink something?

A Blind Cyclist's Superpower - What do you assume about someone who cannot see?

It Just Arrives - Have you ever received an unexpected gift? What does it mean to have a gift?

An Illusion for Good - What if people ignore something they are supposed to pay attention to? Could an optical illusion help?

Cleaning the Ocean - How do you feel when someone doesn't like an idea of yours? Is there power in criticism?

Major Change - What is it like to watch a major change happen?

Letting Ideas Take Flight - What allows you to get excited about ideas? Can drones launch your enthusiasm for brainstorming?

Challenges and Strengths - Is there something about you that you wish you could change to be more like everyone else?

What Communities Celebrate - What festival or event tells something of the story of your community?

Smart and Not So Smart - What gets in the way of making a smart decision? What does it mean to be smart?

Forcing Focus - Could a device strapped to your head help you focus better in class? If so, how would you want it to be used?

###

# data[].attributes.attachment_link.description
The NVIV (Next Vista Inspiring Video) series of posts are designed to provide students and teachers with fascinating discussion and writing prompts. For more information about how to use the variety of materials on our free site, you are welcome to contact us. Click on the title or image to get the video and full prompts.

# data[].attributes.body
Vision Maker Media’s mission is empowering and engaging Native people to share stories.

We envision a world changed and healed by understanding Native stories and the public conversations they generate.

# data[].attributes.attachment_link.readable_text
Walt is Oglala Lakota and created the logo for Urban Rez. He is Creative Director, owner of Nakota Designs Advertising Designs and Graphics. Executive Director of the Stronghold Society nonprofit dedicated to instilling hope and supporting youth movements through Live Life Call To Action Campaigns.

# data[].attributes.attachment_link.description
Walt is Oglala Lakota and created the logo for Urban Rez. He is Creative Director, owner of Nakota Designs Advertising Designs and Graphics. Executive Director of the Stronghold Society nonprofit dedicated to instilling hope and supporting youth movements through Live Life Call To Action Campaigns.

# data[].attributes.body
The Michigan Learning Channel provides educators and families with free PBS videos and printable resources designed to ensure all kids succeed.

# data[].attributes.attachment_link.title
Michigan Learning Channel - A Public Media Partnership

# data[].attributes.attachment_link.description
Trusted PBS Resources Designed for Michigan Students The Michigan Learning Channel provides educators and families with free PBS videos and printable resources designed to ensure all kids succeed. Teach, Practice, Reinforce. All for Free. Always. Teachers and educators use our videos and free printables as direct instruction in the classroom, as take-home assignments, or for students who need extra practice [...]

# data[].attributes.headline
100 Best Educational YouTube Channels and Vlogs

# data[].attributes.subject
100 Best Educational YouTube Channels and Vlogs

# data[].attributes.attachment_link.title
100 Best Educational Youtube Channels and Vlogs in 2023

# data[].attributes.attachment_link.description
Educational YouTube Channels Best List. Keep up with videos about Concepts, Tutorials, Maths, Science, Chemistry, Biology, Space, Astronomy, Universe, Galaxy, Informative, Programming, Kids Education and many more.

# data[].attributes.body
PBS, grades preK-5

# data[].attributes.attachment_link.title
Mighty Mathematicians | PBS LearningMedia

# data[].attributes.attachment_link.description
Math is as easy as 1,2,3 with a little help from your favorite PBS KIDS friends. The media in this collection is centered around counting, operations, geometry and more! Dive into each sub-collection and discover new ways to explore math and media.

# data[].attributes.body
PBS, grades 6-12

# data[].attributes.attachment_link.title
NOVA: Zero to Infinity | PBS LearningMedia

# data[].attributes.attachment_link.description
Zero and infinity. These seemingly opposite, obvious, and indispensable concepts are relatively recent human inventions that revolutionized mathematics. In this collection, find resources that illustrate how and where these and other key mathematics concepts used in geometry, algebra, and calculus were created.

# data[].attributes.headline
17 Brain Breaks Tailored for High Schoolers

# data[].attributes.subject
17 Brain Breaks Tailored for High Schoolers

# data[].attributes.body
As high school students navigate more rigorous academic tasks and denser curricular material, the occasional 3-to-5-minute break delivers a wide range of benefits.

# data[].attributes.attachment_link.readable_text
Kids, like adults, cycle through periods of attention and inattention-though the duration of the interval changes with age and is variable across individuals. By high school, according to neurologist and classroom teacher Judy Willis, concentrated study of "20 to 30 minutes for middle and high school students calls for a three-to-five-minute break."

Regardless of attention spans, brain breaks can prevent older students from feeling overwhelmed and provide space for reflection, joy, and connection during a packed school day. They're also a crucial part of the learning process.

"According to one popular school of thought, it's the active, repeated manipulation of material that lays the neural foundations for skill development," writes Youki Terada, Edutopia's research editor. But breaks are often misconstrued as a pause in the active learning process, instead of "the period when our brains compress and consolidate memories of what we just practiced," neuroscientist Leonardo Cohen and his team explain in a June 2021 study. In fact, Cohen continues, incorporating breaks into learning "plays just as important a role as practice in learning a new skill."

Brain "breaks" can take many different forms inside of the classroom, depending on the aim. To boost students' mood, Willis suggests activities that increase restorative neurotransmitters like dopamine: anything that involves "laughing, moving, listening to music, and interacting with peers." Likewise, brain breaks that incorporate physical activity not only provide a moment of stress relief for students but also increase the blood flow and oxygen supply to the brain-stimulating brain activity and helping students regain focus in the face of fatigue.

1. Thinking Outside the Box: On the board, provide students with the start of a doodle that they'll have to creatively transform into something unexpected. This can be anything from two lines to a squiggle or a half circle. To add in some student voice and choice, have volunteers suggest what the initial drawing prompt should look like. Sourced from Tina Centineo via X (formerly Twitter).

2. "Train Your Brain": A fun activity thatstarts by having students touch the tip of their nose with their right index finger and then touch their ear with their left hand index finger. Then have them switch the position of their hands, touching the tip of their nose with their left hand index finger and moving their right index finger to touch their ear. Kids should keep doing this until they can get it right, which may take only a few tries for some and much longer for others. To add an element of competition, see which student can do this activity for the longest without messing up. Sourced from PE teacher Matt Head via TikTok.

3. Would You Rather: Pair students up and have them discuss fun "would you rather" questions. Here are some examples of prompts:

Would you rather live in a world with no technology or a world with no nature?

Would you rather have the ability to speak with animals or the ability to speak all human languages fluently?

Would you rather have your favorite movie character as your best friend or your favorite book character as your sibling?

To add an element of movement, do this activity together as a class. Announce the prompt out loud, and have students go to one side of the room or the other to show which option they'd rather choose. A select couple of volunteers can raise their hands to explain their reasoning. Sourced from Education World.

9. What Is That?: Find a picture of something your class may never encounter in your subject area and display it for students to see. "I showed a physics class a murmuration of starlings but did not tell them what it was," explains former principal Peter Embleton. "No phones or computers, they had to figure out what was happening and why." This not only ignites student curiosity but may introduce your class to something they didn't previously know existed. Sourced from Peter Embleton via X.

11. 1, 2, 3, Math!: Similarly to rock, paper, scissors, students play against each other in pairs. After the players say "1, 2, 3, Math," each displays one, two, three, or four fingers in the palm of their hand. The first of the pair to correctly call out the sum of both players' fingers wins that round and a point. The first person to win three rounds is the champ. Sourced from: Lori Desautels.

13. Classwide Wordle: The word game that swept the nation is sure to keep your students on their toes. According to the game's website, you'll have six tries to guess the five-letter word of the day. The tile color changes depending on how close the guess is: A green tile means the letter "is in the word and in the correct spot," a yellow tile means the letter "is in the word but in the wrong spot," and a gray tile means the letter is not in the word at all. Try playing together as a class, and have students shout out their suggestions, voting on which ideas they like best. Sourced from Kim West via X.

14. 5, 4, 3, 2, 1: To keep kids alert during a long lesson, have them spend a couple of minutes stretching and moving around the room. Consider creating a short sequence of exercises that students can all do together to get their blood flowing-such as five high knees, four jumping jacks, three push-ups, two deep breaths, and one squat. Offering students the option to stand and do the sequence or alternatively sit and stretch in whatever way they choose ensures that this activity is inclusive and considers everyone in your classroom. Sourced from We Are Teachers.

15. Odd One Out: This Google Arts & Culture game challenges you to "guess the AI-generated imposter" among the artworks. You'll be presented with four images and have to guess which of the options was created by AI before time runs out. Compete all together as a class, or have students play together in small groups. This could inspire an interesting conversation around student perceptions and misconceptions of AI. Sourced from Tony Vincent via X.

17. Invisible Pictures: In groups of two, have one student "draw a picture in the air while their partner guesses what it is," writes assistant professor Lori Desautels. To give students a starting point, provide them with categories like foods, animals, or places, and then allow their creative minds to lead the way. For a bit of extra help, allow the guessing partner to ask one or two yes or no questions that will provide them with crucial context. Sourced from Lori Desautels.

# data[].attributes.attachment_link.title
17 Brain Breaks Tailored for High Schoolers

# data[].attributes.attachment_link.description
As high school students navigate more rigorous academic tasks and denser curricular material, the occasional 3-to-5-minute break delivers a wide range of benefits.

# data[].attributes.body
https://www.teachingbooks.net/Literary_Calendar.cgi

# data[].attributes.headline
Nonfiction Writing Techniques to Add to Your Teaching Repertoire

# data[].attributes.subject
Nonfiction Writing Techniques to Add to Your Teaching Repertoire

# data[].attributes.body
https://www.edutopia.org/article/techniques-add-nonfiction-writing-instruction
These text features are not often included in nonfiction writing instruction, but they’re important elements of expository writing.

# data[].attributes.attachment_link.readable_text
These text features are not often included in nonfiction writing instruction, but they're important elements of expository writing.

If you search the term text features in connection with any grade level between kindergarten and fifth grade, something curious happens: You're inundated with images of anchor charts that depict the same five to seven features over and over again: photographs with captions; diagrams with labels, glossaries, headings and subheadings, extra facts pages, a table of contents.

This similarity implies that we're also teaching the same text features repeatedly. And while these components are important-they make nonfiction writing more visually appealing and helpful when navigating expository text-there is little differentiation across grade levels if students are not exposed to new elements each year.

The current diet of nonfiction text features may not, then, be the best way to help students understand the purpose and creative power of this incredibly engaging part of nonfiction. To freshen your instructional approach, here are some ideas to share with students in order to help them expand their text feature repertoire as readers and writers.

In nonfiction writing, sidebars typically comprise one or two short paragraphs, separated from (and appearing next to) body text, in a box with supplementary material. Sidebars give writers an opportunity to expand on an idea while simultaneously deepening their reader's understanding.

Students might practice using sidebars in their writing in connection with a number of categories: highlighting myths versus facts, to share truths and misconceptions about a particular topic; to display a primary source document and explain how it connects to the content being discussed; to expand upon vocabulary, defining important terms or concepts for readers; to share modern-day viewpoints on historical events depicted in body paragraphs; or to expand readers' knowledge of a person, concept, or place in ways that don't fit into the main text. Of course, there are many other possibilities, and you might invite students to brainstorm their own use cases.

TALK TO THE READER

The talk to the reader text feature offers writers a way to add voice to informational writing and engage their reader through direct addresses written in the second person. This approach can help create mood in nonfiction writing and establish opportunities for writers and readers to practice making inferences in connection with the text.

Invite students to experiment with the second-person point of view through a "Speak for Yourself" activity. Ask them to give an animal, a biography subject, or an inanimate object a life of its own, to share its perspective, feelings, or life experiences, using a second-person point of view so that the subject speaks directly to readers. What must they intuit or consider as they take on the perspective of this subject?

You might also encourage students to ask questions of their reader(s). Ask them to create questions about the information that they present in their nonfiction piece, in the form of literal or inferential inquiries, or to craft "What would you do?" questions to extend readers' thinking.

Finally, ask writers to share advice with their readers about certain topics (e.g., what to eat while traveling in China; where to shop in New York City; how to carefully handle a boa constrictor; how to begin playing the guitar). Be sure this advice, written in the second person, directly connects to the facts included in students' nonfiction pieces.

QUOTATIONS

True words spoken by a subject are a great way to engage readers. Writers can collect quotations from experts in a particular field through research and news articles, primary source documents, or live original interviews.

Using quotations from experts assures readers that an author's research is valid and vetted. Quotations can also further explain a concept and enhance the voice of informational text, adding another layer-another element of storytelling-to the facts.

Ask writers to experiment with quotations by including them in headings and subheadings to give a hint as to what will follow in the next section or chapter of their text; in the introduction to shock, compel, or otherwise engage readers, pulling them into the rest of the piece; in the conclusion, to wrap up a main point or idea; or smack in the middle of body paragraphs to transition the reader from one section to another.

In nonfiction writing, text features have three main functions: They help a reader locate information, deepen understanding of information already presented, and extend or deepen knowledge in connection with the main topic. Using any or all of these text features will support students' crafting and using text features in a purposeful and potentially novel way, strengthening their writing and reading skills in the realm of nonfiction.

# data[].attributes.attachment_link.title
Nonfiction Writing Techniques to Add to Your Teaching Repertoire

# data[].attributes.attachment_link.description
These text features are not often included in nonfiction writing instruction, but they're important elements of expository writing.

# data[].attributes.body
https://goblin.tools/
Magic ToDo

Breaking things down so you don't

# data[].attributes.attachment_link.description
All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

# data[].attributes.body
https://librarylearners.com/recipe-for-a-successful-storywalk/

# data[].attributes.attachment_link.readable_text
Thanks to Brenna Greer for writing this guest post about StoryWalks!®

According to PJ Hamel of King Arthur Baking Company, banana bread is the most searched for bread recipe in the United States. If you're anything like me, you have a favorite basic recipe for banana bread, but change it up a bit depending on what's in your pantry or what your tastes are on a given day. Putting a StoryWalk® together for your students is just like making banana bread. You can follow my recipe as is OR you might need to make some substitutions or additions based on your situation or preferences.

Before diving into my recipe, it is important to note that I came across the original recipe for a StoryWalk®, created by Anne Fergeson, several years ago. However, it wasn't until the 2021-22 school year, in the wake of the COVID-19 pandemic, that I assembled one for my students as a means of encouraging outdoor movement and getting out in the fresh air. Since then, I've organized four StoryWalks® for my students, continuously refining and adapting my recipe throughout the process.

Ingredients (MATERIALS) for a StoryWalk (R)

1. two (or more) copies of the book

2. 12 x 18 construction paper, approximately 30 sheets

3. glue

4. binder clips (other options: zip ties, double sided tape, Velcro, FunTac)

5. paper or sticky notes

Optional:

1. 14 x 18 corrugated blank signs & H Frame (like this), approximately 25

2. laminator

3. post-StoryWalk® activity

Procedure for a StoryWalk

1. Choose a book to be featured in your StoryWalk®.

2. Assemble the pages of the book on sheets of construction paper.

To do this you'll need to deconstruct the books. I would suggest doing it one or two pages at a time. Lay out the spreads on the construction paper (one page will be from one book, the other page will be from the second copy.)

Add discussion questions as you see fit.

I try to spread the questions out to every 3-5 spreads so as not to cause a back-up when the students are doing the walk.

Glue the book pages & discussion questions onto the construction paper.

If you prefer, you can write the discussion questions on sticky notes and attach them after laminating.

Number the pieces of construction paper.

This will help ensure that they are in the proper order, especially if they get mixed up.

1. Laminate each piece of construction paper.

2. Set-up your StoryWalk®.

If you are using the corrugated signs, secure the construction paper pages to the sign using binder clips or your adhesive of choice.
Where should I set up my StoryWalk®?
Generally, I set up my StoryWalk® outside along a path behind our school, using corrugated signs. However, during the winter walk, I encountered frozen ground, which made it impossible to use the stakes. I improvised by using binder clips to secure the pages to a fence. On a rainy day, I moved the walk inside the library and utilized magnets to secure the pages to metal shelving. Additionally, a colleague of mine set up her StoryWalk® in the school hallway by propping up the signs along the wall. Flexibility is key to adapting the setup based on weather and available resources.
Does this violate copyright laws?
No, it doesn't. As long as you purchase two copies of the book, you are allowed to use them in this manner. However, keep in mind that altering the pages in any way is not permitted.

Additionally, remember to give credit to the original creator of the StoryWalk® by including a sign at the beginning or end. It's an excellent opportunity to engage your students in discussions about copyright and fair use.
Where do you get your books?
I frequently order my books from Scholastic, as they offer paperbacks for less than $5 each. However, you can get the books from your preferred book vendor.
What titles do you suggest?
When selecting titles, I aim for books that are accessible to most students in grades 1-5 while also containing messages or lessons that older students can relate to on a deeper level. Some successful books I've used include Exclamation Mark by Amy Krouse Rosenthal & Tom Lichtenheld, The Very Impatient Caterpillar by Ross Burach, How to Catch a Snowman by Adam Wallace & Andy Elkerton, and by Ame Dyckman & Dan Yaccarino. Additionally, consider enlisting the help of older students as story guides for the younger ones, allowing them to help read the story and facilitate discussions.
Those corrugated signs are expensive! What are my options?
If the cost of corrugated signs is a concern, consider seeking support from your school's PTO or approaching local businesses such as Home Depot, Lowe's, Staples, hardware stores, real estate companies, or sign makers to inquire about discounts or potential donations. Alternatively, you can use wooden stakes, which are a more budget-friendly option, but you'll need to use a thicker material than construction paper to mount the book.
What do the students do while they're waiting for their classmates to finish the StoryWalk®?
While waiting for their classmates to complete the StoryWalk®, I usually have a fun and engaging activity planned for them. For instance, after reading Exclamation Mark, we did punctuation mark yoga (make up poses that correspond with punctuation marks), and for The Very Impatient Caterpillar, students worked on a StickTogether or butterfly coloring sheets. After enjoying How to Catch a Snowman, we had a snow-themed dance party, and for BOY + BOT, they could either explore books about robots and friendship or get creative by building a robot using gears. My suggestion is to keep any follow-up activity simple yet meaningful to keep the excitement and learning going.

CONCLUSION

Just like baking a delicious banana bread, putting together a StoryWalk® requires some planning and preparation, but the end result is truly worth the effort! The students' excitement is remarkable. They not only get to enjoy physical activity and the great outdoors, but also have the joy of reading and discussing delightful books with their classmates, leading to genuine engagement. It's a fulfilling experience that leaves everyone involved feeling energized and thrilled, just like savoring a warm slice of freshly baked banana bread.

The links provided in this post are for convenience and informative purposes only. I have no affiliation with any of the companies or organizations.

Many Thanks to Our Guest Author!

Brenna Greer is about to embark on her 20th year as an elementary school librarian at Robertsville Elementary School in Morganville, NJ. She loves reading by the water and baking & eating banana bread. You can follow her on Twitter or Instagram @greerslibrary.

# data[].attributes.attachment_link.title
Recipe for a Successful StoryWalk® - Library Learners

# data[].attributes.attachment_link.description
Learn how to create a successful StoryWalk at your school to promote reading outdoors! Details in this blog post on the Library Learners blog.

# data[].attributes.body
Tap into rigorous problem-solving and critical thinking with these playful math brain teasers for middle and high school students.

# data[].attributes.attachment_link.description
Tap into rigorous problem-solving and critical thinking with these playful math brain teasers for middle and high school students.

# data[].attributes.headline
DIY Period Power: How to Create a First Period Kit for Your Mighty Girl

# data[].attributes.subject
DIY Period Power: How to Create a First Period Kit for Your Mighty Girl

# data[].attributes.body
https://www.amightygirl.com/blog?p=26183

# data[].attributes.headline
Keeping Your Library Collection Smelling F.R.E.S.H! 

# data[].attributes.subject
Keeping Your Library Collection Smelling F.R.E.S.H! 

# data[].attributes.attachment_link.readable_text
Yesterday I had the opportunity to work with a fun group of librarians in the northern part of my state who had some questions about weeding. Specifically, they were concerned about getting rid of old materials when their collections are already small and there's no money to replace the discards with shiny new replacements.

I understand this concern, but when it comes to weeding, I err on the side of less being more. To me, these are the major problems with holding onto old, out of date, musty materials:

Out of date materials can be dangerous. When I eliminated my reference section (which might have been my first year as a school librarian), I found a book that said, "scientists do not believe HIV is transmitted through sexual content." No joke. Now... I ended up giving that book to a science teacher who wanted to use it as a teaching tool when discussing the learning curve associated with contagious diseases. In that situation, that book was an awesome resource. But on a library shelf, it's like a loaded gun. That kind of misinformation can do serious harm. There's no place for out of date materials on our shelves.

Out of date materials are often text feature poor. Today's high quality, non-fiction texts are rich with features that not only help kids understand the content, but that also help them understand how language and design can be used to increase understanding. Older texts simply weren't written that way and often no longer serve the needs of today's learners.

Readers DO judge a book by its cover. An important part of our job is to connect readers with materials that make them want to read MORE! Books that are in disrepair or that look like something your grandma would consider an antique, aren't motivating anyone - but especially not to today's young readers.

Books reflect the times in which they were written. Some older texts may contain language or plot lines rooted in stereotypes or prejudices that might have been perfectly acceptable at the time they were written, but that are now recognized as offensive. Not only do we have to make sure that our non-fiction texts reflect equitable and up to date view points, we need to make sure that our fiction collections afford every child in the school the opportunity to see themselves depicted in fair and accurate ways.

An old, irrelevant and out of date collection sends the message that we're all of those things too. Our collections are a reflection of what we value and are about. I'd rather have just a few shelves made of awesome than thousands of titles that send the message that my library is still in the dark ages. Holding onto dinosaurs will only make some folks think you're one too.

I know what you're thinking. "But Jennifer... if I discard all of my old books, there won't be anything left!?!" Well... I'm pretty sure that's not 100% accurate. But even if it is, here's my answer:

So what?

We are not archivists. We are educators. We are not curators of book museums. We are conduits of information. Our job is to connect our patrons (be they students or teachers or other members of our school community) with the BEST resources available. And, let's face it, we live in a time when there are lots and lots of alternatives to old and outdated. Look, I'm not advocating that we toss out all of our print resources for digital ones, but I am saying that it's time we start thinking of our collections as blended spaces - made up of print, digital, physical and human resources. If we do that, making the choice between a good resource and a bad one becomes a little bit easier.

Anyway, as a part of this work, I stumbled upon this gem of a video in which the CSLA Book Cart Drill Team (a couple of asides: a) why have I never heard of a "book cart drill team" and b) how can I join one?) speaks some truth about weeding in song/dance number set to Michael Jackson's "Beat It." It's brilliant. And the lyrics (which can be found just below the video) are priceless. Which, in turn, inspired me to make this flyer to help those who are struggling with whether or not it's time to get rid of a particular book.

As always, you can find a hi-res version of this flyer here. Once again, I used the app Art Studio for iPad to draw the avatar, but relied on Comic Life to create the flyer itself. And since it (like everything I post here) is licensed as Creative Commons, you should feel free to use and share it as you see fit.

Yesterday I had the opportunity to work with a fun group of librarians in the northern part of my state who had some questions about weeding. Specifically, they were concerned about getting rid of old materials when their collections are already small and there's no money to replace the discards with shiny new replacements.

I understand this concern, but when it comes to weeding, I err on the side of less being more. To me, these are the major problems with holding onto old, out of date, musty materials:

Out of date materials can be dangerous. When I eliminated my reference section (which might have been my first year as a school librarian), I found a book that said, "scientists do not believe HIV is transmitted through sexual content." No joke. Now... I ended up giving that book to a science teacher who wanted to use it as a teaching tool when discussing the learning curve associated with contagious diseases. In that situation, that book was an awesome resource. But on a library shelf, it's like a loaded gun. That kind of misinformation can do serious harm. There's no place for out of date materials on our shelves.

Out of date materials are often text feature poor. Today's high quality, non-fiction texts are rich with features that not only help kids understand the content, but that also help them understand how language and design can be used to increase understanding. Older texts simply weren't written that way and often no longer serve the needs of today's learners.

Readers DO judge a book by its cover. An important part of our job is to connect readers with materials that make them want to read MORE! Books that are in disrepair or that look like something your grandma would consider an antique, aren't motivating anyone - but especially not to today's young readers.

Books reflect the times in which they were written. Some older texts may contain language or plot lines rooted in stereotypes or prejudices that might have been perfectly acceptable at the time they were written, but that are now recognized as offensive. Not only do we have to make sure that our non-fiction texts reflect equitable and up to date view points, we need to make sure that our fiction collections afford every child in the school the opportunity to see themselves depicted in fair and accurate ways.

An old, irrelevant and out of date collection sends the message that we're all of those things too. Our collections are a reflection of what we value and are about. I'd rather have just a few shelves made of awesome than thousands of titles that send the message that my library is still in the dark ages. Holding onto dinosaurs will only make some folks think you're one too.

I know what you're thinking. "But Jennifer... if I discard all of my old books, there won't be anything left!?!" Well... I'm pretty sure that's not 100% accurate. But even if it is, here's my answer:

So what?

We are not archivists. We are educators. We are not curators of book museums. We are conduits of information. Our job is to connect our patrons (be they students or teachers or other members of our school community) with the BEST resources available. And, let's face it, we live in a time when there are lots and lots of alternatives to old and outdated. Look, I'm not advocating that we toss out all of our print resources for digital ones, but I am saying that it's time we start thinking of our collections as blended spaces - made up of print, digital, physical and human resources. If we do that, making the choice between a good resource and a bad one becomes a little bit easier.

Anyway, as a part of this work, I stumbled upon this gem of a video in which the CSLA Book Cart Drill Team (a couple of asides: a) why have I never heard of a "book cart drill team" and b) how can I join one?) speaks some truth about weeding in song/dance number set to Michael Jackson's "Beat It." It's brilliant. And the lyrics (which can be found just below the video) are priceless. Which, in turn, inspired me to make this flyer to help those who are struggling with whether or not it's time to get rid of a particular book.

As always, you can find a hi-res version of this flyer here. Once again, I used the app Art Studio for iPad to draw the avatar, but relied on Comic Life to create the flyer itself. And since it (like everything I post here) is licensed as Creative Commons, you should feel free to use and share it as you see fit.

# data[].attributes.attachment_link.title
Keeping Your Library Collection Smelling F.R.E.S.H!

# data[].attributes.attachment_link.description
Yesterday I had the opportunity to work with a fun group of librarians in the northern part of my state who had some questions about weeding. Specifically, they were concerned about getting rid of old materials when their collections are already small and there's no money to replace the discards with shiny new replacements.

# data[].attributes.body
https://thenounproject.com/
Icons and Photos For Everything

# data[].attributes.attachment_link.title
Noun Project: Free Icons & Stock Photos for Everything

# data[].attributes.attachment_link.description
Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

# data[].attributes.body
https://unsplash.com/
The internet’s source for visuals.

Powered by creators everywhere.

# data[].attributes.attachment_link.title
Beautiful Free Images & Pictures | Unsplash

# data[].attributes.attachment_link.description
Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

# data[].attributes.body
https://www.pexels.com/
The best free stock photos, royalty free images & videos shared by creators.

# data[].attributes.headline
"What's Going on in This Picture" - New York Times

# data[].attributes.subject
"What's Going on in This Picture" - New York Times

# data[].attributes.body
Inference - using pictures

# data[].attributes.attachment_link.description
Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

# data[].attributes.headline
What Parents Misunderstand About Executive Function - ADDitude

# data[].attributes.subject
What Parents Misunderstand About Executive Function - ADDitude

# data[].attributes.attachment_link.readable_text
ADHD is a development delay in executive functioning.

Executive functioning is a term used to describe the processes that happen in the pre-frontal cortex of the brain - its operating system. Anybody who has ADHD has lagging executive function skills. Sometimes it can appear that they do not if they are really motivated and learn how to compensate early, but essentially ADHD is lagging executive function skills.

A child with ADHD has a two- to three-year delay in their executive function skills, which means a 7-year-old has the executive function skills of a 4- or 5-year-old. A 13-year-old's EF age is between 10 and 11, and a 19-year-old's EF age is about 16. Would you send a 16-year-old off to college? That is something you need to take into consideration when planning for post-high-school options, for example.

Your expectations for your son or daughter need to match their EF age. To help them improve their executive function skills, change the way you use language and implement strategies to build skills and cultivate independence. The sooner you start this, the better.

Kids cannot improve their executive function skills on their own by watching a webinar or reading a book. Parents have to create the scaffolding and change the way they use language if they want to see improvement in their child's EF skills.
[Free Download: Boost Your Teen's Executive Functions]
Executive Function Deficits Common in Kids with ADHD

1. Difficulty with self-directed talk, or what I call a child's 'brain coach.' We all have an internal dialog in our heads. When someone's brain works with ADHD, the volume on this brain coach is turned down too low if it's something that is not interesting to them.

2. Non-verbal working memory. Kids with ADHD have difficulty with future thinking skills, which is why it doesn't work to say, "If you do all your chores this week, you can have extra video game time this weekend." The time horizon is too far into the future for them, so the reward feels too abstract.
[Free Download: How Executive Dysfunctions Manifest at School]
If your child has ever done their homework but forgotten to hand it in, it's because she didn't visualize herself handing in the work. If your son just sits there in the morning and you have to guide him through each step of getting ready, it's because he's not visualizing himself doing that routine.

3. Sensing the passage of time. If your child ever lacks a sense of urgency or spends more time complaining about a chore than it would actually take to do the chore, that is because he has difficulty sensing the passage of time. Typical strategies like visual timers or checklists may keep a child on track, but it will not help them build stronger executive function skills.

4. Ability to sustain attention to non-preferred tasks or subjects. ADHD is not an inability to pay attention. When someone with ADHD finds something interesting, they can fully pay attention and even notice details that others don't see. That can really help them in life, particularly when they find a career path that works for them. If your son ever starts yelling at you and gets really upset when you tell him it's time to get off video games, that is not a behavior issue; it is an executive function - he wasn't prepared for the transition from a preferred task to a non-preferred task.

Common Misperceptions of Executive Function Among Parents

1. Intelligence has nothing to do with executive functioning, so please don't say things like "You're so smart; why do you always forget to hand in your homework?" It's also not helpful to say things like, "Think before you act," because you're asking your child to do something that their brain is not capable of doing yet.

2. Lagging executive function skills often appear behavioral in nature to the untrained eye. Counseling or talk therapy is not going to address lagging EF skills.

3. It's natural for parents of kids with ADHD to act as their executive functioning, but this creates prompt-dependence, which means kids become over-dependent on their parents to act as their executive functioning rather than developing their own. The problem with this is that it can further delay the development of EF skills. Kids learn that, if they act helpless, things will be done for them.

It's never too late for your son or daughter to improve their EF skills and develop independent. When kids realize their abilities and that they can do tasks independently, it builds their confidence.

WATCH THE FULL VIDEO BELOW

Executive Function and ADHD: Next Steps

DO YOU HAVE A QUESTION FOR RYAN WEXELBLATT?
Ask your question about ADHD in boys here!
Ryan Wexelblatt, LCSW is the facilitator of the ADHD Dude Facebook Group and YouTube channel.

# data[].attributes.attachment_link.title
What Parents Misunderstand About Executive Function

# data[].attributes.attachment_link.description
A 7-year-old with ADHD has the executive functioning skills of a 4- or 5-year-old. A 13-year-old's EF age is between 10 and 11. Your expectations for your child need to align with their EF age, and your strategies for scaffolding probably need to change accordingly.

# data[].attributes.body
Social and emotional herb gardens offer young students a sensory learning experience and a chance to explore their feelings.

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning (SEL)

Social and emotional herb gardens offer young students a sensory learning experience and a chance to explore their feelings.

Courtesy of Hannah Liberman

There are countless benefits to gardening with young children, including spending time in nature, experiencing life cycles in real time, and improving attention.

Herb gardening is an especially joyful way to get young children involved in the garden. The plants are easy to grow, are readily available at garden centers and nurseries, and offer a rich sensory experience of smells, colors, and tastes. Thanks to the connection between our senses and our emotions, herbs can offer us an enjoyable way to delve into social and emotional learning (SEL).

I learned about social and emotional herb gardens during a seminar with sustainability consultant Koh Ming Wei, who holds a PhD in sustainability education. Her lecture inspired me to try this project with my kindergarten class.

Getting Started

My first step was to select strong-smelling herbs that I thought my students could use in a variety of ways-in art projects, sachets, and herbal teas. I opted to use herbs that were easily purchased at a local nursery and that I could also buy in dried form at my local natural foods store. This proved important, since the children use many more dried leaves and flowers than our small, newly planted herb garden could provide.

Once I selected six plants (chamomile, lavender, mint, rosemary, lemon balm, and sage), my students worked together to plant them in a small trough in front of our classroom. As they reflected on the planting experience, students were already noting the ways in which gardening and interacting with herbs were impacting their energy.

One student reflected on preparing the transplant, saying, "It felt calm squeezing the plant's roots." Another noticed the smell of a plant's leaves and how it made them feel, saying that "it felt refreshing smelling the lemon balm."

Exploring Dried Herbs

After planting the seedlings, we invited the children to explore the dried form of our new plants. Since the plants were not yet established enough to harvest, I brought in dried herbs, and the children moved through the classroom, investigating each herb's scent.
Courtesy of Lesley Chapman
We gathered and asked the children to share any feelings they noticed as they smelled the herbs. Were any calming? Energizing? Children shared how the herbs made them feel, and then were invited to make sachets using herbs that felt calming and energizing.

Interestingly, the same scent inspired different feelings in different children. For example, some found lavender energizing, while others found it relaxing. Rather than try to teach children about the botanical properties of the different plants, we celebrated their individual experiences of each herb.

After creating calming and energizing sachets, the children wrote about their special blends. They drew and painted pictures of the herbs that they included in each sachet, labeling them, and recording how the herbs affected their emotions.

Children took home their two sachets, along with the art they created to accompany them. We encouraged families to find a way to include these tools in a quiet place, such as a basket next to a child's bed or another cozy area of the home. We kept extra sachets and artwork for our classroom Peace Place, where children are invited to reset their energy during the school day.

More Ways to Explore

After our initial planting and sensory exploration of the herbs, many children were interested in continuing their exploration of our herb garden.

Some chose to write and decorate frozen-pop sticks to label the plants growing in our garden. Others decorated wooden faces to show the emotions that each herb brought up for them and "planted" their faces near the corresponding herb in the garden. And still others kneaded herbs into a batch of plain salt dough, incorporating herbs and then creating faces showing how the herb made them feel.

As our herb garden matures and (hopefully) blooms, we are all excited to harvest and dry herbs to use in next year's explorations. The children are also looking forward to using their homegrown herbs to create custom tea blends to enjoy during our classroom tea parties. There are a multitude of opportunities to explore our experiences through writing: recording recipes, journaling about experiences, writing labels for our tea blends, and more.

Just six plants have provided our class with many hours of joyful investigation and exploration. Children have gotten their hands dirty, worked hard applying their writing to a real-world context, and developed a richer vocabulary for their emotional states. As the days get longer and our plants become more established, our social and emotional herb garden is sure to provide countless more opportunities for learning.

# data[].attributes.attachment_link.description
Social & Emotional Learning (SEL) Social and emotional herb gardens offer young students a sensory learning experience and a chance to explore their feelings. Courtesy of Hannah Liberman There are countless benefits to gardening with young children, including spending time in nature, experiencing life cycles in real time, and improving attention.

# data[].attributes.attachment_link.readable_text
Students create colorful Pixel Art on our FREE Pixel Art interface, and download a coded worksheet of their creation. Then they 'sticker' their creations, using the Original (17 color) Color Key as a guide. Or switch and swap worksheets and have them 'sticker' each others' creations. It's a great way to use leftover stickers. And if you run out of stickers, you can find Pixel Art Sticker Packs in our shop.

# data[].attributes.attachment_link.description
Pixel Art Students create colorful Pixel Art on our FREE Pixel Art interface, and download a coded worksheet of their creation. Then they 'sticker' their creations, using the Original (17 color) Color Key as a guide. Or switch and swap worksheets and have them 'sticker' each others' creations.

# data[].attributes.attachment_link.title
Join Us For The Global Pixel Art Portrait Mural With Other Students & Communities From Around The World!

# data[].attributes.attachment_link.description
A library and education blog and place to be heard through creating, technology, connecting, reading, collaborating and noise.

# data[].attributes.attachment_link.readable_text
Students create colorful Pixel Art on our FREE Pixel Art interface, and download a coded worksheet of their creation. Then they 'sticker' their creations, using the Original (17 color) Color Key as a guide. Or switch and swap worksheets and have them 'sticker' each others' creations. It's a great way to use leftover stickers. And if you run out of stickers, you can find Pixel Art Sticker Packs in our shop.

# data[].attributes.attachment_link.description
Pixel Art Students create colorful Pixel Art on our FREE Pixel Art interface, and download a coded worksheet of their creation. Then they 'sticker' their creations, using the Original (17 color) Color Key as a guide. Or switch and swap worksheets and have them 'sticker' each others' creations.

# data[].attributes.attachment_link.title
Join Us For The Global Pixel Art Portrait Mural With Other Students & Communities From Around The World!

# data[].attributes.attachment_link.description
A library and education blog and place to be heard through creating, technology, connecting, reading, collaborating and noise.

# data[].attributes.headline
Spartan Stadium Falcon Cam MSU Fisheries and Wildlife Club

# data[].attributes.subject
Spartan Stadium Falcon Cam MSU Fisheries and Wildlife Club

# data[].attributes.headline
Jill Work, budget STEAM/maker projects(and other less-budget-minded elementary curricula)

# data[].attributes.subject
Jill Work, budget STEAM/maker projects(and other less-budget-minded elementary curricula)

# data[].attributes.headline
3 Tips for Guiding Students to Grow in Math With Error Analysis

# data[].attributes.subject
3 Tips for Guiding Students to Grow in Math With Error Analysis

# data[].attributes.body
Working backward to identify errors in solved math problems encourages students to adopt a growth mindset.

# data[].attributes.attachment_link.readable_text
Working backward to identify errors in solved math problems encourages students to adopt a growth mindset.

It's widely acceptable for students and even adults to say, "I'm not good at math." Far more acceptable than saying, "I'm not good at reading." I've spent countless hours wondering why that is. What I've come to is that somewhere along their educational journey, the math naysayers were not celebrated when they made mistakes in the math classroom.

Making a mistake in front of others is nerve-racking for anyone, especially a student in front of their peers. But it doesn't have to be! Not if mistake making is celebrated. We must create brave spaces where students trust that they will not be put down when they take intellectual risks and make mistakes.

We have all been conditioned to believe that getting the right answer to a math problem means that you're " good at math." Students who get the right answer are celebrated. We know through research that our brain grows more when we make mistakes than when we simply get a problem correct. Convincing students of this will take time and a fundamental mindset shift.

Students need a growth mindset to see the good in mistakes. Teachers can design lessons that support the belief that mistakes are beautiful and need to be celebrated. The strategy most prominent in my math teacher's classrooms is the use of error analysis.

Using error analysis in the math classroom requires students to work backward. Rather than solving a math problem, students are given a solved problem that contains errors. Students examine the problem, identify any errors made in solving it, justify their reasoning, and solve the problem correctly. These problems often contain conceptual errors and/or computational errors.

3 Ways to Use Error Analysis

1. Error analysis is a great way to generate student discussion. After giving students a traditional math problem, it's difficult to have a pair or group discussion immediately because students often need to solve the problem on their own first; I know I do. The discussions that follow tend to center around the steps they used to find their solution.

With error analysis, a pair or group of students can be given a solved problem and immediately begin having a discussion about what they've noticed. They are able to talk about the types of mistakes they identified and why the person solving the problem may have made that mistake. These types of discussions in math truly allow students to understand how problems are solved, and they promote strategic thinking.

2. The place mat strategy is a wonderful vehicle for error analysis. The place mat strategy, often utilized in humanities classes, calls for groups of four students to respond to a given prompt independently. They take turns sharing their responses. The group synthesizes their individual contributions into a final group response that is composed of all members' initial responses.

Adapting this strategy for math, the prompt is replaced with a completely solved math problem containing a series of computational and/or conceptual errors. Students analyze the problem and identify as many mistakes as they can find. Each member of the group shares their findings and reasons why they believe an error was made. The group synthesizes their findings and then uses those findings to correctly solve the problem.

Following the place mat activity, one member of each group is selected to share out about the group's process, findings, and solution. By randomly selecting the presenting student, the whole group must take ownership for their work together and be prepared to speak about it. Students who are nervous about presenting are reminded that even if they're wrong, mistakes are how we learn. Our class norms are to support each other, not ridicule one another.

The place mat strategy also works really well for multiple choice questions. The question is placed in the middle of the group without the answer choices. Each student is provided one of the answer choices but cannot see their group mates' answer choices. Individuals must decide if their answer choice could be the correct answer and justify their reasoning to the group. As a team, they must determine whose answer is correct and place that in the middle.

Groups can then present their question to the whole class and explain how they determined the correct answer. Using the multiple choice format, students are given the opportunity to practice logical thinking and problem-solving skills that are helpful when answering multiple choice questions on high-stakes exams.

3. Error analysis works well as a formative assessment. One challenge of error analysis is the time it takes for teachers to create erroneously solved problems. This is where using error analysis as a peer assessment strategy comes in. You can utilize the work completed by your students as your problem set for error analysis.

You give the class a problem to solve independently, and then pairs swap papers and conduct an error analysis of their peers' response. Sometimes they will find errors and be able to provide feedback on the mistakes found, but sometimes the problem will be completely correct. In this case, they can articulate how they proved that their peers' answer was correct.

Following classwork time, you can also review student responses and identify common misconceptions. Then take a photo of a student's response (without their name) and pose this as an error analysis for your "do now" the next day.

After exams, some teachers provide their students an opportunity to earn points back through test corrections. Error analysis can be a great strategy for these mastery opportunities. Task students to complete a self-assessment of their own test by analyzing the questions they got wrong, identifying their mistakes, determining why they made that mistake, and figuring out the correct way to do the problem.

Error analysis in the math classroom reinforces the idea that mistakes are beautiful and that learning from your mistakes is more important than getting the right answer the first time.

# data[].attributes.attachment_link.title
3 Tips for Guiding Students to Grow in Math With Error Analysis

# data[].attributes.attachment_link.description
Working backward to identify errors in solved math problems encourages students to adopt a growth mindset. It's widely acceptable for students and even adults to say, "I'm not good at math." Far more acceptable than saying, "I'm not good at reading." I've spent countless hours wondering why that is.

# data[].attributes.attachment_link.readable_text
When you've got a few minutes left before the period ends, it's only normal to wonder: Do my students really understand what we covered? Do they remember what we started with, as well as what we just discussed?

While cleaning up and going over homework assignments often take up those final moments of class time, effective closing activities allow you to make better use of them by checking for understanding, correcting misunderstandings, and putting a little fun into the process to motivate your students to make sense of what they've just learned.

Closing activities don't need to happen every day, and they don't always require lots of advanced planning. They can occur at the end of a chapter, or even at the end of a large learning unit, and can also take various forms-incorporating movement, technology, and even components of social and emotional learning to build a stronger classroom community.

Here are 10 creative and fun closing activities we sourced from experienced teachers that you can try in your classroom.

1. Two-Dollar Summary: Ask students to write a two-dollar (or more) summary of the lesson they've just learned. Each word they use is worth 10 cents. For extra scaffolding, ask students to include specific words in their statement. For a twist on this, ask students to explain something as if they were teaching it to a first grade student. This will also push them to simplify complex ideas for themselves and therefore understand them better.

For a different spin on this, try educator Sarah Frisby Cook's "six-word summary" of the most important idea or concept. On Facebook, Cook told Edutopia that because students are limited in word choice, "they really have to think about what is most crucial to say."

6. Video Journals: Educator John Thomas uses the free app ChatterPix to get students creating and sharing video journals describing what they've learned. Because this can take a little time to create, this strategy might be best suited as a wrap-up activity at the end of a unit. The videos are playful and fun, and can easily be posted to classroom platforms like Seesaw.

8. Quiz the Next Class: Nikki Cobb-Struzynski gets her students to use the free platform Kahoot! to come up with quiz questions and multiple choice answers to give to their peers studying the same material in other classes. Recent research suggests that generating good questions promotes deeper engagement with content and improves retention. When a person formulates a question, "One has to reflect what one has learned and how an appropriate knowledge question can be inferred from this knowledge," University of Kassel researcher Mirjam Ebersbach told Edutopia.

9. Make Your Classroom a Beach: This activity will get students out of their seats and sharing with the whole class. Educator Eman Bekheet told Edutopia that she writes reflective questions on a beach ball using dry erase markers. Questions might include things like: "What is one thing you learned during today's lesson?" or "What was challenging about today's lesson?"

As the ball bounces around the room, you can come up with a mechanism for deciding which question they have to answer out loud-such as the question their left thumb is touching, or the very first question they see. Use the responses to generate further discussion about the day's lesson.

The Human Bar Graph is another twist that gets students moving. Label points along a line drawn on the floor or across a wall that show different levels of mastery: I'm confused, I'm okay, I got this. Ask students to stand where they feel most comfortable. This exercise requires a certain level of vulnerability, so it's best to try it once you built some trust with students.

# data[].attributes.attachment_link.description
Instead of cleaning up or going over homework assignments, try these creative activities that can help students make sense of new material-and have fun in the process.

# data[].attributes.body
tech and no-tech ways of presenting or reviewing with students

# data[].attributes.headline
17 Tools for Creating Mind Maps and Concept Maps 

# data[].attributes.subject
17 Tools for Creating Mind Maps and Concept Maps 

# data[].attributes.attachment_link.title
17 Tools for Creating Mind Maps and Concept Maps

# data[].attributes.headline
Physical Education Activities for Pi Day

# data[].attributes.subject
Physical Education Activities for Pi Day

# data[].attributes.attachment_link.readable_text
Pi Day is just one week away (as is the start of my new course). In recent years I've shared some video lessons about Pi Day and some hands-on Pi Day lesson ideas. This year I'd like to highlight some physical education activities for Pi Day.

OPEN Phys Ed offers five free physical education lesson plans centered around Pi Day. The lesson plans are designed to be used in elementary school and middle school. The five Pi Day lesson plans offered by OPEN are:

To access the lesson plans you do need to register for a free OPEN Phys Ed account. Once you have an account you can download the lesson plans for free as PDFs and Word documents. One of the things that I've always appreciated about OPEN Phys Ed's lesson plans is that they can be easily modified to make sure that all students can participate. Additionally, these are activities that encourage participation from students who might not be inclined to participate in "traditional" physical education games.

# data[].attributes.attachment_link.title
Physical Education Activities for Pi Day

# data[].attributes.attachment_link.description
Pi Day is just one week away (as is the start of my new course). In recent years I've shared some video lessons about Pi Day and some hands-on Pi Day lesson ideas. This year I'd like to highlight some physical education activities for Pi Day.

# data[].attributes.headline
14 Fiction and Nonfiction Books to Celebrate Pi Day

# data[].attributes.subject
14 Fiction and Nonfiction Books to Celebrate Pi Day

# data[].attributes.attachment_link.readable_text
March 14th is Pi Day. From early readers who are still learning how to count to middle graders who might be ready to recite the first ten digits of this irrational number, Pi Day is a fun opportunity to get young readers excited about math. Here are 14 books to help mark the occasion.

March 14th is Pi Day, celebrated in honor of the first three digits (3.14) of the constant (π) representing a circle's circumference divided by its diameter. From early readers who are still learning how to count to middle graders who might be ready to recite the first ten digits of this irrational number, Pi Day is a fun opportunity to get young readers excited about math. Here are 14 books to help mark the occasion.

Much Ado About Baseball by Rajani LaRocca. little bee. ISBN 9781499811018.
Gr 5-7 -After moving to Comity, 12-year-old Trish Das worries about being accepted as the only girl on her baseball team. Making matters worse, Trish's math puzzle competition rival Ben Messina plays on the same team. A relatable sports plot about rivalry, teamwork, and forgiveness is elevated by lyrical descriptive writing and the unique intersection of mathematics and nature in the book's puzzles, which readers will be eager to solve.

Mammoth Math: Everything You Need to Know About Numbers by David Macaulay. illus. by author. DK. ISBN 9780744056112.
Gr 2-6 -Macaulay lays out spread after spread of addition, subtraction, multiplication, division, yes, but also Fibonacci sequence, scaling, Venn diagrams, Pascal's triangle, telling time, magic shapes, rounding, estimates, data handling, codes, using a compass, and more. And it's funny: if the goal is first to entertain, any browser will be quickly hooked. Most of the information in the volume is instantly digestible and absolutely unforgettable, and that's saying something.

by Wendy Mass. Little, Brown. ISBN 9780316089166.
Gr 5-8 -In this outer-space adventure, Joss is the billions-year-old seventh son of the Supreme Overlord of the Universe. He's charged with delivering pies that contain "the fundamental forces of nature" in his home, "The Realms," which are located in dark matter. The thought-provoking quotes from a variety of great thinkers at the onset of each chapter and the subject matter make this a unique, mind-stretching title for science-fiction lovers, and the entertaining high jinks and evolving relationship between Joss and Annika give it an even wider appeal.

The Girl with a Mind for Math: The Story of Raye Montague by Julia Finley Mosca. illus. by Daniel Rieley. Innovation Pr. ISBN 9781943147427.
K-Gr 2 -A picture book biography on the life and work of engineer and computer analyst Raye Montague. Shunted into a business degree when she had hoped to study engineering, Montague's first job out of college was as a typist for the Navy. She observed closely, took night classes, and, one day when the entire white male engineering staff called out sick, seized the opportunity to demonstrate her mastery by completing their tasks as well as her own.

One Is a Piñata: A Book of Numbers by Roseanne Greenfield Thong. illus. by John Parra. Chronicle. ISBN 9781452155845.
PreS-Gr 1-This companion to Green Is a Chile Pepper and Round Is a Tortilla makes learning numbers in English and in Spanish a fun fiesta for young readers. Through rhyming stanzas, children can count from one to 10, using bolillos, burbujas, paraguas, and calaveras along the way. Each number has its own theme, representing a year's worth of seasonal pastimes and festivals. The book is playful and fun to read and offers plenty of opportunities for bilingual vocabulary development, incorporating recognizable symbols of Latinx cultural heritage.

Get Print. Get Digital. Get Both!

Libraries are always evolving. Stay ahead. Log In.

# data[].attributes.attachment_link.title
14 Fiction and Nonfiction Books to Celebrate Pi Day

# data[].attributes.attachment_link.description
March 14th is Pi Day. From early readers who are still learning how to count to middle graders who might be ready to recite the first ten digits of this irrational number, Pi Day is a fun opportunity to get young readers excited about math. Here are 14 books to help mark the occasion.

# data[].attributes.headline
Incorporating Vision Boards in World Language Classes

# data[].attributes.subject
Incorporating Vision Boards in World Language Classes

# data[].attributes.body
Creating a vision board guides students to contemplate their life goals and work on the target language.

# data[].attributes.attachment_link.readable_text
Creating a vision board guides students to contemplate their life goals and work on the target language.

As a veteran educator, I find myself constantly in search of ways to feel inspired. Last year, I created a vision board as part of a workshop focused on teacher wellness. With a pair of scissors, a poster board, a glue stick, and some decorative scrapbook paper, I spent the day looking through stacks of magazines and newspapers, cutting out words or images that stood out to me.

As the workshop facilitator advised, I focused on the words and images that caught my eye and reflected my goals and aspirations. The experience was more powerful and meaningful than I could have imagined and immediately got me thinking about how I could adapt this to my world language classroom.

The last few years, I have noticed on several occasions that my high school students still enjoy and appreciate opportunities to be creative in the classroom. Their faces light up anytime I bring out colored pencils or markers.

It's no secret that our students-just like their teachers-are often overwhelmed and overscheduled and would greatly benefit from partaking in more wellness- and mindfulness-oriented activities. So, a crafty and artsy project like this one was likely to appeal to them. Scissors, glue sticks, magazines, newspapers, decorative scrapbook paper, and small poster boards were all the materials needed.

An Analog Activity

While I fleetingly considered having students create a digital vision board, I felt that there was value in the acts of physically cutting out the words and images and arranging them on the poster. I liked the idea that there would be no computer- or internet-related distractions during the project, so that all of my students could mindfully engage in it and appreciate the textures and other sensory elements involved. I also wanted them to be able to display their handmade creations at home.

After showing the students my model and explaining my own vision board, I first asked my students to home in on their goals. Just as the facilitator had done in my workshop, I encouraged them to find the words and images that inspired them or conveyed their goals in some way.

Combining Vision Boards and Language Learning

The main challenge then became, how could I infuse language learning into this task?

I knew that I could try to get my hands on as many magazines and newspapers in Spanish as I could, but that didn't seem like the most practical option. I decided that as students were working and crafting, I would informally check in with each of them to ask them what images or text they were selecting and how they were inspired. However, I quickly determined that the opportunity for rich language use would come into play once the vision boards were created.

In an effort to practice the future and conditional tenses in my intermediate-level Spanish classes, I would have them use their vision boards as the basis for a presentational speaking activity. Providing students with modeled examples was important, and since I had made my own vision board, I was able to do that.

I started off by pointing to the word "travel" because I plan to travel to a variety of different countries in the future to experience new cultures. I explained that I hope to visit Japan and also would love to revisit Spain, France, and England. I then pointed to the phrase "the bright side" because it encourages me to maintain a positive mindset even amid obstacles. The next time I am feeling stressed or overwhelmed, I will look at this phrase and I will remember to just breathe and find the silver lining in any negative situation.

Following my model, I encouraged them to go about their presentations in this way while incorporating a variety of transitional phrases. I arranged them into groups of three or four and set the timer, giving each student two to three minutes to speak about their vision boards and how their images or text represented their future goals.

An interpersonal element would be added after each member of the group was finished showing and presenting their vision board. I instructed that every student needed to formulate a specific question to ask each group member about their specific board. Once the interpersonal Q&A was complete, as the final task, I would have students write a brief reflection explaining what inspired them or intrigued them from their group mates' vision boards and why, which we could later share as a class.

This vision board project became a mini-unit unto itself to be broken up over several days' lessons. Additionally, the logistics of the presentational component could be altered-rather than having students present in groups, they could do so individually in front of the class or through a recording. They could also create a piece of presentational writing about their vision board in which they wrote about their hopes, dreams, goals, and future plans rather than speaking about them.

Although the tasks can be varied in countless ways, the foundational piece of creating the vision board is immensely meaningful to students and can give way to authentic target language use. This allows you to reach and engage all of your learners while giving them a rare chance to slow down and reflect on what inspires them.

# data[].attributes.attachment_link.title
Incorporating Vision Boards in World Language Classes

# data[].attributes.attachment_link.description
Creating a vision board guides students to contemplate their life goals and work on the target language. As a veteran educator, I find myself constantly in search of ways to feel inspired. Last year, I created a vision board as part of a workshop focused on teacher wellness.

# data[].attributes.body
https://wpvip.edutopia.org/wp-content/uploads/2022/10/edutopia-finley-53-ways-to-check-understanding-2016-1.pdf

# data[].attributes.body
An offline version of Twitter helps with both social and emotional learning and formative assessment.

# data[].attributes.attachment_link.description
An offline version of Twitter helps with both social and emotional learning and formative assessment.

# data[].attributes.body
letters appearing as capitalized letters on the keyboard.

# data[].attributes.attachment_link.readable_text
My oldest daughter is in Kindergarten this year. Recently, she started using a Chromebook in her classroom. The Chromebook that she uses at school is different from the one we have at home. The difference is minor for most of us, but it's huge for kids her age. That difference is found on the keyboard.

The Chromebook that my daughter uses at school has all of the letters appearing as capitalized letters on the keyboard. For example, the letter a appears as "A" and the letter q appears as "Q." That is accomplished through the use of a Chromebook keyboard overlay. The Chromebook that we have at home doesn't have an overlay and therefore the keys appear in all lowercase letters.

The trouble with a keyboard that appears in all lowercase letters is that the letters "a" and "q" don't appear to a Kindergarten student in the same way that they do when handwritten. I only noticed this last week when my daughter wanted to practice typing her full name which includes the letters a and q. She initially struggled because she couldn't find the a and q keys until I showed them to her. At which point she argued with me that "a" wasn't "written the right way."

My daughter now recognizes all "a" as an a on the keyboard, but it wasn't without a bit of struggle.

# data[].attributes.attachment_link.description
My oldest daughter is in Kindergarten this year. Recently, she started using a Chromebook in her classroom. The Chromebook that she uses at school is different from the one we have at home. The difference is minor for most of us, but it's huge for kids her age.