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Engaging content gives your reader a peek at something he or she hasn’t seen before, but can relate to in some way.

Engaging content starts and ends with telling a good story. Good stories require compelling characters, insider details and tales of challenges overcome.

Engaging content is anything that provides value to the lives of your prospects, customers or community members

We polled 70,000 kids in fifth through 12th grade and found that students who are engaged, who are on the thriving end of the wellbeing scale, and who are hopeful are approximately four times more likely to qualify as financially literate than disengaged, suffering, or discouraged students.

A Gallup study showed that 77% of students in grades five through 12 said that they want to be their own boss, and 45% plan to start their own business. When we asked the same group if they believed they would "invent something that changes the world," 42% said "yes."

When Gallup-HOPE asked these kids if they were currently interning with a local business, 5% said "yes." So there are about 23 million kids in an entrepreneurial state of mind, but 95% of them aren't getting the attention they need to become entrepreneurs. However, our research also shows that if we can move that 5% up to 25%, we can change the world.

Make your professional email and Twitter accounts available this way parents can contact you at their convenience.

Top priorities include promoting a greater emphasis on depth over breadth in understanding science and getting young people to continually engage in the practices of both scientific inquiry and engineering design as part of the learning process.

core scientific concepts revisited at multiple grade levels to build on prior learning and help facilitate a deeper understanding.

“next generation”

And so we develop ourselves. On blogs. On Twitter. Throughout the PLN. We have used the opportunity of the tools at our disposal to engage in an older and vastly more satisfying form of professional development than the mandatory in-service.

We've developed a relationship with development. We are engaging with our growth and our communal experience in an open, social, and mutually beneficial way.

Courses should encourage open participation and meaningful engagement with real audiences where possible, including peers and the broader public.

Students have the right to understand the intended outcomes--educational, vocational, even philosophical--of an online program or initiative.

n an online environment, teachers no longer need to be sole authority figures but instead should share responsibility with learners at almost every turn.

When the school was created, a research and design studio known as Mission Lab was integrated into the design of the school by founding partner Institute of Play. The goal of Mission Lab is to help teachers teach the way they wish they could — the way they dream of engaging their students, were it not for the lack of support and other obstacles that often get in the way. Mission Lab supports teachers by pairing them with a game designer and a curriculum designer (staffed by the Institute of Play) who help make the teacher’s vision a reality, providing support throughout the process of design and implementation.

Teachers in their first year at the school have two weekly curriculum meetings built into their schedule, and meetings for returning teachers are scheduled on an as-needed basis, usually once a week.

he mission narrative, or context, is developed once the teacher, game designer, and curriculum designer have identified the big ideas, learning goals, and standards for the trimester.

conference organizer will ask you to make a presentation, and while doing something different and creative - and effective - should be welcomed by all, we retreat to doing only what is expected (less downside that way) rather than doing something creative, different, and engaging. After all, doing what is expected is pretty easy, but surpassing expectations and doing something remarkable with impact is both harder (usually) and comes with an increased risk of failure.

Even when we give people a mile and encourage creativity and nonconformity, it still seems like too many play it safe and take only an inch. I can't help but think that the habits learned in formal schools across the world at least in part contribute to this cautious approach to doing things differently.