tuition assignment for school teachers

35 of the BEST Educational Apps for Teachers (Updated 2024)

There are so many educational apps out there for students. As teachers, because of our busy schedules, choosing the right one can be a bit of a gamble, especially as it can take a while to set up in our classes.

This has certainly been the case for me.

I start the year intending to break out all the bells and whistles, only to end up getting bogged down in the everyday running of my classes. The thought of investing time in researching apps and setting them up seems too big a task.

In this post, I review 35 of the most popular and innovative apps for teachers.

They are not ranked in any particular order.

For easy reference, I have organized the reviews into the following sections:

• Classroom Management
• Learning and Assessment
• Augmented Reality

Which ones will you be using? Let me know in the comments!

Classroom Management Classroom Apps For Teachers

1. google classroom.

Google Classroom is excellent and can be learned in minutes, regardless of how tech-savvy you are. It has over 150 million active users around the world.

I have been using Google Classroom for a couple of years now, and it has revolutionized the way I teach.

It combines the best of all Google Workspace apps and consolidates a school’s tech stack into a unified solution.

This reduces cost, improves security, and saves time.

You can create assignments and announcements for individual classes, attach worksheets, slideshows, or weblinks (among other things), and set deadlines. When students complete work, it is automatically and securely saved to their Google Classroom class folders in their Google Drive (these are set up automatically).

You can mark/grade such submissions and return them to students for further work.

Students can post class comments for everyone within the classroom to see, promoting collaboration. Such comments can also be marked private if they only require teacher assistance.

For further reading, I have written a detailed post – The Definitive Google Classroom Review , which breaks down everything Google Classroom can do in detail based on my experiences.

2. Apple Classroom

While the name “ Apple Classroom ” suggests a similar app to Google Classroom, the two are vastly different solutions.

Apple Classroom is an app made for teachers and works as a student monitoring solution.

Available for iPad and Mac computers, it enables teachers to hold classes in a schoolroom, remotely, or through a combination of nearby and remote locations (called hybrid classes).

If you have Apple devices in your school or class, this app is fantastic. It allows you to monitor what students are doing on their devices and what other apps they have open (handy for sneaky game players!).

But that’s not all; you can even control their device! – great for behavior management .

Apple Classroom can be used to distribute and collect assignments from iPad devices easily, monitor student progress in educational iPad apps, collaborate one-on-one with students, and set up and manage collaboration between students.

On the surface, this seems like a simple app to dictate what students are doing, but it is way more. You can open apps or web pages on all devices and lock them so they can only see what you are controlling, an excellent idea for guided lessons.

Although only available on Apple devices, it is a great tool with a wide range of uses in the classroom. However, depending on the type of classes you want to create, it requires specific infrastructure .

iDoceo is fantastic if you use an iPad to manage your classes at school. It is only available on Apple devices—iPad, iPhone, and Mac.

I have used it for several years and would be lost without it!

Its is a comprehensive tool for teachers featuring a planner, diary, schedule, grade book, resource manager, and seating plan configurator (including my favorite…the randomizer !).

It integrates seamlessly with Google Calendar and iCal and offers advanced gradebook functionalities. You can even create classes and import class data from other sources.

The latest update even features ChatGPT and Dall-E integration, which allows you to create and improve content on your lesson plans and easily add engaging illustrations to any text.  

Another great feature of iDoceo is that you can add files and resources to your class bulletin boards and send individual and bulk emails to your students.

It is a great app that will definitely make your life easier.

iDoceo is available as a one-time purchase from the App Store and allows you to add an unlimited number of students and classes. It includes all features and costs $19.99 in the U.S. and £19.99 in the UK.

Vivi is awesome! It is a wireless presentation and screen mirroring tool that allows teachers and students to see the same screen on their devices.

It enables teachers to teach without being tethered to the front of the classroom, building a more interactive, collaborative, social classroom. It also allows students and teachers to annotate and save content in real-time.

Vivi is device agnostic, meaning it will work with any device, media, learning type, display, and any number of users and classrooms with no integrations necessary!

The heart of the Vivi solution is the Vivi Box, which connects directly to a Display and handles all of the communication between user machines and what is shown on the Display.

Vivi does not disclose pricing information for its products; you can contact here for a demo and quote.

It is an expensive solution that is typically purchased by schools rather than teachers. If your school does get it, I’m sure you will love it.

Flip is a free web and mobile app that students can use to record, edit, and share video assignments. It helps them verbalize their thoughts and encourages peer-to-peer learning.

Flip was formerly known as Flipgrid and was acquired by Microsoft in 2018.

All your students need to use Flip is a device with a camera.

Students today spend a significant amount of time on social media. Flip brings that ethos into the classroom, potentially transforming this enthusiasm into classroom engagement.

It also encourages those students who are less likely to contribute to the class discussion to weigh in and have a voice; we all have those students who give epic responses when spoken to one-on-one but are never able to share them openly with the class. Flip eliminates this!

Students can respond to homework questions or explain more complex ideas visually. They can even post YouTube-style reviews on books and videos watched in class or get feedback on what they’ve learned from a particular lesson.

I’ve seen it used by students recording news reporter-style videos, which was pretty cool.

6. ClassDojo

When I was researching for this article, my subscribers and Instagram followers suggested ClassDojo more than any other.

It’s a classroom behavior management reward system that allows teachers to give or take away points from students. Students receive +1 or -1 behavior points.

Unlike other behavior management systems that focus on nondescript gold stars, ClassDojo emphasizes positive feedback, and teachers can create their own targeted behaviors.

ClassDojo creates reports that can be shared with students and/or parents publicly or privately.

Each student has an avatar of a little monster (very apt in some cases!), which makes the app fun.

ClassDojo remains committed to keeping the app free and accessible to every teacher and student worldwide. However, the app offers additional connectivity features for parents for a fee.

Seesaw provides a digital platform for students, teachers, and parents to engage with each other and bridge the gap between the physical and virtual worlds in learning.

It brings together premium instructional tools and curriculum, two-way communication, deep learning insights & progress monitoring.

Students can create and submit work, including photos, videos, text, links, and PDFs, while teachers can set assignments, monitor progress, and provide feedback.

The Seesaw for Family feature lets parents access students’ work and communicate with teachers.

Here are some top reasons to use Seesaw:

Collaboration between home and school is essential in education. Seesaw provides students with an online portfolio where they can upload their best work to share with their parents and teachers. This brings out their strengths and areas for development.

I see this as a valuable tool for parent-teacher meetings. It helps parents avoid feeling excluded from their child’s learning and reduces the time teachers spend in contact with parents – all the work is there for them to see.

Seesaw has a starter plan that is free for teachers. More premium features can be unlocked with paid plans .

Remind is another parent contact app with a very good extra – your messages can be translated into 90+ languages. This eliminates the isolation experienced by non-native English-speaking parents.

It offers features like quick announcements, personalized messages, flexible and safe messaging, multi-device support, class management, and interactive tools. You can make class announcements, group chats, or contact individuals privately through the app.

Remind was acquired by ParentSquare in November 2023.

Its basic chat is free to send and receive messages, while more advanced features can be unlocked via the Remind Hub , which offers paid plans.

9. Wordwall

Wordwall makes creating your own resources and custom activities easy—quizzes, match-ups, word games, and more.

You can create interactives or printables using templates, choose from various visual styles and options, embed them on a website, assign activities to students, and share them with other teachers.

I have found that Wordwall saves preparation time, enhances class interactivity, reduces paper use, and allows for more personalized learning.

Tracking student performance is easy on its intuitive dashboard.

Wordwall offers a free plan that supports up to five activities with 18 standard templates. Paid plans support unlimited activities, printables, and more.

Zoom was relatively unknown until 2000. Its role in enabling remote communication during the pandemic propelled it into the Oxford Dictionary’s Words of the Year . It also won the Forbes Education Award in 2020.

Zoom is a powerful cloud video conferencing platform that has a dedicated solution for educational organizations . It can be used to communicate with your student body, alumni base, and the entire campus community using a single streamlined platform.

Educators can share lesson plans, give instructions, swap files, and communicate directly with the group or individuals via chat, all within the app. It also allows you to record and save video footage (for instance, of a visiting speaker that not all students/teachers can see) and share it later with a wider audience.

You can even create breakout rooms to allow students to study together for a test virtually.

I have even used it for flipped homework . I sent a video, which I wanted my students to debate for homework. In our next lesson, we reviewed their conversation and discussed the points raised.

Zoom scales easily for a larger audience, making it perfect for conducting IEP meetings , parent-teacher meetings, and guidance sessions or bringing entire faculty teams together.

It supports video webinars with up to 50,000 attendees, useful for town hall-style meetings and career development conferences.

Meetings can also be live-streamed on platforms such as Facebook, YouTube, and Twitch.

Zoom’s free version supports unlimited one-to-one meetings with a 40-minute/100-participant limit. Education plans with additional features can be customized to meet any organization’s needs.

Here are more tips on Taking Attendance and Remote Teaching Using Zoom .

11. Dropbox

Dropbox has been around since 2007 and is an excellent alternative to Google Drive.

Where Google Drive allows you to create and edit G Suite, Dropbox lets you work with Microsoft 365 apps.

You can co-edit Excel, PowerPoint, and Word files in real-time and create new files and folders in Dropbox directly from Microsoft Teams channels and conversations.

Storing your teaching files remotely saves you from carrying around all sorts of drives. It also allows you to share files with students without filling their inboxes with huge attachments.

The basic free account gives you 2GB of storage.

My top tip: Use their referral scheme to invite your students, which gets you extra storage when they sign up. They will need it anyway if you are going to use it for your classes. Win!

Trello is an advanced to-do list app that syncs via the cloud across all devices, so you will always have access to your work schedule.

You can create multiple lists of tasks to be completed, upload images, and assign tasks to students, both individually and in groups (this is particularly useful when students are working on group projects).

Trello can also be used to map out the course syllabus and track student progress. Trello templates help set up boards for specific subjects or projects:

Students can also share to-do lists to work together.

I have been using Trello daily for work, home, and (this) website management over the past few years. It helps me stay organized (rather than having lots of crumpled bits of paper in my pockets, which invariably get lost…resulting in missing deadlines!).

13. BookWidgets

BookWidgets is a content creation and evaluation tool for teachers. It allows you to create digital exercises and activities (called widgets), which can be easily shared with your students.

The widget toolbox has over 40 widget types to choose from:

The quiz, video quiz, worksheet, and split worksheet widgets pack extra power – they let you create digital assignments with auto-grading.

The best part about BookWidgets is its seamless integration with Google Classroom. It really saves time because written work can be marked based on keywords. It also has lots of other options to provide instant feedback, so there’s less work marking.

The plan for teachers starts around $10 – worth every penny!

14. Classcraft

Classcraft has me super excited.

It’s a totally nerdy version of a classroom and behavior management reward and sanction system.

It gamifies the classroom experience by allowing students to create avatars and work in groups. Students earn points for following class rules, helping other students, and completing assignments on time.

It basically takes elements from the classroom and turns them into a “World of Warcraft.” Students “play” in teams and gain XP (experience points) for positive behaviors and lose HP (health points) for negative behaviors.

I used this last year when I had a grade 7 tutor group, and it worked wonderfully to increase engagement.

I have included a video from the developers as they can explain it more clearly than I can.

Learning and Assessment Classroom Apps For Teachers

15. freckle.

Freckle is great! It’s an education platform that offers differentiated math and literacy for K-12 students.

It provides a personalized learning experience tailored to individual students’ needs across various subjects, such as Math, Science, English Language Arts (ELA), and Social Studies. It does so by using pre-assessments to determine a student’s skill level and adjusting the resources accordingly.

Edtech leader Renaissance acquired Freckle in May 2019.

Freckle can be used to practice and reinforce ideas, but the platform also contains valuable opportunities for engagement. A click from the dashboard gives access to a host of instructional materials, including videos.

Students can complete activities independently and earn coins in the “piggy store.”

There are a large number of customizable, printable worksheets in many subject areas. It is a great all-around app for use mainly with younger students, in my opinion.

Most of Freckle’s features are free for students. While teachers have access to many features under the free plan, upgrading to a premium plan provides access to unlimited content and reporting, allowing them to pinpoint exactly how to support each student and pair that support with the perfect piece of content.

16. Prodigy

Prodigy helps kids by providing a fun and engaging platform for learning math and English skills. It offers curriculum-aligned games that make learning an adventure.

The platform’s adaptive algorithm tailors educational content to each child’s unique needs, ensuring they progress at their own pace. It also offers insights into students’ progress, motivating them to practice new skills and track development.

I have witnessed entire classes become highly competitive, working at a rapid and thorough pace during quizzes while pitting their intelligence against other classes.

Students need to create an account and provide a parent’s email to sign up. The course is mainly aimed at practice rather than initial instruction and gives excellent feedback for incorrect answers, so it really helps students of all abilities show progress.

It is set in a fantasy world where students encounter monsters to battle (with their English and math skills !). As they defeat the monsters, students earn coins, spells, and other rewards.

It also has the benefit of allowing parents to track their child’s progress.

Educators get free access to Prodigy. For parents, math membership starts at $10 per month, while the basic English plan , which includes the core gameplay features, is free.

17. Evernote

Evernote is essentially a note-taking app.

Students can create organized notebooks for each subject, lecture, or meeting, including text notes, images, audio recordings, and links for comprehensive studying. They can also save and organize research, annotate resources, and gather information from various sources in one place.

Evernote helps teachers streamline communication by syncing notes across devices, ensuring students receive homework assignments and updates efficiently.

The task-list feature helps teachers organize project tasks and monitor student progress effectively.

Teachers can also record narrated instructions for assignments and provide absent students with missed information. The app also allows teachers to collect student reactions to presentations or guest speakers.

It is a great app for teachers and students alike.

18. Pear Assessment (Edulastic)

Pear Assessment (formerly Edulastic) is a versatile tool for formative assessment in K-12 teaching and learning. It allows teachers to check student understanding, collect valuable data on student learning, and modify instruction based on that data.

Real-time student feedback, collaborative learning, and differentiated practice are some features I personally like. It also provides on-demand tutoring, enhancing teacher-student interactions and supporting student mastery.

Like other apps I have mentioned, teachers can share assignments with their students, but as students complete their tasks, teachers can differentiate follow-up instructions on an individual basis.

Pear Assessment has over 10,000 free prebuilt assessments and works seamlessly with Google Classroom and Microsoft apps.

19. Quizalize

Quizalize is a digital assessment tool that helps provide personalized quizzes for students. The quizzes are standards-tagged, allowing teachers to efficiently track mastery data from every question answered.

Teachers can add hints or explanations so students learn as they complete the assessments. It can be used as a pre-assessment tool as well as for formative and summative assessments.

Like the other apps, Quizalize’s personalized quizzes adapt to student’s learning needs. The platform supports official state standards such as Common Core , TEKS , and many more.

Students can also design their own quizzes to challenge classmates, and teachers can share the results of all quizzes with the class (there is a tool to hide anything that identifies the students when doing this).

It contains a multiple-choice mode, surveys, and self-reflection tools.

While Quizalize’s basic plan is free for teachers, its paid plans offer more advanced features and resources.

20. Nearpod

Nearpod offers a comprehensive platform that integrates interactive activities, such as polls , open-ended questions, 3D videos, games, and more. Teachers can access real-time student feedback, enabling immediate intervention and personalized support.

The platform facilitates the creation of fun learning moments through gamification , promoting student motivation and active participation in the learning process.

Like other apps, Nearpod also helps teachers differentiate instruction, understand student needs, and identify areas that require additional support. Teachers can create entire lessons on Nearpod or use one of a huge number of pre-made lessons (some are free, others chargeable).

You can even upload your PowerPoint lessons to Nearpod. The formatting may be a little off this way, but it can easily be rectified in the Nearpod dashboard.

When teaching a Nearpod lesson, you can project the lesson on the screen of all students and play videos on individual screens.

You can take polls or ask questions that students can respond to. The teacher gets all the answers individually and can share model answers on the screen of all students. It can take a little while to prepare, but the benefits far outweigh this minor inconvenience.

Renaissance Learning (which also owns Freckle) acquired Nearpod in February 2021 .

Nearpod’s basic plan is free for teachers , offers 100 MB Storage, 40 students per lesson, and includes core features and functionality.

21. Formative

With Formative , teachers can create (well!) formative assessments that students can complete at their own pace and submit on their devices.

These assessments enable data-driven decisions, provide focused and targeted feedback, and increase student engagement. As a teacher, you can even transform a PDF or Google Doc into a quiz that marks automatically.

It encourages students to become self-regulated learners by providing opportunities to review and correct their work, promoting autonomy and independence.

Formative integrates seamlessly with Google Classroom and can be accessed there without the need to switch between apps. One brilliant feature is that it allows file uploads and embeds video and audio into the assessments.

You can even attach a Quizlet (see review below).

All data from the assessments can be gathered during or after the lessons to inform future lessons and to challenge misconceptions.

Formative’s basic plan is free and includes unlimited lessons, assignments, and assessments. It also supports basic integrations and embeddings. You can create and manage classes and track student progress in real-time.

22. Plickers

Plickers helps teachers collect real-time data without requiring students to technology.

It doesn’t require students to have a device at all!

Plickers uses a unique system of QR code cards and a mobile app, allowing teachers to gather and analyze student responses to multiple-choice questions quickly.

Each student is assigned a unique card with a QR code, which they hold up with a specific letter (A, B, C, or D) facing up to indicate their answer choice. The teacher then scans the room with their smartphone using the Plickers app, which reads and records responses.

Plickers cards have two main features: the black barcode in the middle, the orientation of which tells the scanner which answer to log, and the card number, which allows the scanner to attribute each student’s answer.

When a teacher creates a class on Plickers, each student is given a unique number. The teacher must then give each student their corresponding card number.

There are a maximum of 63 different barcode patterns, meaning it can accommodate a class size of up to 63 students. These cards can be printed for free, or more durable versions can be ordered from Amazon .

Plickers cards are a great way to pre-assess content blocks, check for understanding during lessons, and provide immediate feedback.

Plickers offers essential features for teachers at no cost . This allows you to print cards, create content such as packs, sets, and questions, scan student responses, and access reports and score sheets.

23. Edpuzzle

Edpuzzle allows teachers to create interactive lessons for students using personal or web-based videos (such as YouTube, TedTalks , or Khan Academy ).

Teachers can crop videos and add voiceovers, audio commentaries, and extra resources.

The best part of Edpuzzle is that it allows teachers to insert quizzes into the video. This enables teachers to monitor student engagement with video content and collaborate with other classes.

It seamlessly integrates with Google Classroom and a lot more educational tools:

Edpuzzle is an excellent flipped lesson tool.

The basic plan is free and includes everything teachers need to start with video lessons, including storage space for 20 video lessons.

24. Classkick

Classkick is a whiteboard-type app that allows teachers to monitor students’ work in real time, enabling them to provide individualized feedback and grade work.

Teachers can create a lesson using any subject area content and add links, recordings, videos, and additional text to support learning. As students work through the lesson on their devices, teachers can see thumbnails of their work and provide assistance.

Students can also seek help from peers, even anonymously.

I have seen that Classkick is effective in fostering a supportive learning environment that promotes critical thinking and group-based problem-solving.

Classkick basic plan is free and includes 20 assignments per teacher, a whole-class view, and teacher and peer feedback.

The app was designed by a passionate teacher turned innovator and is an excellent tool for formative assessment.

Quiz Classroom Apps For Teachers

25. quizizz.

Quizizz offers a vast collection of ready-made quizzes for students to take. Teachers and students can also create their own quizzes.

It’s a great app for teachers to assess students’ understanding of a particular topic in a fun and engaging way. The feedback is immediate, enabling students to identify their strengths and areas for improvement.

There is also a homework mode , which allows students to complete a task at their own pace within a deadline. This is ideal for teachers who want to assign homework or use Quizizz in rotation stations, centers, and choice boards. It also reduces worksheet-based homework.

Quizizz comes with unique features such as memes, power-ups, audio, images, and math equations, which makes learning more engaging and fun.

Another great feature is the Quizizz AI (in beta at the time of writing this article), which generates high-quality interactive quizzes in an instant from a text prompt, weblink, YouTube video, or existing resource (.DOC, PDF, PPT)

It can also be launched through Google Classroom , a neat feature.

Quizizz’s basic plan is free and includes limited activities and library access, storage for up to 20 activities, interactive lessons, asynchronous assignments, engaging assessments, and Quizizz AI.

Kahoot runs very similarly to Quizizz. I personally use it. It offers educational quizzes as well as a vast number of fun user-made quizzes.

Kahoot offers a game-based learning experience that creates a dynamic educational environment. Students can answer questions while playing, making learning fun and social.

It is fantastic for formative assessment or just for end-of-term fun. I like to run a quiz in my class but also join it from my phone; this builds a huge level of engagement with all my students trying to beat me.

(Pro Tip: always practice the test at home first so your students have no chance of beating you!)

Gimkit is a supercharged version of Kahoot and Quizziz.

It allows students to take quizzes in a similar fashion to the other two, but unlike Kahoot and Quizizz, students answer questions independently, earning in-game “cash” by answering correctly.

And they must be careful; an incorrect answer will cost!

The quizzes are time-based or are based on the amount of cash earned. Students can reinvest their money by purchasing upgrades & powerups. With millions of combinations, students can make purchases that suit their strengths.

Teachers can create their own “kit” (quiz) or use a Quizlet ; it is VERY easy to set up. Gimkit doesn’t just have to be used in class; you can also assign it as homework.

The free version of Gimkit ( called Gimkit Basic ) is free for teachers. All you need is an educator account. You can play with as many students as you want, set up classes (rostering), and collect reports.

However, the free plan limits the number of game modes you can play. The paid plan is less than $15 a month and, in my opinion, well worth that amount.

28. Quizlet

Quizlet is another quiz app (shocking!) like Quizizz, Kahoot, and Gimkit, but it also has additional built-in tools.

Some salient features include a focus on flashcards, study modes like learn and match, collaborative study tools, and the ability to create custom study sets.

Teachers can make their own resources or use ones already made by other users. You can embed a Quizlet into many other apps, making it a versatile classroom tool.

Quizlet also offers AI-powered tools to create outlines, quizzes, and flashcards from various sources, such as text inputs, files, videos, and Google Docs.

Quizlet is effective because it uses a powerful learning technique known as spaced retrieval .

As with the apps discussed above, Quizlet can be integrated with other apps, making it a very versatile tool for the classroom.

Augmented Reality Classroom Apps For Teachers

Augmented Reality (AR) is a technology that merges your physical environment with digitally produced information about the object you see through your camera.

AR is transforming K12 education by providing immersive, interactive, and engaging environments that allow students to explore, create, and collaborate in various subjects and contexts.

Possibilities in the classroom are endless.

I’ve tried to describe them in my reviews, but I realized that it was tricky to adequately describe their depth with words alone, so I’ve included some YouTube clips so you can see how these apps work.

29. Photomath

Photomath uses computer vision and augmented reality to scan math equations using a mobile camera. It recognizes both printed and handwritten equations and acts as a digital math tutor.

The app provides step-by-step solutions to problems in elementary math, algebra, geometry, trigonometry, statistics, and calculus, offering clear explanations and guidance. Photomath can help develop critical thinking skills by providing alternative solution pathways and encouraging students to compare their solutions with those provided by the app.

Teachers can use Photomath as a complementary tool to aid remote learning.

30. Curiscope Virtuali-tee

This one was actually shown to me by one of my class-eight students (whose mum is an anatomy professor at a local university).

As a Science teacher, I find this app super useful in the classroom, but it is also amazing for bringing awe and wonder to younger children.

It has huge learning potential!

You have to buy a Curiscope t-shirt for the app to work, but the cost ($30) far outweighs the benefit.

When you point the camera tool in the app at someone wearing the t-shirt (or the t-shirt on a hanger), you can see an augmented reality projection of the wearer’s internal anatomy!

It also works with the camera in selfie mode to allow your students to look inside their own bodies! It has clickable parts in the images with audio and video that describe the functions of different organs.

There’s also the option to explore with a VR headset, but this doesn’t work in selfie mode, and it might be a challenge to persuade a friend to stand still for a long time unless you’ve both got t-shirts and headsets.

Curiscope also offers Multiverse Posters that come to life when scanned with the app. These posters look great on walls, both framed and unframed. Better yet, for every poster sold, a tree is planted!

31. Doink Green Screen

For years, we’ve seen green screen technology used in films and TV shows. Doink Green Screen gives you the same experience in your classroom!

The possibilities are endless!

You don’t need expensive equipment or a dedicated green screen studio. Just the app and maybe a green curtain or plastic tablecloth (from a dollar/pound shop).

Put yourself or your students into space, at famous monuments or buildings around the world, or even undersea!

32. Thinglink

Thinglink makes it easy to augment images, videos, and virtual tours with additional information and links.

Teachers can use it to create audiovisual learning materials that are accessible using an integrated reading tool that reads all text descriptions in image or video hotspots in over 60 languages.

It helps students become fluent in using multiple forms of media to express themselves inside and outside the classroom. They can create infographics, graphic organizers, interactive digital posters, digital storybooks, and timelines, making it an ideal tool for inquiry-based classrooms.

These digital creations can be shared on social media, linked, or embedded into a web page.

Thinglink’s plan for individual teachers costs $60 a year and supports creating and sharing interactive images, videos & 360°/VR images for use within the LMS or classroom environments.

33. Apple Clips

Whenever there’s an opportunity for new technology ideas, you’ll inevitably find an Apple product. While Apple Clips isn’t strictly an augmented reality app, it’s quite similar!

It allows users to create and share videos with Memoji and AR effects. The latest version allows users to record and share videos with magical effects powered by the LiDAR Scanner ( requires Pro Models of iPhone and iPad)

Apple Clips has many possible uses in the classroom. Students and teachers can overlay information, visuals, and other content into the real world to provide context that enhances learning and builds understanding.

I find them great for flipped learning and introducing a lesson. They’re also great for student project presentation work.

34. Assemblr EDU

Assemblr EDU empowers students to create and explore AR projects on topics such as ocean animals, planets, symmetry, fractions, and exercise techniques. It can support a variety of learning objectives and subjects, including language arts, science, and math.  

For example, students can use the tool to create interactive stories, explore 3D models of planets and animals, and practice math concepts through AR experiences.

Students can access the basic plan for free , which provides access to 400 3D objects. Premium plans start at $3 per month (school can subscribe at $1)

Quiver is an augmented reality app that combines physical coloring activities with modern technology to create an interactive and engaging learning experience for students.

The app uses coloring pages as triggers, allowing students to bring their creations to life in 3D and interact with various educational content, such as cells, the solar system, and geometry.

With Quiver, learning goes beyond traditional textbooks, making it more immersive and enjoyable. The app offers a range of coloring pages and educational content that is updated regularly, ensuring a diverse and enriching experience for students of all ages.

Quiver subscriptions vary from country to country, depending on localization. Prices can be checked on the app ( Google Play Store and Apple App Store )

Which Educational Apps To Use?

I’m sure this gave you some good ideas about which educational apps to use for your lessons. From the research I’ve conducted for this blog, I know I will be trying some new ones this year, and I’m excited to do so.

Do you know any better ones?

Email or comment below, and I’ll include your thoughts.

Similar Posts:

• 20 Huge Benefits of Using Technology in the Classroom
• Discover Your Learning Style – Comprehensive Guide on Different Learning Styles
• The Flipped Classroom: The Definitive Guide

2 thoughts on “35 of the BEST Educational Apps for Teachers (Updated 2024)”

I missed Blooket in this list. their classic mode is similar to Kahoot. they were first in using the animal avatars in kahoot. it’s got lots of different games, Quizlet can easily be imported to create games and some games have class version to play in class and some others are for homework. my students love it. and them Bamboozle and WordWall. Maybe Bookwidgets is also worth mentioning.

An awesome collection of amazing apps. All I need now is to find time to explore them

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20+ Free Printables and Resources for Teachers and Educators

Welcome to our collection of free printables and resources for teachers in the US! As educators, we know that creating action plans, lesson plans, templates and trackers are time-consuming tasks. These resources will save you time and give you tools to support your students with everything from goal setting printables to lesson plans.

Below you’ll find templates for students to create their own action plans and track their progress, as well as tips for helping students stay motivated and on track. We also have resources for fostering a collaborative learning environment, including printables for video note-taking, error correction, and assignment tracking.

In addition to these resources, we also have a range of printables to help keep your students engaged and excited about learning. For lesson planning, we have templates to help you create cohesive, differentiated, and rigorous lessons for your students. And for connecting with families, we have handouts to help you engage parents in their child’s learning journey on Khan Academy.

We hope these resources will be a valuable addition to your teaching toolkit and help you support your students in achieving their goals.

Goal setting printables

Support students with goal setting, monitoring progress, and achieving their goals. These printable resources give you tools to support students with short- and long-term goal setting.

• Goal setting template
• Student action plan

Student printables

Scaffold student ownership and cultivate an environment of collaborative learning with these printable resources. Use these resources to support students with monitoring progress during exercises, reflecting on and learning from mistakes, and celebrating growth over time.

• Student tips
• Video note-taking gui des
• Student data tracker
• Error correction tracker
• Student assignment tracker

Engagement printables

Keeping students interested in activities and excited to learn is no small task, but these printable resources are here to help! Explore bingo boards, punch cards, certificates, and more to find the resources that will engage your learners.

• Khan choice boards
• Punch cards
• Certificates

Lesson plan templates

Make lesson planning a breeze with these resources. These printable templates will support you with planning cohesive, differentiated, and rigorous lessons for your students.

• 1-block lesson plan template
• 1-week lesson plan template
• Growth mindset lesson plan
• Lesson planning with LearnStorm

Handouts for engaging with families

Families are the greatest resource that we have to support students, but finding ways to engage families in their child’s learning can be challenging. These resources will support you with connecting parents to their child’s Khan Academy account to monitor and understand the growth that their child is making.

• Parent/Caregiver letter
• Parent/Caregiver quick guide
• Mastery levels for parents

Handouts for teachers and admins in partner districts

• KAD teacher account activation guide through email
• KAD student account activation guide through Clever
• KAD student account activation guide through Classlink
• Course Mastery guide for teachers
• KAD administrator guide
• Making MTSS succeed with Khan Academy
• How to Create a Course and Unit Mastery Goal
• How to Create an Assignment
• How to navigate the Class Skills report
• How to navigate the Teacher Activity Overview report

We hope this collection of free printables and resources for teachers and educators will help you streamline your lesson planning and engage your students.

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Creative Ways to Design Assignments for Student Success

There are many creative ways in which teachers can design assignments to support student success. We can do this while simultaneously not getting bogged down with the various obstructions that keep students from both completing and learning from the assignments. For me, assignments fall into two categories: those that are graded automatically, such as SmartBook® readings and quizzes in Connect®; and those that I need to grade by hand, such as writing assignments.  

For those of us teaching large, introductory classes, most of our assignments are graded automatically, which is great for our time management. But our students will ultimately deliver a plethora of colorful excuses as to why they were not completed and why extensions are warranted. How do we give them a little leeway to make the semester run more smoothly, so there are fewer worries about a reading that was missed or a quiz that went by too quickly? Here are a few tactics I use. 

Automatically graded assignments: 

Multiple assignment attempts  

• This eases the mental pressure of a timed assignment and covers computer mishaps or human error on the first attempt. 
• You can deduct points for every attempt taken if you are worried about students taking advantage. 

Automatically dropped assignments  

• Within a subset or set of assignments, automatically drop a few from grading. This can take care of all excuses for missing an assignment. 
• Additionally, you can give a little grade boost to those who complete all their assignments (over a certain grade). 

Due dates  

• Consider staggering due dates during the week instead of making them all due on Sunday night.  
• Set the due date for readings the night before you cover the material, so students are prepared.  

Requirements  

• If we want our students to read, then make a reading assignment a requirement of a quiz. 

The tactics above might be applied to written assignments, too. An easy way to bolster a student’s interest and investment in these longer assignments is to give them a choice. This could be in the topic, location of study, or presentation style. For example, if you want them to analyze the susceptibility of a beach to hurricane threat, why not let them choose the location? In this way, you will also be gaining a lot of new information for your own use. 

With a small amount of effort, we can design our classes, so students concentrate on learning the subject matter rather than the logistics of completing the assignments. 

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

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Rethinking traditional tests, quizzes, and exams.

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• Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

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Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

• Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
• Solve problem sets that have real world application; 
• Design projects that address a real world problem; 
• Engage in a community-partnered research project;
• Create an exhibit, performance, or conference presentation ;
• Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

• E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
• Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
• Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
• Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
• Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
• Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected] . 

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 

References 

Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

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Differentiated Instruction Strategies: Tiered Assignments

Janelle cox.

• September 23, 2014

Many teachers use differentiated instruction strategies  as a way to reach all learners and accommodate each student’s learning style. One very helpful tactic to employ differentiated instruction is called tiered assignments—a technique often used within flexible groups.

Much like flexible grouping—or differentiated instruction as a whole, really—tiered assignments do not lock students into ability boxes. Instead, particular student clusters are assigned specific tasks within each group according to their readiness and comprehension without making them feel completely compartmentalized away from peers at different achievement levels.

There are six main ways to structure tiered assignments: challenge level, complexity, outcome, process, product, or resources. It is your job, based upon the specific learning tasks you’re focused on, to determine the best approach. Here we will take a brief look at these techniques.

Ways to Structure Tiered Assignments

Challenge level.

Tiering can be based on challenge level where student groups will tackle different assignments. Teachers can use Bloom’s Taxonomy as a guide to help them develop tasks of structure or questions at various levels. For example:

• Group 1:  Students who need content reinforcement or practice will complete one activity that helps  build  understanding.
• Group 2:  Students who have a firm understanding will complete another activity that  extends  what they already know.

When you tier assignments by complexity, you are addressing the needs of students who are at different levels using the same assignment. The trick here is to vary the focus of the assignment based upon whether each group is ready for more advanced work or simply trying to wrap their head around the concept for the first time. You can direct your students to create a poster on a specific issue—recycling and environmental care, for instance—but one group will focus on a singular perspective, while the other will consider several points of view and present an argument for or against each angle.

Tiering assignments by differentiated outcome is vaguely similar to complexity—all of your students will use the same materials, but depending on their readiness levels will actually have a different outcome. It may sound strange at first, but this strategy is quite beneficial to help advanced students work on more progressive applications of their student learning.

This differentiated instruction strategy is exactly what it sounds like—student groups will use different processes to achieve similar outcomes based upon readiness.

Tiered assignments can also be differentiated based on product. Teachers can use the Howard Gardner’s multiple intelligences to form groups that will hone particular skills for particular learning styles . For example, one group would be bodily/kinesthetic, and their task is to create and act out a skit. Another group would be visual/spatial, and their task would be to illustrate.

Tiering resources means that you are matching project materials to student groups based on readiness or instructional need. One flexible group may use a magazine while another may use a traditional textbook. As a tip, you should assign resources based on knowledge and readiness, but also consider the group’s reading level and comprehension.

How to Make Tiering Invisible to Students

From time to time, students may question why they are working on different assignments, using varied materials, or coming to dissimilar outcomes altogether. This could be a blow to your classroom morale if you’re not tactful in making your tiers invisible.

Make it a point to tell students that each group is using different materials or completing different activities so they can share what they learned with the class. Be neutral when grouping students, use numbers or colors for group names, and be equally enthusiastic while explaining assignments to each cluster.

Also, it’s important to make each tiered assignment equally interesting, engaging, and fair in terms of student expectations. The more flexible groups and materials you use, the more students will accept that this is the norm.

Tiering assignments is a fair way to differentiate learning. It allows teachers to meet the needs of all students while using varying levels of tasks. It’s a concept that can be infused into homework assignments, small groups, or even learning centers. If done properly, it can be a very effective method to differentiate learning because it challenges all students.

• #DifferentiatedInstruction , #TieredAssignments

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School Education (staff teaching)

Erasmus+ supports teaching assignments at schools abroad for professionals involved in pre-primary, primary and secondary school education.

Through teaching abroad, you can gain broader a perspective on education, exchange knowledge with your colleagues in another country and pick up educational good practices.

These opportunities are available between schools based in Erasmus+ Programme countries .

A teaching or training assignment must last a minimum of two days and can last up to one year. This excludes travelling time.

For you to teach abroad with Erasmus+, your school must apply to acquire an Erasmus accreditation in the field of school education or to participate in a short-term mobility project. In both cases, schools should adhere to a set of quality standards for mobility projects on good management practices, providing quality and support to participants, and sharing results and knowledge about the programme.

Before beginning your teaching period, you, your institution and the receiving organisation sign a Mobility Agreement . This document sets out your learning goals, rights and responsibilities and also how teaching period will be formally recognised.

Financial support

EU grants are paid to the coordinating organisation (your school or a consortium coordinator) and are designed to cover your costs for travel and subsistence during your time abroad, as well as offer organisational support to participating organisations. In addition, the Erasmus+ programme provides means to support the inclusion of participants with fewer opportunities.

How to apply

You cannot apply directly for a grant as an individual. Applications must be made by schools (or consortium coordinators on behalf of schools) who in turn select candidates for teaching assignments abroad from their staff.

The selection of staff to teach abroad should be fair, inclusive, transparent and well documented.

Organisations can invite trainers, teachers, policy experts or other qualified professionals from abroad who can help improve the teaching, training and learning at the receiving organisation. Organisations can also host teachers in training who want to spend a traineeship period abroad.

Find out more

• ask within your school to find out whether these opportunities are available to you
• consult the Erasmus+ Programme Guide for details on award and eligibility criteria and funding rules
• visit the European School Education Platform , the meeting point for school staff, researchers and policymakers, and the home of eTwinning

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Opinion | ‘Equity’ grading is latest destined-to-fail…

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Opinion | ‘Equity’ grading is latest destined-to-fail education fad

SACRAMENTO – Modern public-education history is littered with novel  education theories  that have failed so spectacularly that the terms are now used as pejoratives. For instance, when I was in elementary school in the 1960s, the “New Math” focused on teaching abstractions rather than fundamentals. You can find reams of research documenting its failure decades later, but the evidence was recognized almost immediately.

That then-new approach “ignored completely the fact that mathematics is a cumulative development and that it is practically impossible to learn the newer creations if one does not know the older ones,” according to Morris Kline’s 1973  book , “Why Johnny Can’t Add.” Another well-known but more recent failure is  “Common Core,”  a set of educational standards embraced by California and 39 other states in 2010. On hindsight, it also deserves a failing grade.

“Despite the theory’s intuitive appeal, standards-based reform does not work very well in reality,” wrote a 2021 Brookings Institution  report . “The illusion of a coherent, well-coordinated system is gained at the expense of teachers’ flexibility in tailoring instruction to serve their students.” Don’t get me started on some of the loopier ones – pass-fail grading, the replacement of  phonics  with whole-language learning, and  Social Emotional Learning  (SEL).

“Education in the United States has lurched from fad to fad for the better part of a century, finding ever-ingenious ways to underperform preceding generations,”  explained  investigative reporter Joe Herring in a 2022 piece reviewing some of them. Apparently, there isn’t enough productive employment for education PhDs, so they spend their time dreaming up big experiments to improve education rather than focusing on the obvious ones.

The process gains life as evidence pours in about the latest underperformance. And the latest data certainly is impressive, albeit in a depressing way. Following COVID-19 stay-at-home orders, traditional public schools (and California’s in particular) couldn’t rise to the occasion. Teachers’ unions slowed re-openings. Test scores  plummeted , especially for poor and minority students. Many students checked out permanently, as soaring  chronic absentee rates  prove.

Always eager to embrace easy-button solutions rather than, say, ideas that promote competitiveness and excellence, our school bureaucracies are on to some “innovative” ideas that have a ballpark-zero chance of improving educational outcomes. The new ones are based around the concept of  equity . As with every education-reform fad, they sound OK in the elevator pitch. Who doesn’t support equity? But they will create a mess that further impedes student progress.

For instance, some Bay Area schools have approved “equity grading.” It’s strange to focus on grading rather than teaching, but the details are even stranger. The Mercury News  reports  that one district removed “the practice of awarding zero points for assignments as long as they were ‘reasonably attempted.’” It also eliminated extra credit for class participation. EG offers students “multiple chances to make up missed or failed assignments and minimize homework’s impact on a student’s grade.” Now it will be almost impossible to get an A or an F.

It brings to mind Garrison Keilor’s  Lake Wobegon , the fictional Minnesota town “where all the women are strong, all the men are good-looking and all the children are above average.” Parents rightly worry that the new grading system will promote slacking. Why work extra hard when you won’t be able to get an A? Why try to improve when you won’t get worse than a C? It will create a false sense of equity – and make it tougher for colleges to recognize the best students.

Education theorists and consultants who promote this nonsense claim that it will encourage students and teachers to focus entirely on the  mastery of material  rather than surrounding fluff. They say it will better prepare students for the work world. Yet a lot of that so-called fluff – class participation, completing homework, handing in assignments on time – contribute mightily to such mastery.

State education officials also have jumped on the equity bandwagon. The California State Board of Education last year approved a new 1,000-page math framework that, as Education Week  reported , “aims to put meaning-making at the center of the math classroom” and “encourages teachers to make math culturally relevant and accessible for all students.” The framework isn’t binding on districts, but it will influence everything from textbooks to teaching standards.

I’m not sure how to make mathematical computations more meaningful and relevant, but I suppose someone will write a book about its failures in a few years. Meanwhile, many parents know what succeeds: competition. But providing additional  schooling options  would pressure school bureaucracies and jobs-protecting teachers’ unions to improve, and to them that’s not a tolerable outcome.

Steven Greenhut is Western region director for the R Street Institute and a member of the Southern California News Group editorial board. Write to him at  [email protected] .

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Date of Latest Posting: 28/04/2024

Level and Subject(s): Secondary 2 English Literature ( Book: Emily of emerald hill) Location: 83 Circuit Road Hourly Rate: $ 40/hr Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: male Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

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Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Job ID: NT23774 Date Posted: 28-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 1

Level and Subject(s): Primary 5 Science Location: Jalan Hari Raya Hourly Rate: Kindly quote best rate Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: male Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Parent prefers to engage an NIE School Teacher for this assignment. Primary 5- $65-75/hr Primary 6- $80-85/hr Primary 6- $90-100hr (PSLE Marker) Job ID: NT23773 Date Posted: 28-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 2

Level and Subject(s): Primary 3 Chinese Location: 332 Anchorvale Link Hourly Rate: $ 40-45/hr ( Full Time/ Degree grad), $30/hr ( Student tutor) Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: Female Time: Wed 3pm to 6pm

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. her Chinese still behind with her classmates. Job ID: NT23772 Date Posted: 28-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 3

Level and Subject(s): Secondary 4 E Maths, Combined Physics and Chemistry (NA) Location: 310+ Sembawang Vista ( Near to sembawang MRT) Hourly Rate: $ 40/hr Lessons Per Week: Twice a week, 1.5 hours per session Student‘s Gender: Female Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Job ID: NT23771 Date Posted: 28-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 4

Level and Subject(s): Primary 5 Chinese Location: 213 Punggol Walk Hourly Rate: $ 45-50/hr Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: male Time: Sun 11am to 3pm

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Parent prefers to engage a Full Time Tutor/ Degree Graduate for this assignment. Prefer tutor who can explain in English n is currently teaching or have taught P5 to P6 Chinese. Job ID: NT23718 Date Posted: 21-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 5

Level and Subject(s): Primary 6 Maths Location: 549 Segar Road Hourly Rate: $ 55/hr Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: male Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Parent prefers to engage a Full Time Tutor/ Degree Graduate for this assignment. Job ID: NT23770 Date Posted: 28-Apr-2024, Sunday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 6

Level and Subject(s): Primary 1 Maths Location: 250 Pasir Ris Street 21 Hourly Rate: $ 30-35/hr Lessons Per Week: Once a week, 1 hours per session only Student‘s Gender: Female Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Job ID: NT23744 Date Posted: 24-Apr-2024, Wednesday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 7

Level and Subject(s): IGCSE Secondary 4 History Location: The Botanic On Lloyd, Lloyd Road | Sommerset MRT Hourly Rate: $75-85/hr(Full Time/ Degree Grad), $50-60/hr (Uni undergrad) Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: Female Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Student from Tanglin Trust school Do advise if you are familiar with IGCSE history, Russia, Coldwar, Changing Nature And Warfare and Germany Job ID: NT23737 Date Posted: 23-Apr-2024, Tuesday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 8

Level and Subject(s): Primary 2 English Location: 111 plantation crescent Hourly Rate: $ 30/hr Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: Female Time: Saturday 10am to 2pm

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Parent prefers to engage a Full Time Tutor/ Degree Graduate for this assignment. Job ID: NT23704 Date Posted: 20-Apr-2024, Saturday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 9

Level and Subject(s): JC2 H2 Geography Location: Parc Oasis, Jurong East Avenue 1 Hourly Rate: $ 45/-50hr ( Student tutor), $70-80/hr ( Full time/ Degree grad) Lessons Per Week: Once a week, 1.5 hours per session Student‘s Gender: Female Time: Kindly state your "Detailed" Available time slots from Monday to Sunday.

Tutors who include their relevant teaching experience in details have higher success rate of being engaged by the parent. Job ID: NT23672 Date Posted: 17-Apr-2024, Wednesday Job Status: Available/ Open  Agency Commission: 50% of the agreed one month course fee ( One-time).

Assignment 10

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KVS School (Teachers‪)‬ 4+

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“KVS” teacher application is an e-learning solution that helps the school implement distance learning and support teachers in their daily classwork, and provides an interactive online learning experience for students using virtual classroom, digital file-sharing, interactive quizzes & assignments, and much more. How “KVS” application could be beneficial for teachers? - Teachers can easily create online classes through the systems, where only invited students can attend the lessons. - Easily send documents, files, and learning materials to your students with different types and formats. - Teachers can communicate with students and their parents anytime and send them customized or saved messages. - Keep parents aware of your students’ attendance automatically. - Admins or teachers can fill the Question bank, and use it in the assignments and quizzes. - Teachers create assignments and send them to students simply through the system. - Teachers create tests and quizzes, and let students solve them online and get scores instantly. - Teachers track students’ reports & grades, and make parents aware of their child’s performance anytime. - Increase parental and student involvement and get their fast response to all topics needed by creating Polls. - Keep your dates and schedules well organized in one calendar. And get notifications for all your classes directly through the app

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Here’s What Teachers Think Their Salaries Should Be

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It’s no secret that teachers are generally unsatisfied with their salaries. A $20,000 raise might help, a new survey suggests.

Allovue, an education finance software company, commissioned the EdWeek Research Center to conduct a nationally representative survey of 1,855 teachers, school leaders, and district leaders. The survey was conducted online in November 2023 and released earlier this month .

The full survey covers a wide range of school finance issues, including views on salaries. Teacher salaries were top of mind for educators, topping the list of expenses survey respondents think should get more funding, even if it meant reducing spending in other areas.

After all, better pay would keep teachers from quitting . More than two-thirds of teachers in the Allovue survey said their current salaries are unfair, and about half say they want to leave their current jobs because of it.

Teachers said they thought they realistically deserved a 31 percent raise, from the current U.S. median salary of $65,000 to a desired median salary of $85,000.

The median is the midpoint of the responses, meaning half of the respondents said less and half said more. The current median teacher salary is in line with the national average estimated by the National Education Association —although teacher salaries vary significantly by state and district, as well as by experience levels.

The survey found similar desired raises for assistant principals and principals, the latter of whom said $123,500 would be fair pay for the work they do. Superintendents asked for an 18 percent raise to $150,000.

Teachers’ desired salaries rose 6.25 percent between 2022 and 2023, from $80,000 to $85,000, according to the last Allovue survey . That’s about twice the rate of inflation during that time period.

“I just want a fair raise that will cover the cost of living and inflation,” a high school math teacher in California wrote in an open-ended response to the survey.

A high school English/language arts teacher in Texas wrote, “I am a single parent, and I currently can’t afford to do my job and live. My bills far outweigh my salary due to inflation and the area we live in. ... I have been in education for 15 years, and there is no reason I should have to take two jobs to live, or look at food stamps to feed my family.”

Teachers make less than their similarly educated peers in other professions, a long-running analysis by the Economic Policy Institute has found. Nearly 1 in 5 teachers hold second jobs outside the school system during the school year to supplement their salaries, according to federal data .

In many states, teacher pay has been a political priority for several years. This spring so far, Georgia legislators approved a $2,500 raise for teachers , Alabama lawmakers are expected to approve a 2 percent raise and increase the starting teacher salary to $47,600, and Iowa raised the starting pay for beginning teachers to $50,000 and set a minimum salary of $62,000 for teachers with at least 12 years of experience in the 2025-26 school year.

Data analysis for this article was provided by the EdWeek Research Center. Learn more about the center’s work.

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Is new AP African American Studies course too woke? We attended class to find out.

A usa today analysis reveals what kinds of school districts are offering the ap african american studies course this year – and which ones aren't..

LORTON, Virginia – Sean Miller quiets the stereo blasting Al Green’s “Let’s Stay Together” and begins his lessons for the day, a journey through centuries with improvisational stops along the way.

He kicks off with a discussion on Black joy . Today’s focus: Olympic gymnast and fellow Virginian Gabby Douglas . Then his roughly two dozen students move on to another topic: Black History Month . Has the yearly event outlived its relevance? Miller asks after playing a video clip about the month’s origins. No, some say. A teen proposes legislation to mandate its observance.

Next the discussion veers to distinctions between “slave” and “enslaved person." One emphasizes a person's status, the other their humanity. Then students analyze sketches of captives from the 1839 Amistad rebellion. By the time class wraps up, Miller has drifted through the good and bad referenced in the Al Green anthem, stringing together topics like a chord progression. "Finding the triumph amid all the challenges and tragedies requires a little bit of creativity," he later explains.

Welcome to Advanced Placement African American Studies. The course – still in pilot mode – has drawn praise from students nationwide but sparked restrictions in Florida and Arkansas amid concerns from conservatives that the curriculum is leftist propaganda and makes white children feel bad about themselves.  

The course has the rigor of a college-level offering and the interdisciplinary scope of an ethnic studies seminar, comprising four units that extend from ancient African civilizations to modern-day movements. In mid-May, about 13,000 students at 700 schools in 42 states and Washington, D.C., will be eligible to take the AP African American Studies test. High scores could earn students credit at more than 300 colleges that have indicated they'll grant it.

While the stakes and the difficulty level are high, students say the material is resonant and accessible. Caury Crusoe, 17, said the class often feels like “an hour-and-a-half conversation.” In interviews with USA TODAY, students and educators described the course as transformational. Taking it improved their self-esteem and gave them a newfound pride in their ancestors, many Black teens said. Others emphasized the illuminating content and their deeper appreciation for what humans have in common versus what they don’t. 

The immense demand from teens – especially Black youth,  who participate in AP classes at lower rates  than their white and Asian peers – suggests many more U.S. schools will pick up the course once it goes live this fall. The AP class could continue to face headwinds in the coming years as proposed bans targeting critical race theory (CRT) and diversity, equity and inclusion (DEI) turn up on legislative agendas.

The College Board declined to say which schools are offering the class. But states, districts, universities and local reporters helped USA TODAY identify roughly 370 campuses based in nearly 200 school districts that are offering the class, accounting for more than half the schools piloting it. Some of these campuses, including the only Florida institution piloting it, are private schools.

A large majority of the schools and districts offering AP African American Studies are in communities that voted for President Joe Biden in 2020, USA TODAY found. Taken together, those districts also had a greater percentage of Black high school students than the national average.

A separate USA TODAY analysis of email correspondence from education officials in some red states revealed staffers’ hesitancy to embrace the course because of the optics.

“There’s always a certain amount of fear and anxiety and backlash that’s associated with these efforts,” said Michael Hines, a Stanford education historian who studies activism in African American communities. Hines foresees an ongoing battle over this course as part of a “recurring cycle.”

AP African American Studies sparks concerns over critical race theory

The launch of AP African American Studies is a watershed moment that says "African American history – the African diaspora – it matters,” said Thomas Tucker, the chief equity officer with Kentucky’s education department. “My hope is that historians will look back on this period to say we’re finally at a point of helping Americans ... understand the beautiful complexity, the beautiful tapestry, of the long, long history of the African people.”

Critics often portray AP African American Studies as a course fixated on division and suffering. That perception nearly deterred two of Miller’s students from signing up. Renee Prox, 17, wondered whether college admissions officers would look down on her for taking it because of the politics. “I wasn’t sure if it would look bad on my transcript,” said the senior, who is Black. 

One of Prox’s few white classmates, Abigail Plageman, also debated whether to take the course. Plageman said her parents were skeptical because of what they’d heard in the news about CRT.

Claims the course would delve into CRT, a graduate-level theory that examines how racism permeates societies and systems, were widespread as the framework underwent revisions.

Florida's education department in January 2023 banned the course because it lacked "educational value," and Gov. Ron DeSantis described a draft framework as a "political agenda" that sought to "shoehorn" radical progressive concepts into history instruction. A subsequent version excluded many themes DeSantis called out , prompting critiques from course advocates who accused the College Board of whitewashing content educators had extensively workshopped. Experts last summer convened for another round of edits that led to a version released in December . Some controversial topics – like intersectionality – were reintroduced, while others – like the Black Lives Matter movement – remain optional . 

After DeSantis banned the course, Arkansas’s education department restricted it, too, and several red states promised to review it. (Ultimately, half a dozen Arkansas campuses opted to pilot it , but, because of the state's stance, participating students cannot earn credit toward graduation. However, now that the framework has been updated, Arkansas students may be able to earn credit next year under the state's graduation requirements, a department spokesperson told USA TODAY.)

Explained: Gov. Ron DeSantis' feud with the College Board over AP African American Studies

Email correspondence obtained by USA TODAY shows some employees in red states last year were questioning what to do about the class following DeSantis’s and others’ critiques. 

“I am a bit concerned about this course,” wrote Davonne Eldredge, North Dakota’s assistant director of academic support, in a January 2023 email to a superior about a College Board request that the state adopt it. “This is the course that has been in the national news due to critical race theory concerns brought forth in Florida. … Given the hot item critical race is within ND, I’m not sure how to proceed with this one. My gut says to hold off until the changes are made.” The state never formally reviewed the course because no school asked to pilot it, a spokesperson said.

In Virginia, another state where officials vowed to review the curriculum, media coverage of the controversy seemingly prompted decision-makers to waffle over their messaging. The state education department concluded that the course complied with Gov. Glenn Youngkin’s anti-CRT executive order and drafted a related statement to share its conclusion with the public, email records show. The draft included a suggestion that more edits be made to the course, but staffers worried that language would prompt inquiries from reporters.

South County High, where Miller teaches, is one of about 16 schools in Virginia piloting the class this school year. In that state, AP African American Studies will remain an elective rather than a social studies course that counts toward graduation.

Despite the revisions, some critics who closely follow the course’s development remain concerned.

Michael Gonzalez, a fellow at the conservative Heritage Foundation, said CRT and the activist mindset of the Black Lives Matter movement remain prominent in the latest framework even though these topics have been left out or made optional. As long as discussions of systemic racism are included, it’s still grounded in CRT, in his view. The word “oppression,” he stressed, is mentioned 19 times. 

In an interview with USA TODAY, Gonzalez and his colleague, Jonathan Butcher, agreed it's important to teach about the horrors of slavery and Jim Crow. But viewing all history through the lens of racism and oppression, they said, is misleading and incendiary.

“We want young people to believe that the American dream belongs to them … that they do have a future,” said Butcher, an education policy research fellow at Heritage. “If you , instead , give young people something that they need to resist, to look down upon, you’re robbing them of the chance of having something to live up to.”

Seeing Black history ‘for more than just the bad’

Over several months and during two visits to Miller's classroom , students told USA TODAY the course broadens their knowledge and instills hope. Plageman, the white student whose parents were skeptical about the course, said she’s politically centrist and feels the lessons haven’t changed her viewpoints. Rather, they’ve expanded what she knows about the U.S. AP African American Studies is not CRT, she said, but “just another social studies class that’s different from what I’ve learned before.”

Prox, the Black student concerned about having the course on her transcript, explained she hasn’t looked back since she signed up. “It’s way more than what it’s been painted out to be,” she said. “It’s about how the African diaspora has grown and how we started and it’s just a really good representation of Black people.”

“We were oblivious to how the story of an African past is a glorious one. It’s not just a reshaping of the narrative. It is an introduction of a narrative that, for so many of us, simply did not exist." Teresa Reed, a dean and music professor at the University of Louisville, who serves on the course’s development committee

Black history is under attack: From AP African American Studies to ‘Ruby Bridges’

Crusoe, who described the course as a long conversation, said the knowledge she’s gained has made her more ambitious and proud. It inspired her to branch beyond her goal of studying business to explore a humanities discipline with an emphasis on social justice when she attends North Carolina A&T, a historically Black college in Greensboro, next fall. She regularly shares tidbits from class with her mom and is president of her school's Black Student Alliance. “I’m not a big history person, but (Miller) makes me want to talk about it,” she said. 

Her favorite part, beyond Miller’s relaxed teaching style, has been learning about the strength of her ancestors. About the ancient African civilizations with legacies far more expansive than she ever knew. About the modern Black heroes whose art touches millions. About the everyday Black people, like her parents and herself, fulfilling the American dream. “People just don’t really see Black history for more than just the bad,” she said. 

The Heritage scholars said a better strategy for teaching about African American experiences would be to broaden U.S. history education. That way, the history of Black Americans could be woven together with other groups. “African American history is my history,” Gonzalez said. 

Students and educators told USA TODAY there’s a reason to separate this curriculum: U.S. history classes seldom scrape past the surface of African Americans’ role in the narrative, beyond slavery and civil rights.

It’s groundbreaking for an African American studies course like this to come together on a national scale, endorsed by the College Board. “It feels like a gap is being filled in my own psyche,” said Teresa Reed, a dean and music professor at the University of Louisville who serves on the course’s development committee .

Growing up in predominantly Black Gary, Indiana, in the 1960s and 70s, Reed didn’t learn much about the contributions of her ancestors or the pre-slavery chapters of their story.

“We were oblivious to how the story of an African past is a glorious one,” she said. That’s what makes this course so novel: “It’s not just a reshaping of the narrative. It is an introduction of a narrative that, for so many of us, simply did not exist."

‘These are people who persevered’

The interdisciplinary, meandering nature of the South County High classes USA TODAY observed this spring is precisely what developers envisioned when they designed the course. The idea is for students to find connections between the past and present – between the Amistad rebellion and Gabby Douglas setting Olympic records.

Miller, a former marketing professional who chairs the high school’s social studies department, infuses his lessons with guidance on developing real-world skills. During a March class, students broke into groups to plan a podcast project. The final product, Miller told them, should be a neatly structured, professional-quality episode that touches on several topics of their choice from the curriculum. Their grade would count as their test score for the unit. 

The classroom buzzed as the teens deliberated how to tackle this assignment. Crusoe and her partner designed logos and debated which to use – an animated ear against the word “Black” repeated in rows or a woman in 1950s attire with a TV as a head entitled “Shades of History”? Across the room, a boy scanned C-SPAN for good clips. In the back, three students discussed themes they’d highlight: Black music, fashion, literature and media representation.  

Miller, who wears gauges in his ears and produces music in his spare time, peppers his lessons with a mix of banter, sarcasm and big words. Students fist-bump him on their way in and out. His mantra is simple: “Keep the rigor high, keep the expectations high. But create memories and keep it engaging.” Slavery, lynching and segregation are crucial elements of the African American experience, but Miller frames the discussion around resilience rather than bitterness or shame.

He strives to frame his instruction around “victories over victimization,” he said that March day. Wearing a "Built by Black History" T-shirt, he noted, “There were some dark days, but there were also some very positive days in response.”

“I want them to walk out the door and say, ‘Wow, these are people who persevered.'” 

Contributing: Doug Caruso, data editor at USA TODAY, analyzed demographic and political trends across districts we identified were piloting AP African American Studies this school year.  

Also contributing: Lily Altavena, Detroit Free Press; Caroline Beck, Indianapolis Star; Jillian Ellison, Journal & Courier; Samantha Hernandez, Des Moines Register; Kelly Lyell, the Coloradoan; Madeleine Parrish, Arizona Republic .

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Education MA

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What constitutes good education and how can it be delivered most effectively? This flexible course with allocated tutors possessing extensive experience in educational settings, explores how education defines and contributes to the world around us

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Why choose MA Education at Middlesex ?

The core focus of this innovative MA is exceptional education. This course meets the needs of those who wish to further their knowledge of the theory and processes of education. The course may be undertaken on an individual or collective basis, with groups of teachers and education professionals both eligible to enrol.

Structured so that assignments can be built into your working practice, the course will maximise the effectiveness of your teaching, leadership and management. We encourage participants to evaluate existing practices, develop new approaches and become immersed in action enquiry based research.

Middlesex's extensive history of delivering leading education courses ensures that you will benefit from the guidance of outstanding tutors who bring a wealth of professional experience to their teaching. As research-leaders, our academics are widely published across disciplines such as multilingualism, diversity and childhood development.

Middlesex university undergraduate alumni can benefit from a 20% discount to start their Education MA in January.

Course highlights

• Our education department is at the cutting edge of teaching and learning practice in the UK
• Thought-leaders in their field, our tutors are able to contribute the very latest research findings to the course
• For those registering in groups, the course pathway is developed by the University in partnership with schools or other agencies, who may offer module delivery at a convenient location
• Accreditation of Prior Learning and Accreditation of Prior Experiential learning  is available in all but the dissertation module, allowing you to gain credit for prior study and experience therefore shorten your overall study period. Accreditation of Experiential learning will be through the production of a portfolio of evidence mapped against the learning objectives of the module that you wish to have accredited. There will be an extra fee for assessment of this portfolio.
• Get free access to the resources, learning materials and software.

What you will study on the MA Education?

This is a 180 point Masters programme made up of various choice modules worth 30 and 60 points. For those who do not wish to complete a full masters, the following applies:

Postgraduate Certificate 60 points gained

Postgraduate Diploma 120 points gained

We understand that our students work in very busy environments, therefore we look to provide support wherever possible. Our principle aim is to tailor assignments to your institutional and personal needs, then use practitioner action enquiry and reflective practice as a learning model. All students will be enrolled on the MA course but may opt out at the Postgraduate Certificate or Postgraduate Diploma stage.

The course title can be negotiated with the Programme Leader within the agreed pathways - that is, the student may wish to choose what appears in brackets beside the award title 'MA Education' on their academic transcript. The Dissertation must reflect the requested title. For students undertaking the course as an individual student, (not part of a group), you must choose from a number of 30 and 60 point modules that include the following: · Leadership and Management (30 points) · Developing effective leadership and management (60 points) · Teaching and Learning (30 points) · Developing effective teaching and learning (60 points) · Professional Practice in Education (30 points) · Developing Professional Practice (60 points) · Research Dissertation (30 points) · Dissertation (60 points) · Contemporary issues in Education (30 points) · Research methodology in Education (30 points) School-led modules are led by schools and focus upon their priorities. These will take place at

• Core Modules
• PGDip and MA Students additionally take
• MA Students additionally complete

Developing Effective Leadership and Management (60 points)

The module is suitable for teachers and those working in educational organisations that have a formal or informal leadership role. You'll develop effective leadership and management, and apply the leadership and management strategies you learn to an improvement project.

Developing Effective Teaching and Learning (60 points)

These modules look at student learning and ways to improve classroom practice. There are regular portfolio tasks plus an action enquiry task. The module is delivered via blended learning via web resources and materials and learning conversations. You will explore the pedagogy, systems and structures of learning in the classroom, and investigate current research into learning in order to improve practice. You'll reflect on your own practice and develop innovative approaches to learning.

Developing Professional Practice in Education (60 points)

This module is suitable for anyone in education interested in developing practice. It provides high quality support, recognition and acknowledgement for teachers for you in your professional development and encourages you as a reflective practitioner and skilled self-managed learner.

Contemporary issues in Education (30 points)

This module aims to identify critical issues that drive education policy and practice. The module aims to develop an understanding of contemporary education practice and critically evaluate specific aspects whilst fostering an evidence-based understanding of how societal and economic factors shape the core issues facing education

A total of 60 points must be chosen from the following final compulsory options:

Research Dissertation (30 points)

The Research Dissertation is the culmination of a student’s work on the MA Education Programme. You will appraise their knowledge and critically develop independent research skills to demonstrate mastery of a complex and specialised area in education. This research project is an individual undertaking and the final responsibility to display your ability to propose, design, conduct, analyse, interpret, and evaluate an ethically sound practitioner research study that has the potential to improve professional practice in education.

Research methodology in Education (30 points)

This module will provide a critical overview of research methods and approaches used for researching various aspects of modern education. You will be able to evaluate the strengths and limitations of various methodologies and different methodological approaches including qualitative, quantitative and mixed methods, which underpin various approaches to knowledge generation in a range of education contexts. In addition, you will have the opportunity to explore philosophical, ethical, and methodological differences, which underpin various approaches of knowledge generation that can inform educational research. Advanced data analysis techniques will be explored for qualitative and quantitative methods, to enable you to add depth to your research proposal to help prepare you to undertake your final project. This module a good preparation for the independent dissertation research project.

Dissertation (60 points)

The Dissertation is the culmination of your work on the MA Education Programme. Having previously completed 120 credits at Masters (M) level the you will appraise your knowledge and critically develop your independent research skills to demonstrate mastery of a complex and specialised area in education. This dissertation allows you to conduct an in-depth research project which displays your ability to propose, design, conduct, analyse, interpret, and evaluate an ethically sound practitioner research study that has the potential to improve professional practice in education.

Action Enquiry for Improvement

You will choose an additional module from above or this one.

The main aim of this module is to help you enhance your research competencies and encourage you to critically explore areas of interest in your practice prior to starting your dissertation module for the MA. You will not be required to carry out a full research project but you will be required to explore why particular research methodologies and methods would be appropriate to investigating a particular issue or finding the answer to a specific question. The module will also increase your awareness of the kinds of practical research and development issues you may encounter in your professional work e.g. school settings, universities.

This is the step off point for the Postgraduate Diploma.

Dissertation (60 Credits)

The Dissertation is the culmination of the students work on the MA Programme. Supported by their tutors it is an individual undertaking and the final responsibility to display their ability to plan and conduct an ethical research displaying mastery of complex and specialised area of knowledge.

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The table below gives you an idea of what learning looks like across a typical week. Some weeks are different due to how we schedule classes and arrange on campus sessions.

This information is likely to change slightly for 2024/25 entry as our plans evolve. You'll receive full information on your teaching before you start your course.

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Entry onto this course does not require an interview, portfolio or audition.

We accept the equivalent of the below qualifications from a recognised overseas qualification.

To find out more about the qualifications we accept from your country please visit the relevant Support in your country . If you are unsure about the suitability of your qualifications or would like help with your application, please contact your nearest Regional office for support.

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You will not need a visa to study in the UK if you are a citizen of the European Union, Iceland, Liechtenstein, Norway or Switzerland. If you are a national of any other country you may need a visa to study in the UK. Please see our Visas and immigration page for further information.

International students who require a Student route (formerly tier 4) visa to progress on a course at Middlesex University must apply for study on a full-time basis. However, this course is offered part-time so you are eligible to apply on a part-time basis.

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Changes to the Immigration Rules introduced in January 2018 now allows international applicants to apply for Student route (formerly tier 4) visas for part-time postgraduate study (courses leading to a qualification at RQF level 7 or SCQF level 11 and above).

Student route visa students studying part-time are subject to certain restrictions:

• no work (paid or unpaid)
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• no extending under Student route visa in the UK. This includes Student route visa applications to work as a Students' Union Sabbatical Officer or for the Foundation Programme for postgraduate doctors and dentists
• not eligible for the Student route visa Doctorate Extension Scheme

*Please note that, if the course of your choice involves work experience, unpaid work, placements or internships, we will be unable to sponsor you to study a part- time course under the Student route (formerly tier 4) visa.

English language requirements for international students

You must have competence in English language to study with us. The most commonly accepted evidence of English language ability is IELTS 6.5 (with minimum 6.0 in all components). We also normally require Grade C GCSE or an equivalent qualification. Visit our English language requirements page for a full list of accepted tests and qualifications.

If you don't meet our minimum English language requirements, we offer an intensive Pre-sessional English course .

Applications for postgraduate study should be made directly to the university.

Please visit our Postgraduate application page for further information and to apply.

The fees below refer to the 2023/24 academic year unless otherwise stated.

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£9,600

International Students

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The fees below refer to the 2024/25 academic year unless otherwise stated.

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£12,600

*Course fees are subject to annual inflation so the total costs for part-time study are shown here as a guide.

For more information and to answer your frequently asked questions, please visit our postgraduate funding page .

Additional course costs:

The following course-related costs are included in the fees:

• A free electronic textbook for every module
• All printing and copying required for your study
• Self-service laptops available for loan for a maximum of 24 hours
• Audio-visual equipment available for loan, including digital stills cameras, digital video recorders, digital audio recorders

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As an undergraduate alumnus continuing postgraduate studies at Middlesex, you are eligible for an alumni award worth 20% off your fees.

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We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

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