Free Anti-Racism Program on for Kids

BGL and Weary Arts Group present a free social and emotional learning series that builds on the Sesame Street Town Hall “Coming Together: Standing up to Racism,” This 4-part series gives children with a limited understanding of racism the opportunity to learn, talk and come together to stand up to racism. Acknowledging that these conversations can be difficult and sensitive, we provide a safe, supportive space for children to learn, talk and ask questions.

Sign up HERE. Register once to attend all four episodes on Thursdays at 1pm Pacific.

Complete Series:
6/25 – How to Talk About Racism

7/2 – What Racism Looks Like 
7/9 – Stand Up to Racism
7/16 – Take Action

As Elmo’s dad said in the Sesame Street Town Hall, “Racism is a big problem in our country.” Together, we can stand up to it and make the world more fair, kind and inclusive for everyone.

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Shelter-in-Place Superheroes: The Complete Series

One benefit of quarantine is witnessing the amazing bouts of creativity from our communities as they figure out new ways to connect and collaborate.

It is in this light that a talented group of educators and performers got together to create a variety show to fill the void of socialization left by school closures. It’s got a social and emotional learning backbone and, frankly, it’s pretty great!

Below is the full series. We hope you enjoy!

If you like what you see, here are:


Episode 1: Knowing Your Feelings

Superheroes always do the right thing. But how do we do the right thing? Well, first we need to know how we feel. If we’re in the green zone – happy and calm – how do we get back there? Let’s talk to some other Shelter-in-Place Superheroes and have them share their superpowers for getting back to the green zone!


Episode 2: Know the Feelings of Others

After superheroes know how they themselves feel they begin to exercise the superglue of superpowers: empathy! Superheroes notice things so that they can see through the eyes of others, hear through the ears of others and feel with the heart of others.


Episode 3: Making Good Choices

Superheroes know their own feelings and can use their superpowers to return to the “green zone.” It’s from the green zone that we make the best decisions! And they are even better decisions if we include our superglue superpower of empathy. That way we can make the very best choices: those that are good for us but also good for others.


Episode 4: Optimism

Superheroes always believe good things are around the corner. They are optimists! Sometimes when we face great challenges it’s hard to be an optimist. But we can apply the TIE strategy to all our challenges:

T – temporary

I – isolated

E – effort

The challenge will not last forever, it is temporary. The challenge is not the only thing! The challenge is isolated and there are many other things to experience and be grateful for. And, with effort we can overcome any challenge. When we apply this strategy to our challenges we can stay optimistic. And, if we stay optimistic then good things WILL happen!

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For Our Students: Thinking Through the Transition to Digital Learning

For teachers and school administrators, the following is a guest post from BGL’s Andrew Bixler.

If we agree that the goal of digital learning is the same as the goal of traditional classroom learning, then we must restructure the systems we use to provide a high quality education given the realities of the quarantine and school closures. 

One teacher transitioning from the classroom to the living room presents an overwhelming number of obstacles. For leaders and administrators, those obstacles multiply as they attempt to provide solutions and manage staff expectations. There is an endless list of digital resources that provide solutions that schools are facing, and as a consequence there are many choices to be made. In other words, digital solutions can unfortunately also be obstacles, and it’s surprising how easy it is to get stuck in the mire. Leader or teacher, the amount of questions that pop into your brain, onto your phone, and outloud over virtual meetings, can leave you feeling off-balanced, flustered, and frustrated. 

What should we think about since there is so much to think about? The answer to this question is unsurprising: we should think about the student. We should think about school-wide, grade-wide, and content-wide protocols with the student in mind just like we normally would. Again, the goal is the same. The medium is just different. 

Student Access

Before moving forward in any meaningful way, schools must know the answers to these questions as they will help prioritize what needs to be done first. As educators, we can set expectations for ourselves or our students only if we have data on student access. 

Do students have a wifi-enabled device and experience with educational applications? 

Schools might have extra computers in the building they can lend. Spectrum is offering free-wifi

Students’ access and digital literacy will be the starting point for schools. For example, if students do not have access or have little to no experience navigating educational resources, then leaders and teachers will have to rely heavily on calling families directly until they have consistent access to the digital resources you will be using.

Do leaders have school-wide data on student access?  

Identify the key information leadership needs in order to connect students to their teachers, Then create and end a Google Forms survey, get feedback, and identify (hopefully) a short-list of families that need additional support. Delegate specific people for outreach, so that families who still do not have access or need support get it. 

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Spreadsheet populated by Google Form to use for assessing student access

Communication protocols for all stakeholders

When communication is too frequent or confusing, it causes frustration, and eventually, apathy among staff. Clear and consistent communication is essential for students and families. The goal is to establish points of contact  in the school, so families are informed but not overwhelmed or confused. With most information now being communicated digitally, it’s essential that communication is strategic and hierarchical. Spend more time thinking through and planning communication to reduce opportunities for confusion. In these ways, all stakeholders know what information to expect, when, and how often.

It’s important to have a deep understanding of where students are academically and socio-emotionally during this time too. However, it’s not feasible for any stakeholder – student, parent, teacher, or leader – to be in close contact with everyone. Imagine a parent of four having to manage communication between multiple teachers multiplied by four!  Leaders should identify groups of students that each teacher will be responsible for communicating with on a consistent basis. It’s easier for teachers to communicate any information on a particular student. Using a CRM tracking system or simply a Google Sheet (above), teachers who are not that student’s advisor can write notes for each student. When that student’s  advisor checks in, they can communicate information from all of their teachers in one communication.

 “…leaders will do well to collaborate with each other and grade team leaders before pushing out information to all staff.”

How are leaders communicating information to staff?

Ideally, leaders provide consistent and predictable communication (weekly same day/time), one medium (email with attached one-pager of the week ahead). Anything sent to all staff must be clear and purposeful, so leaders will do well to collaborate with each other and grade team leaders before pushing out information to all staff. The less time it takes for teachers to interpret information, the more time and energy they will have to provide quality instruction to their students. 

How are staff communicating to each other?

What warrants a video call vs. phone call vs. email vs. group message vs. Calendar Invite vs. DM vs. text? It seems silly, but having general protocols for the media you use will assuage some of the anxiety that stems from checking multiple platforms and, in the long run, will save hours of work time. Tone, time, and relevance are just three essential variables to consider when making protocols for communication. If communication about a topic requires conversation and discourse, a video call is probably necessary. If simple information needs to be pushed out, a concise email will suffice. Calendar invites that include pre-work, agendas, and links to any materials set expectations for meetings and enable attendees to feel the purpose of the meeting. If there’s a light question that a staff member has, they might want to reach out to a colleague over a DM or text before reaching out to the group. Thinking through scenarios that are common in the digital workplace and establishing norms for communication in those scenarios can relieve tension by eliminating confusion. 

How are teachers interacting with students?

If not as a whole-school, as a grade-team identify the one medium (like Google Classroom) that makes sense to communicate assignments and other information to students. Identify the medium for video conferencing (like Zoom) you wish to use for continual outreach to parents and students. Set a day and time each week that students can expect to receive an update on the week ahead.

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This “Week at a Glance” enables students to see their assignments and plan their time accordingly. 

“Plant the student in the forefront of your mind as you think through these questions.”

Leader and Teacher Roles and Responsibilities

Save time and empower each other by defining the roles and responsibilities for leaders, teachers, and staff. When everyone knows what’s expected of them, knows who to manage up to given any circumstance, staff will feel confident and focused in performing their duties. 

What are leaders’ non-negotiables, deliverables, and expectations? 

Push out consistent and predictable communication while leveraging self-starters and tech-literate staff. Maintain a pulse on each grade-level and maintain a positive culture of feedback, e.g. anonymous, daily feedback survey. Help guide teachers in making thoughtful choices around digital solutions.  Manage and support outlier families and students that need resources or that benefit from additional reminders to meet expectations. Delegate tasks in a way that makes sense. 

“Push out consistent and predictable communication while leveraging self-starters and tech-literate staff.”

What are teachers’ non-negotiables, deliverables, and expectations?

Use one medium for instruction, designate a minimum number of lessons, assignments, and grades per week for the grade-team or content-team. Set a number of office hours to be held by teachers over video conference, phone or other tech. Identify and reach out to students who are approaching standards and will benefit from small group video conferences. Hold teachers accountable for student outreach by logging communications in a CRM or other tracking system for accountability. 

How are leaders and teachers holding each other accountable? 

Assume the best all the time. During these new and difficult circumstances, assuming the best creates an inviting atmosphere that bolsters collaboration. Setting deliverables as a team will encourage buy-in and thereby empower all to hold one another accountable. Using shared documents, establishing clear communication of deliverables, agreeing to non-negotiables, and adhering to a system for accountability are just a few systems that take unnecessary, logistical pressure off of the team. With less pressure, schools can focus more on those we actually are here to serve: the students.

Mindset Moving Forward

Plant the student in the forefront of your mind as you think through these questions. In delivering what students need academically and socio-emotionally, leaders and teachers need to prioritize and streamline their approach. Everyone will have to make adjustments throughout this process, especially in the beginning as there is likely to be a sharp learning curve for all stakeholders. So, with each step, plan backwards. Define what the ideal end product looks and sounds like, and then with that goal in mind, develop systems and protocols that are simple and purposeful. In this way, we can make fewer adjustments as we move forward and continue to set up our students for success. 

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Wiggle Wiggle: A Much-Needed 2-Minute Brain Break

This is just really cute, y’all! Thanks to all the kiddos for their awesome wiggling.

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Shelter-in-Place Superheroes: BGL’s New FREE INTERACTIVE LIVESTREAM Weekly Event!

superheroes flier.png

 Shelter-in-Place Superheroes

Thursdays in April at 1pm Eastern / 10am Pacific! 

Shelter-in-Place Superheroes: it’s a short variety show that YOU can be a part of (if you choose)!

Right now, we’re all superheroes! We’re protecting the community by staying at home and keeping the coronavirus from spreading around! Thank you, superhero!

Would you like to meet some other superheroes who are doing the same thing? Then join us for Shelter-in-Place Superheroes where we’ll meet some new friends and talk about how we’re all Feeling Fun!

Vida tells jokes!
Jackie dances!
Lucas plays music!
Courtney trains her dog!
Jimmy and Bella do flips!
Travis, Teddy and Ava do science, and notice things!
Lance and Kris play puppets!
Arielle gardens!
Tutu is mindful!

At the end, you can choose to share your quarantine superpower – art, singing, dancing, and more – with Teacher Seth and other Shelter-in-Place Superheroes!

Then, we’ll see you there on Thursdays in April at 10am Pacific!

*Recommended age groups: 3 to 10 years old. Requires Zoom (free download) and parent supervision.

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Also check out CILC’s Community of Learning – live virtual field trips throughout the learning day via sign ups.

Video Conference Storytime: Another Way to Connect

“There’s always room for a story that can transport people to another place.” – J.K. Rowling

What was your favorite book as a child?

Mine was Are You My Mother?. Not only did I love it as a child, I read it over and over again to my toddler brothers when I was a teenager. Now, I love reading this story to my students as Teacher Jackie. Here I share Are You My Mother? with students at Xing Kong, a progressive kindergarten in Kunshan, China:


I marvel at how something so simple – a story – can engage students so thoroughly across the world and through a computer screen. The sense of excitement, the cadence of the voice, the movement, the suspense – when I read to children, especially online, I share that same wonder and passion for storytelling that I admired as a child. Even across the language barrier, the students hang on my words – for the love of story. 

Stories are incredibly powerful. Stories connect us. Stories comfort us. Stories transport us. Stories are the legacy we leave of our time. Whether you weave your own tale or read a classic, sharing stories with children is a net positive for our collective whole.

Do you have a story you want to share? Write it in the comments? Or share a link to your own YouTube video. 

For more stories and read alouds, check out our YouTube Playlist: Storytime: Read with a Teacher.

And, for a little more support reading aloud over video conferencing check out the Caribu app which does much of the work for you. Especially good for young learners!

Want more tips for teachers and parents who suddenly find themselves doubling as teachers? Give us your email and we’ll email you our best blog posts.



Connect Students Socially During School Closures Using Video Conferencing

In Maslow’s Hierarchy of needs, just above safety and security is a feeling of belonging. For many students that is the most important thing that was suddenly ripped away from them as they were abruptly isolated from their peers and classmates. While your child may be in contact with a few friends here and there, maintaining a sense of belonging to a group is harder to achieve. Your little kiddo especially needs your help maintaining these social ties.

Luckily we still have video conferencing. Although it requires high bandwidth and can sometimes be finicky, video conferencing is the next-best thing to IRL. It’s an invaluable tool we can use to provide opportunities for group socialization during self-quarantine.

Here’s a (fairly) simple way to do it: regular group Zoom* calls run by you, the parent/teacher.

*Zoom allows you, as host, to mute other participant’s microphones. This is critical with young children.

Step 1: Contact the parents of your young child’s friends and classmates. Maybe post on a school Facebook group or message board. Set a time for a regular call (at most daily, at least weekly) for kids to drop in when they can. Explain that you will be using Zoom and will send out links that people can click to join.

Step 2: Familiarize yourself with Zoom by watching a tutorial like this one. Make sure you know how to mute participants and use breakout rooms.

Step 3: At the time of the meeting, launch a Zoom call. Click on “Invite” and “Copy URL”. Paste the URL into a message to the other parents. And, you’re in!

Structure of the Call – One Success Story

Seth at BGL has been running these all week with his first grade daughter and her classmates. Here’s his recipe for success:

1. Allow students to slowly roll in and chit chat.

2. Inevitably with young kids the call will devolve into loud noises and general silliness. That’s fine for a minute or two. Once it’s no longer fine, mute all participants.

3. Now, you take charge. Start with a general feelings check in. How are you feeling today? What other emotions would you like to share? Do a share around the circle by unmuting each kid one by one to let them answer before muting them again. Don’t forget to let your kid respond, too!

4. Next, do another share around the circle. This one can be a variable topic, different every day. So far Seth has done:

– choose an artifact from your home to share (show and tell)

– what is your daily schedule like now that you’re learning from home?

– tell us a joke!

– choose a picture from your home. Tell us about it.

5. Then, do breakout rooms. Create enough for 2-3 students per room and let them run for 3-5 minutes. Check in if you can, but they basically run themselves when they are this small. If you have time, mix up the rooms and do another round.

6. Finally, come back for a quick dance party. Play a song through your computer and just be silly for a few minutes. Thank everyone for coming and tell them you’ll see them tomorrow.

We hope this strategy helps connect kids to each other during this weird and challenging time.

At BGL we used to just work with schools and teachers. Now that parents have suddenly become homeschool teachers, we think you might be interested in some of our free content, too. If so, give us your email and we’ll include you in our announcements. No pressure!

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March 20 UPDATE – New Kids

Seth managed a call today that extended beyond his daughter’s friend group (it was advertised on the school’s FaceBook page as the first of a recurring Friday event). The call spanned 5 grade levels and included students who did not know each other. The following adjustments were made:

  1. The first few minutes were spent on introductions – just grade level, name and a general how ya doin? As the host of the meeting, Seth used the dropdown menu in their video feed to rename their account from their parents’ name to the students’ name so he’d be able to call on them later.
  2. Time was spent sharing general knowledge about the nature of this pandemic. Why are we here and not at school? Why can’t we be near people right now even if we won’t necessarily get that sick? What is scary and sad about this? What is hopeful and good? This took about 10 minutes.
  3. With older kids who were more willing to share and actual subject matter (the pandemic) the dynamic was more call-and-response than circle-share. Seth tried to make sure he was calling on different people each time.
  4. In breakout rooms, Seth created groups of kids that were on similar grade levels and seemed to at least be familiar with each other.
  5. The dance party was a fail. We’ll need to try a different closing next time. One of Seth’s favorites from his days in the NYC DOE was having everyone whisper their wishes into their hands and then hold on to them with their hands closed. On the count of three everyone releases their wishes into the air. It sounds corny but it’s pretty powerful when a whole room does it. Next time!

While Learning from Home Participate in Big Dayta’s Interactive STEM Global Data Collaboration Project

Families around the world are finding themselves at home with their children and are looking for ways to #keeplearning.

Almost 1,000 students have participated in BGL’s Big Dayta project with their classes. But did you know that it’s also open to kids who are learning at home? The project is free and does not require a log in. 

What do I do?

Kids, keep track of one weekday in your life and complete the form so you can add your day to our Big Dayta tracker! 

Then you can explore the data. Check out the spreadsheet with all the data, and explore it however you wish. Or if you would like some guidance (especially parents who are looking for grade-level ideas!), check out our idea guide

We even have some worksheets that automatically update as more kids add their data. Due to COVID-19 keeping so many people at home right now, we are creating worksheets as fast as we can. Check out the list below (and please send a request for a specific grade level so we know where gaps need to be filled! :

  • Second grade investigates only second grade, 2- and 1-digit numbers with comparisons
  • Second grade investigates all data, 3-digit numbers
  • Fourth grade investigates all data, comparisons of 2- and 3-digit numbers
  • Third and Fourth grade investigates all data, estimating, rounding, and subtracting with 2- and 3-digit numbers
  • Fourth grade more estimating and rounding


We look forward to seeing what you investigate!


This project was created by Banyan Global Learning and is provided free by BGL. If you are a teacher or school leader who is transitioning to online learning, check out their free resources for getting your class online quickly

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Working from Home? Resources for Young Children Home from School

Online teaching resources for teachers – click here.
School closures are keeping the nation’s children away from school while parents are being asked to work from home. Even the biggest critics of screen time will need to rely on some virtual babysitting just to stay afloat during this crazy time. Rather than turning on Netflix, why not edu-tain them?


With fun characters and catchy hooks, BGL has a library of media content for young kids. Please feel free to share these YouTube playlists:
Themes: TransportationAnimals and more!
There’s even an educational show that encourages active participation from children. With sing-alongs, read-alouds and fun activities, there’s sure to be some content on the BGL YouTube channel that will bring joy to your child’s online home-based learning.


By working together and sharing our resources, we can ensure that students receive the best education no matter what the classroom looks like.

School Closures: Best Practices for Online Teaching Using Interactive Video Conferencing

Online Contingency Plan for Educators

This guide is a crash course for how to transfer learning magic from your classroom to an online environment.

  • You’ve probably never done this before. That’s ok. We’re here to help.

BGL’s TITAC training method has effectively transitioned classroom teachers to online environments for over a decade.

  • We recently presented this method at the NCCE conference in Seattle. Here are the slides from that presentation which can support overview training.

This training video is an overview of BGL’s TITAC method for how to teach over interactive video.

  • Due to our decade-long experience in the field we find ourselves in a unique position to support educators so that learning can continue during school closures.

(Updated 3.19.20)

Other Tips for Teachers Quickly Transitioning Online

  1. Even though you know your students already, treat it like the first day of school. Spend time first building community and your routines for this new virtual classroom.
  2. If possible split your class into small groups. Large groups will be harder to manage especially at first. If large groups are inevitable, Zoom’s breakout rooms are a good way make things more manageable.
  3. Make sure your students or an adult in the room are prepped on how to use the technology you plan to use. Especially important will be the ability to mute people; they will be in their homes and random noises can disrupt the lesson. In Zoom, you yourself as the host of the meeting can mute participants.
  4. Many teachers will not connect with their students daily over video conferencing. To stay connected to your students record a short video greeting every day. This is an uncertain time for your students and you are a grounding force in your students’ lives. Little efforts toward human connection can go a long way toward keeping them feeling safe and engaged.

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Here’s a Summary of TITAC (Also Covered in the Video Above):

This resource is intended to help quickly transition teachers to an online teaching environment using interactive video conferencing (IVC).


Distance learning and teaching vary widely in methodology, with some online classrooms having equivalent (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, Wallet, Fiset, & Huang, 2004; Cavanaugh,  Gillan, Kromrey, Hess, & Blomeyer, 2004; Bertsch, Callas, Rubin, Caputo, & Ricci, 2007) or even greater success than traditional classrooms (Harris-Packer, J. D., & Ségol, G. , 2015) . Given that online teaching and IVC are not monolithic, constant forces with consistent elements, BGL has developed the TITAC method to create a powerful education environment.

TITAC Method Overview:

  1. Teacher – The IVC teacher is effective and highly engaging.
  2. Interaction – Meaningful interaction is central to lesson design.
  3. Technology – The technology used is driven by learning goals and enhances the learning experience.
  4. Aesthetics – The aesthetics of the lesson engage the learners.
  5. Collaboration – Open communication facilitates collaboration between all stakeholders.

TITAC Best Practices for Online Teaching Using IVC:

  1. Teacher: The teacher is effective and extra engaging.
    1. The lesson design, pedagogy, teaching methods and tools are founded in best practices, meticulously planned and optimized for the student population and delivered effectively.
    2. The IVC teacher brings excitement and passion that extend beyond the 2-dimensionality of the medium.
    3. The IVC teacher’s word choice, pace of speech and intonation are appropriate for the medium and audience.
  2. Interaction – Meaningful interaction is central to the experience.
    1. The students have frequent opportunities to lead and to share their ideas.
    2. A sense of global citizenship – including cultural respect and empathy – is developed while connecting with otherwise unattainable people and places.
    3. The interaction introduces students to and/or reinforces 21st century skills such as communication, collaboration, critical thinking and creativity.
  3. Technology – The technology used enhances and is driven by the learning experience.
    1. Operation of supplementary technology is internalized and back-up plans are on the ready.
    2. All stakeholders are invested in the capacity of technology to redefine education and prepare students for the future.
    3. In 1:1 environments, blended learning tools redefine student work and teacher assessment.
  4. Aesthetics – The presentation looks and sounds good.
    1. The IVC setting and all people in it are camera-ready and professional.
    2. The IVC feed is well-framed, well-lit, has good acoustics and good use of color.
    3. The IVC visual and aural experience is multi-dimensional and dynamic.
    4. Any digital resources are pithy, visible and well-designed.
  5. Collaboration – The relationship of stakeholders to each other is communicative and collaborative.
    1. Teacher roles – both on-site and IVC – are well-defined beforehand including classroom management and assessment.
    2. The teachers have an open back channel with which to communicate during class.
    3. All teachers know the lesson plan, design and contingency plans and discuss these beforehand.
    4. The classroom teacher handles individual behavior management.
    5. The IVC teacher has an accurate class roster.

In addition to the free resources that will be available soon on our YouTube channel and our website. Follow up training sessions are available by writing to or by clicking here.


Teaching with IVC removes limitations of physical location and therefore dramatically expands possibilities for human connection. Mastering these connections is critical in a world where unanticipated school closures can restrict access to education and where demand for flexible school environments is increasing. IVC prepares students for a future where essential human skills are prioritized and technological advances create unprecedented opportunity for widespread collaboration. Therefore, more than ever, a model for delivering high-quality educational experiences over IVC is essential.

This model is based on 10+ years experience teaching over IVC trans-nationally to whole groups of students in Asia. The benefits of this type of IVC education also include 1) the steep reduction of cost and carbon footprints 2) the ability to drastically expand the audience for any given educational content and 3) the real-life human impact of communicating directly with people from different backgrounds. The added challenges of IVC include logistical complications and the need to develop cultural understanding.

As more providers use IVC to teach, this paper provides a guide map for factors to consider. It is a supplement to established resources such as Ben Newsome’s account of successful STEM experiences over IVC and Cole, Ray and Zanetis’s trailblazing book Videoconferencing for K12 Classrooms. Critically important aspects of the IVC experience – including curricular goals, classroom setup and definition of stakeholders – are described in those resources.