K12 Digest – April 2024 – Most Admired International School in North America

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Naomi Wilson

Stanly Lui

Joseph Alex

Charlie Jameson Art & Design

Jennifer Anderson

Alice Smith

Sales & Marketing Enquiry admin@K12digest.com

Monica Davis

Anna Elza

International Partnerships

admin@K12digest.com

Americas 16192 Coastal Highway, Lewes, DE 19958, USA

Europe 27, Old Gloucester Street, London, WC1N 3AX, UK

Middle East & Africa

P.O. Box 48299, Dubai Silicon Oasis, Dubai, UAE

Asia-Pacific Ramanashree Arcade, 18 MG Road, Bangalore – 560001, India

Beyond the Classroom: Unveiling New Frontiers in Education

Education has undergone a significant evolution in recent years, presenting a diverse array of options beyond the traditional classroom setting. Two notable alternatives that have garnered attention are private online schools and homeschooling.

Private online schools represent a dynamic departure from the conventional educational model. Leveraging cutting-edge technology, these institutions provide students with personalized and interactive learning experiences. By harnessing virtual classrooms, multimedia resources, and skilled educators, they cater to a wide spectrum of learners, regardless of geographical limitations or individual learning styles. Whether students are seeking accelerated learning opportunities or require additional support, private online schools offer a flexible and nurturing environment conducive to academic success.

In this special edition of K12 Digest Magazine, we delve into the stories of two exemplary institutions: FreedomProject Academy (FPA) and Cultural Arts Academy Charter School (CAACS).

FPA stands as a testament to the demand for innovative educational alternatives. Founded with a vision to prioritize individualized learning over standardized approaches like Common Core and Social Emotional Learning, FPA offers a fully accredited classical education from Kindergarten to High School. What sets FPA apart is its commitment to interactive learning, featuring live classes led by dedicated teachers who actively engage with students, providing real-time feedback and support.

On the other hand, CAACS exemplifies the intersection of education and community service. Situated in the Brownsville/East New York Community, CAACS serves a demographic that reflects the diversity and challenges of its surroundings. With a student body predominantly comprising African American males, many of whom are raised by grandparents, CAACS is dedicated to providing a college preparatory education infused with cultural arts proficiency. Through its holistic approach, CAACS aims to empower students academically while fostering a strong sense of cultural identity and community pride.

At K12 Digest, our mission extends beyond mere information dissemination. We are committed to empowering stakeholders in the education sector—parents, students, and educators alike—with the knowledge, resources, and inspiration needed to navigate the complexities of modern education successfully.

Enjoy Reading.

Sarath Shyam

32

CULTURAL

Empowering Students Through a Unique blend of Rigorous Academics and Cultural Arts Proficiency

ARTS ACADEMY CHARTER SCHOOL (CAACS)

SUSTAINABLE DEVELOPMENT GOALS (SDG) “STRATEGIES TODAY FOR A BETTER TOMORROW”

Dr. Aaron L. Smith, Program Director, Denbigh High School’s Aviation Academy ADMIN

Erika Sandström, Digital Learning Coach/ Digital Media Teacher at Peabody Schools BEST

HARNESSING THE POWER OF GREEN SCREEN

TECHNOLOGY AND CREATIVE MEDIA FOR ENHANCED LEARNING AND SOCIAL-EMOTIONAL DEVELOPMENT IN THE CLASSROOM!

NAVIGATING THE DIGITAL LABYRINTH: THE CRITICAL ROLE OF DIGITAL AND MEDIA LITERACY IN GRADES K-8

Lauralyn Vasquez, Director of Operations and Educational Services, Beyond Technology Education

BUILDING BRIGHTER FUTURES FOR DISPLACED & DISENFRANCHISED CHILDREN ACROSS THE GLOBE

Danielle De La Fuente, Founder & CEO, Amal Alliance

MAKE YOUR STUDENTS SHINE THROUGH SUPER-CURRICULAR PROFILE-BUILDING

Dominic Fuge, Director, Relaxed Snail

NURTURING MINDS, INSPIRING HEARTS, AND CULTIVATING EXCELLENCE

In the pursuit of upholding the vision of the Founding Fathers, who crafted the Constitution, there lies a fundamental acknowledgment: the vitality of the Republic hinges on an educated and principled populace. FreedomProject Academy champions this ethos, aiming not to dictate what students should think, but rather to equip them with the tools to think critically. Established on Judeo-Christian principles, the online academy is committed to Classical education, providing a distinct departure from the prevalent moral relativism, anti-American sentiment, and secularism found in public schools.

At the heart of FPA’s philosophy lies the conviction that education should encompass a holistic approach, fostering a deep understanding of American Exceptionalism and the rich heritage of Western Culture. The curriculum, firmly rooted in the Classical tradition, delves

into rigorous STEM subjects, accurate American History, and an exploration of the world’s Great Books. Through these avenues, the institution endeavors to nurture the next generation of patriot leaders.

The genesis of FPA can be traced to a pressing need for educational alternatives that prioritize individual learners over collectivist paradigms such as Common Core and Social Emotional Learning. In response to the shortcomings of public education, characterized by a rigid, one-size-fits-all approach, the Academy stands as a beacon of innovation. What distinguishes FPA is its interactive approach to learning, featuring live classes led by dedicated teachers who engage with students in real time, providing invaluable content and feedback.

Embracing Tradition, Embracing Technology

What distinguishes FPA is its interactive approach to learning, featuring live classes led by dedicated teachers who engage with students in real time, providing invaluable content and feedback

FPA champions a classical approach to education. The curriculum is meticulously crafted around the time-honored concept of the trivium, which emphasizes grammar, logic, and rhetoric. The grammar stage lays the groundwork with a focus on essential skills such as reading, arithmetic, and writing, spanning from Kindergarten through fourth grade. As students progress into the logic stage, spanning grades 5 through 8, they are guided to connect complex concepts to foundational facts, enabling them to make sense of information across various disciplines. Finally, the rhetoric stage, encompassing grades 9 through 12, equips students to engage with truth and beauty, empowering them to express themselves eloquently in both speech and writing.

While FPA remains rooted in classical methodologies, its approach to online learning

Students at FPA have the flexibility to choose between live online classes and pre-recorded lessons, depending on their academic track

leverages state-of-the-art technology. The virtual live classrooms epitomize the essence of traditional brick-and-mortar classrooms in an online setting. Through innovative technological tools, student participation is enriched, rendering virtual learning immediate, interactive, and as authentic as the traditional classroom experience. Within these virtual classrooms, a plethora of resources such as music, maps, graphs, images, videos, and timelines are seamlessly integrated, fostering a vibrant and immersive learning environment.

Empowering Minds, Enriching Futures

In addition to traditional phonics, language, and arithmetic programs in the early grades— which emphasize decoding, reading, spelling, and math facts—FPA’s curriculum in the later grades draws from the Western Canon of classical literature, unapologetic history, traditional math algorithms, the providential origins of empirical science, and core instruction in languages like Latin. Developed by FPA educators and curriculum experts in collaboration with experienced teachers who share the institution’s worldview, much of the

curriculum is tailored to align with these principles. FPA proudly stands as a Common Core-free institution, providing parents with full accessibility, merit-based learning, and freedom from anti-educational paradigms such as Social Emotional Learning, radical sexual education, and spurious health and human development curricula.

At the elementary school level (grades Kindergarten through grade 5), FPA meticulously separates the components of language arts, placing

a strong emphasis on phonics, decoding skills, advanced reading comprehension, and vocabulary expansion. Grammar and spelling receive dedicated attention, with a paramount focus on writing proficiency. Arithmetic skills, fact mastery, and fluency are cultivated to ensure students are well-prepared for higherlevel math courses.

In grades 6 through 12, FPA offers a diverse array of courses designed to prepare students for both college and career pathways. Graduates of FPA emerge with a well-rounded education encompassing accurate and comprehensive history, advanced science, and high-level math classes. Additionally, students have the opportunity to delve into elective courses such as formal logic, advanced economics, physics, creative writing, marine

biology, and astronomy, further enriching their educational journey.

Navigating Learning Paths

At the elementary level, students engage with five to seven different subjects while participating in two hours of live instruction per day from Monday through Thursday. They can anticipate approximately three hours of homework each day, mirroring the traditional school day. Fridays are designated for completing homework and school projects.

In the innovative grade 6 classes, FPA places a strong emphasis on foundational skills in math, reading, and writing. English and math classes convene four days per week, Monday through Thursday, with each class period lasting 50 minutes. Science and history classes

FPA’s commitment to a classical approach to learning is driven by the desire to help students realize their full potential

complement the schedule, meeting twice a week for 50-minute sessions. On average, students can expect about 4 hours of homework per week for math and English, and about 3 hours per week for science and history.

For grades 7 through 12, a full-time course load comprises five classes: English, math,

science, history, and one elective, each meeting twice a week for 50 minutes per class period. Parents have the flexibility to opt for math classes meeting four days per week for extended arithmetic exposure or additional support. The average homework commitment ranges from 3 to 5 hours per course per week.

For parents seeking an alternative to live classes, the Anytime Academy program offers recorded versions of live classes. Equivalent in curriculum and content, these recordings allow students to progress at their own pace. While homework and tests may be completed flexibly within a 10-month completion window, all work must be submitted within this timeframe for assessment by FPA advisors.

Empowering Learning Flexibility

Students at FPA have the flexibility to choose between live online classes and pre-recorded lessons, depending on their academic track. All K through 12 courses are offered live, synchronously, while most 6 through 12 courses are also available asynchronously, with pre-recorded lessons accessible for selfpaced learning. In addition to the Anytime track, FPA offers a Homeschool track,

empowering parents to access the Anytime class recordings and take charge of grading themselves. Homeschool track families have the freedom to complete the program at their own pace. Students have the option to blend Live, Anytime, or Homeschool courses in various combinations to cater to their individual educational needs.

FPA utilizes Canvas and Adobe Connect platforms to deliver instruction, monitor progress, and engage students while providing detailed and constructive feedback on homework submissions. Adobe Connect offers a range of interactive tools including polls, Q & A sessions, chat features, breakout rooms, screen sharing capabilities, and drawing tools, facilitating active participation during class sessions. Teachers also incorporate external websites like Nearpod, allowing real-time monitoring of student exercises. Within Canvas,

files such as syllabi, sample papers, directions, and scoring rubrics are uploaded to guide students through their assignments, quizzes, and tests, providing clear expectations for both students and parents. Written feedback from teachers and assistant teachers helps students and parents identify areas of strength and areas for improvement.

Nurturing Faith, Fostering Integrity

At FPA, the Bible holds a central role in all aspects of learning. Teachers commence and conclude each class with prayer, weaving scripture into writing assignments, and delivering lectures from a Christian biblical worldview. This instructional ethos permeates across all disciplines and is particularly emphasized in the study of classical canonical literature and history.

Academic integrity, Christian virtue, and the cultivation of strong moral character form

Recognizing the importance of technological literacy, FPA offers free technology support to alleviate any challenges students and parents may encounter when navigating new platforms

the bedrock of academic instruction at FPA. A mandatory tutorial on academic integrity is completed by all students and parents. Teachers diligently integrate academic content with scripture whenever feasible, while school policy maintains high standards of accountability, responsibility, and moral integrity among students. Failure to uphold these expectations carries significant consequences.

FPA’s Homeschool Community

The majority of FPA’s students are classified as “homeschooled” within their respective states. Parents typically enroll their children in FPA seeking a rigorous academic program rooted in Christian principles, free from the political and ideological pressures often encountered in public schools. FPA’s classical curriculum, grounded in the Trivium, encompasses the grammar, logic, and rhetoric phases of a child’s learning journey, prioritizing the development of critical thinking skills over rote memorization.

FPA’s commitment to a classical approach to learning is driven by the desire to help students

The primary objective of FPA is to expand its student enrollment, driven by a steadfast belief in the transformative power of a Classical, Christ-centered education that nurtures every child’s potential to the fullest

realize their full potential. Teachers and assistant teachers collaborate with students of all backgrounds and abilities, fostering individual growth within the curriculum. Additionally, tutoring options are available for students who require extra support. Through initiatives such as the weekly “Teacher Talk” sessions, students have the opportunity to seek clarification, ask questions, and receive feedback on their work submissions, ensuring a supportive and enriching learning experience.

Empowering Learning Beyond the Classroom

FPA extends a helping hand to its students and families through various support initiatives. The Technology Support class equips them with the necessary tools and knowledge to navigate online learning, offering troubleshooting assistance and tutorials covering all platforms utilized by FPA. Additionally, the facilitated Study Hall class convenes weekly, providing students with a collaborative space to discuss homework, collaborate on projects, and seek guidance from FPA’s academic advisors.

Furthermore, parents are invited to join the FPA Parent-Teacher Collaborative Network, a private Facebook group fostering communication between parents and teachers. Within this network, they can seek advice, share resources, and find support on all matters related to FPA’s program, including courses, curriculum, textbooks, and general inquiries.

Recognizing the importance of technological literacy, FPA offers free technology support to alleviate any challenges students and parents may encounter when navigating new platforms. For those seeking additional assistance, individual and group tutoring sessions are available for

In an educational landscape marked by the proliferation of divisive ideologies such as Critical Race Theory and age-inappropriate sexual education, FPA stands as a beacon of academic excellence and integrity

purchase. Additionally, FPA provides phonics and reading support for students in grades K-3 at no additional cost to families.

In line with its commitment to comprehensive support, FPA also offers summer school classes aimed at both remediation and enrichment in phonics, reading, grammar, and math. Moreover, the institution strives to accommodate students with mental or social conditions such as depression, anxiety, OCD, ADD/ADHD, ensuring they receive the necessary support to succeed in the regular curriculum without compromising academic expectations.

Inspiring Futures

The primary objective of FPA is to expand its student enrollment, driven by a steadfast belief in the transformative power of a Classical, Christ-centered education that nurtures every child’s potential to the fullest. The institution is dedicated to ongoing exploration and enhancement, including the addition of new course offerings, the establishment of cocurricular clubs, continuous curriculum evaluation and refinement, and the expansion

of adult enrichment programs. Moreover, FPA aims to develop bridge programs to effectively address the diverse needs of learners.

A central aspiration of the governing board is the establishment of FPA University, envisioned to offer post-secondary degree programs in education, philosophy, history, political science, and the humanities, among other disciplines.

Fulfilling the evolving needs of future generations of students remains paramount. FPA remains committed to upholding academic rigor, fostering accountability, nurturing character development, and instilling a sense of individual responsibility across all grade levels. In an educational landscape marked by the proliferation of divisive ideologies such as Critical Race Theory and age-inappropriate sexual education, FPA stands as a beacon of academic excellence and integrity. As public schools veer away from academic fundamentals, the demand for institutions like FreedomProject Academy, dedicated to preserving traditional values while delivering high-quality education, will only continue to grow.

Amazing Opportunity for Teachers and School Leaders to enhance their knowledge through FREE Teachers Academy masterclasses from international education experts !!!

For more details and registration www.teachersacademy.com

INDUSTRY PERSPECTIVE

Navigating the Digital Labyrinth: The Critical Role of Digital and Media Literacy in Grades K- 8

Lauralyn Vasquez, Director of Operations and Educational Services, Beyond Technology Education

In recent times it has become difficult to decipher if what we see or read on television, social media or the web is opinion, entertainment, or fact. We have always needed to know how to decide what is fact or fiction. Yet, it is increasingly more difficult to determine what is fact or fiction. In 2018 MIT stated that they found “the spread of false information is essentially not due to bots that are programmed to disseminate inaccurate stories.” Instead, they found that humans were spreading the false information. “False news stories are 70 percent more likely to be retweeted than true stories.”

In our ever-evolving digital world, which now includes AI, the terms ‘digital literacy’ and ‘media literacy’ are more than just buzzwords; they are essential skills that children must master

Lauralyn Vasquez is a motivational speaker and author, passionate about healthy digital citizenship, safety, and AI in and for classrooms. She is on a quest to make sure everyone has the digital literacy skills they need for success. While in college, she discovered technology and how it helped her succeed in academia. Very few had computers at that time. She sold her car to purchase her first computer. No longer did her learning struggles inhibit her from college success. From then on, she knew that getting the right technology and instruction into the hands of learners would be a significant game changer in their academics and life. She holds a BA in Sociology, a Certificate in Leadership and Spiritual Direction, and an MA in Teaching and Learning with Technology. Currently, she is Director of Operations and Educational Services with Beyond Tech Ed, a writer, trainer on AI, and speaker on keeping our kids safe and balanced with technology and responsibility with technology in the classroom.

It’s a time where more than ever we need to teach our students how to problem solve, innovate, and constantly evolve in this fast-changing world

from a young age. For students in grades K-8, learning these skills is not just about keeping up with the latest trends, it’s about equipping them with the tools to navigate, understand, and contribute to the world around them.

It’s also about helping them put down the scrolling and learn how to create, collaborate, communicate, and critically think. Some are calling this the 4th Industrial Revolution skill set. It’s a time where more than ever we need to teach our students how to problem solve, innovate, and constantly evolve in this fastchanging world.

The ABCs of Digital and Media Literacy

Digital Literacy, at its core, is the ability to use technology effectively and responsibly. This includes understanding how to operate digital devices, navigate the internet, and use software. But it’s more than just technical ability. Digital literacy also involves critical thinking, such as discerning reliable from unreliable online sources and understanding the permanence of our digital footprints.

It also includes digital citizenship and understanding how our words and actions online affect others as much as our words and actions in person. It’s learning how to be a responsible digital citizen.

Media Literacy involves understanding the messages conveyed through various media forms, from TV shows, social media posts, and online sources. It’s about analyzing and critically evaluating the content we consume, understanding the role of media in society, and recognizing biases and stereotypes. It’s about being able to identify the genre of a written or visual piece, who created it, and its purpose.

Why Teach Digital and Media Literacy in Grades K-8?

Safety First: With children getting online at increasingly younger ages, it’s crucial they learn how to navigate the digital world safely. This includes understanding online privacy, recognizing potential online dangers, knowing how to behave responsibly on social media as well as how to keep your password safe and cyber responsibility.

Critical Thinking: Digital and media literacy fosters critical thinking and problemsolving skills. By analyzing and evaluating media messages, children learn not to accept information at face value, a skill that is invaluable both online and offline.

Effective Communication: As digital platforms become primary modes of communication, students need to learn how to express themselves clearly and respectfully online. This includes understanding the nuances of digital communication, like tone and context. Learning how to properly write an email, the purposes of the different social media platforms, and understanding the different audiences who will receive the communication.

Civic Engagement: In an age where social media can spark social change, understanding digital and media literacy is key to active citizenship. It empowers students to engage with social issues and understand the impact of media on public opinion and policy.

With children getting online at increasingly younger ages, it’s crucial they learn how to navigate the digital world safely

Being a Global Contributor: Digital and media

literacy skills are vital in a global context. These skills can help students understand and connect with different cultures, fostering a sense of global citizenship and empathy. The digital world has brought the ability to communicate worldwide within seconds. Being able to critically analyze and interpret media messages while being mindful of the cultural contexts in which they are produced and consumed, helps us understand the messages received as they were intended.

It involves understanding that media is not just a reflection of culture but also a tool that shapes societal norms and values.

Integrating Digital and Media Literacy into the Curriculum

For younger students (K-3), focus on the basics of operating and creating on digital devices, understanding what the internet is, and recognizing the importance of personal information privacy and how to find information. Use interactive games and storytelling to teach these concepts in a fun, engaging way. Teach screentime balance. Lay a foundation for what types of questions to ask when you hear or read a story.

As students progress (grades 4-5), introduce more complex topics like evaluating online sources, understanding digital footprints, and online etiquette. Encourage discussions about

By integrating digital and media literacy into the K-8 curriculum, we can ensure that our students are not only consumers of digital content but also smart, responsible, and thoughtful contributors to the digital world

media messages in advertisements, news, and entertainment. Assess the comprehensiveness, currency, credibility, authority, and accuracy of resources. Draw conclusions, and make informed decisions. Data analysis, computational thinking, coding, and presentations are all essential skills that can be taught at this age.

For older students (grades 6-8), delve into topics like the role of social media in society, understanding algorithms, and the ethics of digital citizenship. Projects could include creating media messages or critically analyzing a social media campaign. Teach research skills, the ethical use of AI, being a global collaborator, and innovation.

Conclusion

In conclusion, digital and media literacy are not just about teaching students to use technology

or understand media. It’s about preparing them for a world where these skills are integral to their personal, academic, and professional lives. By integrating digital and media literacy into the K-8 curriculum, we can ensure that our students are not only consumers of digital content but also smart, responsible, and thoughtful contributors to the digital world.

Remember, in the words of media scholar Henry Jenkins, “The new media literacies should be seen as social skills, as ways of interacting within a larger community, and not simply as individualized skills to be used for personal expression.” Let’s guide our young learners to become not just techsavvy, but also thoughtful, empathetic, and engaged digital citizens who collaborate, create, communicate, and critically think.

CULTURAL ARTS ACADEMY CHARTER SCHOOL (CAACS)

Empowering Students

Through a Unique blend of Rigorous Academics and Cultural Arts Proficiency

The Citizens’ Committee for Children (CCC) recently published a comprehensive report titled “From Strengths to Solutions: An Asset-Based Approach to Meeting Community Needs in Brownsville.” This report delved into the needs of the Brownsville community by engaging with its residents and workers. According to the findings, Brownsville consistently ranks among the top five highest-risk communities for children in New York City.

Cultural Arts Academy Charter School (CAACS), founded fourteen years ago, has been deeply committed to serving the Brownsville/East New York Community. Their vision and mission focus on advocating for the dignity, worth, and

ABOUT DR. LAURIE MIDGETTE, FOUNDING PRINCIPAL AND CEO OF CULTURAL ARTS ACADEMY CHARTER SCHOOL

Dr. Laurie Midgette currently serves as the Founding Principal and CEO of Cultural Arts Academy Charter School, an International Baccalaureate (IB) World School, in the Brownsville section of Brooklyn, New York. She has received numerous awards for her service as an educator including The Samuel A. Peabody Award, the NYC Teacher of the Year award, and the Council of Supervisors and Administrators Performance Incentive (2004–2006) for improving the academic performance of students within her school.

Prior to being a Principal, Dr. Midgette has served as a teacher, Special Education Supervisor and Assistant Principal English/ESL and Second Languages. She has also served as a state scorer for the NYS teacher certification examinations. Dr. Midgette serves as a facilitator for the Harvard Graduate School of Education’s Principals’ Center institutes: The National Institute for Urban School Leaders, Leadership: An Evolving Vision, and Navigating Complexities: A Leadership Program for Principals. She has also beta-tested several leadership courses for HGSE. Lastly, Dr. Midgette has participated in global learning tours to many countries including, Cuba, Israel, Barbados, Spain, The Hague in the Netherlands, Swaziland (Eswatini), South Africa, and Finland.

Dr. Midgette has received numerous awards for her service as an educator including The Samuel A. Peabody Award, and the NYC Teacher of the Year award. Dr. Midgette was inducted into the Kappa Delta Pi International Honor Society in Education in 2009, and is a proud member of Delta Sigma Theta Sorority, Inc., a public service organization for the last 39 years.

education of all children, particularly those facing demographic biases and inequity. Dr. Laurie Midgette, Founding Principal and CEO of Cultural Arts Academy Charter School, emphasizes the importance of this mission: “Our goal is to provide a quality education to children and families who deserve it, despite the challenges they may face.”

The school’s demographic reflects the community it serves, with over 90% of scholars coming from the immediate vicinity of Brownsville and East New York. Primarily African American males, the student body also includes a significant number of families

headed by grandparents raising grandchildren. At its core, CAACS is dedicated to providing a college preparatory education infused with cultural arts proficiency. Dr. Midgette envisions their students as future leaders who will make a profound impact on society: “We aim to nurture young leaders who will positively influence the human condition.”

Empowering Tomorrow’s Leaders

In the heart of the Brownsville community, housed within a renovated supermarket, stands CAACS. Here, students are immersed in the International Baccalaureate Primary

From kindergarten through 5th grade, all scholars at CAACS immerse themselves in various art forms, including Dance, Drama, Music, and the Visual Arts

The school culture at CAACS harmoniously aligns with classroom dynamics, creating a cohesive learning environment

Years Program (IB-PYP), a rigorous academic curriculum seldom found in neighborhoods like Brownsville. Dr. Midgette describes, “We believe in providing our students with a challenging yet nurturing environment where they can thrive academically and creatively.”

The IB-PYP curriculum revolves around six international transdisciplinary themes, fostering inquiry-based learning and projectbased studies. As the educational landscape navigates the uncertainties brought about by the global pandemic, CAACS seeks to pioneer innovative teaching methods. Dr. Midgette highlights, “We aim to equip our students with the skills to tackle complex global issues with agility and resilience.”

The true measure of students’ success, according to Dr. Midgette, lies not only in their academic achievements but also in their ability to identify real-world problems and devise practical solutions. The IB-PYP curriculum instills in students a sense of agency and self-motivation, empowering them to take charge of their learning journey. “At CAACS, we take pride in nurturing the next generation of leaders who are capable of effecting positive change in their communities and beyond,” says Dr. Midgette.

Nurturing Creativity

CAACS places a strong emphasis on cultural arts. It acknowledges the significance of a culturally responsive curriculum in today’s diverse and complex world. Therefore, the school integrates the International Baccalaureate Primary Years Programme (IBPYP) with a strong arts education program. Dr. Midgette shares, “We believe that exposing our students to diverse forms of artistic expression fosters not only creativity but also empathy and understanding.”

From kindergarten through 5th grade, all scholars at CAACS immerse themselves in various art forms, including Dance, Drama, Music, and the Visual Arts. This comprehensive exposure cultivates a deep appreciation for the arts across different cultures and time periods while empowering students to express themselves confidently. Dr. Midgette reflects on the Grade 5 exhibition, PYP-X, held in 2021, “Our students showcased remarkable leadership and creativity as they tackled pressing issues such as sustainability and access to education through their individual projects on the ‘School of the Future’.”

To support teachers in integrating the arts into their lessons, CAACS provides comprehensive arts-integration training led by specialists. Curriculum mapping ensures that arts integration is seamlessly woven into all instructional units, allowing students to engage with the arts across various subjects.

Throughout the academic year, the school organizes special arts events led by students, showcasing their talents in visual arts, drama, dance, and music to parents and the community. Additionally, partnerships with renowned organizations such as Arts Horizons, American Ballet Theater, and Jazz at Lincoln Center, as well as local artists, enrich the arts education experience. “The arts are integral to providing our students with a holistic education,” says Dr. Midgette. “Not only do they enhance creativity and critical thinking, but they also promote family engagement and provide diverse avenues for assessing student learning.”

Fostering International Mindedness

The school culture at CAACS harmoniously aligns with classroom dynamics, creating a cohesive learning environment. The International Baccalaureate Primary Years Programme (IBPYP) serves as a bridge, connecting the local worldview and experiences of K-5 students in Brownsville, Brooklyn, with global languages, cultures, perspectives, and human potential. Dr. Midgette emphasizes, “Through inquiry-based learning and academic rigor, our students are encouraged to explore globally significant ideas and challenges with empathy and understanding.”

The IB-PYP curriculum encourages students to delve deep into international issues, fostering a sense of international mindedness. Students

engage in thought-provoking units of inquiry that prompt them to critically examine the root causes of global phenomena. “In 2022, our Grade 5 scholars organized a Model United Nations as part of their PYP Exhibition,” explains Dr. Midgette. “They researched and presented resolutions on climate change from the perspectives of different countries, fostering empathy and diplomatic skills.”

In 2023, CAACS welcomed 22 new language learners into their community. As part of the Grade 5 IB PYP Exhibition theme, “Nuestras Historias de Inmigración (Our Immigration Stories),” students explored the journeys of immigrant families and shared their own ancestral migration stories. “Our students gained a deeper understanding of the struggles and aspirations of immigrant families through research and storytelling,” says Dr. Midgette. “These experiences empower them to appreciate diverse perspectives and value their own lived experiences.”

Through the IB-PYP framework, CAACS cultivates a learning environment where students develop a profound understanding of global issues and their interconnectedness, fostering empathy, understanding, and a sense of responsibility as global citizens.

Empowering Individual Growth

CAACS takes pride in celebrating the unique learning journey of each student, fostering a customized approach to education that focuses on identifying individual strengths, interests, and needs. Dr. Midgette emphasizes the school’s commitment to addressing systemic gaps and supporting marginalized students: “We believe in establishing clear strategies and processes for delivering personalized supports and services to every scholar, with active involvement from parents and caregivers.”

CAACS employs a comprehensive approach to student support, utilizing feedback and data from various sources, including students and families, to assess impact. The school fosters collaborative relationships with partner organizations to provide coordinated services that meet the diverse needs of students and families. “Our student-led conferences are a testament to our commitment to student agency and empowerment,” explains Dr. Midgette. “Students are actively involved in discussing their progress and setting personal goals with their families, showcasing their work samples and sharing their learning experiences.”

During these conferences, students guide their parents through their Leadership Portfolio

CAACS takes pride in celebrating the unique learning journey of each student, fostering a customized approach to education that focuses on identifying individual strengths, interests, and needs

and other artifacts, reflecting on their growth as learners and areas for improvement. They also engage in dialogue about their learning activities and aspirations, inviting their parents to actively participate in their educational journey. “At CAACS, we believe in empowering students to take ownership of their learning and development,” says Dr. Midgette. “Through personalized conferences and ongoing support,

we strive to cultivate a culture where every student feels valued, supported, and inspired to reach their fullest potential.”

Fostering Partnership and Success

CAACS values its partnership with parents, recognizing them as essential partners in nurturing the growth and development of scholars. Dr. Midgette underscores the importance of open

communication: “We encourage families to share any information that may impact their child’s well-being and academic journey.”

The school is dedicated to fostering meaningful partnerships with parents, recognizing them as essential contributors to their child’s academic success. Dr. Midgette says, “We believe that collaboration between school and home is critical to providing a supportive learning environment for our students.” To gauge parent satisfaction and gather feedback, CAACS regularly conducts surveys, including the NYC DOE school survey. Results consistently show high levels of parent satisfaction, with ratings of 95% or above in every category.

“Our commitment to parent satisfaction is reflected in our ongoing efforts to listen and respond to parent feedback,” says Dr. Midgette.

“We strive to exceed expectations and ensure that every family feels valued and supported.” In addition to soliciting feedback, CAACS actively involves parents in the school community through various initiatives overseen by the family specialist. This specialist plays a crucial role in promoting family involvement, addressing concerns, and fostering a welcoming atmosphere.

“Our family specialist works tirelessly to cultivate partnerships with parents and create opportunities for meaningful engagement,” explains Dr. Midgette. “Through weekly communication, including letters home, emails, and a text notification system, we keep parents informed and involved in their child’s education journey.” By fostering strong partnerships with parents, CAACS creates a collaborative learning environment where students can thrive academically, socially, and emotionally.

CAACS values its partnership with parents, recognizing them as essential partners in nurturing the growth and development of scholars

The Impact of Alumni and Data-Driven Instruction

CAACS takes pride in the academic success of its alumni, serving as a testament to the effectiveness of its educational approach. Dr. Midgette emphasizes the school’s commitment to nurturing lifelong learners: “Our alumni’s achievements reflect the values and principles instilled in them during their time at CAACS.”

Alumni of CAACS consistently excel in middle school, frequently earning spots on the honor roll and surpassing their peers on New York State Regents examinations. Many alumni also accrue college credits during high school, demonstrating the strength of the foundation laid at CAACS. “Our alumni serve as role models for current students, embodying the IB Learner Profile and PYP attitudes,” says Dr. Midgette.

“Their success validates our mission to empower students to become confident, competent, and compassionate individuals.”

At CAACS, assessment and data-driven instruction are central to fostering student growth and mastery of learning standards. Students undergo baseline and diagnostic assessments to identify strengths and weaknesses in reading and writing, with a focus on both expository and fictional texts. Teachers analyze summative and formative assessment data regularly, supported by the instructional leadership team. Data analysis informs instruction, enabling teachers to provide targeted support to students who need it most. “We believe in empowering students to take ownership of their academic growth,” explains Dr. Midgette. “By equipping students with a deep understanding of their strengths and

At CAACS, assessment and data-driven instruction are central to fostering student growth and mastery of learning standards

challenges, we empower them to become active participants in their educational journey.”

Fostering Success

In addition to maintaining well-managed physical, academic, and recreational spaces, CAACS has implemented peace corners to promote conflict resolution and foster a peaceful learning environment. These spaces provide students with opportunities to manage their emotions independently, promoting positive habits and attitudes.

Dr. Midgette highlights the school’s commitment to preparing students for future success: “Our focus extends beyond academic achievement to include the development of critical life skills.” The 2022-2023 New York City School Quality Snapshot reflects the school’s success, with 98% of former 5th graders passing their 6th grade classes, surpassing both district and city averages.

To further support students’ transition to middle school, CAACS has established a 5th Grade Rites of Passage Program. This program includes character-building workshops, individual capstone projects, and collective projects designed to foster teamwork and community spirit. “The Rites of Passage Program is a cornerstone of our commitment to holistic student development,” explains Dr. Midgette. “Through personalized projects and collective efforts, students gain valuable skills and experiences that prepare them for the next chapter of their academic and personal journey.” At the culmination of the program, students are celebrated as debutantes and gentlemen at CAACS’s annual end-of-the-year formal event, honoring their achievements and growth throughout the program period.

Sustainable Development Goals (SDG) “Strategies Today for a Better Tomorrow”

Dr.

Aaron L.

Smith, Program Director, Denbigh High School’s Aviation Academy

Dr. Aaron L. Smith is the Program Director at Denbigh High School’s Aviation Academy located in Newport News, Virginia. Aaron’s work includes being an educator at multiple levels. Aaron received his bachelor’s degree in mathematics from Christopher Newport University and his Master’s in Mathematics and Teaching. His Doctoral degree in Educational Leadership was obtained at Old Dominion University, where he compared the effectiveness of teacher licensure pathways. Aaron is also the author of Awakening Your STEM School and has over two decades of experience in the classroom as a mathematics teacher and administrator; where some of his highlights include having received the Crystal Star Award from the National Dropout Prevention Center, earning the State Partnership Award from the Virginia Department of Education, and being identified as one of the Top 50 Excellence in Education from the Global Forum for Education and Learning.

Regardless of where educators teach worldwide, many are familiar with the basics regarding integrating Science, Technology, Engineering, and Mathematics (STEM).

Today’s educators lead Integrating S.T.E.M. at all levels of formal and informal learning but also bear the sole responsibility of educating a nation’s workforce in technologies being developed and deployed into the work environment.

This foundation of an interdisciplinary approach harnesses vital skills such as problem-solving and critical thinking that transfer learning from teacher-centered to student-centered.

The concept of STEM has existed since the early 2000s and continues to affect how teachers approach this relatively new era of learning. Still, most people don’t realize that STEM is more than just a classroom experience.

This foundation of an interdisciplinary approach harnesses vital skills such as problem-solving and critical thinking that transfer learning from teacher-centered to student-centered.

Without this essential set of skills, the ability to advance original thinking would severely affect crucial tasks needing to be completed

In fact, the significance of STEM in the economy, workforce development, and closing the skills gap. In developed countries, the vital role of STEM is the leading contributor to the annual GDP, job creation, and the nation’s direct ability to achieve sustainability using natural resources that otherwise would go undiscovered.

Countries such as the United States use STEM in Career and Technical Education courses where they can concentrate an entire course around competencies.

Through the first decade of STEM, the concept ameliorates to a better and more sophisticated design: STEM 2.0.

STEM 2.0 takes the foundation of STEM and focuses on the future workforce. Considering what future jobs demand and what education needs to provide, STEM 2.0 centers on four key concepts: employability skills, innovation excellence, digital fluency, and hard skills.

These remain as pertinent in the classroom as they are in the workforce.

Thanks to time and the evolution of STEM 1.0 and 2.0, we now have the framework for STEM 3.0 to emerge at the forefront.

What is STEM 3.0?

STEM 3.0 builds on the success of the original concept of STEM and uses STEM 2.0 to connect new products and advancements.

Focusing on these four components will help catapult us into a new era.

One where the world can advance all realms that STEM touches with the potential to eradicate some of the ongoing global issues.

Let’s break down STEM 3.0.

Artificial Intelligence (AI) - a field that fuses the latest technology and big data to activate problem-solving on a macro level. Using machine learning and algorithms, AI can create complex systems and perform various tasks such as prediction, analysis, or classification based on the provided data sets.

Modeling and Simulation – constructing multiple models to serve as a simulation baseline to harness data in which decisions advance a particular concept. Modeling and simulation incorporate a mathematical model containing decisive variables of the physical model and replicate the conditions from which the analysis is studied.

Emotional Intelligence (EI) – when one takes one’s own emotions to identify other people’s emotions. EI channels skills like emotional awareness and empathy, empowering individuals to help infer potential tendencies from others.

Soft Skills – The Industrial Revolution 4.0 has shifted how we work, especially when sharing information. Creating new processes and sharing information allow people to see how their work can transform a new product and, sometimes, the industry.

Skills like communicating, listening, time management, adaptability, and work ethics play a vital role in how the information is relayed to others. Without this essential set of skills, the ability to advance original thinking would severely affect crucial tasks needing to be completed.

Seeing How SDGs Is Advanced Through Growth In STEM 3.0

Because of the need for creative and innovative ideas to drive solutions, the United Nations Sustainable Development Goals (SDGs) defined seventeen goals that state many of the current dilemmas we see today across the globe.

Take, for example, the need to acquire food with limited land and water. That’s where Smart Farming comes into play.

Smart Farming is where farmers analyze troves of data, gaining insight unlike what they’ve never experienced before.

Farmers use the data to help with operations, mapping out land and conducting visual records that optimize a farmer’s ability to manage their schedules and budgets based on the crops they harvest.

Unmanned Aerial Vehicles (Drones) and other tools aid farmers in the process so they work smarter, not harder.

When this happens, many of the SDGs get referred.

It becomes not only an economy shifter but also an employment generator.

Educators can then help farmers maximize their farms through new models and simulated experiences, making it a win-win situation for everyone

The benefits of Smart farming include:

Producing a plethora of data from the sensors across the farm.

Controlling and updating processes, resulting in higher production and distribution.

Reducing costs and excess.

Enhancing products and volumes.

Generating higher revenue.

Minimizing the carbon footprint.

Creating new jobs from specialized skills.

Boosting the local economy from salaries to placing farmer’s products on the market.

Bringing It Back To The Classroom

What must not be forgotten in this process is that classrooms must be involved. Not only to enjoy the fruits and vegetables but also to share in the ability to work on the farms and replicate the process so everyone in the community wins.

This augments the process for the farmers and engages students at all levels in many capacities.

Teachers will no longer use rote learning. Instead, they refine the existing model by taking live data, current practices, and realtime examples.

Educators can then help farmers maximize their farms through new models and simulated experiences, making it a win-win situation for everyone.

Benefits of sharing access with examples like Smart Farming include:

Using real-time data, students can explore ways farmers can optimize their land and crops better.

Creating new prototypes for farmers to experiment with on their farms.

Identifying new processes and models

Interning on the farm gives students invaluable experience.

Enabling school and university leaders to see the future and where to change courses and curricula based upon those needs.

Providing teachers with fresh content to apply in multiple subjects regardless of grade or ability.

SDGs married to STEM 3.0 lay the framework for success in schools and society and can become a generation changer. We must look at our future with optimization because we can already solve tomorrow’s problems today.

It’s up to us to recognize that nothing’s impossible now, thanks to STEM 3.0.

Building Brighter Futures for Displaced & Disenfranchised Children Across the Globe

Danielle De La Fuente, Founder & CEO, Amal Alliance

Danielle, can you please tell us about your background and areas of interest?

I grew up in San Diego, California as a child of immigrant, multi-religious parents. Growing up in this multicultural environment taught me the nuances of diversity from an early age. My ability to foster relations with others from distinct backgrounds led to starting my career at Embassies after graduating from Boston University. Later, I spent numerous years working to create dialogue and trust amongst nations through my work at the US Department of Defense. I had witnessed many senior officials’ viewpoints pivot as they came to grow a human connection with each other. Wanting to understand the dynamics of peacebuilding further, I returned to do my Masters in Peace and

Danielle De La Fuente has vast experience in peacebuilding and diplomatic efforts stemming from her work at the US Department of Defense and multiple Embassies. Her passion for achieving sustainable development led her to form the Amal Alliance. Amal provides displaced and disenfranchised children worldwide with education and social development programs to help cope with the invisible scars of trauma, and the learning fundamentals needed to succeed. She specializes in SEL and inclusive education.

Danielle obtained her BA in International Relations from Boston University’s Pardee School of Global Affairs and MLitt in Peace and Conflict Studies from the University of St Andrews. Recently, in an exclusive interview with K12 Digest, Danielle shared her professional trajectory, insights on how the K12 education landscape has transformed over the last five years and its future, the inspiration behind establishing Amal Alliance, her secret to striking a work-life balance, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.

Conflict Studies at the University of St Andrews, where I focused on intergenerational trauma and the role it has on the next generation. My passion for working with children became more fervent as conflict grew and more children were forced to flee. I decided to apply what I had seen across nations and introduce the fundamentals of peace through educational programs with young children. On the surface, it didn’t seem intrinsically connected, but peace is only achievable if individuals learn to communicate, to express themselves, and take the perspective

of another. I saw a clear correlation with strengthening children’s social and emotional skills as an effort to mitigate violence and hate by cultivating more empathetic societies.

How has the K12 education landscape transformed over the last five years and where is it heading now?

In the last 5 years, the K-12 education landscape has shifted towards personalized learning approaches and competency-based education. There has also been a major push towards

In the last 5 years, the K-12 education landscape has shifted towards personalized learning approaches and competencybased education

integrating technology, which skyrocketed during the global pandemic with both hybrid and remote learning. This technological surge did, however, present challenges as it highlighted the inequitable access to learning opportunities. The pandemic also shed light on the importance of social and emotional learning, which has seen significant growth. Looking ahead, there will surely be a continued focus on digital tools, adaptive learning, and a more student-centered holistic approach to educating our children.

What was the inspiration behind establishing Amal Alliance? What is its mission and vision?

In recent years, wars, conflict, and natural disasters have increased and forced tens of millions of children to flee their homes with or without their families. These traumatic events can have profound impacts on a child’s development; and perpetual toxic stress affects mental health, with potential long-term consequences on physical health and livelihood. I do not believe adverse experiences need to define your life path and see children as powerful agents of change if given the right tools to succeed.

Amal Alliance was born to help displaced children learn to navigate all of life’s challenges so they can grow to reach their full potential. Our mission is to empower marginalized children around the globe with four primary pillars of support. Those include: 1) Social Emotional Learning, 2) Early Childhood Development, 3) Psychosocial Support, and 4) Peacebuilding. Through our unique and innovative approach, we address the social and emotional and psychosocial needs of children affected by emergencies.

What is the role of youth in the development and future of society?

Youth play a crucial role in shaping the development and future of society. They bring innovative ideas, creativity, and fresh perspectives towards addressing some of society’s most pressing challenges. This is why it is so important to invest in their skills and provide them with the tools needed to meaningfully contribute and participate in decision-making processes. By engaging youth

in areas of education, leadership, and civic engagement, we help build a sustainable and more inclusive future for all.

Can you speak about the importance of female leadership in the field of education, and how your own experience as a woman in this field has influenced your leadership style?

Females tend to lead with more empathetic approaches, which foster collaboration, effective communication, compassion, and inclusivity.

Female leaders also bring diverse perspectives and typically possess strong interpersonal skills, which are particularly important in creating a balanced and equitable working environment.

By engaging youth in areas of education, leadership, and civic engagement, we help build a sustainable and more inclusive future for all

These leadership approaches are especially important in the field of education, for they create opportunities for innovation and a more inclusive decision-making process. Being in a position to influence education policy and thought leadership comes with tremendous responsibility. Parents, particularly mothers, look to female leaders to serve as role models, and inspire them with innovative ways to provide the best possible education for their children. By embracing my empathetic nature and the unique qualities I possess as a female leader, I do my best to lead thoughtfully.

None of us are able to achieve success without some help along the way. Is there a particular person who you are grateful towards who helped get you to where you are?

There are numerous people who have helped guide and enlighten me along the years, but I owe my utmost gratitude to my family - specifically my mother and maternal grandparents. They

not only provided me with the best education possible but taught me a plethora of skills from an early age. My grandfather, for example, would allow me to sit in on his business meetings from when I was a young 6-year-old girl. I didn’t realize it at the time, but I was learning how to negotiate, how to pitch ideas, and was building my confidence. My family was also very big on travel, and I explored the world with them - learning nuances of culture, religion, and languages that you quickly absorb when visiting foreign lands. I’ve also been incredibly blessed in meeting many experts along my journey. Their expertise rounded out skills needed to advance Amal’s mission.

What are your thoughts on the role of AI in the K12 education system?

AI can revolutionize K-12 learning experiences by providing additional support for students with diverse needs, and also establishing personalized learning paths. However, AI comes at a dangerous cost of losing human connection; especially the magic found in the teacher-student and peerto-peer classroom interaction. The growing divide of inequitable access to technology is also a danger, and there is more work needed to ensure ethical data privacy. As we embrace the AI future, we must responsibly integrate it across our education systems, without replacing the critical role of teachers.

What’s a leadership lesson that you’ve learnt that’s unique to being a female leader?

When I first started Amal, I sought to understand and deeply explore the field of education in

emergencies. As I attended conferences and forums with high level dignitaries shaping policies for refugee children. I couldn’t wrap my head around how such important decisions were being made without taking into account the primary beneficiaries. The core of our work is based on collaboration with those we serve, so it felt unnatural to be discussing issues without representation. I challenged the status quo, and learned the importance of giving voice to those who may not have a seat at the table – in this case, the children themselves.

What is your secret to striking a worklife balance?

I don’t think there is a secret sauce to achieving work-life balance, but rather an intentional commitment to draw boundaries that allow for both an enriching professional and personal life. This commitment towards yourself also forces you to take inventory of tasks and prioritize accordingly. If you can manage your time wisely, and learn to delegate and trust in your team, you make room for activities that bring you joy.

Where do you see yourself in the next 5 years?

In the next 5 years, Amal’s flagship program, Colors of Kindness, will expand to new countries and impact the lives of over half a million children worldwide. We also aim to develop and roll out new tools and resources that ensure quality social and emotional learning is delivered to the most marginalized communities. Personally, I am a perpetual learner, and will continue my quest to acquire and grow new skills. I also hope to broaden my work-life balance,

If you can manage your time wisely, and learn to delegate and trust in your team, you make room for activities that bring you joy

leaving room to pursue the hobbies I enjoy and spend more time with my loved ones.

What advice would you like to give young women out there who are interested in pursuing careers in tech or education in general?

Whether you choose a career in tech, education, or any other field that calls you, find your

purpose. Clear purpose and integrity will help you lead by example. There will be bumps and challenges along the way, don’t get disappointed by failures. Instead, learn from them. Be flexible, adaptable, and always open to learning new things. Leadership is not a destination, but a journey. Recognize and celebrate your successes, and those of all of the people that helped you along the way.

Harnessing the Power of Green Screen Technology and Creative Media for Enhanced Learning and Social-Emotional Development in the Classroom!

Erika Sandström, Digital Learning Coach/Digital Media Teacher at Peabody Schools

In the rapidly evolving landscape of education, innovative tools are transforming traditional classrooms into dynamic hubs of magical creativity and clever engagement. One such technological marvel that has found its place in education is the green screen! Originally a staple of the film and television industry, the green screen offers a myriad of possibilities for creative video production that has truly helped my students on so many levels of learning and

social development. This article delves into 5 ways I have witnessed this magical education tool collectively enhance learning experiences while also supporting social-emotional development in the classroom!

1. Student-Created Video Content:

Empowering students as creators of content is a transformative aspect of green screen technology. By integrating video production

Empowering students as creators of content is a transformative aspect of green screen technology

Erika is a Digital Learning Coach and Digital Media Teacher in her 33rd year as an educator currently specializing in Green Screen and creative video production. Dubbed “Green Screen Gal”, Erika shares her creative media and mindfulness passions as a featured speaker at conferences, provides district PD, hosts online webinars, serves as a Canvassador for Canva, and co-hosted Week of AI and Genially EDFest. Erika also created the Green Screen Summit and was featured on the cover of the Ed Tech K12 Magazine and named one of TOP 30 IT Inlfuencers to follow. Her book “Cultivating Compassion Through Creativity” is out in 2024!

into the mix, students not only engage with the subject matter but also develop critical thinking and communication skills. The video production process becomes a catalyst for deeper understanding. Green screens provide a versatile canvas for educators to create immersive learning environments. Teachers can transport students to historical events, far-off places, or even inside the human body, fostering a deeper understanding of the subject matter. When I share how educators can take a unit or lesson they have always used and allow the students to create a green screen video as an option for a project, students truly master the content! Let’s be honest, kids and teens LOVE to watch themselves on video, so if their creation is on a Science concept such as the “convection process,” they will learn the material just from the many outtakes and bloopers that naturally happen, as well as watching it over and over again during editing, etc. By allowing students to step into the content they are studying, green screens turn abstract concepts into tangible, memorable experiences.

2. Stop Motion Animation for Dynamic Learning:

Enter stop motion animation, a captivating technique that adds another layer of creativity to the classroom. Students can bring inanimate objects to life, animate historical events, or illustrate complex scientific processes. When students create a stop motion animation on ANY concept, such as a mathematical word problem or the layers of the earth’s crust, or even step-by-step instructions for ANY skill, they certainly remember it! The meticulous

nature of stop motion requires patience, planning, and attention to detail, fostering skills such as perseverance and problemsolving while adding an element of fun to the learning process. Students also express a ton of pride after a big project like this!

3. Enhancing Presentation Skills:

The integration of green screens, video production, and stop-motion animation in classroom activities cultivate polished presentation skills. From scripting to filming, students learn the art of storytelling, visual communication, and effective delivery, as well as relationship skills. Not ALL students want to speak on camera, and honestly, powerful creative video production only includes a small amount of this method of sharing. I encourage students to use a variety of presentation modalities to get their story or information expressed, such as voiceovers with visuals on the screen, non-verbal communication such as pointing to the information while having a voiceover share the information, or even a think bubble with a fun face to match it saying, ‘hmmm.” Students are much more comfortable acting and pointing if they do not have to speak on camera, and it makes a much more powerful video for others to watch. Voiceover recording also requires many of the same presentation skills that speaking on camera does, such as voice inflection, emotion, speaking clearly, etc. A great example of these presentation skills is by Brad Montauge and Kid President in “20 Things People Should Say More Often!” These skills not only prepare them for academic challenges but also for future endeavors where communication is key.

The integration of green screens, video production, and stop-motion animation in classroom activities cultivate polished presentation skills

4. Collaborative Projects in Action:

Green screen, video production, and stop motion animation projects often necessitate collaboration, transforming classrooms into creative studios. Students work together to plan, shoot, and edit videos or animate scenes, learning valuable teamwork and communication skills. My favorite part is that not all students will be the stars of the show, and there are roles behind the scenes! These roles in creative video production may include Director, Script Writer, and even Props and Equipment Manager. Throughout the whole video production process, students are forced to communicate verbally and even nonverbally. This truly brings out their strengths so everyone can find their place in the production. I love to swoop into a group that may be arguing or struggling to take turns, and I can teach SEL like “I statements” on the fly! Filming is only a small part of the whole process, so the teachable moments for video production as well as SEL are endless! We even create videos on all the SEL skills we learn such as “Put Your Brakes on that Negative Self Talk!”! This collaborative approach aligns seamlessly with socialemotional learning goals, fostering a sense of community and shared achievement.

5. Personalized Learning in Motion:

The trifecta of green screens, video production, and stop-motion animation caters to diverse learning styles, allowing for personalized educational experiences. Teachers can tailor content to match individual interests, making lessons more engaging and relevant. This personalized approach supports social-emotional learning by recognizing and celebrating each student’s unique strengths and passions. I have

As classrooms evolve into multimedia learning spaces, the uniting of green screens, video production, and stop-motion animation emerges as a powerful catalyst for education

also witnessed pure JOY from each student when they can celebrate their strengths within a project, whether they are in front of the camera or behind it! Since introducing green screen technology and creative video media in my classroom, I have had more laughs with my students than ever before. The emotion and vibration of JOY are powerful in any classroom! We have also used our Mindfulness techniques we have learned in class to create media to help others. This has been my most powerful lesson plan in 33 years of teaching. Here is an example of a breathing technique “glitter jar” that actually works for them personally as well as a personalized breathing bubble from a series #MyBreathingBubble is all created by students. We also LOVE to share the practice of KINDness in so many creative ways using our green screen. We even visit assisted livings to bring this JOY to the elderly and cover up the wheelchairs and walkers using green screen magic which provides these families with a wonderful memory, even trying out extreme sports! The

impact these can have on others and creative possibilities are endless and so inspiring for you and your students of any age!

Conclusion

As classrooms evolve into multimedia learning spaces, the uniting of green screens, video production, and stop-motion animation emerges as a powerful catalyst for education. Beyond textbooks and lectures, students actively participate in the learning process, creating content that not only deepens their understanding but also hones their creativity, communication, and collaboration skills. They are also naturally learning SEL skills galore as well while having a ton of FUN! Truth be told, the JOY I experience as an educator is immeasurable as well, and it keeps me in touch with students and celebrates my youthful spirit! By seamlessly integrating these technologies, educators can transform classrooms into vibrant hubs of learning, where lights, cameras, and action pave the way for a brighter, more engaging educational future!

INDUSTRY PERSPECTIVE

Make your students shine through super-curricular profile-building

Dominic Fuge, Director, Relaxed Snail

In an educational context the concept of making students ‘shine’ certainly takes a plethora of forms – whether it be academically, socially, personally, or even culturally. We support students in many ways. When I refer to shine, I am specifically thinking about high-quality and competitive university applications. Much of my educational experience in the sector has been in the shape of careers and higher education journeys for teenagers. In particular, home and international students aspiring to secure interesting degrees from institutions all over the world. In general, I am fascinated by self-marketing – how we do our best to sell ourselves for particular jobs and positions. In the case of students, this is selling themselves to colleges and universities. Moreover, I get a certain buzz created when achieving successful outcomes. For example, assessing

Dominic Fuge is an educationalist and entrepreneur. Currently based in Oxford, England, Dominic has taught in both private and state schools in the UK. He is particularly interested in university application strategy, student guidance, school leadership, and pedagogical theory. He holds qualifications from three Russell Group universities – the University of Cambridge; the University of Edinburgh; Durham University. His career in education started in a special educational needs department, before then teaching A-Level and GCSE Psychology. He has held various positions, including “Head of University Engagement and Alumni Relations” at the prestigious Oxford International College (at the time ranked no.1 in the UK for A-Level results). He is the Director of Relaxed Snail, as well as a careers and higher education adviser, with a background in teaching GCSE and A-Level students.

data from groups of school leavers to see how many key performance indicators we have managed to obtain. I like to look at how many of the students I’ve worked with have joined their first choice university; how many went to a Russell Group, Ivy League, or Go8 institution; what portion of students were successful in securing a scholarship; out of the global cap on places in UK medical schools, what percentage of that small cohort was made up from the students I have recently supported? Of course, finally, it is not just for the semi-self-indulgent congratulatory pat on the back but knowing that one has played a role in helping a student to stretch their abilities and find their most competitive university options perhaps affords the greatest feeling of all.

In this article, what I hope to do is demystify the term “super-curricular” and offer some suggestions for how to use super-curricular profile building as a tool to ensure that your students’ applications have what they require to stand out from the crowd. See my top three suggestions below!

Any activity a student does outside the confines of a traditional classroom setting is considered what one may call “co-curricular”. Underneath that co-curricular umbrella term, there are two branches. One branch is known as “extra-curricular” and the other branch is “super-curricular”. Extra-curricular, the more well-known term of the two, represents non-academic interests (e.g. sports, music, hobbies). Super-curricular, on the other hand, represents the academic. There are numerous examples of super-curricular activities. For instance: essay competitions; wider reading; lectures, conferences, and webinars; online courses (MOOCs); museums and exhibition visits; work experience and internships; membership of academic institutions; halfterm programs and summer schools; and independent projects. Moreover, specifically, to be a super-curricular activity, this has to be something related to the student’s future university aspirations. For example, an aspiring medic may attend a lecture on cardiology.

Knowing the degree subject and university location will help give you the time to suggest relevant super-curricular opportunities

Suggestion #1 Establish university aspirations early

Now that we have cultivated a definition of super-curricular, you may be wondering how many super-curricular activities should be recommended per student. The number of recommended super-curricular activities, from a university application strategy perspective, very much depends on where the student would like to study. For example, generally in the UK students apply to a specific degree subject and start this subject from the first day. Whether it be Engineering BEng, Architecture BSc, History BA, or Law LLB, the modules/courses within degree programs are tailored to that subject with only some small flexibility. Conversely, in an educational context such as the USA, a bachelor’s degree involves students studying a broad range of subjects before later specialising in majors and minors. Therefore, the number of relevant super-curriculars suggested varies based on the extent to which an early academic passion and curiosity for specific subjects are required. In places such as the UK, where specialisation for degree subjects happens early in the academic journey, there should be more super-curricular involvement. Having often quizzed competitive UK universities, at all possible opportunities, I have come up with a figure that 70-80% of a 4,000-character UCAS personal statement should be supercurricular content. A sensible number is around eight different super-curricular activities. For destinations where early specialisation is less valuable, I would recommend at least three or four super-curricular activities. This has the benefit of highlighting the student’s general capacity for intellectual interests and pursuits,

which is still essential to demonstrate. Keeping in mind that super-curricular activities are subject-specific (e.g. a book on a historic event for aspiring History students or an online course learning a coding language for those aiming for Computer Science), it is important to establish the student’s university aspirations early. Knowing the degree subject and university location will help give you the time to suggest relevant super-curricular opportunities. Moreover, it’ll also allow enough time for students to do their own research and also be able to complete these rewarding opportunities, and reflect on what they’ve learned before writing (or talking) about this during the university application process.

Suggestion #2 Variety is the spice of life (…and application strategy)

There have been a lot of applications where students may have a good number of supercurricular activities although the problem is that there’s not enough variety. Often aspiring medics will write about work experience, historians on relevant books and business students refer to podcasts illustrating the journey of relevant entrepreneurs. All of these are great. However, as part of this self-marketing and promotion, variety helps to keep things interesting. Variety in super-curricular experiences highlights to the university admissions tutor that the student has explored their subject of interest through a variety of lenses. Thus, this further amplifies the student’s insatiable thirst to learn more, a wide range of knowledge, and also impeccable time management to pursue all of these opportunities in the first place. Therefore, choose the main subject area of interest and then identify a range of super-curricular opportunities to pursue!

The essence of “co-curricular” is to take part in super-curricular activities simultaneously with the usual school timetable.

Suggestion #3 Managing time and expectations

The essence of “co-curricular” is to take part in super-curricular activities simultaneously with the usual school timetable. There is a need to work in parallel – find (and then maintain) the delicate balance between doing enough activities whilst also ensuring that the student is able to perform at the best of their academic abilities to complete their high school exams. Naturally, this is easier said than done and perhaps the best technique is simply to check in – compare what super-curricular activities the student is doing and match this with academic performance through checking regular internal exam data. If exam results are wavering slightly, then consider decreasing the super-curricular. If exam results are on track, then continue with ensuring that the student is shaping a healthy super-curricular profile. The key is that both are happening (studying effectively and also managing time for super-curricular commitments). These need to go hand-in-hand and a student that is able to master this may be best placed to shine through super-curricular profile building.

Completing super-curricular activities is a very enjoyable process. From the student’s perspective, what could be more exciting or enthralling than engaging with their true subject passion? From the perspective of the counselor/school staff, helping find such experiences is a key way to help the students you work with stand out from the crowd and thus be more memorable in their university applications. A prospect equally rewarding!