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4 Tips for the Perfect Color Scheme That You Need to Know!

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4 Tips for the Perfect Color Scheme That You Need to Know!

4 tips for finding the perfect color scheme for your blog

When choosing the perfect color scheme for your blog, the possibilities are nearly endless. With inspiration around every corner, it can make it challenging to narrow down the options. Fortunately, there are ways of approaching your color choices that won’t leave you grasping at thin air.

#1 Use Pinterest for Inspiration

Pinterest is one of the most amazing tools available for finding inspiration. We’ve created a color palette board on our profile that is packed with gorgeous color palette inspiration.

If you don’t find anything that interests you there, search for other color palettes using the search bar. Create a board for this and start pinning any color palette or photo that appeals to you. After you’ve compiled about 20-30 pins, you’ll most likely start seeing a pattern in the colors you are drawn to. This should help you narrow down your colors to a palette best suited for your blog.

Color Palettes Pinterest Board

#2 Find an image that interests you

This does not have to be an image you’re planning on using on your blog. Still, it should be an image you find visually pleasing or, if you’re designing for a client, that somehow adheres to any brand colors or their imagery guidelines. Keep in mind how it makes you feel, as the colors in this image can subconsciously inform tone and mood.

Let’s say that this is an image of your choice:

Once you have an image, pull one or two of the dominant colors. If you like what you see, add other colors into the mix as accent colors.

#3 Use an online color palette generator

If you need a little more guidance right off the bat, use an online color palette generator. Let the math do the work for you! This site can help you see a visual representation of your color palette and quickly translate the color values you see for online use.

Adobe Color

The most popular online color palette generator is Adobe Color. Users can create custom color palettes that are downloadable and rated by others in the community.

How to use Adobe Color for finidning Perfect Color Scheme for your Blog

Creating a color palette from your image

You can create a palette by picking a color on your own or make the Adobe Color create one for you based on the image you already have. To do so, click on the Extract Theme tab at the Adobe Color page’s top and upload an image from your computer.

Here are the results for the image we have chosen in #2.

Remember not to focus on only your favorite colors but rather to use them as a starting place to expand. You might begin, for instance, with blue and then add a neutral color or two. Then you could try adding non-typical colors to help give a well-rounded variety of values.

#4 Look at blogs or websites in your same niche

Finding a sampling of websites with similar topics can reveal a common thread in the colors used to represent them. For example, you may find that cooking blogs use more neutral colors for the design since they have quite colorful posts. Knowing that these colors are inspired by food and have also been successful when used on other recipe sites can help validate and determine a good starting point for your color scheme.

However, you should remember that sometimes using color completely different from the other blogs from your niche may give you a more unique and recognizable look.

Take-Away

Finding the perfect color scheme for your blog can seem like an intimidating prospect at first. However, it’s not so hard with these four methods. In fact, the process of searching for your color can inspire even the written tone and voice for your blog, as well as your content.

So dig in, have fun, and make those colors pop!

Make sure to check our collection of gorgeous color palette’s

Guest Post: Why Every Teacher Should Be a Philosophy Teacher

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Guest Post: Why Every Teacher Should Be a Philosophy Teacher

Math – Philosophical discipline: logic and critical thinking

One of the most voiced frustrations in math from our students is the lack of real world application. They see a myriad of letters and numbers but can’t concretize how they are actually applied. This frustration often deters our students from becoming truly invested and disinterests them from STEM fields. Though, learning the philosophy of math might actually help students draw connections and finally understand the why for this subject. For example, implementing truth trees, syllogisms, and logic puzzles will help students see how the algebraic thinking that’s used in math can be used in every discipline. 

Introduction to the Philosophy of Math

Lesson Plans

I. Have students create unique syllogisms in pairs for their partners to solve for real life practicals in deductive and inductive reasoning.

ii.  Using numbers as representations of ideas, have students create real world problems that need algebraic equations to solve. 

iii. Students can create ‘truth trees’ by taking famous speeches or tweets and representing the arguments in algebraic shorthand. 

Science – Philosophical discipline: morality and social issues of science

Science isn’t simply the memorization of facts, formulas, and processes, it’s understanding what to do with that information when we have it. For example, through the scientific method we conclude that our depletion of natural resources can be detrimental to our environment. So, let’s have our students debate the ethical questions that follow: how do we reduce our biological impact on the earth? What and how much should we be allowed to take from the earth? Is it ethical to eat animals? Raising these questions for our students allows them to truly see the why in science, further pushing them to apply their knowledge of science to real life scenarios. 

Introduction to the Philosophy of Science

Lesson Plans

i. Scientific ethics – example: ethics of cloning, GMO’s, depletion of natural resources.

ii. Scientific inquiry as Socratic method – using questioning techniques to arrive at truth. 

Iii. What does it mean to be conscious? Compare Descartes’ “I think, therefore I am” to the modern view of consciousness in Neuroscience.

History – Philosophical discipline: aesthetics and ethics

The narratives we retell in our history class are just that – narratives created by people. Have students dive deeper into understanding history by being critical of these stories, examining biases, and engaging in ethical debates about history’s most famous, or infamous, characters. The philosophical ideas and texts will simply serve as the foundation in which to have these discussions and further invest your students in the classroom. 

Introduction the Philosophy of History 

Lesson Plans

i. Exploring major disciplines of thought and how they influenced social norms.

ii. Applying philosophical concepts/texts to real historical examples. (Example weighing the decisions of political leaders to Machiavelli’s The Prince.)

iii. Analyzing art history’s relationship to culture. (Example: what the aesthetic value of the pyramid implied about ancient Egyptian civilizations)

iiii. Engaging in class debates about the ethics of historical figures. 

iv. Examining biases in the way authors tell the stories of the past – have students study a piece of history through the lens of various sources to recognize biases.  

English – Philosophical discipline: rhetoric, fallacies

The study of rhetoric is often implemented in the advanced English courses for high school, since rhetorical analysis is still a question on the AP Language exam. All teachers, though, can integrate these ideas to further engage students in the texts. There is nothing a student likes more than to win an argument, and that’s exactly what these rhetorical devices and fallacies can do. Equip your students with the verbal ammunition to win any argument, and as an added bonus, construct better arguments in both their writing and their conversations about the assigned reading. 

Introduction to Rhetoric

Lesson Plans

i.  Identifying ethos, pathos, logos in ads, speeches, and literature. 

ii. Recognizing logical fallacies in literature and everyday life (example: fallacies in Brutus, Antony’s speech in Caesar. Fallacies in television/internet ads.) 

iii. Examining literature through a philosophical lens by pairing texts with classic literature for synthesis, compare/contrast, and argumentative. Example: Have students read Plato’s “Allegory of the Cave” and Bradbury’s Fahrenheit 451 to discuss the underlying understanding of epistemology.

Provided that all core teachers were to implement some form of philosophical discipline in their classroom, teachers could then draw parallels to the students’ other classes, showing the students just how interconnected this wealth of knowledge truly is – the math instructor teaching syllogisms to show how English uses similar logic with arguments, the history professor engaging in ethical debates about science, and so on. This interdisciplinary method to education will show students that these are not simply classes that have no use outside of themselves, but that they are all important to becoming well-rounded critical thinkers.  

Live Webinar: Writing for Podcasts

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Live Webinar: Writing for Podcasts

Student-produced podcasts are an engaging way to merge project-based learning, storytelling and digital media skills. Podcasts give students a voice — an opportunity to tell their story, teach something new or explore a topic that’s important to them. This multimedia form of expression has exploded in popularity over the last several years and further surged during the coronavirus pandemic.

In this webinar, The Learning Network will be joined by Laura Winnick, a school librarian from New York with experience teaching podcasting to students. We will walk you through how students can strengthen their writing, research and digital media skills by creating their own podcasts and entering them into our Student Podcast Contest. You will also hear from New York Times podcast producers and previous student winners. Together, we will:

  • Discuss different formats, elements and techniques that can make for effective podcasts

  • Share how you can use winning student podcasts as mentor texts

  • Learn about podcast recording and editing techniques and software that are accessible for students

  • Walk you through the specifics of our Student Podcast Contest

  • Leave you with ideas for how students can create podcasts in the classroom, or at home, right away.

CTLE credit is available for New York educators. All participants will receive a certificate of completion.

Register to join our live webinar or to receive a link to view the on-demand recording.

Family Fame

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Family Fame

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

The Marshes, a family of six who live in Faversham, England, have gained unexpected fame for their revamped, tongue-in-cheek cover tunes about lockdown life. Their pandemic-themed songs have been seen by millions.

What special talents, skills and interests do you share with your entire family? Has your family ever found fleeting fame for something (creative, athletic or otherwise)? If your family were to ever “become famous,” what would be the reason?

Tell us in the comments, then read the related article to learn more.

About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Word of the Day: manifestation

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Word of the Day: manifestation

1. a clear appearance

2. a manifest indication of the existence or presence or nature of some person or thing

3. an appearance in bodily form (as of a disembodied spirit)

4. expression without words

5. a public display of group feelings (usually of a political nature)

_________

The word manifestation has appeared in 121 articles on NYTimes.com in the past year, including on Feb. 8 in “Monoliths Are Still Happening” by Daniel Victor:

Much like the coronavirus, monoliths refuse to be left behind in 2020.

The discovery of a new mysterious metal slab in Turkey on Friday was a throwback to a momentary craze from the olden days of November and December. Back then, a shiny, metal monolith appeared in the Utah desert without explanation, followed by copycats from California to Romania.

Perhaps art projects or perhaps the manifestation of pandemic-induced boredom, the monoliths captured the world’s attention for a fleeting moment. It remains unknown who created many of them, or why they were created, but they largely faded from cultural relevance as the world focused on other things, like the presidential transition, a coup in Myanmar or the Netflix show “Bridgerton.”

Can you correctly use the word manifestation in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how manifestation can be used in a sentence, read these usage examples on Vocabulary.com.

If you enjoy this daily challenge, try using multiple Words of the Day in a 50-word story that you submit to our Monthly Vocabulary Challenge.

How Much Do You Know About Mali?

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How Much Do You Know About Mali?

Can you find Mali on a map? What else do you know about this African country with about 20 million people?

Has a School Assignment or Activity Ever Made You Uncomfortable?

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Has a School Assignment or Activity Ever Made You Uncomfortable?

The cancellation comes as many schools are re-examining traditions that are now being recognized as outdated, sexist or racist. It also highlighted, according to students, how even well-meaning lesson plans can backfire.

“I really don’t think it was the teacher’s intention to have it be such a sexist lesson,” said Hannah Carreon, 18, a senior at the high school. “There were girls that were excited to get to do this finally and get to dress up.”

She added, “But there were also a lot who were obviously upset about it.”

School officials declined requests for an interview and the teacher did not respond to a request for comment.

In a statement, the school district superintendent, Anita Hebert, said the assignment had been removed and the “matter has been addressed with the teacher.”

“This assignment has been reviewed, and despite its historical context, it does not reflect our district and community values,” Dr. Hebert said.

The exercise had been scheduled to take place on Wednesday. Female and male students, who had been reading “Beowulf” and the works of Chaucer, were given assignment sheets that described 11 “rules for chivalry.” They would be awarded 10 points for every rule they followed.

Boys were asked to rise any time a female student or faculty member entered a room, to avoid profanity or “vulgar words” and to “allow ladies to leave the room before they leave.”

Girls had to walk behind men or “walk daintily, as if their feet were bound”; address men with “a lowered head and a curtsy”; “clean up” after their male classmates; and “obey any reasonable request” from a man.

According to Colin Tynes Lain, 18, a senior, the teacher had anticipated backlash and said students who were uncomfortable with the assignment could write a one-page essay instead.

In the past, Mr. Lain said, the teacher had given parents and teachers a written disclaimer explaining that the goal of the project was to show how the chivalric code was used to obscure chauvinistic principles that harmed women.

“That’s what she was trying to pull our attention to,” he said. “That this was not chivalry in any way.”

Still, he said, he felt unsettled by the idea of treating students he is used to debating and bantering with in a demeaning way.

“It definitely made me uncomfortable and I would say that was her goal,” Mr. Lain said. “At the same time, I understand why certain people would be mad.”

Role-playing can be an effective pedagogical tool, but teachers have to be very careful that they are not reinforcing negative gender and racial attitudes, said April Peters-Hawkins, a former sixth-grade teacher who is now a professor of school leadership at the University of Houston College of Education.

“What we typically see is marginalized groups continuing to be marginalized,” she said. “Black kids being asked to play the roles of slaves, Jewish kids being asked to play the role of victims of the Holocaust and girls being asked to be subservient.”

Mr. Landers said he hoped that the teacher, whom he described as caring and well liked, would find another way to have students examine the misogyny of that era beyond studying old texts.

“I feel like a lot of people are trying to cover up history; we shouldn’t do that,” he said. “If men, especially teenage boys, see how girls were treated back in the 1300s, they’ll get a better sense of how to treat women today.”

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Sunil Sarad: “Alison courses are specific, relevant and concise.”

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Sunil Sarad: “Alison courses are specific, relevant and concise.”

“My name is Sunil Sarad and I am a Learning and Development professional with more than twenty-five years of experience. I’m currently working as Head of Learning and Development with Sandhar Technologies Limited, an Indian multinational company involved in manufacturing automobile components. Our headquarters is in Gurugram, Haryana, India. By qualification, I am a mechanical engineer with a postgrad in Management. I am also a Neuro-Linguistic Programming certified trainer and an International Coaching Federation certified executive coach.”

How did you learn about Alison?

I came to know about Alison while I was searching for e-learning courses on the web.

What was your first course on Alison, and why did you choose it?

My first course on Alison was Rational Emotive Behavior Therapy (REBT) – The Science of Reprogramming Your Mind. I chose this course because it was a course focused on human behaviour and the mind. I couldn’t find such a course on any other online learning platform. It was available exclusively on Alison.

How have Alison courses affected your career?

Alison courses are very practical in nature with lots of real world examples and case studies. These are useful for seeing how to apply what you’ve learned in your day to day work.

What’s your favourite way to relax from studying?

Meditation.

 

Where are you working and what are you studying now?

I am working with Sandhar Technologies Limited and I’m currently studying courses on Emotional Intelligence.

What’s next for you, in terms of education or work?

Next, I want to study courses on Positive Psychology.

If you could learn absolutely anything in the world from an Alison course, what would it be?

Human Behaviour.

What would you say to someone if they asked you about Alison? Would you recommend it and why?

Yes I would recommend Alison to anyone who is keen on e-learning. Alison courses are specific, relevant and concise.

Join us for Codecademy Live: Creative Coding

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Join us for Codecademy Live: Creative Coding

What if coding could be used to express ourselves? How would that make us rethink what coding is? Explore the world of creative coding with p5.js, an open-source JavaScript library. We’ll create drawings, animations, and video sculptures in this beginner-friendly series.

Our Curriculum Developers will walk you through the new Learn p5.js course, leading you through a journey of creative coding with p5.js. We’ll be streaming live on Tuesdays at 4pm ET from March 9 through April 27, 2021.

We’ll start learning how to draw 2D primitive shapes and work our way up to turning our drawings into animations. We’ll then learn how to add user interaction to our visual programs and utilize media assets such as images and videos within our drawings. During the second half of our series, we’ll go beyond the topics covered in the Learn p5.js course and apply object-oriented programming and fundamental concepts in machine learning to create modular visualizations. Lastly, we will learn how to create audio visualizations by analyzing sound data with the Fast Fourier Transform algorithm.

We’ll also have a guest, Cassie Tarakajian, who will join us to talk about the p5.js library, the open-source community, and the p5.js web editor.

How to watch

Every Tuesday at 4pm ET, we’ll be streaming our weekly session to YouTube, Twitch, Twitter, and Facebook. Each session will be approximately 1 hour. You can find out more about what will be covered in each of the sessions on the Codecademy Events Page. You can also add the events to your calendar so you don’t forget.

What We’ll Cover

We’ll be covering topics from the Learn p5.js course and beyond. Both the stream and the course are free to everyone! The stream will be a good complement to the content covered in the course — we recommend you follow along with the series while progressing through the course.

Check out the schedule below to learn more about what we’ll be covering each week.

Session #1: Intro to p5.js

March 9, 2021 at 4pm ET | LEARN MORE

We’ll start with the Wall Drawing project in our p5.js course. We’ll draw some patterns to create a digital wall drawing inspired by the artist Sol LeWit (1928-2007) using p5.js. We’ll use the built-in shape and style functions to write instructions for our computer to draw on the screen.

Session #2: Creating Bouncing Balls

March 16, 2021 at 4pm ET | LEARN MORE

In this session, we will work on the Bouncing Balls project together on the Codecademy platform. Using p5.js animation techniques, arrays and for-loops, we will create an animation of circles bouncing around the canvas. We will also look at how to randomize the position, speed, size and color of each bouncing ball using arrays.

Session #3: Exploring the p5 Web Editor with Cassie Tarakajian

March 23, 2021 at 4pm ET | LEARN MORE

In this session, Cassie Tarakajian will be joining us to talk all things p5.js, Processing Foundation, and creative coding. Cassie is a technologist, educator, and artist, currently working at Processing Foundation as the p5.js Web Editor lead and as an adjunct professor at Interactive Telecommunications Program (ITP) at NYU.

Session #4: Generative Art Creator

March 30, 2021 at 4pm ET | LEARN MORE

In this session, we’ll work on the Generative Art Creator project together using the p5.js web editor. We’ll make a tool to create, control, and combine generative works of art inspired by early media artists, such as John Whitney and Vera Molnar, using keyboard interactions.

Session #5: Interactive Video Sculpture

April 6, 2021 at 4pm ET | LEARN MORE

In this session, we’ll work on the Interactive Video Sculpture project together using the p5.js web editor. We’ll create an interactive video sculpture inspired by the artist Nam Jun Paik. Together, we’ll load and draw videos to create a digital sculpture on the canvas using p5.js.

Session #6: Object-Oriented Programming

April 13, 2021 at 4pm ET | LEARN MORE

In previous sessions, we made bouncing balls using enormous lists. We’re going to take those fundamental principles and learn how to adapt them to fit within in an object-oriented approach. By the end of this session, we’ll have a Ball class that has its own attributes and methods.

Session #7: Machine Learning Visualized

April 20, 2021 at 4pm ET | LEARN MORE

In this session, we’ll dip our toes into the world of Machine Learning as we use p5 to visualize the K-Nearest Neighbors algorithm. We’ll spend the first part of the session learning how the KNN algorithm works, and then stretch our creative coding muscles to make an interactive visualization of the algorithm.

Session #8: Audio Visualizations with p5.sound.js

April 27, 2021 at 4pm ET | LEARN MORE

In our final session, we’ll create audio visualizations using the p5.sound.js library. We’ll learn how to load sound files to our p5.js sketches and talk about analyzing sound with FFT (Fast Fourier Transform). Using amplitude values along the frequency spectrum, we will create an animation that reacts to sound.

Updates to the Full-Stack, Front-End, and Back-End Career Paths

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Updates to the Full-Stack, Front-End, and Back-End Career Paths

Good news! We’re updating our three Web Development Career Paths with new content.

The curriculum team at Codecademy has heard your feedback and has developed new content to supplement the existing Web Development Career Paths. In some cases, we will replace existing content; in others, we will be adding new items.

The changes will be applied across the Full-Stack Engineer, Front-End Engineer, and Back-End Engineer Career Paths.

If you’ve already completed a Path, you will maintain that completion and certificate.

If you’re currently in-progress with one of the updated sections, you may see a change in progress. We suggest that you take the now-incomplete content–even if you have learned the concepts before, revisiting them will solidify them in memory.

The Paths will be updated on Friday, March 12, 2021.

In each of the following lists, use this key to find which updates apply to your Career Path:

  • FS: Full-Stack
  • FE: Front-End
  • BE: Back-End

The following section will be completely replaced with in-house content:

The following section will be added in front of the existing interview sections:

  • [FS, FE, BE] What to Expect in a Technical Interview

The following sections will receive new content:

  • [FS, FE, BE] JavaScript Syntax, Part II: New article on the for...of loop
  • [FS, FE, BE] Command Line, Git, GitHub: New article on markdown
  • [FS] Full-Stack Portfolio Project: New articles on Heroku
  • [FS, FE] React, Part II: New articles on Netlify
  • [FS, FE] Web Development Fundamentals: New article on MDN
  • [FS, FE]: Web Development Fundamentals: New module on HTML Tables
  • [BE] JavaScript Syntax, Part I: New article on MDN
  • [BE] Build a Back-End with Node/Express.js: New articles on Heroku
  • [BE] Git and Github, Part I: New article on Markdown

Additional changes:

  • [FS, FE] Pushing the Fotomatic Sheet project back so that it does not appear before learners are fully prepared

We’re updating the Full-Stack Engineer, Front-End Engineer, and Back-End Engineer Career Paths. The updates include some external content being replaced with in-house content, some new content, and a slight re-ordering.

As usual, we’ll be keeping track of the changes on our Web Development Change Log.

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