# data[].attributes.attachment_link.readable_text
Planning a Trip to J.B. and Johnelle Hunt Family Ozark Highlands Nature Center

Additional information and program descriptions can be found in the Teacher's Program Guide.

Most AGFC programs meet requirements that earn achievements towards the Outdoor Skills Patch Program.

What Should We Wear?

Because the nature center includes a hiking trail and outdoors exhibits, it's best to wear comfortable walking shoes and layered clothing appropriate for outdoor activities. Sunscreen and bug repellent are especially important during spring and summer. Please keep students hydrated on hot days. Be prepared for rain. Programs are not cancelled unless there are severe weather conditions. We will not cancel your reservation because of inclement weather. Alternate indoor activities can be planned in case of inclement weather.

Can We Shop?

All visitors are welcome to visit the gift shop. We offer a wide selection of gifts, books, and nature supplies. If you would like to allow your group time to shop, please plan for additional time beyond the scheduled programs. We can plan a shopping visit as part of your visit plan.

Can We Eat Lunch There?

You are welcome to bring a sack lunch and enjoy the day, picnic tables and pavilions are limited. The north side patio of the center is recommended for picnics and group lunches.

What if it Rains?

Reservations are not cancelled because of rain. You must contact the park if you wish to cancel and reschedule. Many alternate indoor activities can be planned for your visit.

People with Disabilities

The nature center is designed to be as accessible as possible. The Prairie Restoration Trail meets all Americans with Disabilities Act standards. The trail hub for these areas is accessible from either the nature center or the parking area. Doors, exhibit hall and hallways meet ADA standards.

Please let us know if any members of your group have special physical or behavioral needs. This will enable our staff to plan the best experience.

Your Group's Behavior Expectations

Teachers and chaperones are responsible for maintaining discipline in the group. Please explain to your students that appropriate and orderly behavior is expected during their visit. One adult chaperone for every 10 to 15 children is required for kids up to 5th grade, and recommended for higher grades. Chaperones are expected to aid in supervision of the group, and dispersed throughout the group. Remind the students to have respect for the natural resources and courtesy toward each other and staff. Keep in mind that other people are visiting the nature center at the same time.

Rules and Regulations

To help protect your group and your nature center, please make sure all members of your group follow the following rules:

All plants, animals, minerals, artifacts and other features on the center's grounds are protected. Please leave them for the next person to enjoy.

Please dispose of trash properly. Trash containers are near picnic tables and inside the building.

While touring the center, all members of the group should remain with the group.

A staff member will be your hiking guide. Groups must stay behind the staff member on the interpretive trails unless instructed otherwise.

Student Preparation

Research shows students retain more information from field trips if they have some knowledge about what they will see, hear and experience prior to their visit. Please share information with your students before their visit to the Ozark Highlands Nature Center. A trip to the nature center is an excellent way to reward students for completing a lesson plan about natural resources or biology.

# data[].attributes.attachment_link.description
Additional information and program descriptions can be found in the Teacher's Program Guide. Most AGFC programs meet requirements that earn achievements towards the Outdoor Skills Patch Program. What Should We Wear? Because the nature center includes a hiking trail and outdoors exhibits, it's best to wear comfortable walking shoes and layered clothing appropriate for outdoor activities.

# data[].attributes.attachment_link.readable_text
Imagine turning something you make for fun in your home into something that changes someone's life.

When Easton was 14 years old, he made his first robotic hand out of LEGOs, fishing wire, and electrical tubing. But he soon discovered that modern prostheses-artificial devices that replace missing or injured parts of the body-can be expensive, heavy, and hard to use. So he set out to solve the problem.

At the young age of 18, Easton founded and became the CEO of Unlimited Tomorrow, a company that uses 3-D printing to make affordable and accessible prostheses. That first robotic hand that he made in his home has now advanced into a 3-D printed, brain-powered robotic arm. Using his technology, he was able to give a little girl an improved prosthesis, with fingers that move and nails she can paint.

"Creativity is key to innovation. It's up to you to use it as a tool" - Easton LaChappelle

# data[].attributes.attachment_link.description
When Easton was 14 years old, he made his first robotic hand out of LEGOs, fishing wire, and electrical tubing. But he soon discovered that modern prostheses-artificial devices that replace missing or injured parts of the body-can be expensive, heavy, and hard to use. So he set out to solve the problem.

# data[].attributes.attachment_link.readable_text
Skip to main content Arkansas Tech University

The Arkansas Governor's School is a four-week summer residential program for upcoming high school seniors who are residents of the state of Arkansas. The program is funded by the Arkansas State Legislature as a portion of the biennial appropriation for Gifted and Talented Programs through the State Department of Education. State funds provide tuition, room, board, and instructional materials for each student who attends the four-week program on the site of a residential college campus, sponsored by the State. The Arkansas Governor's School is a non-credit program that seeks to create a unique experience for a select group of Arkansas' best students-the potential leaders of the 21st century. Both inside and outside the classrooms, AGS provides highly motivated, creative students with an intellectual atmosphere impossible to sustain in ordinary academic settings. The excitement of intellectual and artistic pursuits and the expectation of significant conceptual gains permeate all aspects of the participants' lives for the full four weeks.
News release about AGS participants in 2021 Testimonials from a few 2021 AGS students
IMPORTANT Dates

October 15, 2021 - Student application process opens. Schools can start nominating students after this date.

January 1, 2022 - Faculty applications due

January 19, 2022 - Assistant RD applications due

January 24, 2022 - Student applications due

February 9, 2022 - Teacher recommendation, school recommendation, and transcripts due from schools

February 16, 2022 - RA applications due

March 15, 2022 - Acceptance decisions sent to students

May 1, 2022 - Confirmation of attendance due from students

June 26-30, 2022 - RA training week

July 5, 2022 - Students move in and Opening Ceremony

August 1, 2022 - Closing Ceremony and students move out

2022 STUDENT APPLICATION INFORMATION 2022 RESIDENT ASSISTANT APPLICATION INFORMATION 2022 FACULTY APPLICATION INFORMATION
AGS Student Interviews

Past AGS students talk about their experiences and why others should attend.
2019 AGS Photos

WHAT MAKES ARKANSAS GOVERNOR'S SCHOOL GREAT?

The residential character of the Governor's School is essential to its aims and purposes. This total immersion fosters an academic seriousness that would be impossible to achieve in a less structured setting.

SPECIAL INTEREST ACTIVITES

Informal sessions discussing topics of special interest with faculty form a part of the experience of practically every student at the Governor's School. These may grow into voluntary tutorial meetings in which students learn, for example, the basics of freehand drawing or creative writing.

The educational experience of the Governor's School is enriched by three components beyond the classroom curriculum: a series of guest speakers, a series of films of intellectual significance, and the program's own series of student performances.

Students are selected on the basis of their special aptitudes in one of nine fields:

All students also take classes in General Conceptual Development (Area II) and in Personal and Social Development (Area III)

Eligibility Requirements

Only students who are residents of Arkansas and who are presently in junior classes at a public or private high school or are homeschooled are eligible to be nominated to apply. These must be students who are entering into their senior year of high school. Students who plan to graduate from high school before attending AGS are not eligible to be nominated or apply to AGS.

Nominees should have demonstrated

creativity in academic or creative fields,

above average ability in the nominated discipline area,

a high degree of self-motivation required to satisfy the program's demanding requirements,

the intellectual, social, and emotional maturity required to thrive in an environment that emphasizes theoretical and process-related learning.

Nominees must be willing to commit to the entire program. Students who would like to participate in other programs or activities that run concurrent to AGS should not be nominated.

All qualified students should be considered for nomination regardless of socioeconomic status, cultural, or language differences.

CONTACT US

Arkansas Governor's School
Arkansas Tech University
215 W. O Street
Russellville, AR 72801

Phone: (479) 968-0391
Email: ags@atu.edu

# data[].attributes.attachment_link.title
Arkansas Governor's School | Arkansas Tech University

# data[].attributes.attachment_link.description
Skip to main content Arkansas Tech University The Arkansas Governor's School is a four-week summer residential program for upcoming high school seniors who are residents of the state of Arkansas. The program is funded by the Arkansas State Legislature as a portion of the biennial appropriation for Gifted and Talented Programs through the State Department of Education.

# data[].attributes.attachment_link.description
Camp at Coler Welcome to the Coler Mountain Bike Preserve Campground All tent campsites are wooden platforms in the heart of the Preserve. Camping at Coler is dry, primitive camping, with all platforms being hike in and offered year-round.

# data[].attributes.attachment_link.readable_text
Hi, my name is Robyn and I am your Course Instructor. I want to personally welcome you to Smore Academy's Course 101! In this course, you will learn how to become a Smore Master!

I recommend starting this course from Part 1 below, but if you're already an experienced Smore user, feel free to jump around!

So, grab a cup of coffee, and let's get started by watching the introductory video on the right!

Disclaimer: Smore Academy is currently under construction as we update our videos to reflect our new look and awesome features!

# data[].attributes.attachment_link.description
Hi, my name is Robyn and I am your Course Instructor. I want to personally welcome you to Smore Academy's Course 101! In this course, you will learn how to become a Smore Master! I recommend starting this course from Part 1 below, but if you're already an experienced Smore user, feel free to jump around!

# data[].attributes.attachment_link.description
Every young person deserves a great personal finance course! #1 free financial literacy curriculum used by 53,000 teachers reaching over 2 million students. Lessons, games, and daily professional development for teachers, all at no cost.

# data[].attributes.attachment_link.readable_text
Due to the COVID-19 pandemic, NIHF has postponed the 2021 Induction events until May 5, 2022. The previously selected NIHF Class of 2020 will be recognized then along with the NIHF Classes chosen for 2021 and 2022. Together, all three classes will comprise the blended Class of 2022. The next Inductee Class announcement will be in September 2021.

# data[].attributes.attachment_link.description
Due to the COVID-19 pandemic, NIHF has postponed the 2021 Induction events until May 5, 2022. The previously selected NIHF Class of 2020 will be recognized then along with the NIHF Classes chosen for 2021 and 2022. Together, all three classes will comprise the blended Class of 2022.

# data[].attributes.attachment_link.readable_text
No matter how you prep for the ACT-whether you have a tutor, take a class, or study by yourself-you must get access to official, printable ACT tests. These tests are released by ACT, Inc., and contain real questions given to actual students on previous test dates. Although all of these questions have been removed from circulation (meaning you won't ever see them on the real ACT), their quality is second to none when it comes to realistic ACT practice.

In this post, I'll tell you where you can find all official, printable ACT practice tests with answer keys. I'll also give you key strategies to help you make big improvements on each practice test.

6 Free, Printable ACT Practice Tests

Below are all six currently available PDFs for official ACT tests. Even though some practice tests are old (dating as far back as 2005), the format of the ACT hasn't changed much since then (except for the introduction of a redesigned Writing section in 2015), so you're basically still taking the same test from more than a decade ago.

Each test includes a full answer key so you can grade your test.

Notice a few years missing? That's because ACT, Inc., often duplicates the same practice test in consecutive years. For example, the 2015-16 test is identical to the 2016-17 and 2017-18 tests. We've included the form ID for each test (in parentheses) so that you can check what's the same and what's different (the ID is located in the bottom-left corner of each page).

Once you've downloaded a PDF practice test, I recommend printing it out and working through it on paper using official time limits (more on this in a moment).

Note that these tests are not a cure-all for your ACT problems. To use them effectively, you'll need to learn what they do and don't do. You'll also need to make sure you're using ACT practice tests at an optimal frequency (in other words, don't take one too close to your ACT test date!).

But how else can you utilize official practice tests in your ACT prep?

6 Strategies to Get the Most Out Of ACT Practice Tests

When you set aside four hours for an ACT practice test, it's important to try to get the most out of your time and energy. Using our six critical tips below as you take your ACT tests can help you prepare more effectively for test day.

#1: Print Out the Test and Work Through It on Paper

You're going to take the actual ACT on paper (as opposed to a computer), so it's best to emulate this format by taking each practice test on paper, too. Do your scratch work directly in your "test book" (in other words, not on separate pieces of scratch paper-remember, you won't get any extra paper on test day, though you are allowed to take notes directly on your test!).

If you're taking the Writing (essay) section, be sure to use the lined essay paper (included in each PDF above) to write out your essay by hand.

#2: Keep Strict Timing on Every Section

Many students struggle with time pressure on the ACT. Going over a section's time limit by just two minutes can make a noticeable difference in your score since you're essentially giving yourself the chance to answer two or three more questions.

This is why it's so important to adhere to the official time limits. Not only will this help you get used to the test structure, but it'll also let you learn how to identify your weaknesses.

Here are the official time limits on the ACT as well as approximately how long you should aim to spend per question on each section:

ACT Section Time per Section Time per Question

English

45 minutes

36 seconds

Math

60 minutes

60 seconds

Reading

35 minutes

52 seconds

Science

35 minutes

52 seconds

Writing (Optional)

40 minutes

40 minutes

Last but not least, the ACT isn't without breaks, so make sure to rest during your test, too!

#3: Take the Test in One Sitting, If Possible

The ACT is a marathon: it lasts about four hours, and you have to take it on a Saturday morning. Thousands of students have told me how difficult it is to stay focused during the whole exam and how easy it is to make careless mistakes at the end of the test.

Just like training for a marathon, you need to ensure you've got enough endurance to be able to succeed on the ACT. And the best way to do this is to take a practice test in one sitting-just as you will on test day.

If there's no possible way for you to take an ACT test in one sitting (for example, maybe you're an athlete and have practice every day that completely wears you out), it's OK to split up the test over multiple days-just as long as you're obeying each section's time limit exactly.

In the end, it's better to do some practice than none at all!

#4: Review Your Answers and Mistakes

The main point of taking ACT practice tests isn't just getting to do a lot of questions-it's being able to learn from your mistakes.

For every test you take, review all of your mistakes as well as every question you got right. If you don't know why you missed a question, don't gloss over it! Doing this means you won't learn from your mistakes and will keep making them over and over again, thereby lowering your score.

Ultimately, learn to prize study quality over quantity. It's better to take three ACT practice tests with detailed review instead of six practice tests with no review.

#5: Take At Least 4 Practice Tests Before Test Day

Based on my experience with thousands of students, I've found that taking four practice tests makes you extremely comfortable with the ACT in all respects: timing, endurance, and even stress.

While you can definitely take more than four tests if you want, you'll need to balance this practice with some focused prep on your weaknesses so that you can make faster progress.

#6: No Score Improvement? Supplement Your Practice Tests

Some students are great at using practice tests to study by themselves-they'll see a mistake they made, instantly realize why they made it, and then avoid making it in the future.

That said, most students need additional help with pinpointing their weaknesses and getting down key test-taking skills and strategies. Some of the best options for prep help include hiring a tutor, buying a comprehensive ACT prep book, and taking an online ACT prep course.

Our dedicated guide can help you figure out which ACT prep method works best for you.

What's Next?

Ready to get a perfect ACT score? Read our famous guide on what it takes, written by an expert 36 scorer.

If you're aiming for top scores on all four sections of the ACT, read our in-depth strategy guides on how to get a 36 on ACT English, ACT Math, ACT Reading, and ACT Science.
Want to improve your ACT score by 4 points?
Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more.

Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score.

Check out our 5-day free trial:

# data[].attributes.attachment_link.title
Printable ACT Practice Tests PDFs: 6 FREE Official Tests

# data[].attributes.attachment_link.description
No matter how you prep for the ACT-whether you have a tutor, take a class, or study by yourself-you must get access to official, printable ACT tests. These tests are released by ACT, Inc., and contain real questions given to actual students on previous test dates.

# data[].attributes.attachment_link.readable_text
You've done it. You've built up a little cushion in your bank account - $1,000! It feels good, right? Those days of checking your account balance in a panic are behind you.

Congrats! You're on the right path. Now it's time to think about some longer-term goals. What do you want to accomplish next with your money? Do you need to save more? Do you want to buy a home someday? Invest?

What's the next step you should take? What are some specific things you can do to take your finances to the next level?

We've got some ideas for you:

1. Become a Real Estate Investor for as Little as $10

Take a look at some of the world's wealthiest people. What do they have in common? Many invest in large private real estate deals. And here's the thing: There's no reason you can't, too - for as little as $10.

A company called Fundrise lets you get started in the world of real estate by giving you access to a low-cost, diversified portfolio of private real estate. The best part? You don't have to be the landlord. Fundrise does all the heavy lifting.

Fundrise's Starter Portfolio has a minimum of only $10 and is geared toward first-time real estate investors. Your money will be invested in the company's Flagship Fund, which already owns more than $250 million worth of real estate around the country, from apartment complexes to the red-hot housing rental market to larger last-mile e-commerce logistics centers.

Want to invest more? Fundrise offers a variety of account levels and features to fit every type of investor's needs. Once invested, you can track your performance on Fundrise's website and mobile app, and watch as properties are acquired, improved and operated. As tenants pay their rent, you could earn money through quarterly dividend payments, and over time, you could earn money off the potential appreciation of the property. Since 2014, Fundrise investors have earned roughly $100 million in dividends alone.

So if you want to get started in the world of real-estate investing, it takes just a few minutes to sign up and create an account with Fundrise.

2. Cancel Your Car Insurance

When was the last time you compared car insurance rates? Chances are you're seriously overpaying with your current policy.

If it's been more than six months since your last car insurance quote, you should look again.

And if you look through a digital marketplace called SmartFinancial, you could be getting rates as low as $22 a month - and saving yourself more than $700 a year.

It takes one minute to get quotes from multiple insurers, so you can see all the best rates side-by-side. Yep - in just one minute you could save yourself $715 this year. That's some major cash back in your pocket.

So if you haven't checked car insurance rates in a while, see how much you can save with a new policy.

3. See if You Can Get More Money From This Company

Here's the deal: If you're not using Aspiration's debit card, you're missing out on extra cash. And who doesn't want extra cash?

Yep. A debit card called Aspiration gives you up to a 10% back every time you swipe.

Need to buy groceries? Extra cash.

Need to fill up the tank? Bam. Even more extra cash.

You were going to buy these things anyway - why not get this extra money in the process?

Enter your email address here, and link your bank account to see how much extra cash you can get with your free Aspiration account. And don't worry. Your money is FDIC insured and under a military-grade encryption. That's nerd talk for "this is totally safe."

4. Add up to 300 Points to Your Credit Score

You might not think your credit score is that important. In fact, you might not think much about it at all. But what happens when you want to buy a car? Or a house? Unfortunately, those three little numbers play a huge role in whether you'll be able to do that.

And if you have an error on your credit report (one out of five reports do), that could stand in your way.

Thankfully, a website called Credit Sesame will help you detect any errors - for free. It shows you why you have the score you do and gives you personalized tips to steer you in the right direction.

Salome Buitureria, a working mom in Louisiana, found a major error on her report this way. Using Credit Sesame, she was able to fix the mistake and take additional steps to raise her credit score from 524 to nearly 700.

Now she and her husband feel like they're in a better position for their biggest goal - purchasing a house. It only takes about 90 seconds to sign up.

5. Find Out if You're Overpaying

Wouldn't it be nice if you got an alert when you're shopping online at Target and are about to overpay?

That's exactly what this free service does.

Just add it to your browser for free, and before you check out, it'll check other websites, including Walmart, eBay and others to see if your item is available for cheaper. Plus, you can get coupon codes, set up price-drop alerts and even see the item's price history.

Let's say you're shopping for a new TV, and you assume you've found the best price. Here's when you'll get a pop up letting you know if that exact TV is available elsewhere for cheaper. If there are any available coupon codes, they'll also automatically be applied to your order.

In the last year, this has saved people $160 million.

You can get started in just a few clicks to see if you're overpaying online.

6. See if You're Wasting $690/Year on Homeowners Insurance

You're probably wasting money right now. And it's probably on something you'd never expect - your homeowners insurance policy.

This isn't something you actively think about - you just know you're required to have it.

The problem is, you're paying too much. Luckily, an insurance company called Policygenius makes it easy to find out how much you're overpaying. It finds you cheaper policies and special discounts in minutes.

In fact, it saves users an average of $690 a year - or $57.50 a month. It'll even help you break up with your old insurance company. (You're allowed to cancel your policy at any time, and your company should issue you a refund.)

And just because you're saving money doesn't mean you're skimping on coverage. Policygenius will make sure you have what you need.

Just answer a few questions about your home to see how much money you're wasting.
Capital One Shopping compensates us when you sign up using the links we provide. *Past performance is not indicative of future results. The publicly filed offering circulars of the issuers sponsored by Rise Companies Corp., not all of which may be currently qualified by the Securities and Exchange Commission, may be found at www.fundrise.com/oc.

# data[].attributes.attachment_link.title
If You Have More Than $1,000 in Your Checking Account, Make These 6 Moves

# data[].attributes.attachment_link.description
You've done it. You've built up a little cushion in your bank account - $1,000! It feels good, right? Those days of checking your account balance in a panic are behind you. Congrats! You're on the right path. Now it's time to think about some longer-term goals.

# data[].attributes.attachment_link.title
Yahoo Finance - Stock Market Live, Quotes, Business & Finance News

# data[].attributes.attachment_link.description
At Yahoo Finance, you get free stock quotes, up-to-date news, portfolio management resources, international market data, social interaction and mortgage rates that help you manage your financial life.

# data[].attributes.attachment_link.readable_text
Public Housing / Rental Assistance -Section 8

Location - #5 Applegate Drive / Mailing Address - PO Box 2085

Springdale, Arkansas 72765

Phone 479-751-0560 Fax 479-756-8059

TTY/ TDD 800-285-1311 or 711
IMPORTANT INFORMATION PLEASE READ THE FOLLOWING CAREFULLY BEFORE COMPLETING THE APPLICATION. Upon submission of your application online, your pending application will be submitted to the Housing Authority of the City of Springdale Arkansas. Please print and sign the following documents. The Housing Authority will make copies in our office at no charge to you. You will receive a letter in the mail within the next few days confirming our receipt of your online application. HUD 9886 Authorization Privacy Act Notice Authorization for Release of Information HUD 214 Declaration of Citizenship HUD 50066 Violence Against Women Act HUD 50066 Violence Against Women Act Spanish HUD 1141 Is Fraud worth it What You Should Know About EIV What You Should Know About EIV - Spanish version HUD 92006 Supplement to Application In addition, please provide all documents below that apply to your family.

Birth Certificate or acceptable documentation

Social Security Card

Picture ID

Income Information

Immigration/Alien Status

Marriage Certificate/Divorce Decree

Custody/Adoption Agreements

Income Adult Family Members (over 18 yrs)
Employment

Check Stubs

Employer Statement

Most recent Tax Return

Benefit Income

Unemployment

Social Security

SSI/Other Disability Income

Pensions/Retirement

Child Support

Alimony

Public Assistance

Other Income

Monetary Support of Family

Self Employment

Assets

Savings Account

Certificate of Deposit

IRA

Stocks and Bonds/Mutual Funds

Real Estate/Rental Income

Expenses Out of Pocket Medical Expenses

Precriptions

Physicians/ Clinic Statements

Medical Insurance Program

Disability Assistance

Families with Child care expenses
Statement from child care provider to allow one or more adults to work or attend school or training.
References: (PUBLIC HOUSING ONLY)
Landlord - Present and former Landlords
Other References (PUBLIC HOUSING ONLY)
Credit - (Examples - Car Dealers and Utilities)

Other - Present and previous employers and /or supervisors.

If you or anyone in your family is a person with disabilities, and you require a specific

accommodation in order to fully utilize our programs and services, please contact us at

479-751-0560 xt 200.

Important Information

Please read the following carefully before completing the application form

If you or anyone in your family is a person with disabilities, and you require a specific accommodation in order to fully utilize our programs and services, please contact the housing authority.

The applicatin must be completed in the handwriting of the head of household. Incomplete applications will not be processed.

Persons with disabilities or persons who are limited with their ability to read, write, speak or understand English can see assistance with the completeion of the form at the housing authority office.

Use the full legal name of each person listed on the application as it appears on their social security card.

Please print all answers.

Answer all questions on the application form. Do not leave any questions blank. If a question does not apply to you such as "What is your telephone number.? and you do not have a telephone, write "none".

All yes / no questions must be checked to indicate whether your response is a "yes" or "no".

If there is not enough space to answer a particular question or to provide any additional explanation that you want to make, please feel free to attach one or more pages to this application.

The legal head of household and spouse /cohead (if any) must sign and date the application form.

Where indicated on this form, the questions apply to all members of the family listed on the application.

The information that you provide on this application must be true and complete. It is a violation of federal and state criminal law to make false statements on an applicatin for housing assistance. If you do not understand a question, please ask your housing representative.

Be advised that the PHA will conduct criminal background checks and sex offender registration checks on all adult household members, including live-in-aides.

In order to qualify for Public Housing an applicant must:

Be a family as defined in the Housing Agency's Admission and Continued Occupancy Policy (ACOP). A copy of the ACOP is either posted or available at the housing agency office.

Meet the HUD requirements on citizenship or immigration status.

Have an annual income at the time of admission that does not exceed the income limits establishe by HUD. These income limits are posted in the PHA's Office.

Provide documenation of Social Security numbers for all family membes, age 6 and older, or certify that they do not have Social Secuirty numbers.

Pay any money owed to the PHA or any other housing authority.

Not be subject to lifetime sex offender registration requirements.

Sign authorization forms so that the PHA can verify the various eligibility requirements.

Not have any household members who are engaged in any criminal activity that threatens the life, health, safety, or right to peaceful enjoyment of the premises by other residents, and not have any household members who are engaged in any drug-related or violent criminal activity.

PUBLIC HOUSING ONLY - Qualify as a suitable renter after the PHA conducts screening of prior rental history and financial responsibility.

Americans with Disabilities Act

We need your help to ensure all of our programs, services, and activities are fully accessible to persons with disabilities. If you encounter any type of barrier that preventsyou from receiving the full benefit of our programs, services, or activities, please let us know.

Ready to start your application?

Already Applied?
View or make changes to your rental application

# data[].attributes.attachment_link.description
Public Housing / Rental Assistance -Section 8 Location - #5 Applegate Drive / Mailing Address - PO Box 2085 Springdale, Arkansas 72765 Phone 479-751-0560 Fax 479-756-8059 TTY/ TDD 800-285-1311 or 711 IMPORTANT INFORMATION PLEASE READ THE FOLLOWING CAREFULLY BEFORE COMPLETING THE APPLICATION.

# data[].attributes.attachment_link.title
Y.E.S. for Arkansas - Arkansas Capital Corporation

# data[].attributes.attachment_link.description
Watch Expo Day Presentations from a few of the 2023 First and Second Place Y.E.S. Winners! Expo Day Screenshots - 2023 Finalists Competition Awards CASH prizes will be awarded to the winning teams - that includes the students AND their teachers/mentors! Learn More Previous Winners Y.E.S.

# data[].attributes.attachment_link.readable_text
Want to try investing? SMG InvestQuest is SIFMA Foundation's newest free, fun, and informative investing experience emphasizing diversification and long-term investing over a simulated 5-year period. Company-specific and market-wide news that may impact returns helps you manage a pretend portfolio of stocks, bonds, and mutual funds, across beginner, intermediate, and advanced levels. Try it now!

Connect students to the global economy
with virtual investing and real-world learning.

Teachers consistently tell us about the positive influence our programs have on their students. The educational impact of the SIFMA Foundation's Stock Market Game ™ is unmatched, with proven increases in student attendance, engagement and class participation, and improved academic performance and financial behavior.

The Stock Market Game trading platform is powered by Broadridge Financial Solutions

The SIFMA Foundation

An independent 501(c)3 educational organization dedicated to fostering knowledge of the financial markets, serving nearly 20 million students since 1977.

Stock Market Game™

An online simulation of the global capital markets that engages students grades 4-12 in the world of economics, investing and personal finance and that has prepared nearly 20 million students for financially independent futures.

InvestWrite®

A national essay competition that serves as a culminating activity for Stock Market Game ™ students.

Capitol Hill Challenge™

A national financial education competition for junior high and high schools that reaches all 50 U.S. states and all members of Congress.

Invest It Forward™

An industry-wide financial education and capital markets literacy campaign convening volunteers from hundreds of financial firms.

Request a financial industry guest speaker today to bring the world of finance and capital markets to your students through the SIFMA Foundation's Invest It Forward™ initiative.

Build a fundamental understanding of investing while providing students with real-world skills and practice in math, English language arts, economics, social studies, and other subjects.

Plan your students' SMG experience using the Teacher Support Center, a searchable library of curriculum resources, lesson plans, assessments, and standards correlations.

Access easy-to-follow instructional guides, suggested lessons, activities, and projects for afterschool and homeschool participants.

Our mobile app works in conjunction with student team portfolios, engaging students in meaningful second-screen experiences. Sync with standard SMG portfolios' current Account Summary, Pending Transactions, Transaction Notes, and market news information. Allow teams to look up ticker symbols and enter trades.

To get started in the SMG program, register today. The
registration wizard provides essential information on program
requirements and important dates.
Register Now

# data[].attributes.attachment_link.description
Want to try investing? SMG InvestQuest is SIFMA Foundation's newest free, fun, and informative investing experience emphasizing diversification and long-term investing over a simulated 5-year period. Company-specific and market-wide news that may impact returns helps you manage a pretend portfolio of stocks, bonds, and mutual funds, across beginner, intermediate, and advanced levels.

# data[].attributes.attachment_link.description
xkcd.com is best viewed with Netscape Navigator 4.0 or below on a Pentium 3±1 emulated in Javascript on an Apple IIGS at a screen resolution of 1024x1. Please enable your ad blockers, disable high-heat drying, and remove your device from Airplane Mode and set it to Boat Mode.

# data[].attributes.attachment_link.readable_text
Are you ready for your students to stretch their brains? Use these fun creative thinking task cards to do just that! These A-Z task cards are perfect for early finishers, morning work, morning meeting, brain breaks, enrichment, or centers. You can even give your students a card for homework (which my students love, believe it or not)!

There is a card for every letter in the alphabet with several creative and critical thinking prompts on each card. Enjoy and have fun!
Included in this resource :

Printable Task Card for Every Letter in the Alphabet

Digital Task Cards in Google Slides

Digital Access Note: The digital access version of this resource is in Google Slides. Each card has its own slide, and most have text boxes to write answers. Some will require students to insert or draw a picture. I have done my best to make most cards easily accessible in the digital version. :)
**Are you looking for MORE Early Finisher Activities?!** Early Finisher Task Card Bundle Creative Thinking A-Z Task Cards Think It Through: Weekly Activities for Creative and Critical Thinking Monthly Creative & Critical Thinking Task Cards What If? Task Cards for Creative and Critical Thinking

# data[].attributes.attachment_link.description
Are you ready for your students to stretch their brains? Use these fun creative thinking task cards to do just that! These A-Z task cards are perfect for early finishers, morning work, morning meeting, brain breaks, enrichment, or centers. You can even give your students a card for homework (whic...

# data[].attributes.attachment_link.readable_text
Each of these 150 "Thinkable" cards has a different creative and/or critical thinking activity. They will help your students to grow their lateral and higher level thinking skills and are great for fast finishers as well as GAT students.

Thinkables can be used in a variety of ways in your classroom. One possibility is to create a center with the Thinkable cards and materials for completing the activities. Students can use the included Recording Chart to keep track of which cards they have completed. Simply circle, stamp, or use a sticker to cover the number of the card that has been completed. Students do not need to complete the cards in order and can work throughout the year whenever they have extra time.

Another option is to create a Thinkables journal for students to use for their work. Display one card on the document camera for all students to complete. You may also want to allow time for students to share their answers. Journals could also be used independently.

In addition, most of these cards could also be used without the writing component simply by having students discuss possible answers.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Also available in a money-saving Writing Prompts Task Card Bundle You can get ELA-themed Thinkables here. Other great products: * Task Card Bundles * Subject-Verb Agreement * Verb Tense Task Cards * Possessive Nouns Task Cards (singular and plural) * Figurative Language * Brain Breaks ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Copyright information:
Purchasing this product grants permission for use by one teacher in his or her own classroom. If you intend to share with others, please purchase an additional license.

Happy Teaching!

Rachel Lynette

# data[].attributes.attachment_link.description
Each of these 150 "Thinkable" cards has a different creative and/or critical thinking activity. They will help your students to grow their lateral and higher level thinking skills and are great for fast finishers as well as GAT students. Thinkables can be used in a variety of ways in your classroom.

# data[].attributes.attachment_link.title
Crack the Case | History Detectives | PBS LearningMedia

# data[].attributes.attachment_link.description
Students examine how to approach a historical investigation in this lesson based on the PBS series History Detectives. By the end of this lesson students should be more familiar with conducting a research project and should know the basic steps to analyze a historical event.

# data[].attributes.attachment_link.description
1 hour lessons where students examine a variety of sources, both primary and secondary, to reach a conclusion. They must integrate multiple forms of information from maps to video clips and defend their conclusions with cited evidence from the exhibits.

# data[].attributes.attachment_link.readable_text
I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments that popped up each Monday and the scheduled meetings twice a week. However, once we walked her through the process of breaking down tasks and estimating work time, she was able to create a weekly schedule for herself. I even taught her about the planning fallacy and why we should take our initial estimation of time and multiply it by 1.5 to get a more accurate sense of how long things will take. My middle son decided to do as much of his work on Monday and Tuesday as possible to free up time later in the week. Meanwhile, my oldest son has chosen to go the "deep work" approach by focusing on one subject each day.

Their favorite parts of school have varied as well. My daughter loves her virtual meetings. My middle son prefers working asynchronously and enjoys it when teachers create tutorial videos and let students jump ahead if need be. Meanwhile, my oldest is working his hardest in his engineering class where they are doing a PBL unit based on a design challenge. Here, he is working on his computer while he has FaceTime open for hours as he talks with his friend.

Seeing distance learning through the lens of my own children is a reminder that each child is different. There is no single right way to do distance learning - an idea I explore in this video:
Subscribe to YouTube Channel
While there is no instruction manual for distance learning, there are some universal ideas that can guide us as we design distance learning experience. One of these core ideas is student voice and choice. One of the best things we can offer students in this time of social distancing is a sense of autonomy and control over their learning. If you look at the following diagram, there is a progression in student agency where they move through compliance to engagement to empowerment as they have greater choice and control over their learning.

Note that too much choice can be a problem. Students can feel overwhelmed when things are too loose. Children need expectations, which is why agency and compliance still have a place. Moreover, choice can be overwhelming. As Barry Schwartz wrote in the classic Paradox of Choice, "Learning to choose is hard. Learning to choose well is harder. And learning to choose well in a world of unlimited possibilities is harder still, perhaps too hard." We do a disservice when we provide "unlimited possibilities" because it is simply too much choice for our brains. For this reason, it can help to create structures for student choice. One option is through the design of a choice menu.

Listen to the Podcast

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

https://spencerauthor.com/wp-content/uploads/2020/05/Choice-Menus.mp3

Four Approaches to Choice Menus

Choice menus have been around for years with different names, including "choice boards" and "learning menus." Regardless of the terminology, the idea is the same. Create structures that provide choices for students in their learning tasks. However, as mentioned before, choice often exists on a spectrum from teacher-directed (less autonomy) to student-directed (more autonomy). The following graphic is a continuum of choice menus with four different levels.

I want to point out that these do not to be sequential or linear. You don't have to start at a Level 1 and then move to a Level 4. But there is this idea that you may want to start at a more teacher-centered approach to get students used to the idea of choice and then move toward a Level 3 or 4 over time.

Level 1: Embedded Choice
Choice Level:
Mostly Teacher-Directed
Description:
With this first level, students all work on the same main assignment or project. Here, every student is working on the same learning targets and tasks for the majority of the assignment. The entire class has common grouping (individual, partners, or small groups) and generally works at the same pace. However, within this assignment, the teacher provides options on a sub-task.

So, in a language arts class, students might all do the same reading and answer similar questions but they have a menu of options for how they present their answers. They might record a podcast, make a slideshow, do a sketchnote, film a video, or write a blog post. Another variation of this might be that every student is writing a blog post but they have a list of topics they can select. So, they don't have a choice in the final product but they do have a choice in the topic.

In a math class, students might have the same set of word problems but they select from the menu. Or they might work on the same word problem but have a menu of options for how they solve the problems. For linear equations, this might include graphing, creating a table, or using an algorithm. Another time, they might all solve the same problem but they have a choice in how they share their answers with classmates.

The core idea is that most of the assignment is the same but there is one element where a choice menu is embedded. This is ideal when you first introduce a concept or skill and you want to make sure every student has the background knowledge they need before moving on. It can also function as a way to introduce choice to students without overwhelming them. Later, they'll move toward higher levels of choice and autonomy until they end up with something like a Genius Hour.

Level 2: Simple Choice Menu
Choice Level:
Somewhat Student-Directed
Description:
This builds on the last idea with a key variation. Instead of having a common assignment and embedded choices, students have a common objective but a choice in assignments. This might include choices in grouping, choices in topics, and choices in the products they create. So, students might do independent reading with whatever novels they choose to read. Afterward, they can select any number of book report prompts that the teacher provides. If you're interested in trying these out, I have partnered with Presto Plans to create a set of alternatives to book reports. Each one has a sketch video and a set of handouts. They've already been optimized for online and distance learning classroom.

The simple choice menu is ideal for a classroom where students are all mastering the same standard. If the standard is is skill-based but topic-neutral, students have leeway in choosing their own topics (or choosing from a list of topics) but less freedom in the skills they practice. For example, with Wonder Day, every student engages in research, reading, and writing. Other times, the standard might be topic-based and conceptual but there is more freedom in the skills students master and the products they create. Here, students might learn about World War II but the simple choice menu could include making a comic book, creating a virtual museum, or doing a diary of a soldier.

If you want to create this type of chart, I would recommend putting this onto a Google Document and using the icons from Flat Icon. You can hyperlink the icon and use the same hyperlink under each icon. Using the internal Bookmarks and link functions, you can have one single document that has each of the assignment options below it. You can then submit this an attachment on the common assignment in Google Classroom. Another variation of this is the Tic-Tac-Toe option which Catlin Tucker and Kasey Bell have both done a great job demonstrating. Here, students select an assignment in each row to get a "Tic-Tac-Toe" for a completed assignment.

The key idea is that there is a common learning target but freedom in everything else.

Level 3: Advanced Choice Menu
Choice Level:
Mostly Student-Directed
Description:
Advanced choice menus take the last idea another step forward by having students self-select the standards or learning targets. The following is an example of an advanced choice menu. Students begin by selecting their grouping (partners, small group, or independent). Next, they select the specific learning targets. This is ideal for students who need additional review of certain content. It functions as a built-in intervention. After deciding on the learning target, students find related resources that they explore connected to the learning target. These might be tutorials, examples, articles, podcasts, or videos. Finally, students select from options in how they will present their learning. You can find out more about it here. Here's a table that spells out how it works:

In a math class, you might have a student choose to work with a partner. Both partners decide to work on dividing fractions. When they look at the list of curated resources, one partner chooses to watch a tutorial video while another partner chooses to read an online tutorial. Next, they complete a task where they are dividing fractions and then they select the video option where they show how they solved the problems together. Although they are working miles away from each other, they are able to share their videos with one another and with the teacher on Flipgrid.

While the table works well for this option, a more advanced variation would be to do it as a Google Form, with students selecting an option that leads to a new set of options. So, in science they might choose a learning target on adaptations. When they click submit, it takes them to the specific resources on adaptations. Once they select their resource to learn about adaptations, they click submit again and go to the form with the options for how they will share what they learned.

Note that this option works best with secondary students who have a solid background knowledge of their topics or a solid understanding of the skills. This type of choice menu can easily overwhelm students, which is why I would recommend using one of the first two options before moving to this one.

Level 4: Independent Project
Choice Level:
Entirely Student-Directed
Description:
Independent projects require a shift from choice to freedom. Instead of relying on teachers for to provide a menu of options, students select the grouping, decide on the topics, ask their own questions, engage in their own research, find their own resources (rather than selecting from a curation), and ultimately create their own products.

One option is a Genius Hour project. Based on Google concept of 20% Time, the goal is to provide students with 20% of their class time to learn what they want. They choose the content while also mastering skills and hitting the academic standards.
Subscribe to YouTube Channel
With Genius Hour, students own the entire journey. They choose the topics based upon their own geeky interests. It doesn't have to be a traditionally academic area. They might like fashion or food or sports or Legos or Minecraft or deep sea creatures. They can then match these topics with topic-neutral standards. Students ask the questions and engage in their own research to find the answers. Along the way, they design their own plan of instruction. They decide on the resources and activities. Each student sets goals and engages in self-assessment. They work at their own pace and set their own deadlines. Students decide on the grouping. Some work alone. Others work in pairs or small groups. In the end, students figure out what they will make and how they will share their learning with the world.

A word of caution: It's not a free-for-all. The best Genius Hour projects have systems and structures that empower students to reach their full potential. I find it helpful to break Genius Hour into phases and have students document it with a Genius Hour Journal. This could be done on a Google Doc or it could be done as a podcast or video. I love this quote from Austin Kleon:

In some cases, students might not finish their Genius Hour projects. They might even hit failure. But failed projects are also a learning opportunity:
Subscribe to YouTube Channel
Here's a video you can use with your students.
Subscribe to YouTube Channel
Another option would be something like a Wonder Day project, where students can choose their grouping, choose their topics, create their own questions, engage in research, and ultimately create either a podcast, video, slideshow, or blog post where they share their findings. Here's a chart you can use to help walk students through the choices.

If you'd like to download the Wonder Day or Wonder Week (a deeper dive) project, you can check them out for free here.

Even so, there will be mistakes. You'll have to experiment.

Ultimately, student choice is a long journey. We are in the midst of social distancing and experimenting as we go. Some students might be at a place where they can only handle the first or second levels of choice menus - and that's okay. The important thing is that they are seeing how much you are honoring their autonomy and agency. In the end, when we provide students with choice, they are empowered to be be self-directed learners, engaging in creativity and critical thinking. In other words, they own the learning.

This next week, I'll be running a webinar taking a deeper dive into this subject. Together, we will explore four different choice menus you can do in your online classroom. I'll walk you step-by-step through each type of choice menu so that you can craft a practical choice menu for your students. You can sign up here.

Distance Learning Toolkit

If you want to learn more about distance learning, please check out the toolkit and eBook below.

# data[].attributes.attachment_link.title
4 Ways to Craft Choice Menus in Distance Learning Classes

# data[].attributes.attachment_link.description
I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments

# data[].attributes.attachment_link.readable_text
I was inspired today by a I found online written by Jonathan Wylie about "Creating Interactive Choose Your Own (Google) Adventure Stories". I tried to create one on my own with a Google form but had major difficulties. So I wrote up some step-by-step instructions.

First of all, take a look at my stories: One in English and below it, the same one in French: Mar. 2017, NOTE:
Click here for this story created with the new Google Forms.

Click here for an interactive story I created with Google presentations (French below).

to read about how to make a Google Doc interactive with bookmarks or how to make an interactive Table of Contents.

for an awesome interactive video called: "The Time Machine: A Chad, Matt and Rob Interactive Adventure". to learn about how to make an interactive video with YouTube Annotations.
Click here to see my GAFE Summit presentation.

# data[].attributes.attachment_link.title
Using Google Apps to Make Interactive Stories

# data[].attributes.attachment_link.description
I was inspired today by a blogpost I found online written by Jonathan Wylie about "Creating Interactive Choose Your ...

# data[].attributes.attachment_link.readable_text
Shut the Front Door (Again)! Updated Differentiation with Google Forms!

UPDATED March 2017! There are so many amazing things we can do with Google Forms. One of my favorite features allows us to differentiate a form for students, meaning we can send students to different questions and pages of information based on how they answer each question. It can get complicated very fast, so hang on tight for some tutorials, details, and classroom application ideas!

Note: The original post was inspired by a comment I received during my "Digital Differentiation with Google Apps," session at the Texas Google Summit in Brenham, Texas. Michael Ogg, aka @PrincipalOgg, shouted, "Shut the front door," when I showed how to use branching in Google forms. Thanks, Michael for one of the best comments I've ever had during a presentation, and for giving me a great title!

What is Branching in Google Forms?

Branching in Google Forms is a way to send a respondent to a different page or question based on how they answer. You have probably experienced this type of strategy if you have taken a survey that takes you to more specific questions based on how you answered basic questions. For instance, if I asked, "Do you teach elementary, middle, or high school?", I could then take you to another question to ask what subject area you teach based on your level.

To the left is a visualization of branching in Google Forms (created with Google Drawings). Each answer option could add another branch. The branches can go in as many directions as you like and can get complicated very quickly. This is just to give you an idea of why it is called branching and the importance of planning your "branches." Be sure you keep reading and take note of the tips below!

To get an idea of how this can be used, I have created a sample form, " Google Drive Review." This is just one way this feature can be used to help students review material. For instance, if a student answers incorrectly, they can be taken to a review video and be given the chance to answer the question again. Note: my sample form is very short, and just for example purposes (more application ideas included further down.) CLICK HERE to take the review and see how branching works. (Hint! Answer incorrectly, to see where that takes you.)

I designed this quiz as a review example for Google Drive. If respondents answer incorrectly, as indicated in this image, they will then be taken to a review page with a YouTube tutorial. (Yes, you can insert YouTube videos!) Then they will be asked to answer the question again, as seen in the image below. Respondents will keep reviewing the skill until they get the question correct, and then they move on to the next question.

How to Use Branching in Google Forms:

Google Forms doesn't actually call this branching. So if you are searching for this in settings, you will not find it. Branching is really just the concept. In order to send students/respondents to another option based on how they answer, you have to create new pages or, "sections" in your form. This is the key to making branching work! This little setting can make a BIG difference and can offer ways to use Google Forms to differentiate for students.

In Google Forms, you can enable branching for multiple choice or dropdown question types by selecting, " Go to SECTION based on answer. " (formerly, "Go to PAGE based on answer," in the old forms.)

To see how this works:

1. Create your first question. (Note: This option is only available for multiple choice or dropdown questions types.)

2. Then go to the three dots in the bottom right of the question box and select: Go to section based on answer. (See the animated GIF below.)

3. Make the question "Required."

4. Shuffle answer options to help discourage cheating. (Optional, but recommended.)

Now that you see how the process works within the question, it's time to plan and create your sections. The key to making this work is to create section breaks. Notice in the animation above, the dropdown that appears next to each answer choice once you enable, "Go to section based on answer." You can only choose another section once the other sections have been created. Again, planning is your best friend in branching! Plan you branches and sections, then go add each section to your form.

1. Using the menu to the left of your question, click on the bottom icon to "add section." You will see sections added below and numbered accordingly.

2. Add as many sections as you need.

Add Section Title and Descriptions

I cannot emphasize how much adding a title, and description to each section helps before you go back to each answer and choose a section. This will help keep your organized. Remember, this can get complicated very quickly and staying organized will help greatly.

To add a section title and description, simple click on each section title and description box to get the cursor and edit. Note how I named my sections in the example given above. I titled them, "Question 1", or "Question 1: Review the Skill." Depending on how you decide to use this feature, your titles may need to be even more specific.

Match Sections to Answers in Each Question

Here's where those titles come in handy! Now, you need to go back to each question (enable, "go to section based on answer," if you haven't already) and then select which section each answer will lead to next. By default they will all just progress to the next section. Once you get this pattern down, it is very easy to do. Again, planning this ahead of time will make this process so much easier!

Branching Tips (PLEASE READ!)

Start small, just a few questions.

I cannot say this enough! The first time you try this, do not do more than five questions. I repeat. This gets very complicated very quickly!

Plan or Map out your branches before you begin.

Planning is your best friend when it comes to branching. Decide ahead of time how many answer options and how many "branches," you need or want. Plan it out on paper, in Google Drawings like I did above, or using your own preferred tool.

Utilize the page titles and descriptions to help you organize.

As mentioned above, this can save you time and frustration if you use consistent and specific titles and descriptions for each title.

Test it! Then, test it again!

Now you have to test it. Test every answer option in every question. Then send it to a friend or colleage to test it. It's so easy to miss one little thing. Testing is a must!

Other Ways to Use "Go to Section," Feature

The possibilities of this feature are endless. There are so many other ways you could use, "Go to section based on answer," besides the review style I showed in my example. Below are a few ideas to get you thinking about possibilities for your class.

When a student answers correctly, they could be taken to a harder question.

When a student answers incorrectly, you could show more specifically where they went wrong with each answer choice (not just review a concept)-like solving a math problem incorrectly.

Student choice: Use this feature to allow students to select from a menu of choices to demonstrate their learning, then upload the file to the form to submit. The spreadsheet would allow you to see what they select and should be working on during class.

Gamify! What if every correct answer revealed a clue or a puzzle piece? Students could collect and work individually or collaboratively to put together.

Put this feature in students' hands and let them create something for their class, or another class to teach a skill, or play a game.

Sylvia Duckworth's Choose Your Own Adventure with Google Forms

How could you use this feature in your classroom? Please share in the comments below.

© Shake Up Learning 2020. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

# data[].attributes.attachment_link.title
Shut the Front Door (Again)! Updated Differentiation With Google Forms

# data[].attributes.attachment_link.description
There are so many amazing things we can do with Google Forms. One of my favorite features allows us to differentiate a form for students, meaning we can send students to different questions and pages of information based on how they answer each question.

# data[].attributes.attachment_link.readable_text
Planets Differentiated Reading Passages and Questions
SPACE SERIES

The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page.
As all students are tested on the same benchmarks, the passages are differentiated -not the assessment.

Passages are written in full page format with large font for annotating text in centers or guided reading.
If you prefer to use the passages in the interactive science notebooks, a half page format is also included.

GO GREEN! Place passages in page protectors for annotating with dry erase in centers.

Answer key is included.

Vocabulary
planets, inner planets, outer planets, dwarf planet, axis, revolve, rotates, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

SC.5.E.5.2
Identify the position and sequential order of planets.
Identify major common characteristics of all planets (tilt on an axis,
revolving/orbiting around a star, rotation).

Follow me so you do not miss future freebies like this one! -Just click on the little green star beneath my name.

Get all 8 passages for slightly more than the cost of 3 passages!
---> SPACE BUNDLE <---

Find all reading center activities HERE!
Find all math activities 3-5 HERE!

Find all FREEBIES HERE!

Find me on -or- Contact me at PortigoPublications@gmail.com

* Terms of Use: Single license purchase provides use by one teacher. Please share only the links to free products. Please see multiple license discounts for sharing. Portigo Publications products (free or paid) may NOT be uploaded to any web page, including classroom, school, and district websites. Please share only the TpT links. Failure to comply is a copyright infringement and a direct violation of the Digital Millennium Copyright Act (DMCA). Products may not be used in part or whole for any new products.

ELA
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

# data[].attributes.attachment_link.description
Planets Differentiated Reading Passages and Questions SPACE SERIES The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page. As all students are tested on the same benchmarks, the passages are differentiated -no...

# data[].attributes.attachment_link.readable_text
States of Matter Differentiated Reading Passages and Questions
MATTER SERIES

The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page.
As all students are tested on the same benchmarks, the passages are differentiated -not the assessment.

Passages are written in full page format with large font for annotating text in centers or guided reading.
If you prefer to use the passages in the interactive science notebooks, a half page format is also included.

GO GREEN! Place passages in page protectors for annotating with dry erase in centers.

Answer key is included.

Vocabulary
solid, liquid, gas, compress, volume, matter

Follow me so you do not miss future freebies like this one! -Just click on the little green star beneath my name.

***Get the entire MATTER BUNDLE for the cost of 3 passages!

Find all MATTER passages HERE!

Find all reading center activities HERE!
Find all math activities 3-5 HERE!

Find all FREEBIES HERE!

Find me on -or- Contact me at PortigoPublications@gmail.com

* Terms of Use: Single license purchase provides use by one teacher. Please share only the links to free products. Please see multiple license discounts for sharing. Portigo Publications products (free or paid) may NOT be uploaded to any web page, including classroom, school, and district websites. Please share only the TpT links. Failure to comply is a copyright infringement and a direct violation of the Digital Millennium Copyright Act (DMCA). Products may not be used in part or whole for any new products.

ELA
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

# data[].attributes.attachment_link.description
States of Matter Differentiated Reading Passages and Questions MATTER SERIES The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page. As all students are tested on the same benchmarks, the passages are differen...

# data[].attributes.attachment_link.readable_text
It's been a minute you guys. I'm so sorry. If you are like me, then you are feeling the pressure of teaching during a pandemic. I don't care if you're virtual, hybrid, or face-to-face, teaching, no matter what it looks like this year, is a roller coaster of emotions and anxiety and the extra work has gotten this teacher BEHIND!!! I had promised a couple of readers that I would put up a free banner for Valentine's Day and so here I am. I'm so proud of this little accomplishment. It has ... VIEW POST

# data[].attributes.attachment_link.title
You searched for tiering template - Differentiated Kindergarten

# data[].attributes.attachment_link.description
It's been a minute you guys. I'm so sorry. If you are like me, then you are feeling the pressure of teaching during a pandemic. I don't care if you're virtual, hybrid, or face-to-face, teaching, no matter what it looks like this year, is a roller coaster of emotions and anxiety and the extra work has gotten this teacher BEHIND!!!

# data[].attributes.attachment_link.readable_text
Energy Close Reading Passages ENERGY SERIES
Students will explain that energy has the ability to cause motion or create change.

The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page.
As all students are tested on the same benchmarks, the passages are differentiated -not the assessment.

Passages are written in full page format with large font for annotating text in centers or guided reading.
If you prefer to use the passages in the interactive science notebooks, a half page format is also included.

Answer key is included.

Follow me so you do not miss future freebies like this one! -Just click on the little green star beneath my name.

Find all reading center activities HERE!
Find all math activities 3-5 HERE!

Find all FREEBIES HERE!

* Terms of Use: Single license purchase provides use by one teacher. Please see multiple license discounts for sharing. Please share only the links to free products. Passages may not be used in part or whole for any new products. Passages MAY NOT be uploaded to any web page, including class, school, or district web pages. Failure to comply is a copyright infringement and a direct violation of the Digital Millennium Copyright Act (DMCA).

ELA
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

# data[].attributes.attachment_link.title
CLOSE READING Differentiated Science Passages: ENERGY

# data[].attributes.attachment_link.description
Energy Close Reading Passages ENERGY SERIES Students will explain that energy has the ability to cause motion or create change. The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page. As all students are teste...

# data[].attributes.attachment_link.readable_text
Water Cycle Differentiated Close Reading Passages and Questions
Weather Series

The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page.
As all students are tested on the same benchmarks, the passages are differentiated -not the assessment.

Passages are written in full page format with large font for annotating text in centers or guided reading.
If you prefer to use the passages in the interactive science notebooks, a half page format is also included.

GO GREEN! Place passages in page protectors for annotating with dry erase in centers.

Answer key is included.

Vocabulary
water cycle, evaporation, condensation, precipitation, water vapor, liquid water, run-off, ground water, freshwater, saltwater, heat gain, heat loss, melting, freezing

SC.5.E.7.1, SC.5.E.7.2
*label a model to explain the parts of the water cycle
*water can be a gas, a liquid, or a solid and can go back
and forth from one state to another.
*the ocean is an integral part of the water cycle

Follow me so you do not miss future freebies like this one! -Just click on the little green star beneath my name.

***Get the entire WEATHER BUNDLE for the cost of 3 passages!

Find all MATTER passages HERE!

Find all reading center activities HERE!
Find all math activities 3-5 HERE!

Find all FREEBIES HERE!

Find me on -or- Contact me at PortigoPublications@gmail.com

* Terms of Use: Single license purchase provides use by one teacher. Please share only the links to free products. Please see multiple license discounts for sharing. Portigo Publications products (free or paid) may NOT be uploaded to any web page, including classroom, school, and district websites. Please share only the TpT links. Failure to comply is a copyright infringement and a direct violation of the Digital Millennium Copyright Act (DMCA). Products may not be used in part or whole for any new products.

ELA
CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
CCSS.ELA-LITERACY.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

# data[].attributes.attachment_link.description
Water Cycle Differentiated Close Reading Passages and Questions Weather Series The file includes one passage written on three levels. Passages are marked H, M, L (high, medium, low) in small print on the bottom of the page. As all students are tested on the same benchmarks, the passages are differ...

# data[].attributes.attachment_link.readable_text
The Razorback Regional Greenway in Northwest Arkansas is a project that has been years in the making. The concept of a regional greenway project has been a goal of regional planners, cities, and residents of Northwest Arkansas for more than two decades. This vision was supported by the Northwest Arkansas Regional Planning Commission (NWARPC), which in 2000 began a long-range planning process that included regional trails as a key component. A task force formed by the NWARPC conducted public meetings and facilitated a coordinated effort among the communities of Northwest Arkansas. The full length of the Razorback Greenway was officially dedicated on May 2, 2015.

The Razorback Regional Greenway is a 36-mile, primarily off-road, shared-use trail that extends from south Fayetteville to the Bella Vista Trail in north Bentonville. The trail links together dozens of popular community destinations.

# data[].attributes.attachment_link.description
The Razorback Regional Greenway in Northwest Arkansas is a project that has been years in the making. The concept of a regional greenway project has been a goal of regional planners, cities, and residents of Northwest Arkansas for more than two decades.

# data[].attributes.attachment_link.readable_text
About the Show:

We sat down with Jeff Webster, President, and CEO of Excellerate Foundation and Hark NWA to learn all about the organization and how they are making a difference in the lives of everyday people here in Northwest Arkansas.

Learn more about Jeff's path to Hark and how all of his previous jobs and roles have set him up for success with the organization. There is even a very cool story of how Jeff, an avid cyclist, worked with Lance Armstrong at the Tour De France.

Learn more about Hark NWA, how they got started, and the solid foundation of care that they have provided and continue to do so with new programs in a variety of areas like housing, cost of living assistance, and financial fitness to name a few.

In addition to their mission hear from Jeff about all of the ways [31:10] that Hark can help out people in Northwest Arkansas. Housing is just the beginning.

All this and more on this episode of I am Northwest Arkansas.
Important Links and Mentions on the Show*: Hark NWA Website Hark NWA on Facebook Hark NWA on Instagram Hark NWA on Twitter Contribute to Hark NWA
ALICE, Asset Limited, Income Constrained, Employed - is an acronym that stands for Asset Limited, Income Constrained, Employed. ALICE represents the households with income above the Federal Poverty Level but below the basic cost of living. The ALICE Report provides current research-based data that quantifies who in Wisconsin is living on the edge of financial insecurity. United Way will use the ALICE study which contains state, county, and municipal level data to raise awareness in order to create lasting changes implemented to improve lives and strengthen local communities.
Competitive Strategy Book - Michael Porter Good to Great Book - Jim Collins This episode is sponsored by*:
Signature Bank was founded here in Northwest Arkansas in 2005. Their focus is personal and community banking. When you bank with a community bank, you're investing in local businesses, local entrepreneurs, local charities, and the causes close to home. Signature Bank has worked hard to earn its tagline, "Community Banking at its Best."

You may ask why bank at Signature?

Because they focus on the customer instead of having a branch on every corner, this means you can have your questions answered by a real person, whether you're reaching out to the call center or your banker's cell phone. You can access any ATM in the country without fear of a fee. They will refund all of those fees at the end of every month. Finally, they are constantly improving their digital offerings to ensure you can access the best financial tools from your laptop, phone, or tablet 24 hours a day.

Signature Bank of Arkansas is a full-service bank offering traditional checking and savings accounts, investment accounts, business and personal loans, and mortgages.

Give the folks at Signature Bank a call (479-684-4700) or visit their website Signature.Bank and let them know you heard about them on the I am Northwest Arkansas Podcast.

Signature Bank of Arkansas is a Member of the FDIC and an Equal Housing Lender.

Are you looking for ways to build a Digital Marketing Strategy from scratch? Whether you need to design things for your family or personal brand or need a versatile design tool to help you with your social media presence. Canva can help.

Need new Business Cards? Canva has you covered.

Need to create and post Social Media images quickly? Canva has you covered.

Need to create videos for Social Media and beyond? Canva has you covered.

Need to create a sharp-looking resume? Canva has you covered.

Need access to more than 3-Million Royalty-Free Images?

Ok, you get the point!

Canva covers just about anything you need from a design perspective, and it costs pennies a day to open a Canva Pro account.

Try Canva for FREE today at IamNorthwestArkansas.com/canva

Email info@iamnorthwestarkansas.com to learn more about sponsorship opportunities.

* Note: some of the resources mentioned may be affiliate links. This means we get paid a commission (at no extra cost to you) if you use that link to make a purchase.
Connect more with I am Northwest Arkansas:
● Join our Email List!

● Email Us hello@iamnorthwestarkansas.com

● Connect with Our Facebook Page https://www.Facebook.com/iamnorthwestarkansas/

● Connect with Our Twitter @iamnorthwestar1

● Connect with Our Instagram @iamnorthwestarkansas

● Join The Facebook Group https://www.Facebook.com/groups/iamnorthwestarkansas

● Connect with our Fearless Host Randy Wilburn on LinkedIn

Thank you for listening to this episode of the I am Northwest Arkansas podcast. We showcase businesses, culture, entrepreneurship, and everyday people's lives, making Northwest Arkansas what it is today.

Consider a one-time donation to our production team to keep this podcast running smoothly. https://www.paypal.me/encouragebuildgrow

# data[].attributes.attachment_link.title
Episode 126: When Life Happens, HarkNWA Provides Help! : I am Northwest Arkansas

# data[].attributes.attachment_link.description
About the Show: We sat down with Jeff Webster, President, and CEO of Excellerate Foundation and Hark NWA to learn all about the organization and how they are making a difference in the lives of everyday people here in Northwest Arkansas.

# data[].attributes.attachment_link.readable_text
These writing strategies and resources will help your reluctant writers build their confidence and have fun writing.

This is another free resource for teachers from The Curriculum Corner.

Help your reluctant writers with these free writing strategies and resources.

We have all had students who seem to get stuck when it comes to independent writing time. We have developed these resources with those students in mind.

Our goal is for you to be able to get them past their struggles, and so that they have some "go to" and hopefully engaging ideas to help them start.

***You will find the FULL download for the resources described below at the bottom of this post. Click on the title words to access the download.***

How to Help Your Reluctant Writers
Writing Folder

If you haven't already, make sure your reluctant writers (if not all your students) have a folder or binder to keep their ideas for writing. They can add some of the other items you will find in this post. This will give your students a way to help themselves when you are conferencing with other students.

You might use our Writing Folder title page to create student folders.

Writing Idea Booklet

Print, cut and staple these eight pages for your students.

Spend some of your mini-lesson time brainstorming the types of ideas that they could add to the pages.

Model how you would like for them to record their ideas on the pages. Give them time to work on the booklets so they have lots of ideas ready to go for independent writing time.

Draw Your Story First

Sometimes it's the thought of writing all the words for a story that stops readers in their tracks.

If that seems to be a problem, encourage them to think of a story they can tell with pictures first.

We two blank booklet styles - one that is full page and one that is half a page. These have boxes for students to draw pictures to tell their stories.

The full page option even has a few lines for writing some descriptions or to go back and tell the story.

Encourage your reluctant writers to think about a story they want to tell and draw a succession of pictures first - before the words.

They can then follow up with filling in the writing to go along with it. (This might be done within a one-on-one conference with your help.)

Post It Note Scaffolding

This strategy is used in a one-on-one conferencing situation.

Put together a blank book that suits your student's needs. (Think through what type of blank book you will use first.)

Sit with the student during conferencing and discuss an idea for a story. Then walk through the story and write words, phrases or notes on Post-Its that you will stick on each page.

The idea is that after they have talked through an entire story with you, they will use your Post-Its as the scaffolding they need to write the words for their story on their own.

Writing Sketch Organizers

These organizers are meant to help students think through stories from beginning to end before they begin their writing.

We have provided four organizers that you can use while you conference with your students to help get them started.

Choose Your Own Story Elements

This page has three columns labeled character, setting and problems.

Students circle or color the elements they want to use in a story they will write.

We have tried to provide elements that might be more engaging for reluctant writers to choose from in the two pages that are provided, but we have also created a blank page that you can use with your class to brainstorm some fun elements for new pages. (You may do this three or four times so that you have several for your reluctant writers to choose from when they are struggling.)

Story/Writing Prompts

This set of cards gives students the beginnings of potential stories or pieces of writing.

Sometimes just getting first words on a page is what blocks students.

Being able to write the words the prompts might be all writers needs to get their stories flowing.

Word Walls for Narratives

Some of your writers might be reluctant because spelling is a struggle.

For this issue, we have some word walls for relatively standard stories younger students might want to write about.

We have also provided a blank word wall page so that you can sit with your writers and create word walls specifically tailored to something they choose to write about.

Picture Prompts

If students are truly struggling with starting, they may find one of these picture prompts engaging.

The prompts provide a simple picture to color, a title/story starter and even a small related word wall to help with spelling if needed.

Round Robin Story Ideas

This idea is for groups of three students.

Sometimes writing as a group can be much less stressful and more motivating for students.

Use our Character, Setting & Problem cards to start this activity.

Place a set of three face down for the group.

Each students picks a card and will be in charge of that part of the group story.

This can sometimes lead to some very funny and creative pieces of writing! We have also included a group story map the students can use to plan, as well as a full and half page (book) option for them to write their stories.

Letter Writing

This is a very simple brainstorming page where students think of people that they might want to write letters to.

After filling it out, they put it in their folders.

If they are stuck for an idea for independent writing, they can pull it out and write a letter to someone.

We have also provided a friendly letter template if you want to give students that added level of support.

Comic Strips

We have created a page that has picture boxes with word clouds attached that students can use as a simple comic strip template.

If you have students who are really into this type of writing, you might want to check out our Comic Strip Writing Template Post for more resources.

Pre-Made Books and Templates

Our youngest writers are very familiar with pre-made books to write in, but sometimes we forget that they can be very helpful for older primary students too.

Seeing a stapled book can sometimes be much less daunting than staring at a blank piece of lined paper.

For students you feel might benefit from starting with stapled books or even pages they can staple into a book, check out our Blank Books & Papers Post to get some templates that might work for your students.

***You will find the full download of all the resources described above here: Resources to Help Reluctant Writers

If you are looking for additional resources for your writing workshop, take a look at our

Thank you to PrettyGrafik for the fun clip art!

# data[].attributes.attachment_link.description
Help your reluctant writers with these free writing strategies and resources. We have all had students who seem to get stuck when it comes to independent writing time. We have developed these resources with those students in mind.

# data[].attributes.attachment_link.readable_text
This *special bundle* includes: anchor charts, reading response activities, writing prompts, digital reading mini-lessons, graphic organizers, sticky note resources, task cards, and more! You will be able to purchase my selected POPULAR reading workshop and writing workshop supports! Scroll down to

# data[].attributes.attachment_link.description
Here are 6 Writing Prompt Choice Boards which will help your students with independence of writing to a variety prompts/questions!Categories include: Personal Narrative, Expository, Persuasive/Opinion, Descriptive, Imagination, and Procedural/How-To! There are many uses for these boards and a page i...

# data[].attributes.attachment_link.readable_text
There are a variety of ways to use questions like this in the classroom. For example, some of these questions make great writing prompts. After reading a text you could have your 3rd grade, 4th grade, or 5th grade students answer one of the questions above as a quick check for understanding

However, my favorite way to use "Would You Rather" questions in the classroom is through discussion. These questions will give students an opportunity to compare and contrast orally, and are also perfect for teaching students how to disagree nicely and defend and justify their opinions.

For a whole class discussion, have students go to two different sides of the room based on their answer to a "Would You Rather" question. Have both sides explain their reasoning consider the other side's opinion.

Or, you could have partners or small groups discuss their answers to different "Would You Rather" questions. This allows for more students to orally share their opinion with others.

This is also a great filler activity when you have an extra 5 minutes to spare. Students can review what they have read, practice comparing and contrasting, have an opportunity to practice speaking in a nonthreatening setting, and practice defending their reasoning - all in 5 minutes!

# data[].attributes.attachment_link.title
Using "Would You Rather" Questions to Compare and Contrast - Teaching Made Practical

# data[].attributes.attachment_link.description
There are a variety of ways to use questions like this in the classroom. For example, some of these questions make great writing prompts. After reading a text you could have your 3rd grade, 4th grade, or 5th grade students answer one of the questions above as a quick check for understanding However, my favorite way to use "Would You Rather" questions in the classroom is through discussion.

# data[].attributes.attachment_link.readable_text
When teaching upper elementary students about main idea, we often stick with the same questions over and over again. What is the main idea of the passage? What details from the passage support the main idea?

While these are good questions that students need to know how to answer, there are many other aspects to main idea that students need to consider. Asking a variety of questions and encouraging higher order thinking can help your students better understand main idea and details.

Below are 36 questions to help you as you are teaching main idea to your 3rd grade, 4th grade, and 5th grade students. The questions are organized based on the Revised Bloom's Taxonomy - there are 6 questions for each category. You can download a free printable of these questions at the bottom of this post.

# data[].attributes.attachment_link.title
Higher Order Thinking Questions for Main Idea and Details

# data[].attributes.attachment_link.description
When teaching upper elementary students about main idea, we often stick with the same questions over and over again. What is the main idea of the passage? What details from the passage support the main idea? While these are good questions that students need to know how to answer, there are many other aspects to main idea that students need ...

# data[].attributes.attachment_link.readable_text
When we question our students about text features, we often focus too much on having students identify different nonfiction text features. While this is essential, it is equally important to get our 3rd, 4th, and 5th grade students thinking more deeply about text features - moving past knowledge and recall questions and into more higher order thinking questions.

Below, find text feature questions you can include in your upper elementary lesson plans for each of the levels of Bloom's Taxonomy. You'll find a free pdf printable of these questions at the bottom of the webpage.

Get Another Text Feature Freebie

A no prep resource to help your students learn the purposes of the most common text features!
free free printable higher order thinking questions

# data[].attributes.attachment_link.title
Text Features: Questions to Ask at all 6 Levels of Thinking

# data[].attributes.attachment_link.description
When we question our students about text features, we often focus too much on having students identify different nonfiction text features. While this is essential, it is equally important to get our 3rd, 4th, and 5th grade students thinking more deeply about text features - moving past knowledge and recall questions and into more higher order thinking questions.

# data[].attributes.attachment_link.readable_text
Below is a list of 36 questions you could use while teaching point of view to get students thinking more critically. The point of view questions are organized with Bloom's Taxonomy in mind. Make sure you are incorporating higher order thinking questions consistently in your teaching of point of view.

# data[].attributes.attachment_link.description
Below is a list of 36 questions you could use while teaching point of view to get students thinking more critically. The point of view questions are organized with Bloom's Taxonomy in mind. Make sure you are incorporating higher order thinking questions consistently in your teaching of point of view.

# data[].attributes.attachment_link.readable_text
Here are 36 questions to help you as you are teaching theme to your 3rd grade, 4th grade, and 5th grade students. Instead of simply asking students, "What is the theme of this story," use these questions to help them think about different aspects of theme.

The questions are organized based on the Revised Bloom's Taxonomy - there are 6 questions for each category. You can download a free printable of these questions at the bottom of this post.

You can find more activities and resources for teaching students to determine the theme of a story here.

Questions for Teaching Theme

Never Stress Over Sub Plans Again!

higher order thinking questions theme

# data[].attributes.attachment_link.title
Higher Order Thinking Questions for Teaching Theme - Teaching Made Practical

# data[].attributes.attachment_link.description
Here are 36 questions to help you as you are teaching theme to your 3rd grade, 4th grade, and 5th grade students. Instead of simply asking students, "What is the theme of this story," use these questions to help them think about different aspects of theme.

# data[].attributes.attachment_link.readable_text
As teachers, we are constantly questioning our students. We all know how important it is to ask our students higher level thinking questions, but often the questions we think of on the spot are more knowledge or comprehension based questions.

Questions that encourage students to analyze, apply, or evaluate their learning are harder to come up with on the spot. Use this list of higher order thinking questions as you teach character traits to challenge your 3rd, 4th, and 5th grade students.
You can download a printable version (pdf) of these character traits questions at the bottom of the page.

# data[].attributes.attachment_link.title
Character Trait Questions for Higher Order Thinking

# data[].attributes.attachment_link.description
As teachers, we are constantly questioning our students. We all know how important it is to ask our students higher level thinking questions, but often the questions we think of on the spot are more knowledge or comprehension based questions. Questions that encourage students to analyze, apply, or evaluate their learning are harder to come up with on the spot.

# data[].attributes.attachment_link.description
Have you ever been in the middle of your math lesson, and you look around only to see your students slumped in their desks, barely able to keep their eyes open? It's time to implement some movement routines into your math block.

# data[].attributes.attachment_link.readable_text
Materials from the Conference Sessions
In 2014 eight conferences were held around the state, presenting similar information, to accommodate all Maryland Educators.

Classroom-Focused Improvement Process (CFIP)

Disciplinary Literacy

English Language Arts

E112 - Speak up! Listen to me! Speaking and Listening in the Elementary Classroom
Participants will engage in a Speaking and Listening session in order to implement CCRS strategies and methods to effectively collaborate in a range of discussion with diverse partners on grade level topics and texts, while building on others' ideas and expressing ideas clearly.

E118 - Writing in the Elementary Classroom
Participants will examine Maryland College and Career Readiness Standards in order to analyze types of writing and components of each by applying best practices for writing instruction, such as developing vocabulary usage and grammar skills. They will evaluate scoring rubrics and student samples as well as develop CCRS aligned writing prompts.

H112 - Writing in the College and Career Ready Standards
Participants will engage in a writing session in order to examine the components of a written argument using College and Career Ready Standards State Standards and student samples. Participants will identify best practices of teaching writing.

H108 - Speaking and Listening in the College and Career Ready Standards
Participants will engage in a speaking and listening session in order to learn how students should initiate and participate effectively in a range of collaborative discussions, integrating multiple sources to evaluate a speaker's point of view.

M111 - Writing in the College and Career Ready Standards
Participants will engage in a writing session in order to examine the components of a written argument using the College and Career Ready Standards State Standards and student samples. Participants will identify best practices of teaching writing.

M107 - Speaking and Listening in the College and Career Ready Standards
Participants will take part in a speaking and listening session in order to learn how students should engage effectively in a range of collaborative discussions, analyzing the purpose of information to delineate a speaker's argument and present claims and findings.

English Language Learners

Formative Assessment

A114 - Using Technology to Facilitate the Formative Assessment Feedback Process
Gone are the days of spending weekends scoring papers long after the students completed them. Technology now provides many free and easy to use options for providing immediate teacher-to-student and student-to-student-feedback. Learn how Maryland teachers are using this free technology in their classroom to enhance the formative assessment feedback process.

1. Participant Agenda

2. MT_AllLevels_LeadershipC_Technology_1of5_V2.pptx (2.1 MB)

A113 - Standards Align vs. Standards Based Assessment Tasks: Using the Assessment Passage and Item Quality Criteria Checklist to Evaluate Assessment Materials
Navigating today's educational resources can be overwhelming. How do you know if a product/tool for teachers is worth the investment? Student Achievement Partners has published the TOOKLKIT for Evaluating Alignment of Instructional and Assessment Materials to Common Core State Standards. In this session participants will have the opportunity to learn how to use the Quality Criteria Checklist in the Toolkit in order to evaluate classroom assessment materials.

Gifted and Talented

Instructional Technology

A109 - The Power of Digital Resources
Power Level 1: Discover digital resources within the MSDE's Blackboard Learn site Power Level 2: Power up the beginning of your school year by electrifying a lesson with authentic, engaging, and meaningful digital content. In this session participants will navigate MSDE's Blackboard Learn to discover the wealth of resources available to Maryland educators, students, and parents and integrate digital resources into a lesson to make it more engaging for students This session will discuss strategies in grades K-12.

Leaderships

LEA Created Sessions

Mathematic

Science

E106 - Evaluating NextGen-Aligned Materials Using the Equip NGSS Rubric
The EQuIP NGSS Rubric is a tool for educators and education leaders to use in identifying high quality, NGSS-aligned instructional materials through a criterion-based, peer-review process. Specifically the Rubric will allow users to evaluate materials based on their alignment to the dimensions of the NGSS, the strength of instructional supports and the use of regular assessments of both teaching and learning.

E110 - NextGen101: Introduction to NGSS/Model Lessons
Develop and understanding of the collaborative, state-led process, which lead to the development of the new Kâ€"12 science standards that are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The Next Generation Science Standards are based on the Framework for Kâ€"12 Science Education developed by the National Research Council. Provide examples of strategies classroom teachers can use to ensure that the NGSS are accessible to all students using the 5E model.

1. ES_Science_NGSS 101_1of5.v2.pdf (2.33 MB)

2. ES_Science_NGSS101_ExplanationOfVennDiagram_4of5.pdf (310.4 KB)

3. ES_Science_NGSS101_PE5EWorksheet_2of5.v1.pptx (57.0 KB)

4. ES_Science_NGSS101_Timeline_5of5.v1.pptx (576.7 KB)

5. ES_Science_NGSS101_VennDiagram_practices_3of5.pdf (118.6 KB)

6. Kent_MT_ES_Science_NGSS 101_1of6.v2.pdf (5.87 MB)

E115 - Summative and Formative Assessment for Next Generation Science Standards
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Assessments for the Next Generation Science Standards will incorporate an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). New assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science.

1. assessment_probes_uncovering_student_ideas.pdf (756.1 KB)

2. ES_Science_SummativeandFormativeAssessmentNGSS_1of3.v2.pdf (937.6 KB)

3. ES_Science_SummativeandFormative_Chia sc1304_55_3of3.pdf (452.8 KB)

4. ES_Science_SummativeandFormative_Developing Assessments for NGSS Report Brief (Pellegrino)_2of3.pdf (1.87 MB)

5. Kent_MT_ES_Science_SummativeandFormativeAssessmentNGSS_1of5.v2.pdf (2.89 MB)

H104 - Evaluating NextGen-Aligned Materials Using the Equip NGSS Rubric
The EQuIP NGSS Rubric is a tool for educators and education leaders to use in identifying high quality, NGSS-aligned instructional materials through a criterion-based, peer-review process. Specifically the Rubric will allow users to evaluate materials based on their alignment to the dimensions of the NGSS, the strength of instructional supports and the use of regular assessments of both teaching and learning.

H106 - Introduction to NGSS/Model Lessons
Develop and understanding of the collaborative, state-led process, which lead to the development of the new Kâ€"12 science standards that are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The Next Generation Science Standards are based on the Framework for Kâ€"12 Science Education developed by the National Research Council. Provide examples of strategies classroom teachers can use to ensure that the NGSS are accessible to all students using the 5E model.

1. HS_Science_NGSS 101_1of5.v2.pdf (2.31 MB)

2. HS_Science_NGSS101_ExplanationOfVennDiagram_5of5.pdf (310.4 KB)

3. HS_Science_NGSS101_PE5EWorksheet_3of5.v1.pptx (57.0 KB)

4. HS_Science_NGSS101_Timeline_2of5.v1.pptx (576.7 KB)

5. HS_Science_NGSS101_VennDiagram_practices_4of5.pdf (118.6 KB)

H110 - Summative and Formative Assessment for Next Generation Science Standards
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Assessments for the Next Generation Science Standards will incorporate an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). New assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science.

M103 - Evaluating NextGen-Aligned Materials Using the Equip NGSS Rubric
The EQuIP NGSS Rubric is a tool for educators and education leaders to use in identifying high quality, NGSS-aligned instructional materials through a criterion-based, peer-review process. Specifically the Rubric will allow users to evaluate materials based on their alignment to the dimensions of the NGSS, the strength of instructional supports and the use of regular assessments of both teaching and learning.

M105 - NextGen101: Introduction to NGSS/Model Lessons
Develop and understanding of the collaborative, state-led process, which lead to the development of the new Kâ€"12 science standards that are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The Next Generation Science Standards are based on the Framework for Kâ€"12 Science Education developed by the National Research Council. Provide examples of strategies classroom teachers can use to ensure that the NGSS are accessible to all students using the 5E model.

1. MS_Science_NGSS 101_1of5.v2.pdf (2.35 MB)

2. MS_Science_NGSS101_ExplanationOfVennDiagram_4of5.pdf (310.4 KB)

3. MS_Science_NGSS101_PE5EWorksheet_2of5.pptx (57.0 KB)

4. MS_Science_NGSS101_Timeline_5of5.pptx (576.7 KB)

5. MS_Science_NGSS101_VennDiagram_practices_3of5.pdf (118.6 KB)

M109 - Summative and Formative Assessment for Next Generation Science Standards
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Assessments for the Next Generation Science Standards will incorporate an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). New assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science.

Social Studies

A104a - Introduction to C3: Elementary
This session will provide an overview of the C3: College, Career and Civic Life Framework for Social Studies. Highlights will include an introduction to the Inquiry Arc pedagogical approach, designing social studies lessons and integration with current state curriculum and Marylandâ€™s College and Career Ready Standards. This session will discuss strategies in grades K-5.

1. Elementary_Social Studies_Introduction to C3_1of6.v1.pptx (1.459 MB)

2. Elementary_Social Studies_Introduction to C3_3of6.v1.pdf (299.825 KB)

3. Elem&Sec_Social Studies_Introduction to C3_5of6.v1.pdf (1.385 MB)

4. Elem&Sec_Social Studies_Introduction to C3_2of6.v1.pdf (352.497 KB)

5. Elem&Sec_Social Studies_Introduction to C3_6of6.v1.docx (14.397 KB)

6. Elem&Sec_Introduction to C3_4of6_v1.pdf (2.476 MB)

DISCLAIMER: Some of the Master Teachers have made small changes to the PowerPoints in order to accomodate their teaching styles and experiences. Please be advised that the PowerPoint for this presentation may be different than this resource. All of the PowerPoints for this session, including those edited by Master Teachers. will be made available at the end of all the conferences.

A104c - Introduction to C3: Secondary
This session will provide an overview of the C3: College, Career and Civic Life Framework for Social Studies. Highlights will include an introduction to the Inquiry Arc pedagogical approach, designing social studies lessons and integration with current state curriculum and Marylandâ€™s College and Career Ready Standards. This session will discuss strategies in grades 6-12.

1. MT_Secondary_Social Studies_Introduction to C3Secondary_1of6.v3.pptx (21.174 MB)

2. Elem&Sec_Intro to C3_3of6_v1.pdf (2.476 MB)

3. Elem&Sec_Social Studies_Intro to C3_4of6.v1.pdf (1.385 MB)

4. Secondary_Social Studies_Intro to C3_6of6_v1.pdf (80.83 KB)

5. Elem&Sec_Social Studies_Intro to C3_2of6.v1.docx (155.748 KB)

6. Elem&Sec_Social Studies_Intro to C3_5of6_v1.docx (14.391 KB)

DISCLAIMER: Some of the Master Teachers have made small changes to the PowerPoints in order to accomodate their teaching styles and experiences. Please be advised that the PowerPoint for this presentation may be different than this resource. All of the PowerPoints for this session, including those edited by Master Teachers. will be made available at the end of all the conferences.

E117 - Using Primary Sources
Using primary sources will provide elementary teachers with tools, models and guidelines for incorporating primary sources in the classroom. The session will allow time for teachers to create lesson plans using primary sources.

DISCLAIMER: Some of the Master Teachers have made small changes to the PowerPoints in order to accomodate their teaching styles and experiences. Please be advised that the PowerPoint for this presentation may be different than this resource. All of the PowerPoints for this session, including those edited by Master Teachers. will be made available at the end of all the conferences.

H102 - C3 & the HSA
This session will focus on how the new C3 framework can enhance instruction in the HSA government course. Special emphasis will be given to aligning the HSA assessment with C3.

DISCLAIMER: Some of the Master Teachers have made small changes to the PowerPoints in order to accomodate their teaching styles and experiences. Please be advised that the PowerPoint for this presentation may be different than this resource. All of the PowerPoints for this session, including those edited by Master Teachers. will be made available at the end of all the conferences.

S106 - How to Plan Historical Investigations
Historical investigations are one of the ideal methods for teaching social studies through a problem-based, inquiry arc approach. In this session teachers will learn how to plan historical investigations, including finding primary source documents, crafting compelling questions and designing HI tasks and assessments. This session will discuss strategies through grades 6-12.

Below is an Addendum to the Historical Investigations PowerPoint with a list of resources.

1. http://sheg.stanford.edu/rlh

2. http://web.wm.edu/hsi/

3. http://www.pbs.org/opb/historydetectives/educators/

4. http://www.archives.gov/education/special-topics.html

5. https://www.gilderlehrman.org/history-by-era

6. http://www.umbc.edu/che/arch/samples.php

7. Dbq project

8. AP Free Response Questions

DISCLAIMER: Some of the Master Teachers have made small changes to the PowerPoints in order to accomodate their teaching styles and experiences. Please be advised that the PowerPoint for this presentation may be different than this resource. All of the PowerPoints for this session, including those edited by Master Teachers. will be made available at the end of all the conferences.

Special Education

E102 and S101 - Ensuring student access to CCRS instruction
Session Description: Through a Community of Practice (CoP) format participants and facilitators will provide perspective and share insights across the State as well as solutions to challenge(s) around the implementation of inclusive practices and access to instruction and assessment that students with disabilities might face in learning the College and Career Readiness Standards (CCRS).

E105 and S105 - Specialized Instruction
Outcome: Build the capacity of specialized educators to ensure instruction and assessment implementation of the Maryland College and Career-Ready Standards (CCRS) and STEM Education that meets the diverse learning needs of ALL students. Through universal design for learning principles, appropriate strategies will be discussed for scaffolding, accommodating and modifying the learning tasks.

Session Description: Through a Community of Practice (CoP) format participants and facilitators will provide perspective and analyze scenarios to address diverse learning needs with tools and resources that support effective implementation of the CCRS.

E113 and S108 - Assessment
Outcome: Facilitate critical conversations regarding the achievement of students with disabilities as Maryland moves forward with the implementation of the CCRS and Standards Based IEPs.

Session Description: Through a Community of Practice (CoP) format participants and facilitators will provide perspective and share insights across the State. Solutions to challenge(s) around formative and summative assessment that students with disabilities might face in sharing their learning of the College and Career Readiness Standards (CCRS) and considerations for allowable accommodations in Standards-Based IEPs will be generated.

STEM

E109 - Integrating Standards through STEM Education for Elementary Teachers
Elementary School teachers will explore an integrated approach to instruction. Using real-world context and collaborative interaction, participants will work together to develop an outline for a potential lesson or unit that integrates standards from multiple content areas.

E114 - STEM 101: Elementary Version
This session is designed to provide a review of STEM Education for elementary school teachers who need a refresher or want to know more. The session will focus on the what, why, and how of STEM Education, present a foundation for Maryland's vision for STEM, and provide the participant with the background necessary to begin implementing STEM-Centric learning experiences in the classroom.

1. ELEM_STEM 101 PPT_2of2.v1.doc.pptx (4.88 MB)

2. ES STEM 101 Participants Resources_1of2.v1.doc.pdf (1.553 MB)

H105 - Integrating Standards through STEM Education for High School Teachers
High School teachers will explore an integrated approach to instruction. Using real-world context and collaborative interaction, participants will work together to develop an outline for a potential lesson or unit that integrates standards from multiple content areas.

H109 - STEM 101: High School Version
This session is designed to provide a review of STEM Education for high school teachers who need a refresher or wants to know more. The session will focus on the what, why, and how of STEM Education, present a foundation for Maryland's vision for STEM, and provide the participant with the background necessary to begin implementing STEM-Centric learning experiences in the classroom.

1. HS STEM 101 Participant Resources _1of2.v1.doc.pdf (1.553 MB)

2. HS_STEM 101 _2of2.v1.doc.pptx (4.88 MB)

H113 - Maryland's STEM Innovation Network - STEMnet
In 2010, at the Governor's request and in partnership with MSDE, local school districts, and STEM teachers across the state, MBRT took the lead in planning and developing STEMnet - Maryland's Science, Technology, Engineering and Mathematics Innovation Network. STEMnet provides the platform that ensures universal access to Maryland's vast STEM resources. In this session, participants will analyze resources available on STEMnet aimed at accelerating teacher and student growth in STEM.

M104 - Integrating Standards through STEM Education for Middle School Teachers
Middle school teachers will explore an integrated approach to instruction. Using real-world context and collaborative interaction, participants will work together to develop an outline for a potential lesson or unit that integrates standards from multiple content areas.

M108 - STEM 101: Middle School Version
This session is designed to provide a review of STEM Education for middle teachers who need a refresher or wants to know more. The session will focus on the what, why, and how of STEM Education, present a foundation for Maryland's vision for STEM, and provide the participant with the background necessary to begin implementing STEM-Centric learning experiences in the classroom.

1. MS STEM 101 Participants Resources_2of2.v1.doc.pdf (1.553 MB)

2. MS_STEM 101_1of2.v1.doc.pptx (4.88 MB)

# data[].attributes.attachment_link.title
MSDE College and Career Readiness Conferences

# data[].attributes.attachment_link.description
Materials from the Conference Sessions In 2014 eight conferences were held around the state, presenting similar information, to accommodate all Maryland Educators. Classroom-Focused Improvement Process (CFIP) Disciplinary Literacy English Language Arts E112 - Speak up! Listen to me!

# data[].attributes.attachment_link.readable_text
I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments that popped up each Monday and the scheduled meetings twice a week. However, once we walked her through the process of breaking down tasks and estimating work time, she was able to create a weekly schedule for herself. I even taught her about the planning fallacy and why we should take our initial estimation of time and multiply it by 1.5 to get a more accurate sense of how long things will take. My middle son decided to do as much of his work on Monday and Tuesday as possible to free up time later in the week. Meanwhile, my oldest son has chosen to go the "deep work" approach by focusing on one subject each day.

Their favorite parts of school have varied as well. My daughter loves her virtual meetings. My middle son prefers working asynchronously and enjoys it when teachers create tutorial videos and let students jump ahead if need be. Meanwhile, my oldest is working his hardest in his engineering class where they are doing a PBL unit based on a design challenge. Here, he is working on his computer while he has FaceTime open for hours as he talks with his friend.

Seeing distance learning through the lens of my own children is a reminder that each child is different. There is no single right way to do distance learning - an idea I explore in this video:
Subscribe to YouTube Channel
While there is no instruction manual for distance learning, there are some universal ideas that can guide us as we design distance learning experience. One of these core ideas is student voice and choice. One of the best things we can offer students in this time of social distancing is a sense of autonomy and control over their learning. If you look at the following diagram, there is a progression in student agency where they move through compliance to engagement to empowerment as they have greater choice and control over their learning.

Note that too much choice can be a problem. Students can feel overwhelmed when things are too loose. Children need expectations, which is why agency and compliance still have a place. Moreover, choice can be overwhelming. As Barry Schwartz wrote in the classic Paradox of Choice, "Learning to choose is hard. Learning to choose well is harder. And learning to choose well in a world of unlimited possibilities is harder still, perhaps too hard." We do a disservice when we provide "unlimited possibilities" because it is simply too much choice for our brains. For this reason, it can help to create structures for student choice. One option is through the design of a choice menu.

Listen to the Podcast

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

https://spencerauthor.com/wp-content/uploads/2020/05/Choice-Menus.mp3

Four Approaches to Choice Menus

Choice menus have been around for years with different names, including "choice boards" and "learning menus." Regardless of the terminology, the idea is the same. Create structures that provide choices for students in their learning tasks. However, as mentioned before, choice often exists on a spectrum from teacher-directed (less autonomy) to student-directed (more autonomy). The following graphic is a continuum of choice menus with four different levels.

I want to point out that these do not to be sequential or linear. You don't have to start at a Level 1 and then move to a Level 4. But there is this idea that you may want to start at a more teacher-centered approach to get students used to the idea of choice and then move toward a Level 3 or 4 over time.

Level 1: Embedded Choice
Choice Level:
Mostly Teacher-Directed
Description:
With this first level, students all work on the same main assignment or project. Here, every student is working on the same learning targets and tasks for the majority of the assignment. The entire class has common grouping (individual, partners, or small groups) and generally works at the same pace. However, within this assignment, the teacher provides options on a sub-task.

So, in a language arts class, students might all do the same reading and answer similar questions but they have a menu of options for how they present their answers. They might record a podcast, make a slideshow, do a sketchnote, film a video, or write a blog post. Another variation of this might be that every student is writing a blog post but they have a list of topics they can select. So, they don't have a choice in the final product but they do have a choice in the topic.

In a math class, students might have the same set of word problems but they select from the menu. Or they might work on the same word problem but have a menu of options for how they solve the problems. For linear equations, this might include graphing, creating a table, or using an algorithm. Another time, they might all solve the same problem but they have a choice in how they share their answers with classmates.

The core idea is that most of the assignment is the same but there is one element where a choice menu is embedded. This is ideal when you first introduce a concept or skill and you want to make sure every student has the background knowledge they need before moving on. It can also function as a way to introduce choice to students without overwhelming them. Later, they'll move toward higher levels of choice and autonomy until they end up with something like a Genius Hour.

Level 2: Simple Choice Menu
Choice Level:
Somewhat Student-Directed
Description:
This builds on the last idea with a key variation. Instead of having a common assignment and embedded choices, students have a common objective but a choice in assignments. This might include choices in grouping, choices in topics, and choices in the products they create. So, students might do independent reading with whatever novels they choose to read. Afterward, they can select any number of book report prompts that the teacher provides. If you're interested in trying these out, I have partnered with Presto Plans to create a set of alternatives to book reports. Each one has a sketch video and a set of handouts. They've already been optimized for online and distance learning classroom.

The simple choice menu is ideal for a classroom where students are all mastering the same standard. If the standard is is skill-based but topic-neutral, students have leeway in choosing their own topics (or choosing from a list of topics) but less freedom in the skills they practice. For example, with Wonder Day, every student engages in research, reading, and writing. Other times, the standard might be topic-based and conceptual but there is more freedom in the skills students master and the products they create. Here, students might learn about World War II but the simple choice menu could include making a comic book, creating a virtual museum, or doing a diary of a soldier.

If you want to create this type of chart, I would recommend putting this onto a Google Document and using the icons from Flat Icon. You can hyperlink the icon and use the same hyperlink under each icon. Using the internal Bookmarks and link functions, you can have one single document that has each of the assignment options below it. You can then submit this an attachment on the common assignment in Google Classroom. Another variation of this is the Tic-Tac-Toe option which Catlin Tucker and Kasey Bell have both done a great job demonstrating. Here, students select an assignment in each row to get a "Tic-Tac-Toe" for a completed assignment.

The key idea is that there is a common learning target but freedom in everything else.

Level 3: Advanced Choice Menu
Choice Level:
Mostly Student-Directed
Description:
Advanced choice menus take the last idea another step forward by having students self-select the standards or learning targets. The following is an example of an advanced choice menu. Students begin by selecting their grouping (partners, small group, or independent). Next, they select the specific learning targets. This is ideal for students who need additional review of certain content. It functions as a built-in intervention. After deciding on the learning target, students find related resources that they explore connected to the learning target. These might be tutorials, examples, articles, podcasts, or videos. Finally, students select from options in how they will present their learning. You can find out more about it here. Here's a table that spells out how it works:

In a math class, you might have a student choose to work with a partner. Both partners decide to work on dividing fractions. When they look at the list of curated resources, one partner chooses to watch a tutorial video while another partner chooses to read an online tutorial. Next, they complete a task where they are dividing fractions and then they select the video option where they show how they solved the problems together. Although they are working miles away from each other, they are able to share their videos with one another and with the teacher on Flipgrid.

While the table works well for this option, a more advanced variation would be to do it as a Google Form, with students selecting an option that leads to a new set of options. So, in science they might choose a learning target on adaptations. When they click submit, it takes them to the specific resources on adaptations. Once they select their resource to learn about adaptations, they click submit again and go to the form with the options for how they will share what they learned.

Note that this option works best with secondary students who have a solid background knowledge of their topics or a solid understanding of the skills. This type of choice menu can easily overwhelm students, which is why I would recommend using one of the first two options before moving to this one.

Level 4: Independent Project
Choice Level:
Entirely Student-Directed
Description:
Independent projects require a shift from choice to freedom. Instead of relying on teachers for to provide a menu of options, students select the grouping, decide on the topics, ask their own questions, engage in their own research, find their own resources (rather than selecting from a curation), and ultimately create their own products.

One option is a Genius Hour project. Based on Google concept of 20% Time, the goal is to provide students with 20% of their class time to learn what they want. They choose the content while also mastering skills and hitting the academic standards.
Subscribe to YouTube Channel
With Genius Hour, students own the entire journey. They choose the topics based upon their own geeky interests. It doesn't have to be a traditionally academic area. They might like fashion or food or sports or Legos or Minecraft or deep sea creatures. They can then match these topics with topic-neutral standards. Students ask the questions and engage in their own research to find the answers. Along the way, they design their own plan of instruction. They decide on the resources and activities. Each student sets goals and engages in self-assessment. They work at their own pace and set their own deadlines. Students decide on the grouping. Some work alone. Others work in pairs or small groups. In the end, students figure out what they will make and how they will share their learning with the world.

A word of caution: It's not a free-for-all. The best Genius Hour projects have systems and structures that empower students to reach their full potential. I find it helpful to break Genius Hour into phases and have students document it with a Genius Hour Journal. This could be done on a Google Doc or it could be done as a podcast or video. I love this quote from Austin Kleon:

In some cases, students might not finish their Genius Hour projects. They might even hit failure. But failed projects are also a learning opportunity:
Subscribe to YouTube Channel
Here's a video you can use with your students.
Subscribe to YouTube Channel
Another option would be something like a Wonder Day project, where students can choose their grouping, choose their topics, create their own questions, engage in research, and ultimately create either a podcast, video, slideshow, or blog post where they share their findings. Here's a chart you can use to help walk students through the choices.

If you'd like to download the Wonder Day or Wonder Week (a deeper dive) project, you can check them out for free here.

Even so, there will be mistakes. You'll have to experiment.

Ultimately, student choice is a long journey. We are in the midst of social distancing and experimenting as we go. Some students might be at a place where they can only handle the first or second levels of choice menus - and that's okay. The important thing is that they are seeing how much you are honoring their autonomy and agency. In the end, when we provide students with choice, they are empowered to be be self-directed learners, engaging in creativity and critical thinking. In other words, they own the learning.

This next week, I'll be running a webinar taking a deeper dive into this subject. Together, we will explore four different choice menus you can do in your online classroom. I'll walk you step-by-step through each type of choice menu so that you can craft a practical choice menu for your students. You can sign up here.

Distance Learning Toolkit

If you want to learn more about distance learning, please check out the toolkit and eBook below.

# data[].attributes.attachment_link.title
4 Ways to Craft Choice Menus in Distance Learning Classes

# data[].attributes.attachment_link.description
I have three kids ranging from older elementary to high school. Each one of them is handling distance learning differently. My daughter, who is also the youngest, initially felt overwhelmed at the list of assignments

# data[].attributes.attachment_link.readable_text
The CEMC courseware materials feature lessons, interactive activities, enrichment challenges, and unlimited opportunity for practice with feedback. The courseware is online, free to use, and does not require registration. Start learning from a world-class group of educators today!

# data[].attributes.attachment_link.authors[].name
Design - Graphics, University of Waterloo

# data[].attributes.attachment_link.description
The CEMC courseware materials feature lessons, interactive activities, enrichment challenges, and unlimited opportunity for practice with feedback. The courseware is online, free to use, and does not require registration. Start learning from a world-class group of educators today!

# data[].attributes.attachment_link.readable_text
The Problem of the Week is designed to provide students with an ongoing opportunity to solve mathematical problems. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students from grades 3 and up.

Current Problems

Subscribe Now!

Information for Teachers

Problems are organized into themes. A problem may have more than one theme.

These problems may be used in a variety of different ways including:

posting the problems in a classroom,

discussing the problems with students, and

integrating the problems into the curriculum.

We know that teachers will use these problems in many creative ways!

Solutions to the problems will be sent out to teachers one week after the problems are e-mailed.

Problems & Solutions from 2023-2024

Problem and Solution Archive

The following table has links to booklets containing all the problems and solutions from particular years. The problems are organized into themes, grouping problems into various areas of the curriculum. A problem often appears in multiple themes.

# data[].attributes.attachment_link.authors[].name
Design - Graphics, University of Waterloo

# data[].attributes.attachment_link.description
The CEMC has become Canada's largest and most recognized outreach organization for promoting and creating activities and materials in mathematics and computer science.

# data[].attributes.attachment_link.authors[].name
Design - Graphics, University of Waterloo

# data[].attributes.attachment_link.description
The CEMC has become Canada's largest and most recognized outreach organization for promoting and creating activities and materials in mathematics and computer science.

# data[].attributes.attachment_link.readable_text
search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

# data[].attributes.attachment_link.description
The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

# data[].attributes.attachment_link.readable_text
Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

# data[].attributes.attachment_link.description
CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

# data[].attributes.attachment_link.readable_text
How easy is it to forget that our gifted learners have truly unique needs? How easy is it to plan lessons straight from our textbooks and use unaltered pedagogy from our credential programs?

This amazing article by Dr. Karen Rogers reminded me of three counter-intuitive facts about gifted students' learning:

Gifted Students Learn Better When You Go Faster!

By better, research indicated significant retention improvement and by faster, the research says twice to three times as fast as a typical classroom pace.

Gifted students are significantly more likely to retain science and mathematics content accurately when taught 2-3 times faster than "normal" class pace.

I know my reaction to bored students' faces is often negative. But perhaps they simply already got it. And isn't that my goal?

As if this weren't incredible enough, the inverse is true as well...

Gifted Students Learn Worse When You Go Slowly!

As counter-intuitive as it seems, extra review and practice causes forgotten or misunderstood material! Further, research indicates that more than three drills or repetitions can be excessive!

Gifted students are significantly more likely to forget or mislearn science and mathematics content when they must drill and review it more than 2-3 times

Allowing students to demonstrate mastery and then move on isn't just a nice option to include occasionally. It is an essential part of teaching gifted students. Unnecessary repetition can actually harm students' learning.

They Really Do "Just Get It!"

When your students stare blankly in response to the inevitable "but HOW do you know?" research shows that it is simply a result of their gifted thinking:

Gifted students are decontextualists in their processing, rather than constructivists; therefore it is difficult to reconstruct "how" they came to an answer.

Although it is frustrating when students simply "get it," imagine their frustration when they are repeatedly told that understanding isn't good enough.

Go With The Flow

Is it wrong to want students to work slowly and carefully, to practice thoroughly, and to understand how they arrived at an answer? Absolutely not. But it is vital to remain aware of the traits of gifted students and remember they are not simply "smart." As their teachers, we must remain sensitive to their unique understandings and never work against their giftedness. Let's stop this from happening:

Gifted adolescents consistently report dramatic episodes of being pushed to the point of doubt and despair by insensitive teachers... Helping Adolescents Adjust to Giftedness Buescher and Higham

# data[].attributes.attachment_link.title
3 Ways Teachers Battle Students' Giftedness

# data[].attributes.attachment_link.description
How easy is it to forget that our gifted learners have truly unique needs? How easy is it to plan lessons straight from our textbooks and use unaltered pedagogy from our credential programs? An amazing article by Dr. Karen Rogers reminded me of three counter-intuitive facts about gifted students' learning.

# data[].attributes.attachment_link.keywords[]
united we solve: 116 math problems for groups

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.keywords[]
education/teaching methods & materials - mathematics

# data[].attributes.attachment_link.title
United We Solve: 116 Math Problems for Groups, Grades 5-10

# data[].attributes.attachment_link.description
Amazon.com: United We Solve: 116 Math Problems for Groups, Grades 5-10 (9780964849662): Erickson, Tim, Craig, Rose: Books

# data[].attributes.attachment_link.keywords[]
get it together: math problems for groups

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.keywords[]
teaching methods & materials - mathematics

# data[].attributes.attachment_link.keywords[]
education / teaching methods & materials / mathematics

# data[].attributes.attachment_link.title
Get It Together: Math Problems for Groups, Grades 4-12

# data[].attributes.attachment_link.description
Amazon.com: Get It Together: Math Problems for Groups, Grades 4-12 (9780912511535): Tim Erickson, Rose Craig: Books

# data[].attributes.attachment_link.title
MindWare.com: Educational Toys & Learning Toys for Kids & Toddlers

# data[].attributes.attachment_link.description
is proud to be the best resource for educational toys, toys for education and learning toys for kids and children that engage and entertain. Your children will learn while they play!

# data[].attributes.attachment_link.readable_text
You are here: Home → Articles → Problem Solving Decks (1-8)

There are many commercial resources available to challenge students to become better problem solvers. This is a collection of favorite problems originally created by the members of the TEAM project.

You might consider allowing students to work with partners. Many of these problems are best solved with calculators. All of these problems lend themselves to students telling and writing about their thinking.

Each set of problems is available for downloading as a PDF file.

Deck A: Grades 1 & 2
Deck A Cover and Introduction
Deck A Cards: Two problems per page.
Deck A Student Sheets: One problem per page with space for students to explain and show their work.

Deck B: Grades 3 & 4
Deck B Cover and Introduction
Deck B Cards: Two problems per page.
Deck B Student Sheets: One problem per page with space for students to explain and show their work.

Deck C: Grades 5-8
Deck C Cover and Introduction
Deck C Cards: Two problems per page.
Deck C Student Sheets: One problem per page with space for students to explain and show their work.
Deck C Solutions

Consider expanding each problem-solving deck by adding your own problems on the backs of the cards or photocopying the blank master.

(This content was originally published by the North Carolina State Board of Education on mathlearnnc.sharpschool.com, which is no longer available.)

# data[].attributes.attachment_link.description
You are here: Home → Articles → Problem Solving Decks (1-8) There are many commercial resources available to challenge students to become better problem solvers. This is a collection of favorite problems originally created by the members of the TEAM project. You might consider allowing students to work with partners.

# data[].attributes.attachment_link.readable_text
Here's the scene. The whole family is looking forward to vacation. You are going somewhere exciting and new! There will be sun! Sand! Surf! Mountains!

The problem? It's one heck of a car ride.

So what, you'll just pull out the iPads, right?

Sure, it's easy to strap on the headphones and give each kid his or her own screen to watch what they want, but will it challenge their critical thinking skills, improve literacy, strengthen math skills, enhance family bonds?

What about instead of the packing screens, you take along a hefty arsenal of screen-free, old-school road trip games for kids? And what if they are car games that parents will like, too?

So, here's your challenge. Take at least one road trip without using screens ( OK, GPS is fine.) and instead try some of these road trip games. You could even start with a shorter trip. Say, one hour in the car, all together. See how it goes. Promise a big bowl of ice cream if you all get to your destination in one piece. I bet you can do it!

Below I have two categories of games to play in the car: thinking games, which require just you and your brains, and hands-on games, for kids who like to have something to do with their hands.

Thinking Road Trip Games

These thinking games are super old-school and great road trip games. No props, necessary! If you have tried out my lists of 20 waiting games or 15 word games, then you will recognize a few of these. But, there are plenty of new ideas, here, too!
The addition game
The first person says a number. The second person says a second number and adds them together, declaring the sum. The next person says a third number, adds it to the sum declared by the second person and declares the sum of those! Continue on as long as you wish. Decide ahead of time if you will limit the game to single or double digit numbers.
Invent a song
One person chooses a theme. It can be any theme from apples to zebras. Another person has to invent and sing a song about that theme for at least one minute.
Word association
A classic game! One person says a word and the next person says the first word that comes to their mind. This goes back and forth until everyone is laughing themselves silly.
The alphabet game
Family members look out the windows and call out the letters in the alphabet in order as they spot them on road signs. The first person to get to Z wins!
Alphabet categories
One person chooses a category such as "fruits" or "animals". Players alternate calling out words from that category in alphabetical order. Alternative: players take turns doing the entire alphabet's worth of words in one category.
Tongue twisters
Learn a few tongue twisters and see who can repeat them the most times without messing up. Here are a few tongue twisters to learn.
Two truths and a lie.
Everyone takes a turn making three statements. Two are true and one is not. Family members try to guess which is the lie.
How many can you name?
Name a category and your child has 10 seconds to name as many things in that category as possible. Make categories general ("animals") for young kids, and specific ("animals with no teeth") for older kids.
Silly sentences.
One person chooses 5 random letters. Kids come up with sentences in which each word starts with the designated letter. For example, HRTB. Harry read three b ooks.
Invent limericks.
Try your hand at inventing limericks! They lend themselves to lots of giggles.
Word chain.
Choose a topic, such as food. The first person says a word, the second person says that word plus his own, the third person says the first two words plus her own, and so forth, continue until someone can no longer remember the word chain.
20 Questions
Animal, Vegetable or Mineral? One person thinks of a thing and everyone else gets to ask up to 20 yes or no questions in an effort to guess what it is! This is a classic car game for kids!

Hands-On Road Trip Games

We absolutely must have travel games to play, either single player or multi-player. I also have a list of travel games here, but I've included more favorite road trip games below! (Affiliate links included.)

All You Need Is a Pencil: The Stuck in a Car, Plane, or Train Activity Book: Games, Doodling, Puzzles, and More! This is a fun book of activities with no plug-in required. Don't forget to pack a pencil!

Wherever your travels take you this summer, these screen-free road trip games for kids are essential to have. Screens in the car keep families from interacting with each other ( okay, so that is not always a bad thing...), they discourage looking out at the world and kind of defeat the purpose of getting out of the house!

And, hey, if you really need the family to retreat to their own corner of the vehicle, put on an audiobook the whole family will love. I have just the list of audiobooks for family road trips that you need right here.

Happy (screen-free) travels!

# data[].attributes.attachment_link.title
Screen-Free Ideas for a Successful Family Road Trip

# data[].attributes.attachment_link.description
Here's the scene. The whole family is looking forward to vacation. You are going somewhere exciting and new! There will be sun! Sand! Surf! Mountains! The problem? It's one heck of a car ride. So what, you'll just pull out the iPads, right?

# data[].attributes.attachment_link.readable_text
Share Your Amazing Story!

Currently we are accepting written and/or video submissions using the form below. Here's what we need:

Tell Us Your Story: Make us laugh. Make us cry. Tell us the amazing story behind your vehicle and why having it rescued would mean so much you. We've helped wounded warriors and families who have lost a loved one. We've restored family heirloom cars vehicles that united entire towns and communities. Now we want to hear the story of YOUR vehicle and possibly share it with the world!

Show Us Your Ride: Please provide a short synopsis of the car specs (year, make, model) and what kind of repairs/upgrades you need help with. How bad of shape is she in? Do you have any parts we can work with, etc. Please also include...

Photos of the car. (Interior, exterior and under the hood)

Photos of the Home/Garage/Work Area where the vehicle is stored.

Photos of the owner/family.

Please note that ALL SUBMISSIONS MUST BE MADE THROUGH THIS WEBSITE, so please do not contact the production company directly. Acceptance of submission is not an indication of interest or a promise to include your car. But the project car you submit could be chosen to be featured on upcoming episodes of Garage Squad!

With your submission you will be automatically enrolled in the Garage Squad newsletter/loyalty program and eligible to receive offers, exclusive inside info and updates from Garage Squad and show personalities. Feel free to opt out/unsubscribe at any time (but you may break Joe's heart into 1000 pieces if you do!).

The selection of a vehicle to be used in Garage Squad is at the sole and complete discretion of the producers of Garage Squad at super genius, inc. productions.

The more complete your submission is, the easier it will be for us to evaluate your vehicle for the show. Above all else, tell us your story and why your ride would make a great episode of Garage Squad!

# data[].attributes.attachment_link.description
Currently we are accepting written and/or video submissions using the form below. Here's what we need: Tell Us Your Story: Make us laugh. Make us cry. Tell us the amazing story behind your vehicle and why having it rescued would mean so much you. We've helped wounded warriors and families who have lost a loved one.

# data[].attributes.attachment_link.readable_text
Dive in to Arkansas Swimming Holes With Chuck Dovish

Posted by

Chuck Dovish

on

Summertime in Arkansas means checking out all the fantastic swimming holes The Natural State has to offer.

There's just something euphoric about letting go of a rope swing in mid-air, flying off and splashing down into a cool, refreshing mountain stream.

I've always wanted to showcase some of my all-time favorite swimmin ' holes in a special presentation. So, now is that time! Join us Friday , June 4 , at 8 p.m. on Arkansas PBS for "Exploring Arkansas: Natural State Swimming Holes" with 12 locations that I guarantee you'll fall in love with, just as I did!

Falling Water Falls east of Ben Hur in the Ozark National Forest is rated one of the best, if not THE best swimming hole in the entire Ozark region. It receives accolades from swimming hole enthusiasts not just from Arkansas, but out-of-state as well with comments like: "If you were to dream about the perfect swimming hole, this would be it." And it's true - having a rope swing and a waterfall together is hard to beat.

South of Booneville in the Ouachita National Forest, is the Jack Creek Recreation Area. Here, Acapulco-style cliff diving into a natural deep pool is the main activity. But, for those who aren't that daring, this area is also a favorite for family reunions, smallmouth bass fishing and playing a good ol ' fashion game of horseshoes.

Cossatot River State Park

DeGray Lake Resort State Park

West Fork- "Riverside Park"

Along the West Fork of the White River, in the town of West Fork south of Fayetteville, is what you might call the elite of the elite, as far as "developed" swimming holes are concerned. It's called "Riverside Park."

The Long Pool Recreation Area i n the Ozark National Forest, northwest of Dover along Big Piney Creek, is well known with floaters during Spring. In the summertime, a large natural pool here turns into a popular swimming hole. Camping, picnicking, fishing and hiking can also be enjoyed.

Barkshed , just six miles up from Gunner Pool is even more secluded. It's actually the old " Barkshed Forest Camp" which served as a "show-off" place for visitors to the Ozark National Forest back in the day. The picnic pavilion at the top of a hill, was used for many such gatherings. Barkshed has only five campsites - one family-size and four individuals . All are wilderness-type sites.

WATCH NOW:

TUNE IN:

Friday, June 4, 2021

About the author: Chuck Dovish has been exploring Arkansas for more than 40 years and continues to surprise and entertain viewers with his sights and subjects. His philosophy throughout the years has always been to illuminate the culture and heritage of Arkansas, in addition to conservation and preservation of the pristine outdoors of the Natural State. Exploring Arkansas was the 2009 recipient of the Sierra Club Conservation Award. Chuck says he's always trying to promote our great state in any way, shape or form that he can.

# data[].attributes.attachment_link.title
Dive in to Arkansas Swimming Holes With Chuck Dovish

# data[].attributes.attachment_link.description
Posted by Chuck Dovish on Summertime in Arkansas means checking out all the fantastic swimming holes The Natural State has to offer. There's just something euphoric about letting go of a rope swing in mid-air, flying off and splashing down into a cool, refreshing mountain stream.

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.title
QRCode Monkey - The free QR Code Generator to create custom QR Codes with Logo

# data[].attributes.attachment_link.description
Create custom QR Codes with Logo, Color and Design for free. This QR Code Maker offers free vector formats for best print quality.

# data[].attributes.attachment_link.title
2021 Innovation Institute | Attendify Virtual Experience

# data[].attributes.attachment_link.title
How to Play the Funniest Card Game Ever! | Fun card games, Family card games, Games to play with kids

# data[].attributes.attachment_link.description
Jun 29, 2019 - Here are instructions for Salute the King, the funniest card game ever! We play it whenever family or friends are over, and we always have such a blast! I'm sure you will, too.

# data[].attributes.attachment_link.readable_text
It's the last day school for us. Yay summer!

For me, school being out is equally exciting and daunting. I love the carefree, relaxed schedule and fun adventures with my kids; but it doesn't take long in between said adventures before the kids utter the dreaded words , "I'm bored." (insert deep sigh here)

In anticipation of that inevitable moment, I've rounded up some card game ideas to keep them busy. Forty to be exact, and all you need is a basic deck of cards! That way you can bring the boredom busting fun with you anywhere...at the dinner table or on the road.

FOR FUN:

EDUCATIONAL:

Note: Some links may seem like an overlap of ideas but I felt like they explained things differently and gave different twists, enough to warrant a separate mention.

Most of the games are for older kids, but some are appropriate for younger children. If they need help holding their cards, I have a simple tutorial for a card holder HERE.

Enjoy! 🙂

# data[].attributes.attachment_link.description
It's the last day school for us. Yay summer! For me, school being out is equally exciting and daunting. I love the carefree, relaxed schedule and fun adventures with my kids; but it doesn't take long in between said adventures before the kids utter the dreaded words , "I'm bored."

# data[].attributes.attachment_link.readable_text
Riddles are a fun way to exercise the mind. Read on to check out this fun Riddle of the day!
* This post contains affiliate links. That means that if you make a purchase after clicking on a link I may earn a small commission at no extra cost to you.

Ready for a riddle of the day?

I love riddles. My kids and I will sit around trying to out riddle each other. Sometimes they get me and sometimes they don't.

It's a fun way of sitting together as a family talking, laughing and doing something we all love.

There are so many great riddles out there that are so much fun and so tricky. Best of all they're actually good for you.

Riddles are fun!

Riddles are always a fun thing to read because they keep the mind going. Sometimes riddles will really make you step outside of your comfort circle when it comes to thinking because you really have to stretch the brain to come up with the answer.

Other times the answer is right in front of you and you didn't even realize it.

Riddles are actually good for

For starters they make you happy because when you get the answer it makes you excited. Did you know different t ypes of puzzles help you brain in different ways. So not only are you doing something super fun you're also doing something that's good for you.

Riddles are the perfect way to get your brain going even when you don't really plan on doing so. They have a way of making you think outside of the box.

However, there are times that riddles are not as complicated as you thought. Sometimes riddles are as clear as the nose on your face.

The reason most people don't always get riddles the first time they read them is because we tend to overthink.

It's natural for us to do so because we all tend to want to see the different sides of a coin. That being said this brain teaser below is one of those such cases were the answer is as clear as day.

I've put together some great riddles on my page. You can check out some here that are definitely tricky.

Here's a fun one to start you off.

If you can't figure the answer, scroll down to see what it is 🙂

Ready to warm up with some fun riddles?
I am an insect and the first half of my name reveals another insect. Some famous musicians had a name similar to mine. What am I?
Answer: Beetle
I go up but at the same time go down. Up towards the blue sky, and down towards the ground. I'm present tense and past tense too, so why don't you come for a ride, just me and you! What am I?
Answer: See-saw

No sooner spoken than broken. What is it?
Answer: Silence!
I am a box that holds keys without locks, yet my keys can unlock your deepest senses. What am I?
Answer: A piano

The Answer: Eye

Answer: A Waterfall.

Answer: Dozens.
I always run but never walk, often murmur but never talk, have a bed but never sleep, have a mouth but never eat. What am I?
Answer: A river

More than Meets the eye

Answer: Charcoal
I am not alive, but I grow; don't have lungs, but I need air; Also I don't have a mouth, but water kills me. What am I?
Answer: Fire.

Can you answer the riddle below?

If you can't Head over here to see the answer.

You can see nothing else, when you look in my face, I will look you in the eye, and I will never lie.
Answer: Your reflection.

What question can you never answer yes to?
Answer: Are you asleep yet?

With thieves I consort, With the vilest, in short, I'm quite at ease in depravity; Yet all divines use me, And savants can't lose me, For I am the center of gravity!
Answer: Letter 'v'.

A few more riddles
A limo driver is going the wrong way down a one way street. He goes past four police officers along the way, yet none of them stop him. One even smiled and waved. Why didn't the police stop him?
Answer: The limo driver was walking not driving 🙂

When you have me, you feel like sharing me. But, if you do share me, you don't have me. What am I?
Answer: A Secret.
People usually come see me almost every single day and often many times a day. Despite this, people often consider me to be very dirty. Even though I will never speak to anyone, people will always show me a part of themselves that they rarely show to anyone else. What am I?
Answer: A toilet

There has never been a single airplane that has successfully landed at the airport in Cincinnati. How can this be?
Answer: Because there is actually no airport in Cincinnati.
The closest airport is across the state line in Kentucky.

If you paint a brown house white it will become a white house, if the stop light changes from red to green then the light is green. So, if you throw a white shirt into the Red Sea, what will it become?

The answer: Wet, because the Red Sea isn't red 🙂

Did you enjoy this riddle? Here's another one:

Did you figure out the answer? If not head over here.

Here's another one, can you guess what the answer is?

The answer: A wave .

Finally, Looking for more fun brain teasers? Check this one out below!

Don't know the answer? Check it out here.
I am greater than God and more evil than the devil himself. The poor have me, the rich need me and if you ever eat me you'll die. What am I? Answer: Nothing What kind of cup has holes in it when it is new, is designed to withstand a heavy beating and should never be used for drinking? Answer: An Athletic Cup Answer: Time
Looking for more Riddles? Check out this fun book of the 125 Best Brain teasers of all time. You can grab it free on Kindle unlimited or for under $10 on paperback.

Finally,

Check out this Tricky Riddle below

The Answer: Because they were all boys! Sometimes things are easier than they seem 🙂

Finally this one,

This one is actually trick riddle. It's all in the wording.

The answer is What (has four letters -The word what)

The word Occasionally has 12

The word Always has six letters,

But Never (the word) has Five letters.

So yes this one tricked you but this is what brain teasers do, they're usually a play on words that will trick you 🙂

Now that I've totally riddled your mind, why don't you get a good laugh? Check out these funny 40 Good Morning Memes from my Friend Janessa over at Thrifty Nifty Mommy!

# data[].attributes.attachment_link.description
Riddles are a fun way to exercise the mind. Read on to check out this fun Riddle of the day! * This post contains affiliate links. That means that if you make a purchase after clicking on a link I may earn a small commission at no extra cost to you.

# data[].attributes.attachment_link.description
Sep 14, 2018 - Kids love to test riddles on their family and friends. Here are 101 funny riddles for kids with answers for your kids. These good riddles can be fun while

# data[].attributes.attachment_link.readable_text
A Peek at the Fun: Looking for a fun card game to play with the entire family? We will show you how to play Garbage, a super fun card game.

Does your family like to play card games? We love playing them and are always on the lookout for fun games to play with our families. Well, Garbage is it.

Yes, you heard correctly...Garbage card game! It's a super fun game that the whole family will love. And so simple everyone can play.

How to Play Garbage:

Garbage is an easy to play card game that is perfect for all ages and any size group. Players simply need to be able to put their cards in numerical order, so if the player can count they are old enough to play.
What is Needed:

One deck of cards (52 card deck)-if you are playing with 4 or more players you may need additional decks.

We like these cards from Amazon (affiliate) 2-Pack: Playing Cards

How to Start:

Deal 10 cards to each player, leaving the cards turned facedown on the table.

Each player will arrange their cards in 2 rows of 5 in front of them (leaving facedown).

Objective:

Be the first player to arrange the cards in numerical order starting with an Ace as the starting card. Ordering them from Ace-10.

How to Play Garbage Card Game:

The player to the left of the dealer will go first. That player may take the card that is face up (one card is left face up by the remaining stack of cards), or they may draw a card from the top of the deck.

The first player draws their card, if it is an Ace-10, they may play that card in the corresponding spot. For example, if the player draws a 2 they will place that card in the second spot face up.

The card that was in the second spot is then flipped over revealing the card. If the card is another card between Ace-10 it can be placed in the proper spot.

This keeps going until the player reaches a card that cannot be placed. The player will then discard that card, and their turn is over.

If a King is drawn or turned over at any point, it can be used as a wild card. The player may place it in any spot they wish. Once a King card is placed, it can be moved if the card fitting that spot is revealed. Jacks and Queens are always garbage cards.

When a player has all of their cards uncovered and in numerical order, they win that round.

Each player will have one more turn to try to finish turning all of their cards. If a player does, they also win that round. Players can turn over their cards after their final turn to see if their cards line up by chance. If they do, that player also wins the round.

There will be 10 rounds of this Garbage card game. If a player "won" the previous round, they will receive one less card. So if they had 10 cards previously, they will be dealt 9 cards. They will then need to arrange the cards from Ace to 9.

Each round won, means one less card the next round for the players that won. So as the game gets going, each player could get a different amount of cards.

Winning a Game of Garbage:

The first player to get down to one card and gets an Ace uncovered, wins the game.

We hope you have fun playing this Garbage Card Game!!

You Might Also Like:
How to Play Spicy Uno Fabulously Fun Family Games

# data[].attributes.attachment_link.description
A Peek at the Fun: Looking for a fun card game to play with the entire family? We will show you how to play Garbage, a super fun card game. Does your family like to play card games? We love playing them and are always on the lookout for fun games to play with our families.

# data[].attributes.attachment_link.title
Tulips Quilling Wall Paper Art-Mixed Media Art-Home Decor-Mothers Day Gift-Uniqe Gift-Paper Anniversary Gift-3D Wall Decor-Quilled Flowers | Paper quilling designs, Paper quilling for beginners, Quilling designs

# data[].attributes.attachment_link.description
Dec 8, 2019 - Mixed Media Art Tulips Flowers for Home Decor. Framed Quilling Wall Art that will brighten every place. If you want to make an original and memorable gift, this piece is the right wone. The Uniqe 3D effect of this artwork make it really eye catching piece of art. This Quilled Paper Art named "Tulips" is a Mixed Media a…

# data[].attributes.attachment_link.description
Mar 29, 2019 - Easy DIY Happy Mother's Day card with beautiful big pop up flower: tutorial, video & free printable templates for handmade version & Cricut print and cut!

# data[].attributes.attachment_link.title
Craft Game: An immersive guide by WalDepo

# data[].attributes.attachment_link.description
Feb 10, 2021 - What you need to know to get started. Craft Game

# data[].attributes.attachment_link.title
Fun Pen and Paper Games to Cure Boredom | Paper games for kids, Pen and paper games, Games to play with kids

# data[].attributes.attachment_link.description
Sep 22, 2020 - The best and most fun pen and paper games to cure the boredom blues. Solo, two player and three or more player pencil and paper games for kids and adults!

# data[].attributes.attachment_link.title
These family Olympic games are eight silly and hilarious that everyone will love. Cheap and simple su… | Family games for kids, Family fun games, Family party games

# data[].attributes.attachment_link.description
Sep 17, 2019 - These family Olympic games are eight silly and hilarious that everyone will love. Cheap and simple supplies and loads of fun! olympic games Family Olympic Games

# data[].attributes.attachment_link.readable_text
What is a fun, quick math game for kids that they can squeeze into any free moment? Trominoes! Trominoes is a easy pen and paper game that exercises visual perception and spatial reasoning skills, and teaches kids how to think ahead and strategize.

Trominoes may remind you of the tetris, and indeed, the concept is similar. We have adapted the traditional single-player tromino puzzle into a two player game for kids. The game is a fun brain teaser with a mathematical puzzle-y twist. And yet, even if you don't care two hoots about the math concepts involved, it is an excellent boredom buster!
What you need:

2 markers in different colors

Game board grid. 5×5 or 8×8 are good grids to start with. Draw your own, or print out ours, which has one large 5×5 grid, one 8×8 grid and 4 small 5×5 grids (fill out the form below to get the pdf)

2 enthusiastic players

Read the following instructions, and then scroll down for some great variations and a single-player puzzle version to extend the learning and fun!
Tromino instructions

1. Objective
The goal is to be the last player to successfully place a tromino on the game board.

2. Tromino definition
A tromino is a shape composed of three squares, joined along the edges. You can play with either only L-shaped trominoes, or the L- and l-shaped trominoes.

3. Game Play Begins
Decide who goes first and if you will use only L-shapes or both L- and l-shapes

Alternating turns, players color the appropriate grid blocks to create a tromino.

See the photo example of the first four moves of a match in which players use only L-shapes.

4. Winning
The objective of the game is to be the last player able to put a tromino on the board, thus blocking your opponent from playing. In the below example, yellow triumphs because there is no room left for another orange L-shape.

5. Alternate rules
Before beginning game play, place a star onto any empty square on the grid. That square can no longer be used. Four different game boards options are show below ( this is page three of our printable game board). The top two match-ups are completed games.

Variations and Questions

The following ideas are for kids who would like to further explore some of the mathematical concepts of the tromino puzzle or game strategies.

Vary the grid layout. Does the grid need to be square? What happens if you have an uneven number of rows and columns, such as 5×4 or 8×9?

Does it help to go first?

Where is the best place to put your first tromino? Why?

How does using only one or both tromino shapes change the game?

Change the rules so that the player who places the final tromino loses. If the tromino placed last is the loser, how does that change your strategy?

Single Player Tromino Puzzle

Here's how to use the game board grid as a problem-solving exercise for a single player. The goal is the completely fill the grid with L-shaped trominoes. Can it be done?

How many L-shapes can you place on the grid? Using a different color marker for each tromino so you can easily track your work. What if you vary the size of the "L" from 2×1 to 3×1 or 3×2? What if you vary the size of the grid?

I bet your kids can do a much better job than this:

More mathematical puzzlers and games:

# data[].attributes.attachment_link.title
Trominoes: Mathematical Puzzles for Kids

# data[].attributes.attachment_link.description
What is a fun, quick math game for kids that they can squeeze into any free moment? Trominoes! Trominoes is a easy pen and paper game that exercises visual perception and spatial reasoning skills, and teaches kids how to think ahead and strategize. Trominoes may remind you of the tetris, and indeed, the concept is similar.

# data[].attributes.attachment_link.readable_text
Here's what's missing from your life: more brain teasers.

I'm not kidding. They help you relax in a lot of sticky situations.

Such as family gatherings.

And when you have to play the waiting game.

I know you hate getting caught waiting in a long line with your kids without something to keep them ( and you) from going crazy! Don't feel you have to resort to brain dulling screen time. You need some brain tickling waiting games! Keep the whole family laughing and having fun and keep these play anywhere games in your virtual back pocket.

Now that I have successfully brainwashed you to believe that brain teasers will improve your life tenfold, you will want to try all 20 of these waiting games for kids; they are great on-the-go games. (Note: this post contains affiliate links.)

So what are you waiting for? Give it a go! (<- see what I did there?)

20 Waiting Games for Kids on the Go
Guess what's in my purse!
Each kid lists as many items as they can think of that might be inside your purse. The one who comes the closest wins!
In my purse is a story.
Choose three items from your purse and challenge kids to invent a story around those three items.
What's missing?
Place 10 items from your purse on the table in front of you. Have kids try to memorize items for 10 seconds. While their eyes are closed remove 1-3 items. After opening their eyes, kids try to remember what is missing.
Two truths and a lie.
Everyone takes a turn making three statements. Two are true and one is not. Family members try to guess which is the lie.
Mirror mirror.
Kid and parent face each other. The child starts moving very slowly and the parent tries to mirror the movements as closely as possible. Or, two children can mirror each other and the parent tries to guess who is leading the movement.
How many can you name?
My older son loves this and actually requests it on our walks home from school! Name a category and your child has 10 seconds to name as many things in that category as possible. Make categories general ("animals") for young kids, and specific ("animals with no teeth") for older kids.
Magazine hunt.
When in a waiting room with magazines, turn the magazine into a scavenger hunt. Instruct kids to find certain items. "Find something purple that starts with a C," or "find a blue animal."
Penny drop.
Take out a penny and try to drop it so it lands on your shoe without falling off.
Scrap of paper drop.
This is one of my favorite waiting games for kids. Seriously! Drop a small scrap of paper. Kids try to catch it with two fingers before it hits the ground.
Listen closely.
Determine a word or phrase to listen for. Everyone stays quiet until they hear someone else in the waiting area say that word or phrase.
Make me laugh.
Without touching the other person, make them laugh. Optional: make this a silent game.
Silly sentences.
One person chooses 5 random letters. Kids come up with sentences in which each word starts with the designated letter. For example, HRTB. Harry read three b ooks.
Invent haiku.
My son and I used to "write" haiku on our walk to school. Learning about haiku was part of our poetry challenge, which you can read about here: haiku and hyperbole.
Invent limericks.
Now that we are talking about poetry, why not try your hand at limericks, too. They lend themselves to lots of giggles. Learn about limericks and get some ideas about how to start.

If you aren't convinced about using poetry as a waiting game, read about these 8 ways poetry calms kids!
Would you rather?
Ask each other questions which begin "would you rather"? The Measured Mom has 100 questions you can print out if you prefer to keep a supply in your bag.
Thumb war.
Despite the fact that I always win, my 7 year old never gets bored of challenging me to a thumb war.
Word chain.
Choose a topic, such as food. The first person says a word, the second person says that word plus his own, the third person says the first two words plus her own, and so forth, continue until someone can no longer remember the word chain.
Sound chain.
One person starts a pattern using snaps or claps. The others must repeat the pattern. The first person then adds on to the pattern and the others must repeat this longer pattern. Play continues until no one can remember the pattern.
Sound ball.
One person mimes throwing a ball at another person while making a silly sound. The other person "catches" the ball while making the same sound. He then "throws" the ball back with a new sound. The catcher then "catches" the ball making this new sound, and then "throws" it using a different sound.
20 questions.
It's a classic, don't forget about it!

Share it on Facebook:
MORE WAITING GAMES:

# data[].attributes.attachment_link.title
20 Waiting Games For Kids That Will Tickle Your Brain

# data[].attributes.attachment_link.description
Here's what's missing from your life: more brain teasers. I'm not kidding. They help you relax in a lot of sticky situations. Such as family gatherings. And when you have to play the waiting game. I know you hate getting caught waiting in a long line with your kids without something to keep them ( and you) from going crazy!

# data[].attributes.attachment_link.title
Arrived Homes | Easily invest in rental properties | Real Estate Crowdfunding

# data[].attributes.attachment_link.description
Arrived Homes is a platform for investing in shares of rental homes starting from $100. Buy shares of rental homes, earn passive income, and let Arrived take care of the rest.

# data[].attributes.attachment_link.readable_text
Traditional games have maintained their popularity for centuries because they can be played again and again and still be entertaining. All the board games on this list can easily be made with a pen, paper and a few tokens, which make them great for quick and easy boredom busters, too. Not only that, but playing traditional games from around the world will teach your children about other cultures.

The games on this list are known as abstract strategy games and they fall into several categories based on the objective of game play. Abstract strategy games rely on player's thinking, logic and visual perception skills. They do not rely solely on chance or athleticism! ( Good news for many of us, ha ha ha)

Happy playing!
How to use this resource:
I've arranged the games by general geographic location. At the bottom of this article you will find a list sorted by type of abstract strategy game. Each game introduction links to detailed written instructions, where you can also find a printable game board for most of the games. If video instructions are available for any of the traditional games, I've included them here.

Games from Asia

China

Watermelon Chess, or Xi Gua Qi, is originally from Hangzhou, China. It's a battle game and totally unrelated to regular chess!

Pong Hau K'i, is also played in Korea, where is is known as Ou-moul-ko-no. It is a blockade game in which you try to prevent your opponent from moving.

Korea

Five Field Kono, or o-pat-ko-no in Korean, is a battle game. It operates on the same principle as the better known "Chinese checkers."

India

Kaooa, also known as "Vulture and Crows" is a hunt game for two players. The star-shaped board adds a fun twist.

Lau Kata Kati is from the Lower Bengal region of India. It is a battle game for two players that has a butterfly shaped board game and nine tokens per player. Like other battle games, the goal is to capture all of your opponent's tokens.

Indonesia

Tchuka Ruma, a traditional game from Indonesia, is part of the family of mancala games, versions of which you can find on several continents, particularly Asia and Africa. It is a solitaire game we made it into a multiple player game by racing to see who could solve the puzzle first.

Mancala games are games of transfer usually played with stones in boards with multiple depressions.

Thailand

Len Choa is a hunt-type game in which one tiger goes up against six leopards. Roar!

The Philippines

Tapatan is a three in a row game and may seem familiar to many players. Similar positional "in-a-row" games are played around the world, such as three-men's morris or Achi ( played with four tokens per player).

Traditional Games from Africa

Liberia

Queah is related to the draughts family of abstract strategy games. Draughts games include the very familiar checkers and generally pit opponents with an equal number of tokens against each other using diagonal moves.

Zimbabwe

Tsoro Yematatu is another three-in-a-row game for two players. It uses a triangular board.

Nigeria

Dara, a three-in-a-row game is very different than the other positional games included in this article. It's a bit more complicated to learn but once you get the hang of it, it's just as fun as the others.

Kenya

Shisima is a positional game from Kenya. Shisima means "water" and the tokens represent water bugs trying to skitter along to the the water source in the center of the board. Shisima uses an octagonal board.

Europe

Nine Holes is a familiar game to many. It is a positional game popularized in Britain and similar to tic-tac-toe ( aka naughts and crosses).

Fox and Geese is a hunt game played in many European countries, dating back to the 12th century C.E.

Pentalpha is a solitaire brain teaser played on a star shaped board. I believe it is from Crete, but I am not 100% certain of that.

Solitaire, also known as Patience is more commonly known as the name of a popular card game. However, it is also the name of a peg board game that originated in 17th century France. It was also widely played in Britain.

Oceania/Pacific Islands

Mū Tōrere from the Māori people of New Zealand is a blockade game played on an unusual star-shaped game board.

Lu-Lu is a dice game from Hawai'i. This obviously isn't a board game and it is a game of chance, rather than an abstract strategy game but I wanted to include it anyway. Lu-Lu dice teaches basic math skills and uses flat dice you make yourself ( or use our printable). I don't have a video but click on the image to transport yourself to the written instructions!

Traditional Games from The Americas

Picaria was played by indigenous peoples of Southwestern North America. It is a three-in-a-row game thought to have been adapted from games introduced to North America by Europeans.

Kolowis Awithlaknannai was played by the Zuni people in what is now occupied by New Mexico. It is a battle and capture game in the Alquerque family of games.

Games by Type
Positional games: Positional battle: Blocking games: Hunt games:
In these games, it is typical for one player to attempt to block, and the second player to capture.
Capture games

Watermelon Chess

Queah

Kolowis Awithlaknannai

Lau Kata Kati

Transfer games: Solitaire games: Other:

# data[].attributes.attachment_link.description
Traditional games have maintained their popularity for centuries because they can be played again and again and still be entertaining. All the board games on this list can easily be made with a pen, paper and a few tokens, which make them great for quick and easy boredom busters, too.

# data[].attributes.attachment_link.readable_text
You and your kids may have never heard of Lu-lu Dice, but brace yourselves because you are about to discover an awesome new boredom buster that just so happens to have a sneaky math component. It's a win-win situation: your kids will be occupied playing a fun game and learning something, will you will get some much needed time to check Facebook read People read War and Peace.

Lu-lu dice is an easy to learn game from Hawai'i, but what makes this multicultural math game so great to add to your arsenal of DIY is that it gives kids a little brain break from strategy games. Lu-lu dice is based on pure chance. Most of the make-your-own games I've introduced you to, like Len Choa or Nine Holes have been games which require kids to plan ahead and think about strategy, which is great, but sometimes you need to put younger kids and their older siblings on equal footing, if you know what I mean. (This post contains affiliate links.)

How to play Lu-Lu Dice
What you need:

Four "dice" for each player. Each dice has a quantity from 1-4 showing on one side only. The opposite side is blank. (See below for how to make lu-lu dice.)

A pen and paper for each player (colored Flair pens are our favorites!)

A small cup (optional)

2 or more enthusiastic players.

Instructions for play:
Objective: to be the first player to reach 100.

Rules: Each player gets two tosses per turn.

The first player tosses his four dice down on the table. Optional: shake dice in small cup before throwing them down.

Next, he picks up any dice which landed face down ( no points showing) and tosses them again.

If all the dice land face up, he is allowed to pick all the dice up for his second throw. Thus, the maximum score for one turn is 20 ( two perfect throws).

Count the total points showing and record on score sheet. Play then continues clockwise until one player reaches 100.
Extensions:
As with all traditional games, there are often different sets of rules, so don't be shy about making up your own rules. You can vary the score, or how many throws each player gets.
For further math learning, ask kids:

What are all the possible scores a player can get in one turn?

How many different ways can each score be obtained?

How many turns would a player need to reach 100 if he got the maximum number of points per turn?

Ask kids to keep track of how many points they still need to reach the goal at the end of each turn.

How to Make Lu-lu Dice

Traditionally the dice were made from stones. But you may not want your kids tossing rocks around your living room. ( Ahem.) You can easily make the "dice" from small discs.

Initially we make the dice from these small wooden craft discs I had leftover from making The Tower of Hanoi. Draw bisecting lines dividing the disc into quarters. On each disc draw dots. For the single dot, place it in the center of the disc. For 2, 3, and 4, draw the dots in the quarters.

Alternatively, I created a lu-lu dice printable that you can use. Print it out here, glue to cardboard and then cut out the discs.
Play more traditional multicultural games to enhance math skills:
(Bonus: you can make all these games yourself!)

See more of our favorite math games in action:

# data[].attributes.attachment_link.title
Lu-lu Dice: A Fun Math Game from Hawai'i

# data[].attributes.attachment_link.description
You and your kids may have never heard of Lu-lu Dice, but brace yourselves because you are about to discover an awesome new boredom buster that just so happens to have a sneaky math component.

# data[].attributes.attachment_link.readable_text
Highlighted AGATE Webinars

Managing Perfectionistic Tendencies:

Click here to watch Elementary (1 hr., 3 mins)

Click here to watch Secondary (1 hr.)

Parent/Teacher Toolbox and Resources - Elementary & Secondary

Click here to watch (1 hr., 2 mins)

Click here to the access the Webinar Google Folder

Click here for the Weiner G/T website

Social-Emotional Wellness Webinar

Click here to watch (50 mins)

Click here to watch (53 mins)

Click here for the Local Norms Spreadsheet

Click here for the (UA) Office for Education Policy

# data[].attributes.attachment_link.title
Arkansans for Gifted Talented Education (AGATE) - Home Page

# data[].attributes.attachment_link.description
Highlighted AGATE Webinars Click here to watch Elementary (1 hr., 3 mins) Click here to watch Secondary (1 hr.)

# data[].attributes.attachment_link.title
Teacher Resources - Modern Classrooms Project

# data[].attributes.attachment_link.description
Home What We Do Overview Free Online Course Virtual Mentoring School & District Partnerships Summer Institute Credentials Impact

# data[].attributes.attachment_link.readable_text
The end of the year is approaching fast, you've already taught the entire curriculum, and you're looking for something fun to fill those last few days.

Have your students do a legacy project!

I concocted the term "legacy project" several years ago when I prioritized station work and hands-on-activities in my classroom. My first legacy project was a math game. I allowed each student to choose a math standard and create a board game that could be used to practice the standard. The students placed all their game components and needed materials, such as dice, cards, etc. in a box and labeled it. On the last day of school, we spent the day rotating through all the games and imagined next year's students having fun with the games too.

My favorite type of projects are legacy projects. I typically rotate between a math project and a science project, and they vary from technology-based to no-technology-needed. The year we adopted Google Classroom, the students made digital games. They've made Kahoots, board games, Doodle notes, and more!

# data[].attributes.attachment_link.title
Legacy Projects - Ideas that Keep on Giving - Minds in Bloom

# data[].attributes.attachment_link.description
Should you do a Legacy Project with your students? The end of the year is approaching fast, you've already taught the entire curriculum, and you're looking for something fun to fill those last few days. Have your students do a legacy project!

# data[].attributes.attachment_link.readable_text
The printable Reading Games on this page are available for free download, but they are only for private/educational, strictly non-commercial use and they may not be shared or published elsewhere without my written permission.

Please note: the games and sheets are in .PDF format; the links will take you to a Dropbox folder, but you don't need to sign up to access the files!
MORE PRINTABLE READING GAMES:
You can access more reading games- the full range of games I have currently developed - for a donation of only $5. This is less than the cost of buying just one game, and will give you access to over 30 Reading Games/word sheets etc!

I have been operating this site as a hobby, but due to the increased costs of running the site (which is in addition to the countless hours spent in developing and publishing the games), I have been forced to re-assess how I offer my resources. I have decided to try out a "Premium Access" scheme to help keep the site open.

If you donate $5 or more, I will email you a link to a Premium Access Page which has all my current games on it. This page will be available for at least 3 months, so you may download whatever you like for your private/educational use.

This offer is current for January 2012, After that, I will re-evaluate the scheme to see if it is worthwhile continuing/if I need to increase the contribution amount.

July 2017 - There is a problem with my images stored in Photobucket, who have just recently decided to no longer allow image hosting for websites etc. without a monthly payment - which I certainly cannot afford without any income.

I am hoping I can find get back my images from them (currently not available to me!) and find an alternative for the images on this site, but if it becomes too difficult, I may have to delete content or even close the site.

In the meantime, please forgive the ugly " PLEASE UPDATE YOUR ACCOUNT...." signs from Photobucket; I will try to eliminate as many as possible but I don't know when or where they may pop up.

Please Contact Me if you have any queries or comments,

# data[].attributes.attachment_link.description
The printable Reading Games on this page are available for free download, but they are only for private/educational, strictly non-commercial use and they may not be shared or published elsewhere without my written permission. Please note: the games and sheets are in .PDF format; the links will take you to a Dropbox folder, but you don't need to sign up to access the files!

# data[].attributes.attachment_link.readable_text
Exquisite Minds: Creative and Gifted Children

Exquisite Minds believes in the importance of cultivating creativity in bright and gifted children. We believe creativity can solve almost any problem; rather than why something can't be done, it's how it can be done. Exquisite Minds offers support to parents and educators who want to challenge children to find new and constructive ways to look at the world.

# data[].attributes.attachment_link.title
Exquisite Minds: Creative and Gifted Children | Exquisite Minds offers free support and gifted resources to parents and educators who want to challenge creative and gifted children to find new and constructive ways to look at the world.

# data[].attributes.attachment_link.description
Exquisite Minds offers free support and gifted resources to parents and educators who want to challenge creative and gifted children to find new and constructive ways to look at the world.

# data[].attributes.attachment_link.readable_text
Summer is here and school is out! It is time for evenings of fun loooong after the sun has gone down! To celebrate no-more-school-nights, we have a fun activity that is perfect for a group date night or for the entire family to enjoy: an After-Dark Scavenger Hunt! With our free printables, the set up is quick-to-prep (like, just print and cut), but will provide hours of fun! And we don't just have one hunt - but THREE completely different scavenger hunt challenges! Let the summer fun begin!

Disclaimer: This post contains affiliate links. To learn more about 'em, click here.

Scavenger hunts are super fun on their own, but add the challenge of a nighttime hunt and you have yourself an evening of fun! All of the hunts featured in this post were designed by the ever-so-talented Joanna from JAB Creative Australia. I LOVE working with Joanna and I love what she did with this design - including this brightly-colored invitation for the hunt!

For our After-Dark Scavenger Hunt, we have 3 unique scavenger hunts - each with their own challenge and task! While each challenge is different, the basic idea of each hunt is the same...

Hide the pieces of the particular challenge in a specified area. You can hide the pieces as is or, I think, it would be fun to attach the pieces to glow sticks and then hide them (might be a little easier to find, too!). Read the instructions (included in the printable PDF) to the group and send them off in search of the pieces. Hunters can go completely in the dark or (especially if there are little ones involved), you might want to provide some flashlights.

Here are the 3 different After-Dark Scavenger Hunts we have for you:

In this Nighttime Scavenger Hunt, participants race to find pieces to a puzzle. Once all of the pieces have been collected, everyone attempts to put the different parts together to create a picture with a message.

TIP: When cutting out the puzzle pieces, you can tailor it to your specific group. If you're playing with kids, you may want to cut the puzzle pieces larger and more simple. If you're playing with adults, you can cut intricate and complex pieces for a greater challenge!

In this scavenger hunt, your group searches for cards with individual letters. There are 20 letters total. Once the group has found all of the letters, they should unscramble them to reveal a message.

HINT: You can play this game in levels. If the task is too tricky for your group, the PDF includes a "cheat sheet" with hang-man style blanks for the group to use as well as some verbal clues you can give if your group is struggling.

In this game, the group will race to find symbols cards. There are 12 total symbols for the group to find. Once they have found all of the symbols, they can use the printable decoder to real a secret message!

IDEA: Since the place for the group to write their answers is black, consider providing a fun neon gel pen to write in the answers! I am obsessed with these!

Seriously, SO MUCH FUN! Three unique scavenger hunts that you can do after dark with your family and friends! Grab some glow sticks, print these awesome (and free!) printables, and you are set for a fun evening!

# data[].attributes.attachment_link.description
Summer is here and school is out! It is time for evenings of fun loooong after the sun has gone down! To celebrate no-more-school-nights, we have a fun activity that is perfect for a group date night or for the entire family to enjoy: an After-Dark Scavenger Hunt!

# data[].attributes.attachment_link.title
Meet Google Drive - One place for all your files

# data[].attributes.attachment_link.description
Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

# data[].attributes.attachment_link.readable_text
Most educators are already familiar with the popular idea of makerspaces and context-based learning. However, it's unlikely that most educators are part of educational communities that have the resources, time, and staffing to successfully construct and use a fully equipped makerspace, which are expensive to construct and staff-and even when school communities manage to create them, they can be intimidating for students and faculty alike.

Mobile maker carts are an accessible, affordable way to empower teachers to experiment with small maker-minded projects. They enable students to practice the habits of mind associated with maker learning, without the intimidation or expense associated with creating a designated space.

We are two ELA teachers at an independent school with approximately 350 middle and high school students. At the beginning of this year, we were tasked with conceptualizing, launching, and facilitating the use of maker carts in our school community. After introducing them in our school, we've seen a huge increase in faculty and student innovation.

With the following ideas, we hope to provide other teachers with practical strategies for setting up a maker cart system to promote this kind of pedagogy in their own schools.

Setting Up a Maker Cart System

The first step is finding a central space to store the carts. We began with four carts that we stored in a corner of a small, locked office. This provided us with easy access to the resources and control over their distribution.

Assembling the supplies is the next step. At the start of the school year, we bought a range of ready-to-go resources, including:

Construction materials: glue guns, pipe cleaners, poster board, construction paper, wooden dowels, etc.

Decorative materials: sequins, fabric, yarn, ribbon, pens and pencils, beads, feathers, etc.

Sewing and painting tools: paintbrushes, paints, sewing thread, needles (these need to be used under careful supervision)

Storage boxes to organize materials

The total came to $350, which we covered using grant money. Throughout the rest of the school year, we spent another $300 to replenish supplies and order additional materials, such as styrofoam balls and Velcro strips, by request.

Next, we created a system for teachers to order carts for their classrooms:

1. Teachers accessed a designated folder on a shared digital drive, which had a portfolio of subject-specific maker project ideas and photos of completed projects. It also had an order form to propose projects and materials from a menu-we also had an option to add materials to the list.

2. Teachers met with one of us to discuss their project and needs.

3. We assembled the cart and delivered it at the requested time. We also arranged the pickup time.

For our school community, this system has proved simple and affordable, and during this first year, we have seen teachers across the disciplines using maker-minded learning in new and exciting ways.

Sample Projects

Here are a few projects teachers have completed.

Water Duct Project in a Hydrology Elective: Teams of 11th- and 12th-grade students were given specific materials to design water ducts. The task was to transport water from one end of the model to the other without leakage. They were graded on characteristics of their models such as aesthetics and speed of water transfer. The project concluded in a presentation, which included an explanation and a demonstration.

Clothesline Argumentative Essay in English: Ninth-grade students were given an essay question and tasked with mapping out their responses according to the structure of a clothesline. The posts at either end of the line represented the introduction and conclusion, the clothespins represented the topic sentences, the clothes represented the paragraphs, and the clothesline represented the thesis connecting the entire essay. The class worked together to create the argument; then, in collaborative teams, students worked on different parts of the clothesline. They then assembled their piece on the model, and the teacher facilitated a discussion of the logic, clarity, and structure of their final product.

Pasta Classification in Life Sciences: In this project, sixth-grade students were taught to understand how organisms are ordered into taxa. They worked in groups to classify different pasta shapes according to characteristics such as color, size, and texture. It was up to the groups themselves to design their own organizational systems.

Our experience demonstrates that maker-minded learning does not require state-of-the-art equipment or particularly tech-savvy faculty and students. By scaling the makerspace concept to a manageable scope, maker carts can unleash new, creative ways of learning.

# data[].attributes.attachment_link.description
Most educators are already familiar with the popular idea of makerspaces and context-based learning. However, it's unlikely that most educators are part of educational communities that have the resources, time, and staffing to successfully construct and use a fully equipped makerspace, which are expensive to construct and staff-and even when school communities manage to create them, they can be intimidating for students and faculty alike.