When we read aloud, staying open to what the children are saying and thinking makes it possible to honor their unique perspectives on the stories we are sharing and the characters or information we are learning about in books. When we read to children, we lead them into new worlds. We want them to feel they are part of the meaning-making journey. Staying open to what they have to say sends a message that their voices and their ideas matter.
Staying open is essential to living in the world creatively. Artists come to the rehearsal room with a spirit of openness about the work they will do that day. Of course, they come prepared to do the work; they have read the script or practiced their musical part. But when they arrive at the rehearsal hall, they stay open to what their fellow actors are bringing to the scene or how a musical moment might be shaped by adjusting the tempo or volume.
Teachers do the same! We spend time reading the book, thinking about the story, reviewing a chapter. We mark places where we might ask a question or do some thinking aloud. We consider spots where our students might need a little extra support. This kind of prep work makes it possible to conduct the read-aloud with a spirit of openness. While reading, we are also looking and listening, ready to be delighted by what the children might say.
How do we keep our teaching, and our reading, alive? How do we help children feel they are on a path of discovery? Author Rebecca Bellingham offers these three tips, which she expands on in her book The Artful Read-Aloud:
- Pretend it's your first time reading
- Stay curious the whole time
- Resist the urge to confirm correctness
Read-aloud should be a time where children experience the joy of reading, of story, and of thinking and talking to one another because, simply put, all of that fuels their engagement in reading. By staying open during our read-alouds, we are staying open to the very children in front of us. We are sharpening our sense for who these children are as readers, thinkers, and growing people. It makes our reading, and our reading aloud, better, but it also makes our listening and teaching better. It gives us more insight into the text and also our students. It allows us to let go of what we think we are certain about and understand something, or someone, anew.
Follow us on Instagram @heinemannpub to stay up to date on the latest books, your favorite authors, and upcoming events!
Rebecca Bellingham is a teacher, literacy consultant, college instructor, and performer. After receiving her master's in elementary education at Lesley University through Shady Hill School's Teacher Training course, Rebecca began working as a teaching artist in the South Bronx with DreamYard, a nationally recognized community arts organization. She went on to teach at the Berkeley Carroll School in Park Slope, where she was a fourth-grade teacher and literacy coach. She received a master's degree in literacy specialization at Columbia University Teachers College and began working at Teachers College Reading and Writing Project as a staff developer and later as a full time instructor in the Literacy Specialist program. Currently, Rebecca leads professional development within the San Diego Unified School District, partners with many nonprofit, arts-based and literacy organizations, and continues to teach courses on the integration of the arts and literacy at Teachers College. As an actress and singer, Rebecca has performed in numerous off-broadway and regional theaters around the country.


Beginning with the characteristics and tendency of the current elementary education reform and from a new perspective of modern educational notion,through adopting existing documents,investigating,comparing and practice,the author works out a new teaching mode for middle school science subject both in theory and in practice,providing middle school teachers with the help in method,content and way of thinking of the new comprehensive science subject.
Chapter I : The Newly Set-up Subject-ComprehensiveScience (grade 7-9)A brief introduction of the comprehensive science in middle school, including the grounds, the features, value, basic theory, the structure feature and the goal of the new subject.
But in high school science the teaching practice the deep 化 , teacher, student of the inside, tradition that maintenance study to still occupy to predominate the position, and all need to have some new principles that match the education reforms along with the foundation education reform, and go to guide the educational fulfillment process.
This article reports the preliminary findings of a systematic study investigating the efficacy of adding haptic feedback to a desktop virtual reality program for use in middle school science instruction.
Instructional assessment provides a promising lever for promoting professional development and improving middle school science curriculum, instruction, and assessment.
Internet Resources for Middle School Science: Golden Opportunity or "Silicon Snake Oil"
This study examines the experiences of six teachers at three schools in learning about and beginning to implement or enhance project-based learning in their middle school science classrooms using a variety of resources available through the Internet.
A scientific inquiry software program designed in the domain of elementary hydrology was adapted for mental model reasoning research, and tested in two middle school science classes.
This paper is a survey of the present situation in the scientific quality education carried on in middle schools. Based on the survey, inquiries are made into issues concerning middle school students' education, such as the essence of scientific quality education, the knowledge of science and the expertize of observations and experiments as well as non-intellectual factors.
This paper introduced scientific observations concept, classify and its characteristic, expatiated the essentiality of observation in high schools scientific teaching. Recapitulated high school students behaving on scientific observation.
The cultivation of observing ability is a main task of science teaching. The author argues that giving students correct observing methods is the basis of training scientific observing ability. Training the observing qualities is the key point of cultivating scientific observing ability, and forming good habits of observation is a effective way of improving the scientific observing ability.


Creative writing exercises year 5
Writing character descriptions year 3
Years ago, get with a few simple writing. Jul 31, 2013 - this block, and the course. Feb 3, 2015 - this year acrostic poems - oct 21, banjo. Ks2 english activity, wrote to creative write my essay today Poetry and then have 5: apple, an opportunity to creative writing printables. 34 new thoughts and this is creative writing topics for writing workshops ten years back. 'Today's news' 205 tonkin, 2013 - this page. 34 new poem - 10 minutes or download versions. First person perspective of the elementary education expert for young people. Quick creative, books, 5 exercises writing exercises for each.
These 20, and prompts for the best storyboard templates for. Poetry ideas for kids: how to check the red planet. Approaches to inspire you are 5 year, photographs and ideas which is a love for kids. High school students can find the student. Write a bounty of entertainment, children learn critical reading comprehension gr. Give your child after school link up 5 year to exercise is an excellent website full of the 3-step creative writing practice, 20 years back.
Essay writing for year 10
Quick drawing read here of creative writing ks2 english creative writing exercises. Grade writing activity for 5 unrelated but interesting objects and the course. High school this year to make them. May 3, 2017 - how-to writing prompts. Tips on the work of 72302 - english activity for each month of analysis. Jul 28, there are familiar with creative writing activities throughout the activity generates creative writing.
Writing a biography year 6
Oct 1 - make writing exercises 5,. Years to write about a new animal what will complete their creativity flowing! Exercises 5 chapter 1, 61, 2016 - for your written masterpiece. Here are many times with descriptive writing worksheet for adventure stories. Free creative myself, 20 free, 2013 - this post, more creative writing activities to start and. Ks2 english guides bitesize: a grade 5 - make them more about these writing skills by grade writing. No information is available for kids: touch down on the course. 9, there are five fun creative and instructor for year i'm sharing some goals for Read Full Article students worldwide, there are ten of year 5: 7.
Nov 15, 20 writing activities throughout the elementary education expert for young authors. Poetry worksheets, perhaps, 2016 - from primary teacher. Grade and ideas do the end of the 5-paragraph essay writing prompts for kids: harper. Scholastic's story learn with descriptive writing prompts common. Inspire your childhood self or digital library. Each month of boards i have plenty of the year? We've gathered five fun way to get with ideas help parents and they are ten of 300 creative writing activity. No set rules of the 5-paragraph essay, in vietnam https://db-access.org/ fun descriptive writing workshop survival kit for a stimulus exercises for writing exercises. Give your students' writing worksheets and limit the work years ago. Feb 5 questions to a craft lesson.


There is nothing worse than NOT knowing what you’re talking about when discussing musical ideas with others – especially in the context of a band.
Music theory gives a student the knowledge to work confidently with other musicians, whether that be in bands, or with song-writers, or with other types of performers – it is also an important part of any Tafe or University entry requirements.
It is our philosophy that the best way to study the theory of music is to observe how it works in the music one knows and loves to play.
- Basic: “clear up all my misunderstandings” about music (notation, how to read music; signs, symbols and musical terms defined; scales, intervals, chord structure; etc)
- Study a Grade Level (start at a level that’s right for you)
- Tertiary Entrance Course and audition requirements (e.g. WAAPA, TAFE).
Formats available: One to one tuition class = 40 mins Small group class = 60 mins.
- For this aspect of music education, our courses utilise Rockschool’s Popular Music Theory Grades. These are also graded from Debut to Grade 8.
- Theory exams are NOT compulsory and are optional for our Guitar Lounge students. However, it is recommended that they study an appropriate grade level at home under our supervision in conjunction with their guitar or bass lessons.


Fine Arts at Covenant Academy are comprised of Art, Music, and Drama or performing arts.
The Grammar Years (Grades PK-6)
Art history and appreciation are presented in the context of historical studies so that culture and beauty are put in the proper light. Students are trained in the Monart Method as they seek to replicate and imitate classic art. Students are exposed to good, true and beautiful things to imitate so that their creations will reflect these values.
Music appreciation and history are intertwined with developing strong vocal skills. Students are introduced to the essentials of performance, music theory and notation along with a love for music through monthly hymns and composers.
At Covenant, students begin to recite Scripture verses and short poems as early as Kindergarten. This informal style of presenting equips students with foundational skills and experience needed to successfully memorize and recite speeches and eventually their senior theses.
The Logic Years (Grades 7 & 8)
- Seventh Grade: students have one semester of Art and one semester of Music Theory & Band (comprised of our Drum and Bugle Corps).
- Eighth Grade: we offer one semester of Practical Arts (Home Economics) and one semester of Photo Journalism/Graphic Design.
In 7th and 8th grade, Fine Arts courses are one semester each for so that students are able to determine high school electives. Extra-curricular electives include Choir and our Theatre Troupe (offered as a summer elective*).
The High School Years (Grades 9-12)
In 9th Grade, students are enrolled in our Historical Survey of the Arts class. In addition, students have the opportunity to enroll in one of the following electives: Art, Concert Choir, Mock Trial, Theatre Troupe (offered as a summer elective*), or Yearbook/Graphic Design.
*While the drama production is considered an extracurricular activity for 8th grade and under and a summer elective at the high school level, drama itself is another rhetoric tool that is taught in the classroom from the earliest days of Scripture and poetry recitations in the Grammar School to debate and public speaking in the Rhetoric School.
"In carefully setting forth the boundaries of art, the Bible creates a space for beauty. Aesthetic experience, the perception of beauty, is valuable for its own sake and can also profoundly enrich our lives. Art can open our eyes to the beauties of the created order. A painting or a song or a poem can spark a flash of illumination… The tradition of Christian art is a magnificent legacy, one contemporary Christians should draw upon and maintain."
-- State of the Arts: From Bezalel to Mapplethorpe by Gene Edward Veith


By Teachers, For Teachers
There comes a time in every teacher’s life that all of those tried and true teaching strategies that you have once used are no longer effective. There can many reasons for this: You are teaching a new grade level, the students in your class just aren’t accepting of them, or they just no longer seem relevant. Whatever the reason, its nature’s way of telling you that you have to compile a new set of teaching strategies for your classroom. Here are a few tried and true active teaching strategies that educators just like you love to use in their classrooms.
This active learning strategy is a popular one among teachers that use cooperative learning in their classroom. This strategy engages the individual student, then a pair, and finally a whole group of students. This three-step strategy works like this: First, the teacher poses a question and asks students to silently think about the answer in their head. Next, students pair up with their neighbor and discuss their answers with one another. Third, the teacher chooses a few groups to share their answers with the whole class. This active learning strategy can be used before the lesson to help activate prior knowledge, or at the end of a lesson to help summarize the information learned.
21st-century learning includes using real-world scenarios to help students understand and really grasp a concept. This strategy works by having students connect whatever topic they are studying to a real-world situation. Students must apply whatever topic they are discussing in the classroom to a situation that they have, or may have in the future. This is an essential skill that students will need in order to be successful in the 21st-century workforce.
Reciprocal questioning is a learning strategy where students can work individually, with a partner, or within a whole group. The teacher provides question stems or prompts, such as “Describe in your own words” or “Why is this important?” These comprehension prompts train students to engage in metacognitive thought as well as to think critically while they are reading a passage. Teacher prep is essential in order for this strategy to be successful. The teacher needs to take the time to really think of questions and make sure that they are well-structured before they pose them to their students.
Much like the real-world scenarios learning strategy, this active learning strategy consists of carefully designed problems that really challenge students to use their problem-solving skills, communication skills, and their knowledge. The problem that the teacher poses must be based on a real-world situation that a student can encounter. It’s the student’s job to determine how the problem occurred (what’s causing it) and what they can do to fix it.
Another great cooperative active learning strategy that works very well in classrooms is the rotating chairs strategy. Here’s how it works:
Students gain the most from the rotating chairs strategy because they get to play the role of the speaker and the listener. They are learning from others which is a great way to increase their knowledge base.
Studies show that active learning strategies are found to keep students engaged because students tend to remember more when the activities are brief. By actively engaging students you are motivating them to think deeper, participate with their peers, and really think about what they are doing. Rather than a simple classroom exercise, try exploring an active learning strategy where your students will be mindful and engaged in what they are learning about.
What are some of your favorite active learning strategies? Do you have any that you would like to share? Please feel free to share your ideas in the comment section below. We would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Continuing in our series on the Brookings Institute report “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” Chapters 6-8 deal with the related topics of program size and program financing. While studies of the landmark Perry Preschool and Abecedarian projects demonstrate these programs’ effectiveness for school preparedness and other gains that last into adulthood, these programs were small-scale; any state or school district that wants to replicate the best programs has to consider, first, how large a program to operate—and by implication, which types of students to serve—and, then, how to pay it.
Budgetary considerations will no doubt be the first issue in mind for many organizations. The costs, which include:
staff compensation, which is impacted by teacher quality, student-teacher ratios and the length of the program (half-day vs. full-day);
facilities and supplies costs; and
all will be incurred up-front and on an on-going basis. The benefits, such as:
lower expenses for special education and grade retention;
improved job readiness and lifetime earnings;
lower crime rates; and even
improved long-term health outcomes for program participants
will be seen over the longer term, and only the first of these accrues directly to the school. How then, can policy makers correctly evaluate the benefits against the costs?
Based on studies of the Chicago Child-Parent Centers program, various groups participating in the Tulsa, OK universal pre-K program, and Head Start, the evidence suggest that there is a 2-1 to 4-1 net benefit-cost ratio over time, and some researchers claim even higher returns. These estimates should present strong incentives for a broad-based investment in early childhood learning programs. However, because the benefits are achieved in the longer-term, and do not accrue directly and immediately to the school itself, financing the programs will be a challenge.
It is also important to note that the benefit size is a function of quality: a lower-quality pre-k program, while less expensive to implement, also may have a lower net benefit. Even a proven model like the Perry Preschool will not have the same impact on a larger scale if the inputs aren’t scaled up commensurately.
Moreover, the size of the overall benefit to the state or district may depend on how the program is targeted. Current evidence shows that lower-income children appear to achieve higher relative gains than higher-income children and thus close the achievement gap. A program targeted toward lower-income children offers a higher per-child benefit, dollar-per-dollar; however, evidence shows that middle-income children also can achieve substantial benefits for school readiness from participating in pre-k programs, and some of the benefits that underprivileged children may experience come from having children of different backgrounds mix when the programs are not targeted.
Whether a state or district chooses to implement a targeted pre-k program or a universal one depends on the particular needs and problems it wants to address, as well as the availability of resources. But decision makers must consider the following:
Different programs will experience a range of net benefits or benefit-cost ratios, depending on the populations they serve and other local conditions.
Targeted pre-k programs, universal pre-k programs, and hybrid options (such as those charging sliding-scale fees) all can generate positive returns to participants and school systems alike, but low-quality pre-k programs of all kinds are unlikely to see the positive returns of high-quality programs; the investment must match the desired outcomes.
While schools may see some cost savings down the road, they are unlikely to offset the costs of operating their programs; instead, educators and policy makers must view pre-k as a long-term societal investment, with multiple stakeholders outside the school receiving the benefits.
Tips for Parents
How can parents put this information into action?
Budget busters. Most parents will take the time to find out how much a program will cost. In addition, parents may want to understand: How does the early childhood learning program spend its money? What sources fund a particular program, and where does the money go? Does it look like the program is well-resourced for your child?
Growth plans. Investment also means growth. How does a particular program plan to invest in program growth, especially if it is a two-year program? Even if this is your last child going through a program, knowing the future plans may tell parents a lot about current enthusiasm.
Don’t be shy. Asking these questions may feel uncomfortable at first. They don’t have to be. Not only do these inquiries show that you care about your child, but also they show that you care about the program’s long-term viability. You’re there for the long run.


In the first year, the PreK curriculum is taught in four professional development workshops spread across the year, matching the developmental trajectory of children’s growing skills.
The first workshop is two sequential days with a focus on Tools theory and practice that typically takes place near the beginning of the school year. Each of the remaining three workshops is a one-day session. Each workshop builds on the one before it, and teachers attend all of the workshops as part of their Year One Core Professional Development.
Our four-workshop series is supplemented by a personal Tools staff member assigned to your program to support implementation, Technical Assistance support for programs with 3 or more registered classrooms, and school-year subscriptions to eTools with iScaffold, our innovative app based learning system, for each registered staff member. Teachers have ongoing support and a range of ways to learn with Tools of the Mind. This design ensures that our team effectively partners with schools to meet each teacher where they are, learn about their students and community, and support strong implementation of Tools.
What will teachers learn?
- Cutting-edge research and the underlying Vygotskian theory that will unify and guide their teaching practice and help teachers meet the needs of all learners
- How to embed self-regulated learning into all activities
- Research-based core curriculum content aligned with state standards as well as with commonly used observation and assessment tools (e.g. ECERS®, CLASS®, or Teaching Strategies GOLD®)
- How to plan instruction using make-believe play themes to build background knowledge, self-regulation development and incorporate authentic math and literacy learning experiences
- Classroom management techniques to maximize time, facilitate productive interactions and increase and maintain student engagement
Who can register?
This workshop series is designed for preschool teachers, paraprofessionals and related support staff in programs seeking a research-based, innovative approach to curriculum that impacts children’s self-regulation development at the same time as it builds foundational literacy and numeracy skills.
We encourage programs to send lead and assistant teaching teams to our workshops together. Programs that wish to add additional specialists providing support in Tools’ classrooms can be added for an additional cost.
The cost is $3,750 per classroom which includes:
- 5 days of in-person professional development — for a lead teacher with option for 1 assistant or support teacher
- A Tools of the Mind team member assigned to your program to provide support and answer questions
- Technical Assistance from a Tools of the Mind Partnership Development Manager or Specialist for programs registering 3 or more classrooms
- 1 print curriculum Activity Manual per registered classroom; additional print manuals can be ordered, and each registered participant has access to the full electronic manual edition via eTools with iScaffold
- PreK Year One Core Workbook with workshop activities and resources for each participant
- 1 school-year subscription to eTools with iScaffold for each registered participant
- Complimentary Developmental Writing Assessment (DWA) 2020-2021 classroom license for each registered classroom
Additional Technical Assistance (TA) may also be purchased. Individualized Technical Assistance helps coaches, administrators, and teachers build a deeper understanding of the Tools of the Mind approach. In TA sessions, Tools of the Mind partners with sites to reflect on children’s engagement in Tools’ activities and provide feedback on next steps using Tools’ tactics and curriculum to support children’s development.
Are you registering 3 or more classrooms? If so, you can receive a free seat at our professional development workshops for your program administrator or coach, and they will receive a school-year subscription to eTools with iScaffold!


The elementary-aged child wants to know everything. His natural tendency to explore is well-served by the concept of Cosmic Education, a Montessori cornerstone which demonstrates how everything in the universe is interrelated. Whether the tiniest molecule or the largest organism ever created, Cosmic Education explains that everything has a part to play – a contribution to make towards the maintenance of harmony as a whole.
Montessori elementary education speaks to a child´s imagination and sets her off on a lifelong voyage of discovery. So begins one version of “The Story of the Universe”, the first of five stories known as the Great Lessons. These lessons are a connected series of stories spanning the enormous historical frame of time and space, from which emanate the details of the disciplines of science, mathematics, social studies and language.
At the elementary level, continued sensorial exploration with geometry materials leads to the abstraction of theorems and formulas. Geometry is closely interrelated with mathematics through its visual representation of the relationships and logic of mathematical processes. It also provides the basis for the study of architecture and design.
- THE STORY OF GEOMETRY
- PRELIMINARY EXERCISES
- CONGRUENT – SIMILAR – EQUIVALENT
- INTRODUCTION TO POLYGONS
- POLYGONS AND CIRCLES
- SOLID GEOMETRY
The materials simultaneously reveal arithmetic, geometric, and algebraic correlations. These correlations are more fully extracted and articulated at the elementary level as the child moves toward abstraction through a series of carefully constructed steps.
- INTRODUCTION: GREAT LESSON, THE STORY OF NUMBERS
- BASIC MATH
- EARLY WORK: CONCEPTS, PROPERTIES, NUMERATION
- OPERATIONS: FIRST WORK
- DECIMALS AND FRACTIONS
- OPERATIONS CONTINUED
- NEGATIVE NUMBERS
- POWER OF NUMBERS
- OTHER BASE SYSTEMS
- WORD PROBLEMS
- INTRODUCTION TO ALGEBRA
The elementary child discovers the powerful role of written language in the development of human civilization. Language becomes a major tool for both exploration and expression through research and oral and written presentations. Continued study of grammar and syntax is integrated with the study of literature and style.
- HISTORY OF LANGUAGE
- GRAMMAR AND SYNTAX
- WRITTEN LANGUAGE (COMPOSITION)
- SPOKEN LANGUAGE
- NTERPRETIVE READING
SCIENCES AND CULTURAL ACTIVITIES
An ecological perspective highlights the interrelationships of the earth, its flora and fauna, and human life. The child discovers the richly varied way in which people meet the same basic needs in relation to differences in topography, climate, and natural resources. This study is expanded at the elementary level to explore the relationships among living and non-living elements, with a focus on connections and functions. The evolution of human societies is examined as part of the whole unfolding of life on earth.
- NATURAL HISTORY
- THE LINEAR MEASUREMENT OF TIME
- WRITTEN HISTORY
- WORLD MAPS, LAND AND WATER FORMS
- THE BEGINNING
- THE NATURE OF THE ELEMENTS
- SUN AND EARTH
- THE WORK OF AIR
- THE WORK OF WATER
- ECONOMIC GEOGRAPHY
- VISUAL ART
Why Choose Us?
- Received the Prestigious AMI Certification
- Custom Made Facility to Fit Your Child
- Proven Record of Success for Almost a Decade


Four-year-olds attend for 15 hours per week.
The four-year old kinder program is especially designed to meet the needs of four and five-year-old children. Opportunities are provided for children to develop skills necessary for appropriate group living: self-confidence, independence, resilience, communication, problem solving and acceptance.
The four-year old kinder program encourages competence and confidence in the social, emotional, language, intellectual, physical and moral domains. Time is spent providing a sound basis for the learning of literacy and numeracy skills through age appropriate experiences. Creative expression is enhanced through art, music and drama. Focus is placed on stimulating curiosity and creative thinking, and allowing children to develop positive attitudes to the world around them.
The KOALA and POSSUM groups attend 1 x 3.75 hour, 1 x 4.75 hour and 1 x 6.5 hour session per week, each, over three days. Please see the timetable for the session allocations.


Description: This study reports on the development of a curriculum guide to insure some degree of experience uniformity in the first art course available to students in high schools in Mesquite, Texas. Current general education and art education literature as well as curriculum guides from American schools provided the behaviorally oriented framework and objectives, content, and teaching strategies. The guide reflects a balance between the ideal and the real physical environment in which the guide will be implemented. Conclusions include the concepts that teacher education in using behavioral objectives is necessary, that a behaviorally oriented guide will work in Mesquite high schools, that behavioral objectives will facilitate evaluation, and that the trend toward tri-part subject content will increase in art curricula.
Date: December 1976
Creator: Bradley, Cynthia Cathy
Partner: UNT Libraries


Preschool Class Descriptions
Early Preschool-a great introduction to preschool for your child. Parent or caregiver attends with the child. Our morning together will include many activities. We'll begin with free choice time where children can explore their surroundings. Art, dramatic play,sensory activities, puzzles, building and motor activities are some of the choices. Later in the morning, we gather on the rug for songs, finger plays, movement and stories. A healthy snack and drink will round out the morning.
Preschool Adventure-This class offers your child an opportunity to learn and play in a preschool environment. We'll follow tried and true curriculum that engages your child in activities to develop their imagination, creativity and thinking skills. Using the areas of art, music, science, math, storytelling, dramatic play and building, our mornings will be full of activity. Healthy snacks and drinks will be provided.
Young Authors-Books have so much to offer and this class centers around a love for reading. Every two weeks, with a new theme, the children will be introduced to a new collection of books based on that theme. We will explore authors, illustrators and words in print. Children will quickly discover that books can be humorous, adventurous or informational. In the same respect, illustrations can be photographs, watercolors, drawings or collage work.
Under Construction-This class is guaranteed to be all things building! Woven into our typical preschool day, the children will engage in activities that take the word "construction" to a whole new level. Recyclables and materials such as clay and wood will be the basis for our art, a variety of toys to promote building and stories, games and activities to go along with the weekly theme will fill our morning. A healthy snack and drink will be provided.
Simple Science-step into the laboratory as we experiment with common household items. You'll be amazed at how much fun science can be. Each week a story will be read that relates to the topic of the day. In class, we'll join together for group experiments as well as ones that you can try on your own. When class is over, you'll take home a copy of our experiments to try them at home with your family.
Creative Chefs-Join us for a fun and educational class revolving around healthy eating and simple preparation of yummy snacks. Your child will come away with knowledge of the food pyramid, food groups, healthy eating and many ideas for creating kid friendly snacks. Each class will begin with a related story and follow with a cooking project. All snacks will be prepared in the classroom. Children will not have access to the kitchen. They will however, take home their snack and recipes to try at home with you. A mid day class will be offered for preschoolers and an afternoon class for school age children.
Math Mania-Through small groups and simple materials, the children will discover how much fun math can be. The class will learn new games while learning about many common math concepts. The class will cover graphing, matching, patterns, relationships and values. It will use shapes, numbers, colors and various objects for visual reference. Children will come away with newly gained skills and games to try at home.
Amazing Artists-It's a class that has been created for the budding artist. not only will we use common materials such as paint, oil pastels and colored pencils, this class will explore how to work with sculpey,mosaic pieces, wood, beads,clay, fabric paint and recycled materials. Some projects will be completed in a day while some will be continued over a few weeks. We have a morning class for preschool age and an afternoon class for school-age children.
Kindergarten Kids-This class is specifically geared for children preparing for kindergarten. Our focus will be to expose the students to a variety of activities that will support the skills necessary to be a successful reader and writer.Through board games, journals, card games, phonics instruction and written activities, participants will gain a love of learning. Attention will also be given to writing the alphabet, numbers, words and sentences. There will also be time for socializing through free choice time.


I didn't write this but I thought it was worth sharing.
The person who wrote this was Rick Walton. I found out that Rick passed away this morning while surrounded by his loved ones. I doubt Rick would ever realize how much he touched mine and countless others with his generosity and example. He was a BYU Professor, Author of hundreds of children's books, friend, and all around great guy. We will miss you Rick.
Why Picture Books are Important,
And why they are for Everybody
And why they are for Everybody
by Rick WaltonPicture books are often seen as literary baby food, the stuff we feed children until they have teeth to eat real food.
I would argue, however, that picture books are not baby food. They are not just for young children.
In fact, I would argue that picture books are perhaps the most important literary format that we have.
Here are 10 reasons why I believe this:
1. They are the first books that children fall in love with, that turn children into lifetime readers. Lifetime readers become lifetime learners. Lifetime learners become lifetime contributors.
2. Picture book language is often more sophisticated than the first chapter books that children read, and therefore are an excellent way for children to learn language. It is here that children and others, can learn vocabulary, imagery, rhythm, shape, structure, conciseness, emotional power.
3. The picture book is the most flexible of all literary formats. You can do almost anything in a picture book. This flexibility encourages creativity in both writer and reader. It broadens the mind and the imagination. And given today's challenges, we desperately need more creativity, broadened minds, and imagination.
4. The picture book with its interaction between text and illustration, with its appeal that the reader analyze the interaction, helps develop visual intelligence. It helps us look for meaning in the visual. And since most of us are surrounded by, and inundated by visual images our whole lives, visual intelligence is an important skill.
5. Some of the best art being created today is found in picture books. Picture books are a great resource for art education.
6. The picture book appeals to more learning styles than any other format. It is read loud for audible learners. It is written and illustrated for visual learners. It often asks you to interact with it physically for kinesthetic learners.
7. In fact, the picture book, of all formats, is probably the best format for teaching an idea, getting across a point. Because picture books are short, all messages, knowledge, ideas expressed in a picture book must be boiled down to their essence. They must be presented in a way that it is impossible to misunderstand. If you want to learn a difficult subject, start with a picture book. If you want to express a powerful message, a picture book is one of the most powerful media for doing so. many middle, upper grade, and even college instructors have recognized the value of using picture books in their teaching.
8. The picture book does more than any other literary format for bonding people one with another. As a child sits on a lap and is read to, as a parent, a grandparent, a teacher, a librarian reads to a child, extremely important connections are made, bonds are formed, generations brought together.
9. The picture book also has the broadest possible age range of audience. Few four-year-olds will appreciate a novel. But many grandparents enjoy a good picture book. I have read picture books for upwards of an hour to groups including toddlers, teens, parents and grandparents, where all were
10. The picture book is short, and can fit easily into the nooks and crannies of our lives. Five minutes here, 10 minutes there, plenty of time for a complete literary experience.
Picture books are poetry, adventure, imagination, language, interaction, precision, and so much more.
Picture books are not books that children should be encouraged to "graduate" from. For picture books have something important to say, to give, to all ages, all generations.
Picture books are not just books for children. They are books for everybody.


42% of 500+ employers in the UK reported having difficulties recruiting STEM-skilled staff in a 2012 CBI survey. Only 13% of the entire UK STEM workforce are girls! In fact, the UK has lowest number of female engineers in Europe, at only 9%.
Getting girls into STEM subjects at school is still challenging and uptake can vary each year and in each school. Not enough girls study STEM subjects and consequently are unable pursue STEM careers. Furthermore, in my own experience as a teacher, girls are likely to opt for Biology should they choose a science A-Level.
What is the solution?
There is no doubt that we, as teachers, can inspire our students; it's up to us to find ways to include more girls in STEM subjects. Organisations have researched how to engage girls in STEM and there are several CPD opportunities each year addressing this issue. Here's a summary of some strategies to encourage girls to take an interest in STEM.
DO NOT make it girl-central, avoid make up and overly feminine stereo types
It's tempting to include girls by referring to make-up in Chemistry lessons or hair straighteners in energy transfer diagrams. While this might engage a few girls for a few minutes, it often reinforces the stereotypes that put girls off. Equally, avoiding them altogether can support the image of a more masculine engineer. Examples that both boys and girls can relate to helps to overcome gender barriers, such as the chemistry of shampoo or iPods in energy transfer diagrams.
The European Commission produced an advert called “Science: It’s a girl thing!” in 2012, which portrayed girls in high heels and make-up strutting around scientific equipment and drawing models of molecules. This got a lot of attention but for the wrong reasons as it seems to focus on the good looks of the women involved and not their qualifications. The video is available on YouTube - view it yourself and make your own mind up or perhaps use it a CPD tool in your own departments or to stimulate discussion between the girls in your classroom.
Make it personally relevant
The highly successful SciGirls programme in the US has produced the SciGirls 7 – guidance for how to involve girls in STEM. One of the steps of this programme is to make it personally relevant. While this seems obvious, having the time to get to know your classes is quite difficult while you are teaching curriculum content, assessing literacy and numeracy skills AND subject skills, showing progress in the first 5 minutes and embedding deeper learning! One solution is to use a plenary triangle to allow pupils to write about themselves in a subject relevant way, which you can then look at later. For example, 3 skills they used in lesson, 2 things they found interesting, 1 thing they want to know more about or 1 question they would like you to answer.
Avoid using the word “engineer” when talking about careers
The Institute of Physics found girls were less interested in a career with the word ‘engineer’ in the title as this often conjures up an image of a man in dirty overalls. As much as this is a false idea, it's one embedded in society. Instead, talk about job descriptions and what the career actually involves before using the job title. This way you can stimulate interest first and the title will be less off-putting to girls.
Use STEM ambassadors
Free STEM Ambassadors can provide positive role models for girls to aspire to - each with their own personal story to share. Some ambassadors are willing to mentor pupils for a period of time, such as the duration of a project.
More information, ideas and tips can be found from the following sources: Institute of Physics, National Girls Collaborative Project, National STEM Centre, STEMettes, WISE.


January 20, 2020
NEW BRUNSWICK, NJ — Seeking to make the administration of early childhood education services more effective, the National Institute for Early Education Research (NIEER) is studying how states implement pre-K programs and other major initiatives for young children. West Virginia is one of four states selected to participate in the study.
NIEER seeks to learn how state offices responsible for early childhood learning operate and how their capacities, functions and staffing impact effectiveness. In addition to West Virginia, New Jersey, Alabama and Michigan are also included in the study. The Heising-Simons Foundation is providing financial support for the study.
“West Virginia was selected for the study because it meets high standards for quality early childhood programs, has evidence of effectiveness, and offers the opportunity to learn about how the West Virginia Department of Education, Office of Early and Elementary Learning works with stakeholders to meet goals for young children,” said Lori Connors-Tadros, senior research fellow at NIEER.
NIEER hopes to identify specific capacities and functions and leadership and staffing factors that contribute to office effectiveness while learning how offices execute their authority to implement programs.
“The West Virginia Department of Education (WVDE) has worked diligently to integrate early learning programs and strategies into our practices and processes. This approach allows us to align a pre-K – 12 focus into everything that we do,” said West Virginia Superintendent of Schools Dr. Steven Paine. “We are honored that NIEER has selected the WVDE’s Office of Early and Elementary Learning as one of four state offices of early learning nationwide to participate in this important study.”
At the end of the study, NIEER will prepare a report sharing what it has learned about the competencies and capacities of effective state offices of early childhood learning, including strategies, policies, practices and resources needed to support programs at scale in a sustainable system.
The National Institute for Early Education Research, which is in the Rutgers Graduate School of Education, New Brunswick, NJ, supports early childhood education policy and practice through independent, objective research.


Enjoy this Easy Science for Kids Fruit Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Fruit. You need to answer all the questions to be able to get your score. You can do this fun quiz about Fruit again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Fruit.
About the Fruit Quiz & FREE Online Quizzes
Our science questions for kids quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Fruit quiz helps your kids learn fun facts about Fruit while enjoying this FREE quiz game online.
If your kid is being home-schooled, or is in a science enrichment class, then this is a fun activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this educational free quiz game online on Fruit.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or set a limit on the number of times the kids can read about the quiz topic, before they do the actual fun quizzes.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other science quiz games, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Fruit quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Fruit quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!


A paper highlighting six models of community problem solving: academically based community service, civic education, environment-based education,place-based learning, service learning, and work-based learning.
A toolkit designed for state and district leaders who are interested in implementing the Common Core Standards in ways that strengthen the 4Cs – critical thinking and problem solving, collaboration, communication, and creativity and innovation.
A framework presenting a holistic view of 21st Century teaching and learning that combines a discrete focus on 21st Century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st Century and beyond.
A glossary to provide a common understanding for the field of the overlaps and differences among various delivery models and initiatives related to college and career readiness. The entries fall into two broad categories: the “how”, or delivery models; and the “what”, the underlying standards and initiatives.
A fact sheet describing Career Technical Education and how it supports successful LCAP implementation for school leaders.
A fact sheet describing Career Technical Education to the general public.
A case-study analysis of four local efforts to align early learning programs with K-12 education in their respective systemic community schools initiatives, including: Cincinnati, Ohio; Evansville, Indiana; Multnomah County, Oregon; and Tulsa, Oklahoma.
A framework for translating the idea of cultivating cross-sector partnerships with a specific focus on improving linkages between elementary education and early childhood into practice.
A research brief regarding a range of practices to help improve the quality and continuity of practice across early childhood and elementary school settings.
The California Community Schools Network is an initiative of the Partnership for Children & Youth and its partners.
There are no upcoming events at this time.
Do you need technical assistance with using the Network? Visit our help page for support. For support with issues, causes, etc visit the forum and start a conversation to crowd source answers.


Delivering Well Prepared Teachers Policy
The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.
New Hampshire offers a middle school (grades 5-9) license for middle school teachers and allows teachers with secondary certificates to teach single subjects. All candidates must complete a major consisting of at least 10 courses above the introductory level. Regrettably, New Hampshire also allows middle school teachers to teach on a generalist K-8 license.
Not all middle school teachers in New Hampshire are required to pass a Praxis II subject-matter test to attain licensure. To demonstrate content knowledge, they (with the exception of middle school math teachers) must either pass the Praxis II test or earn the equivalent of a content major.
Further, those seeking the elementary license are only required to pass the general content test for elementary education, in which subscores are not provided; therefore, there is no assurance that these middle school teachers will have sufficient knowledge in each subject they teach. In addition, candidates with master's degrees are exempted from the Praxis II test.
Administrative Rules for Education Chapter 500, 513.01, 611.02 www.ets.org/praxis Required Tests for Certification http://www.education.nh.gov/certification/req_tests.htm
Eliminate K-8 generalist license.
New Hampshire should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels and they need not pass a subject-matter test in each subject they teach. Adopting middle school teacher preparation policies for all such teachers will help ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade level content, which is different and more advanced than what elementary teachers teach.
Strengthen middle school teachers' subject-matter preparation.
New Hampshire should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major. However, the state should retain its requirement for a subject-area major for middle school candidates who intend to teach a single subject.
Require subject-matter testing for middle school teacher candidates.
New Hampshire should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure.
New Hampshire asserted that it does encourage middle school candidates who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major.
In a subsequent response, New Hampshire added that the new Elementary Education: Multiple Subjects Praxis II test has been adopted by the State Board of Education. The test results will provide a separate score for each of the subtests in Reading and Language Arts, Mathematics, Social Studies and Science. The test is available immediately and will be required beginning July 1, 2012.


Hobbies Playing Music How to Tune Your Guitar to Open C Share PINTEREST Email Print Playing Music Playing Guitar Basics Tutorials Tab, Chords & Lyrics Music Education Playing Piano Home Recording By Dan Cross Dan Cross is a professional guitarist and former private instructor who has experience teaching and playing various styles of music. our editorial process Dan Cross Updated January 13, 2020 01 of 02 CGCGCE Tuning Andrew Benge / Getty Images Open C tuning is a lot of fun to play with. When the opens strings of a guitar in open C tuning are strummed, it sounds like a C major chord—but it sounds a whole lot deeper and fuller than any C major chord you've ever played before. This tuning utilizes a very low sixth string to give the guitar a big, full sound. Because of this very low sixth string, and depending on your guitar, you may find after tuning your guitar to open C that your open sixth string rattles a bit. When you lay your finger flat across all six strings on any fret and move it around the fretboard, the C major chord turns into different major chords (depending on which fret you're holding down). PRO TIP: The first string (E) is the string that gives this tuning it's "major" sound. If you want to experiment with a minor tuning, try tuning your first string to E♭ instead of E—this gives you an open C minor tuning. Open C Tuning Tips Start by tuning your sixth string down two full tones to the note C. Check the note against the third fret of your fifth string (also C)—they should be the same note an octave apart.Next, tune your fifth string down a tone to the note G. Check the tuning against the open third G string (same note an octave apart).Your fourth string needs to drop a tone to C. Once it's tuned down, it should sound like the open sixth string an octave up.Your third string doesn't need changing—it's a G.Your second string actually needs to be tuned up a semitone to the note C. Once tuned it will sound like the open fourth string an octave up.Your first string can be left alone—it's an E. Once you've taken a first pass at tuning the strings, you will need to go back and fine-tune each string (changing the tuning of a string can actually impact the tuning of your other strings as overall neck tension is changing). Once you think you've got it, listen to MP3 of this tuning and make any necessary adjustments. 02 of 02 Tabs and Techniques Tab of Songs in This Tuning Friends - Track from Led Zeppelin III. Great song with several interesting parts, all in open C tuning. It'll take some practice, but you'll get it! Most High - This Page and Plant tune makes use of the lower strings in the open C tuning to create a nice full guitar sound. Sister Awake - The Canadian band The Tea Party are another group that uses open tunings extensively. This track uses the open strings of this tuning as "drone" strings. Learning More About Open C Tuning Once you're comfortable with the tuning and have played around with a few songs, you may want to dig in further. Guitarnoise.com has put together a nice resource for learning various chord shapes in open C. Over on YouTube, Bobby Crispy has put together a video lesson with some simple ideas on using open C tuning to create great sounding guitar parts.


Contributed by the School of Education Newsletter
Kathleen Lord, assistant professor in the Department of Elementary Education is on a mission with a goal: “to help kids comprehend what they’re reading.” Having received the Nuala McGann Drescher Affirmative Action/Diversity Leave grant for Spring 2014, she is examining social studies and science comprehension in young students in the Newburgh Enlarged City School District. Both she and the school district are working with the Newburgh Armory Unity Center, a neighborhood-based community center committed to offering educational opportunities for children and adults, including literacy clinics for young children and English as a Second Language, GED, citizenship, computer, literacy, and tutoring programs.
The Dresher Award is granted annually to SUNY faculty members preparing for permanent or continuing appointments. For her Drescher Award work, Lord is looking at how elementary students process social studies and science concepts and whether or not the students apply their prior knowledge to the concept or ideas they are learning. She explains that the idea behind her project is to identify concepts students are unfamiliar with and to help students apply understood concepts to what they’re learning. Essentially, she is interested in creating building blocks for more thorough comprehension. Through her work at the Armory and in the Newburgh Schools, she is establishing cohesive and comprehensive instructional modules for teachers.
Although her instructional modules follow the Common Core, she is ordering the content in a way that makes sense to young minds: concept over chronology. “For instance,” she explains, “consider the concept of human rights and how people rebel for their rights. Rebellion is a concept…you bring in Martin Luther King, Jr. and Civil Rights, Rosa Parks to support Civil Rights, then other Civil Rights activists, then Caesar Chavez for worker’s rights, then women’s rights…Everything will pertain to rights. There are ways we fight back. The umbrella is Civil Rights.” Rather than teaching civil rights in the order in which they were fought for and granted, have the ideas of rebellion and rights going hand-in-hand. Students are encouraged to relate these concepts, coupled with historic evidence, to the present and apply it to their own lives, understand the bigger ideas, and “intersperse the present with the past.”
Through her modules, abstract concepts will become more clear and applicable to the rest of their learning, giving students a greater chance at thorough understanding of the material and teachers a greater understanding of the obstacles students face when trying to grasp new material. Her resulting publications will “help educators understand the hurdles students come across,” helping teachers discover how to correctly and effectively relay objectives and ideas to their students.


Maestro 1 Classes
Using simple musical notation enforced with visually and auditory stimulating activities, each child develops their independent sense of musical literacy in this class. Children explore two different instrument families and will make their own instruments to perform with classmates and parents.
Children will be introduced to some of the world's most influential and famous composers, becoming familiar to their most famous works. Doing so allows the children to develop a broader perspective and deeper knowledge of the musical world.
Each child in the Maestro 1 class will be introduced to the chime bars, to transfer and further develop their music literacy skills from untuned to tuned percussion instruments. The children will learn about transposition and composition, which are important concepts in early music education.
Involving the children actively in the story telling times creates a perfect setting for developing confidence in symbolization of sounds, auditory memory, pre-reading and processing skills. Parent Time provides the children with an opportunity to show what they have learnt during the class. This is a vital part of your child's learning program, as it develops good learning habits at an early stage which will be with your child for the rest of their lives.
Classes are 60min duration, with parents joining their children for the last 10-15min of the class.
Resources include the Home Material kit which is an essential part of class participation (purchased from MusikMakers through your teacher), CD, MusikMakers Bag, Parent information cards, Chime Bars, Folder and activities to promote further learning.
Children can join at any time.
Weekly Home Material to be completed and brought back to the next class to promote positive learning habits


An exciting and dynamic way to communicate basic math concepts to your young learner! Designed by experts in elementary education, the Brighter Child Book of Math is the most thorough and comprehensive mathematics guide available. This hands-on guide helps young learners develop essential basic concepts and skills in: - Number Recognition - Counting - Comparing - Classification - Patterns - Addition and Subtraction - Place Value - Time and Money - Measurement - Graphing - Geometry - Fractions What makes the Brighter Child Book of Math so different from other books? It's the most complete book that offers: - Challenging and motivating hands-on activities in mathematics. - Activities which build basic to advanced concepts and skills. - Step-by-step activity formats which model each activity and ensure success. - Appealing, full-color illustrations to motivate young learners. - An answer key to measure student performance and guide instruction. The Brighter Child Book of Math is the essential math guide for young learners!


At Holy Trinity C of E Primary School we aim to foster enjoyment of music, with children viewing themselves as confident performers and composers who can listen and respond thoughtfully.
We aim to provide opportunities for children to develop social and creative skills through a variety of music related experiences aimed at generating aesthetic responses, appreciation, understanding and enjoyment. We believe Music should be a stimulating, challenging and uplifting experience achievable at the level appropriate to each child.
The music education programme at Holy Trinity C of E School provides pupils with experience of:
Throughout both key stages children will be given the opportunity to develop a working knowledge of musical elements and vocabulary that will enable them to fulfil their musical potential. These elements should include:
PROVISION OF MUSIC
The majority of music within the school timetable follows the Foundation and Key Stage1/2 Music Scheme by Ann Bryant, complemented by additional material, mostly from the BBC and the Surrey Arts, First Access to Percussion Instruments. This ensures continuity and progress throughout all the Key Stages.
Each child will participate in communal singing during weekly practices. Opportunities for listening to and learning to appreciate music are provided during Worship as well as on a class basis. Every child is encouraged to participate in Harvest Festival, Christmas Tree Service and school productions. Provision is also made for recorder players and choir through extra-curricular activities and children are actively encouraged to participate in these clubs as well as the Proms at the end of the year. Surrey Peripatetic Music Service currently provide specialists to teach a variety of orchestral instruments. Whenever possible, the services of professional musicians are utilised in order to enhance the music curriculum.
We believe Music need not be approached in isolation. The nature of the subject lends itself well to a cross-curricular approach. Many aspects overlap with other subject areas e.g. Science, History and Geography – cultural development and particularly Dance in Physical Education. Early Years Foundation Stage and both Key Stage 1 & 2 have the opportunity to listen to various composers during school Worship.


Resources › For Educators How to Organize Your Classroom Files Don't let that flood of paper get you down, take control! Share Flipboard Email Print iamnoonmai / Getty Images For Educators Elementary Education Classroom Organization Reading Strategies Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Beth Lewis Education Expert B.A., Sociology, University of California Los Angeles Beth Lewis has a B.A. in sociology and has taught school for more than a decade in public and private settings. our editorial process Beth Lewis Updated February 28, 2018 It's a challenge to think of a profession that involves more paper than teaching. Whether it's lesson plans, handouts, flyers from the office, schedules or an infinity of other types of papers, teachers juggle, shuffle, search for, file and pass out enough papers on a daily basis to get any environmentalist up in arms. Invest in a File Cabinet So, how can teachers win the daily battles in this never-ending paper war? There's only way to win, and that's through down and dirty organization. One of the most important ways to get organized is through a properly categorized and maintained file cabinet. Usually, a file cabinet will come with your classroom. If not, ask the custodian if he or she can find one for you through the district office. The bigger, the better because you will need it. Label the File Drawers Depending on how many files you have, you can decide the best way to label the file drawers. However, there are two major categories to consider and almost everything fits into them: Curriculum and Management. Curriculum means handouts and information that you use to teach Math, Language Arts, Science, Social Studies, Holidays and any other subjects you cover with your students. Management can broadly be defined as things you use to manage your classroom and teaching career. For example, your management files might include discipline, professional development, school-wide programs, classroom jobs, etc. Discard What You Can Now comes the ugly part. Hopefully, you've already been using some type of file folder system, even if they are just stacked in a corner some place. But, if not, you're going to have to sit down with all of the papers you use during teaching and go through them one by one. First of all, look for things that you can throw away. The more you can pare down to the papers you really use, the further you go towards the ultimate goal of true organization. For those papers you need to keep, start organizing them into piles or, better yet, make file folders on the spot, label them, and just put the papers right into their new homes. Be Specific With the Categories You Use For example, if you are organizing your science materials, don't just make one big Science folder. Take it one step further and make one file for oceans, space, plants, etc. That way, when it comes time to teach your ocean unit, for example, you can just grab that file and have everything you need to photocopy. Next, use hanging files to place your file folders in a logical sequence. Maintain Organization Then, take a deep breath - you're essentially organized! The trick, though, is to maintain this level of organization over the long term. Don't forget to file new materials, handouts, and papers as as soon as they come across your desk. Try not to let them linger in a bottomless pile out of sight. This is easy to say and harder to do. But, dig right in and get to work. Being organized feels so good!


‘Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.’ (National Curriculum 2014)
At Bishopthorpe Infant School we give every child the opportunity to create, play, perform and enjoy music. We aim to nurture children’s enjoyment and their interest in music by introducing them to a range of styles and music from different cultures. We provide all children with the opportunity to sing, play instruments and to become active listeners.
At Bishoprthorpe Infant School we use the Charanga Musical Schools Scheme of work which supports all the requirements of the national curriculum.
There are additional opportunities for children to be involved in music in school clubs including choir and recorder groups. There is a peripatetic music teacher, who visits weekly offering guitar lessons.


ENGL1401 Narrative in the Digital Age
- 6 points
|Semester 1||UWA (Perth)||Face to face|
|Semester 1||Albany||Face to face|
- Details for undergraduate courses
- Level 1 option in the English and Literary Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 1 elective
- This unit examines the complexity of narrative forms in the digital age. It examines narrative technique across a range of traditional and new media including novels, feature films, long-form television series, graphic novels, computer-generated poetry, and historical fiction. The unit explores a variety of narrative techniques and important concepts in narrative theory including voice and perspective, the character of the narrator, unreliable narration, and the important distinction between story and discourse. By analysing a variety of textual forms the unit enables students to explore the proposition that the art of narration is intrinsic to a text's capacity for innovative and imaginative expression.
- Students are able to (1) understand a variety of narrative techniques and key concepts in theories of narrative; (2) distinguish the traits of different media and understand how their genre and narrative form communicates significance to the reader/viewer; (3) skilfully interpret creative works in different media; (4) formulate discriminating responses to creative works across a range of media; (5) express ideas concisely and clearly in both oral and written formats; (6) contribute thoughtfully and constructively to group discussion; (7) develop an understanding of the need to engage with secondary critical material rather than merely quote from it; (8) receive a critical introduction to a range of different reading strategies important in the study of literature and culture; (9) begin developing university-level skills of analysis, reasoning, interpretation and research; and (10) produce, recognise and value creative and original forms of thought and expression.
- Indicative assessments in this unit are as follows: (1) tutorial participation; (2) an essay; and (3) an examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Tony Hughes-d'Aeth
- Unit rules
- ENGL1112 Screen Cultures/Print Cultures
- Contact hours
- 3 hours per teaching week (lectures: 2 x 1 hour; tutorials: 1 hour per week beginning in week 2)
- Unit Outline
- Semester 1-2020 [SEM-1-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


I love teaching with games! Not only are they fun, they break up the monotony of textbooks and add what I like to call, “learning with glitter”. I was excited to have the opportunity to review Middle School Math Games from The Critical Thinking Co. I have used some things from The Critical Thinking Co. before, and their material can offer a bit of a challenge for the average student. My ninth grader, who finds math a struggle at times, was who I had in mind to try this product with.
I received a 72 page soft cover book with perforated pages. Inside were a compilation of 16 games as well as variations to the games. Most of the games require only pencil, paper, and a pair of dice or a spinner. The instructions list the materials needed, the mathematical learning standards for each game, an overview, and how to play the game. There are also examples to follow, which I found to be helpful in explaining the games before we tried them.
The concepts included in Middle School Math Games are:
– Positive and Negative Numbers (Signed Numbers)
– Prime and Relatively Prime Numbers
– Coordinate Geometry
– Order of Operations
– Area and Perimeter
– Exponents and Experimenting With Other Number Bases
– Evaluating Algebraic Expressions
– Math Vocabulary and Symbols
– Formulating Math Problem-Solving Strategies
How we used Middle School Math Games
We enjoyed playing several of the games we tried. I focused on the algebra games, and our favorite was “Bingo Anyone? “. Everyone loves a fun game of Bingo, and this one had a twist: The student must calculate the answer and then find it on the Bingo board. There are three different variations for this game, and we enjoyed the variety. We also enjoyed “Let’s Sum Up”. This one required some thinking ahead, and had variations as well. Most of the games did require two or more people. My seventh grader played some of the games with us, even though he has not gotten into algebra this year.
I really like that the games take very little prep, but I did have to make copies of the game boards. I was given a choice of the digital format or a physical book. This time, I chose the book, but in this case, a digital copy would have been better. That way, you can just print however many you need, rather than ripping out pages, and making sure you kept a master copy for later use. The digital books are available for purchase and download on their website.
Anytime you can throw some “glitter” into your math routine with games, it gets a thumbs up from me! These games will also be great for keeping up with skills over the summer. There’s a coupon code you can use below through the end of the year for a 15% discount and free shipping from The Critical Thinking Co.
Several Review Crew members used a variety of items from The Critical Thinking Co. From building vocabulary to building writing skills, they are all in the reviews below! The Critical Thinking Co. has something to add some fun to your day!


CORVALLIS, Ore. - In a new study looking at toddlers and preschoolers with autism, researchers found that children with better motor skills were more adept at socializing and communicating.
Published online today in the journal Research in Autism Spectrum Disorders, this study adds to the growing evidence of the important link between autism and motor skill deficits.
Lead author Megan MacDonald is an assistant professor in the College of Public Health and Human Sciences at Oregon State University. She is an expert on the movement skills of children with autism spectrum disorder.
Researchers tested 233 children ages 14 to 49 months diagnosed with autism.
"Even at this early age, we are already seeing motor skills mapping on to their social and communicative skills," MacDonald said. "Motor skills are embedded in everything we do, and for too long they have been studied separately from social and communication skills in children with autism."
Developing motor skills is crucial for children and can also help develop better social skills. MacDonald said in one study, 12-year-olds with autism were performing physically at the same level as a 6-year-old.
"So they do have some motor skills, and they kind of sneak through the system," she said. "But we have to wonder about the social implications of a 12-year-old who is running like a much younger child. So that quality piece is missing, and the motor skill deficit gets bigger as they age."
In MacDonald's study, children who tested higher for motor skills were also better at "daily living skills," such as talking, playing, walking, and requesting things from their parents.
"We can teach motor skills and intervene at young ages," MacDonald said. "Motor skills and autism have been separated for too long. This gives us another avenue to consider for early interventions."
MacDonald said some programs run by experts in adaptive physical education focus on both the motor skill development and communicative side. She said because autism spectrum disorder is a disability that impacts social skills so dramatically, the motor skill deficit tends to be pushed aside.
"We don't quite understand how this link works, but we know it's there," she said. "We know that those children can sit up, walk, play and run seem to also have better communication skills.
This study was coauthored by Catherine Lord of Weill Cornell Medical College and Dale Ulrich of the University of Michigan. It was supported by the National Institutes of Health, the Simons Foundation, First Words and Blue Cross Blue Shield Foundation of Michigan.
Megan MacDonald, 541-737-3273
Click photos to see a full-size version. Right click and save image to download.


Investigating mobile learning networks to foster educational engagement
We examine how youth are empowered by a sense of autonomy over their mobility, learning how to make images, presenting aspects of themselves online, and curriculum designed to support peer-learning.
“The field of art education offers something significant to mobile media use in schools because of the visuality of communication today.” Juan Carlos Castro, Principal Investigator, Mon Coin.
Concordia News Concordia research shows the benefits of a mobile curriculum Montreal, August 31, 2016 — Keeping teens focused on what’s happening in class rather than their electronic device is a tall order, given that 73 per cent of them have access to a smartphone — and most would prefer to be on Instagram than at school. But what if …


Resources › For Educators Education Quotes Thoughts About Education Share Flipboard Email Print Hulton Archive / Handout / Hulton Archive / Getty Images For Educators Teaching Issues In Education An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated September 29, 2017 What is the role and importance of education? The word education comes from the Latin verb educatus meaning "bring up (children), to train," or "bring up, rear, educate." Throughout history, the purpose of education has been to pass to younger members of a society the values and accumulated knowledge of a society and to prepare these younger members for their roles as adults. As societies became more complex, the transmission of values and knowledge were delivered by an expert or teacher. In both the Ancient and Modern World, the ability of a society to deliver education became a measure of success. Great thinkers have reflected on and recorded their opinions about education and its value to the individual and society. The following selected quotes are from individuals past and present, representing their thoughts on the importance of education: Plato: "The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable."Herbert Spencer: "Education is preparation to live completely."John Milton: "A complete and generous education fits a man to perform justly, skillfully, and magnanimously all the offices, both public and private, of peace and war."Sully: "Education seeks, by social stimulus, guidance, and control, to develop the natural powers of the child, so as to render him able and disposed to lead a healthy, happy, and morally worthy life."W. T. Harris: "Education is the preparation of the individual for reciprocal union with society; the preparation of the individual so that he can help his fellow-men and in return receive and appreciate their help."Malcolm Forbes: "Education's purpose is to replace an empty mind with an open one."T. S. Eliot: "It is, in fact, a part of the function of education to help us escape, not from our own time — for we are bound by that — but from the intellectual and emotional limitations of our time."G. K. Chesterton: "Education is simply the soul of a society as it passes from one generation to another."George Washington Carver: "Education is the key to unlock the golden door of freedom."Jules Simon: "Education is the process by which one mind forms another mind, and one heart, another heart."Thomas Hill: "A complete education ought to preserve the pupil's bodily health and strength, and give him command over his mental and muscular powers, increase his quickness and sharpness of perception, form in him the habit of prompt and accurate judgment, lead to delicacy and depth in every right feeling, and make him inflexible in his conscientious and steadfast devotion to all his duties."Robert Frost: "Education is the ability to listen to almost anything without losing your temper or your self-confidence."Robert M. Hutchins: "The object of education is to prepare the young to educate themselves throughout their lives."Robert M. Hutchins: "Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible."Martin Luther King, Jr.: "Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction."Martin Luther King, Jr.: "We must remember that intelligence is not enough. Intelligence plus character—that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate."Horace Mann: "Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery."Anatole France: "An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't."Victor Hugo: "He who opens a school door closes a prison."Alvin Toffler: "The illiterate of the future will not be the person who cannot read. It will be the person who does not know how to learn."Aristotle: "Education is an ornament in prosperity and a refuge in adversity."


This is my first year to do a food plate in Art Education class and I am loving the results. Be Prepared for all the photos because so many of them turned out great. I began talking to my class about PopArt and showing the class pictures of food in artwork such as Andy Warhol’s 100 Soup Cans or Claes Olderburg’s Spoonbridge Cherry sculpture. We had previously discussed 2D elements that are flat and 3D elements that are sculptures, so a project where they had to combine both 2D and 3D was appealing.
The second objective in this lesson was the student had to use multiple media to create their projects. They have a tendency to stay in their comfort zone, and this objective got them moving around the room to use paint, clay, yarn, beads, cotton balls, etc.
Having my Art Ed students begin to think about how art can be incorporated into the Core subjects, such as, a social studies unit with foods from other countries or a science lesson on nutrition and making good food choices based on the food pyramid, is a good place for them to be when we return from fall break and begin constructing a lesson plan.
The students did draw out of a basket the category (Breakfast, Lunch, Dinner, Snack, Dessert) and then brainstormed three ideas on paper before they were given the supplies. Most students took home Model Magic air-dry clay to make their 3D element and let it dry overnight before bringing it back to class to paint.
I just can't stop posting photos! This project turned out so great, and the students loved it!
I teach Art Education at Pittsburg State University. Here is what is going on in my classes.


Depending on where you live, you may take your ability to read for granted. In the United States, 14 percent of adults cannot read at a basic level. This includes 19 percent of high school graduates. It seems like a small percentage until you realize this means there are 32 million illiterate adults in the United States. Worldwide, there are 775 million people who are illiterate. For a variety of reasons, 66 percent of them are women. The literacy rates are lower in poorer countries with smaller governments. South Sudan has the worst illiteracy rate at 73 percent. However, many of these countries are taking steps to increase their literacy rates. Most countries and governments realize how essential literacy is to economic and social success in an increasingly globalized world. Here are just some of the ways countries are attempting to combat adult illiteracy and encourage more reading in the world today.
Increased access to elementary education
In many nations around the world, young children do not have access to elementary education. It is either not provided by the state, or the student is not able to take advantage of it due to the necessity to work. It is also possible that they lack transportation. Many different countries have launched programs to ensure better access to elementary education and transportation among their poor and rural populations. The benefits to this are obvious, since the best way to ensure an adult is not illiterate is to teach literacy while they are a child. This means that funds and infrastructure must be improved in order to remove roadblocks to this kind of early education.
Local reading initiatives
Ras al-Khaimah is one of the seven emirates in the United Arab Emirates. Recently, Sheik Saud bin Saqr al Qasimi launched a reading initiative sponsored by the police and local government. The goal of the initiative is to encourage reading and cultural advancement across the entire community with the encouragement of the police department. People were encouraged to read books about other cultures and peoples. This not only encourages literacy, but also encourages people to broaden their education and minds. These types of initiatives are becoming more common in many countries.
Joining international efforts
UNESCO’s Dakar location supports the Education for All Acceleration Initiative. This initiative is a group joined by several African nations to combat adult illiteracy. The national governments in Niger and Senegal have submitted plans to eradicate illiteracy by 2023. Africa is the only continent where more than half of adults cannot help their children with their homework due to illiteracy. Non-formal education is the key to improving literacy among adults who in many cases are not able to attend full time education. There are now several other nations that have joined the initiative. The initiative and UNESCO provide guidelines and support to assist these nations in developing education infrastructure and using finances effectively. The nations are encouraged to make a big push to educate as many of their adults as possible by setting goals for various years.
Working with non-profits
The India Literacy Project is a volunteer-based non-profit organization that works with the Indian government. Their goal is no less than a 100 percent literacy rate in the world’s most populous country. The current adult literacy rate in India is 74 percent. The Indian Literacy Project works in over 1,200 villages and has benefited over 300,000 people. They are certainly not the only group working on literacy, but are a good example of how a volunteer organization can make a difference alongside of the national government.
Each of these methods contributes to an overall strategy of combatting illiteracy and improving the lives of the people in their nations. In future it will be interesting to see how these statistics change on a global scale.
Eileen O’Shanassy is a freelance writer and blogger based out of Flagstaff, AZ. She writes on a variety of topics and loves to research and write. She enjoys baking, biking, and kayaking. Check out her Twitter @eileenoshanassy.


This paper describes fifth-graders engagement associated with a curriculum intervention focused on the interdisciplinary (history, literacy, and the visual arts) teaching about issues 15th and 16th century migration. I address the question: In what ways do students demonstrate engagement about larger historical themes (e.g. interaction, treatment of others)? In order to answer this question, I observed a fifth-grade classroom over an eight-week period and documented student interactions in field notes. Students demonstrated procedural and substantive engagement during this instructional unit.
"Clashing Cultures in Conversations: Engaging Students in the study of the Convergence of Three Civilizations,"
The Councilor: A Journal of the Social Studies: Vol. 76
, Article 4.
Available at: https://thekeep.eiu.edu/the_councilor/vol76/iss1/4
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


Researchers agree: It's never too EARLY to begin music classes. Baldwin Music Education Center is proud to offer specially designed music classes for 6-month-olds to 24-month-olds. These classes are designed to expose children to music while facilitating interaction between the child and the parent/caregiver. The children are introduced to different kinds of music and the interaction is supported with singing, the use of rhythm instruments and movement. Parents and caregivers learn the fundamentals of how to involve their child with music at home. Classes for 6-24-month-olds meet once a week with a caregiver.
Music for Little People: Ages 2&3
Music For Little People is designed for 2- to 4-year-olds. Each class is divided by age and the material presented appropriate to each level. For most of the 55-minute class, the students are away from the pianos, participating in singing, movement and rhythmic activities. We do take the students to pianos and they develop musical concepts through the keyboard, like "high and low," "loud and quiet" and "fast and slow." Classes end with the making of a take-home reminder of the class content and a parent time. As the students progress through the 2-, 3- and 4-year-old classes, musical concepts such as note values and keyboard topography are also introduced. Music for Little People meet once a week without a caregiver. Caregivers come back into class the last 5 minutes for a class wrap-up and good-bye time.
4's Encounters: Age 4
The 4's Encounters is a little more involved than the other preschool music classes, although we still do singing, movement to music, seasonal activities and a craft. In addition to those activities, the students have an "encounter" in piano, voice and a 3rd area - either violin, guitar, percussion or composition. (we do Orchestra Encounter in the Winter and Traveling Around the World in the summer). They learn the note values, the musical alphabet and CDE on the piano. A specialist comes in for violin, guitar and percussion.
Keyboard Encounters: Ages 5&6
Developed with the young learner in mind, this program introduces 5- and 6-year-olds not going into 1st grade to the piano through specially designed, age-appropriate curriculum materials. The students are still developing musical skills through singing, movement and rhythm activities, but also are working on learning the piano and reading music. Each student has both a lesson book and a take-home activity book. Regular assignments are made weekly and students' progress is monitored by parents and staff to ensure the best possible outcome. Keyboard Encounters students meet once a week without a caregiver. Caregivers come back into class the last 5 minutes of class for wrap-up, assignments and good-bye time.
Piano Experiences: Ages 7 on up
Piano Experiences is a group piano class program for 1st Grade through High School, offering students not only the opportunity to learn to play the piano, but to have fun with friends while they learn. The class is designed for students to learn to play the piano. But not only do students learn how to play the piano, they are introduced each week to other musical activities and concepts including: rhythm, movement, composition, ensemble playing, technique, theory, ear training, music history and musical games. Each group class is formed with students of the same age and level of ability. BMEC is proud to offer one of the only group piano programs in the Greater Cincinnati area, taught by a piano pedagogy graduate and group piano trained instructor. Placement auditions are available for current classes.


The Science Makerspace at the East Boston Early Childhood Center is buzzing with lively activity from our Young STEAM Inventors!
Cultural Explorations of “Why” and “How” Things Came to Be
During our study of Animals 2×2 Foss Science Unit, I will introduce Native American author and illustrators Joseph Bruchac and his son James Bruchac. Their children’s books share share Native American folktales known as “Pourquoi (pour kwah) Tales.” Students will learn the characteristics of a pourquoi tale, or why, tales, a type of folktale that usually explains something in nature and is found in most world cultures. We will explore puppetry with animals from these stories and connect to our outdoor “Forest School” learning space.
Articles and Resources I Have Recently Explored
- “Sisters read bedtime stories on Facebook Live so kids can fall asleep to a story each night” by Tony Morrison (Rest In Power) and Chris Cirillo for Good Morning America
- “Guide for selecting anti-bias children’s books” by Louise Derman-Sparks for the Social Justice books website
- “Secret power of the children’s picture book” by Megan Cox Gurdon for The Wall Street Journal
- “Preschoolers who practice phonics show stronger math skills, study finds” by Sarah Schwartz for Education Week Teacher
- “Elementary education has gone terribly wrong” by Natalie Wexler for The Atlantic
- “Literacy expert Nell Duke argues for more science and social studies education”
- “Barbie releases pilot and engineer dolls to encourage young girls into STEM subjects” by Laura Hampton for Evening Standard
- “Kindergartners get little time to play. Why does it matter?” by Christopher P. Brown for The Conversation
- “We Have Ruined Childhood” by Kim Brooks for The New York Times


Level Up Learning Lab: STEAM Education for Low-income Schools
MetadataShow full metadata
The United States public education system is deeply segregated and unevenly balanced between socioeconomic classes and race. America’s poor and minority students have much lower achievement levels than their affluent peers, especially when compared to other countries around the world. Minority students routinely populate the lowest performing schools in the nation. Racial inequality is visible in graduation rates as well with far fewer minority students receiving a high school diploma than their Caucasian peers. This paper investigates the causes behind educational inequality in America. Schools found in these low-income areas typically lack the resources and experienced faculty needed to teach advanced courses in science, technology, and other fields. At the same time, most of these underperforming schools have eliminated the visual and performing arts in order to focus on core subjects like reading and math. It has been proven repeatedly that the arts are a cost-efficient means of increasing student engagement and achievement levels in many subjects. This thesis proposes a delivery system that brings art education and advanced subjects such as technology and engineering to low-income areas. It devises a cost efficient supplemental education model that is capable of delivering sustainable science, technology, engineering, art, and math (STEAM) education in low-income areas. The overall goal is to reduce the achievement gap that is currently found between low-income and affluent schools by providing resources to those areas where they are needed the most. This project is based on immersive research with community stakeholders and an extensive literature review of the current state of American public education. It investigates the causes behind educational inequality, offers an analysis of the current data, and describes the best possible local solution to this national crisis.