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How MindSpark and Jeffco CTC helped Jefferson County youth name their strengths, identify workforce barriers, and build clearer pathways forward. There's a question that sits at the center of career-connected education, and most systems never actually ask it: What do young people need to believe a future is possible for them? Not what adults assume they need. What the students themselves would say — if someone handed them the room, the mic, and the time to think it through. That was the purpose of Invisible Made Visible, a youth-centered workforce readiness experience created in partnership with Jefferson County Communities That Care (Jeffco CTC). MindSpark brought together 28 Jefferson County youth for a day built on a single premise: young people aren't just the target audience for workforce pathways. They're the most qualified people in the room to help design them because they're already living the gaps. First, Students Named What They Bring The day began with the Gallup StrengthsFinder assessment, which became one of the most meaningful parts of the experience. Many young people know they're good at something — leading a conversation, solving problems, organizing a group. Far fewer have been given the language to name those strengths or connect them to future opportunity. StrengthsFinder gave each participant a full 34-strength profile and time to explore how those strengths look in school, at home, and in the workforce. That language mattered. When students were asked to name their top takeaways from the day, 23 out of 26 participants identified Gallup Strengths first. Of everything they experienced — resume work, mock interviews, LinkedIn coaching, and AI-supported career exploration — the most powerful moment was finally having words for what they already bring. Before students can pursue a pathway, they need to see themselves as someone with value, capacity, and direction. Four Workforce Barriers Students Want Adults to Understand Before the session, the youth were asked what stood between them and their school, work, and career goals. Their answers were grounding. Transportation came up most often, with nine of 28 participants naming it as their top need. Professional attire and equipment ranked second. School supplies and technology came third. That pattern — getting there, looking the part, having the tools — tells you something important. Career readiness programs often focus on content while overlooking the conditions that make showing up possible in the first place. Through facilitated design sessions, four barrier themes emerged: Career and opportunity visibility. Students often don't know what careers exist or how to find work that connects to their interests and strengths. The ask: embed job-readiness into everyday classes, build career centers with real counselors, and create exposure through job shadowing, Career and Technical Education (CTE) courses, and internship trials matched to student strengths. The experience paradox. Age, school schedules, and limited access to paid work make it harder for students to gain early experience. Students called for more realistic entry-level expectations, classroom-based leadership roles to build track records, and stronger partnerships with local companies willing to create paid youth opportunities. Social bias and equity. Age, race, culture, gender, income, and language can all shape how young people access opportunity. Students also raised a timely concern: AI-powered hiring tools can reinforce the same bias they're designed to reduce. Their recommendations? Multilingual job information, inclusive curricula, and human-reviewed applications. Soft skills and professionalism. Professional behavior is a skill to be taught, not a trait students either have or lack. Students wanted school to be a safe place to practice communication, interviewing, and workplace expectations before those skills are tested somewhere that counts. What They Walked Out With Going in, MindSpark and Jeffco CTC had made a commitment: the students who showed up to share challenges would leave better equipped to face them. Within a single day, participants built and refined resumes, shaped their LinkedIn presence, practiced interviews with real-time coaching, and used AI tools to map their strengths to local career pathways — with financial data, internship listings, and next steps relevant to where they actually live. For one sophomore enrolled in remote learning, that last piece landed. "I'm really grateful, because I was sort of lost," he shared. "I want to become a diesel mechanic, but didn’t know how to really get there. I'm glad that I came here today, because MindSpark showed me really how to search for your own goals and how to be able to set goals clearly." A parent said her daughter came home excited, with a potential career in mind. Eighty-nine percent of participants said they planned to share what they learned with friends. What This Day Made Visible Invisible Made Visible surfaced a practical truth about workforce readiness: students do not need adults to simply tell them what is possible. They need adults to help remove the barriers that make possibilities feel out of reach. The data from this day is already informing MindSpark's school-based workforce programming. MindSpark is deepening its partnership with Warren Tech and Jeffco CTC to better reach underserved students. We’re also working with industry partners to build more inclusive entry points into the workforce. The future of work becomes more visible to young people when they can see themselves in it. That visibility starts when we stop building pathways around students and start building them with students.

A Granby middle school joined MindSpark's Education Accelerator not to fix what was broken but to find out how much further a strong foundation could take them. When Principal Jenny Rothboeck brought East Grand Middle School (EGMS) into MindSpark's 2021 Education Accelerator (EA), she wasn't looking for rescue. She was looking for room. Teaching had felt stifled during COVID. Educators everywhere were holding things together through virtual classrooms and cautious returns to in-person learning, amid uncertainty and fatigue. Rothboeck, like many school leaders, wanted to help her staff reconnect with the purpose and energy that had been difficult to access during that period. An encouraging superintendent pointed her toward MindSpark’s EA at the right moment. It felt like a breath of fresh air: a way to regain some normalcy, then push beyond it. Their first EA project was to name the school's post-COVID values and proudly display them on the wall: Inspired, Empowered, Grand. It was an important starting point, not a slogan inherited from somewhere else, but a shared statement of what educators wanted students to experience at EGMS. Two years later, EGMS came back for a second EA. This time, the question wasn't about the values. It was whether students actually felt them. Starting With a Question, Not a Plan MindSpark's EA is built for schools ready to move beyond off-the-shelf solutions. Rather than prescribing a model, it helps education leaders identify a focused problem of practice and build something agile, community-rooted, and built to last. For the 2023 cohort, that meant asking a deceptively simple question: What would it actually feel like to be an inspired, empowered student here? The answer did not come from a consultant. It came from listening. The team brainstormed ideas, spoke with students and began testing what would make school feel more connected to their interests, leadership and sense of belonging. Together, they launched a range of extracurricular clubs, including graphic design, bike repair, martial arts and videography, shaped by student interest and championed by teachers. Programs that were not landing were cut. New ones were added based on what students said they wanted. One phrase from the EA stayed with Rothboeck: Do 1% better. Small changes make real impact. EGMS entered the EA with an intentionally built foundation. The goal was to keep building on it, one iteration at a time, without waiting for a perfect plan before trying something. "There was definitely trepidation at first," she said. "It wasn't canned, and it wasn't scripted." That, it turned out, was the point. What Students Did With the Invitation When students were invited to stop being recipients and start helping shape the clubs, activities and experiences they wanted to see, they took it seriously. Student leaders helped create a Bio Skills elective, install a new water filling station and expand mental health support. A green-screen production room opened. Student-connected clubs, including a t-shirt printing business, a bike shop and a ski shop, gained traction. A student feedback and mentoring team became a standing structure, not a one-time project. By the end of the cohort, 100% of EGMS students were engaged in at least one club. The more telling proof came from a parent: “My child feels more comfortable at school, feels more at home, and knows they have a voice.” That was the goal. “At the end of the day, it’s really about the kids who want to come to school — and that they feel like they’re part of a team,” Rothboeck said. “This is not ‘adults versus kids.’ It’s students feeling empowered and inspired.” The Mindset That Stays East Grand’s two EA experiences did not produce a replicable checklist. They produced a shift in how Rothboeck thinks about leadership. Educators, she will tell you, are really good at planning. They are not always as quick to move from planning into action. The EA helped her find that balance: be thoughtful, then give it a try. That lens still shapes much of her work. The programs are still running, including The Claw student leadership club, the Bio Skills elective and clubs built around different student interests. The values named in 2021 are still on the wall. Now, they also have two years of student- and educator-driven decisions behind them.

In late March, Cohort 15 of the Buell Early Childhood Leadership Program began their journey, bringing together leaders from across sectors to rethink how we show up for early childhood. This program was designed with a clear purpose: to support leaders as catalysts for systems change, not just within early childhood, but across the systems that shape our communities, workforce, and economy. This program was built with intention: to develop leaders who challenge and redefine how organizations and industries value early childhood—building ecosystems that position it as foundational to economic vitality, shift mindsets, and influence policies that better align childhood development with our economy—so we can radically rebuild integrated early childhood systems and remove barriers so that all children thrive. In Colorado, the childcare crisis costs an estimated $2.7 billion annually . Nearly 44% of the workforce are parents who depend on access to care. These are not just early childhood challenges. They are workforce challenges, business challenges, and community challenges. But for decades, early childhood professionals have carried the weight of this challenge alone with deep expertise, fierce dedication, and often limited resources. They have built the foundation. They have understood the stakes. And they have consistently called for broader awareness and shared responsibility. The Buell Early Childhood Leadership Program took a purposeful pause to redesign the experience with a stronger emphasis on action over academics, while bringing more voices into the work and strengthening cross-sector leadership. As the event came to a close, that intention came to life in a conversation between participants. An early childhood professional shared this reflection with a fellow participant who entered the program without a traditional early childhood background: “Understanding that you have stepped into a role as an advocate and systems builder in your community, not with an early childhood background, and as part of this framework, it speaks to how everyone has a role and connection to early childhood. I appreciate that you’re amplifying that and bringing it into your community.” That is what cross-sector leadership looks like. It is not stepping over the work that has been done, but stepping into it and carrying it forward. Everyone has a role to play. The question is whether we are ready to step into it. As Cohort 15 begins this work, we are already looking ahead. Applications for Cohort 16 will open later this year. If you are interested in being part of a growing network of leaders committed to driving meaningful change, we invite you to stay connected .

On a recent evening in Santa Fe, more than 300 students, parents, grandparents, and community members filled the halls of Piñon Elementary School. The energy was unmistakable. Tables were crowded with families leaning in together, hands busy building, testing, and experimenting. Conversations bounced from one station to the next as curiosity pulled people across the room. This was STEAM Night, and it was alive with discovery. At one table, members of the school’s crochet club guided families as they stitched yarn into intricate mathematical models. Loops and patterns transformed into lessons about geometry, symmetry, and structure. Across the room, young “quantum explorers” experimented with quantum gates, watching how inputs and outputs shift and interact in the strange and fascinating world of quantum computing. Nearby, future earth scientists shaped rivers through sand at the water erosion station, watching landscapes form and change in real time. And outside, a group of determined eleven-year-old engineers launched straw rockets skyward. Each launch sparked another round of tinkering—adjusting fins, testing angles, and trying again. Prototype. Test. Improve. Repeat. From yarn to quantum circuits to flowing water, one message echoed throughout the building: STEAM is everywhere, and curiosity is where it begins. A School Transformed by Curiosity The atmosphere shifted constantly throughout the evening. In some moments, the room fell into near silence as families concentrated on solving complex puzzles or building delicate models. In others, laughter and excited conversation filled the space as students shared discoveries and compared results. Families carried STEAM Night Bingo cards from station to station, prompting questions and encouraging exploration. Along the way, they learned new vocabulary, met local organizations, and connected with educators and STEAM professionals. What started as hands-on activities quickly became something deeper—conversations about ideas, possibilities, and futures. Because when the STEAM conversation begins, something powerful follows: identity, encouragement, and the first glimpse of what a student’s future might hold. Planting Seeds for the Future For many Piñon families, Santa Fe is more than home. It’s a place where generations have grown up together. Events like STEAM Night help students imagine futures where they can build careers right in their own community. Throughout the evening, community partners highlighted real STEAM careers across New Mexico, helping students see how curiosity and creativity today can grow into opportunities tomorrow. Moments like these help young learners begin to see themselves as scientists, engineers, problem-solvers, and innovators—showing them that experimentation, persistence, and discovery truly belong to them. That sense of possibility was made stronger by the community partners and sponsors who helped bring STEAM Night to life. MindSpark Learning extends its gratitude to the National Radio Astronomy Observatory, Santa Fe Watershed Association, Kiwanis International, Santa Fe Children’s Museum, We Grow Eco, Scouting America, Trader Joe’s, KPMG, and Del Norte Credit Union, along with the many additional organizations and individuals who contributed their time, expertise, and support. Together, they helped create 21 hands-on STEAM stations that gave Piñon students and families the opportunity to explore, experiment, and discover in meaningful ways. MindSpark Learning was proud to support the partner ecosystem that made this evening possible, from planning and activity design to community engagement and a STEAM raffle that added even more excitement to the night. With support from educators, families, and community organizations across Santa Fe, the evening became a powerful example of what is possible when schools and local partners come together to make discovery feel accessible, exciting, and deeply connected to community. Bringing STEAM Nights to More Schools MindSpark Learning works with schools and community partners to bring STEAM Nights like this to life, helping students and families experience the excitement of discovery together. Interested in bringing a STEAM Night to your school? Learn more about how MindSpark Learning can help spark curiosity and connection in your community by contacting us today at Dominique@mindspark.org .

By MindSpark Do you have students who are bright, capable, and full of ideas, but don’t always see themselves reflected in traditional career pathway programs? MindSpark is seeking youth advisors for a one-day, youth-led design session, Invisible Made Visible , to work alongside peers and community and industry partners to help shape practical career and college pathways that reflect what young people actually need. This is one of those rare opportunities where the student voice isn’t a checkbox. It’s the engine. If you have students who need a clearer sense of what’s possible, this is a powerful next step. Invisible Made Visible gives young people a structured, real-world experience where their perspective matters, their time is valued, and their ideas can shape real opportunities in Jefferson County. It’s especially meaningful for students who may not raise their hand first, but have a lot to say once they know they belong in the room. Event details at a glance Date:  Saturday, April 18, 2026 Time:  10:00 a.m.–4:00 p.m. (arrive by 9:45 a.m.) Location:  MindSpark Learning, 13949 W. Colfax Ave., Suite 200, Lakewood, CO 80401 Who:  Jefferson County youth ages 15–22  (youth do not need to be currently enrolled) Stipend + breakfast and lunch provided  | Transportation not provided Apply by:  April 15, 2026 Questions:   lauren@mindspark.org In partnership with Jefferson County Communities That Care (CTC) , MindSpark will host youth advisors and community partners at MindSpark Learning. What students will do This is not a lecture. It’s a working session. Students will:  Surface the real barriers that can keep young people from accessing opportunities Co-design practical solutions the community can act on (micro-internships, mentorship connections, exposure experiences, navigation supports, and more) Help shape next steps so ideas generated in the room lead to real follow-through Stipend and meals provided We’re asking students to contribute real insight, so we’re treating it like real work. All participating youth will receive a stipend in recognition of their time and contributions. Meals will be provided thanks to local business support, including Sexy Pizza and Santiago’s. Who can participate Jefferson County youth ages 15–22 Youth do not need to be currently enrolled in school to participate This is a strong fit for students exploring STEM, career pathways, postsecondary options, or simply looking for a meaningful way to contribute and be heard How students can sign up Please share this flyer with students and families.  Applications are open through April 15, 2026. Registration form: https://bit.ly/4cfgS1E

By MindSpark It happens for some people in middle school, and other people in high school or college, even in a career. Moving from one stage of life to another – often in a bigger space and with more people – can feel disorienting, even alienating. People, particularly young people, often feel lonely and adrift.  The extent to which schools address these feelings has enormous implications, especially for students entering high school. Research shows that ninth-graders who are “on track” – attend school regularly, pass their classes, and earn high grades – are about four times more likely  to graduate from high school. As consequential as these transitions are, many school districts treat them as nonevents, just a blip of a development. Not surprisingly, lots of teenagers go on to struggle academically and report feeling disengaged. According to a recent Brookings survey of over 65,000 students   in the U.S., only 26 percent of 10th graders say they love school, and only 39 percent of 10th graders say most of the time they feel they belong at school. Until a few years ago, Johnson County School District in eastern Kentucky was treating students’ transitions as a spectator sport. Its middle school and its high school shared a parking lot, but that was all they shared. One school fed into the other, but the teachers and administrators at each did their own thing.  Many of the students and staff at the middle school, for instance, were unaware that the high school offered more career pathways than any other school in Kentucky. Meanwhile, staff at the high school did little to facilitate middle school students’ transition, orienting them with only a paper map and a PowerPoint presentation. Like many others across the country, the schools were sitting on powerful opportunities to collaborate and better support their students, but – despite their physical proximity – they were misaligned. The Power of A Conversation This dynamic started to shift in 2022, when MindSpark kicked off an Education Accelerator  (EA) in the state thanks to support from the Siegel Family Foundation. MindSpark served as the convener and the facilitator; Johnson County was among eight districts asked to build a team of staff members and send them to Lexington once a month for seven months. Noel Crum, the assistant superintendent, selected one educator from each of the district’s five elementary schools, middle school, and high school, and the group began traveling two hours each way for the MindSpark gatherings. They began with a prompt: identify a workforce gap within your community . The Johnson County team quickly settled on the challenge of helping students find what they want to do before  they go to college. Many of the educators on the team wanted to help students avoid spending unnecessary time and money on a professional pursuit, only to realize they weren’t actually interested in it. The two-hour drive was onerous, but the distance from the hubbub of their day jobs proved to be a blessing in disguise, said Jarred Gibson, a freshman guidance counselor at the high school, and Jeremy Daniels, an assistant principal at the middle school, both of whom participated in the Education Accelerator. “People who work in schools are so busy,” Gibson said. “Everyone has great ideas, but we never have the time to implement them. This opportunity gave us the time and the support and the accountability to actually move forward.” MindSpark facilitated the whole process, asking the teams about their progress in between the monthly meetings and offering ideas and observations. As a result of connections formed during these meetings, Johnson County educators realized they were all working at cross purposes.  The conversations sparked by the Accelerator helped surface that elementary school students were having trouble adjusting to the middle school’s larger building and enrollment. Middle school students were participating in career pathways that didn’t correspond to the ones offered at the high school. And high school students were enrolling in classes they didn’t really understand, leading to frequent schedule changes and fewer certificates and college credits earned. From Problem Identified to Problem Solved Thanks to MindSpark’s suggestion, the district surveyed its students and tapped into the nervousness and uncertainty many students were feeling. In response, the high school began holding an annual Opportunity Fair, a student-led event where middle school students can learn about each of the 32 career pathways the school offers. Students are also able to tour the building. “Because of the tours and the opportunity to talk directly to other students, they’re going from having fear and anxiety to being excited about the pathways,” said Daniels. “Now kids talk all about the pathways, and we’re getting more enrollment from other counties than ever before.” Sharing more information sooner is helping students make more informed decisions. Gibson, the 9th-grade counselor, said he’s encountering far fewer students who need schedule changes. “Before, students were going into engineering pathways and coming to me saying, ‘Oh my gosh, I didn’t know it was all this math,’” he said. “Now a lot of the kids are getting into the right programs for them, which gives them a chance to earn certificates and up to 36 college credits before they graduate, all at no cost to them.” There are less tangible benefits, too. “I have seen a huge decrease in anxiety from students transitioning from 8th-grade to 9th-grade,” Gibson said. “I deal with anxiety on the daily, and I have noticed a tremendous decrease in the last couple of years as students have a much more positive mindset going into high school. They’ve gone from being scared to being excited.” In Johnson County, the EA achieved its purpose: the district is changing its systems, and students are getting far more robust support during critical transitions. As a result, students are acclimating to their new schools more successfully and taking fuller advantage of course offerings. After the session, Johnson County students’ participation rates in career-connected learning increased by 150 percent. This particular Education Accelerator is long over, but the collaboration it fostered continues: Gibson, Daniels, and the rest of their team continues to meet each month. “It’s just been transformative," Daniels said. Learn more about MindSpark Education Accelerators

What is Problem Based Learning? Problem-Based Learning, or PBL, is a powerful classroom tool. PBL prepares students for the modern workforce by instilling problem-solving, critical thinking, and adaptability skills through real-world problems, thereby boosting engagement. Research shows that PBL enhances critical thinking, problem-solving, teamwork, and communication skills. In the course of Problem Based Learning, students are presented with a problem to solve, such as electronic waste or water conservation. They work in teams to solve the problem using an iterative process that begins with collecting data and context about the problem. Next is research into the problem and their task associated with it – that is, what solution they are going to propose. Students then ideate, prototype, test and reflect on their solutions. One powerful tool during the process is science writing and science notebooks. The transdisciplinary work of PBL brings math, science, literacy, writing and more into the students' orbit as they work through a problem relevant to them and their life. This student directed learning increases student engagement. PBL requires a hands-on approach. This heightens creative thinking and leads to greater understanding and retention of material, especially when applying what they learn in real-world situations. PBL promotes sense making and inclusivity by engaging all students to actively participate in problem-solving, regardless of background or prior experience. It encourages students to engage in hands-on, team-based approaches to real-world challenges, developing critical skills like problem-solving, critical thinking, and adaptability. What does PBL Look Like in the Real World? An impactful example of PBL in action is MindSpark Learning’s partnership with the Todd County School District on the Rosebud Reservation. Despite challenges like low socioeconomic status, the district saw significant academic improvements, with 63% of students surpassing the district average. However, through our partnership, we shrunk the achievement gap as 63% of impacted students are performing above the district average now. Thirty educator participants were able to engage almost 1000 kids to PBL during the 2022-2023 school year in 30 classrooms across the district. Projects ranged from increasing Lakota identity in early grades to addressing land sovereignty and housing issues in higher grades, with high school students developing solutions for sustainable buffalo herd management. What are the Benefits of PBL in Science, Math and Literacy? PBL benefits students in science, math, and literacy by fostering ownership, curiosity, and resilience. In science, PBL encourages students to ask questions, make observations, and collaborate on solutions, promoting a deeper understanding of scientific and critical thinking. Science notebooks help students articulate ideas and reflect on learning, strengthening both literacy and scientific inquiry. Integrating these practices enables students to develop critical thinking as they talk about and record their ideas and observations and gain confidence in problem-solving, all while making meaningful connections across disciplines. A great example of how Problem Based Learning encompasses all subjects and supports scientific inquiry in students is Samsung Solve for Tomorrow. Samsung Solve for Tomorrow sparks passion for STEM and builds critical thinking and leadership skills. In this way PBL is used to equip students with essential contemporary skills and prepare them for the workforce of the future, expanding STEM access, advancing equity in education, scaling economic contributions, and increasing community collaboration. Samsung Solve for Tomorrow’s PBL model places importance on several factors: environmental stewardship social impact entrepreneurship artificial intelligence-based assessment design-thinking empathy development Research shows that students who participate in PBL often achieve higher academic performance and better retention of knowledge compared to traditional learning methods. This method also encourages deeper understanding by having students apply concepts in practical, meaningful contexts. The Workforce of the Future: How to Integrate PBL in Your Classroom To prepare students for the workforce, integrate real-world challenges that engage students and foster critical thinking and collaboration Structure projects that allow students to work in teams, encouraging peer-to-peer learning and diverse perspectives. Use science notebooks to guide students in documenting their progress, recording insights, and reflecting on both successes and challenges. Teachers should act as mentors, guiding students to take the lead in problem-solving. This approach not only aligns with STEM and literacy goals but also equips students with practical skills essential for future careers, from effective communication to innovative thinking. Conclusion Incorporating Problem-Based Learning into the classroom is an effective way to engage students in real-world challenges while developing essential skills like critical thinking, collaboration, and creativity. Whether you're teaching science, math, or literacy, PBL uplifts students to take ownership of their learning and prepares them for success in the workforce of the future. By embracing this approach, we can equip the next generation with the tools they need to solve complex problems and thrive in an ever-changing world.

Today is a   monumental day for MindSpark. We are thrilled to announce we’ve acquired long-time partner, Couragion . Not only are we adding this wonderful organization to our family, Couragion’s former CEO Melissa Risteff is joining us as our Chief Strategy Officer.  You might recognize the name. While we’ve personally known Couragion and Melissa Risteff since 2015, many of you might know them through our partnership that created STEMpath , our 24-credit grad-level Computer Science (CS) certification program. Since its launch in 2019, it remains one of our most coveted professional learning offerings, proven to boost the capability and diversity of STEM and CS teachers, and increase the number of students ready to pursue STEM careers. Couragion provides STEM career literacy and workforce development solutions for educators, students, and advocates. With intentional impact-first methods to encourage the participation of underrepresented students, Couragion advances student intention, motivation and confidence rates to pursue rewarding career pathways. Like any extraordinary partnership, Couragion and MindSpark are completely aligned in beliefs, passions, and approaches. You’ve read about MindSpark’s “Our Spark”   by now. Here’s how Couragion supports our why: Diversity, Equity, and Inclusion: Couragion elevates diverse role models to build awareness of what’s possible and has demonstrated outcomes serving underrepresented and highly-impacted students. 70% of Couragion role models are female and 40% are from communities of color. The experiences are virtual and accessible to all users. Couragion’s design inherently examines bias and assumptions while providing access to robust career pathways.  Workforce Literacy: Couragion nurtures ongoing, mutually beneficial relationships with industry partners to highlight role models and the jobs of today and tomorrow. Couragion is a key resource to directly support the early exposure and continued immersion in what is the future of work and the workforce. Educators are upskilled to understand labor market needs and students are enlightened about potential career pathways and opportunities.  Resilient and Healthy Communities: Couragion layers onto MindSpark’s work with intentional outcomes, activities, and immersion in occupational identities. From inception, Couragion has focused on exploring self-awareness and aspirations, capturing student voice, cultivating motivation-confidence-intention metrics for STEM career pathways, and analyzing key performance indicators to prove a broader impact is being achieved. All of this contributes to building healthy occupational identities for students. Disruptive Practices: Couragion exemplifies disruption as an exemplar platform that is different from other career awareness and readiness tools. Couragion models systems thinking, sees problems as opportunities, doesn’t accept the status quo or complacency, and celebrates change. Couragion understands that disruption is a process.  What Does This Mean For You?  Together, we will continue to work together with educators and administrators, industry partners, and communities to reengineer education into a high-impact sector that solves society’s biggest challenges. Our combined teams and Couragion’s technology platform will offer our customers and partners more accessible and equitable solutions on a global scale. We will be integrating Couragion’s platform across our experience offerings.  For more information on the acquisition, check out our press release .

As an educator, chances are you have heard about Artificial Intelligence (AI) recently. It is becoming an increasingly common topic amongst teachers. Some of your peers may already be teaching about or driving awareness to AI in their classrooms. So why is AI relevant in education today?  The short answer: Students of all ages are already interacting with AI every day and the jobs of tomorrow will depend on at least a fundamental understanding of AI. Who Should I Teach AI? AI may seem like a subject that is best left to computer science and technology classes, but that approach is too limited. Looking at the future projections of AI’s impact, isolating this technology to computer science or tech courses is a missed opportunity for teachers to prepare their students for an AI driven future. According to a 2018 study by   Code.org ’s Advocacy Coalition , only 35% of high schools across 24 states offer computer science courses. Additionally, students who are Black, Hispanic, or from rural areas are less likely to attend a school that provides access to computer science courses. By limiting the education of AI to classes that only teach one or two specific subjects, students will be left behind and miss opportunities to learn about a key technology that is already in use, and will only continue to expand in the future.   AI is Already Here Both you and your students are already experiencing the effects of AI in your daily life when you are on social media, using digital assistants or smart home devices, searching on Google, or streaming on platforms like Netflix. AI is not some futuristic technology; it is already impacting how we live, work, and play. Teaching AI and its fundamentals to students at an early age will help them understand how and where this technology is being used. Children will learn to think critically about the AI they are currently interacting with and think creatively about the possibilities of this technology in the future.   Your Students’ Future Success Depends on AI Understanding this technology will be an essential skill in the workplace of the future. AI has the potential to increase productivity and efficiency across all industries and in fact, manufacturing, agriculture, healthcare, education, banks, and tech companies are all currently using AI. Within organizations, AI is used in a wide range of job functions from sales and marketing to operations and finance. AI has shown its potential in increasing efficiency and productivity across many different industries. The growing prevalence of AI will shift job demand and impact careers in all industries. While AI is expected to create a net total of 97 million new jobs worldwide by 2025, AI is also expected to overtake many jobs. Jobs of the future will rely more heavily on the skills that complement AI, so teachers should help students understand the strengths of AI and the role they as future members of the workforce will be expected to play. Skills like creativity and critical thinking will be essential for success. AI isn’t strictly a new technology anymore, it has already made a profound impact on the world around us. As an educator, you are committed to providing the best education for your students and preparing them for the future. Incorporating AI-based content and learning into your curriculum is one key way to help your students prepare for the ever-evolving future. Looking for more resources? Check out our Artificial Intelligence page or OnDemand courses for in-depth AI lessons.

The best things in life money can’t buy.   That’s a cliche. And we all say it. Dan Gilbert, a psychology professor at Harvard, says what modern research suggests,  “Once you get basic human needs met, a lot more money doesn’t make a lot more happiness.” But when you say money doesn't buy happiness, like we all have at some point in our lives... Do you feel it in your chest? Often, we’re going for more money and more acclaim, but it’s creativity that gives you something more valuable than those two impostors.  Creativity gives you self-exploration. And struggling to explore limits inside yourself is a reward that a check cannot cash. We work for money, but money can’t teach you to be at ease with a room full of people staring at you. Only a combination of practice, failure, and vulnerability gives you that power. As an educator, I’ve had my knowledge, authority, and character tested for 6,552 classroom hours. So, when I get up to speak publicly--I’m not worried.  And I don’t think, “I’m ready for this class period because I have my degree in education, I’ve passed the PRAXIS exam, and I earn almost $45k a year.” As a comedian, I’ve been ignored, heckled, and told to give up while trying to make people laugh. And that happened in my 11th grade English class too. So, when someone tells me that they don’t agree with my opinion or I look stupid in the shirt I’m wearing--I don’t sweat it.  Often, we work and desire validation for what we do. When you’re young, it’s a gold star, praise from the coach, or summa cum laude. In the  “real world,”  you’re trying to be a top performer in your office. But, validation, acclaim, clout, recognition, they're all empty without authentic creativity and self-expression.   It's like when your smartwatch miscalculates your activity, but you know all you’ve done is wave your hand to ask for more kale chips. Seeing that number doesn’t make you feel good. Working toward something that you actually earned  is what makes you feel good. Because without the actual work, and I mean the internal work of pushing through difficulties to become a sharper version of you, that external praise is empty.  It’s not about the numbers; it’s about the struggle to get those numbers.  I used to reinforce this idea with my students. Some of them didn’t care about school, and most of the ones that did were only working for the grade.  I’d say, “The goal of school is getting a good grade? Ok.“ Then I’d point to each student individually. “You get a 95. You get a 98. You? I like you; you get 100.” Do you feel accomplished now? Do you feel different? No. Because a grade is just a number or a letter on a piece of paper that is SUPPOSED to signify what you’ve accomplished. And it reinforces external validation.  Adults, with all our stockpiled wisdom, think,  “Yeah, I didn’t buy into grades in high school, and it’s silly to buy into them for your self-worth.” But I would argue, when you become an adult, money becomes to us what grades are to students, and the same plot unfolds. And yes, money is a lot more valuable because it can buy healthcare, a car, and a Dyson vacuum.  And, no, they won’t accept 11th grade history papers as down payment for a jetski. No matter how tight the thesis is.  If you care about what you do for those eight or so hours a day, you want to do well. And you want to be recognized for it. And compensated for it. Money is used for motivation, and it is SUPPOSED to signify what you’ve accomplished.  But we all know people with more money than what they’ve accomplished.  Students sometimes think that they don’t want to learn or do any classwork but still get an A. That would be the dream, right? But if you get an “A” without the internal struggle, you won’t feel challenged, curious, accomplished, or fulfilled. And more than an easy life, kids need those things. People sometimes think that they want to win the lottery so they never have to work and can stay on a beach. But if you stay on the beach for more than a few days, you won’t feel challenged, curious, accomplished, or fulfilled.  And more than an easy life, you need those things.   The purpose of school is not to get a good grade; the purpose is to be a lifelong learner. The purpose of money is to get you the things you need, not to make you feel whole. When you don’t put in “A” work, and you get an “A,” you don’t feel proud because you know inside yourself, somewhere, that the measure that matters most is not external validation, which is precarious, but the limits to which you pushed yourself.  I didn’t become a teacher because I love semicolons, my pay, and high school poetry. I became a teacher because my 11th-grade teacher, Mr. Guerrero, turned back the work that got me solid C’s throughout all of my NYC public schooling and said,  “I know you can do better than this.”   And at the end of that assignment, which I don’t remember my grade for, and I turned in three more times, I felt more intelligent, more powerful, and more capable than I ever felt. I teach because I want my students to know what they are capable of. I study education and how people learn, and I was surprised to learn how much our own identity and self-beliefs factor into our ability to do things and learn from the things we do. In kids and adults, this looks like, “I’m not a math person.” “I don’t know how you do that; I’m not a creative person.” But the goal of creativity is not to be good  at creativity (whatever that means). The goal is not to get an “A” or make a lot of money (which are the metrics our hustle-focused culture understands.) The goal isn’t the end result. The goal is to create, and as we say in our equity-centered design thinking training, it is about the process . And enjoy all the messy parts of it by accepting there is no “right way.” And that is  the way. Have you created a new lesson or activity that ended up falling flat? Cool. You’re doing it; you’re a creative.   Did you bake a terrible cake after watching a baking show? Cool. You’re doing creativity. And you don’t need followers to prove it because you’re not just making yeast rise or stirring the good parts of your lesson together. You’re baking parts of yourself into the final product. When you come with the intention of enjoying the process you feel the reward. And your heart will feel flambé-d. I’ll take it easy on the baking shows. What I really want you to know is: Creativity as a process is the metric of success that matters. Because when you treat creativity as a process, learning and improvement is the product.  You’re a successful creative. You don’t need to wear a beret or a turtleneck to prove it.  I do. But you don’t have to. When I look back at my small accomplishments in comedy, I don’t think about winning a new comedian contest. Instead, I think about the man in Greeley who came up to me to give me dap with his eyes shining, from laughter or something else, to tell me that watching me on stage felt like he was talking to his boys back home.  I think about the woman who heard my jokes about being mixed and told me that she grew up with people asking her, “What are you?” and trying to find a funny way to deal with it. She settled on, “I’m a human; what are you?” As an educator, I don’t think about my English Language Learner’s improvement scores on the I-Ready or PSAT or SAT. Instead, I think about my mistakes in Spanish with my Guatemalan student.  And how much we laughed at my mistakes. But I kept going until he felt comfortable enough to start making his own mistakes in English. Humor can be a great teacher.  At the end of the year, He ran past me in the hall and yelled, “wassup Mister,” with his new friends running alongside him. That’s the way we’re wired--with all the stats and info, or “A”’s and dollars, we’re still emotional creatures that are emotionally motivated  and inextricably linked to stories . Our own especially.  We’re all creative creatures. And we’re all creating our story.  Starting right now, at the end of this sentence. How does your story of today start?

Written by: Jacki Reid At the beginning of November, I attended the global Computer Science (CS) Education Conference in Los Angeles, California. Hundreds of leaders in education gathered in-person and virtually to learn about the current state of computer science education. I had the pleasure of hearing from industry leaders like Stephen Pruit, Southern Regional Board of Education (SREB), United States; Carolina Oses, Generación Code, Ecuador; Monica Retamal, KODEA, Chile;  and Juliet Walters, Kids Code Jeunesse, Canada, who are all impacting education in exciting ways.. During the conference, a clear theme emerged as I heard stories highlighting the inequities within education, which directly influence the opportunities that students get, or more often don’t get. These stories emphasized the continued misunderstandings that promote complacency for underserved students. As educators, we are responsible for the welfare of the future, our future, and we can fulfill that responsibility by ensuring we have instilled the most relevant skills and knowledge into emerging generations.   Hadi Partovi, Founder #HourOfCode , CEO @Codeorg  presenting at CS Ed Con. Stephen Pruit made a statement during an interview which has continued to resonate with me: . "By 2030, 18 million people will be unemployable in the Southern Region of the U.S.” As detailed in an economic impact report by SREB: over the next nine years, a majority of the workforce will change due to advancements in technology like artificial intelligence and automation. This will affect many entry level careers and positions that have in the past been referred to as "blue collar" jobs.  A different skill set is required  for individuals to excel in a modern workforce.  Students are ten times more likely to work in similar types of jobs as their parents or guardians. Students need to be learning computer science in a way that is relevant  to their environment, especially considering the economic landscape across the U.S. where there are dense pockets of manufacturing, agricultural, service oriented, and managerial job demands.  A big misconception that continues to surround Computer Science Education is, that it is merely  coding and programming. Computer Science allows for creativity, innovation, and skill building while simultaneously encompassing  how technology works. This empowers students with the  foundational skills they need and a baseline of knowledge they can use in the digital age we live in today.  Guest Speakers like Carolina Oses and Andres Munoz Castillo believe we, as a global society, are in the next industrial revolution and this is how they have approached the integration of CS Education in their countries.  Of course, not all students will be coding and programming in their futures, and that is not what a computer scientist expert or enthusiast would suggest. Effective and comprehensive computer science programs are required to support students working within systems where they will rely heavily on computational thinking skills. These skills are also imperative to their success in everyday life.  Programs like Couragion  are designed to give students a glimpse into the lives of everyday professionals within a plethora of CS focused careers. Students have the opportunity to learn from diverse role models and complete activities that prepare  them for future career opportunities. Couragion opens doors for students beyond coding and programming and gives them experience applying relevant Computer Science skills to real world problems.    Computer Science needs to be a pillar in our educational infrastructure, and it was  said best during a session titled, A Global Perspective on the State of CS, “we need to have a change of heart and a change of minds” to respect CS education as pivotal knowledge that we are responsible for building into our education system and teaching. #CSEdWeek  is December 6-12 and it is a great time to get started or dive deeper into CS Education. It is a global celebration bringing attention to CS Education. Both   #CSEdWeek   and Hour of Code activities will align with the theme   #CSEverywhere .  This year, MindSpark is supporting schools and districts across Colorado and Utah with their #CSEdWeek initiatives. Be sure to look locally for any events happening near you and the many opportunities to get involved and make a positive difference in an education system that needs change and innovation.

The pandemic changed the way we communicate. In-person communication changed to largely virtual, as did school. Scheduling play dates for kids completely ended, and while these adapt communications were necessary for safety, they had an impact on us, and are still affecting the way we work, play and live. One of the biggest ways this impact has been felt is in the development of children’s communication skills. When the world went virtual, the way we communicated changed. While we all got creative on how to continue with work, school and life, there is no doubt that it was vastly different. As adults, adapting to virtual communication was difficult, but it was just as difficult for our kids, if not more so.  Students once amongst their peers and able to practice communication skills in the classroom, during play time and at lunch, were forced to replicate these experiences from a distance. While we all did the best we could to give children as many normal virtual experiences as possible to communicate and learn, the impact was still great.  In a journal article  by Charney, Camarata, and Chern (2021), the impacts on communication were greatest among the pediatric population as they are in their prime years for language development. Mask wearing, social distancing and virtual school, while needed for safety, had an impact on school aged children in their language development. It was found, young children faced a loss of learning visual cues in communication, faced “Zoom Fatigue” making listening and attention difficult, lost important “peer talk” opportunities during play and socialization diminished.  It is now more important than ever to help foster healthy communication skills in our children. Not sure where to start? We have you covered!  Talk! Yes, this may seem like common sense, but really talk with your kids or students. Give them opportunities to tell you about their day and really listen. With younger kids, take any opportunity to have a conversation. At the grocery store, talk with them about what you need to buy, on a car ride talk about where you are going, demonstrate effective communication skills at any opportunity.  Listen! Truly listen and reflect. We all get busy and have a lot on our plate, but it is important to listen to what your kids or students have to say and reflect on what they are saying. This is also an opportunity to teach kids appropriate times to have a conversation. If they want to tell you a story when you need to hop on a Zoom meeting or right when class is starting, explain to them you would love to have this conversation when there is more time.  Body Language . Point out body language and facial expressions, especially to younger kids. This is helpful in their adaptation of good social cues. As masks start to come off, it is important to teach kids appropriate facial expressions. We may be saying one thing, but our face may be saying another.  Peer Communication. Give children safe opportunities to practice their communication skills with their peers through play. Play and socialization with other children provides an opportunity to develop conversational skills as well as develop rules, problem solving and teamwork skills amongst peers. This is crucial in communication development. Encourage children to take a break, play and be with their friends.  There is no doubt that the pandemic has affected us all. While we have done our best to adapt and keep moving forward, there have been major impacts on our lives, including the impact on our children’s communication skills. Now more than ever it is important to help our kids develop healthy communication skills. It can be as simple as carrying on a conversation each day.

We have all been there. You are in a grocery store, and you hear a blood curdling scream. A tantrum is about to begin. Or you hear a colleague speaking about a student whose behavior is especially challenging. You may think “thank goodness it is not my kid” or, “I’m so happy my students are well behaved.”  But what happens when it is your child or your student?  From the moment misbehavior begins, it is important to have a set of easy-to-use tools in our “parenting or teaching grab bag” that are ready to implement any time you need them. Marcy Willard, Ph.D., NCSP, APIT founder of Clear Child Psychology ,  offers just that in her brand-new app, Cadey .  So, what can you do when a tantrum starts brewing or when it looks like misbehavior is going to win out over good? Stay calm! We have you covered with these five tips!  First, it is important to keep the child, yourself, and others around you safe. This means removing things that can be thrown, broken, or hit. Dr. Marcy Willard recommends using “your body or a soft pillow to block access to anything dangerous or things they can throw.” In the classroom, a calm down space or a walk with another adult can be a great option. While this may look a little different depending on your situation, it is still important to keep safety in mind.  Now is not the time for a discussion. The Cadey app advises to “stay calm” & “drop your words.”  While it can be difficult to not lose our cool, argue back or desperately try to reason with our child or student, the middle of a tantrum is not the time. Emotions are high, making it difficult to reason or have a kid follow directions. Dr. Willard’s Cadey app recommends praising behaviors that exemplify calming down such as deep breathing.  Give your child some space. We all need space at times. Allow your child time to decompress. Talk to them about healthy coping skills such as listening to music, deep breathing techniques, writing, or whatever they feel works best.  Do not underestimate the power of positive reinforcement. In times where your child or students are behaving appropriately, praise them. Set up a token system or sticker chart where they get rewarded for good behavior.   Connect with your child or student. Talk with them about their feelings, and why they feel the way they do. Validate these feelings and do not get defensive if the negative feelings are about you. During times of calm, talk to your child or student about what happened and work on skills to use instead of throwing a tantrum, suggests Dr. Willard.  Listen to your child. No matter how old your child or student is, their emotions are real and deserve to be acknowledged. Do not get upset or defensive if your child or student expresses their negative emotions are a result of something you did. Instead, “remain calm and help them be heard.”  Work together to establish a system that works for both of you.  While we cannot always expect perfect behavior from kids, we can rely on these important skills and have the confidence to know what to do before, during and after a tantrum. Dr. Marcy Willard’s new Cadey app provides actionable steps and advice for parents and educators. The app offers personalized solutions to end the “confusion, helplessness and feeling of being overwhelmed.”

Joyous laughter to a piercing cry in a matter of moments – a child’s emotions can be difficult to follow, much less manage. Educators and parents alike ride the waves of kids’ and students’ feelings. They try to empathize and support them through challenges, and search for teachable moments when navigating these difficult feelings. With the right tools and strategies, you can help the children in your life learn how to keep reason in the driver’s seat.  We’ve likely all heard the term “self-regulation” but what is “co-regulation”?    Co-regulation sounds simple but is vital for any child learning to self-regulate. For a child to regulate their emotions, the adults around them must regulate themselves and model calm. This may look like:  Asking a child to take slow, deep breaths with you  Keeping a genuine empathetic tone as you talk through issues  Simply sitting with the child at their eye level and saying, “I’m here to help.”   A child’s likelihood of developing a healthy level of self-regulation greatly increases when they are surrounded by adults who are strong models of this essential skill. Ask yourself, “Am I co-regulating or co-escalating" in challenging moments. Co-regulation occurs when a child’s storm meets an adult’s unshakable calm.   Name It to Tame It   Mad, sad, happy, afraid – these are simpler emotions to label. As we get older, we know there are greater nuances to these larger categories of emotion. To effectively work with our emotions, we need the language to name them. “Name it to tame it” is a phrase coined by Dr. Dan Siegel, simply meaning that when we can accurately identify our emotion in each moment, we are better able to reduce stress and potentially decrease the intensity of what we are feeling. For example, if a child puts their head down when they get a math problem wrong, you might try privately checking in and using empathetic statements  like “I know you tried hard and probably feel discouraged. I’m still proud of you.” Try hanging up a developmentally appropriate emotion wheel  and have your children or students refer to it when trying to self-identify how they are feeling.   R-E-L-A-X   The truth is, kids have more pressure on them today than we did as children. Social media, the ever-changing state of the world, technology, and other factors have created more stress for people at younger and younger ages. Children need to be explicitly taught relaxation techniques to carry them through their academic careers and beyond. They also need to be given opportunities to identify which relaxation and self-care strategies work best for them and which ones do not. Provide your students with a menu of strategies, give them chances to practice, and remind them in challenging moments of strategies that have been helpful to them. Some options are:  taking slow deep breaths  looking out a window or at a picture of something beautiful  clenching and unclenching fists  rolling the neck and shoulders slowly to stretch Expose children to a variety of options and follow-up by asking “Did this help you relax?”  Being tasked with managing children’s emotions is no easy feat, but with the right tools, you can help your kids and students navigate the complexities of the many emotions they feel.

As we wrap up another school year, it is important to know what mindsets we walk into the classroom with that contribute to student focus.   After two and a half years of unpredictability in K-12 education, we have learned that building strong, healthy relationships is the key to a successful classroom. It increases students’ ability to focus, and it is an effective way to manage unwanted behaviors. This may not be a surprise to many, but it remains a relevant topic and a crucial point to reiterate; to truly and positively impact students, connections are vital. Aristotle said, “Educating the mind without educating the heart is no education at all.” It is time to get out of survival mode and shift to a thriving mindset.  School district leaders, administrators, and classroom educators are taking on the mammoth task of addressing the ‘learning loss’ that occurred during the pandemic. However, this loss does not just factor in reading and math levels, emotional and mental skillsets also must be taken into consideration.  Classroom teachers often experience unwanted and disruptive student behaviors, which can be a result of or contribute to an overall lack of focus. Educators will face challenges in building a bridge between learning loss, recovery, and retention if the emotional and mental impacts of the pandemic are not acknowledged and addressed.  Building wholehearted relationships between teacher and student mends the mental and emotional ‘learning loss’ and shifts us from survive to thrive.  If you are currently teaching in the classroom, then you have experienced an increase in unwanted and disruptive student behaviors contributing to a lack of focus. With little to no attention to emotional and mental impacts from the pandemic, educators will face a challenge in building a bridge from learning loss to recovery and retention. These emotional and mental losses can be mended with wholehearted relationship building from teachers to students. The good news is this is why most of us are in the business of education.   If students are struggling to behave and concentrate, think about Maslow’s Hierarchy of Needs. Start at the bottom of the pyramid. Research shows that for students to learn effectively and feel safe in an environment, all prior needs must be met for adequate learning and retention. As educators, we know if a student is acting out there is an underlying issue causing the behavior. Many issues that correspond to lack of focus are connected to the need for attention, love and belonging, or the need to create to feel fulfilled, recognized, and valued (self-actualization). Maslow’s Hierarchy of Needs should be the first source to address when looking to increase positive behavior and student focus.   With this hierarchy in mind, below are a few useful classroom tools to make addressing emotional and mental learning loss easier.  Helpful Tips and Strategies for the Classroom   When students are struggling to concentrate it may be time for a healthy snack or water break. This way, students get an energy boost while they work, and their brain gets the fuel it needs so they do not miss learning.  If a student is struggling to engage, you can modify the assignment. Give students options and creative ways to finish their work. This gives them the opportunity to make authentic choices and to be invested in what they are doing.    Ask something like “How would you like to complete the assignment and show me what you know?”   More things to try:   Model being a “lead learner,” a facilitator of learning experiences and change the focus and emphasis from grades to learning and investigating  Have students engage in more classroom/team-building  tasks and activities. This can be done when students need a break from learning.  Implement multicultural education  and inclusive teaching  techniques to help all students feel valued and welcomed. Brown and Grand Canyon University have great free resources!  We know the pandemic has disproportionately affected socioeconomically disadvantaged and underrepresented groups the worst. Food scarcity, neglect, and uncertainty in the home are all issues that were amplified during the pandemic and continue to affect many students. As you end the school year, take a step back, breathe, and remember Maslow’s Hierarchy of Needs.

by Sam E. Anzer This man.   This man.  What is he running from? Or to?  The desire to know what that man  is doing is a specific type of curiosity called partiality. You understand only part of the story or image but want to learn more. Partiality is one of the 12 ways we label forms of curiosity, and creating curiosity is the best way to engage learners.  Here’s the big question, though--are students less curious these days?  There are a few things that have been shown to stifle curiosity. They are part of the very fabric of our education system and how we teach. These things are _____, ____ and ____ .   There’s that partiality again, but before I tell you about _____, _____, and ______, what do you think the current educational model does to stifle curiosity?  Got your hypothesis in?  Natural curiosity is stifled through homogenized testing, static curriculum, long periods of sitting, and lack of physical and mental autonomy. (Das, Dewhurst and Gray, 2011)  And, in a study of 120 employees...natural curiosity was associated with better job performance, as evaluated by their direct bosses (Gino, Harvard Business Review, 2018). Research has   shown curiosity to be associated with higher levels of positive emotion, lower anxiety levels, more satisfaction with life, and greater psychological well-being. Wondering how you can encourage curiosity in your students?  If you’re reading this, you already care about curiosity, and you realize that we perform better when we’re curious. Everyone does. Also, being curious is fun. What are some research-driven ways to create more curiosity in your classroom right now? Here are some examples:  If a learner doesn’t see the relevance in a task and they have no control over said task, they are extremely unlikely to be engaged or experience curiosity (Kearny and Perkins, 2014). So, if we can create learning experiences that are authentic to a career, that show the material’s relevance to the learner, its importance to their success, we can increase engagement and create more transparent connections between academics and a learner’s future. That way, you’ll never get “Uh, Mister--when are we gonna use this in real life?”    If we communicate to our learners that state mandated objectives are valuable but their random curious questions are not it can have a pruning effect on curiosity. To show the students in my classroom that their curiosity is valuable, during our lesson on Their Eyes were Watching God,  when a student asked what Florida looked like in the 1930’s I stopped our reading, fell behind on my lesson and said,  “Let’s google search some images!”     Following through on learners’ natural curiosity with small, unplanned detours is a straightforward application suited to any teaching practice. And it often creates more curiosity too. Are you wondering what Florida looked like in the 1930’s? What they ate or wore back then? Who the governor was? Remember how we experienced partiality a moment ago? Well, evoking curiosity with a novel puzzle, situation, game, or any content with an effective hook to draw people in has shown to improve retention and engage learners (Rosegard and WIlson 2013) .  Ideally, we create spaces and systems where curiosity can flourish naturally. But to do this, we have to change the systems that govern the way we learn  and  the way we teach. You can’t fake curiosity, and If we want curious students, we need curious teachers. “Teachers are reported as feeling that they have no instructional time to prioritize the “affective and creative” aspects of learning, no time to grant or create autonomous tasks for their students and felt pressured to complete the well-defined tasks within the allotted time frame, thereby excluding tasks that encourage or even follow up on classroom curiosity (Engel & Randall 2009).”  Teachers have to feel curious for students to feel curious. That’s why when we facilitated Creating Curiosity with Fred Tjardes, an innovative school in Greeley, Colorado, we gave them the same secret that I’m about to share with you.  Here’s the secret on how to be curious: You don’t need a secret to be curious! You are an expert in curiosity already within your own experience; consider this: Remember when you picked up a Rubix cube and wanted to try to twist the colors to match them up? Or experiment with the different settings of mall massage chairs to find out what they felt like? Or that show that made you curious to see the next episode? What did it do to achieve this feeling? What did you do with that feeling?   Which of the following three forms of curiosity is wanting to know what happens next in your favorite TV show?  Losing out  - When others know something that we do not, we become curious, wanting to find out what it is.  Slow reveal -  When something is being revealed, we gradually discover more; we make predictions and wait to see if we are right.  Promising benefit  - Benefits are positive outcomes that result from actions. When someone talks about the good things we could have, we want to know more. Salespeople use this approach when they put benefits before features, suggesting that we get specific benefits without saying how.  Before you check out this resource  on the different types of curiosity I mentioned, or this 22-minute podcast where an astrophysicist  explains why we experience curiosity-- I’d like to end by leaving you a little curious.   How will you increase curiosity in schools?    P.S. - If you want to know about “THIS MAN,” follow this link

Most kindergartners can recite the common human senses -- touch, taste, smell, sight, and hearing. But did you know there are actually EIGHT sensory systems in the human body ? Did you also know that up to 16% of children struggle with sensory processing disorder (SPD)? Within that number, 95% are individuals with autism, 40% have ADHD, and 33% are gifted and talented. Chances are, if you are a classroom educator, you have likely worked with students with either formal diagnoses like ADHD or ASD or students who are exhibiting behaviors and have needs associated with these learning disabilities. Or perhaps you can think back to students who have become easily overwhelmed, distracted, or discouraged in the classroom.  Sensory needs could be a root cause. We are all sensory beings. Read on for tangible tips and tricks that support students with sensory needs and support ALL learners in your classroom. Balance your seat to movement ratio.  A good rule of thumb is that a child should be able to maintain attention for two to three times per year of their age. So a 6-year old might be able to give you (6x2 or 6x3) 12-18 minutes of focus. After that, it’s time for a movement break! This could be as simple as some midline-crossing stretches, a quick game of “Red Light, Green Light” or a Go Noodle  video.  Also keep in mind that your more unique learners may not be able to offer those general attention spans, so shorten your expectation if you observe that this timing is not right for your kiddos. Take inventory of your students’ sensory preferences. Depending on the age you work with, you will need to craft an audit that matches the development level of your students. There are plenty of high-quality sensory preference assessments that help educators take stock of how their students prefer to learn. How many of your students prefer kinesthetic movement? How many need visuals to accompany content? Check out this assessment  as an example and be sure to note the recommendations for different learners toward the end! Get outside . This is easier said than done in some circumstances. If you can make it work and weather permits, bring your students outside for your planned lessons or just to explore the outdoors. Ask them to hone in on one sense at a time -- What do you hear? What do you smell? What do you see? Try a quick breathing exercise ( box breathing  is a simple one) in nature and ask students to discuss how they feel afterwards.  You are bound to meet and satisfy your students’ needs much better with these strategies. When sensory needs are met, the stage is set for higher order thinking and memory.

When we chose the winning teachers out of all the nominations that we received during our Teacher Appreciation Week Contest, we knew it would be difficult to pick from so many amazing individuals. Educators do so much for our children, our communities and ultimately, our society. Teachers deserve more than a week to feel special and be recognized for everything they do.   Educator Features:   Greg Oates  gives 110% and makes his classes relatable to the real world. He teaches his students practical skills, so they can earn and spend money responsibly. On top of getting his master's he also coaches T-Ball. Greg is a kind teacher who does an amazing job motivating his students and preparing them for success in their future.  Pamela Trujillo  creates transformative learning experiences for her students. She inspires her colleagues and makes the art of teaching look easy, even during especially challenging times. Johnny Trujillo  has a big impact on his students. His magnetic personality and kind heart wins over even the toughest kids. He loves teaching and this shows every day in the way he interacts with students and colleagues. His students keep in touch with him after they graduate to talk, get advice, or to get a letter of recommendation.  Mary Frech has impressed her colleagues immensely in her first year of teaching. They see her love of and passion for working with kids, and how much of an impact she makes on each of her students. Her classroom is pleasant, fun and full of positive energy. Mary is a wonderful teacher and is so organized and thorough, she once decorated her classroom with 101 Dalmatian spots to celebrate day 101 of the school year.  Sarah Clegern was nominated by a parent whose children have been positively impacted by their teacher. In the past two years both students were able to experience kindergarten with as little disruption as possible thanks to the way Sarah adapted to all the challenges and changes that were required of educators over the past two and a half years.   “I have been humbled by her amount of care, love, and respect [she has] for her role. Her classroom is lively, happy, and full of life. Kindergarteners see themselves as inventors, scientists, artists, engineers, mathematicians…students believe they can do and be anything because she has taught them to have a growth mindset and an inventor’s heart. My daughter, who struggles in so many ways, is successful. She loves school. It is because of Mrs Clegern. Mrs. Clegern is loved. She has given [my] daughter and son a start to school that will always be remembered and appreciated. She will forever be a hero in our house." - Ivy Stockwell School Parent   Pedro Parra  is a leader within his school community. He leads his colleagues in professional development, in meetings, and creates agendas and other materials so everyone can be successful. His passion is the Spanish Dual Immersion Program, because he believes being bilingual opens important opportunities and possibilities for students when they leave school and enter the workforce. His grade 6 students respect him because his classroom is built on acceptance and teamwork, and always makes sure his students have what they need to be successful.  The educators we chose demonstrate why teaching deserves more respect as a profession  and why our teacher shortage  - if current trends continue  - greatly affects current and future generations. It is important for students to have a high-quality education to prepare them for success and make them competitive in today’s global society. When more educators can make a long, sustainable career out of teaching we’ll have more teachers like our winners leading the next generation to success.

STEM and Problem-Based Learning (PBL) have been at the heart of everything we do at MindSpark Learning. Our core values, mindsets, and the way we approach our work both internally and externally are laden with the core components of problem-based learning. We believe in failing fast and pivoting, making iterations on the fly, developing unique solutions to radical problems, having a “yes and” and a beginner’s mindset, and giving kids lofty problems to solve (you will be surprised at what they can accomplish).   Exemplary STEM education operates with an infinite mindset marked by ecosystems that:   Iteratively solve authentic ,  open-ended problems driven by economic needs.  Proactively seek opportunities to integrate industry-grade tools, technology, and equipment into learning experiences.  Innately cultivate enduring occupational identities that enable all students to feel connected to their learning and career decision making processes.  Relentlessly promote educators who contextualize omnidirectional learning.   Consistently nurture ongoing, mutually beneficial relationships with industry and community partners.    In 2019, we began partnering with The Samsung Solve for Tomorrow (SSFT) program which is a STEM competition that challenges secondary school students to solve community problems using STEM. Each summer, we co-host the Samsung Teacher Academy to upskill educators across the country in STEM and Problem-Based Learning.  In 2021, SSFT powered by MindSpark Learning hosted its third annual Teacher Academy and educators were exposed to the nationwide problem of e-waste. Educators were given the context:  According to a United Nations report , more than 53 million tons of e-waste was generated worldwide in 2019 - over 9 million tons more than five years earlier. Currently, less than a quarter of all U.S. electronic waste is recycled, according to a United Nations estimate. The rest is incinerated or ends up in landfills. That’s bad news, as e-waste can contain harmful materials like mercury and beryllium that pose environmental risks. (from: https://www.bbc.com/news/uk-england-cornwall-57406136 , https://time.com/5594380/world-electronic-waste-problem/ ).   Educators were challenged to come up with a way to sustainably consume technology so that their e-waste does not continue to negatively impact our planet. This is an example of an authentic PBL that might be brought to students to solve. Educators had the opportunity to learn about the process through hands-on experiences during Samsung’s Teacher Academy.   Covey Denton is an educator serving more than 1000 rural students annually at Sallie B Howard School of the Arts in North Carolina (NC). She was part of our Teacher Academy and took her knowledge around e-waste back to her classroom and her dinner table. Little did Covey know that it would turn into a PBL for her own kids. “When my son heard that the Teacher Academy was taking the cohort on a virtual field trip to a recycling facility, he along with my two daughters wanted to join. They were shocked by the staggering amount of e-waste created each year and it propelled them to take action!” Covey stated.    After learning more about the issue, Elijah Denton (15-years-old), Lydia Denton (13-years-old), and Bethany Denton (11-years-old) told their mom (Covey), “We’ve got to do something to fix e-waste. Maybe we can’t fix the whole problem, but I think we can make a small difference.”     (From left): Bethany Denton, Elijah Denton, and Lydia Denton were inspired to create ReGame, Inc. from their mother’s time at Samsung’s Teacher Academy and subsequently learning about the global issue of e-waste.  It was Elijah’s idea to narrow down this massive  problem by honing in on recycling and reusing gaming systems. ReGame Inc., a nonprofit founded by Covey’s children, mitigates environmental impacts by refurbishing pre-owned gaming systems, tablets, games, and controllers. ReGame donates these devices to charities, group homes, foster care families, senior centers, and children’s hospitals free of charge. ReGame provides a sustainable way for those in underserved and underrepresented communities to engage, play, and learn with technology that they may not otherwise have had access to at home or school.    “Whether it’s a classroom conflict or the climate crisis, I ask my children and my students, ‘What can we do to make it better tomorrow than it is today?’ That’s why STEM is so important. We identify the problem and devise a plan for solving it by reframing it, changing our behavior related to it, or even inventing something to resolve it,” shared Covey.

by Kate Warren If you are like me, you thrive when you have a clear goal. But achieving that goal can sometimes feel unsurmountable. One thing I have learned through my own goal setting is that it’s not necessarily the goal itself that should take all your focus, but the small habits and systems we put in place as a result of these goals. These systems and habits are what make us (or break us) when it comes to achieving success, whatever that may look like to us, and getting the most out of life. James Clear discusses this in his book Atomic Habits.   In his book, Clear asks us to step outside traditional goal setting and drill down to the root of how we can affect change in our lives.  This means developing fool-proof triggers that build habits.  When we implement habits after triggers, such as drinking a glass of water (habit) first thing when we get up (trigger), this will help us achieve our bigger goal of staying healthy. These habits and systems, while they may seem small, add up over time and are what help us achieve our goals. Too often when we set a goal, we look at the big picture, and the goal we set suddenly becomes a massive undertaking that can be overwhelming. As a result of this, and when we do not make tremendous headway after our first few attempts, we get discouraged and give up.  Clear breaks his process down to four simple rules:  Make it Obvious: Write down your daily habits and take note if it is a good, bad, or neutral habit. Be specific about what you want to change.  Stack your habits to trigger your new habits, for example, when you change out of your work clothes you put on your gym clothes.  Make it Attractive: Add in a favorite activity to your new habit.  This can be listening to an audiobook or watching your favorite series while you get outside and walk. This makes the new habit more tempting to perform.  Make it Easy: Design your environment to make your new habits easy to follow through.  Take a few minutes the night before to pack a healthy meal. Keep these new habit tasks down to two minutes or less so they do not feel like work.  In the end, you will find your day runs smoothly and is less stressful.  Make it Satisfying: Do something that sparks joy immediately after you complete the new habit.  Our brains prioritize immediate rewards over long-term rewards. While our good habits may be transforming our futures, our brain only cares about the here and now. One example from my own life is, I am horrible about stretching after I work out and with numerous injuries, this is necessary. After I take 10-15 minutes to stretch after my workout, I not only take stock of how much better I feel, but I also give myself 10-15 minutes to do something fun like play with the dog, read or watch funny videos before I go on to my next task.  So why is this important?   These four simple rules apply to more than just forming habits in your personal life. They also apply to the way MindSpark works with schools and organizations. Often, we help educators, district leaders, and industry solve big challenges within their group, and they can feel very overwhelming. MindSpark’s process is to break these challenges down into steps and processes that affect tangible change and make a sustainable impact over time. For instance, when we are working with an education leader on establishing a positive culture, we may start doing 10-minute check-ins with two educators. Over time this evolves into connecting with all the staff in intentional ways that call back to the small changes they are trying to make, that will lead to the bigger obstacle they are trying to solve for. It is important to start small and practice often.   We wholeheartedly believe in being a little better every day than the day before, and over time this will have a MASSIVE impact.   Here at MindSpark, we pride ourselves on making what seems impossible, possible. We love messy, astronomical problems and we love to upskill educators and organizations with tactics to tackle these issues, change lives and impact the future. We help others see where they can start taking baby steps and building good habits and systems to make a substantial impact. MindSpark disrupts the system to create a more dynamic one, which uplifts all involved. To find out more about how we bring positive change to your school system or organization, please contact us  about our Education or Executive Accelerator!