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What the AP® Computer Science Principles Course is all About. Revising the 7 Big Ideas for Practical use in the Lab

by with No Comment Advanced, Honors, and ElectivesCareer & Tech Ed

What the AP® Computer Science Principles Course is all About. Revising the 7 Big Ideas for Practical use in the Lab

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

View an overview of what should be included in the AP®  Computer Science Principles Course, some examples of in-class activities and tips and tricks to engage students from our author, Dr. G. Michael Schneider with a recording of his virtual webinar “New Ideas in CS: What the New AP Computer Science Principles Course is All About.”

What are the core principles covered in the AP® Computer Science Principles course?

The first question Dr. G. Michael Schneider asks of his computer science students is: “What is computer science the study of?” He gets many answers, usually that computer science is the study of:

  • • Computers
    • Programming
    • Programming Languages
    • The uses and applications of computers

All of which are wrong. Both Dr. Schneider and the AP® Computer Science Principles Course define computers science instead, as the study of algorithms.

The AP® Exam asks students to master 7 Big Ideas, including:

  • • Creativity
    • Abstraction
    • Data and Information
    • Algorithms
    • Programming
    • The Internet
    • Global Impact

Dr. Schneider revises these big ideas with the following GREAT ideas in computer science.

1. Algorithms are the single most fundamental concept in CS.

Seeing as Computer Science is the study of algorithms, teachers should be cognizant that an algorithmic approach is the focus of any CS course.

2. CS concepts are interrelated and form a coherent discipline.

Structure your course in a way that connects the course’s 7 Big Ideas and scaffolds learning so that students can process new information and see the big picture. The image below offers one possible organization for the course.

3. CS concepts are learned by both listening and by doing.

Dr. Schneider encourages his students to understand that computer science is a laboratory science just like Chemistry, Biology, and physics. Laboratories are not limited to programming exercises but can be used to demonstrate fundamental concepts in virtually all areas of the discipline. He encourages teachers to use the lab manuals and software that comes with your textbook to provide hands-on experiments in a range of areas. Access the recording of Dr. Schneider’s webinar for several examples of these hands-on labs here.

4. Abstraction is a central idea that must be stressed.

This is the fundamental technique for managing complexity in the design of both hardware and software computer systems. Dr. Schnedier encourages teachers to use analogies to give students a better understanding of abstraction, for example, an automobile dashboard or how it is used in circuit design.

5. Computer science ≠ programming.

Remember that the AP® Computer Science Principles course is NOT the AP® Computer Science, A course that teachers object-oriented programming and Java at the college level. Focus on the programming section of the course should be on how programming relates to the fundamentals concepts students have been learning already. For example:

  • • Converting algorithms from pseudocode into a HLL
    • Compiling HLL programs into ML and their execution on a Von Neumann machine using the fetch/decode/execute cycle
    • Different types of HLL—declarative, OO, Functional, Parallel and special purpose.

6. CS applications are not magic boxes. They are built upon the basic concepts of the field.

The reason why students should be studying the other Big Ideas is because the important advances of computer science are built upon the bedrock of fundamentals principles. Share examples of how very engaging topics like AI, Graphics, and Supercomputers were able to be built because of the fundamental topics students are learning.

7. Advances in information technology bring important professional responsibilities to its practitioners.

The Global Impact portion of the course should focus on current and legal, moral, and ethical issues related to computer science. This kind of discussion is often left out of Computer Science courses due to lack of time, so Dr. Schneider encourages teachers to make time for discussion of these topics, such as:

  • • Personal privacy, unauthorized sharing of information
    • Cyberbullying
    • Ownership of Intellectual Property
    • Fake news, voter hacking, and the impact of social networking and information technology on governance
    • ACM and IEEE Professional Code of Conduct

Dr. G. Michael Schneider is a retired professor of Computer Science. He received his Ph.D. in Computer Science from the University of Wisconsin and taught at the U. of Minnesota for eight years, Macalester College in St. Paul for twenty-nine years, and, following his retirement, was a Visiting Professor of CS at Columbia University. He was on the ACM/IEEE CS Curriculum 2001 committee, Vice-Chair of ACM SIGCSE, and a member of the Computer Science Accreditation Board (CSAB). He has been awarded four Fulbright Grants to teach and do research overseas and has authored nine textbooks on computer science

Watch the full recording of Dr. Schneider’s Webinar, “New Ideas in CS: What the New AP Computer Science Principles Course is All About” here.

Learn more about Invitation to Computer Science, our curriculum for the AP Computer Science Principles course or request access to MindTap, the online solution, for Invitation to Computer Science here.

Sources:

Schneider, Michael. “New Ideas in CS: What the New AP Computer Science Principles Course is all About.” National Geographic Learning Virtual Learning Series. 18 Oct. 2018.

*AP, Advanced Placement and Pre-AP are registered trademarks of the College Entrance Examination Board, which was not involved in the production of, and does not endorse, these products.

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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3 Hot Topics for Web Design and Development Courses

by with No Comment Career & Tech Ed

3 Hot Topics for Web Design and Development Courses

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

A new edition of RESPONSIVE WEB DESIGN WITH HTML5 & CSS, 9e by Jessica Minnick published in February of 2020 and includes up-to-date practices for designing optimum layouts for a variety of devices. Read through some hot topics to include in any web design/development high school course.

Focus on Responsive Design

Understanding responsive design is a key skill for students learning web programming as most businesses and careers have worked to re-build their sites to ensure functionality on smartphones, iPads, and other devices. Students will most likely learn how to build basic websites first and should then revisit their initial projects to adapt them to be responsive offers great value for future careers. Key skills include:

  • • Fluid Layout: “A fluid layout or grid applies proportional size measurements to the webpage wireframe and content so that the content stretches, shrinks, and grows as the size of the viewport changes” (Minnick, 219).
  • • Responsive or flexible images: “responsive images shrink and grow based on the size of the viewport” (Minnick, 219).
  • • Media queries: “Media queries allow the webpage developer to detect the approximate pixel size of the current viewport” (Minnick, 219).
  • • Conducting Mobile-Friendly Tests

Include practice on creating interactivity with CSS and JavaScript

Modern websites usually include some form of interactivity, whether that includes gamification, rewards & badging, ratings, quizzes, or polls, etc. Help your students add value to their resume and their websites by including these key skills:

  • • Create a Hamburger Menu: Hamburger icons are a modern method to help users navigate a site on mobile devices, rather than vertical or horizontal toolbar (Minnick, 237). Students will learn to use JavaScript to build these menus and make them functional.
  • • Create CSS Transform and Animations: “CSS can be used to move elements on a webpage, change the color of an element, or change the appearance of an element” (Minnick, 510).
  • • Create JavaScript Files: “Developers can use JavaScript to validate form information, send an alert to a user, change HTML content, show or hide content, animate elements, and much more” (Minnick, 517).

Ask students to practice skills by asking them to imagine their own business

Students will connect to the concepts if they get the chance to create a realistic business with their website. By asking students to build sites for a business, it allows you to tie in skills that industry needs and also includes chances to understand how web programmers may work with clients. Some key activities to make the business real may include:

  • • Build an “About Use” page: The “About Us” portion of a business website gives the chance to create a company mission and asks the student to image the spirit, goals, services, and audience for the pages they will be designing (Minnick, 364).
  • • Embed a map: “ Many businesses include a location map embedded within their website so visitors have a clear view of the business location” (Minnick, 510).
  • • Include Social Media Icons: “Most businesses that use social media display social media icons and links on their website” (Minnick, 510). Not only is this a real-world business process, but this makes a site interactive and engages students.

For more ideas, step-by-step projects, and curriculum for your courses, see Responsive Web Design with HTML5 & CSS, 9e, our new curriculum for teaching HTML programming and web design courses or request access to MindTap, the online solution with auto-graded coding labs, for Responsive Web Design with HMTL5 & CSS, 9e here.

Author of RESPONSIVE WEB DESIGN WITH HTML5 & CSS, 9e Jessica Minnick is an Information Technology instructor at Pasco-Hernando State College in New Port Richey, Florida. She has been teaching information technology courses for more than a decade. Prior to becoming an educator, she worked in the marketing and information technology field for the private sector, gaining more than 15 years of web design experience. She earned a Bachelor of Science in Business Administration, Management Information Systems, and a Master of Education in Instructional Technology from the University of South Florida.

Sources:

Minnick, Jessica. Responsive Web Design with HTML5 &CSS. Cengage Learning, 2020.

Vilner, Toav. “7 Tips for Making Your Website Content Interactive.” Marketo Marketing Blog – Best Practices and Thought Leadership, Marketo, 21 Nov. 2017, https://blog.marketo.com/2017/11/7-tips-making-website-content-interactive.html

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
Learn More
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Engaging Online Students for Career/College Readiness

by with No Comment Digital ExperienceInterdisciplinary

Engaging Online Students for Career/College Readiness

About the Author: 

“Learning for a life worth living” is the teaching emphasis of Les Dlabay, Professor of Business, Emeritus, at Lake Forest College in Illinois. He has authored or has adaptations of over 40 textbooks in the United States, Canada, India, and Singapore, including Principles of Business, International Business, and Business Finance with National Geographic Learning, a part of Cengage. In addition, he has taught more than 30 different courses in high school, community college, university, teacher preparation, and adult education programs. Three times he has been honored with “The Great Teacher” Award at Lake Forest College. Dr. Dlabay has presented more than 300 workshops and seminars emphasizing interactive learning strategies, team projects, and field research activities. His “hobbies” involve a cereal package collection from more than 100 countries, and banknotes from 200 countries, which are used to teach economic, cultural, and political aspects of global business.

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Teaching World History Through Time Travelers: Engaging Themes and Activities for the High School World History Classroom

by with No Comment Webinar - Social Studies

Teaching World History Through Time Travelers: Engaging Themes and Activities for the High School World History Classroom

National Geographic Learning and our authors bring the world into the classroom—and bring world history alive by talking about travelers through time, including National Geographic Explorers. Join author Ken Curtis as he talks about the appeal of teaching world history (whether it’s Advanced Placement World History on on-level high school World History) by sharing experiences of travelers from thousands of years ago — and today.

Ken R. Curtis, Ph.D.

Professor of History, California State University Long Beach

National Geographic Learning and our authors bring the world into the classroom—and bring world history alive by talking about travelers through time, including National Geographic Explorers. Join author Ken Curtis as he talks about the appeal of teaching world history (whether it’s Advanced Placement World History on on-level high school World History) by sharing experiences of travelers from thousands of years ago — and today.

In this webinar replay, you will learn:

  • Explore examples of traveler's tales
  • Discover group discussion questions and classroom activities to tie culture, resources, history, economics, and geography to time travelers
  • Examine the research of National Geographic Explorers — and apply that research to today's communities
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Emerging Issues in Digital Citizenship

by with No Comment Career & Tech EdDigital ExperienceInterdisciplinary

Emerging Issues in Digital Citizenship

Abigail Hess

Associate Product Marketing Manager • Career and Technical Education • National Geographic Learning | Cengage

If you google “Digital Citizenship Activities,” you’ll find thousands of videos, examples and suggestions. Use Google Scholar for the same search, and you’ll be practicing just a small piece of the World-Wide-Web-sized library of skills that relate to Digital Citizenship. While there are many, many sets of standards out there created to ensure that graduating students will be able to responsibly and safely use technology, it should go without saying that what we define as “Digital Citizenship” will change constantly as our relationship to technology changes and the availability of new technologies arrive each day. How and what should we be teaching digital natives, who are raised on iPhones and iPads and are often more apt to fix a technology issue in the classroom before tech support arrives at your door?

  1. The changing Course 1927 to Now: Typewriting to Keyboarding to Computing to Computer Science
  2. “Digital Native” does not Mean Students are Digital Literate
  3. Browse Curriculum to Engage Students in Digital Citizenship
  4. Explore National Standards Related to Digital Citizenship

1. The Changing Course 1927 to Now: Typewriting to Keyboarding to Computing to Computer Science

Our sister company, Southwestern Publishing began with the first edition of 20th Century Touch Typewriting over in 1927; a typewriting practice text that transformed to Century21 Computer Skills and Applications in the year 2019. This is a course that transformed from learning to use a typewriter to learning to key on a QWERTY keyboard and expanded to using databases, word processing systems, spreadsheets and presentations, as well as conducting internet research, using technology to problem-solve through career-related cases and basic hardware/software skills. In the last decade, keyboarding courses have moved down from high school to middle school and elementary as one-one schools require students to complete state testing online.

Instead, high school students are more apt to take courses like AP Computer Science Principles, which has grown 184% since its launch in 2016 (College Board). Or they are taking courses in Graphic Arts learning to use digital media-based technologies. The Arts, A/V Technology & Communications career cluster has grown more than any other Career Cluster of the last 10 years with the exception of STEM (Perkins Web Portal). Long-time CTSO organizations like BPA, DECA and FBLA which have offered word-processing-based competitions for the last 10-20 years, are now adding new competitive areas that reflect the increasing use of technology in business like:

  • • MIS (Management Information Systems)
  • • Computer Networking & Security
  • • Object-Oriented Programming
  • • Advanced Databases
  • • 3-D Animation
  • • Computer Problem-Solving

Code.org has done an amazing job tracking state policy and data on students taking computer science courses with a study showing 90% of parents want their children to study computer science while only 45% of high schools even offer it (Code.org).  And this organization as well as others are promoting newly updated CSTA Computer Science Standards for K-12 which goes beyond traditional Business apps like Microsoft Office or basic hardware—“What’s a mouse? A hard drive? A processor? Bits and bytes?”—and software—“What’s an operating system? Productivity and business software?”—to introductory programming, web development, digital ethics, networking, and IT security skills.

Using the CSTA standards, even kindergarteners are engaging in computational thinking. First grades are building programs. Second graders test and debug code—even if that’s with a block-based programming language like SCRATCH, students will be ready to dive deeper and start working with object-oriented languages by middle and high school. However, just because students are much more likely to be familiar with a variety of devices and have started computational thinking doesn’t mean that they come into middle school with the skills to use productivity tools like Google Docs, or Microsoft Office software appropriately for school, college and future careers.

2. “Digital Native” does not Mean Students are Digital Literate

Cengage CAREs (Cengage Computing Analytics and Research in Education) is an ongoing study to advocate for the need for computing and digital literacy courses and found that even today the average score of students entering college on a foundational computing exam was a 44%. This research was conducted in light of the growing trend of administrators in college and high school removing computing courses as mandatory requirements because of the perception that students were already coming to class with a vast experience and handle on new technologies.

While studies have shown that younger generations can type with two thumbs, faster on smart phones than older generations on keyboards may be even more ergonomic issues with the neck and shoulders and could lead to more grammatical errors or unprofessional communication (Baca, Washington Post). While students may grow up using mobile games, social media and surfing the internet, they still need to be taught how to use the power of the web responsibly and how to find reliable information (Sanchez). More and more teachers find that as students rely more and more on the internet for finding information, it can easily become method to find a correct answer and move on, rather than as a resource to build an argument and a means to learn beyond the current task at hand.

Additionally, students will not learn the skills they need to be successful for careers from personal technology use alone. Burning Glass Technologies uses big data to track real-time industry trends and required or recommended skills for careers across the globe from millions of job postings. Consistently the most sought for skills? Soft Skills and Spreadsheets. Two areas students will not learn on their own. Cengage CAREs research found that 86% students entering college were aware that business application skills like Microsoft Office are important to being successful in the work place and 87% had only ever learned Microsoft Office applications inside the classroom. Out of these same students, far less than 45% could complete basic spreadsheet tasks like merging and centering sells, using a SUM function, or building basic charts.

Beyond Microsoft Office, Burning Glass has found that the demand high-growth skills across many job openings is including a need for understanding of: Artificial Intelligence, Machine Learning, Internet of Things, Natural Language Processing, Cloud Solutions, and Data Visualization—topics that students aren’t apt to discover on their own time.

3. Browse Curriculum to Engage Students in Digital Citizenship 

In a recent survey to hundreds of Computing teachers in higher ed and high school, we found that the key skills that teachers are considering adding to their digital literacy courses replicates the findings of Burning Glass with: Cloud Computing, E-Commerce, Artificial Intelligence, Big Data Analysis and Digital Ethics. Because of this, all Microsoft Office 2019 MindTap courses and our Technology for Success digital literacy title will include 3 NEW modules for the fall in addition to basic web development, software development and programming, networking and security, which have been added in recent years:

  • • NEW MODULE 12: Digital Transformation: Cloud, E-commerce, and AI 
  • • NEW MODULE 13: Databases (with Big Data Analytics)
  • • NEW MODULE 14: Digital Ethics and Lifestyle 

In summary, Digital Citizenship is not a result of a generation of Digital Natives. While students are entering middle and high school with new skills and a familiarity with digital devices, they are not learning crucial skills like productivity tools and business applications needed for academic and professional life outside of the classroom. They are not learning how to utilize technology to safely and responsibly research information and explore for solutions to real-world problems rather than answers to a worksheet. The future digital citizen will most likely still need to be able to utilize productivity software, practice internet safety and understanding the basics of hardware, software and networking. However, more and more jobs, entrepreneurial activities, and consumer intelligence will also require computational thinking, programming, web design, data analytics, e-commerce, IT security, digital media and artificial intelligence.

Request review access to online and print curriculum here.

While that is definitely way more than what the average student has learned in the past and today, examples are everywhere—from the way we research, to the way we shop, play and communicate with our friends and family. And you’ve got support! Organizations like LaunchCS offer training for even elementary teachers on introducing these crucial skills. Code.org hosts weekly webinars for CS inspiration and training. More and more states are introducing Computer Science standards and greatly increasing funding for teacher training and professional development and teachers interested in using online curriculum with virtual practice can always receive live trainings from Cengage Customer Success Specialists. Find your contact here.

Learn more about curriculum available for computing and information technology here.

4. Explore National Standards Related to Digital Citizenship

In addition some of the standards and trends already mentioned in this post, feel free to explore national standards that consider digital literacy skills that may be beneficial to graduate true digital citizens below.

Common Career Technical Core

Common Career Technical Corse standards meet the need of setting a high bar for CTE programs to graduate students who have mastered “Career Ready Practices” that would benefit any chances for employment in any industry across the 16 National Career Clusters. They are developed from a group effort from the educational sector, academic sector and industry. Including life skills like personal Health and financial well-being to ethical considerations and professional communication skills, the CCTC also requires that students learn to use technology “to enhance productivity.” These standards focus on students being able to use professional software and programs to solve real-world problems while understanding how to use the safely and ethically. These standards also acknowledge that technology and it’s uses change all the time and having the ability to be flexible and to be able to learn the value of new technologies is key.

Partnership for 21st Century Skills

Partnership for 21st Century skills framework also brings together professionals, educators, and researchers to create standards for a successful life and career after graduation. This framework incorporates Life & Career Skills, Learning & Innovation Skills, and Information, Media & Technology Skills, including:

  • • Information Literacy—accessing/evaluating, and using/managing information found online effectively
  • • Media Literacy—analyze existing media and create effective media for a variety of uses
  • • ICT (Information, Communications, and Technology) Literacy—use a variety of technologies effectively to research and/or communicate

IC3 Certification

The IC3 Digital Literacy Certification is extremely popular for high school students as it is designed to test introductory technology skills that are needed to be a successful digital consumer and employee across many industries. Endorsed by ISTE, SkillsUSA and the Global Digital Literacy Council, many CTE students take the exam to count as an industry aligned credential. The current Global Standard 5 version of the certification includes 3 exams focusing on:

  • • Computing Fundamentals—understanding different types of digital devices and their uses, hardware/software, basics of file usage, cloud computing and security.
  • • Living Online—responsible use of the internet, email and social media, and an understanding of online communication tools like online conferencing and streaming.
  • • Key Applications—introductory skills for Microsoft Word, Excel, Access and PowerPoint; not as comprehensive as a Microsoft Office Specialist or Expert certification on the software.

*Learn more about the MindTap course for IC3 Certification here or request review access.

CSTA K-12 Computer Science Standards

Developed by computer science teachers in conjunction with CSTA teachers and administrators, members of code.org and other policy groups with the goal of bringing computer science education to all K-12 students. These standards go well beyond the basics of internet and software safety and ethics that digital citizenship usually entails, and expands what we consider to be crucial technology skills to a new core discipline. 7 Core Practices that students apply in every grade through computer science include:

  1. Fostering an inclusive computing culture
  2. Collaborating around computing
  3. Recognizing and defining computational problems
  4. Developing and using abstractions
  5. Creating computational artifacts
  6. Testing and refining computational artifacts
  7. Communicating about computing

Learn more about curriculum available for computing and information technology here.

Imagine Tomorrow

Tomorrow will not look like today. The way you teach, connect and engage students will continue to evolve. Whether you are continuing distance learning or heading back to classrooms, or a hybrid, we are here to help support you: curriculum, digital support, technical support, and professional training. National Geographic Learning is ready to help your classroom prepare for tomorrow.
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What do we mean by “Rigor”? Using Challenging Texts in Responsive Ways

by with No Comment Webinar - Reading Language Arts

What do we mean by “Rigor”? Using Challenging Texts in Responsive Ways

Students need to read, discuss, and compose complex texts in order to meet content standards. But grade-level texts may not be accessible, at least independently, for every child. Join author and researcher Nancy Frey for a discussion of the nature of challenging grade-level texts, and methods for making ensuring that all students benefit.

Nancy Frey

Professor at San Diego State University and author

Students need to read, discuss, and compose complex texts in order to meet content standards. But grade level texts may not be accessible, at least independently, for every child. Join author and researcher Nancy Frey for a discussion of the nature of challenging grade level texts, and methods for making ensuring that all students benefit.

In this webinar replay, you will learn:

  • Understand the relationship between text readability, text complexity, and Depth of Knowledge measures.
  • Use close and critical reading techniques to promote discussion and knowledge-building.
  • Leverage MTSS/RTI Tier 2 supplemental supports for students who need pre-teaching and re-teaching.
  • Examine Education Trust’s assignment analysis tool to ensure equity of expectations for all students.
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15 Effective Online Learning Activities for Workforce and College Readiness

by with No Comment Career & Tech Ed

15 Effective Online Learning Activities for Workforce and College Readiness

Les Dlabay

Professor of Economics and Business, Emeritus • Co-author of Principles of Business

Online learning is new to most of us and may make us feel excited, challenge, worried, stressed, unsure and, really, the full range of emoji faces on our phones. Most educators are trained to teach in face-to-face environments because that may be the best way to teach. Hybrid teaching environments incorporate useful technologies to enhance the in-class experience, provide instant feedback and ease the work of grading, but even hybrid masters may have trouble connecting with students when they are online at home. By not being in the classroom for an extended time period, how can CTE teachers make sure that students are thinking about future careers and building soft skills: critical-thinking, problem solving, professionalism, communication and teamwork skills while they are alone?

Author Les Dlabay, who has taught business courses both in-class and online is offering a collection of advice and example activities for engaging students with college and career ready skills online with activities aligned to the Oh…D-E-A-R model he introduced in his webinar Career Development and Workforce/College Readiness for High School Students. 

Oh…D-E-A-R! framework for planning and implementing learning activities with examples:

  • • D – Deliver
    • E – Engage
    • A – Assess
    • R – Reinforce

Download Activities & Tips to deliver, engage, assess and reinforce online for the following topics:

  1. Workforce/College Readiness
  2. Human-Centered Design
  3. Community Mapping
  4. Virtual Field Trips
  5. Vocabulary Scavenger Hunt
  6. Global Product/Package Analysis
  7. Personal Finance & Money Management
  8. Fintech
  9. Supply Chain/Value Chain
  10. Gig, Sharing, and Circular Economies
  11. Problem Solving/Case Analysis
  12. Simulated Interview
  13. Online Team Project
  14. Class “Discussion” Responses
  15. Online Guest Speakers

Plus, metrics for success, successful student actions, and additional activities!

Click here to download 60+ pages of Effective Online Learning Resources for College/Career Readiness

Student actions for successful online learning — both the teacher and student may have to fight to stay organized, engaged and on task while working and learning from home. These tips benefit online learners and teachers to end the day feeling accomplished and de-stress.

  1. Establish a routine with some variation; mix things up to keep alert and engaged
  2. Create a daily checklist with time slots and time limits to monitor progress
  3. Schedule time to relax, exercise, connect with others, and for recreation and entertainment
  4. Plan the day around quiet hours, and your productive time
  5. Create a productive work setting with proper lighting, equipment, supplied, materials, and comfortable seating
  6. Seek assistance and guidance from others
  7. Plan meals for balance between forgetting to eat and snacking all day; vary the work setting to avoid boredom
  8. Avoid social media activities not related to class

Click here to download 60+ pages of Effective Online Learning activities for College/Career Readiness.

*Access the recording of Les Dlabay’s webinar here.

About the Author: 

“Learning for a life worth living” is the teaching emphasis of Les Dlabay, Professor of Business, Emeritus, at Lake Forest College in Illinois. He has authored or has adaptations of over 40 textbooks in the United States, Canada, India, and Singapore, including Principles of Business, International Business, and Business Finance with National Geographic Learning, a part of Cengage. In addition, he has taught more than 30 different courses in high school, community college, university, teacher preparation, and adult education programs. Three times he has been honored with “The Great Teacher” Award at Lake Forest College. Dr. Dlabay has presented more than 300 workshops and seminars emphasizing interactive learning strategies, team projects, and field research activities. His “hobbies” involve a cereal package collection from more than 100 countries, and banknotes from 200 countries, which are used to teach economic, cultural, and political aspects of global business.

Resources and help for those affected by COVID-19

We’re monitoring the spread and impact of Coronavirus (COVID-19) on K-12 schools across the country. If you’ve been affected by Coronavirus and are experiencing a school closure, we’ve collected resources for educators that may help.
Learn More
Abby_Chris

Future-Ready Curriculum and Online Solutions in Career and Technical Education

by with No Comment Webinar - Career & Tech Ed

Future-Ready Curriculum and Online Solutions in Career and Technical Education

This webinar replay features a demonstration and discussion of emerging online solutions across the career clusters in career and technical education. See how MindTap, the online solution for CTE courses, offers hands-on practice, simulations, up-to-date content and certification prep for new and forthcoming titles in Marketing, Business, Finance, Information Technology, Adobe Software, Construction Trades, Automotive, and Health Care.

Abby Hess

Associate Product Marketing Manager, Career & Technical Education, National Geographic Learning

Chris Jaeggi

Product Director, Career & Technical Education, National Geographic Learning

This webinar replay features a demonstration and discussion of emerging online solutions across the career clusters in career and technical education. See how MindTap, the online solution for CTE courses, offers hands-on practice, simulations, up-to-date content and certification prep for new and forthcoming titles in Marketing, Business, Finance, Information Technology, Adobe Software, Construction Trades, Automotive, and Health Care.

In this webinar replay, you will learn:

  • How emerging online solutions offer hands-on practice & Work-Based Learning across the Career Clusters aligned to industry standards
  • What's coming for the future of long-loved titles like Simmer's DHO, The Revealed Series for Adobe Creative Cloud, Century 21 Accounting, Automotive Service & Repair, Welding and many more
  • How your students can prepare for and earn industry certification in every course along their career pathway
Laurie_Bill_AnnMarie

Fostering meaningful mathematics: Learning through a virtual experience!

by with No Comment Webinar - Math

Fostering meaningful mathematics: Learning through a virtual experience!

Student engagement is essential for building deep math conceptual understanding and fluency. Opportunities to explore, practice, and apply concepts help guide students from surface-to deep-level learning. How can educators achieve this effectively through a virtual classroom model? Facilitators should strive to mitigate logistical challenges while maximizing collaboration and interaction from teacher to student, as well as student to student. Hear from a panel of educators about how this balance will make math content come alive for today’s learners.

Laurie Boswell, Ed.D

Award-winning math teacher, trainer, and Big Ideas Math® author

Bill Barnes

Chief Academic Officer, Howard County Schools, Maryland

AnnMarie Varlotta

Math Instructional Support Teacher, Howard County Schools, Maryland

Student engagement is essential for building deep math conceptual understanding and fluency. Opportunities to explore, practice, and apply concepts help guide students from surface-to deep-level learning. How can educators achieve this effectively through a virtual classroom model? Facilitators should strive to mitigate logistical challenges while maximizing collaboration and interaction from teacher to student, as well as student to student. Hear from a panel of educators about how this balance will make math content come alive for today’s learners.

In this webinar replay, you will learn:

  • Ideas for facilitating a positive digital classroom
  • Strategies for organizing and presenting math content in a virtual environment
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Students Become Real Scientists with Citizen Science Projects

by with No Comment InterdisciplinaryScience

Students Become Real Scientists with Citizen Science Projects

Mark Hoffman

Senior Product Marketing Manager • K-12 Science/Disciplinary Literacy • National Geographic Learning | Cengage

Here are two things that are still taking place normally in this extraordinary time of pandemics and social distancing:

  1. Kids still need new activities and learning opportunities to stay happy and engaged, and
  2. Scientists still need new data collected to continue their research. 

Why not combine these two needs for the benefit of kids AND science!? All from your own home or a visit to a nearby park or open space.

April is Citizen Science Month and none of us will have experienced an April quite like this one. Regardless of what’s happening in the news and at home, the natural world outside is continuing as normal. Spring flowers are emerging, bugs and other wildlife are waking up, and the stars and moon still appear every night. And scientists need help from as many people as possible to observe and report data on all sorts of interesting phenomena. Check out some opportunities below to have your students or your own kids become real scientists and contribute to real science research. It’ll help them and the science community at large!

A few of our own National Geographic Learning programs include Citizen Science Projects and ideas for elementary and high school students. See below for links to free lessons taken from Exploring Science for grades K-5 and Environmental Science: Sustaining Your World for high school that students can work on now.

Project BudBurst Student Pages
(excerpt from Grade 1 Exploring Science)

Click here

Project BudBurst Teacher's Edition Pages
(excerpt from Grade 1 Exploring Science)

Click here

Track Bird Life Student Pages
(excerpt from Grade 4 Exploring Science)

Click here

Track Bird Life Teacher's Edition Pages
(excerpt from Grade 4 Exploring Science)

Click here

Citizen Science: Of the People, By the People, For the People Student Pages
(excerpt from Environmental Science: Sustaining Your World)

Click here

Citizen Science: Of the People, By the People, For the People Teacher's Edition Pages
(excerpt from Environmental Science: Sustaining Your World)

Click here

The National Geographic Society’s Education group has a wonderful list of 24 Citizen Science Projects for you to consider that range from classifying galaxy shapes from images on your computer, observing and reporting on bird sightings in urban cities or anywhere else, and listening to frogs in any wetland area near you.

National Geographic also partnered with the California Academy of Sciences to create the iNaturalist App which lets anybody take a picture of any plant or animal, offers help in identifying the species, but also submits that data including time and location of the sighting for scientists to analyze.

These projects are so widely varied in subject and so flexible in their commitment of time (from a few seconds to take a picture in iNaturalist up to a few hours of observations) that there is surely something to interest any young scientist to make observations, learn about their environment, and potentially help scientists make some important new discoveries.

Here are a few other good online resources for finding a Citizen Science project that can engage adults and kids of all ages and advice on how these projects increase educational value.

Official Citizen Science Month Website – great starting place to learn what citizen science is, find a project, or start one of your own!

Citizen Science Toolkit – Great educator resource for integrating citizen science projects into classroom/school settings

How to Help Scientists Without Leaving Home – Atlas Obscura

Fairfax County Public Schools Citizen Science page

Unlocking the Educational Potential of Citizen Science – National Geographic Article

Resources and help for those affected by COVID-19

We’re monitoring the spread and impact of Coronavirus (COVID-19) on K-12 schools across the country. If you’ve been affected by Coronavirus and are experiencing a school closure, we’ve collected resources for educators that may help.
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