Elementary 5th Edition

[Josefa Palsgrove]

Thisgame is designed to give children a fun and motivating way to discuss age-relevant issues in a nonjudgmental setting. The game fosters important exploration of social situations that elementary-aged students may encounter at home, at school, and while they are out and about in the community.

The Elementary Edition game is for both neurotypical and Neurodivergent children because most students can benefit from learning about social expectations and how all of us impact one another when sharing space together.

The game can be played across various settings: a clinical setting as a therapeutic tool, in a general education classroom to discuss different perspectives, social learning groups, and at home with parents and siblings.

Get 200 new Prompt cards and 100 new Challenge cards with the Should I? or Shouldn't I? Elementary School Expansion Pack. These 300 additional cards cover various age-related situations encountered at school, home, and in the community.

Made with care with you in mind. OS 7.1 provides new personalization options that make it more inclusive and accessible, protects your privacy and ensures apps always operate with your explicit consent, and addresses your feedback with over 200 bug fixes, design changes, and new features

Get free and paid apps on AppCenter, the open, pay-what-you-can app store for indie developers. Each app has been reviewed and curated by elementary to ensure a native, privacy-respecting, and secure experience.

elementary OS helps you keep tabs on what apps are up to. When an app is using your microphone, we display an indicator to let you know. When an app is using a lot of energy, we tell you in your power indicator.

As a stakeholder, knowing the perspectives of various educators will help you target your marketing to better meet the diverse needs of educators. Last year my future daughter in law, Hailey Carlson, was gearing up to do her student teaching. She has since graduated and started her first year as a Kindergarten teacher in Iowa. I may be biased, but I feel those students are lucky to have her. I wanted to interview her and get her perspective on things that I was curious about and compare that to my perspective as a 25+year educator to see if we had more things in common besides my son!

HC-I feel that my educator prep program did a pretty good job preparing me for the classroom. One thing that I wish I had more of is field experience. I believe that the best way to learn classroom management and flexibility is by actually teaching and working with students.

We have many things in common, but our love for teaching stands out the most. While we may feel our educator prep programs prepared us to begin teaching, actually we were both terrified on our first day! We both acknowledge that teachers spend a lot of time outside of their contract hours to meet the demands of their jobs, but also are mindful that there needs to be a balance. Teaching in an elementary setting is rewarding, but has its challenges. Having support from various stakeholders can help us meet those challenges.

Presented by Jamisa McCall, Fourth-Grade Teacher, Hoover City Schools (AL); Andora Ligi, Second-Grade Teacher, Sacramento City Unified School District (CA); Lindsey Wilson, Second-Grade Teacher, Jefferson County Public Schools (KY); and Toni Rose Deanon, Community Engagement Manager, The Modern Classrooms Project

In this edWebinar, the presenters explore innovative approaches to elementary education. Immerse yourself in the transformative realm of blended, self-paced, and mastery-based learning, tailored specifically for young minds. Discover innovative strategies that cater to diverse learning styles, nurturing a love for learning from an early age.

This session delves into creating engaging environments that empower elementary students, fostering independence and a deep understanding of subjects. Explore the future of elementary education as we discuss and envision student-centered practices that lay the foundation for a lifetime of curiosity and academic success.

Lindsey Wilson (she/her) is a second-grade teacher for Jeffersontown Elementary School in Louisville, Kentucky. She earned a BA degree in psychology, an MAT in elementary education, and is currently working towards a Master of Library and Information Science. She completed the Modern Classroom Project last January and just became a Distinguished Modern Classroom Educator this past December. Since 2009, Lindsey has taught preschool students through middle school in both private and public schools with an emphasis on elementary students. Lindsey is passionate about inclusion and representation and believes these things must be a priority in education. MCP has helped Lindsey create a stronger, inclusive, and supportive learning environment.

Toni Rose Deanon (they/them) is the Community Engagement Manager for The Modern Classrooms Project. They are a former English and ESL educator with 10 years of experience teaching in Atlanta, Baltimore City, and DC. They were also an instructional coach in Redmond and currently facilitate professional development for educators all over the world. They will forever identify as an educator and a lifetime learner. Toni Rose strives to be the educator that they never had growing up, so they focus on anti-bias, anti-racist work and want to create a brave space for everyone around them. As a queer Filipino, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating educators.

Join the Student-Driven Learning community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

The Modern Classrooms Project empowers educators to implement a self-paced, mastery-based instructional model that leverages technology to foster human connection, authentic learning, and social-emotional growth.

Presented by Marlene Tapia-Garcia, Bilingual Teacher, First Grade, Talcott Fine Arts and Museum Academy (IL); Melissa White, Kindergarten Teacher; and Jodie Hopkins, former Early Childhood Director, ECE Teacher, K-12 Instructional Coach, current Upper Elementary Teacher, Escola das Nacoes (Brazil)

Moderated by Toni Rose Deanon, Community Engagement Manager, The Modern Classrooms Project

Creating a student-centered classroom is crucial for fostering a love of learning and promoting the development of essential skills in early elementary students. In this edWebinar, we explore practical strategies and approaches to establish an engaging, student-centered, and self-paced learning environment specifically tailored to early elementary grades.

Join us as we dive into the key principles and practices of the self-paced classroom for early elementary education. This recorded edWebinar is of interest to PreK-3 teachers, school and district leaders, and education technology leaders.

Join the Engaging Early Learners community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.

Letty Rising has been involved in Montessori education for over 15 years. She holds a B.A. in Sociology, a California State Teaching Credential, and an AMI elementary diploma for ages 6-12 and an M.Ed from Loyola University in Maryland. She has held positions as a Homeschool Education Specialist, Montessori Elementary Teacher, School Director, Principal, Montessori Coordinator, and Consultant in several public and private Montessori school communities throughout the years. She currently supports schools around the world through professional development offerings, consulting, and mentoring.

This course is for any and all staff supporting Montessori 6-12 environments including Assistants, Paraprofessionals, Content Specialists, Administrators, Volunteers, Substitutes, and even Board Members who strive to better understand the communities for which they make decisions. It is not a substitute for lead teacher training.

Homeschoolers may find some aspects of this course helpful, but it is primarily for professionals. The Infancy-Toddlerhood edition is best for adults in a classroom setting for 0-3 year olds, and the Early Childhood edition is best for those who work with 3-6 year olds.

This is a self-paced course. Once you sign up, you can watch the videos and complete the suggested activities at your own pace. We recommend that you allow yourself at least one week per module. You have access to the content for one year.

You can get a certificate of attendance for 20 hours by request. You will need to answer questions about the course and fill out a request form. You will receive a PDF certificate via email. Read more about certificates of attendance HERE. IMPORTANT: Some licensing agencies do not accept credits for online courses that are done on-demand. If you are counting on the credits being accepted, please consult with your licensing agency before purchasing.

Group registrations allow the buyer to purchase on behalf of one or more users. Once you purchase a group registration, we will send you access links to share with your staff members. This step may take up to 72 hours since we have to do it manually. Your staff will use those links to create their own accounts on the course platform and get access to the course contents at no additional charge. They may watch the videos and go through the recommended exercises at their convenience. They may watch the videos as many times as they want, whenever they want. They have access for one year. If the buyer wants to view the content, they will have to redeem one of the access links. We do not have a way for the buyer to monitor the progress of any users.

If you arrived on this page via an access link, you should see the "Redeem Access Link" price below marked down to FREE. Please click the Redeem button and follow the instructions to complete your registration.

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