Source: Postcards For Peace

This Monday, September 21, marks the thirty-third anniversary of the United Nations International Day of Peace that invites all nations and people to cease hostilities by commemorating the day through awareness on issues related to peace. In our effort this year to bring mindfulness into our curricula, we see this day as an ideal place to connect our year-long endeavor to develop kind, empathetic, young citizens of the world.

We see taking the time to make room to recognize the importance of peaceful, non-violent solutions as imperative to learning. It’s worth every minute to talk about it, particularly in today’s world. The resource materials listed in this post provide a multitude of options for educators to integrate the International Day of Peace into classroom instruction.

Source: Peace On Day

Peace On Day, founded by Jeremy Gilley in 1999, is a good place to start for free, educational resources and curriculum guides. Check out its “Peace Projects” page for curriculum ideas that connect to subject areas with links to Postcards For Peace, Face To Faith, or Pinwheels For Peace.

Postcards For Peace’s mission is to improve the well-being of those people around the world whose lives are affected by violence or prejudice by promoting change and offering hope, support, and compassion through sending postcards of goodwill.

Its short, introductory video is just right for introducing the project to young learners, in addition to promoting writing and creativity. Download the postcard template, or make your own. Either way, it’s a wonderful opportunity to raise awareness with students through acts of kindness.



Postcards For Peace – An Introduction from Postcards For Peace on Vimeo.

Source: Kids For Peace

The last resource we’d like to bring attention to is the website called Kids For Peace. Its mission is to promote peace through youth leadership, community service, global friendships, and thoughtful acts of kindness. The Peace Pledge in this post can be easily downloaded from its website.

If you can do nothing else this Monday, try to have the students take the pledge. We are hoping to have everyone at our school take part in this. Kids For Peace also has a simple “Peace Day Challenge” to promote acts of peace. It’s perfect for any age level.

Source: Kids For Peace

Sometimes we feel crunched for time to cover course material, but sometimes the right thing to do should force us to stop for something so important as PEACE!

For other resources, please see:

• Peace Through Understanding – GPI 2015
• Media Literacy: War And Peace Journalism
• Collaborative Hearts And Minds Help Kids Cope

Source: ASIDE 2016

As our nation’s children head to back to the classroom, many schools find themselves trying to rein in kids’ summer impulses. Strict conduct policies are emphasizing rules and enforcing straight lines on students who are used to gamboling in backyards and lolling for hours.

Many Scandinavian countries, most brain science, and all veteran teachers would encourage the exact opposite. They would argue that instead of limiting play, educators should expand the amount of free time dedicated to socialization and creativity. Imagination itself is not learned, but it can be unlearned due to the drone of worksheets and mandates.

Source: ASIDE 2016

While many schools nationwide are reducing free play opportunities, our neighboring Patchogue-Medford district here on Long Island has actually doubled recess time from 20 to 40 minutes. In fact, a few Texas and Oklahoma schools now schedule recess four times a day. These changes are not capricious; they are part of studies such as the LiiNK Project, which has found that physical activity increases students\’ emotional well-being and reduces instances of bullying and stress. The American Academy of Pediatrics supports these findings with its seminal white paper about \”The Crucial Role Of Recess In School.\”

Across the board, students, teachers, parents, administrators, kinesiologists, therapists, and test graders are all witnessing the positive outcomes of enhanced play time. The scientist Jaak Panksepp has devoted a career of research to answering two pivotal questions: Where in the brain does play come from? And is it a learned activity, or is it a basic function?

Source: ASIDE 2016

NPR has highlighted Panksepp’s studies, showcasing that play is deep and instinctive, shared across mammals, and integral to survival. Important social skills stem from play, in testing interactions, probing limits, and navigating hierarchies. In other words, play is primitive, the natural outcome of time and trust.

Children need this unstructured time to make mistakes and develop friendships on their own terms. The arena of the soccer field or the sand box is ideal in nurturing successful adults. Recess is not a privilege. It should not be an afterthought. It should instead be written into the students’ Bill Of Rights.

Source: KOIN

Otherwise, what are our playgrounds? Are they monuments to eras past? Are they the still testaments to the naivety of earlier generations? Are they just another hallmark of the sped-up modern day, the never-enough-time-for day, when the things we wish for are just that — wishes?

Source: ASIDE 2016

As our nation’s children head to back to the classroom, many schools find themselves trying to rein in kids’ summer impulses. Strict conduct policies are emphasizing rules and enforcing straight lines on students who are used to gamboling in backyards and lolling for hours.

Many Scandinavian countries, most brain science, and all veteran teachers would encourage the exact opposite. They would argue that instead of limiting play, educators should expand the amount of free time dedicated to socialization and creativity. Imagination itself is not learned, but it can be unlearned due to the drone of worksheets and mandates.

Source: ASIDE 2016

While many schools nationwide are reducing free play opportunities, our neighboring Patchogue-Medford district here on Long Island has actually doubled recess time from 20 to 40 minutes. In fact, a few Texas and Oklahoma schools now schedule recess four times a day. These changes are not capricious; they are part of studies such as the LiiNK Project, which has found that physical activity increases students\’ emotional well-being and reduces instances of bullying and stress. The American Academy of Pediatrics supports these findings with its seminal white paper about \”The Crucial Role Of Recess In School.\”

Across the board, students, teachers, parents, administrators, kinesiologists, therapists, and test graders are all witnessing the positive outcomes of enhanced play time. The scientist Jaak Panksepp has devoted a career of research to answering two pivotal questions: Where in the brain does play come from? And is it a learned activity, or is it a basic function?

Source: ASIDE 2016

NPR has highlighted Panksepp’s studies, showcasing that play is deep and instinctive, shared across mammals, and integral to survival. Important social skills stem from play, in testing interactions, probing limits, and navigating hierarchies. In other words, play is primitive, the natural outcome of time and trust.

Children need this unstructured time to make mistakes and develop friendships on their own terms. The arena of the soccer field or the sand box is ideal in nurturing successful adults. Recess is not a privilege. It should not be an afterthought. It should instead be written into the students’ Bill Of Rights.

Source: KOIN

Otherwise, what are our playgrounds? Are they monuments to eras past? Are they the still testaments to the naivety of earlier generations? Are they just another hallmark of the sped-up modern day, the never-enough-time-for day, when the things we wish for are just that — wishes?

Source: ASIDE 2016

As our nation’s children head to back to the classroom, many schools find themselves trying to rein in kids’ summer impulses. Strict conduct policies are emphasizing rules and enforcing straight lines on students who are used to gamboling in backyards and lolling for hours.

Many Scandinavian countries, most brain science, and all veteran teachers would encourage the exact opposite. They would argue that instead of limiting play, educators should expand the amount of free time dedicated to socialization and creativity. Imagination itself is not learned, but it can be unlearned due to the drone of worksheets and mandates.

Source: ASIDE 2016

While many schools nationwide are reducing free play opportunities, our neighboring Patchogue-Medford district here on Long Island has actually doubled recess time from 20 to 40 minutes. In fact, a few Texas and Oklahoma schools now schedule recess four times a day. These changes are not capricious; they are part of studies such as the LiiNK Project, which has found that physical activity increases students\’ emotional well-being and reduces instances of bullying and stress. The American Academy of Pediatrics supports these findings with its seminal white paper about \”The Crucial Role Of Recess In School.\”

Across the board, students, teachers, parents, administrators, kinesiologists, therapists, and test graders are all witnessing the positive outcomes of enhanced play time. The scientist Jaak Panksepp has devoted a career of research to answering two pivotal questions: Where in the brain does play come from? And is it a learned activity, or is it a basic function?

Source: ASIDE 2016

NPR has highlighted Panksepp’s studies, showcasing that play is deep and instinctive, shared across mammals, and integral to survival. Important social skills stem from play, in testing interactions, probing limits, and navigating hierarchies. In other words, play is primitive, the natural outcome of time and trust.

Children need this unstructured time to make mistakes and develop friendships on their own terms. The arena of the soccer field or the sand box is ideal in nurturing successful adults. Recess is not a privilege. It should not be an afterthought. It should instead be written into the students’ Bill Of Rights.

Source: KOIN

Otherwise, what are our playgrounds? Are they monuments to eras past? Are they the still testaments to the naivety of earlier generations? Are they just another hallmark of the sped-up modern day, the never-enough-time-for day, when the things we wish for are just that — wishes?

Source: TED Ed

We are huge fans of TED Ed: Lessons Worthing Sharing. The short, animated videos on a variety of topics deliver the perfect dose of information to help students with content areas. Because educators write the scripts for these animations, they hit that sweet spot of just enough to make the point while engaging the eye as well. We also routinely publish some of these videos that don’t necessarily fit into our curriculum on our Humanities Enrichment Tumblr. As a result, our students have become big fans as well.

This summer, TED published a host of videos about grammar that we thought were extremely helpful with our learners. Two deal with punctuation, and the others talk about word usage. Emma Bryce is the author of three of the four, and she has a real knack for simplifying tricky grammatical problems.

When To Use Apostrophes 

In the first video, entitled “When To Use Apostrophes,” educator Laura McClure reviews the sometimes complicated usage. The visuals make it easy for learners to understand.

How To Use A Semicolon

Emma Bryce’s’s video called “How To Use A Semicolon” explains the correct way to use the semi-colon, and the animator, Mark Storer, creates a playful character that knocks out periods as if in an arcade game. She “clarifies best practices for the semi-confusing semicolon.”

When To Use Me, Myself, and I

In Bryce’s second video, she addresses “When To Use Me, Myself, and I.” Once again, she skillfully clarifies the different role each one plays in a sentence, even though all three refer to the same thing.

How Misused Modifiers Can Hurt Your Writing

The last Bryce video, called “How Misused Modifiers Can Hurt Your Writing,” follows in the same vein as the others. She uses her expertise to explain how misplaced modifiers create ambiguity. The animation makes it easy to see how words, phrases, and clauses in the wrong places create problems instead of adding helpful information.

Source: Asbury Park Press

Aside from the physical drama and the halftime theatrics, the Super Bowl provides prime fodder for data analytics. The enormous volume of communication and marketing around this shared cultural moment offers a case study for exploring numbers and significance.

These days, graphs are no longer the sole purview of math class. This fall, for example, we spent a “math week” in social studies talking about how historians incorporate statistics and charts in probing the details behind pivotal events. Similarly, the Super Bowl bridges academic disciplines as an appealing touchstone for students to get excited about analytical reasoning and data design. That’s how right-brained and left-brained mindsets can merge perfectly in a contemporary STEAM study.

Some examples of lessons and visual aids that use graphs and charts include:

• Is There A Visual Thinking App? Charts, Graphs, & The 1:1 Classroom
• The School Of Big Data – Choosing The Right Graph
• I Love Charts – Discovering Stories Hidden In Numbers
• A Taxonomy Of Graphs

Source: Yellowfin

On Super Bowl Sunday, 1.25 billion chicken wings are expected to be consumed. The number of tweets is predicted to top 25 million, up significantly from the 13.4 million last year. And the average American is projected to consume 2,400 calories of Super Bowl chow.

The emphasis here is on the visual presentation of numerical sets. Graphic literacy (or “graphicacy”) means that learners can “read” the grammar of lines and bars. Understanding trends and anomalies are key skills in interpreting mathematical and scientific figures.

As every educational institution searches for ways to blend STEAM proficiencies into the curriculum, the pop draw of the Super Bowl can be just the ticket to grab kids’ attentions in discovering the day’s dynamic details. Any of the tables or diagrams below would be terrific examples to show on Monday in kicking off a week of visual STEAM activities. The logical reasoning of numbers meets the illustrative narrative of the liberal arts:

Source: The New York Times

Super Bowl ads often get the most attention from both football diehards and passing revelers alike. This interactive tool from the New York Times allows students to compare a timeline of percentages as they parse the media blitz across the years.

Source: Yellowfin

The media literacy component of Super Bowl mayhem cannot be overlooked. Many avenues exist for teachers to guide students in realizing the emotional tug of advertising during this high profile event. Yellowfin has designed an easily understood graph of Super Bowl ad prices to engage any student.

Source: Yellowfin

For aficionados of the sport itself, Yellowfin has assembled a horizontal bar chart of MVP winners by position. The results are familiar enough to let the content drive the comprehension. In other words, even the youngest mathematicians can expect QBs to win awards, and thus the extended blue bar becomes a visual signifier for their predictions. 

Source: Yellowfin

For strategists of team offenses, bubble graphs can blend with traditional tables to illuminate the choices of quarterbacks in certain situations.

For other Super Bowl educational resources, we recommend these posts:

• Teaching The Super Bowl: Social Media Literacy
• The Other Super Bowl Commercials And The Power Of Student Voice

Source: ASIDE, 2015

Education is smack in the middle of an earth swell of change. No matter how hard the system tries to maintain a rigid set of evaluative assessments, something has to give. Otherwise, we will lose too many teachers over restrictions, and worse, too many young people who know that outside of school the freedom to learn, experiment, and create exists.

Source: ASIDE, 2015

Sure, we know that the fundamentals of reading and writing are key to understanding complex information. We are not advocates for throwing the baby out with the bath water. But perhaps the recent change in Finland to dump teaching subjects in favor of topics should send shockwaves through a system that constantly tries to reinvent itself with nothing more than new standards.

Source: ASIDE, 2015

One of our mantras over the last few years with our learners has been to, “Look at more stuff. Think about it harder.” We don’t claim to take this as our own, but recently we felt compelled to revisit one of our favorite books, Look At More: A Proven Approach to Innovation, Growth, and Change, by Andy Stefanovich.

While we know that schools are not businesses, we also know that the insights Stefanovich tries to bring to companies apply to any institution with the desire to promote innovative thinking. His ideas and concepts cross over into any discipline. His fundamental formula:

 I + C = I, or Inspiration + Creativity = Innovation

This equation also applies to education. We seek to inspire our learners to use creative thinking to come up with innovative ideas; likewise, we hope to do the same with our approach to teaching.

To inspire others is, after all, why we teach. We rely on inspiration as the fuel for engagement. Just like a business, we want to encourage an environment of productivity for learners. To do this, we can no longer sacrifice inspiration for efficiency.

Source: ASIDE, 2015

The framework behind LAMSTAIH includes five key drivers, including mood, mindset, mechanisms, measurement, and momentum to push the thinking and change the behavior in order to extract new ideas.

The concept behind each “M” not only provides a way for leadership to look at the needs of an institution, but it also helps to promote innovative ways of teaching and learning. Educational conversations circle around many of the same ideas.

So perhaps we could learn a thing or two by looking at more, including the insightful description of the three kinds of curators mentioned the book. On the one hand we have the traditionalist, who is the keeper of objects with the role of making sure that people of the future benefit from the collection of knowledge, and the Zeitgeist curator, who captures the essence of today and connects it to the not too distant future. This sounds like the role of the teacher. And then there is the hunter-gatherer curator, who constantly searches for anything that interests him or her and shares it with the world. Sound familiar? This represents most of the learners we teach.

Source: ASIDE, 2015

So where are teachers and learners as curators? More importantly, where do we want to be? At the moment, many educators are in the middle, yet our students outside of school are hunting and gathering.

Life-long learning is far more like the migrating hunter-gatherer, and technology has opened that door. We need to harness that energy, that inspiration, and that understanding of the power of connections to explore ideas. We can’t keep kids from exploring, connecting, and learning; we want them to be inspired,