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To learn about my multilingual learners' resources, I will have conversations, observe, and hear their thoughts when they are doing table group conversations or partners. They will have a chance to teach us about themselves and how they think. For example, in math, we would not just want the answer to the problem. We would want to think a little bit deeper and have them explain how they did this in their head or how they did it on their paper. I like to have students take part in teaching each other, and I like to have them come up to the board and explain their thinking. I really enjoy having them come up and use the classroom microphone and read from the projector to their peers. As the class gets to know each other, we will be diving into not just the topics that we have to cover, but we will always make some time to make those connections with their life and activities they do after school or on the weekends.

Through email, I like to send a weekly newsletter on topics that we have been talking about that week. We also have a digital platform called TESAW in which I post pictures and videos of things that we might be doing at school. I also like to send a PDF of the chapters that we have read from our reader so they can have time and practice at home. I also send the unit overview home with them, which has what we are going to cover and even questions that they can ask their child to probe their thinking on something that may have gone on in school.

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4. Integration of literacies and disciplinary areas. 

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4. Integration of literacies and disciplinary areas. 

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As students develop language, we are introducing new concepts to them and new words in order to teach specific subjects. Disciplinary language has to be explicitly taught, and these are words that are used in everyday language and conversations. As we are teaching different subjects, we will use different words for different things, and they can mean something else if you're relating it to math or science, for example.

In the classroom, when we are talking about new subjects, those multilingual learners will need more than just the repetition of the word for them to really grasp the word's meaning. “When teaching academic vocabulary, Baker et al. (2014) recommend using student-friendly definitions, examples and nonexamples, and concrete representations to support students in gaining an in-depth understanding of the new words.(Fenner et al. 2024)”.We can help them by providing different modes to make connections with that word. In the conocimiento, I have made a KIM model for my students in which we will be drawing a picture, making a definition, and something that will help them remember what the word means. In  This is a quick and easy way to have students engage in the disciplinary vocabulary that is being read to them. A lot of times, we will also add movements to a word or two that are key to understanding the topic, and this way, they will listen more actively for that word. We can have the word and the picture displayed somewhere in the room for them to reference for the unit.

Something that also stood out to me is that I just started reading The Math Pact by By: Karen S. Karp, Barbara J. Dougherty, Sarah B. Bush, which is talking about the disciplinary language for math. It is saying that we need to use correct and consistent language as a school to keep it the same throughout each grade level, so students don't feel like they're learning something new every single time (Karp et al., 2020). I've read in a book that they need to hear a word at least 12 times for them to really know and understand what the word really means. This way, we can ensure that students are truly understanding what we're talking about.

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3. Reading and writing strategies for multilingual learners 

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3. Reading and writing strategies for multilingual learners 

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Reading and writing are interconnected in so many different ways. Emergent bilinguals should be encouraged to use the full span of their linguistic and cultural resources to engage in reading. (Espinosa & Ascenzi-Moreno, 2021). Translanguaging is using all of your linguistic knowledge to help you in your task. For the students in my classroom, this would look like me reading the book in Spanish, but also having them turn and talk about things that they noticed within the text or the pictures with their peer in whatever language that comes naturally to them. It's about building the connections and expanding on that.

In my classroom, I want to encourage students to think about the things that they already know how to do first and build on that to aid in other areas that still need work. For reading, I use fluency ladders. We talk about high-frequency words and whether they're consonants or vowels, or have digraphs or blends and the syllables in the words. After we talk about that certain word, we write it down in our journal, and it goes up on the word wall for them to reference. For writing, I have found it really beneficial to make detailed drawings, labeling, and using sentence stems for them. It takes the load off of the students having to think of something to start their thought or idea. To organize their thoughts, we do a variety of graphic organizers.

Espinosa, C. M., & Ascenzi-Moreno, L. (2021). Rooted in strength. Scholastic.

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I view multilingualism as an asset because we can explore so much more of the world, not just in reading, but also the countries we can experience, the people, the conversations, and the music. As a bilingual, I want to learn more languages. That is something that has always been an interest to me, and it makes me excited to spread that curiosity and enthusiasm with my students. Throughout my life, especially in elementary/middle school, I did not speak Spanish unless it was to my family. I heard “we speak English here” more times than I can count when I was younger and was speaking to my parents. They had to deal with so much hate and being brought down because English was their second language, and they couldn't be understood because of their accent and their limited vocabulary.

Today, I get to share my love for my language, and I can be more vocal about using it in public spaces. I know that in one of the readings it mentioned that your language matches the people that you are surrounded with, and I can say that is definitely true, and something I didn't quite notice, I do. As a teacher, now I don't shame them for not knowing a word in Spanish. I cheer for the words that they could say in Spanish, and they are using all of their tools to communicate. I hear lots of Spanglish during my day at school, and I am happy with the progress that they make in first grade because of so much vocabulary being thrown at them and used in the classroom, especially with our curriculum, Caminos.

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In my classroom, language and culture will be valued and important. In the community where I teach right now, there is not much diversity, but it is something I truly value and take the time to explore with them. As Spanish immersion students, we explore all of the countries that speak Spanish. We look at videos and pictures, talk about the land and the people, customs, and traditions that they may have. The majority of my students are multilingual learners of the Spanish language.

My job for them is to encourage as much Spanish as I can and learn as much as I can about other Spanish-speaking countries and the people.

What multilingual students are doing is hard, and for me to ask of them, no English in the classroom is me shutting them down. We want to make it a positive learning environment for them in which they feel confident enough to speak in Spanish, write in Spanish, and read in Spanish, because most of them don't have someone at home to help them with it. They already come in knowing so much English, and we want to use that knowledge to then transfer it into Spanish because a lot of the skills they need, they already have.

Oral language and talk are key in K-2 classrooms, especially if they're learning another language. (Manning, & Martell, J. (2016). This is why building classroom community with morning meetings, show-and-tell, having a student of the week, and talking about birthdays and parties is super beneficial to their learning and expanding their vocabulary. Not only do we learn about each other, but we are also providing them the opportunity to showcase what they know and express their ideas.

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Hello!

My name is Margarita Ramirez Rios. I was born in Grand Rapids, Michigan, but was raised in Florida up until 7th grade. I attended GVSU to complete my bachelor's in education and integrated sciences. I did my teacher apprenticeship in North Godwin and my student teaching in Park Elementary. I am a proud Latina who is passionate about teaching and helping students feel a sense of belonging and proud of who they are.

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@CJReynolds

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What I Do on the First Day of School | High School Teacher Vlog

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Phone: 616-500-2385

Email: Magidarios@gmail.com

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A fun activities and games site covering subjects such as sports, animals, history, science, geography, jokes, math, and biographies. Pages are written to be easy to read and understand.

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Free worksheets and activities !

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Free teaching ideas. All the time.So you can have more time. We find and feature creative,free teaching ideas and activitiesfor kindergarten through fifth grade.You get back alittle more time to yourself. What do you need? Activities Freebies Bright Ideas Featured Browse by grade level Kindergarten1st Grade2nd Grade3rd Grade4th Grade5th GradeOr search for what you need ...

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The Alt+Shift newsletter provides updates on our professional learning opportunities, informs readers of upcoming events, and highlights resources for people who work with students with disabilities.

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Rico (Pomeranian), Lucero (Mini Golden doodle), Lola (Golden doodle)

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I love to walk my 4 year old pom Rico.

I value family time and and really close with my family members.

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Love to travel!

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Website for reading and following the science of reading.

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Capturing Kids' Hearts® equips professionals in K-12 education to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness.

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Training and professional development for educators nationwide. Through experiential training, expert coaching, and personalized support, Capturing Kids' Hearts equips professionals in K-12 education to implement transformational processes focused on social-emotional wellbeing, relationship-driven culture, and student connectedness.

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https://www.ascd.org/whole-child

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1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

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The Cult of Pedagogy Podcast | Cult of Pedagogy

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

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A monthly, personalized roundup focused on education technology to save you time, improve assessment, and drive deeper engagement in your classroom.

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Downloadable templates are provided for selected formative assessment classroom techniques (FACTs) in each book. These templates are designed so that you can customize them for your classroom context. Below are links to the available templates for each book. To see the complete list of FACTs for each book, click on the book cover.

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Templates for Selected Formative Assessment Classroom Techniques (FACTs) - Uncovering Student Ideas

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Downloadable templates are provided for selected formative assessment classroom techniques (FACTs) in each book. These templates are designed so that you can customize them for your classroom context. Below are links to the available templates for each book. To see the complete list of FACTs for each book, click on the book cover.

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The Library of Congress www.educationextras.com

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https://www.loveandlogic.com/pages/how-to-create-a-love-and-logic-classroom

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Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

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Home - Literacy Essentials Resource Center

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UNITS OF STUDY

Oakland Schools led the development of the MAISA ELA Common Core-aligned units of study that were piloted and reviewed by teachers statewide. This multi-year project resulted in a comprehensive K-12 curriculum that is aligned not only to the standards, but also across grades. These units are not scripts but are guidelines for teachers; we encourage educators to adapt them for their population and context.

English Language Arts - To support planning for the 2020-2021 school year, the Oakland Schools Literacy team, alongside ELA teachers and district leaders, created a prioritized literacy scope and sequence, as well as suggestions for assessment, differentiation, and instruction that can be used in both face-to-face and virtual scenarios. It is our hope that teachers will find these resources to be helpful and flexible enough to allow individual teachers and teams to incorporate with previous curricula and resources

*MIDDLE SCHOOL PILOT UNITS*

Introduction Page: Please read prior to beginning all units

Click on a grade level below to expand the accordian table and see links to specific units of study.

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UNITS OF STUDY Oakland Schools led the development of the MAISA ELA Common Core-aligned units of study that were piloted and reviewed by teachers statewide. This multi-year project resulted in a comprehensive K-12 curriculum that is aligned not only to the standards, but also across grades.

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Welcome to FCRR! We are dedicated to ensuring that all children are reading and succeeding in school. Teachers, instructional coaches, clinicians, principals, and other school staff are critical to achieving that vision. Here, educators can find resources to support their knowledge and practice. FCRR invites you to use the resources below to make evidence-based and evidence-informed decisions to improve reading outcomes for all learners.

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Welcome to FCRR! We are dedicated to ensuring that all children are reading and succeeding in school. Teachers, instructional coaches, clinicians, principals, and other school staff are critical to achieving that vision. Here, educators can find resources to support their knowledge and practice.

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Welcome to our library of free Templates and Printables! You must be a free member to access this page, please log in below to gain access. If you lost your password click the 'Lost your password?' button below Lost your password? If you are not currently a member, please sign up below.

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Page 10: Organize the Classroom

Generally, a well-organized classroom helps a teacher and her students to make the best use of instructional time. Traditionally, teachers organize their classrooms with the goal of providing largely whole-class instruction. In this teacher-focused environment, the teacher's desk is often in the front of the classroom and the students' desks are aligned so that the students can easily see the teacher. However, in a differentiated classroom, while keeping in mind the five keys to good room arrangement, the teacher should consider more-flexible options so that she can work more effectively with different groups or individuals. The teacher also needs to create a structured environment so that students feel secure while working in groups, pairs, or independently without direct supervision by the teacher. To create this structured environment, the teacher should address how to make the best use of:

Floor space

Bulletin boards and wall space

Materials storage

Floor Space

When they plan how to arrange the furniture, teachers need to consider how they will provide instruction and what arrangement will work best to achieve these goals. In a differentiated classroom, this will most likely require multiple furniture arrangements that support different types of instructional activities (e.g., whole-group discussion, small-group instruction). The table below outlines some general guidelines for arranging key pieces of furniture in a differentiated classroom.

Teacher's desk

Not in a central location but out of the way*

Away from students' desks

Students' desks

Arranged so that the teacher can walk around and monitor students

Options that address individual's need for space or close proximity to peers

One group of four to eight desks for students who need to work independently (e.g., students who prefer to work alone, students who get overstimulated and need down time)

Storage (e.g., bookcases, filing cabinets, shelves)

Ample storage for a variety of materials and supplies

Easily accessible and do not require walking through work areas

If frequently used, located in a convenient location (e.g., next to work area)

If not frequently used, located in an out-of-the-way location (e.g., a corner)

Small-group work areas

Tables (rather than individual desks) to promote collaboration

U-shaped tables to promote discussion among students

Area rugs for use with younger students

Centers

Visible to the teacher

Out of the way so as to not distract other students

Adapted from Tomlinson & Imbeau (2010).
* Note: In a differentiated classroom, teachers seldom use their desk during instructional time.
As in any classroom, safety is critical, and objects should not be placed in high-traffic areas. Additionally, teachers should consider how to arrange the classroom to accommodate students with special needs. For example, students who use certain devices might require close proximity to an outlet, while students with visual disabilities might need to be seated close to the board during whole-group instruction.

Materials Storage

Because students will be working in different grouping formats and on a variety of tasks, teachers should store materials in a location that students can easily access without disrupting others. Below is a list of suggestions that teachers should consider when storing materials and supplies.

Use storage bins or boxes to organize supplies.

Identify place(s) in the room where students turn in completed homework, anchor activities, center activities, classwork, etc.

Identify places in the room where students obtain materials for each activity.

Clearly label storage containers as well as places to obtain or turn in work (pictures or text may be used for younger students who are unable to read or for English language learners).

Create folders for students to store work that is not yet completed (different color folders can be used for different activities or subject areas).

Have multiple pencil sharpeners and trash cans.

Bulletin Boards and Wall Space

With a variety of activities occurring in a differentiated classroom, teachers can make good use of wall space and bulletin boards to provide helpful information to their students. Some items might be posted for the entire year, while other items might change according to what the students are learning about or working on. Teachers might want to post items such as:

Student assignment charts

Tip

Teachers should consider leaving a wall blank in one area of the room. Students who are easily distracted or become overstimulated by visual stimuli might find it easier to work in this area.

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Generally, a well-organized classroom helps a teacher and her students to make the best use of instructional time. Traditionally, teachers organize their classrooms with the goal of providing largely whole-class instruction. In this teacher-focused environment, the teacher's desk is often in the front of the classroom and the students' desks are aligned so that the students can easily see the teacher.

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698608 Views

The Hasbrouck-Tindal oral reading fluency charts show the oral reading fluency norms of students as determined by data collected by Jan Hasbrouck and Gerald Tindal. Teachers can use these tables to draw conclusions and make decisions about the oral reading fluency of their students.

(The 2017 chart shows oral reading fluency norms for students in grades 1-6. The 2006 chart shows oral reading fluency norms for students in grades 1-8.)

Students need a fluency-building program (such as the Read Naturally Strategy programs) if they score 10 or more words below the 50th percentile level for their grade. Use the average score from two unpracticed readings from grade-level materials. Use an oral reading fluency assessment to assess students.

The tables can also be used to set the long-term fluency goals for struggling readers.

*WCPM = Words Correct Per Minute
**Average weekly improvement is the average words per week growth you can expect from a student. It was calculated by dividing the difference between the fall and spring scores by 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was calculated by dividing the difference between the winter and spring scores by 16, the typical number of weeks between the winter and spring assessments.

*WCPM = Words Correct Per Minute
**Average weekly improvement is the average words per week growth you can expect from a student. It was calculated by dividing the difference between the fall and spring scores by 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was calculated by dividing the difference between the winter and spring scores by 16, the typical number of weeks between the winter and spring assessments.

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Hasbrouck-Tindal oral reading fluency chart

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The Hasbrouck-Tindal oral reading fluency chart lists oral reading fluency norms for grades 1-8. Use this to determine who needs a fluency intervention.

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Outline Your Classroom Floor Plan For students, the classroom environment is very important. The size of the classroom and interior areas, the colors of the walls, the type of furniture and flooring, the amount of light, and the room arrangement all influence how students learn. Thoughtful arrangement of the indoor and outdoor environments will
support your learning goals for students.This tool provides an opportunity for experimentation with the layout of your classroom without any heavy lifting!

To use this tool:
1. Select the basic dimensions of the room from the Room Dimensions dropdowns.

2. Drag objects to the grid from the Items bar, or draw in your own objects with the Draw bar. Arrows will allow you to change the position of some items. Delete an object by dragging it to the trashcan at the bottom, or by clicking 'delete' on your keyboard.

3. Print out your classroom creation. If you have trouble printing, take a screenshot of your floor plan, paste into a doc, and print the doc. Floor plans can be saved to a cookie on your computer and can only be viewed on this computer.

Learning Goals | Example Elementary Classroom

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Outline Your Classroom Floor Plan For students, the classroom environment is very important. The size of the classroom and interior areas, the colors of the walls, the type of furniture and flooring, the amount of light, and the room arrangement all influence how students learn.

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Set a goal for the reading rate and accuracy you plan to reach. Then practice and test with the selection until you reach your goal. Then choose another selection, and set a new goal.

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Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., and Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, D.C.:Government Printing Office.

Fuchs, L.S., Fuchs, D., Hosp, M. K., and Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Good, III, R.H. and Kaminski, R.A. (Eds.) (2002). Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 6th Ed. Institute for the Development of Educational Achievement. Eugene, Ore.:University of Oregon.

Hasbrouck, J. and Tindal, G.A. (2006, April). ORF norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644.

Hintze, J.M. and Christ, T.J. (2004). An examination of variability as a function of passage variance in CBM progress monitoring. School Psychology Review, 33(2), 204-217.

Hudson, R.F., Lane, H.B., and Pullen, P.C. (2005, May). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.

National Institute of Child Health and Human Development (NICHD) (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4769. Washington, D.C.:U.S. Government Printing Office.

Read Naturally (2002). Reading fluency monitor. Minneapolis: Author.

Shinn, M.R. (1989). Identifying and defining academic problems: CBM Screening and eligibility procedures. In M. R. Shinn (Ed.). Curriculum-based measurement: Assessing special children, 90-129. N.Y.:Guilford.

Stecker, S.K., Roser, N.L., and Martinez, M.G. (1998). Understanding oral reading fluency. In T. Shanahan and F.V. Rodriguez-Brown (Eds.), 47th yearbook of the National Reading Conference, pp. 295-310. Chicago:National Reading Conference.

Wolf, M. and Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.

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Learn what reading fluency is, why it is critical to make sure that students have sufficient fluency, how we should assess fluency, and how to best provide practice and support for all students.

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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Resources for students and teachers

This site has been designed to help with primary and secondary school maths. Although the site is in its infancy, there are already a wide variety of resources that are aimed at students who are starting to learn maths in the early primary school years, through to students aiming for top grades at GCSE... and more are being added all the time.

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Highly rated by teachers and students, these free maths resources have carefully thought out questions and detailed solutions. They are designed to make it easy for students to take the first steps in each topic, then strengthen and extend their knowledge and skills. The resources include revision questions for KS2 SATs and GCSE.

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Each letter or number is pasted as an image separately into a word document so you can copy and paste only the letters you need to make your title.

Click images to download

Newest Additions to Lettering Sets:

Click images below to access lettering sets

Christmas Resources including Christmas Lettering

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Registered in England
Company Number 08080247

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Printable Lettering Sets for Classroom Display

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Create attractive, colourful display board headings using our Instant Display digital, printable lettering sets. Alphabet sets with assorted backgrounds.

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Gifted and Talented Teacher - explore the hubs

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"High quality and very engaging. I particularly like that the students can access the resource and organise themselves." - Two Clever Teachers "Loved that this resource is ready for printing in a variety of contexts (individual, display, etc). Also loved that it's backed by research" - Jasmine "These are amazing!

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Download this FREE guide to see how the different flexible seating options align with your space requirements and the needs of your learners.
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SplashLearn: Fun Math & ELA Program for PreK-Grade 5

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SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

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Awaken the Heroes in Every Classroom Start Free Trial Get Media L.I.T. is a comics-based learning platform that empowers students and teachers with: Social-Emotional Learning Defeat stereotypes with agency and expression Literacy Empower students to fight fake news with critical analysis Digital Citizenship Conquer social media with digital citizenship How It Works We partner engaging ...

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Assistive tech

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

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Boddle Learning | 3D Math Game for K-6 Kids

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Boddle Learning | 3D Math Game for K-6 Kids

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Boost math engagement and close learning gaps with the most interactive 3D math game. Tackle learning loss and help your kids catch up and excel in K-6 math with Boddle's adaptive learning platform!

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‎The Culture-Centered Classroom on Apple Podcasts

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The Culture-Centered Classroom podcast is the go-to podcast for teachers ready to step into their power as educators and learn the most effective ways to guide the next generation of thought leaders. Are you looking to increase student engagement? Tune in. Hoping to develop critical thinkers? Ready to increase student achievement? Create a personalized learning experience? Differentiate instruction? Then press play. Here you'll find simple, but powerful and effective ways to create a culturally responsive classroom and design culturally relevant lessons so all your students are affirmed, welcomed, and celebrated through instruction. See you inside the episode! Support this podcast: https://anchor.fm/jocelynn-hubbard/support

The Culture-Centered Classroom podcast is the go-to podcast for teachers ready to step into their power as educators and learn the most effective ways to guide the next generation of thought leaders. Are you looking to increase student engagement? Tune in. Hoping to develop critical thinkers? Ready to increase student achievement? Create a personalized learning experience? Differentiate instruction? Then press play. Here you'll find simple, but powerful and effective ways to create a culturally responsive classroom and design culturally relevant lessons so all your students are affirmed, welcomed, and celebrated through instruction. See you inside the episode! Support this podcast: https://anchor.fm/jocelynn-hubbard/support

Thought provoking podcast

I always learn something, get an idea for my classroom and/ or see a new perspective with this podcast. Thanks, Jocelynn!

The best podcast on Culturally Responsive Teaching

I love Jocelynn and the topics she covers on this podcast. This is hard work and she does a great job breaking it all down and provides you with tips, resources, and support along the way. The best podcast I've ever heard in this area. I feel inspired, encouraged, and empowered after each episode.

Great even for those who aren't educators!

I absolutely love this podcast!! Although I'm not an educator, I find this content very applicable to my interactions with my kids and also my personal reflections on being more culturally present in my relationships. I highly recommend you listen!

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‎The Culture-Centered Classroom on Apple Podcasts

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The Culture-Centered Classroom podcast is the go-to podcast for teachers ready to step into their power as educators and learn the most effective ways to guide the next generation of thought leaders. Are you looking to increase student engagement? Tune in. Hoping to develop critical thinkers? Ready...

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In our virtual community of practice, we share research-informed strategies for teaching literacy in K-12 classroom settings. We talk about challenges, opportunities, and promising ideas with experts from the state of Missouri.

In our virtual community of practice, we share research-informed strategies for teaching literacy in K-12 classroom settings. We talk about challenges, opportunities, and promising ideas with experts from the state of Missouri.

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In our virtual community of practice, we share research-informed strategies for teaching literacy in K-12 classroom settings. We talk about challenges, opportunities, and promising ideas with experts from the state of Missouri.

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Oxford University Press Australia and New Zealand

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technological pedagogical and content knowledge  tpack tpck

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Technological Pedagogical and Content Knowledge

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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#5 Classroom Management - Challenging Students & Composure | A Classroom Diva

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Kiddle is a safe search engine, offering a safe web, image, and video search. Results are vetted by editors.

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Meeting the emotional needs of our children has never been more important! Teachers, parents and administrators, it is our job to make sure no kid falls through the cracks - even when learning is remote.

SEL - a better way - for only 3 minutes every day!

An innovative and easy-to-implement platform that provides each child with personalized mindfulness strategies while connecting them in conversation with a caring adult. Most Social-Emotional Learning (SEL) tools are cumbersome, complicated, and costly. Not Class Catalyst!

Self-guided cool down activities are paired with a private, direct line of communication with adults to meet students where they are. Class Catalyst is designed specifically to identify, address, and manage problems before they start - to guarantee every student's voice is heard and needs are met.

Supporting Teachers and Parents Through COVID-19

Staying connected is more important than ever.

We've created a free version of Class Catalyst to help keep you connected with your kiddos and provide them mindful solutions during this challenging time.

How it Works

Innovative. Interactive. Innately informative. Class Catalyst is backed by research by Chapin Hall at the University of Chicago, based on evidence-based Social-Emotional Learning strategies, and supported by a top-rate team of seasoned mindfulness educators.
Class Catalyst is devoted to three main goals: Connection, Self-Awareness, and Self-Regulation.

Self-Awareness

Class Catalyst harnesses the technology students love (Chromebooks!) with deep, meaningful ways for them to grow in confidence, trust, and resilience, disguised as a quick and easy task. And Social/Emotional skills are skills for life!

Self-Regulation

Class Catalyst puts the power in each student's hands. Students are given agency to select from practices that are based on their input. The more they use Class Catalyst the more they learn what best works for them.

Connection

Class Catalyst gives students the ability to connect with teachers when they are feeling triggered or upset. In turn, teachers can respond in real-time by connecting directly with students or triaging support with counselors or social workers.

And remember, all of this is possible in as little as 3 minutes per day!

Each school is unique. That's why Class Catalyst is tailored to suit your individual needs. Click the buttons below to learn more.

Not convinced yet? Consider a CASEL 2011 analysis of 213 studies involving more than 270,000 students. Children who participated in evidence-based SEL programs showed an 11 percent gain in academic achievement!

Letter from Founders

We are often asked how Class Catalyst came to be - and we love sharing our story. As parents and educators, we had been looking for a way to combine Carla's extensive teaching and mindfulness experience with Rob's technical know-how and penchant for solving problems with data. But, it didn't really click until we discovered the massive gap between the need for Social-Emotional Learning and benefits of implementation. No implementation = no change. No impact on the students, teachers, or world.

We knew it wasn't for lack of trying on the part of administrators, teachers, and parents. With more on their plates than ever before, their energy and best intentions don't always reach kids - who, in turn, slip through the cracks, unseen and unheard. We set out to create a tool combining support and insight; one that could be easy to implement and seamlessly fit into an already packed school day or an evening at home with parents. We wanted to go beyond the standard SEL offering and build something truly interactive and informative. And, as with 2 kiddos at home, it's personal for us, too. Class Catalyst is for them, and for all students like them because every child deserves to be seen and supported. Thank you for joining us!

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Class Catalyst - Where Every Child Feels Seen and Supported

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Meeting the emotional needs of our children has never been more important! Teachers, parents and administrators, it is our job to make sure no kid falls through the cracks - even when learning is remote. SEL - a better way - for only 3 minutes every day!

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FUNecole® is an innovative, teacher-ready solution hosted on a platform that nourishes the development of expert thinkers. Our platform empowers teachers, schools, and students to manage and conduct lessons in an engaging, enjoyable, and effective manner. Offering a holistic, comprehensive solution for K6 education, FUNecole® delivers multidisciplinary STREAMS, complete lessons supported by thousands of formative assessments, videos, games, projects, class discussions, individual student performance tracking, class analytics, and reports. The platform features a pre-built structured curriculum and adopts a backward design approach, seamlessly integrating into various teaching methodologies.

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FUNecole® is an innovative, teacher-ready solution hosted on a platform that nourishes the development of expert thinkers. Our platform empowers teachers, schools, and students to manage and conduct lessons in an engaging, enjoyable, and effective manner.

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Effective and Efficient Teaching

By Anita L. Archer and Charles A. Hughes

Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Explicit Instructions | Effective and Efficient Teaching

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By Anita L. Archer and Charles A. Hughes Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

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First Book Marketplace: Affordable Books for Educators

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The First Book Marketplace offers affordable new books and educator resources exclusively to schools and programs serving kids and teens in need.

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Meet the author

I'm a fashion loving, small-town wife and mama to a beautiful little girl. I am currently teaching third grade, but I am notorious for bouncing around to different schools and trying new positions. I enjoy stretching myself while I balance teacher mom life. Over the past nine years, I have taught first and third grade, and spent one year as a Reading Specialist. While I enjoyed the break from the classroom, my heart longed for my own classroom of learners, and I jumped at the opportunity to get back in the trenches. I am passionate about growing bonded-for-life classroom communities, and I am here to help my fellow teacher friends find the same joy in this challenging, yet rewarding profession by sharing my classroom management strategies and tips that actually work! I hope you'll stay awhile.

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I help new teachers master their classroom management through seamless transitions, classroom community, and well-designed routines.

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2.5 hr module

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This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours). Work through the sections of this module in the order presented in the STAR graphic above.

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Family Educational Rights and Privacy Act (FERPA)

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The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

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policy; privacy; academic records; technical assistance; parent rights; student rights; ferpa

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Family Educational Rights and Privacy Act (FERPA)

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Family Educational Rights and Privacy Act (FERPA) Home Page.

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14 copyright essentials teachers and students must know - Ditch That Textbook

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Students and teachers toe a very fuzzy ethical line every day - many without even realizing it.

Some end up on the safe side of the line, but others cross the line and cross ethical boundaries - and sometimes costly legal ones.

That line is the copyright line, deciding how teachers and students can respect people's intellectual property.

The bottom line is this: Copyright doesn't automatically mean, "This is mine. Don't you touch it!" Copyrighted material can be used in certain circumstances, and it's good to know a bit about the law before proceeding.

The silver lining is this: Copyright isn't the only license on digital media. There are other licenses that give you more freedoms to use that media - ethically and legally.

Kristina Peters, a digital learning specialist for the Nebraska Department of Education, recently discussed copyright, licensing and the essentials that teachers and students should know. See the whole interview in this YouTube (or in the embedded video below), and check out Kristina's slides on the topic here. (You can save them to your own Google Drive by clicking "File > Make a copy ...". You can download them as a PowerPoint file by clicking "File > Download as ... > PPTX".)

Here are some of the take-aways from that discussion:
1. Not all images can be used legally without getting permission:

A simple Google Images search will often return lots of copyrighted images that we don't have permission to use.

Those Google Images searches often display stock photos (professional photos that can used if you purchase a license). A white background is a good indicator that it might be a stock photo, Kristina said.

A watermark (a logo, letters, lines or anything else superimposed over an image) usually mean you don't currently have the rights to use that image. Removing a watermark from an image doesn't change that, Kristina said.

2. Downloading videos from YouTube is possible, but it's against YouTube's terms of service (see Section 5-B). Sometimes, teachers download videos because of spotty Internet connections or in fear of the video being removed. YouTube can take action, like shutting down your account - your YouTube account as well as other Google accounts (remember, YouTube is owned by Google!).

3. Uploading copyrighted material without permission can also get you in trouble with YouTube. Hundreds of hours of video are uploaded to YouTube every minute (and maybe more because that stat is more than a year old). That doesn't mean your video will slip in "under the radar." YouTube automatically scans every uploaded video and compares it against a huge database of copyrighted material. Kristina and I have both had run-ins with YouTube regarding this:

Kristina is a singer, and she has received notices and video restrictions when she uploaded videos of herself singing with karaoke tracks playing in the background. (Singing a capella, however, did not trigger those notices for her.)

I uploaded a video I created about innovating in the classroom. Minutes after uploading it, YouTube took it down, put my account in bad standing and gave me a strike. (It has a three-strike system before taking action against your account.) It claimed there was inappropriate content in the video. (Go watch it yourself to see if there's anything inappropriate.) After an appeal, YouTube removed my strike, put my account in good standing and published my video.

4. Showing a full-length feature film in class is often a violation of the movie's copyright. Often teachers understand this and do it anyway (and Kristina and I both admitted to doing it too). We figure no one will ever know or care, but many companies do care and can find out. For example, Disney has an anti-piracy policy and encourages reporting of infringements by phone, email and physical mail. Someone who sees you (or hears of you) showing movies in class can report and, at times, can receive rewards as high as $10,000.

5. Just because you bought a song or album doesn't mean you can use it however you want. You need permission to put a full-length copyrighted song in a movie or slide show that you're going to display publicly. However, chunks of the song up to 30 seconds in length is acceptable by law. That's why you see dance groups do mash-ups of lots of songs for their routines - so they can use the songs they want legally without having to pay for licensing, Kristina said.

6. People load copyrighted media on Pinterest or Teachers Pay Teachers (among other sharing sites) without permission every day. Just because you find it one one of those sites (whether it's paid or free) doesn't mean you're licensed to use it, so proceed carefully. Kristina knows of curriculum teams that actively search these sites for district curriculum, looking for illegal use and publication of their district materials. Many creators (including lots and lots on Teachers Pay Teachers) make their own materials and have the license to use them, but some do not
7. If you're going to share on Pinterest, Teachers Pay Teachers or other sites, Kristina suggests some steps you can take to make sure you're sharing ethically and legally:

Create materials on your own time in your own home with your own devices.

Don't use any information identifying your district and/or your students.

Don't create materials from your school or district's curriculum or materials. If an idea is similar, that's probably OK as long as it doesn't take content from your school or district.

8. Violations of copyright can cost you a lot. Fines can cost $250 to $150,000, Kristina said, and if you're doing it wilfully, it can be accompanied by a year in prison. If that sounds like nothing more than a scare tactic, Kristina referenced two schools in her state that were fined - one for $200 and another for $3,000. An educational service unit in Nebraska published a presenter's materials to their site with her permission. However, the presenter had used copyrighted material without permission, and the educational service unit was held liable for publishing that image and had to pay a fine.

9. Copyrighted content can be used legally in certain circumstances. There are four key factors of "fair use", and the more of those you have in your favor, the stronger your case is against being held liable of copyright infringement:

The purpose and use of the copyrighted material - Was it transformative (i.e. did you change it to add your creative twist to it?)? Was it used for educational purposes? Was it a parody (i.e. a creative imitation derived from the copyrighted material)?

The amount used - Was it only as much as you needed for your purposes?

Fact or fiction - Proving copyright infringement is much harder for factual content.

Effect on the market - Is your work taking away profits from the copyright holder? (Kristina's example: teachers taking videos of themselves reading books to students. It sounds innocent, but a video like that goes against sales of and profit from the publisher's audio books.)

10. Creative Commons-licensed material can be used. In fact, when the author published it with that license, that's what he/she intended! Check the type of Creative Commons license your song/video/image/etc. bears before using it, because Creative Commons doesn't automatically give you freedom to do whatever you want. Creative Commons work may have any combination of these licenses:

Attribution: Give credit to the author.

Non-commercial: You can't profit from its use.

No derivatives: You can't change it (even changing a photo from color to black and white!)

Share alike: Whatever you do with it must also bear a Creative Commons share alike license.

11. Public domain media (images, videos, music, etc.) have less restrictions than Creative Commons. There are no rights on public domain works and you're free to use them. They become public domain, among other reasons, because their rights have expired, because they were created before copyright law existed, or because the author put them in the public domain.

12. There are LOTS of sources of and channels to find Creative Commons and public domain media. Here are some suggestions from Kristina and I:

13. Want to make sure you give credit correctly? Follow the TASL approach, Kristina says. Include:

Title of the work

Author of the work

Source of the work

Licence the work bears

14. Want to avoid copyright concerns with the media you use? Create it yourself! Take your own pictures. Create your own videos. Make your own music! You'll own all of the rights and won't have to worry about most of the stuff above.

Have other questions about copyright? Contact Kristina on Twitter ( http://twitter.com/mrskmpeters) or by email ( mrskmpeters@gmail.com).

[reminder]What are your top resources for finding media that students can use ethically/legally? How have you used that media correctly with students?[/reminder]
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14 copyright essentials teachers and students must know - Ditch That Textbook

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Students and teachers toe a very fuzzy ethical line every day - many without even realizing it. Some end up on the safe side of the line, but others cross the line and cross ethical boundaries - and sometimes costly legal ones. That line is the copyright line, deciding how teachers and students can respect ...

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A Teacher's Guide to Copyright and Fair Use

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There are rules when it comes to using copyrighted material in the classroom-and easy ways to make sure you're always in the clear.

Michael Morgenstern / The iSpot

While some school districts have resources and policies to help teachers navigate the tricky waters of copyright and fair use, many teachers are under the impression that because they're educators, they have blanket protections.

But copyright and fair use laws are nuanced, and just because you're a teacher doesn't mean you're always in the safe zone. They're also not a nicety: In rare cases, school districts have been fined for violating copyright, so paying attention to the details of fair use and copyright can protect you and the school district. Educating yourself on the substance of the issue is also important because as a teacher you model proper use for your students so that they can protect themselves, too.

Copyright and fair use law has become a topic of concern as technology has increasingly lowered the barriers to sharing, copying, and creating at any time, making us all potential publishers and distributors of content. It's become a lot easier to break the rules. Particularly in the digital age, copyright is about collective responsibility and protection-and digital citizenship.

WHAT'S PROTECTED AND WHAT'S NOT

American copyright law originates in the U.S. Constitution and automatically protects all original, creative work in a fixed form; the moment a work is created, it is protected. Generally speaking, works created after January 1, 1978, are covered by copyright for a term equaling the life of the author plus 70 years after their death. The original works by Shakespeare, Dickens, Frederick Douglass, and just recently F. Scott Fitzgerald's The Great Gatsby and Alain LeRoy Locke's The New Negro: An Interpretation, for example, are in the public domain and are no longer protected by copyright. In addition, copyright doesn't apply to facts and public information, print maps, or government documents or pictures, so images and text from sources like NASA, the Smithsonian, and the National Archives can be used without permission.

The copyright for works that are not part of these exceptions is invisible and active at all times, of course, so it can be helpful to think about it like this: In most contexts, works created by others have a "No trespassing" sign on them. If you simply ignored a "No trespassing" sign on land, you'd be in violation of the law, right? Same thing with creative works, whether it's a doodle or the selfies you took with a friend's phone.

Within the context of educational and classroom settings (including online classes), copyright is a little more nuanced. There, even copyrighted material can be used if it's for face-to-face, instructional purposes and the educational institution is a nonprofit.

Teachers and most schools are therefore protected fairly broadly, allowing them to make use of films and articles from sources like the New York Times or Scientific American, as long as they do so in the context of instruction. Sharing a link to a recent Washington Post article in your learning management system, or to a video from PBS or CNN, is permissible if it's for the purposes of instruction and the educational institution is a nonprofit. Copying and distributing works created by others, however-for example, printing out whole articles and distributing them to your class-is generally riskier. In such cases, copyright law is more lenient when the copied material is not copied in whole or is not distributed to the whole class.

Be careful, as well, with any so-called creative works that you use in the classroom, like books, poems, movies, or songs. Generally speaking, even if you're using them for instructional purposes, these types of creative work are protected. In most cases, school systems purchase copies of those assets-or the students themselves are asked to purchase them-which gives everyone rights to consume them. Meanwhile, if you're using anything in this category for purposes that are not instructional, like showing a Pixar movie as a reward or during recess on a rainy day-without any instruction-then you're clearly infringing on copyright.

MAKING SENSE OF FAIR USE

To add to the confusion, there's the fair use doctrine, which is designed to promote freedom of expression (which is critical in educational settings) by permitting "the unlicensed use of copyright-protected works under certain circumstances"-a sort of legal counterbalance to copyright that allows for creativity. If there is a dispute about copyright, then judges use four factors to determine if something is protected by fair use.

Generally speaking, courts factor in the purpose of the use (did you use it for instructional purposes, for example); the nature of the original (was it fiction or more factual, for example); the amount of the work used (using all of the work, or especially important parts of the work is risky); and the value of the work (if your actions materially impact the ability of the artist to make a living, that infringes on copyright).

An important caveat: Use of content in the service of satire is OK, so if you're using or creating memes as part of your lesson plan, you're in the clear.

QUICK TIPS TO PROTECT YOURSELF

Given how nuanced copyright and fair use are and the complexities of digital use and sharing, these tips can help keep you in the safe zone.

Limit your exposure: Use a password-protected space like Google Classroom or any learning management system (LMS) to share published materials with your students, instead of using your class webpage. That way, you're sharing to the students in your class only.

Use Google's Tools setting: After a search for an image has produced results, click Tools/Usage Rights/Creative Commons license to filter images.

Use Project Gutenberg: It's a library of over 60,000 free e-books (and counting) for which copyright has expired. You can read them in a browser or on Kindle, or opt to download them. All of Shakespeare's work is there, for example, in addition to Narrative of the Life of Frederick Douglass, an American Slave, and works of many other authors.

Bookmark Creative Commons sites: The emergence of the internet spawned an innovation in copyright management called Creative Commons, which allows the creators of photos, videos, and text to apply transparent copyright rules and make the content available broadly. The Creative Commons search tool is invaluable for finding content you can use legally. Also bookmark sites that collect images, videos, or text that is shared under liberal Creative Commons rules-like Flickr, Pixabay (images, videos, and music), and Unsplash (photos); Noun Project (icons and photos); and Bensound, which has a library of free audio files-in addition to higher-quality files you need to purchase. Share the bookmarks with your students.

Don't forget Wikipedia: It's the grandfather of Creative Commons sites. You can copy or alter the text of this comprehensive resource, updated by volunteers who are often experts, if you include the backlink. Students should be warned, of course, that Wikipedia is subject to hacks (both malicious and comical), and the information should be verified with other sources.

Make use of free audiobooks: Multiple sites like Librivox and Spotify share free audiobooks. Titles on Spotify range from George Orwell's Animal Farm to Hans Christian Anderson's The Fir Tree.

Know that there isn't an urgency exemption: No matter how desperate the situation or noble your intentions, don't make and distribute copies of entire books, workbooks, study guides, practice books, or even an entire page from a textbook. Purchase enough copies for each student, or obtain permission from the owner to make copies.

Avoid copying and distributing "creative material": Novels, plays, movies, and poems are far more likely to be exempt from fair use.

Use published sources: Never copy and distribute unpublished material.

When in doubt, reach out: If a publication or resource you need is out of print and you cannot buy it (e.g., an out-of-print book), reach out to the publishing company and ask permission to make copies.

Plan ahead: Don't wait until the last minute and use something in haste.

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A Teacher's Guide to Copyright and Fair Use

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There are rules when it comes to using copyrighted material in the classroom-and easy ways to make sure you're always in the clear.

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ClassPoint | The #1 Student Engagement Tool in PowerPoint.

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ClassPoint | The #1 Student Engagement Tool in PowerPoint.

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ClassPoint is an all-in-one teaching and student engagement tool integrated seamlessly with PowerPoint. It helps educators, trainers to engage students in class as convenient and effortless as possible.

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As an ILA member, you'll get exclusive member benefits including ready-to-use resources, special discounts, and opportunities to participate in the ILA community. Memberships are renewed yearly, but you can save by joining for multiple years (and extend your access to resources that can help you become a more empowered educator). Choose from the following membership types:

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Have questions? Please visit our Help page.

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The International Literacy Association (ILA) offers a variety of membership categories for teachers and educators around the world.

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