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I'm I'm trying to locate Dan Flockhart, the author of the "Fantasy Sports" series. I'm trying to locate him to ask fair use permission for a presentation I am preparing. Thanks for any assistance you can give me.
Elzy Lindsey
Teachers already have plenty to cover during a school day. Between introducing new concepts, checking understanding, supporting students who need extra help, and preparing the next lesson, finding time for additional activities can be difficult.
Learning games can offer another way to revisit classroom concepts without turning every practi...See MoreTeachers already have plenty to cover during a school day. Between introducing new concepts, checking understanding, supporting students who need extra help, and preparing the next lesson, finding time for additional activities can be difficult.
Learning games can offer another way to revisit classroom concepts without turning every practice session into another worksheet. The key is to connect each activity to a clear learning goal.
For teachers working with fourth graders, short digital activities can provide opportunities to practise multiplication, explore geography, revisit spelling, and solve logic puzzles. Here are five practical ways to bring them into classroom routines.
1. Start a Lesson With a Quick Challenge
The first few minutes of a lesson can help students shift their attention toward the subject they are about to learn.
Instead of beginning with a long review, try a short activity related to the previous lesson. A multiplication challenge can bring number facts back into focus before a maths class. A geography quiz can help students recall state names before studying maps.
Keep the activity brief and follow it with one or two questions about the answers. This helps connect the game to the lesson rather than treating it as a separate task.
2. Give Students Different Ways to Practise
Students in the same classroom do not always need the same amount or type of practice. Some may be ready to tackle more challenging questions, while others benefit from revisiting the basics.
A selection of activities can give teachers more flexibility. Students who need multiplication practice might work on times tables, while others explore fractions or geometry. In a literacy session, some students could revisit spelling while others work on vocabulary.
The purpose is not to label students by ability. It is to give them suitable practice based on what they understand and what they still need to work on.
Teachers can use the results of these activities as one source of information when deciding what to review next.
3. Use Games During Learning Stations
Learning stations allow students to work on different tasks during the same lesson. A digital game can be one station alongside reading, written exercises, group discussion, or teacher led instruction.
For example, a fourth grade classroom might have one station for multiplication practice, another for a printed fractions activity, and a third for a logic puzzle.
Set a clear goal for each station and explain what students should do when they finish. If devices are shared, establish a simple rotation so everyone gets a turn.
The game should support the lesson rather than become the main event. Students still need time to discuss their answers, explain their reasoning, and connect the activity to what they are learning.
4. Let Students Explain How They Solved a Problem
Getting the correct answer is useful, but understanding how a student reached it can reveal much more.
After a game, ask students to explain one answer or describe a decision they made. In maths, they might explain how they worked out a multiplication problem. In a logic puzzle, they could describe which clue helped them decide on their next move.
These short conversations give teachers opportunities to identify misunderstandings and reinforce useful strategies.
They also remind students that learning involves reasoning, not just reaching the finish line or earning a high score.
5. End With a Simple Review
A short activity at the end of a lesson can help students revisit the main idea before moving to the next subject.
Choose a game that matches the day's learning objective. After a lesson on multiplication, students might answer a few multiplication questions. After studying US geography, they could try identifying states or matching states with capitals.
Follow the activity with a quick reflection. Ask students which question they found difficult or what they would like to practise again.
This gives teachers a useful starting point for the next lesson. It also helps students recognise what they understand and where they may need further support.
Choosing the Right Learning Game
A useful classroom game does not need elaborate graphics or complicated rules. It needs to fit the learning objective, suit the students, and provide meaningful opportunities to practise.
Before introducing an activity, consider three questions.
What skill will students practise? Choose an activity that connects directly to the lesson.
How will I know what students understood? Look beyond completion and scores. Ask students to explain their answers or observe where they struggle.
What happens after the game? Plan a short discussion, written response, or follow up question that connects the activity to the lesson.
It is also important to consider device availability, accessibility, classroom rules, and whether students can use the activity independently.
Finding Activities for Fourth Grade Classrooms
Teachers looking for additional practice options can explore fourth grade learning games covering maths, spelling, geography, typing, and logic puzzles. The collection also includes printable worksheets that can complement digital activities.
These resources can be used for lesson warm ups, learning stations, revision, or optional practice when students finish their assigned work.
Keep the Learning Goal at the Centre
Digital games are not a replacement for teaching, discussion, or carefully designed practice. Their value depends on how they are selected and used.
When an activity reinforces a current lesson, gives students a chance to practise a specific skill, and creates an opportunity to discuss their thinking, it can become a useful part of the classroom routine.
Teachers do not need to redesign an entire lesson to try this approach. One short, purposeful activity may be enough to discover whether it works for their students.
Looking for activities you can use with your students? Explore these [classroom games](https://gamesmom.com/classroom-games/) for more ideas to make learning interactive and engaging.
Middle and high school teachers, are you seeing students who struggle with reading but aren't sure where to begin with intervention?
One of the biggest challenges in secondary classrooms is that students often have very different reading gaps. Some struggle with decoding and fluency, while others need support with vocabulary, comprehension...See MoreMiddle and high school teachers, are you seeing students who struggle with reading but aren't sure where to begin with intervention?
One of the biggest challenges in secondary classrooms is that students often have very different reading gaps. Some struggle with decoding and fluency, while others need support with vocabulary, comprehension, or critical reading skills.
The key is identifying which skills are missing before deciding what to teach.
I've spent years working in literacy education and recently developed the Secondary Reading Blueprint™, a structured reading intervention program for grades 6-12 that focuses on identifying and closing these gaps.
I also share free instructional videos and practical teaching strategies to help teachers make reading intervention more manageable.
If you're looking for ideas, you're welcome to explore my resources at HelpULearn.org - https://helpulearn.org/reading-blueprint-gr-6-12
I'd love to hear from other teachers: What's the biggest reading challenge you're seeing in your middle or high school students right now?
Dr. Stephanie West
Founder, HelpULearn.org
Children do not always learn best by sitting quietly and listening to information. Many children learn by doing, trying, making mistakes, and trying again. This is one reason educational games can be a useful part of learning, especially for younger students.
Games can make practice feel less like repetitive work and more like an activity ...See MoreChildren do not always learn best by sitting quietly and listening to information. Many children learn by doing, trying, making mistakes, and trying again. This is one reason educational games can be a useful part of learning, especially for younger students.
Games can make practice feel less like repetitive work and more like an activity that children want to complete. A child practicing addition through a game, for example, may solve dozens of problems without feeling that they are simply doing a worksheet. The immediate feedback also helps children understand whether an answer is correct and gives them an opportunity to try again.
Another benefit is that games can encourage problem solving. Puzzle games, word games, memory activities, math challenges, and strategy games can require children to think about what to do next rather than simply remember an answer. When the activity is designed well, the child is actively making decisions and learning from the results.
Games can also make it easier to practice the same skill multiple times. Repetition is important in learning, but repeated exercises can quickly become boring. A well designed game can provide repetition while changing the challenge, pace, or situation so that the child remains interested.
There is also an important difference between games that are simply entertaining and games that are designed around a learning objective. Not every game is educational, and adding points or rewards to an activity does not automatically make it useful for learning. The strongest educational games connect the activity directly to a skill the child is expected to develop.
For teachers, games can also be useful as an additional classroom activity. They can be used after a lesson, during independent practice, as a warm up, or as an optional activity for students who finish their regular work early. Browser based games can be particularly convenient because students can access them without installing software.
At the same time, games should not replace teachers, books, discussion, writing, experiments, or hands on activities. Children benefit from different learning approaches, and what works well for one student may not work as well for another. Games are best viewed as another tool that teachers and parents can use when it supports the learning goal.
The quality of the game matters too. A useful educational game should be easy enough for a child to understand but challenging enough to require thinking. It should provide clear feedback, avoid unnecessary distractions, and give the child a reason to keep practicing.
There are now many free educational games available online covering subjects such as mathematics, spelling, vocabulary, typing, memory, logic, and problem solving. For example, resources such as gamesmom.com offer browser based activities that children can use without downloading an app or creating an account.
The bigger question is not whether games are always better than traditional learning. It is how we can use games alongside other teaching methods to give children more opportunities to practice, explore, and think.
What has been your experience using educational games with your students? Which types of games have actually helped children learn, and which ones have not worked as well?
Hi all,
Passing along a free platform called LycoLearn that's worth a look if you're pulling together GCSE or KS3 revision materials.
A few highlights that make it really practical for pupils:
Everything is filtered strictly by exam board (AQA, Edexcel, OCR, Eduqas).
Built-in active recall tools (blurting gener...See MoreHi all,
Passing along a free platform called LycoLearn that's worth a look if you're pulling together GCSE or KS3 revision materials.
A few highlights that make it really practical for pupils:
Everything is filtered strictly by exam board (AQA, Edexcel, OCR, Eduqas).
Built-in active recall tools (blurting generator, flashcards, topic mixers, and timers).
Clear mark scheme breakdowns on command words so students stop dropping easy technique marks.
It's 100% free with no paywalls. Thought it might save some time for anyone building resource lists or setting self-directed revision. Hope it's useful! https://lycolearn.co.uk
Hi everyone! My name is Erika Gibbon, and I am a graduate student at Western Carolina University in the School Psychology Program. I am conducting a study as part my thesis on the relationship between teacher autonomy, teacher efficacy, scripted curriculum, and standardized assessments. I'm looking for k-12 teachers to participate in the study by c...See MoreHi everyone! My name is Erika Gibbon, and I am a graduate student at Western Carolina University in the School Psychology Program. I am conducting a study as part my thesis on the relationship between teacher autonomy, teacher efficacy, scripted curriculum, and standardized assessments. I'm looking for k-12 teachers to participate in the study by completing a short survey to better understand their perceptions and experiences relating to these variables.
The study will help gather information on factors that impact teacher attrition and inform retention efforts. No identifying information will be collected, all responses will be anonymous, and no schools or districts will be reported. The survey will take approximately 10-15 minutes to complete. Thank you so much for your time and help! The link to the qualtrics study is posted below!
https://qualtricsxmrc2py34dq.qualtrics.com/jfe/form/SV_cGB3U03vxMkNjw2
Hi everyone,
Can anyone recommend some good websites for reading stories online?
I know https://www.openclassics.org which is great for classic tales: texts based on selected historical editions, great historical illustrations, and modernized versions to ease the reading.
Do you know of any other sites like that?
Any material on the math test
Hi everyone! My name is Payton Phillips, and I am a Doctor of Occupational Therapy student at the University of Central Arkansas. As part of my preliminary capstone planning, I am exploring opportunities to provide education and advocacy related to child development, developmental milestones, and autism.
I am looking for parents/caregivers...See MoreHi everyone! My name is Payton Phillips, and I am a Doctor of Occupational Therapy student at the University of Central Arkansas. As part of my preliminary capstone planning, I am exploring opportunities to provide education and advocacy related to child development, developmental milestones, and autism.
I am looking for parents/caregivers, teachers/educators, and physicians/healthcare providers who work with or support children to complete a short needs assessment survey. The purpose of this survey is to better understand current knowledge, confidence, experiences, and educational needs related to developmental milestones, autism, and advocating for children.
The survey should only take about 5-10 minutes to complete. Your feedback will help guide the development of my capstone project and identify areas where additional education or resources may be beneficial.
I would greatly appreciate your participation, and please feel free to share with others who may be interested! Thank you!
https://docs.google.com/forms/d/e/1FAIpQLSfkxe0AvxvSwQD6nGmbzjlJBOgRtIgmhUe5Vd6ES5pqM8xa1A/viewform?usp=header
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