MELODY (Music Education for Learning Opportunities and Development of Youngsters) is an Erasmus+ project co-funded by the European Union with a mission that is both innovative and timely: to use the universal language of music as a powerful educational tool to enhance children’s participation in democratic life, promote knowledge of EU values, and foster inclusion and civic engagement.

In an era where children and young people are constantly bombarded with digital stimuli—notifications, short videos, online games, rapid streams of information—their ability to concentrate and truly connect with those around them is increasingly affected. Music offers a necessary counterpoint to this accelerated pace, becoming a space for calm, attention, and presence.

Listening to music together invites young people to slow down, tune in to each other, and share a common experience, uninterrupted by screens. In such moments, they learn to truly listen, respect differences, feel shared emotions, and cooperate naturally.

Studies show that collective musical activities increase empathy, reduce group tensions, and strengthen the sense of belonging. In a society where digital isolation is becoming the norm, music—especially when experienced together—can be a universal language capable of rebuilding bridges between young people, stimulating healthy, authentic, and lasting social relationships.

Targeted at students aged 6–14, MELODY is building a cross-curricular methodology that integrates music with citizenship education. The approach prioritises non-formal, engaging learning experiences that encourage students’ creativity, critical thinking, and ability to express their opinions—skills fundamental to a thriving democracy.

Whether through singing, rhythm exercises, experimenting with sound, or exploring genres such as rap, classical, or pop, children learn not only musical skills but also the democratic values of inclusion, non-discrimination, solidarity, participation, and collaboration.

One of the early successes of the project comes from international collaboration between partner organizations from Germany, Italy, and Romania. Representatives—including educators, musicians, and youth workers—formed an international team and took part in a skills assessment before and after their collaboration. The progress they reported is substantial:

• 70% of team members improved their ability to use music as a teaching tool;
• 75% of team members recognised music’s value for strengthening democratic engagement;
• 85% reported greater integration of inclusion and non-discrimination in their professional practices.

These results show the project’s potential not only to transform classroom practice but also to strengthen Europe’s democratic culture through early education.

A Collective Effort

Another strength of MELODY lies in its diverse ecosystem of partner organizations, each bringing deep experience in education, youth work, and cultural participation. Analysed and described in detail in the project’s Handbook of Best Practices, the following programs inspired the methodology used in the MELODY project:

• Educational Music Tools for Human Rights (Germany), led by Roter Baum Berlin, provides educators with creative tools to teach human rights through music in schools and youth centres.
• Opera Domani (Italy) engages more than 100,000 children annually in participatory opera productions, turning performance into a tool for civic expression.
• Tinemobil – The Mobile Youth Centre (Romania) brings educational and civic activities to remote villages, ensuring equal access to culture and participation opportunities.

Together, these best practices form part of a dynamic toolkit now available to educators across Europe—a resource designed to inspire, engage, and empower the next generation of European citizens. It is available to download in 4 different languages on the project webpage.

About the Toolkit

The Music for Citizenship Education toolkit is designed to help educators make democratic values tangible and relatable through music. Its purpose is to offer practical activities that bring concepts such as inclusion, participation, equality, and human rights into the everyday experience of students.

It can be used in classrooms, youth centres, libraries, after-school programs, or cultural settings, adapting easily to different groups, age ranges, and levels of musical experience.

By integrating music with civic education, the toolkit equips educators with a fresh and inclusive approach to preparing young people to become empathetic, engaged, and responsible citizens. It offers ready-to-use activities structured around five priorities:

1. Common Values
2. Civic Engagement
3. Participation
4. Inclusion, Diversity, and Non-Discrimination
5. Equality

Activities require little preparation, use simple materials, and range from beginner to advanced musical competence. Many are accessible to teachers with no formal musical training, reflecting the project’s commitment to inclusion and practicality.

Pilot Actions

In three partner countries the MELODY methodology was piloted in schools, youth centres, and libraries. The activities were tested in order to best understand their dynamics and impact in different settings. Feedback from the facilitators and students was integrated in the final version of the toolkit, including suggestions and tips inspired by these pilot actions.

1. Germany: “Harmony” in a Youth Centre

At Jugendfunkhaus Berlin, educators implemented the activity “Harmony” with a theatre group of 12–16-year-old students from mixed linguistic and cultural backgrounds.

The activity used simple vocal exercises to help students tune in to themselves and one another. Despite its simplicity, it became a powerful tool for:

• Building trust and group cohesion;
• Promoting attentive listening;
• Encouraging respectful collaboration.

For many participants—some newly arrived in Germany, others struggling with traditional classroom structures—the musical activity created a non-formal, emotionally safe learning environment where everyone could participate equally.

2. Romania: Civic Education in a Village Library

In Măneciu, a rural community in the south of Romania, the local librarian facilitated two MELODY activities—“Understanding Courage” and “Flip the Script”—with children aged 8–12.

Held in the village library, these sessions brought together children from different schools who did not previously know each other. The non-formal setting encouraged:

• Greater openness and communication;
• Meaningful reflection on cooperation, courage, and fairness;
• Improved confidence among children who rarely engaged in extracurricular activities.

The librarian, despite not being a trained educator, found the toolkit accessible, flexible, and easy to implement, demonstrating that MELODY can be adopted in a wide variety of educational environments.

3. Italy: “Invent Freely” in an Inclusive Primary School

At the E. De Amicis primary school in Macerata, music teachers piloted “Invent Freely,” an activity blending rhythm, melody, and creative expression. Working with a culturally diverse group of 9–10-year-olds, teachers observed:

• Strong inclusion across linguistic and cultural differences;
• Enthusiastic participation;
• Improved confidence and group collaboration.

Children described the activity as “beautiful,” “funny,” and “wonderful,” highlighting the emotional impact that creative musical experiences can have on their engagement and sense of belonging.

Want to follow MELODY’s journey?

Stay connected with and be part of the growing community redefining education through music. Learn more about MELODY on the project’s website or Facebook page.

The post Using Music to Teach Democracy appeared first on TEACH Magazine.

Sandy Yawn, the current lead and first female superyacht captain on Bravo’s reality TV series Below Deck Mediterranean, is one of the most recognized captains in the world. With over 30 years of international maritime experience, she has long inspired audiences and fellow crewmembers alike with her calm confidence at sea.

But before her illustrious career on the water began, Captain Sandy struggled with addiction as a teenager. After getting kicked out of eleventh grade, she found herself washing boats at a local Florida marina, a moment that unknowingly launched her future.

Today, Captain Sandy’s career has reached heights she never imagined, and she’s now helping others find their own fresh start through the same industry that changed her life.

Her foundation, Captain Sandy’s Charities, is a non-profit organization dedicated to inspiring and educating tomorrow’s maritime leaders and environmental stewards. The charity champions inclusivity, sustainability, and career preparedness for students across Florida—building awareness for a rapidly growing sector that needs skilled, passionate professionals.

We recently spoke with Captain Sandy about how her foundation’s educational initiative, Steering Toward Success, is creating opportunities for young people to thrive in the maritime workforce.

The following interview has been edited for length and clarity.

Q: Why is it important for students to consider the marine industry as a viable career option?

The marine industry offers far more than just one career path. It offers many different options—from sales and charter brokerage, to shipyard work, to life at sea. Whether you want to stay on land or go offshore, there is a place for you.

And the opportunities are real. People who work in the marine industry can earn up to 20 percent more than many land-based jobs, often with full medical coverage and outstanding benefits. You travel, meet people from different nationalities and cultures, and build relationships all over the world.

Along the way, you also learn about navigation, the oceans, marine life, and the cities and ports you visit. The sea becomes your classroom, and the world opens up in ways that most other careers never offer.

For me, choosing a career in the marine industry was the best decision I ever made. It didn’t just give me a job, it gave me a life filled with purpose, growth, adventure, and opportunity.

Q: Steering Toward Success, the foundation’s educational program, is geared towards raising awareness of job opportunities in the marine industry for students across Florida. Could you tell us a bit about how the program works?

Captain Sandy’s Charities partnered with Young Minds Inspired, an organization composed of experienced educators, to develop an in-school curriculum approved by the State of Florida for use in every public school statewide.

Together, we successfully rolled out programs for elementary, middle, and high school students. The curriculum is delivered through digital education kits hosted online by Young Minds Inspired, allowing teachers across Florida to easily access and download the materials. Additionally, we produce printed educational posters that teachers can use in their classrooms, giving students a clear and engaging visual learning experience.

The program continues to evolve, advancing education and awareness within the maritime industry. Our long-term goal is to engage every teacher and student in Florida, creating lasting exposure to maritime careers, skills, and opportunities.

Q: What does career preparedness look like in the marine industry? What skills do students need?

Preparing to enter the industry starts early in a student’s education. Courses in math, science, technology, and hands-on learning help build a strong foundation, while marine-focused programs introduce students to real, achievable career paths.

Exposure is the next key step. Career days, field trips, internships, summer programs, and job shadowing make maritime careers tangible—not just an abstract idea. From there, certifications and specialized training become essential. Basic safety, first aid, navigation, engineering, or hospitality credentials can quickly open doors to entry-level opportunities.

Beyond technical training, aspiring maritime professionals should focus on developing life skills such as leadership, communication, time management, and confidence. These are just as important as hands-on expertise. And be sure to say “yes” to opportunities! Many maritime careers begin in entry-level roles, and showing initiative, reliability, and a positive attitude can accelerate long-term growth.

A key component of our program is an apprenticeship pathway, designed to help students explore different options within the marine industry and discover which role is the right fit for them.

Through hands-on experience and exposure to a variety of positions, students gain clarity about the job they want to pursue. Once that decision is made, many marine companies are even willing to invest in their future by sending them to schools where they can earn the required certifications.

For students interested in a career at sea, this often begins with attending a training center such as Maritime Professional Training, where they will complete their basic safety and foundational instruction. From there, students choose a career track—deck or interior—and continue with specialized classes aligned with their chosen position.

This structured approach gives students confidence, direction, and real-world preparation, while providing the marine industry with skilled, motivated professionals ready to succeed.

Q: Why are environmental awareness and sustainability such key parts of your program? How does Steering Toward Success address these concepts?

The ocean is not only beautiful, it’s essential to life on Earth. It produces the majority of the oxygen we breathe and provides a vital food source for people around the world. Protecting it isn’t optional; it’s our responsibility.

Ocean advocacy is so important to me, and because of that belief, I made sure that ocean stewardship and sustainability were embedded directly into the Steering Toward Success program. Its curriculum teaches students practical, everyday ways to protect the ocean. From reducing plastic use, to proper waste disposal, to choosing recycled and sustainable products.

By educating kids early, we’re not just teaching lessons—we’re shaping habits, values, and future leaders who will protect the ocean for generations to come.

Q: What kind of feedback are you receiving from students and teachers who use the Steering Toward Success program?

The feedback we’re getting has been very encouraging. Many students and teachers had no idea these jobs even existed, and that is exactly why we’re doing this. Our goal is to introduce students of all grade levels to the idea that there are opportunities for a different kind of career, one they may never have been exposed to before.

The response has been overwhelmingly positive. All of the comments we’ve received have been so supportive, reinforcing the importance of early exposure, education, and awareness of the marine industry.

Q: What’s your vision for the future of the marine industry, as new generations of recent graduates begin to enter the workforce?

My vision, shared by many others in the industry, is to help create a generation of Americans who not only care for the ocean, but who also become stewards of the marine industry and are eager to work in it.

Over the years, I’ve seen a clear reality: many Americans don’t want to go to sea. As a result, much of the workforce abroad is made up of foreign crew, while American representation continues to decline.

That’s exactly why this work matters. We want young people to see the marine industry through a new lens—to understand the opportunities, the purpose, the adventure, and the long-term careers available both at sea and on land.

By introducing students early, we can change perceptions, spark curiosity, and build pride in maritime careers. Our goal is nothing less than to create a new generation of American seafarers, equipped with the skills, mindset, and passion to sustain and lead the marine industry into the future.

Q: What’s next for the Steering Toward Success program, and for your foundation in general?

What’s next for the foundation is expanding into mental health support, giving students real tools they can use when they face adversity, anxiety, pressure, or self-doubt—the very challenges I faced when I was young.

This phase is about helping students learn how to recenter, stay calm, and find clarity in moments that feel overwhelming. Our goal is to introduce practical strategies they can carry with them for life. I’ll also be sharing the tools and antidotes that I’ve used myself; the techniques that have helped me stay grounded, manage stress, and maintain peace of mind in high-pressure environments. These are simple, accessible practices, but they’re powerful.

By pairing career education with emotional resilience, we’re not just preparing students for jobs—we’re preparing them for life.

About Captain Sandy Yawn

Captain Sandy Yawn is a dynamic leader, international speaker, and businesswoman who has overcome obstacles on land and at sea. Her remarkable leadership has shattered barriers, and her integrity and courage earned her the Distinguished Crew Award from the International Superyacht Society in 2006. She embraced a new challenge as the series lead on Bravo’s Below Deck Mediterranean in 2015, inspiring audiences worldwide with her signature blend of conviction and passion for the sea.

The post Here’s How Captain Sandy Is Raising Awareness of Careers in the Marine Industry appeared first on TEACH Magazine.

Last year, I had a student sitting in class with clenched fists, anger practically steaming off him. When I caught his eyes from across the room, the look he gave me was full of frustration. It said, I can’t do this right now. But instead of walking out—or worse—he took a deep breath, pushed his paper forward, and quietly whispered, “Can I take a break?”

That moment was bigger than any grade he might earn. And it almost went unnoticed.

The post The Value of Behavior Commerce: Rethinking How We Support Emotional Growth in Schools appeared first on TEACH Magazine.

“As reported by the U.S. Department of Education, only 31 percent of fourth graders read at or above proficiency for their grade level,” says Jim Nowakowski (aka. Jimmy). “The numbers only get worse with age. A significant portion of adults read below a sixth-grade level. The cure? Showing the words and reading out loud.”

Nowakowski, a former English teacher turned successful businessman, saw the need for reading to grow over the years. “Being in business for over 30 years, I witnessed firsthand the impact of these declining reading scores, and decided the problem is not being able to read generally, and not knowing how to read classical literature specifically.” Nowakowski taught “underachievers” for ten years before starting his business, and when he taught, he used reading out loud to engage his students.

“You think you don’t know how to read, but that’s just nonsense,” he says. “Reading is hard work, but I make it fun!”

Nowakowski believes there’s a big difference between understanding and appreciation. “You can understand something and not appreciate it, but you can never appreciate anything without understanding it. Appreciation takes time, imagination, and knowledge. It doesn’t happen overnight, but reading out loud is the beginning of it.”

That’s why he created the Reading with Jimmy platforms and has spent the past two years has been filling them up with content—with “language charged with meaning,” as Ezra Pound said.

A Simple Plan

Nowakowski believes it is important to read classic novels, in order to find out how other people lead their lives in order to learn how to lead our own.

Each novel or story he selects is read entirely. Then it is analyzed.

“It’s not just the reading of the piece,” Nowakowski notes. ”It’s the analysis that’s the key.”

He includes in-depth analysis of every classic to help readers appreciate and understand the literature, which he considers essential. He walks them through the story, bringing in real-life examples of relevance. “Sometimes the analysis is longer than the story,” he notes. “The joy of language is that it should be read aloud.”

The authors selected so far are numerous: Dostoevsky, Chaucer, Lewis Carroll, Guy de Maupassant, Hemingway, John Cheever, Thoreau, Edgar Allan Poe, Marcus Aurelius, and many more.

“These authors bring language to life—including the translators of the foreign classics,” he says. “The beauty of a classic is you can read it over and over again and walk away enriched more than you did before. You don’t do that with today’s literature.”

QuickTakes

Each classic includes a ten-minute “QuickTake”—a short introduction for readers to sample the story before reading the entire work. These QuickTakes are divided into easy-to-understand sections, including the plot overview, what makes the author unique, the themes found in the piece, and why the work matters today.

“You’d be surprised how relevant classical literature is for today’s world,” Nowakowski adds. “Very surprised.”

About Reading with Jimmy

With over 300 videos and more than 200 hours of content, Reading with Jimmy brings the enduring power of classic literature to students, educators, and lifelong learners. From Chaucer to Hemingway, each reading combines thoughtful narration with unique interpretations designed to spark debate and discovery.

About James A. Nowakowski (aka. Jimmy)

James A. Nowakowski has been a business strategist, speaker, and author since 1990. He taught English for 10 years in private and public schools in the Chicago area prior to that. He holds an MA in English from DePaul University and a BA from Lewis University.

The post Unlock a Treasure Trove of Classical Literature Through Reading with Jimmy appeared first on TEACH Magazine.

Kid Spark’s program weaves together STEM, literacy, and social-emotional learning, inspiring young learners to explore, create, and see themselves as capable readers and inventors. By connecting these skills, Kid Spark helps students build a foundation to thrive in an ever-changing, technology-driven world.

“In the 21st century, being literate means more than the ability to read, write, and do math,” said Ryan Neden, Executive Director of Kid Spark Education. “It also means developing a STEM identity and an inventive mindset, where children learn how the world works and gain the skills and confidence to contribute to it. When these foundations are built early, children are better prepared for future learning and the careers that await them.”

Why Early STEM and Literacy Matter

Research shows that by third grade, one in three children already believes STEM isn’t “for them,” and many are also reading below grade level. These early gaps in confidence and literacy can shape how students approach learning for years to come.

Kid Spark’s program helps change that story by introducing STEM concepts through engaging, age-appropriate lessons that strengthen vocabulary, comprehension, and problem-solving while inspiring curiosity and creativity.

The earliest years are when children begin to see themselves as learners. By connecting STEM and literacy from the start, the program gives students the tools to ask questions, make sense of their world, and build confidence in their ability to learn.

Inside the Program

The following components support the new program:

• Early Inventors STEM Lab: A hands-on kit of durable, reusable, engineering materials designed specifically for young learners. Each lab serves one or two children and is intentionally designed for accessibility, allowing all students to participate.
• Comprehensive Curriculum: A robust set of more than 60 project-based lessons, divided into two categories. STEM Foundations Lessons introduce children to early math, problem-solving, and engineering concepts, while Storytime Inventing Lessons connect children’s storybooks with STEM themes, strengthening literacy, turning each story into a hands-on building experience.
• Professional Learning and Support: Training and classroom resources that help educators, regardless of STEM background, feel confident and equipped to deliver engaging, developmentally appropriate instruction.

The full program aligns with national education standards (NGSS, Common Core, Head Start, and CASEL) and the principles of Universal Design for Learning (UDL), ensuring that all types of learners can engage, participate, and succeed. Each lesson is ready to teach, requires no prior STEM experience, and includes clear guides and visual supports for educators.

A Collaboration That Inspires Inclusion

As part of the program, Kid Spark Education partnered with Special Olympics Washington to co-develop 12 Storytime Inventing lessons that celebrate empathy, teamwork, and perseverance. These lessons connect sport, literacy, and invention, reflecting the organization’s shared vision for every child to see themselves as capable of creating and belonging.

“These lessons help students see that inclusion isn’t just an idea, it’s something they can bring to life through reading and invention. They learn they can design solutions that make STEM and sport more inclusive for everyone,” said Ellie Testerman, Director of Education at Kid Spark Education.

Expanding Access Through Funding and Partnership

Kid Spark recognizes high-quality STEM and literacy programs are often out of reach for schools and after-school programs in underserved communities. To address this, the organization helps remove financial barriers for those eager to adopt the new program through its STEM Grants Initiative, fundraising resources, and strategic partnerships.

Kid Sparks’ collaboration with corporations, foundations, and community organizations helps to provide cost-free or reduced-cost programs where they are needed most. The organization continues to seek partners who share its commitment to making early STEM education accessible to every child.

About Kid Spark Education

Kid Spark Education is a national nonprofit with a mission to help all children learn and love STEM. We design hands-on learning solutions that meet the needs of today’s students and make STEM education more accessible to more learners, especially those in underserved communities. Visit kidsparkeducation.org to learn more about our programs or explore how you can partner with Kid Spark to expand access to STEM learning for all students.

The post Kid Spark Education Launches Transformative Early Childhood STEM and Literacy Program appeared first on TEACH Magazine.

Engagement is one of the greatest challenges in education. I’ve witnessed this first-hand as my wife and I have homeschooled our young daughter, who is autistic.

Over time, I started to see how visual, interactive formats helped maintain my daughter’s attention and reduce anxiety. That personal insight helped inspire the design of a free tool called Random Wheel Spin, which I created in my spare time.

It is a fully customizable wheel of names spinner with additional activities/actions that can be added beneath each name/entry. This tool offers a lightweight but powerful solution to the ever-present problem of student engagement.

Here, I’ll share how Random Wheel Spin works, what features it includes, and how it benefits learners of all ages, settings, and abilities—from kindergarteners to adults, neurotypical to neurodivergent learners, in classrooms and at home.

How It Works: A Two-Tiered Interaction

At its surface, the spinner selects entries at random—a name, question, topic, or prompt.

Beneath that, however, lies its unique feature: hidden content assigned to each entry. After the wheel lands, students can reveal that extra information, whether it’s an explanation, a discussion prompt, an extension task, or a follow-up question or activity. This two-tier interface transforms each spin into an interactive miniature lesson, rather than a passive choice.

Entries can include text, images, or both, as can the hidden information. All changes are saved locally in the browser—no server required—and long lists of entries can be bulk-imported using CSV or Google Sheets. 

This tool supports visual customization, text-to-speech (the wheel can speak the results and hidden information out loud, supporting auditory engagement), and even generates code that allows wheels to be embedded on your own website or easily shared with students.

Hidden Features That Matter

Random Wheel Spin includes several additional features that support flexibility while preserving simplicity:

• An auto-remove option that allows you to exclude used entries to avoid repetition.
• Custom styling to adjust colours, backgrounds, spin speeds, and more.
• The ability to save all your customized wheels for re-use.

Benefits for Diverse Learners and Settings

In-class applications:

• Equitable Participation: Random selection reduces bias and student anxiety associated with being called on.
• Active Learning: Revealing hidden content engages retrieval practice, which is linked to improved memory.
• Differentiated Support: Teachers can attach hidden activities or actions—such as extra challenges, hints, or follow-up tasks—to individual entries. This enables one wheel to guide mixed-ability groups, keeping all students engaged at the right level during classroom learning.

Home, adult, and neurodiverse learning:

• Self-Paced Discovery: Learners at home can spin and reveal content independently, transforming drills into explorations.
• Neurodiverse-Friendly Format: The tool’s visual structure, predictability, and surprise can help learners with autism maintain focus and reduce overwhelm. Research suggests that visual supports are beneficial for many on the autism spectrum.
• Cross-Age Use: From kindergarteners to adult learners, this tool can adapt content depth while preserving the same interactive process.

Designed to Be Free and Customizable

A major barrier in educational technology is cost (or locked features). Random Wheel Spin is entirely free and fully customizable, with no accounts required. Every teacher, parent, or learner can adapt it to their subject, preference, and pace.

Evidence-Backed Design

• Multimedia Learning Effects: Mayer’s work shows that combining visuals and words with interactivity enhances retention beyond text alone.
• Gamification and Sustained Engagement: Meta-analysis finds that interactive gamification features help maintain user engagement.
• Visual Supports in Autism Education: Visual structure and predictable interactions are widely documented as effective supports for neurodiverse learners.

This research aligns with the tool’s layered design: choice, visual cues, interactive reveals, and scaffolded learning.

Getting Started: Integrating Hidden Activities Into Practice

Here are some suggestions for how to effectively incorporate Random Wheel Spin into your teaching.

1. Start small: Build a quick wheel of 10 questions, each with a hidden activity.
2. Blend it: Use the spinner episodically during lecture, review, or group tasks.
3. Flip to home use: Share a wheel for students to spin at home for revision.
4. Reflect and iterate: Ask learners how helpful the hidden content was, then adjust.

A basic spinner wheel is easy to understand, but adding hidden activities and actions can turn it into a useful learning opportunity for all types of students. While the concept is simple, its flexibility, accessibility, and interactivity make it a meaningful tool in many settings.

Try it out with your learners today at randomwheelspin.com.

The post Engaging Every Learner: How This Free Tool Can Transform Classroom and Home Learning appeared first on TEACH Magazine.

Every year, as part of her role as a primary school teacher, my wife used to spend hours painstakingly reorganising her current pupils into new classes for the next academic year. Striking the right balance of abilities with an equal distribution of boys and girls was tricky enough, but additionally she needed to take into account friendships and separate pupils who together were a disruptive influence. Then there were the inevitable non-negotiable requests from parents to consider.

As a software engineer, I wondered whether I could help her with that task, and ended up writing an Excel solution which we called the “Sorting Wizard.” My wife and her colleagues have been using it for a number of years now, over which time it has evolved by incorporating new ideas and functionality.

I’d always wanted to rewrite the Sorting Wizard using a modern tech stack that I could publish online. After several months of development, testing, and feedback from a group of friends within the education sector, I was finally able to come up with a web version: sortingwizard.com.

How It Works

Just set your sorting parameters, enter the student data (either manually or by importing an Excel file), and go! The Sorting Wizard will validate and processes this information, ensuring even and equal group formations while providing visual feedback and detailed summaries of the results.

The application features an intuitive and user-friendly interface for seamless management and analysis of group assignments. Plus, there are plenty of tutorials on the website to guide you through the process, should you need any assistance.

It is my hope that the Sorting Wizard will benefit teachers tasked with class sorting by providing an easy and free-to-use online tool that produces better, faster, and more reliable results than if the sorting was done manually. And if you don’t like the results, simply run it again!

The post A New Way to Create Class Lists: Introducing the Sorting Wizard appeared first on TEACH Magazine.

The launch of Through My Eyes is supported by Understood.org’s “See Differently, Act Differently” campaign. This campaign encourages parents and educators to move beyond assumptions and become stronger advocates for children who learn and think differently.

Understood’s recent research found that over 40 percent of parents don’t know that learning and thinking differences are caused by biological variations in the brain. Instead, many mistakenly attribute these differences to how a child is raised, environmental factors, or excessive screen time. This stigma can keep kids from getting the support they need.

“Kids with learning and thinking differences are often misunderstood because the underlying causes of their challenges are largely invisible. People tend to focus on behaviors, like emotional outbursts, rather than understanding the root cause and where support is needed,” says Dr. Andrew Kahn, licensed psychologist and associate director of behavior change and expertise at Understood.org. “Whether it’s a teacher, relative, coach, or friend, Through My Eyes gives the people in a child’s life the insight they need to become stronger allies.”

Immersive Storytelling Brings Kids’ Real Experiences to Life

Through My Eyes pairs kids’ real stories about navigating their learning and thinking differences with credible guidance for parents and teachers.

• 9 documentary-style videos: Kids with ADHD, dyslexia, and dyscalculia share an honest look at their daily life at home, school, and other activities.
• 6 gamified simulations: Users play games (starring the kids from the videos!) where they try to navigate everyday scenarios. Along the way, they’re presented with bonuses, like accommodations and support. And they face obstacles that are unique to the kids’ individual experiences with ADHD, dyslexia, and dyscalculia.
• 16 expert-created resources: Understood.org experts developed complementary resources, including self-advocacy packs for kids, inclusive lesson plans for teachers, and tips for talking with a co-parent.

Through My Eyes is available at no cost on mobile, tablet, and desktop, including Chromebooks for classroom use. It doesn’t require any special technology.

“Understood is focused on closing the gaps in support and understanding for families living with learning and thinking differences. Through My Eyes is the latest example of how we’re combining our expertise with technology to make a real impact at scale—helping more people thrive,” says Nathan Friedman, co-president and chief marketing officer at Understood.org.

An Expert-Designed and Community-Tested Platform

Through My Eyes was made possible through a grant awarded by Oak Foundation and support from InnovateEDU and Split This Rock. Platform simulations were designed and developed by Make Me Pulse.

To ensure accuracy and usefulness, Understood collaborated with internal and external partners, including a panel of core experts with backgrounds in psychology, equity research, special education, and school leadership. The interactive platform was reviewed by 13 mission-aligned partners: American Academy of Pediatrics, Barbara Bush Foundation for Family Literacy, CAST, CHADD, Digital Promise, Diverse Learners Cooperative, Equal Opportunity Schools, Erika’s Lighthouse, First Book, The Jed Foundation, Kessler Foundation, Learning Heroes, and Social Cipher.

About Understood.org

Understood is a non-profit focused on shaping the world for difference. We raise awareness of the challenges, skills, and strengths of people who learn and think differently. Our resources help people navigate challenges, gain confidence, and find support and community so they can thrive. Together, we can build a world where everyone can reach their full potential. Understood is a 501(c)(3) organization headquartered in New York. For more information, to donate, or to partner, visit u.org/media and follow us @UnderstoodOrg.

The post New Immersive Platform Offers Glimpses Into the Daily Lives of Kids With ADHD, Dyslexia, and Dyscalculia appeared first on TEACH Magazine.

Listening is a fundamental skill that often gets overlooked. With phones, tablets, and other distractions everywhere, along with the regular hustle and bustle of busy classrooms, it’s hard to know what good listening really looks like. Teachers spend time teaching students to read, write, and solve math problems, but it’s just as important to teach them how to sit and pay proper attention.

In our conversation with educator, author, and keynote speaker Christine Miles, we explore the often-invisible crisis of listening in education. Her expertise illuminates both the challenges and the path forward for educators seeking to create more engaged, attentive learning environments.

Miles has made it her mission to bridge this critical gap, which is why she created The Listening Path®, a revolutionary system designed to teach listening as a foundational skill. Through her innovative tools and evidence-based approach, Miles helps both teachers and students develop the listening skills that are essential not just for academic success, but for meaningful communication throughout life.

The following interview has been edited for length and clarity.

Q: From your experience, why do you think listening has become such a critical challenge in today’s classrooms?

Listening is a true 21st-century skill, central to what education strives to accomplish. It’s at the core of the “4 C’s” that drive student success: critical thinking, communication, collaboration, and creativity. Yet listening is rarely taught with intention. We often assume it happens automatically, but the truth is that most adults and children, including teachers, have never received formal instruction on how to truly listen and understand.

Despite its formative importance, the numbers are startling: less than 2% of people have been formally taught to listen, yet 96% believe they’re “good listeners.” This leaves educators with a real dilemma. How do you teach a skill you’ve never learned yourself? As a result, listening strategies in classrooms are typically limited to performative behaviors like making eye contact or sitting quietly, instead of practices that develop genuine understanding.

Today’s classrooms are filled with distractions, and many students feel they are truly able to listen in ways that help them learn. When teaching intentional listening is absent, students mentally check out, miss directions, and struggle to connect with their teachers and classmates. Listening isn’t just about hearing words, it’s the bedrock of real understanding, focus, learning, and meaningful relationships.

Q: How did we end up with this disconnect? Do smartphones and social media play a role?

This gap isn’t new; it’s rooted in how we’ve approached listening for generations, treating it as a passive skill that should just “happen” naturally. In truth, our brains are wired to wander, and developing genuine listening skills has always been difficult.

Today, the challenge is even greater—97% of students own smartphones, and nearly all of them bring their phones to class, making distractions unavoidable. Screens and social media intensify the problem by shortening attention spans and pulling us away from meaningful interactions, both within and beyond the classroom.

That’s why we need to intentionally teach and practice listening skills, so we can address long-standing challenges and new distractions alike, and finally learn how to listen with understanding and purpose.

Q: Your award-winning book What Is it Costing You Not to Listen? explores the real price of poor listening skills. Can you share some of the most surprising or significant “costs” you uncovered through your research––both for students academically and for teachers professionally?

The biggest costs of poor listening skills are often invisible, hiding in plain sight. It is incredibly difficult to address a problem you aren’t even aware of, and that’s exactly where poor listening does its damage.

A major part of learning depends on attentive listening. When students aren’t fully engaged, the consequences ripple through every aspect of their education: missed instructions, misunderstood assignments, and a loss of valuable opportunities to build empathy, collaborative skills, and social intelligence with their peers. For teachers, the impact means more time spent re-explaining information, increased effort to maintain engagement, and fewer moments for those rewarding connections that make teaching so meaningful.

But this problem doesn’t stop at the classroom door. It extends into the workplace, where 70% of mistakes are due to ineffective listening, while reducing productivity and morale, and even fueling organizational conflict and turnover. In personal and professional relationships, poor listening erodes trust, diminishes creativity, and weakens teamwork. The hidden costs are real: lost learning, wasted time, unfulfilled potential, and a weaker sense of community.

Q: What are your most effective strategies for establishing what you might call a “listening culture” in the classroom? Are there specific techniques that teachers can implement immediately?

The most effective strategies for building a listening culture in schools start with making listening a visible and intentional part of everyday life. In my experience, classrooms thrive when listening isn’t treated as a background expectation, but rather is woven into the core curriculum and practiced daily.

I encourage educators to teach simple and practical listening tools, establishing a shared language that everyone uses together, both in school and at home. Reflection is key: make space for students to talk about not just what they know, but how they feel and what perspectives they bring. It’s just as important to celebrate listening as it is to celebrate speaking, so recognize when students make others feel heard and understood.

Finally, partnering with parents is essential. When teachers share classroom listening strategies and families use them during meals, bedtime, or family gatherings, listening becomes a shared value. These small steps, done together, can make it second nature and help a real listening culture grow.

Q: Parents often feel they’re competing with screens and constant distractions for their child’s attention. Based on the strategies in your book, what practical steps can they take at home to reinforce good listening habits?

Listening isn’t just for school, it’s a family skill, too. I always recommend setting aside some device-free time for conversations. Modeling good listening means showing real curiosity about your child’s world, and encouraging them to be curious about yours. Ask questions that invite your child to share more, and listen for the feelings behind their words—this shows them how much you value what they have to say.

While childhood is naturally self-centered, it’s still important to teach kids that being interested in others helps them learn to navigate life and stand out wherever they go. Have your child practice repeating back what they heard with family, and thank them for opening-up; these small acts nurture empathy and confidence. Even playing games or telling your own stories creates moments of connection, helping children realize that listening is about discovering and honoring each other’s experiences.

Q: Is there anything else about the listening crisis or solutions you’ve developed that you feel is important for teachers to understand as they progress through the school year?

The greatest takeaway is this: listening is a skill, and it can be learned at any age. We need to treat it as an active practice, just like reading or math. The Listening Path® is a solution that completely shifts classroom listening from basic performative behaviors—like making eye contact and staying quiet—to a structured, common language that’s fun and easily integrated into any classroom, home, or school setting.

One of the biggest gaps in the system is that most teachers have never been formally trained in listening skills themselves, so it’s nearly impossible to teach what they’ve never learned. The Listening Path® is designed specifically to close that gap. It’s easy for teachers to implement in the classroom without professional development or specialized training.

With this resource, teachers become facilitators, leading their students through engaging practice and exploration of these new tools, rather than shouldering the overwhelming responsibility of inventing or mastering a new curriculum. Teachers’ days are challenging enough; this tool helps them get back to what they do best: connecting with students, fostering learning, and helping every child thrive.

About Christine Miles

Christine Miles, MSEd, is a global pioneer in listening intelligence. She is an award-winning author, keynote speaker, and founder of The Listening Path®, a revolutionary system transforming how the world listens and connects. Christine empowers leaders, educators, students, and changemakers to turn listening into their greatest strategic advantage, helping them shift from miscommunication to meaningful impact, so they can build cultures of empathy, drive success, and spark lasting change.

The post Building a Listening Culture: A Conversation with Christine Miles appeared first on TEACH Magazine.

Access to the Encyclopedia and the History AI Chat is free.

When asked a question, the History AI Chat returns a brief answer, usually in a list, along with the links to each cited source and additional sources that present a more complete picture about what happened. Answers are brief so that students need to investigate all the sources to get the full answer. They can explore and learn, not simply focus on the shortest path to an answer.

“Inquiry-based learning is a powerful way to learn history but it is being lost in the quick-answer world of AI. We worked very closely with teachers and college-level faculty to make sure that the History AI Chat is a learning tool, not an answer tool. Its purpose is to guide investigation and the study of multiple viewpoints to questions about history,” said Jan van der Crabben, Founder & CEO of World History Encyclopedia. 

For example, when given the question “What caused the War of 1812?” the History AI Chat replies with a paragraph and an abbreviated list of causes along with several other resources where more information can be found.

The chatbot does not pull in information from the open web, nor does it write answers like generative AI. It can present the student with sources from WHE and from Open University’s CORE global network of academic articles, data, and content.

Anne Krive, a school librarian at the Moses Brown Schools in Providence, RI, said, “In contrast to 10 years ago, there is a firehose of information available to students and not all of it is accurate. If discovered through a search or AI study tool, it may not have been curated or evaluated for truth, accuracy, or quality. On the other hand, World History Encyclopedia is accessible, credible, and free to use. I’m thrilled that now there is an AI chat to make it easier to sift through World History Encyclopedia’s incredible library.”

“People are consuming information differently now, relying on AI search to answer questions and find content,” added van der Crabben. “World History Encyclopedia’s History AI Chat can only access the curated corpus of data from two globally respected and unbiased sources: World History Encyclopedia and Open University’s CORE Index. Using World History Encyclopedia, teachers can be confident that their students will have access only to an unbiased global repository of scholarly material.”

WHE is entirely free to search, read, and consume, which is why there are thousands of teachers in every country who use it. The chatbot is powered by Perplexity Sonar. 

Educator Feedback

Dustin M., History Teacher in Alabama, USA

For teachers and students across the globe, AI has ushered in a host of challenges and opportunities. Learning how to ethically navigate the world of AI with curiosity, clarity, and consistent integrity is vital for the immediate and long-term success of learners. All the while, teachers are tasked with building trust through equipping students with reliable, precise, and engaging resources.

As we aim to forge critical thinkers who make careful observations, ask insightful questions, glean diverse perspectives, and cite trustworthy evidence, World History Encyclopedia’s new History AI Chat offers an indispensable tool for the teacher’s toolkit, for a number of reasons.

1. It is historically reliable. Each article, definition, map, and infographic passes through a sieve of rigorous editing to ensure accuracy.
2. It is transparent. It clearly and succinctly cites vetted, in-depth, and trustworthy resources.
3. It fuels an inquiry-driven, curiosity-building classroom climate in which students can explore the wonders of world history within a safe, history-specific site.
4. It offers the ability to scaffold content for depth and readability, making it accessible to a wide range of grade levels.
5. It can package content into charts and produce lesson plans beneficial to both students and teachers, saving and maximizing valuable classroom time.
6. It is cost-effective. The tool is absolutely free for teachers and students across the world.

Student Comments

Our school is a pre-K through grade 12 Title I school in a small rural community in Carbon Hill, AL. For context, I chose four student responses spanning four grade levels and asked them to make observations between ChatGPT and the WHE Chat tool.

For the fifth grader, I guided her a bit more and asked the chat to convert the information to her grade level (which it did). The grade 7 and 8 students wrote anonymously on an exit ticket. The tenth grader is a family friend.

• Grade 5 Student: “I have so many questions about everything we study. If we can’t ask them all in class, I can go home and look them up [using the WHE chat].”
• Grade 7 Student: “WHE cited sources after answering every question. It also had links to pretty much anything I wanted to study more about.”
• Grade 8 Student: “The WHE chat is easy to use and makes it feel like I am talking to my history teacher.”
• Grade 10 Student: “We are comparing the American and French Revolutions in class. [The WHE chat] broke the information down into a way that I could understand and explain it to others [through a chart].”

Kyle L., Social Studies Teacher in Maine, USA

As a teacher, I have a lot of reservations surrounding student use of AI. Most teachers have stories of students using it to pass in work that has misinformation they found from Google AI or other sites. World History Encyclopedia’s History AI Chat is different.

It uses its own reliable articles and other academic papers as its sources, and provides links to each one, so I don’t have to worry about the information being incorrect. My students sometimes have very specific questions that I don’t have an answer for, and they love that I allow them to type their question into the History AI Chat to get a real answer in a concise manner.

David P., History Teacher in Ontario, Canada

I was a bit weary at first due to my general distrust of AI, but the History AI Chat actually seems pretty cool! This tool rewards thoughtful inquiry, unlike Chat GPT which encourages laziness. The AI Chat provides partial information to help with student inquiry and provides links to additional reading, encouraging students to further develop their research skills.

About World History Encyclopedia

World History Encyclopedia—which is free for everyone, everywhere—is the world’s largest and most popular history encyclopedia. All of the Encyclopedia’s content is authored by historians, archaeologists, educators, and scholars. It is a trusted resource in classrooms and universities, and recommended by esteemed institutions such as Oxford University, California State University, and Common Sense Education. There were over 89 million page views of World History Encyclopedia in 2024. Learn more at worldhistory.org or follow on Facebook, Instagram, and LinkedIn.

The post Newly Launched History AI Chat Helps Students to Search World History Encyclopedia appeared first on TEACH Magazine.