Time4Learning is an online, student-paced learning system covering preschool through high school. It is popular as a fifth grade homeschool curriculum, as an afterschool tutorial and as a summer study or enrichment program.
For fifth graders, Time4Learning provides language arts, math, science and social studies. Students also get access to an online playground.
This page provides:
- An Overview of Fifth Grade Learning Objectives
- Language Arts Lesson Descriptions
- Fifth Grade Reading List
- Math Lesson Descriptions
- Science Lesson Descriptions
- Social Studies Lesson Descriptions
- Structure of the Fifth Grade Program
- The Time 4 Art program is included after the first month.
Overview of Fifth Grade Learning Objectives
This section provides a summary of the key fifth grade learning objectives for reading, language arts, and math. A more detailed description of each subject is provided below, including links with more information on the hundreds of learning activities. The Time4Learning language arts and math curriculum correlate to state standards.
Fifth grade is a year of highly visible progress in reading and language arts. By the end of fifth grade students should be able to:
- Use grade appropriate vocabulary
- Apply comprehension strategies to a variety of literary genres
- Write and punctuate appropriately in research and composition assignments
- Speak and listen with grade appropriate skill
Fifth grade is also a year of development and skill building in mathematics. By the end of fifth grade students should be able to:
- Be proficient using the four math operations of addition, subtraction, multiplication, and division
- Use basic algebraic functions such as exponents and order of operations
- Apply geometric concepts to solve problems
- Use various methods of measurement with skill
- Understand data analysis and basic statistical terms
Below, there is a more in-depth description of the fifth grade curriculum for language arts, math, science and social studies as well as information about the online playground.
Do you have homeschool portfolio questions? Get tips and advice about different organization methods, what to include and how Time4Learning can be used as part of your fifth grade homeschool portfolio.
As a homeschool mom with an education degree, I didn’t think there was a way to do math manipulatives on the computer, but Time4Learning accomplished it!
In fifth grade math, students learn how to divide 2-digit divisors by 3-digit dividends.
Fifth Grade Language Arts – Lesson Overview
The language arts section contains learning activities that are primarily based on vocabulary skills, fluency, and comprehension. Many lessons are taught using exciting animation and interactive assignments. Reading and writing exercises within each chapter apply the skills that are taught throughout. Homeschoolers use it as it constitutes a solid fifth grade language arts program, correlated to state standards. Non homeschoolers use it as a 5th grade language arts tutorial, for test preparation, or summer enrichment.
The lessons are organized into different chapters that introduce and cover:
- Vocabulary skills – Teaches an application and expansion of grade level appropriate vocabulary incorporating the use of synonyms, antonyms, homonyms, prefixes, suffixes, homophones, idioms, and Greek and Latin roots. Lessons include interactive guided instruction, an interactive practice session, and quizzes over each topic.
- Process Skills – Students are challenged to summarize, predict, visualize, clarify, and understand scaffolding to enhance reading comprehension. Lessons use the Think Aloud format to introduce literary and expository texts to students.
- Comprehension – Teaches the student how to apply comprehension strategies to literary and expository texts. Students explore the use of summarizing, plot identification, main idea, theme, cause and effect, inferences, compare and contrast fact vs. opinion, making inferences, and the author’s purpose through the use of interactive exercises and quizzes.
- State Simulation Assessments – Students go through a mock assessment that teaches them how to apply reading comprehension strategies to standardized tests.
- An American Safari ILA – Students apply their knowledge by engaging in a series of activities that enhance reading, writing, and thinking skills. This Independent Learning Activity builds comprehension strategies through the use of a narrative about animals in the wild. Students learn how to write the four types of sentences (declarative, interrogative, imperative, and exclamatory) through the use of learning activities.
- The Birchbark House – ILA – ILA that teaches students about human and animal relationships. Students apply their knowledge by engaging in a series of activities that enhance reading, writing, and thinking skills. Students learn how to use adverbs and construct singular and plural nouns through direct instruction and interactive practice.
- The Giver ILA – Teaches comprehension strategies through the use of a literature based chapter on knowledge and life choices. Lessons give the student opportunity to apply their knowledge through interactive activities enhancing reading, writing, and thinking skills. Students use recognition and application of language arts skills to identify common, proper, and irregular plural nouns.
- Mother and Daughter ILA – Students use pre reading, during reading, and post reading activities to explore a chapter on mother-daughter relationships and adolescence. Lessons give opportunity to apply knowledge through language arts activities such as reading and writing. In the final two lessons, students learn how to properly use commas and synonyms in sentence construction.
- The Black Stallion ILA – Teaches reading, writing, and thinking skills through the use of an integrated literature based chapter on survival and trust. Students are asked to recognize and apply language arts skills to reading comprehension. The chapter ends with the students learning how to correctly use subject-verb agreement and adjectives within sentences through the creation of a travel brochure.
Click for lesson by lesson details on the Time4learning 5th grade language arts lesson plans.
Fifth Grade Reading List
Many parents have expressed interest in purchasing the full versions of the authentic literature excerpted in the fifth grade language arts section. They can be purchased at the links below but they DO NOT need to be purchased in order to use Time4Learning.
- An American Safari by: Jim Brandeburg
- The Birchbark House by: Louise Erdrich
- The Giver by: Lois Lowry
- Mother and Daughter (from the book: Baseball in April and Other Stories) by: Gary Soto
- The Black Stallion by: Walter Farley
In fifth grade language arts, students practice reading comprehension strategies in the lesson An American Safari.
In this lesson, students are asked to read the selection and answer questions. New vocabulary is highlighted in the text and defined in the story.
Fifth Grade Language Extensions – Lesson Overview
Language arts extensions is a component of the complete language arts curriculum. It contains a series of chapters made up of activities, quizzes and chapter tests.
Many parents have their students work through the language arts section and feel that their children have mastered the material. Other parents use sections of the language arts extensions for review and reinforcement of specific areas where their children have difficulty. Many homeschooling parents have their children complete both sections in their entirety as it is part of a state standard aligned curriculum. Non homeschoolers use the language arts extensions lessons for 5th grade online tutoring, extra practice, or test preparation.
Each chapter starts using a variety of exercises designed to develop reading proficiency, vocabulary skills, and fluency.Through a series of learning activities focused on discovery, recognition, and application, fifth graders will learn to generate ideas, demonstrate comprehension of a theme, create graphic organizers and write creatively.
The language arts extensions chapters include:
- Reading Strategies – Teaches students competency in reading skills through the use of text organizers, structure of words, text elements, and interpretation. Students are asked to summarize and paraphrase passages, identify the cause and effect relationship within a story, identify the meaning of affixes, and set purposes or goals as a reading strategy. In the last several lessons of this chapter grade level appropriate vocabulary are taught to enhance language use.
- Grammar – Teaches the punctuation rules, comma rules, and the use of quotation marks. In the grammar lessons, students are asked to determine the correct tense of verbs, indentify linking verbs, identify indirect and direct objects, use predicate adjectives within a sentence, use comparative and superlative adverbs within a sentence, correctly identify homophones and homographs, and correctly write hyphenated words within a sentence.
- Literature – Students will learn how to read and respond to various types of literature. Lessons will focus on the elements of a story such as plot, style, onomatopoeia, alliteration, and character development. Students will use traditional tales, historical fiction, fables, poetry, Greek mythology, and historical documents to recognize and experience the fact that literature is used as a record of human experience.
- Elements of Writing – Lessons focus on paragraph writing, letter writing, research reports, and composition writing. Students are asked to write a paragraph using topic and supporting sentences, create an outline to organize information, write a persuasive letter and cite sources in a research report. They will use story elements to write a composition in literal and figurative language and distinguish between first and third person point of view. Finally, they will be taught how to edit and revise their work.
- Tools for Learning – Students are asked to read poetry and prose aloud, demonstrate control of expression while speaking publicly, express their opinions respectfully, demonstrate effective listening skills through summarizing speeches or lectures, and give and follow detailed directions. Students develop proficiency in speaking and listening through interactive assignments.
- Conventions of Spelling – Teaches spelling and proofreading guidelines through the application of spelling rules and exceptions. Students are asked to consistently apply the given rules in nine spelling lessons covering words that include specific prefixes and suffixes.
For details about fifth grade writing standards, please visit Time4Writing.com.
Fifth Grade Vocabulary
The fifth grade vocabulary focuses on synonyms, antonyms, affixes, homophones, and figurative language. Multiple lessons on literature characteristics of different genres develop understanding and application for fifth grade readers and writers.
Tools for learning such as effective listening, expressing opinions, public speaking elements, and prose and poetry are highlighted throughout the 5th grade curriculum.
In fifth grade language arts extensions, students learn new vocabulary in the lesson Vocabulary – Eponyms.
In this lesson, students are asked to complete the puzzle using vocabulary words they learned in the story.
Fifth Grade Math
The fifth grade math curriculum contains a number of online math lessons, as well as printable worksheets. It constitutes a solid fifth grade math program correlated to state standards, which is important to many homeschooling families. Non homeschoolers use the program for 5th grade math tutoring, online test preparation, math practice, or summer review.
Interesting animation presents the fifth grade math lessons in bite sized pieces, at the student’s pace. Each chapter builds on the last. Fifth graders are guided through fractions, order of operations, basic algebra, metrics, spatial sense, and graphing and probability using interactive prompts and funny stories that bring the lessons to life.
Lessons are organized into several chapters that introduce and cover:
- Whole Numbers – Students learn how to apply concepts of place value and estimation through the use of Arabic and Roman numerals. Interactive assignments ask students to convert Roman numerals to Arabic numerals, expand numbers to the billion’s place, and estimate sums and differences with reasonableness in mind.
- Operations with whole numbers – Students develop an understanding of operations using addition and subtraction of whole numbers, multiplication using 3 by 2, and division with 2 digit divisors and 3 digit dividends. Students are asked to solve problems using exponents and order of operations. They will also identify prime numbers through factorization and apply problem solving strategies to real life situations.
- Decimals – Students apply their knowledge of adding, subtracting, multiplying, and dividing using decimals. They are asked to read and write numbers to the thousandths place, use decimals in conjunction with the number line, add and subtract decimals with estimating sums and differences, multiplying and dividing decimals with estimating products and quotients, and identifying and converting decimals to percents.
- Fractions – Students develop their ability to add and subtract using fractions and mixed numbers through the use of interactive lessons. Exercises help students to apply this knowledge to multiplying and dividing with improper fractions, simplifying fractions, making equivalent fractions, working with mixed numbers, estimating fractions, and developing relationships between fractions, decimals, and percents.
- Algebra – Students identify the connection between algebraic patterns, equations and addition, subtraction, multiplication, and division through direct instruction, activities, and worksheets involving integer patterns, algebraic patterns, and equations.
- Measurement – Teaches units of measurement and conversions. Students are asked to apply formulas to customary and metric measures of length, weight, capacity, and temperature. Lessons on time will enable students to determine elapsed time in real life situations. Finally, students will learn formulas and apply them to calculate measures of area, perimeter, and volume.
- Geometry – Students will discover various geometric concepts that apply to real situations. Students will explore geometric terms and learn their proper application, learn about three dimensional figures, learn and use surface net and scale drawing to build their own figures, determine the measurement of angles, graph using ordered pairs, and use symmetry and transformation to identify shapes.
- Probability – Teaches the concept of probability. Students are asked to predict outcomes by using methods of probability and applying this to simulated situations.
- Data Analysis – Students are taught the many kinds of graphs such as bar graphs, line graphs, histograms, Venn diagrams, and pictographs. Students are asked to use basic statistics and terms such as mean, median, mode, and range to organize data. They are also taught the purpose and use of the stem and leaf plot.
- Practice – Students will apply previous knowledge through interactive lessons on reading and writing numbers, expanded form, roman numerals, rounding off, exponents, greatest common factor, prime factorization, algebraic properties, mental computation, estimation, complex division, comparing fractions, performing operations with mixed numbers and fractions, decimals and the number line, percents, a basic review of geometry, ratios and proportions, measurement, and problem solving. This chapter consists of a comprehensive cumulative review of the course.
For a more detailed description of the fifth grade math lessons, please visit our fifth grade math scope and sequence page.
In fifth grade math, R. Eddie teaches about percentages in the lesson Identifying Percents.
In this lesson, fifth graders learn how to calculate percent using a 10 by 10 grid.
Fifth Grade Science
The fifth grade science curriculum contains numerous lessons, quizzes and chapter tests, all organized into a variety of chapters. Most members use it as a 5th grade science tutorial, for fifth grade science practice or as a supplement to their homeschooling approach.
- Scientific Investigation – Students will learn the process of completing scientific investigations. Lessons reinforce the steps in the scientific method through assignments on research, investigation, conducting experiments, collecting data, recording observations, using control groups, and creating time lines.
- Changes in Matter – Teaches the relating of matter changes to atoms and molecules. Students identify the components of atoms, the construction of matter, and the organization of elements. The Periodic Table is presented and explained in detail.
- Electricity and Matter – Lessons include in-depth study into characteristics, measurement, resistance, and safety issues of electricity. Students will also learn about the various electrical inventors.
- Light – Teaches the basic characteristics of light through examining characteristics, measurement, reflections, refractions, optics, and magnifiers of light. Students are asked to experiment with the reflection and refraction of light.
- Organisms – Students learn about cells and their characteristics, organisms, plants and animals, the use and parts of a microscope, and the famous cell biologist Ernest Just.
- Classifying Living Things – The five major kingdoms are presented along with the methods used in classifying living things. Students are asked to identify and describe each of the five major kingdoms. A lesson on Carolus Linnaeus is also presented.
- Life Cycle & Reproduction – Students examine the life cycle of a plant, the circle of life, the various parts of a plant, seeds and pollination, and the reproduction of a non-seed plant.
- Weather – Teaches the various characteristics of earth’s atmosphere and weather conditions. Lessons present weather and climate, the water cycle, the layers of the atmosphere, classification of clouds, instruments used to collect weather data, developing forecasts, and a description of meteorology.
- Forever Changing Earth – The Earth’s ever changing surface is examined in detail through lessons on the layers of the earth, plate tectonics, earthquakes, major fault zones, volcanology, mountains, oceans, measuring geologic time, fossils, ice cores and tree rings, and a description of the study of geology.
- Human Body – Students are taught how to identify personal interests, capabilities, and values. Lesson will also teach the student how to identify personal strengths and weaknesses in order to develop ways to maximize their strengths. Interactive lessons also teach how to recognize conditions that contribute to disease, poor nutrition, safety, poor hygiene, recognizing and dealing with stress, and how to make and keep friends.
For a more detailed description of the fifth grade science lessons, please visit our fifth grade science scope and sequence page.
In fifth grade science, Lucas learns about the characteristics of cells in the chapter Organisms.
In this lesson, students are learn about the different parts of the cell and the functions of each.
Fifth Grade Social Studies
The fifth grade social studies curriculum contains hundreds of lessons, as well as worksheets, quizzes and tests, organized into a number of chapters. Many homeschoolers use the social studies lessons as a supplement to their homeschooling approach. Non homeschoolers use the lessons as a fifth grade social studies tutorial, for 5th grade online tutoring, for extra practice, or summer enrichment. Although the materials are extensive, social studies is included as an added bonus. It does not correlate to all state standards and is not animated.
- Olmec – The Olmec Civilization and its location, means of travel, dwellings, food production, art and religion, writing, counting, and calendar are discussed. Interactive assignments require the students to identify important facts.
- Phoenicians – Students learn about the Phoenician Civilization and its location, role of city-states, identification of important cities, influence of Egyptian trade, trade routes, culture in terms of clothing and hieroglyphics, manufacturing, navigation and seafaring, and the development of an alphabet and its basis for our current alphabet.
- Shang/Zhou Dynasty – Teaches students about the Shang and Zhou Dynasties. Students are asked to point out the location of these dynasties on a map, describe the use of bronze and the creation of silk textiles, explain their use of a sophisticated writing system, explain the roles of art and religion, identify the various rulers and influential people, describe the period known as China’s Golden Age, explain the Confucian Philosophy, Lao-tsu and Daoism.
- Nubian Kingdom –The Nubian Civilization is taught through lessons on its location, important cities, conflicts with other nations, similar surrounding cultures, and natural resources.
- Ancient Greece – Students learn about Ancient Greece through lessons that require them to locate the Ancient Greek civilization’s location on a map, explain their city-states, define tyrants, describe the roles of the Greek gods and goddesses, describe the Greek alphabet and how it was developed, explain the contributions of the Greek scholars, and define the role that art, architecture, music, athletics, drama, and literature played in the development of Greek culture.
- U.S. Politics 1801-1840 – Students learn about the early presidents and politics of the United States during the period of 1801-1840. Assignments require students to describe the life of Thomas Jefferson, the importance of the Louisiana Purchase and the Lewis and Clark Expedition, the Zebulon Pike Expedition, the presidency of James Madison, the events that led to the War of 1812 and the battles of that war, the presidency of James Monroe, the Missouri Compromise, the presidency of Andrew Jackson and the Indian Removal Act, the Trail of Tears, and the Seminole Wars.
- U.S. History 1820-1850 – Teaches the students an overview of the history of the states by examining the influence of Westward Expansion, the means of travel, the Santa Fe Trail, the Texas War for Independence, the Battle of the Alamo and the important men who fought there, The Oregon Trail, the Mormons migration West, the Mexican –American war, and the California Gold Rush.
- U.S. Economy in the mid-1800s – Students learn about the differences in the economies of the north and the south through exploration of industrial development. Lessons include the invention of rubber, the sewing machine, the telegraph, whaling, clipper and trade ships, the reaper, the railroad expansion, growing cotton in the south, slavery and the fight to free them, women who made a difference, and reformers for schools, prisons, and mental hospitals.
- Leading to American Civil War – The events that led to the Civil War are examined and students are asked to summarize the Compromise of 1850, the effect Harriet Beecher Stowe had on the slavery debate, The Dred Scott decision and the formation of the Republican Party, the Raid at Harper’s Ferry, John Brown, and the outbreak of the Civil War.
- The American Civil War – Teaches about the Civil War through a comparison of the Blue and the Grey and the Yankees and the Rebels. Lessons require the student to explain the differences between each side as the war began, describe the Battle of Bull Run and the battles at sea, explain the fight for control of the Mississippi River, describe the Peninsular Campaign and the Second Bull Run, describe the effect the Emancipation Proclamation had on African Americans, describe General Sherman’s march to the sea and explain why he did this, depict the events that led up to the surrender at Appomattox and the costs of the Civil War.
- Reconstruction 1865-1877 – Students learn about the reconstruction of the U.S. after the Civil War. Topics of interest include: the death of President Lincoln, the Johnson Reconstruction Plan, the carpetbaggers, amendments to the constitution, racism during reconstruction, and the Compromise of 1877.
- Geography of the United States – Teaches states and capitals and their location on a map, major cities, major regions, Midwest and Great Plains, major rivers, and the various time zones.
- World Geography – Students learn geography of the world through the study of time zones, the tropic of cancer and Capricorn, climate zones, polar and mountain regions, islands and rain forests, deserts and grasslands, archaeologists, artifacts and ruins, and how archaeologists can reconstruct the past.
- Political Science – Teaches about the purpose of government, the various terms of office for governmental positions, the line of succession for the presidency, democratic laws, civil rights, public policy, resolving conflicts, the role of the U.S. in the world, and the responsibility of citizenship.
- Economic System – Students are asked to describe the law of supply and demand, how economic systems produce and distribute goods, factors that affect how consumers make their choices, given examples of competition in the economy, the economic role of government, the national defense plan, productivity, exchange of goods and services, entrepreneurship, and the influence of income on education and career choices.
- 19th Century Individuals – Notable individuals and accomplishments are examined. Students are asked to identify the accomplishments of The Wright Brothers, Samuel F. Morse, Louis Braille, Elijah McCoy, Madame CJ Walker, and Alexander Graham Bell.
For a more detailed description of the fifth grade social studies lessons, please visit our fifth grade social studies scope and sequence page.
In fifth grade social studies, students learn about changes in latitude in the World Geography chapter.
In this lesson, students are asked to identify the Tropics of Cancer and Capricorn and the time zones of the world.
Fifth Grade Lessons – The Time4Learning Program Structure
Time4Learning has been refined through years of feedback from educators, parents, and students. Fifth grade subjects are organized into chapters composed of interactive lessons, printable worksheets, quizzes and tests. Fifth graders are guided through the activities at their own pace by an automated system.
When students log in, they choose a subject, select a chapter, pick a lesson and complete the activities. A bright green arrow tells them where they left off, and completed work is clearly labeled with a check-mark or a gold star. Visual and auditory prompts guide fifth graders through the lessons making them easy for young learners to follow, and an online playground (controlled by parents) rewards and motivates them to finish their lessons.
Parents get access to printable lesson plans, teaching tools, detailed reporting and parental support through our online Parent Forum.
Does your child have different achievement levels for math and language arts? No problem. Time4Learning lets you set each individual subject at the appropriate graded level, making this program great for special needs and gifted students.
Fifth Grade Curriculum for Homeschool, Afterschool and Summer Use
For fifth graders, math, language arts, science and social studies concepts build upon those taught in the fourth grade.Time4Learning can be used for homeschool, afterschool or summer learning and is a great way to start fifth graders off on the right foot.
Time4Learning presents fifth grade curriculum in a style that is both engaging and effective. Kids love the funny sound effects and quirky cartoon characters delivering the material. Animated, interactive lessons feel more like video games than learning exercises. For homeschool and summer usage, the student-paced nature of the program teaches them how to work independently, giving them a sense of ownership over their progress which is a great motivator.
As an afterschool tutorial, Time4Learning’s fifth grade program provides children with lessons, tutorials and games that match the work they are completing in school. Learning the material by way of multimedia lessons provides a visual, audio and tactile approach to the concept being taught, so students of all learning modalities can benefit. Students who already have an understanding of the material can use the tutoring lessons provided by Time4Learning for extra reinforcement.
Time4Learning is entirely web based, so there is no software to download, no CDs and nothing additional to purchase. Your kids will be able to access the program 24/7 from any computer with an internet connection. It has a low monthly price, requires no contracts and offers a 14 day money-back guarantee.
Time4Learning has helped thousands of families. Why not yours? – Sign up now.


While Waldorf education places heavy emphasis on the formation of value systems, students and parents at the Santa Cruz Waldorf School are not indoctrinated to any particular way of thinking, world-view or religion. On the contrary, a variety of perspectives are presented so each student has a basis from which to make up his or her own mind. The curriculum gives a diverse and well-rounded view of history, government models, religions, gender, and social forms.
Every elementary school grade has a theme for literature. 1st grade’s literature theme is fairy tales. These stories are filled with rich language and strong archetypes which nourish the child’s feeling life, and also provides the images from which the letters and sounds of the alphabet are introduced. As the year progresses, the students become familiar with all of the consonants and vowel sounds. Then they move on to words and sentences, all of which come from a familiar context such as a story or poem the children already know. In this way, the children develop the decoding skills they will need when they begin to read. They practice copying words and sentences written by the teacher on the chalkboard, with the emphasis at this point in their development placed on translating what they see into motor activity and forming beautiful shapes rather than on reading comprehension.
Movement games and form drawing are integral parts of the 1st grade curriculum, especially during math blocks. First graders are introduced to all four processes (addition, subtraction, multiplication, and division) through stories and practice with manipulatives.
In many ways, first grade provides the foundation for all the later grades. Painting, music, form drawing, and all of the elements of creating the main lesson book begin in the first grade. Waldorf schools place a great deal of attention on the importance of play in the child’s physical and social development. The children normally play outdoors for part of every day in all but the most severe weather. In addition to free time when they can play imaginatively, the class plays lots of games together.
Most students are reading by the end of second grade. At this point, students have begun to feel more confident with addition, subtraction and multiplication. In second grade the pace of the day’s activities is accelerated compared to Grade 1. More advanced work in speech is presented. Cursive writing is often introduced in grade two. Timeless human qualities are celebrated through the telling of legends and fables from various cultures. Through these stories, the child of seven or eight can find ways to strive for moral behavior and also recognize that it is human nature to make mistakes. Main lesson books are created which give students the opportunity to draw pictures and copy texts about the lesson material.
The sense of wonder and reverence for the natural world that was fostered in kindergarten and first grade is further nurtured by nature stories (teacher-developed stories in which natural scientific facts are personified). In this way, the children begin to develop a personal relationship to this material, which will continue to enrich their understanding as they learn more abstract aspects of these concepts in later grades. The teacher also is telling riddles, and relating Aesop’s fables which playfully highlight human foibles. The theme of the year is focused on Native American lore. Grade 2 students begin copying short stories from the board into their main lesson books, working on their tracking, handwriting, decoding, and reading skills. Later in the year, they begin to make up short stories in class and write them into their books. Throughout the year, children work with word families to help with their reading and spelling skills.
[/one_half_last] The children deepen the knowledge they gained in Grade 1 of basic number facts and the four arithmetic processes. They often practice rhythmic counting with movement. This lays the foundation for mastering the multiplication table in the following school year. The children begin to explore additive number families such as 3-8-11 (where the first two combine to make the third, and the third minus either of the first two leaves the remaining one). The same principle is introduced for multiplicative number families (2-4-8, 3-8-24, etc.). Finally, the children begin to work with mathematical word problems and “number adventures”. The tasks given to the children in second grade are more complex than in the prior year. Form drawing is related to both writing and to math in its spatial designs, and it helps students develop their powers of observation, spatial orientation, and hand-eye coordination.
Second graders use the wet-on-wet painting technique and extend their work with colors, eventually progressing to paintings representing scenes from one of the stories the teacher reads to them in main lesson. Because it requires a good deal of kneading before it can be shaped, beeswax is considered to be an excellent medium for developing the will forces in the children, as well as an introduction to visualizing and working in three dimensions. The children are now able to sing and play good notes on their pentatonic flutes (or sometimes recorders) at will, so the focus in second grade is on listening to the music, memorizing the sequence of notes, and reproducing that sequence as pleasant music. Chase games dominate the outdoor activities in second grade. Games of this kind develop speed, agility, and courage. At this age, the children first begin to develop a rudimentary appreciation for strategy.
The third grade curriculum forms a transition between the early grades and the middle grades. It is the year of the nine-year-change, a significant milestone in the developmental path of individuation. The children are “coming down to earth”. The fertile and diffuse imagination of childhood is condensing toward observations and practical common sense applications; the sense of wonder turns more inward, directed toward a search for personal identity and a new feeling of separate selfhood.
This phase of the human development is accompanied in the curriculum by the experience and traditions of the Hebrew people: The Creation, the Garden of Eden, the Fall from Paradise, the Exodus from Egypt, the Wandering in the Wilderness, the Ten Commandments, the Journey to the Promised Land, the Kings and Prophets. The children often learn the Hebrew alphabet, celebrate Jewish festivals, and learn traditional Hebrew songs and dances. Such content is complemented by an immersion in practical crafts associated with food, clothing, and shelter. The children take up gardening, they learn to cook and to work with wool (carding, spinning, weaving in handwork); they engage in building.
At the same time there is also a distinct shift toward a more academic approach. In math the students concentrate on multiplication tables, while mastering carrying and borrowing, and learning about longer processes with larger numbers. They also study measurement and apply it in practical ways such as cooking, house building and setting up a shop. Writing in cursive and reading are supplemented by spelling and grammar (parts of speech: nouns, verbs, adjectives, adverbs) and basic punctuation. The pages of their main lesson books become larger and more complex, and the students participate more actively in their composition.
By the end of third grade most students are reading independently, many quite fluently, some at an advanced level. They are familiar with the times tables (up to 12) and are well on their way to mastering them. They understand the calendar and can tell time. They have acquired many new practical skills. They are enjoying singing in rounds and their mastery of rhythm extends to folk dancing. They are learning to compose their own poems and stories. They are ready for the middle grades.
The spirit of the fourth graders is aptly reflected in the northern mythologies of the Edda and the Kalevala. Yggdrasil, Odin, Loki, Ragnarok, and then the saga of Vaianmoinen – a virile mixture of comic and dramatic, these stories are perfectly attuned to the child turning ten. The fourth grade experience is rich in vivid images and in academic challenges.
In mathematics the goal is first to consolidate all that has gone before – the four processes, including their long forms, the multiplication tables through 12 and factoring. The children will strengthen their mastery of numbers by learning to estimate their answers, then derive the exact one, then prove it. Then, moving from the whole to the parts, they will take up a comprehensive study of fractions. They will learn to expand and reduce, add, subtract, multiply and divide like and unlike fractions.
The English language work includes reading fluency, spelling, grammar (completing the parts of speech), punctuation, dictation, and composition. It leads to book reports and simple research projects. The children will be expected to compose a large proportion of their main lesson books themselves, together or individually. Through book reports and research projects, they will learn about rough drafts and final drafts. They also give oral reports.
New main lesson material includes local/regional geography and history. The children will learn how California came to be, and about the people cultures that have lived there before them. Field trips will acquaint them with the life of the Ohlone, the Spanish missions, and the gold rush. They will also learn to make and to read maps, beginning with their own room, home, neighborhood, and extending finally to a physical, three-dimensional map of California. Special attention is paid to how human beings interact with the environment, and how the land and the climate affect their way of life, culture, and the choices they make. Towns and cities, rivers and mountains, agricultural land, travel routes, lumber mining, fishing, etc. are also studied.
In the Human and Animal main lesson block(s) the children will learn about animals as archetypes and as living species. They will study the different broad types of animals, comparing them to each other in form and specialization, and then to a human being, in whom so many traits of the animals live on in a modified and balanced way, to create a being with remarkable new potential. Each child will choose a particular animal or two to study in detail.
The fourth grade class may also receive main lesson on Musical Notation as they learn to read and write music, for it is during this year that they will take up serious instruction in stringed instruments – violin, cello, or viola.
The language arts and history curriculum of Grade 5 is based on the ancient civilizations of India, Persia, Mesopotamia, Egypt and Greece. The creation stories and mythologies of these civilizations are told and explored. Students study the geography of these lands and how they shaped diverse cultures. The daily life, history, architecture, religion and spirituality, science and mathematics of these cultures are studied to give the children a sense of the roots of modern consciousness and how it has evolved, as well as the variety and richness of the family of humankind.
For the first time, history is a separate lesson subject, apart from being presented only as story. The story of human deeds and strivings brings the child to a deeper experience of her/his own humanity. Historical studies trace development through the great ancient civilizations of the past, leading the child to see modern folk as heirs to an evolutionary process. The children as individuals will help this process carry forward, through a pictorial-artistic expression. Ancient Greece, where the human being achieved a balance between science and art, physical skill and the beautiful, life on earth and the life of the spirit, stands at the border between the study of mythology and history. The various Greek city-states are contrasted and compared, giving a picture of different human temperaments. Biographies of noble Greek philosophers, statesmen and leaders, from Solon to Alexander, are studied. The five pentathlon events, running, jumping, wrestling, discus and javelin, are practiced all year, in preparation for the Greek Olympics event held each spring, with children from other Waldorf schools. The Greek ideals of beauty and grace and truth are honored in these games.
Geography now moves into North American geography, leading the child out into ever wider spaces. Aspects covered include the contrasting ways people in different regions lived through their customs, songs, folk dances, legends, history, architecture, crafts and cookery. Study of the great physical features in each region of the earth and the natural resources therein, help to build a vivid picture of our vast country and continent.
Plant study is taught in relation to the whole earth organism. Starting with the form of the archetypal plant, first observed by Goethe, the principle of metamorphosis of plants is introduced. Familiar plants in our own environment, contrasted and compared, lead to a look at vegetation in other parts of the earth. Botany is taught including both scientific observations and the poetic/artistic interpretations.
Arithmetic is a review and strengthening of Grade 4’s introduction to fractions and a further deepening into the world of decimals. Practical application of decimals, in work with money, the metric system and measurement are introduced. The wonders of number patterns and relationships are explored, mirroring many of the great discoveries first made in the ancient civilizations studied. The Egyptians worked with geometry, and the Greeks refined it much further, and thus begins our geometry work during form drawing class, with freehand constructions of various forms, as a preparation to next year’s use of compass.
In the sixth grade, the theme is Rome and the Middle Ages. The teacher will also choose either the geography of Europe, which parallels the study of Rome and the Middle Ages, or that of Central and South America.
In geography the students study the cultural, economic, and social aspects of each area presented. Through this study the children become more aware of social problems and start the recognize a feeling of social responsibility. The students learn that different people from different cultures have various ways of interpreting the world. In this way the children develop compassion and understanding for different cultures around the world.
The students recite sophisticated poetry arising out of the curriculum. There is more emphasis on quality of speech and dramatic expression beginning in the sixth grade. In grammar, the children work with the subjunctive mood, and present and past perfect tenses. They continue to work with parts of speech with the continued emphasis on giving the students a feeling for the expressive qualities and possibilities of the English language.
Math in the sixth grade consists of regular weekly practice of skills developed up to this point. In addition, two morning lesson blocks are taught in math: business math and geometry. In business math students enter into the economic realm and learn about the history and intricacies of the decimal system. The children are presented with the basics of banking and how to calculate different types of interest.
Beginning in the sixth grade, the children learn to use the compass and ruler to create intricate geometric constructions. First the children learn basic geometric terminology and how to bisect a line. Then they learn to bisect angles and to construct parallel lines, angles, and triangles. Eventually the children learn to construct more complex geometric forms. Historical origins and uses of geometry are discussed in relation to the study of Rome and the Middle Ages.
In history, students begin by learning the mythology of the founding of Rome, and its seven kings. They learn how Rome started as a small city-state, and its evolution into a great empire. Through hearing many famous stories and biographies, the students will come to understand how loyalty began to shift from the family to the state, and how the strength, courage and integrity of individuals gave rise to Rome’s greatness. Then they will come to know how wealth and abundance, and the desire for personal power led to its excesses and downfall. As a practical activity, sixth graders will recreate models of Roman architecture or daily life situations from materials of their choice. The students hear how Europe descends into the Dark Ages and learn about the rise of feudalism.
In the sixth grade the children learn basic geology. They study the basic elements that make up the earth and how some of them were formed. They become familiar with the different layers of the planet and in this way are exposed to the different historical epochs. The study of the lime cycle illuminates for the students that lime, a mineral substance, actually originated from living creatures, shells, and corals. The origins of coal, slate, and marble are also studied and in this way the children are introduced to the idea that many mineral substances were actually formed out of living matter. They may also study the precious metals and gems.
In physics, learning is accomplished through the observation of phenomena. Then from those observations they come to their own conclusions regarding the phenomenon being studied. The children study heat and simple aspects of warmth and cold. They explore optics studying the properties of light, darkness and color. The introduction to acoustics includes vibration, pitch, sound transmission, resonance, and intervals. Sometimes musicians are invited to perform for the class. Finally, magnetism is studied and electricity is presented as the phenomenon of attraction and repulsion.
Some astronomy may be studied in the sixth grade though it is most often taken up in the seventh grade. Combining observation, legend, and historical fact the children learn to map the skies. They learn how the early astronomers viewed the heavens and how the first explorers relied on the stars to help them chart their way. They study the constellations, planets, meteors, celestial equator, meridians, and the path of the sun and the moon.
A time honored ritual is the 6th grade performance of the Maypole dance at the annual May Fair.
In the seventh grade students begin to focus on the path of discovery through outer explorations of world history and geography, a look inward through physiology, and a greater self- reflection of their own inner world. The creative writing block, for example, encourages students to look inward and work with the concepts of “Wish, Wonder, and Surprise”. First the children are asked to explore, in depth, the different qualities of these three states of being. They are asked to create poems, short stories, plays, etc. using wish, wonder, and surprise as the basis for their work. Often, a seventh grade produces a journal featuring the writings from the class.
This inner awakening is mirrored in the History curriculum where the theme for the year is the Renaissance. Students study the Age of Exploration, the Italian Renaissance, inventions, discoveries in astronomy, and the Reformation. The history of this period is taught primarily through the biographies of famous individuals.”x”. There are many options for studying this Age of Exploration. Typically, teachers begin with the adventures of Marco Polo, continue with Prince Henry and the Portuguese explorers, move on to the great “discovery” of Columbus, and conclude with Magellan’s circumnavigation of the world. The Italian artists; Leonardo Da Vinci, Michelangelo, and Raphael are studied. Often Lorenzo de Medici and other political figures of the time are included. Ptolemy’s geocentric view of the universe is contrasted with the discoveries of Copernicus, Tycho Brahe, Kepler and Galileo. The impact of Johannes Gutenberg’s invention of the printing press is also studied. As the authority of the Church is challenged, the biography of Martin Luther becomes a study topic. In addition to those already mentioned, there are numerous other inspiring personalities of this period that may be selected by the teacher. Overall the children get a sense for the awakening of the consciousness of mankind in all areas of life..
The study of Geography is often interwoven with this Age of Discovery, focusing on the people, the land and how the land and climate shaped the culture of the inhabitants of the area. Following the paths of the great European explorers, it is common for the class to study South America and/or Africa. The children are able to learn about how perceptions of the world shifted with the discoveries by each explorer.
In math, an introduction to the unknown continues with an introduction to the beginnings of Algebra. The rules for positive and negative integers, solving simple equations for “x,” learning the order of operations and working with ratios are some of the new skills that are discovered while practice and strengthening of arithmetic processes continues as well. Another focus is how to combine numbers on each side of an equation and then how to exchange information from one side to the other while maintaining the balance and truthfulness of the equation. The teacher will determine how far to proceed based on the capacity of the students. The study of various mathematicians helps to weave an historical context throughout the curriculum.
In Geometry, students continue with what was learned in the sixth grade and are given more complex geometric constructions and proofs. They learn to measure the area of a circle and to construct a three dimensional triangle, square, rectangle, and a pentagon.
In seventh grade science, students study human physiology, chemistry and physics. In physiology, topics covered include the respiratory, circulatory, digestive systems. The eye and ear may also be included. Bringing in poetry and artwork the teacher strives to balance the scientific detail with artistic offerings. The information presented during the physiology block provides the framework for many discussions on topics such as nutrition, disease, limits and boundaries, substance abuse, diet, exercise and basic hygiene.
For the chemistry curriculum the teacher may chose from the following topics: the study of combustion, acids and bases, and the limestone cycle as well as alkaloids and metals. The children delight in the first presentations on combustible materials as the teacher burns various materials while the children record the results. The children are taught to make accurate observations before drawing their conclusion regarding a demonstration. Worldly examples and historical context are given for each demonstration.
The physics curriculum in the seventh grade begins with a focus on basic mechanics and the six basic machines. The study of light, sound, magnetism and warmth is continued in a more sophisticated manner as are the study of optics, acoustics, electromagnetism, and thermodynamics. The children may work with reflections and learn to make a simple pinhole camera. They study the properties of frequency, amplitude, wavelength, resonance and the overtone series. Among other projects they learn to make a primitive battery and to construct a simple motor. The seventh grade play is usually a major production. The class teacher acts as the director and production manager. The specialty teachers along with parent volunteers rehearse the children, create and select costumes, build scenery, and do anything else that needs to be done to make the play a success for the children.
The eighth grade brings a sense of culmination. The goal is to continue developing the capacity for an all-encompassing point of view accompanied by a mood of completion and accomplishment for all that has gone before. It is essential to continue leading the students towards developing the capacity for independent judgment. The students have nearly completed their passage through childhood and are entering the territory of youth, an attainment that gives them an enhanced perspective, sharper powers of observation, and growing critical facilities. From this vantage, with their expanding capacities, the students continue developing the scope and the perceptive abilities to recollect, to connect, and to see relationships. These abilities make it possible to build a more comprehensive picture within the curriculum, whether the subject is literature, history, math, or science.
The students are taught the elements that are used in creating a story. They practice creative writing using the techniques of figurative and descriptive language. Numerous short stories are read and critiqued by the students. Students create their own short story. English practice periods are conducted two to three times a week where the students review the basic rules of grammar, usage, and mechanics.
Algebra is reviewed and expanded. In addition students work with math word problems, ratios and proportions, and review positive and negative integers. Students review exponents and learn how to find the square root of a number. The use of grids and plotting equations are also presented. There is an expansion upon the plane geometry learned in the sixth and seventh grades. The students also focus on aspects of solid geometry. The five basic Platonic solids are taught and constructed. The students are taught to calculate the volume and surface area of different solid figures such as triangular prisms, cylinders, cones, and rectangular solids. The Fibonacci sequence and the golden ratio are presented or reviewed.
Math practice periods are held three times a week. A review of the various math processes is conducted: working with decimals, fractions, percentages, graphs, and solving word problems. Strengthening geometry and algebra skills can also be accommodated during these periods. An eighth grade theme is the struggle for human rights, and how this desire has shaped our world. Much of this history is taught through the presentation of biographies. The starting point is the colonization of America followed by a study of the American, French and/or Industrial Revolutions. Immigration and the American Civil War are studied. The students then move on to the history of the twentieth century, looking at some of the people who have brought new ideas to life in the modern era, and identifying some of the questions and possibilities that currently face us. During these blocks the students are assigned historical novels to read, and may conduct interviews with grandparents or other “seniors”, and explore their own heritage, learning how their families came to the United States.
Generally Eurasia is studied in the eighth grade. The physical and cultural geography of this vast continent is studied with special attention to three or four counties or regions such as Russia, India, China, Japan, or the Middle East. Historical references and biographies enliven the understanding of how people relate to their surroundings, and shape the cultural and political direction of a particular place. Students continue to develop their map skills, geographic vocabulary and terminology. Current events related to the regions studied are included in class discussions.
In physiology students learn the composition, location, and function of bones and the interaction of the muscles, tendons, and ligaments. These are tied in with the action of the brain and central nervous system to provide students with an understanding of how these systems provide a strong, mobile, and sensitive framework for the human body. Human sexuality and reproductive system are covered in the eighth grade. Often an outside speaker, such as a midwife, comes to answer students’ questions.
The curriculum in the eighth grade deals with organic chemistry, specifically sugars, starches, proteins, and fats and oils. It is discussed how these substances are created in plants through the process of photosynthesis and then are distributed throughout the food chain. Tests that are conducted include observing the behavior or these substances under the influence of water, fire, acid and base. More tests verify the presences of these substances in various types of food. Industrial application of these substances is discussed. The students are given the opportunity to make various products such as soap, cold cream, lollipops, paper, pudding, and cheese.
The material presented in eighth grade physics may include acoustics, heat, optics, electro-magnetism, aerodynamics, and hydraulics. Generally two or three of these topics are chosen for presentation over the course of this three week block. Each topic taught includes a practical application such as building a telescope in optics, or an electrical motor, bell, or telegraph in electro-magnetism.
A play is usually performed for two evening performances off campus in a public venue. The choice of this culminating class production is based on the teacher’s insight into the character of the particular class. The class teacher is usually supported by parents who will assist as drama coaches, in putting together props, costumes, program booklets etc. In eighth grade, students are asked to pick any subject that is of a particular interest to them as the focus of their eighth grade project. Using this subject, they spend several months researching and writing a research paper. They create a presentation board and prepare an oral presentation. Each student is asked to submit an artistic project to go along with his or her subject. Most all the work is done at home. Periodic meetings are scheduled with the class teacher. Students are encouraged to seek assistance outside the classroom from professionals in the particular field they are researching. Each eighth grade student makes a formal presentation of his/her project to the community: family, teachers, all other students, and friends as part of the course requirements.
The eighth grade year culminates with a class trip of greater length than in previous years, usually with a rite of passage theme. The trip’s destination and focus is arrived at through discussions guided by the teacher with the students and parents.


What is this resource about? Learn the Case-Based Method and see how this method was used when Applying UDL in Bridge STEM OERs. Explore an Example within a course and the accompanying Sample Media Case Segment. Lastly, learn how to Produce Your Own Media Case Segment.
Why is this important for higher education? Cases are representations of real-world situations and often represent a step before learning by doing. This helps to support the development of knowledge, skills, and practices that can be applied in the workplace.
Cases become more effective for all learners if they are designed according to the principles of multiple means of representation, action and expression, and engagement (Universal Design for Learning).
The Case-Based Method
Cases are representations of real-world situations, and have long been used in law, medical, and business schools. Cases capture our attention because they are a form of storytelling, and much of our learning comes through stories.1 They can be written out as stories with a set of discussion questions, or they can be multimedia presentations that provide rich visual and auditory representations of people in their work setting. They can present simple sets of problems, but they can also represent fairly complex problems that require students to read a substantial amount of information, examine artifacts, and use analytical thinking skills in order to meaningfully respond to key questions or issues about a case. 2
Cases simulate a situation that learners can experience independently or socially. When a group of learners analyzes a case together, they must tease apart the many factors that generated the situation and consider how they would respond if faced with the dilemma presented. Because cases offer the perspectives of different individuals, they allow learners to see that problems must be framed and resolved by people who often have different interests, values, and emotions around various issues.3 Cases are used to support critical thinking skills and produce professionals that have the knowledge they need to act.
Applying UDL to STEM Bridge OERs
This section refers to a STEM Bridge Open Educational Resource (OER), created by the National STEM Consortium in partnership with the Open Professionals Education Network (OPEN) — a collaborative effort between CAST, Creative Commons, the Open Learning Initiatives at Stanford and Carnegie Mellon, and the Washington State Board for Community & Technical Colleges. This work was funded by the Gates Foundation to support services to grantees of the United States Department of Labor Trade Adjustment Assistance Community College & Career Training (TAACCCT) program. As discussed in the example section below, visit the STEM Bridge Open Educational Resource (OER) for a full overview of the course, or enter the STEM Readiness course directly (choose to create a free account, or proceed without one).
Multiple Means of Representation
Dorothy Leonard, who teaches the case-based method at the Harvard Business School, suggests that cases are ways of hypothesizing, that hypothesizing helps memory, and that memories are usually visual.4 Developing multimedia cases that use visual media to show a workplace environment or how someone uses a skill in context seems a natural way to help individuals to incorporate visual memories into what they are learning about.
In the National STEM Consortium OER development effort, video is often used to convey information instead of text. For example, algebra skills are taught using a case about Jay who is interning at an electric vehicle factory. The case uses videos and images of Jay using algebra to measure car parts and this allows the learner to visualize algebra in context and tangibly see its relevance for their course of study Since reading is not a targeted skill in the course, it makes sense to use video to lessen some of the demands on students with regard to decoding text. However, visual and audio media will not be optimal for all learners, such as those who are visually or hearing impaired, and therefore transcripts and closed captioning are provided for each multimedia case segment. Throughout the curriculum, any visual representation of information, such as an image, has an alt tag and/or a long description that a screenreader can use to voice what it depicts.
Representation is not only about providing alternate media to make sure that all learners can engage with the materials; it is also about providing support for higher-level recognition tasks by providing options for comprehension. For example, learners need to able to perceive the relationship between information and their role as a student, as well as their future career choices or areas of future study. This kind of comprehension “depends not upon merely perceiving information, but upon active ‘information-processing skills’ like selective attending, integrating new information with prior knowledge, strategic categorization, and active memorization”.5 Well-designed representations of roles and practices can help learners connect new knowledge to their actual performance in the workplace.
To aid comprehension, the STEM Bridge course showcases a wide range of people with different abilities, weaknesses, hopes for their careers, etc. This helps activate or supply background knowledge, guides information processing and visualization, and maximizes transfer and generalization across contexts, to allow a wide range of learners the opportunity to connect their learning with their career choices.
Multiple Means of Action and Expression
Bandura (1977) explains that the stronger our sense of self-efficacy, the more likely we are to endure the hardship of learning. Efficacy expectations, Bandura further explains, develop socially through performance accomplishments, vicarious experience, verbal persuasion, and emotional arousal. He suggests that diverse models are better at improving self-efficacy because: “If people of widely differing characteristics can succeed, then observers have a reasonable basis for increasing their own sense of self-efficacy” (p.82).6 Ford’s (1992) principle of equifinality echoes Bandura. The equifinality principle claims that motivating humans is best done through demonstrating that there are a “variety of pathways to a goal in complexly organized systems” (p.257).7
The content of cases provide a great opportunity to illustrate various pathways for how individuals with different characteristics may accomplish their work tasks and their larger career goals. Similarly, interviews with people in an industry, profession, or particular work setting should reflect different perspectives on the work and how to be successful at it. In this way, students can learn that there is not one type of person that becomes a technician or engineer and this can be especially motivating for students that come from groups that are particularly underrepresented in a profession.
In addition to problem sets on algebra skills in the STEM Bridge course, learners also solve real problems by completing formative assessment activities embedded into the case-based curriculum. In the screenshots below, note that there is some variety in the methods for responding to questions, and that hints and targeted feedback encourage the learner to develop fluency through graduated levels of support.
Multiple Means of Engagement
The use of cases in the STEM Bridge course provides a real-world representation of how math is used and encourages learners to operate on what they know in different ways. When cases are used alongside other pedagogical methods such as problem sets, written procedures, or lectures, they provide an alternate means of engaging with the content as well as with other students and instructors. Cases can provide ways of thinking about the context where new knowledge and skills will be used and in this way can help engage learners that need evidence of the real-world application of what they are learning.
Teaching and learning through cases is an engaging method of knowledge transfer for many learners. It can also place heavy demands on learners to connect with other learners and with instructors in real time. Applying some of the strategies recommended under the multiple means of action and expression section above can help instructors address learner variability when leading case discussions and thereby engage more learners in the conversation.
This multimedia case-based learning strategy applied to a developmental math course can provide new avenues for engagement, a critical factor for helping adult learners to enjoy learning math even when it seems challenging. The socratic “cold call” method is typically used in Business school case-based learning. Yet, in 2010, Harvard Business School, a pioneer of this method, began to reshape how students could demonstrate understanding and how faculty members monitored progress in case discussions. The goal was to address a gender gap in case participation where male students participated at far higher rates than did female students, a significant problem given that case participation could represent 50% of one’s grade. Business school faculty members began to raise issues of respect and civility in their teaching, provided hand-raising coaching to help female students ensure they could express their understanding, and added stenographers to case discussions so professors had a transcript of who added what to a case discussion, perhaps helping professors not just remember the most forcefully delivered points. The school also adopted new software that allowed professors to check on why they were calling on certain students, and their marking patterns by gender. The school also introduced alternatives to the case method with a new course where students were grouped into problem solving teams.8
Visit the STEM Bridge Open Educational Resource (OER), created by the Open Professionals Education Network (OPEN) — a collaborative effort between CAST, Creative Commons, the Open Learning Initiatives at Stanford and Carnegie Mellon, and the Washington State Board for Community & Technical Colleges, funded by the Gates Foundation to support services to grantees of the United States Department of Labor Trade Adjustment Assistance Community College & Career Training (TAACCCT) program.
As part of this work, OPEN co-developed open educational resources with the National STEM Consortium, a 10-college consortium Round 1 TAACCCT grantee that is developing career pathways in five STEM fields. The STEM Bridge program provides an accelerated pathway to help students bring their math, reading/writing, computer and critical thinking skills to the level necessary to take full advantage of the technical curriculum in one of the five programs (National STEM Consortium, Anne Arundel Community College Guidance Memo 07-2012). For the STEM Bridge OERs, the OPEN team chose to integrate digital media, UDL, and artifacts from industry partners in a case-based approach to instruction that represents the ways STEM skills are used in real life and industry.
Enter the STEM Readiness course and then choose to create a free account, or proceed without one.
Sample Multimedia Case Segment
Meet Jay -- a main character in the STEM bridge course who must solve the problem presented in the case. In this activity, the learner puts himself or herself in Jay’s role and solves the problem. In the segment below, Jay is interning at an electric vehicle plant and must use algebra to figure out how many battery cells can fit into an electric car.
[A picture of a young man in coveralls is seen in the center of the screen. Below the picture is the title.]
FEMALE VOICE: Jay and Electric Vehicles.
[The screen changes to a close-up of Jay at work in an automotive shop. He is smiling and looking into the camera.]
FEMALE NARRATOR: Jay is a student in an electric vehicle program who has recently gotten an internship at ElectAuto.
[A picture of the inside of the ElectAuto Inc. factory warehouse. There are several levels, walkways, warning signs, monitors, equipment, and storage units in the factory.]
FEMALE NARRATOR: If Jay performs well in the internship, he will likely be hired on full time when he finishes his program at the community college.
[The screen transitions to a montage of pictures: a car motor, an assembly manual with diagrams, and a piece of machinery being worked on by two people.]
FEMALE NARRATOR: Jay’s supervisor has informed him he needs to be able to test a wide variety of electric car parts. He needs to be thorough and accurate.
[A picture of a blackboard with mathematical notations and expressions appears; then a measurement instrument fades into view.]
FEMALE NARRATOR: Many of the tests require him to use algebra as he conducts the measurements to find out if the parts work correctly.
[The screen transitions to show a section of complex machinery from an electric car, followed by a picture of a smiling young woman, in the same coveralls as Jay, who is in the background.]
FEMALE NARRATOR: His supervisor knows that using algebra to do tests can be challenging, so she assigns an experienced worker, Janet, to work closely with Jay to make sure he succeeds in this internship.
[A picture of Jay at work, smiling into the camera.]
JAY: I know that I can do a great job in this internship. I’m excited to learn how to do these tests. I don’t know everything yet, but I’ll learn.
[Text of the narration appears onscreen.]
FEMALE NARRATOR: In this module, we will follow Jay as he learns to test the electric car parts by using algebraic equations, improves his skills, and works toward being hired at ElecAuto, Inc.
[The screen returns to the opening frame with the title “Jay and Electric Vehicles” under an image of him at work. The following credits appear below:]
[Background Music and Image Credits
I will give you
delicacies: by urmymuse on ccMixter
Totyota Turnover, Santa’s Electric: juretson on Flickr
...licensed under Attribution (3.0).
#88355074, #88354458, #88355797, #19081164, #88355830, #88355718: Clipart.com ©2012 Jupiterimages Corporation all rights reserved.]
Below are additional examples of multimedia case segments that were part of the STEM Bridge course Math Unit:
- Rusty and Sue's Budget: Basic Arithmetic
- Bob and Composites: Measuring Systems
- Karen and Water Safety: Quantifying Data
Produce Your Own Multimedia Case Segment
The video below describes how to plan, develop, and produce a universally designed multimedia case.
[Text appears on a black background.]
MALE VOICE: Instructional Design and Development Guide: 10 Easy Steps
[Underneath the existing text, new text reading “How to Plan, Develop, and Produce a Case” scrolls on screen.]
MALE NARRATOR: This video will provide an overview of how to plan, develop, and produce a case.
[The screen goes black, and then the text associated with “Step 1” appears on screen. “Choose a topic” is highlighted in yellow.]
MALE NARRATOR: Step 1: Choose a topic for your case and decide where it fits in your curriculum.
[Text fades out, while two men engaged in discussion, dressed in business attire, fade into view.]
MALE NARRATOR: With your industry partners, identify the most challenging aspects of practice found in the curriculum and decide how best to address them.
[A screenshot of an online math course reads “Unit 2: Mathematics” at the top. Underneath, tabs listing course sections appear, labeled “Arithmetic Part I,” “Arithmetic Part II,” and “Measuring Systems.” The first tab is highlighted, and we see the title “Module 2, Arithmetic Part I” above five green squares. Each square contains a learning objective, such as “Define and recognize digits, place value, whole numbers, decimal points, and decimals.” The screen fades to a shot of several graphs, tables, and charts on a desk by a keyboard and a pen.]
MALE NARRATOR: Here is an example from a community college math course. Industry experts have expressed that budgeting is a key administrative skill in the workplace. Learning arithmetic by providing a real world context, such as budgeting, helps students develop applicable skills, not merely theoretical knowledge.
[The screen goes black, and then the text associated with “Step 2” appears on screen. “Set up a timeline” is highlighted in yellow.]
MALE NARRATOR: Step 2: Set up a timeline for planning, development, and production, with UDL as the guiding framework.
[The text remains on screen, while an arrow appears from below, pointing to “UDL.”]
MALE NARRATOR: When developing a case, UDL should be considered from the outset when you create your development and production schedule. Make sure that the variety of media elements chosen to engage and support diverse learners can be integrated effectively and developed timely in the final product.
[A color-coded tabular timeline appears on screen, with tasks enumerated in all the rows of the first column, and dates listed in the first row of all the columns.]
MALE NARRATOR: Here is the timeline that was created for this community college math course. One thing to consider when creating your timeline is to block out time to review and revise your work. This includes testing your scenario with different students.
[The screen goes black, and then the text associated with “Step 3” appears on screen. “An outline” is highlighted in yellow.]
MALE NARRATOR: Step 3: Create an outline for your case story.
[The screen zooms in to various sections on an example of an outline template that has been filled-in. For example, under Topic, someone has written: “calculating a budget with basic arithmetic skills;” under Setting, “a couple who needs to re-consider their expenses as they have...;” under Characters, “Rusty (husband), Sue (wife);” etc. After a few moments, an overlaid arrow appears, pointing to “Difficult Aspect of Practices.”]
MALE NARRATOR: A case story outline includes a topic, setting, characters, a background story, practices, difficult aspects of practices, and the climax and resolution of the story. Each of these different components should be used to highlight the challenging aspects of the work in practice. For example, characters that are developed should be compelling as they confront challenges and learn lessons that are important for successful work in the field.
[The screen goes black, and then the text associated with “Step 4” appears on screen. “A detailed case” and “storyboard” are highlighted in yellow.]
MALE NARRATOR: Step 4: Write a detailed case and storyboard.
[The frame cuts to an example of a storyboard in progress. The title is “Rusty and Sue’s Budget.” In the storyboarding table, the left-hand column is entitled “Voice Over/Dialogue” and the cells in this column are filled with text. The center column is entitled “Screen” and the cells in this column have both text and images of a couple. The right hand column is entitled “Notes (Animation, Background, etc.)” and the cells in this column have only a few words or phrases.]
MALE NARRATOR: Now that you have finished your case story outline you are ready to fill in all the details. Keep in mind your limitations, such as your budget and time when deciding which media will best portray the most critical aspects of your case in a UDL way.
[The screen goes black, and then the text associated with “Step 5” appears on screen. “Get feedback” is highlighted in yellow.]
MALE NARRATOR: Step 5: Get feedback from all stakeholders.
[The screen is filled with shots of people in a variety of professional garb and settings working in teams, examining materials and discussing together.]
MALE NARRATOR: This includes curriculum developers, instructors, industry partners, and students. With all stakeholders, determine if the story components and chosen media are appropriate for the target audience.
[The screen goes black, and then the text associated with “Step 5” appears on screen. “Revise and finalize” is highlighted with yellow text.]
MALE NARRATOR: Step 6: Revise and finalize your storyboard.
[The storyboard from Step 4 reappears, this time with arrows indicating where new text or images have been added under each column.]
MALE NARRATOR: Apply the feedback from the stakeholders and make appropriate changes to all of the different storyboard elements.
[The screen cuts to the same timeline from Step 2.]
MALE NARRATOR: Additionally, make sure to revisit your timeline and adjust accordingly.
[The screen goes black, and then the text associated with “Step 7” appears on screen. “Produce media segments” is highlighted with yellow text.]
MALE NARRATOR: Step 7: Produce the case media segments.
[Screenshots from various media editing software programs.]
MALE NARRATOR: This entails collecting and editing all existing desired media, such as images, sounds, or video, as well as recording and editing all original audio and/or video elements.
[A still from a video in YouTube’s media player, with closed captions visible.]
MALE NARRATOR: Make sure to provide visual, audio and text alternatives, such as closed captions and audio descriptions.
[Images of software error messages are collaged on screen.]
MALE NARRATOR: Be mindful of any technical requirements or limitations in your target course platform that might impact media production.
[The screen goes black, and then the text associated with “Step 8” appears on screen. “Test” is highlighted with yellow text.]
MALE NARRATOR: Step 8: Test your case.
[Icons representing various hardware, software, and network systems fill the screen. The screen then cuts to images of people using various technology hardware in different settings.]
MALE NARRATOR: Check to see that all produced media works properly in all technical settings in your target hardware, software, and network infrastructure. Involve students, fellow curriculum designers, and industry partners in testing your case.
[The screen goes black, and then the text associated with “Step 9” appears on screen. “Resolve any issues” is highlighted with yellow text.]
MALE NARRATOR: Step 9: Resolve any issues discovered from testing.
[Screenshots of audio and video editing software. The screen goes black, and then the text associated with “Step 10” appears on screen. “Embed” is highlighted with yellow text.]
MALE NARRATOR: Step 10: Embed the case in your curriculum.
[An image of a video nested within an online math course, with comprehension checking questions and other features of online learning systems discernible around it.]
MALE NARRATOR: And you’re done! Good luck!
[A black background appears with the following credits:
Senior manager interview: Michael Kowalski
College students sitting in a classroom: lightpoet
Pen and business graph: jannoon028
Internet devices, Network connections, Sunplus series: jvectorlib.com
Loading please wait: halimqd
Group of business people, Group of industrial workers: Kurthan
Group of students: Goodluz
Group of happy business people: Jonstan Chagin
All downloaded from Shutterstock.com. Used with Permission.]
This resource provided ideas for how to improve a widely used pedagogical approach: case-based learning. Addressing the principles of UDL when designing cases and when teaching with cases allows a greater number of learners to benefit from this method of transferring knowledge and better illustrates what work practices look like in the real world and how individuals carry them out. The example application of the UDL framework to OERs that use case-based learning and the short instructional video on how to build a multimedia case segment were meant to illustrate that using the case-based approach with UDL does not need to be costly or time consuming for professors or instructional designers; however, the benefits can be significant.
1Herreid, C. (1998). What Makes a Good Case? Journal of College Science Teaching 27(2).
2Ellet, W. (2007). The Case Study Handbook. How to Read, Discuss, and Write Persuasively About Cases. Harvard Business Press.
3Leonard, D. Lecture Presentation. The Art and Craft of Discussion Leadership, November 5, 2010. Harvard Business School Publishing Seminar.
4Ibid., Herreid, C. F. (1997)
5CAST, 2011; for more information, see www.udlcenter.org/aboutudl/udlguidelines
6Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
7Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Sage Publications.
8Kantor, J. (2013, Sep. 7). Harvard Business School Case Study: Gender Equity. The New York Times. Retrieved from http://www.nytimes.com/2013/09/08/education/harvard-case-study-gender-equity.html?pagewanted=all&_r=0
Multiple means of representation refers to the what of learning. Because learners vary in how they perceive and understand information, it is crucial to provide different ways of presenting content.
UDL is an educational approach based on the learning sciences with three primary principles—multiple means of representation of information, multiple means of student action and expression, and multiple means of student engagement.
Multimedia refers to the combination of several media (e.g., text, graphics, audio clips, video) to represent content concepts.
Video is the recording, reproducing, or broadcasting of moving visual images.
Audio, in this context, is a digital form or representation of sound. It is a format that stores, copies, and produces sound according to the data in its file(s).
A transcript provides a written version of content that has been presented in an audio, visual, or audiovisual format.
Alt text (alternative text) is a brief description of a single image designed to be read by a screenreader as an alternative to that image.
A long description is a more extensive description of an image, typically a complex image, designed to be read by a screenreader as an alternative to that image.
A screenreader is a software application that converts the text content of a computer display into speech in order to transmit the information primarily to blind or low vision users.
Assessment is the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions.
Multiple means of action and expression refers to the how of learning. Because learners vary in how they express their knowledge, it is crucial to allow them to express what they know in different ways.
Cases, in this context, are representations of real-life situations that simulate problem-solving experiences.
Open educational resources (OERs) are any type of educational materials that are openly and freely available for use.
Industry partners, in this context, are individual professionals, groups, or businesses with specialized knowledge about a particular area or field, who provide expertise and support.
Captions are words that are displayed on a screen to describe audio content.