Early childhood educators face a unique challenge with remote learning. In our classrooms, learning occurs through hands-on experiences guided by an intentional facilitator. How can we recreate this virtually? 

Is remote learning effective? Here are some ways to find out.

Participating in civics gives students the ability to champion causes, organize, disseminate information and influence public opinion. And through civic experiences, they learn they have a voice.

When I became a middle school math teacher 12 years ago, one of the first things I noticed was how chatty students can be. So I was surprised when, after I asked my students to discuss a math problem, strategy or solution with their group members, the room would suddenly get quieter.

If you are an educator without any formal training or background in science, being told to teach STEAM (science, technology, engineering, art and mathematics) may seem daunting. There’s the fear of the unknown, the fear of failure, the fear of not being able to tackle it all.

When I began my career as a high school social studies teacher four years ago, I knew I wanted my classroom management to be dramatically different from the “reward and punishment” style. 

By reading graphic novels and going through the graphic narrative process with the students, I shared an important interest of theirs and saw them take intense ownership of their learning.

When I became a New York City public school teacher three years ago, I was shocked to discover our high school didn’t have a newspaper. So this past January, I turned my 11th-grade ELA class into the school’s newsroom.

Do you want to help your students explore their interests and extend their learning beyond a scripted curriculum? Consider trying inquiry-based investigations in your early childhood classroom.

In my 3rd-grade classroom, my students use thinking maps — which are not graphic organizers! — to represent their ideas. Each type of thinking map connects a basic cognitive skill with a visual representation.