âUnicornâ learning materials assist in improved art education in primary schools
The learning materials consist of five simple and crucial elements that enhance the moderation of art education at primary schools. The materials are divided in three education levels: 1st-3nd grade, 4th-6th grade, 7th-9th grade. The format and content of the materials is based on the Competence Education Approach of the Republic of Latvia. The five elements are briefly described below.
- Lesson justification and methodical comment for each topic is provided, including sequence of studentsâ activities, possible conclusions and opportunities for integration with other learning areas, keywords to describe visual means, creative process and context of learning, criteria for the development of the outcome of artistic activity and the learning, selection of materials for the particular lesson.
- Analysis of works of art consists of reproductions and links to sites where each of these artworks is viewed in full. The included questions are intended to help students both by naming the acts of art and visual means of expression, as well as by interpreting cultural values.
- Action Steps contains an operating instruction for the process of creating an artwork. When the video has been watched, this material can be helpful for students to follow their own actions independently.
- Video depicts the process of creating an artwork with a teacherâs comment. Some videos show the whole process from the beginning to the end, others â particular visuals or techniques.
- Self-assessment includes open-ended sentences, which encourage the use of novel concepts and terms, and assist in the self-assessment of the studentâs individual creative work quality and learning process.


District commitments describe what local education agencies do to ensure that schools are set up for success.
- The district ensures that campus instructional leaders receive initial training and ongoing coaching to support the implementation of instructional leadership systems (feedback on instructional materials alignment and use, data-driven instruction, leading effective professional development, and observation and feedback).
- District policies, practices, and provided resources support effective instruction in schools.
- For assessments that are district provided and graded, the district ensures that schools receive detailed reports within two instructional days.
- The district provides schools with access to student academic, behavioral, and on-track to graduate data (present and historical).
- The district has effective systems for identifying and supporting struggling learners.
- The district provides an interim data assessment platform to capture assessment data by item and student level.
- The districtâs annual academic calendar includes days for school based professional development activities that align with the assessment calendar and allow for data-driven reflection.
Essential Actions describe what the most effective schools do to support powerful teaching and learning. The first essential action listed under the priority is foundational â schools should address first in continuous improvement efforts, as they provide the foundation upon which the other essential actions develop.
FOUNDATIONAL ESSENTIAL ACTION
Professional Development for Effective Classroom Instruction
- Campus instructional leaders provide training and support so that teachers consistently implement content specific best practices.
- Campus instructional leaders provide training and support so that teachers consistently implement research based best practices for delivering rigorous instruction in any content.
- Campus instructional leaders provide training and support to teachers on consistently implementing strategies for inclusion and support for students who are members of special populations groups.
Build teacher capacity through observation and feedback cycles
- Campus instructional leaders use established tools and processes to conduct observations, capture trends, and track progress over time.
- Campus instructional leaders determine the frequency of observations based on teacher needs and student results on formative assessments.
- Campus instructional leaders lead observation debrief conversations as soon as possible (within 2-3 school days) of observation and focus on the implementation of a high leverage goal or action step.
- Observation debrief conversations feature follow-up on prior goals or action steps, clear models, and opportunities to practice.
- Campus instructional leaders review disaggregated data to monitor the progress of all students, provide evidence-based feedback to teachers, and inform instructional responses.
- Campus leaders facilitate a consistent process for teachers, individually and in PLCs, to analyze data, identify trends in student misconceptions, determine the root cause as to why students may not have learned the concept, and create plans to respond.
- Campus leaders provide teachers with protected time for in-depth conversations about formative student data and possible adjustments to instructional delivery.
- Student progress toward measurable goals (e.g., % of class and individual student mastering of objectives, individual student fluency progress, etc.) is visible in every classroom and throughout the school to foster student ownership and goal setting.
MTSS for students with learning gaps
All staff are engaged in coordinated and proactive planning to identify students who have significant learning gaps or who lack key foundational skills and provide them with timely interventions throughout the year.
All teachers use a student tracking system that includes assessment information, course grades, teacher referrals, and attendance to monitor individual student progress and the intensity and schedule of interventions.
Teachers or other school staff keep families informed and involved in the process of providing interventions for struggling learners.


Parents are their childrenâs most influential educators, and their joint activities can influence these childrenâs early learning. Past studies with small, non-representative samples do not show a consistent link between early numeracy activities at home and childrenâs mathematics achievement. Specifically, whether or how early numeracy activity at home (ENAH) enhances mathematics learning in upper primary school remains an open question. This study tests this link, its precursors (home resources for learning, gender), and its possible mechanisms (including early numeracy skills, mathematics interest, and mathematics self-efficacy) on a representative sample of 3,600 Hong Kong fourth-grade children, with a multilevel path analysis. The results showed that ENAH was linked to both early numeracy and fourth-grade mathematics achievement, and did not support the substitution hypothesis (that other factors such as school lessons substitute for ENAH). The results also support two ENAH mechanisms. Childrenâs early numeracy and mathematics self-efficacy both partially mediated the link between ENAH and childrenâs later mathematics achievement. After including these explanatory variables in the model, ENAH still retained a significant direct link to fourth-grade mathematics achievement, suggesting that ENAH also operates through one or more other mechanisms. Lastly, boys and children in families with more home resources for learning were more likely than other children to participate in ENAH. Copyright Â© 2019 Springer Nature B.V.
CitationZhu, J., & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: Early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics, 102(2), 173-191. doi: 10.1007/s10649-019-09906-6
- Early numeracy activities
- Mathematics self-efficacy
- Mathematics achievement
- Home resources for learning


HOW TO TEACH BABY MOTOR BOATING
Motor boating, also known as blowing raspberries, is a very playful and developmental activity for babies. The funny sound intrigues their curiosity and they are inclined to try and imitate you. Motor boating gives a strong sensation to their lips, enhancing awareness and facilitating speech development. For speech development, babies benefit from activities which increase their ability to move their lips and tongue. You can help baby learn to create this sound by repeating it a few times with your face close enough to babyâs so she can clearly see how you are moving your lips to make the sound. Do not be surprised if she wants to reach out and touch your lips as you make that sound. Let her feel what you are doing. You can also make the sound on the back of her hand to give her yet another sensation of the sound and movement.
Watch the baby in the above video from Jen McBrayerâs youtube channel. She makes a very clear motor boating sound and confidently can repeat it over and over again This shows that she has developed the skill very well. In our Stellar Caterpillar classes we guide babies through motor skill development so they develop their skills in such a way that they can repeat them confidently and whenever they desire. This is different from a skill that happens occasionally or is just half-way developed. As your baby begins to make the motor boating sound, repeat it back to her. This is called mirroring. As you mirror what she does it helps her to be clearer herself about what she is doing. Babies learn this skill at various ages. Some babies learn to motor boat quite young and others learn it a bit older. What is common is that they really enjoy it once they learn it!
The mother in the above video is also demonstrating a method of feeding baby so she does not throw food on the floor. She puts just enough in front of her for one bite. After she eats that bite her mother puts another bite in front of her. They continue this pattern of eating until baby is finished eating. Baby continues entertaining herself by motor boating in between bites.


Elementary Education Students Create Read Across America Event for Children
âDr. Seuss is one of the most prominent and beloved childrenâs authors! Did you know that Theodor Seuss Geisel was best known for authoring over 60 childrenâs books!â said Kathleen Harris, Ph.D., dean of the School of Education and Applied Social Sciences.
With a strong push for reading year round, this yearâs event included childrenâs books that speak to a diverse audience. The event was created to have âa new focus on books that tell children of color or of different gender identities that they belong in the world and the world belongs to themâ according to the National Education Association.
Seton Hillâs Child Development Center offers its children the chance to have fun in a dynamic environment devoted to fostering caring, kindness, empathy and thoughtfulness. The children sing, dance and participate while learning through a curriculum that encourages learning independently. At the Read Across America event, they took part in a variety of fun reading and learning activities developed by the Elementary Education Program students.
âI believe Dr. Tamburrino [assistant professor of education] will institute âReading Across Americaâ as a yearly event to celebrate the love of literacy for all young children,â said Kathleen. âDr. Seuss would be very proud! It was a great day to celebrate Green Eggs and Ham and The Cat in the Hat!â


Phonological Awareness and Phonemic Awareness
Phonemic awareness and phonological awareness are two critical skills that children need to develop to become successful readers. These terms are often used interchangeably, but they are not the same thing. Phonemic and phonological awareness refer to two different skills children must acquire as they learn to read.
What is Phonological Awareness
Phonological awareness is the broader term of the two, which refers to a childâs ability to recognize and manipulate the sounds of spoken language. It involves understanding the sound structures in language, including syllables, onset and rime, and phonemes. Children with strong phonological awareness can identify and manipulate sounds in words, such as rhyming words or blending individual sounds to form a word.
A childâs phonological awareness is essential to early literacy and language development. It enables them to distinguish between different sounds in words and recognize patterns. Furthermore, it improves their reading and spelling skills by giving them the ability to âhearâ the sounds that makeup spoken words.
With strong phonological awareness, children can better recognize and decode words while reading. They are more likely to understand what theyâre reading if they can break down words into sounds because it gives them more context. And if they can distinguish between the various sounds in a word, they can more easily spell it.
Phonemic Awareness and Phonological Awareness
Both phonemic awareness and phonological awareness are essential skills for reading development. Children who struggle with these skills often experience difficulty learning to read and may require additional support and intervention to develop these skills.
Research has shown that phonemic awareness is the most critical predictor of early reading success. Children who have strong phonemic awareness skills are better able to decode words, read fluently, and comprehend what they read. In contrast, children who struggle with phonemic awareness are more likely to experience difficulties with reading and may require remedial support.
It is important to note that phonemic awareness is a subset of phonological awareness, and a child must have a strong foundation in phonological awareness before developing strong phonemic awareness skills. Therefore, when teaching phonemic awareness, it is essential to ensure that children have a solid understanding of the broader concept of phonological awareness.
What is Phonemic Awareness?
Phonemic awareness, on the other hand, is a subcategory of phonological awareness. It refers specifically to a childâs ability to hear, identify, and manipulate individual sounds, or phonemes, in words.
Phonemic awareness is essential for reading because it helps children to decode words by breaking them down into their individual sounds and then blending them back together.
To illustrate the difference between these two concepts, consider the following example. A child with strong phonological awareness can recognize that the words âcatâ and âbatâ have the same ending sound, or rime. They can also identify the beginning sound, or onset, of each word. This is an example of phonological awareness.
In contrast, a child with strong phonemic awareness can take the word âcatâ and break it down into its individual sounds: /k/ /a/ /t/. They can then blend those sounds back together to form the word âcat.â This is an example of phonemic awareness.
Method of Instruction
Research has shown that using a systematic, explicit phonics method is the best way to teach these skills. Systematic, explicit phonics instruction is the basis of the Reading Ranch Methodâ¢ and is part of every program at The Reading Ranch.
In conclusion, phonemic awareness and phonological awareness are two critical skills that children must develop to become successful readers. Phonological awareness refers to a childâs ability to recognize and manipulate the sounds of spoken language, while phonemic awareness specifically relates to the ability to identify and manipulate individual sounds in words. Both skills are essential for reading development, but phonemic awareness is the most critical predictor of early reading success. When teaching phonemic awareness, it is important to ensure that children have a strong foundation in phonological awareness. Strong phonemic and phonological awareness skills are essential for a childâs reading success.


Teaching arts and creativity in the 21st century
Course overview and purpose:
Does your art school need to be more inter-disciplinary and international?
Art education is the core of many schools all around Europe. In these schools, artistic disciplines such as art, dance, drama, media and music meet more academic-focused disciplines. The synergy between these disciplines is essential to maintain a high qualitative standard in education, but also to nurture the talents and interests of students.
The course incorporates workshops and meetings with local artists and organisations involved in art education as a way to learn new resources to use at school. Every session will also have a debriefing and coaching aspect, where the participants can discuss and identify action plans to implement at their schools.
To help the schools get in touch with other local and international organisations, you will attend practical sessions about EU digital tools (such as the European School Education Platform and Selfie for teachers), and other online platforms which can be used to connect with other European and local entities.
Join our course to learn new resources and be inspired by how other local and international organisations deal with art education projects!
- Identify best practices for running art projects in an education setting
- Improve the knowledge in art education
Learn about EU digital tools and other online platforms
- Be able to use the techniques and methodologies learned
- Be able to connect with other schools in Europe and foster collaborations and partnerships with other international and local art institutions
- 24.09.2023 > 01.10.2023
- 26.11.2023 > 03.12.2023
Hinda & arvusta
Hinnangud on andnud Ã¼ksnes kinnitatud kursusel osalejad Euroopa Komisjoni liikuvusvahendi+ (Mobility Tool+) kaudu. Kui osalesite sellel kursusel, kasutage palun hinnangu andmiseks liikuvusvahendit+. Kui kursus pole veel liikuvusvahendisse+ lisatud, vÃµite edastada oma projektikoordinaatorile jÃ¤rgmise kursuse ID: 157204.
Sellele kursusele pole arvustusi lisatud.


Arts and Academics in Baldwin County
Baldwin arts and academics foster an environment where individuals can explore their imagination and knowledge. The county has a vibrant arts scene, with galleries, theaters, and performance spaces celebrating various creative expression forms. And arts serve as a cultural enrichment and community engagement in Baldwin. Rather than viewing arts and education as separate domains, Baldwin has embraced the idea that artistic expression and intellectual pursuits enhance one another, contributing to a well-rounded education. Thus, Baldwinâs schools prioritize a balanced curriculum encompassing core subjects such as mathematics, science, language arts, and social studies while valuing arts educationâs importance. Baldwinâs commitment to nurturing artistic expression and intellectual growth is evident through its diverse programs, institutions, and events. Several schools and institutions in Baldwin offer a comprehensive curriculum that seamlessly integrates arts education into academic studies, where Students are encouraged to explore their creative potential alongside traditional subjects, fostering a balanced approach to learning.
Institutions That Provide Art Education In Baldwin County
Baldwin Art and Academics Magnet School allow students in grades 6-8 to have a strong academic foundation while exploring and nurturing their artistic potential. The school offers band, choral music, drama, musical theater, creative writing, classical ballet-focused dance, piano, orchestra, classical guitar, and visual arts.
Baldwin School District has a comprehensive arts education that takes a proactive approach to encourage elementary students to harness their creative potential alongside their scholastic pursuits. Students here in kindergarten through third grade engage in visual arts lessons once a week and music twice a week, while those in grades four and five increase their visual arts exposure to twice a week and continue with one session of music lesson weekly.
Baldwin Wallace University is a private liberal arts institution with a distinctive academic and artistic education. The university boasts various undergraduate and graduate programs, including music, arts, sciences, business, education, and health sciences. Notably, Baldwin Wallace University has earned recognition as a top Music Business School by Billboard, a testament to its commitment to excellence in music education and industry preparation. Additionally, the universityâs Bachelor of Music (B.M.) in Music Theatre has secured its place as Ohioâs premier college theatre program.
Importance of Arts and Education For Students and Baldwin County
Arts and academics in Baldwin County hold great significance for the community. It helps students develop important skills and abilities in both creative and educational aspects. Arts allow students to express themselves in different ways, such as through painting, music, and theater. This helps them become more confident and improves their communication skills. On the other hand, academics provide knowledge and understanding of subjects like math, science, and language, which are essential for future success. By having arts alongside academics, Baldwin students can become well-rounded individuals. They learn to think creatively and critically, which helps them solve problems in various areas of life. This balance also makes learning more enjoyable and engaging, encouraging students at Baldwin County to stay interested and motivated. Furthermore, the arts contribute to the cultural richness of Baldwin County. They unite people through performances, exhibitions, and events, creating community and shared experiences. Overall, Baldwin arts and academics are vital for the holistic development of students, fostering creativity, enhancing learning, and enriching the communityâs cultural heritage.
Are you interested in delving deeper into Baldwinâs vibrant art and culture scene, or are you searching for institutions to further your creative endeavors? Our website, accessible through the following link: https://localpropertyinc.com/lifestyle/arts-and-culture/, provides information regarding the countyâs artistic offerings and educational establishments dedicated to nurturing artistic talents. If you require assistance or have inquiries, please feel free to contact us via message or phone. Weâre here to help!


Reading Proficiency Facts in North America
Success in life begins with reading. But, did you know that:
Four out of ten children will fail to meet basic reading ability standards without extra reading help?
Six out of ten will not meet âproficiencyâ without help?
One interesting aspect of reading is that the statistics for literacy proficiency and the definition of reading proficiency change through the grades. In K-2, reading proficiency refers to the ability to recognize and decode words and to read for literal comprehension. In later grades though, âproficiencyâ requires interpretation, finding themes, and thinking critically.
Sadly, many children fail to become proficient readers â they are under so much pressure to keep up with the curriculum content that they never really master the basics of reading â effortless decoding and strong working memory. These basic skills are needed for reading to be an âautomaticâ, background brain activity that frees up brain capacity for higher level comprehension. For many of these children reading is a chore throughout their school careers and sadly, they never learn to read for enjoyment.
Literacy statistics and studies show that without a doubt, beginning early is the key to successful reading. This is how the American Federation of Teachers sees reading proficiency:
âIf children do not master [reading] skills in their first three years of school, they are certain to encounter difficulties throughout their schooling. Reading comprehension software can help but it is hard to overcome a slow start in reading. And when they leave school, they enter the working world lacking the skills they need to find a job, develop financial independence, and take their places as citizens, parents and workers.â
Because the stakes are so high, it is impossible to overstate the importance of appropriate reading instruction, which combines phonics instruction with rich literature environments and opportunities to write. Those who learn to read with ease in the early grades have a foundation on which to build new knowledge. Those who do not are doomed to repeated cycles of frustration and failure.â
If you are slow learning your sounds in K-1st grade, you will be slow to learn to decode in 2nd grade, slow to read for (literal) comprehension in 3rd grade and slow to learn to think critically about text in later grades. Itâs a trend, left unattended, that can continue through out life.
Quotes & Statistics From Leading Literacy Experts
âOne-third to 40 percent of each class is going to need special help.â
Sally Shaywitz, M.D., âOn the Mind of a Childâ, Educational Leadership, April 2003
âUnfortunately, it appears that for about 60% of our nationâs youngsters, learning to read is a formidable challenge, and for at least 20% to 30% of these youngsters, reading is one of the most difficult tasks that they will have to master throughout their schooling. Why is this so unfortunate? Simply because if you do not learn to read and you live in America, you do not make it in life.â
Reid Lyon, Ph.D., Director â National Institutes of Health
âLearning to read is not a ânaturalâ process. Most children must be taught to read through a structural protracted process in which they are made aware of sounds and the symbols that represent them, and they learn to apply these skills automatically and attend to meaning. If you do not learn to read and you live in America, you do not make it in life.â
Louisa Cook Moats, âWhole Language Lives On: The Illusion of âBalancedâ Reading Instruction.,â Fordham Foundation
Reading problems cut across virtually every social, geographic and cultural boundary.
The NAEP (National Association for Early Prevention) reported that nearly 32% of fourth-graders whose parents graduated from college are reading below the basic level. These results indicate that every school in this country has a number of children who are failing the task of learning to read.
It is vitally important to engage your child in structured reading help as early as possible, and to get appropriate help if areas for improvement are identified.
The longer early readers are allowed to fall behind, the greater the gap in their skills. Help in the early years is the key to getting a child off on the right path.
But thereâs good news â it does not have to be this way! Whether they struggle from the outset in Kindergarten or develop reading comprehension issues in later grades, reading is a learned skill, it is not part of a childâs hard-wiring. You can change the way your child reads.


Last weekend saw the installation on the UC Berkeley campus of a series of plaster cast panels of the Parthenon Frieze in the main lobby of Dwinelle Hall, which houses the universityâs Classics department.
According to the Classics department, in the late 19th and early 20th century it was common for universities in Europe and the U.S. to acquire plaster casts of famous Greek and Roman sculptures. These were exhibited to help students of ancient art, fine arts and art practice, since, in the Beaux Arts tradition, study and drawing of masterworks of the past were strong components of the curriculum.
UC Berkeley had such a teaching collection, but with the changes in 20th-century art and art education it ceased to be used and was placed in storage. With some effort, Emeritus Professor Stephen Miller located the casts, many of which were stored in unsuitable conditions. The original owners of the Parthenon frieze is the Fine Arts Museums of San Francisco.
Professor Miller worked to get the universityâs cast collection protected from further damage and eventually was able to lead a couple of graduate classes in study and restoration of a limited number of the important pieces.
For more information on the casts collection visit UC Berkeleyâs Casts website.


Nowadays, touch screens have been widely used in various places. The more popular one is its application in the education industry. As an advanced teaching equipment, the teaching mode is constantly updated. The touch screen has slowly penetrated into every classroom. So what is the use of Capacitive Touchscreen Panel in the education industry?
The touch screen assisted teaching in the classroom can stimulate studentsâ interest in learning. Image thinking is dominant because of the younger students. Therefore, the effect that the touch screen can play is obvious in elementary education. The touch screen focuses the studentsâ attention on the teacherâs teaching. Then improve the teaching level and improve the learning effect. The touch screen can display vividly colored, dynamic and rich information. It has obvious advantages in mobilizing studentsâ enthusiasm for learning.
The touch screen can play a role in teaching. Of course, It is not limited to it to improve learning interest. More importantly, It can present the theories and concepts of drawing lines more vividly and three-dimensionally. Help students build three-dimensional thinking. Make a deep understanding from the perspectives of vision and hearing. For example, solid geometry is represented by flat lines. If the student cannot build a model. It is difficult to understand how the volume is derived from the formula. Use the touch screen to display the stereo in three dimensions, which can display things in multiple ways.
For students who are busy studying, how to improve their learning efficiency. It is essential to make full use of the limited time. The touch screen has a natural advantage in improving classroom teaching. Compared with traditional blackboard writing and language, the touch screen can show the prepared courseware in advance. Displaying in the form of text, pictures and videos not only saves time. It can also make students more deeply impressed. When the content of the information is large and the students cannot digest the content of the class for a short time. Playback and replay playback functions can come in handy. The touch screen classroom becomes more flexible and relaxed. Not only can reduce the burden on teachers. It can improve the learning efficiency even more.
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Creating ways to explore abstract art while learning about Piet Mondrian.
Skill Development: Art Education
Minimum Age: Grade 5
Age/grade for projects are simply suggestions and may be used with other age groups.
Some activities may not be suitable for younger children. Supervise your children at all times.
A famous Dutch painter who is best known for his 1920âs abstract works of art featuring only horizontal and vertical lines.
Mondrianâs famous abstract works of art used only primary colors (Red, Yellow, Blue) along with white and black to create bold contrast.
Youâre going to be creating a one point perspective drawing then altering that drawing like Mondrianâs abstract paintings.
Place your paper in landscape layout.
In the center 4â down, 5.5â over) you will create a rectangle. We created one that is 3â long.
Place a sticker in the center to use as a guide. This is your one point perspective. This is a drawing method that shows how objects get smaller as they get further away.
As you draw your lines extending from your rectangle, the ruler will always line up with the center of this sticker. The sticker will be removed later.
Draw lines from each corner of your center rectangle to the outside of your paper. All lines should angle towards your center dot sticker. This is your perspective point.
Note that the lines extend from the corner of your rectangle but will not match up with the corner of the paper.
Using your ruler, begin making Vertical Lines. This looks a little like a hallway turned into Mondrianâs Composition of Red, Blue, Yellow with his abstract squares.
You may also turn your center rectangle into one of Mondrianâs compositions.
Color in spaces using Red, Yellow, Blue, and Black markers. (note that when using yellow, keep in on the inside of the pencil markings as the pencil can rub off onto the yellow).
Trace all lines with a black marker. When finished, mount on black construction paper and enjoy your masterpiece.


Music is a critical part of modern-day culture, shaping individualsâ relationships and behaviors. According to one article in the âJournal of the Scholarship of Teaching and Learning,â âListening to music is an emotional and educational experience that potentially shapes an individualâs values, actions, and worldview.â
In todayâs diverse and interconnected world, promoting equitable and socially just practices in every educational setting is crucial. The music education classroom, in particular, holds a unique opportunity to foster social justice since music plays a pivotal role in shaping and reflecting cultural elements. There is a need to address the prevalent inequities within music education, stemming from the tendency to view studentsâ differences in race, culture, ability and gender as deviating from established norms and practices.
An online Master of Music in Music Education from Eastern Washington University (EWU) can improve a studentâs knowledge of pedagogy and music instruction to be a teacher leader in classrooms and beyond. This online degree program prepares students to teach and lead at an advanced level by boosting knowledge of music best practices, cutting-edge approaches and research. Students will explore issues in social justice and critical philosophy, technological advances, teaching methods, strategies for music theory and composition and more.
Promoting Socially Just Practices in Music Education
There is a critical link between music and culture, and music education classrooms can serve as platforms for social justice. By recognizing the cultural significance of music and acknowledging the diverse background of students, music educators can take proactive steps to address inequities and foster an inclusive learning environment.
The first step involves understanding and appreciating the musical traditions and experiences of students from various cultural backgrounds. This requires educators to be open-minded by embracing a variety of musical genres and styles that represent their studentsâ diverse heritage.
New Music USA provides a valuable recommendation to incorporate the polystylistic approach in music education. This approach involves exposing students to a wide range of musical genres and styles with artists of different backgrounds. By introducing students to a diverse array of music, educators can challenge the notion of a singular, ânormativeâ musical practice, opening opportunities for students to engage with and appreciate different cultural expressions. This fosters an understanding and respect for the rich musical traditions that exist globally, breaking down barriers and promoting social justice through inclusivity.
Another effective strategy recommended by New Music USA is the use of sampling and exploration of the blues. Sampling involves incorporating elements from various musical genres to create new compositions, encouraging creativity and innovation. This approach can be particularly empowering for students from marginalized backgrounds, as it allows them to find their voices and express their unique experiences through music. Exploring the blues, with its roots in African American history and culture, provides an opportunity to shed light on a communitiesâ historical injustices and struggles while celebrating its resilience and contributions to music.
To promote socially just practices in the music education classroom, educators must center their pedagogy around the needs and interests of their students. Doing so can create a safe and supportive space where students feel heard, valued and represented. This approach empowers students to explore their own identities and cultural backgrounds through music, enabling them to develop a sense of pride and ownership over their musical experiences.
How a Master of Music in Music Education Degree Can Help
Eastern Washington Universityâs online Master of Music in Music Education program equips graduates with the knowledge and skills to promote socially just music classrooms. Relevant courses such as Current Issues in Education offer insights into the challenges and opportunities for fostering inclusivity and social justice in educational settings, including music education. Similarly, the Transformation of Learning and Teaching course explores innovative pedagogical approaches that can be tailored to meet the diverse needs of students in the music classroom.
Graduates of this advanced degree in music education are equipped with the skills to promote music learning that is culturally aware. As Education and Career News notes, âRemoving the barriers to music education allows all students to create something of beauty to share with each other and the world. This collaborative bond breaks down the walls of being different and creates a positive environment where students accept one another and support each other â¦â


School closures in over 190 countries have laid bare inequalities in education , deficiencies in remote learning, discrimination against girls, a resurgence of child labour, as well as the important role schools play in studentsâ health, wellbeing and physical safety. Governments around the world need to reassess their education policies to ensure that no one gets left behind or left out.
The Impact of COVID 19
IFGE wants to highlight how emergencies of all kinds impact on education. The COVID-19 crisis has profoundly affected education systems across the world.
Children return to 1st class in Kat Kama primary school in the town of Guedembou, Gueckedou, Guinea . Photo courtesy of Plan International
âThe scale of the number of children who have lost out on their schooling during the pandemic is ânearly insurmountableâ, according to UN data.
Up to 70% of 10 year-olds in low and middle-income countries cannot read or understand a simple text, up from 53% pre-Covid.
Classroom closures continue to affect more than 635 million children globally, with younger and more marginalised children facing the greatest loss in learning after almost two years of Covid.
Across the world, from Ethiopia to the US, children have lost basic literacy and numeracy skills and their mental and physical health has suffered.
In South Africa,, schoolchildren are between 75% and a whole school year behind where they should be, with up to 500,000 having dropped out of school altogether between March 2020 and October 2021.â
Learning losses can be reversed if countries act quickly. IFGE advocates for and supports policies and action to reverse these trends
Emergencies have a devastating impact on the right to education of millions of people, thereby impacting the progress of the entire Sustainable Development Agenda, specifically SDG 4. A generation of children and young people living in emergencies are deprived not only of their human right to quality education but also of the protection that education provides in these contexts. In emergencies, education may be the only safe space. It is essential to stand together in solidarity and call for urgent action to Protect Education in Emergencies Now.


Adolescence is a unique time in voice development. The voice matures and differences between males and females emerge. We work with adolescents who are experiencing any of the following: hoarseness, breathiness, difficulty projecting the voice, too low/high pitch, losing voice, muscle tension while talking, throat pain while talking, changes in voice following athletic performance, chronic cough/throat clearing.
Adolescents may experience these symptoms due to behaviours (i.e., frequent shouting, throat clearing, and increased muscle tension), neurological disorder, or anatomical changes. It is important for your child to see an Ear Nose and Throat doctor for visualization of his/her vocal cords and to help decide if medical or surgical management is required. Voice therapy with the Speech-Language Pathologist will help identify behaviours that may be contributing to the voice difficulties and establish a set of vocal exercises leading to a better voice. These services are offered at the Barrhaven and Train Yards offices.
We also work with adolescents who have been diagnosed with Paradoxical Vocal Cord Movement Disorder or Vocal Cord Dysfunction. This pattern refers to the vocal cords not opening/closing correctly during breathing which creates episodes of dyspnea and stridor, especially in athletes.
Gender affirming voice therapy focuses on inflection, rate of speech, intonation, volume, choice of words, postures, and hand gestures. Our clients, as they undergo on their journey toward full transition, have different goals with respect to their voice. Our programs are customized to each clientâs individual needs.
Myofascial release therapy is a hands-on technique that provides sustained pressure into myofascial constrictions such as tightness or scar tissue. It serves to eliminate pain and restore motion.
Difficulty with the accurate production of sounds in speech can persist, though all sound errors should resolve by about the age of about 7 years. Some teens may continue to struggle with accurate âRâ production, some may have a persisting lisp, and some may have difficulty maintaining the clarity of their speech due to motor speech disorders.
Teens who stutter know what they want to say but have difficulty saying it. Examples include prolonging a sound, repeating a sound, word, or syllable. We may use one or more of the following approaches: Camperdown Program, Fluency-Shaping exercises, Stuttering Modification. Treatment may not eliminate all of the stuttering; however, it can teach skills that help to communicate more effectively.
Language skills continue to develop through childhood and into adolescence. This includes your childâs ability to understand and use more complex sentence structures, vocabulary, the ability to plan and organize the stories they want to write or tell, the ability to infer, the ability to understand figurative language, and more.
If you have concerns in these areas, assessment and treatment services are available at all of our office locations.
What do you do when your brainâs CEO is not a good leader?
Executive functioning (EF) skill sets allow you to ACCESS information, FIND solutions, be EFFICIENT at problem solving, PLAN and EXECUTE, MANAGE your TIME, REGULATE your EMOTIONS and INHIBIT. It is challenging to isolate disruptions in executive functioning skills from other cognitive functions as they closely interact. They are required to successfully execute complex daily tasks such as reading comprehension, written expression, solving math problems, participate in social interactions, and plan short-term and long-term projects, to name a few.
Our goal is to provide a client centered approach assisting the client, and their families to develop an understanding of EF challenges as well as acquire skills and strategies to improve their learning processes within various environments.
Are you concerned with your teen not meeting grade level expectations? Do you have a teen who is disinterested in reading or struggling to put thoughts down on paper? Trying to decipher if or how to use technological supports?
The development of reading and writing is a gradual and multipart process. Since research tells us that there is no single approach to treatment, it is essential to identify and treat all of the underlying components that are contributing to their challenges. In addition to difficulties in the areas of reading and writing, your student may experience weaker language skills (for example, Vocabulary) as these are closely connected to literacy development. Our clinicians can provide a comprehensive assessment and treatment program in these areas, as well as providing guidance to support the acquisition of reading and writing in all settings.


Universalizing good quality basic education
Having improved access, India is now seeking to upgrade the quality of education provided and improve levels of learning. It is also seeking to bring the remaining 8 million or so out-of-school children into school. Most of these children belong to marginalized communities or live in far flung rural communities. The country is also seeking to ensure that all those enrolled are retained in school till they complete their elementary education (Grade 8).
Expanding secondary education and improving quality
Secondary Education, is critical to enhance Indiaâs competitiveness in a rapidly globalizing world. But, for this, all Indiaâs children will need to be equipped with at least ten years of schooling. This is the minimum level of education required to secure the jobs of the future, the jobs that will power Indiaâs growth.
However, today, while more than 95 percent of Indiaâs children attend primary school, less than half of 16 year olds - just 44 percent â complete Class 10. This is a huge loss for a nation that will soon have the largest and youngest workforce the world has ever seen.
The government is now seeking to bring 90 percent of the countryâs 50 million secondary age children into school by 2017.
To achieve this goal, access, equity, management and quality will all need to be improved. Curriculum and teaching practices will need to be upgraded to impart more relevant skills, such as reasoning skills, problem solving, learning-to-learn, and critical and independent thinking.
Since this is an enormous task for the public sector alone, public-private partnerships will need to be expanded to tap into the potential offered by the 60 percent of secondary schools which are privately managed in India.
World Bank Support
Since 2000, the World Bank has committed over $2 billion to education in India. It has also provided technical support. Assistance includes:
Elementary/Primary education: Since 2003, the Bank has been working with Central and State governments, along with development partners (UK's DFID and the European Union) to support the Sarva Shiksha Abhiyan program.
In Phase 1 (2003-2007) the World Bank invested $ 500 million to expand facilities and improve infrastructure, get children to school, and set up a system to assess learning.
In Phase 2 (2007-2012) the World Bank provided a total of $1.35 billion to expand access to upper primary education, increase retention of all students until completion of elementary education (Grade 8), and improve learning levels.
In addition, World Bank evaluations and research provided pointers to further improvements. This included studies on financing elementary education, teacher absenteeism, instructional time and quality in primary education, and the impact of information sharing with village education committees. It also included studies on inclusive education for children with disabilities, comparisons between public and private schooling in UP, AP, and MP, and incentives to improve quality.
Secondary Education: The World Bank is supporting the Government of Indiaâs centrally sponsored scheme for secondary education, Rashtriya Madhyamik Shiksha Abhiyan (RMSA), with an estimated $ 500 million. This is largely based on the analytical work on secondary education, published in 2009, which focused on strategies to improve access, equity, management and quality. In addition, the World Bank has conducted research into the feasibility for expanded public private partnerships at the secondary level, and has supported learning workshops on the role of information and communication technologies at the secondary level.
Support to States: The World Bank is also supporting state governments. For example, in Bihar, the Bank is providing about $250m to develop a comprehensive and effective teacher development and management system to improve the quality of education in elementary schools. It is using innovative approaches, such as technology-driven and distance learning models so teachers can continue to be their students even while upgrading their skills and knowledge.


We love Carl Orff around here and we think you might too. Even if you donât know him by name, you and your child benefit from his legacy in every Kindermusik class. Today we wanted to pause and celebrate him. Carl Orff would have turned 120 this month, and his incredible impact on music and music education remains alive and well.
In the 1900s, Carl Orff helped to create an approach to teaching early childhood music that emphasizes the inclusion of singing, movement, instrument playing, and improvisation with a goal of developing lifelong musicianship. The Orff approach is âchild-centeredâ with the fundamental philosophy that just as children can learn language without formal instruction so can they learn music by experiencing and participating in various musical lessons and activities. This was revolutionary!
Here at Kindermusik, we believe as Orff did that prior to understanding music, children must initially âfeelâ it through music and movement, improvisation, instrument play, and basic rhythmic speech or chant.
Carl Orff explained it this way: âMusic begins inside human beings and so must any instruction, not at the instrument, not with the first finger, nor with the first position, not with this or that chord. The starting point is oneâs own stillness. Listening to oneself. The âbeing ready for music.â Listening to oneâs own heartbeat and breathing.â
So, happy birthday, Mr. Orff! Thank you for being an important part of what Kindermusik is today and what Kindermusik means to hundreds of thousands of children around the world. As we honor your life and your legacy, we think you would have been especially proud of how these Kindermusik kids engage in instrument exploration as the music inside them bursts forth!
Find a local Kindermusik class and experience how we integrate Orffâs philosophy into our classes.


Written by Vyomini Kapse October 21th 2021
Music is both an art and a science, and music and science are closely related. Both use mathematical principles and logic, blended with creative thinking and inspiration to arrive at conclusions that are both enlightening and inspirational. Let us explore a few traditional disciplines which are closely intertwined with the field of Music-
1. The interrelationship of Music and Math:
Music composition is basically a mathematical exercise. From a basic source of sounds, rhythms, and tempos, an infinite variety of musical expressions and emotions can be produced. It is the interaction of sounds, tempo, and pitch that creates music, just as the interaction of known facts and knowledge coupled with imagination, conjecture, and inspiration produces new scientific discoveries. Some have postulated that music is the father of mathematics. To make music, you must know how to break âsoundâ into elements of pitch, rhythm, and tempo. Music is based on mathematics. And mathematicians view mathematics as âmusic for the intellectâ. Their joy in a perfect mathematical solution or theorem is as inspiring to them as a Bach Cantata.
2. The interrelationship of Music and Science:
Both Science and Music use âformulasâ and âtheoriesâ to solve problems and to explore the intangible mysteries of life. There are a number of scientific theories that try to explain music. This is a clear indication that music is as complex and varied as any scientific principle or theory. As mathematics is both a science and an art, Music is both an art and a science. In this way, the art of music and the science of mathematics are related. Science teaches us that sound is vibration, and the frequency of vibration is what makes different sounds. Music then is the study of the sound created by those vibrations and puts them into patterns that elicit emotion.
3. The interrelationship of Music and Law:
To improvise over a tune, it helps to know the notes in the tune, the chords underneath it, and the structure of the song. Artists can break these rules, and perhaps the best music comes when the rules are broken. But to break the rules, the cardinal idea of musicâit has to sound goodâcannot be lost. In other words, an artist has to implicitly justify her departure from the structure of the tune with the most convincing reasoning of allâthe fact that the music, nonetheless, still sounds good. The analogy between music and law is imperfect, in part because different musical styles ask different things of performers. A classical musician is likely to be closer to a composerâs wishes than a jazz musician is, and this is in part defined by the rules of the particular style. Nonetheless, the relationship between composers and performers does track legislative activity. And it shows us how, in many aspects of life outside of law, rules are important even if imperfect.
4. The interrelationship of Music and Politics:
Although music influences political movements and rituals, it is not clear how or to what extent general audiences relate to music on a political level. Songs can be used to portray a specific political message. However, there may be barriers to the transmission of such messages; even overtly political songs are often shaped by and reference their contemporary political context, making an understanding of the history and events that inspired the music necessary in order to fully comprehend the message. Recent research has also suggested that in many schools around the world, including in modern democratic nations, music education has sometimes been used for the ideological purpose of instilling patriotism in children, and that particularly during wartime patriotic singing can escalate to inspire destructive jingoism.
Plato wrote: "Musical innovation is full of danger to the whole state, and ought to be prohibited. When modes of music change, the fundamental laws of the state always change with them;" thus, it could be said that Science is the music of the intellect, and Music is the science of the heart.
Wikipedia contributors. âMusic and Politics.â Wikipedia, 21 Aug. 2021, en.wikipedia.org/wiki/Music_and_politics.
Mancini, View All Posts By Mark. âOn Law and Music.â Double Aspect, 17 Sept. 2021, doubleaspect.blog/2021/09/16/on-law-and-music.
Lessons, B&Amp;B Music. âThe Relationship between Music and Science.â B&B Music Lessons, 24 Dec. 2017, www.bnbmusiclessons.com/blog/the-relationship-between-music-and-science.


Montessori at Beacon
MONTESSORI AT BEACON
Adolescence is a time for students to prepare for and practice navigating the social complexities of the world around them. Beaconâs mission is to ensure that our students are ready not only to get the most out of their post-secondary education, but also to understand, participate in, and effect change on the adult world that awaits them. Montessoriâs focus on each individual child and their expanding role in their communities is designed to produce thoughtful, engaged, and successful global citizens.
- We offer choice to deepen and extend knowledge.
- We build upon student interest.
- We balance freedom with responsibility.
- We provide moments for consistent self-reflection and feedback.
- We teach through meaningful work.
IN THE CLASSROOM
The Beacon curriculum is designed to support intrinsic motivation: we give students the tools, skills, and resources they need to identify and pursue their own paths. Adolescence is a time for students to navigate a new social world; Beaconâs curriculum for this stage allows students to practice investigating individual interests while they build and reinforce critical foundational skills.
Each Beacon student is given the philosophical and organizational training they need to become the architects of their own education. Highly qualified and engaged faculty members model lifelong enthusiasm for learning and guide students in the pursuit of their intellectual and individual passions. In addition to honors-level academic content, Beacon students learn to plan and navigate independent work by creating, completing, and reviewing short-term and long-term goals.
IN THE COMMUNITY
Students have a significant role to play in Beaconâs community and culture. Held responsible for helping to set and uphold community standards, Beacon students rehearse the role of educated and contributive citizens. Student-run programs range from our microfinance Coffee Cart business to weekly Community Meetings to a variety of clubs and interim classes designed and led by students based on their interests and expertise. The development of social and emotional awareness and skills is built into Beaconâs curriculum; Montessori values of grace and courtesy and care of the environment are central to this approach, which asks that students learn to value and respect peers and shared spaces simultaneously with their academic learning.
Beyond Beaconâs campus, the cities of Evanston and Chicago serve as an extension of the classroom, offering moments for community engagement and contribution. Formal and informal visits to community institutions and real-world subject experts provide Beacon students with opportunities to extend themselves, take risks, and learn the skills to become informed and contributing citizens.
THE PREPARED ENVIRONMENT
Informed by current brain science and the developmental needs of the adolescent, Beaconâs classroom and community spaces are physically and intellectually prepared to support deep learning and intrinsic motivation. Students have built-in independent work time and access to materials and knowledge to support self-sufficiency and independence. Our open and flexible space creates moments of spontaneous work and collaboration, student to student and student to teacher. Students are provided with many opportunities to apply their knowledge to real world problems and engage in real work.


Musical intelligence, also known as musical aptitude or musicality, refers to an individualâs ability to understand, appreciate, and engage with music in various ways. It is one of the multiple intelligences proposed by Howard Gardnerâs theory of multiple intelligences, which suggests that intelligence is not solely measured by IQ, but can manifest in different forms, including musical intelligence.
Musical intelligence encompasses a range of skills and abilities related to music, including:
- Musical perception: The ability to perceive and differentiate between different musical elements such as pitch, rhythm, melody, harmony, timbre, and dynamics.
- Musical memory: The ability to remember and recall musical patterns, melodies, and lyrics.
- Musical performance: The ability to play a musical instrument, sing, or compose music.
- Musical analysis: The ability to analyze and interpret musical structures, forms, and styles.
- Musical creativity: The ability to generate original musical ideas and compositions.
- Musical appreciation: The ability to appreciate and respond emotionally to music, including understanding the cultural and historical context of different musical genres and styles.
- Musical expression: The ability to express oneself through music, such as conveying emotions or personal experiences through songwriting or performance.
Itâs important to note that musical intelligence can vary among individuals, and some people may have a natural inclination towards music while others may develop their musical abilities through education, training, and practice. Musical intelligence can be nurtured and developed through exposure to music, formal music education, and regular engagement with musical activities.
Musical intelligence has been linked to various cognitive, emotional, and social benefits, including improved cognitive skills, emotional regulation, creativity, and social bonding. It can also be a source of personal enjoyment, self-expression, and a means of connecting with others through the universal language of music.


Thomas Center for Learning
Thomas Center for Learning and Physical Literacy Development offers programs to engage children ages 5 to 12 in fitness, recreation and healthy habits to develop and sustain an active lifestyle.
Healthy Families, Healthy Children, Healthy Schools, Healthy Communities in a Healthy World.
We believe that learning involves the whole body. Children learn best when they have the freedom to move and choose what they want to learn.
Children should not sit in front of technology or only stay seated at a table all day to learn. At our center, playing and being physically active are important. We use a whole-body apporach to learning, where students use physical activity in the classroom to explore and learn. Research shows that movement promotes better blood flow to the brain. Movement increases confidence, self-esteem and mood. This is why we promote hands-on, active learning. At the same time, we want our students to grow their athletic skills, enjoy fitness activities and become physically literate. Our philosophy is all about moving to learn and learning to move.
Academic Excellence & Academic Rigor
Leadership & Teamwork
Active Learning & Play
Family & Friendship


Research based Information
All Deaf/HH children can be bilingual in both American Sign Language (ASL) and English (reading and writing).
ASL Facilitates English and Spoken Language Skills
PLAY with language with your child
Sign, Rhyme, Read & Sing!
They need MORE language exposure not less.
Understanding Language Development
Myths about American Sign Language
Many medical professionals are not language experts, especially when it comes to Deaf/hard of hearing children. If someone shares with you one of the myths below then they are spreading hurtful misinformation. Be wary!
- American Sign Language is a fully intact language with its own syntax and a grammatical structure.
- American Sign Language stimulates the same language center in childrenâs brains as speech
- Using sign will help childrenâs ability to develop spoken language and reading skills
- American Sign Language is a system of gestures
- American Sign Language is broken English Learning American Sign Language hinders written English
- Learning American Sign Language hinders spoken English
Donât solely rely on your childâs weakest sense (their ears) as the ONLY access point for language.
I want my child to have language
Babies naturally acquire language IF they have access.
Language is biological. If your child is not naturally picking up spoken language they do not have enough hearing to naturally acquire spoken language. If you provide sign language, it is visually accessible, they will acquire sign language. Babies should NOT be taught their first language.
- Naturally absorb language if the child has access
- Acquire language through a subconscious process; unaware of grammatical rules
- A source of natural communication
- Emphasis on information sharing and communication, not grammar
- For older children
- Direct instruction of the language (rules)
- Parents do this informally by correcting
- Teachers do this formally through instruction
- Artificial Codes are not languages. They must be learned and never occur naturally.
â¢ Signing Exact English (SEE)
â¢ Manually coded English (MCE)
â¢ Cued Speech
- Pretend play
- Storysigning/picture books
- Incidental play
- Vocabulary Drill
Learn American Sign Language! Engage your child in a fully accessible language.
What you can do
- Keep printed materials everywhere
- Let your child see you reading
- Donât be afraid to make mistakes and use them as a learning opportunity
- Follow your childâs lead
- Expose child to the print and make connections between the sign and/or spoken word and print
- Label everything!
- Even when communicating with other people (not directly to child), sign so the child has access to language and social cues.
- Meet and interact with Deaf adults; introduce them to your children
Your Child is Hungry for Language! Your Deaf childâs brain is like any other, it craves language input.
Language is for Learning
Itâs a Critical Time for Language
Deaf children who ARE NOT exposed to sign language:
â¢ have slower rates of spontaneous looking, language, reading & literacy development.
Deaf children who ARE exposed to sign language:
â¢ More frequently shift eye gaze in object naming and later book-sharing.
â¢ Have stronger vocabularies, language, reading, and literacy.
â¢ Have more advanced attention and self-regulation.
Source: See studies by VL2 Center Researchers, Jenny Singleton, David Corina, Rain Bosworth, Guinevere Eden, Peter Hauser, Matt Dye; and, Amy Liebermanâs VL2 Research Brief, Spring 2012, and others


Education and training
Research shows that participation in education and employment can significantly reduce the risk of re-offending following release from prison. Educational achievement is also important in enabling offenders to fully participate and benefit from other rehabilitative programmes.
Many prisoners lack the necessary literacy and numeracy skills and qualifications and work experience to gain and sustain employment after their release.
We estimate that approximately 57% of prisoners do not have NCEA Level One Literacy and Numeracy Competency, and that these learners are also likely to have few or no formal qualifications.
Weâre committed to improving the educational outcomes of prisoners and offenders so they gain the skills needed for everyday life, and are ready for further education and training to develop the skills and experience that employers require.
To achieve this we offer prisoners a range of education, training and support. These include working to identify each prisonerâs educational needs and goals, and targeting services to address these. Services include education needs assessments, learning plans, and access to literacy and numeracy support, foundation qualifications and industry and vocational training.
- Education Assessment and Learning Pathway
- Intensive Literacy and Numeracy
- New Zealand Qualifications
- Secure Online Learning (SOL)
- Industry Training
- Vocational Short Courses
Education Assessment and Learning Pathway (EA/LP)
To ensure learners are on a pathway to progress towards their education and employment goals and aspirations, Corrections provides education assessments and learning pathways.
We assess a range of learner needs (including literacy and numeracy and previous NZQA record of learning) and work with the learner to identify the programmes of study and qualifications they can take to achieve their goals. This gives learners a long-term learning pathway, gaining maximum educational benefit and addressing their identified needs.
Intensive Literacy and Numeracy (ILN)
Poor literacy and numeracy are a barrier to further education and employment, and can negatively impact a prison learnerâs everyday life.
To address this, Corrections provide intensive literacy and numeracy services nationally, aiming to support prisoners to improve their literacy and numeracy competency so they can work towards formal qualifications and gain the skills expected by employers. Services are targeted to those with the highest need (assessed at Steps One and Two on the Adult Literacy and Numeracy Progressions). Corrections has contracted Te WÄnanga o Aotearoa (TWoA) to provide support to 1,200 learners per year; the Methodist Mission also provides support to learners at Otago Corrections Facility.
New Zealand Qualifications
These programmes offer prison learners access to a range of trades and non-trades qualifications provided by external providers (Polytechnics, WÄnanga or Private Training Establishments) funded by the Tertiary Education Commission. These are mostly foundation level (NZQF L1 & 2) qualifications, including the National Certificate in Educational Achievement (NCEA). These qualifications provide a range of core competencies and vocational pathways to assist with employment and progression into higher level qualifications.
Prisoners can also study through Self-Directed Learning (SDL), by enrolling in secondary school, certificate, diploma and tertiary level programmes via distance learning.
Supported by education tutors, learners can enrol in programmes with providers such as the Open WÄnanga, Te Kura, Open Polytechnic, and Massey. Corrections is continuing to evolve distance delivery support through our Secure Online Learning platform.
Secure Online Learning (SOL)
Suitable prisoners may engage in computer-based learning through our Secure Online Learning suites. Each prison has at least one computer suite that provides secure, controlled and monitored access to approved education, life skills, employment and reintegration focused content.
The suites are facilitated by education tutors and give prison learners an opportunity to increase their digital skills, literacy and numeracy, gain NCEA qualifications and prepare for employment before they are released. Learners engaged in Secure Online Learning have been through a rigorous selection process based on security, eligibility and need.
Industry Training takes place through Offender Employment (OE). Not all prison learners engaged in OE participate in Industry Training. Industry Training is delivered by our own Industry Instructors with quality assurance by external Industry Training Organisations (ITOs). These programmes enable leaners to gain industry-related skills through on-the-job training to support employment across a number of areas, including primary industries, building and construction, and engineering.
Vocational Short Courses
These short duration (non-qualification) programmes delivered by external providers enable prison learners to gain vocational and employment-related unit standards to assist with employment.
This includes programmes in the areas of first aid, health and safety and vocational driver licences. Examples of programmes include working at heights, scaffolding, forklift, chainsaws and quad bike use.
Updated 21 April 2017


LEARN THE SKILLS YOU NEED FOR A LIFETIME
Academic Success Sessions
First and foremost, we want to make sure that every child, teenager, and adult is given the tools and strategies to be successful, confident, and independent indviduals in our community. Dyslexia treatment needs to be designed for the way the child learns. This means they need explicit, multi-sensory, and systematic teaching in order to learn read, write, and spell. Please, see the list of programs that we use.
Screening and testing for dyslexia is often the first step in this lifelong journey. It is so important to be indentified as early as possible, to prevent possible frustration for our littles in the classroom.
Our screening is comprehensive, and includes a roadmap on what to do next so that you and your child are achieving success.
As a parent or guardian, you're going to have many questions of what to do next, or how to follow up with your child's dyslexia in the school system. We are here to help answer all of your questions and consult in any area that you need assistance in.
This doesn't need to be fancy...you can simply send an email, call, or even text us if you have a question about anything at all.
SAT & ACT TEST PREP
Preschool or Kindergarten Readiness
Even with technology, handwriting remains one of the most important forms of communication. It is also how our students are tested on state and collegiate academic tests like the SATs and ACTs. Based on research, handwriting also affects written composition and the overall desire to write. It can be crucial for written success in the classroom!
We offer handwriting sessions that teach kids how to properly form letters, numbers and currsive.
With all the hard work our students put into thriving during their middle schoool and elementary years, we want to ensure they have the executive functioning skills to perform well on these big tests, like planning, organizing, written expression work, time management, vocabulary and reading comprehension, and more. We do continuous, regularly scheduled prep sessions, or intense test prep courses consisting of 2-3 weeks of 2 hour sessions, 5 days a week. Please inquire to learn more.
This is where the fun is at! We love to help out little ones grow and get ready for the serious academic years. But first we build, play, learn, touch and ignite the senses to learn the basic foundational skills.


Students who require special education found it difficult to progress through the curriculum without tools and support that they require. Polling suggests that schools that serve a majority of students of color are far less likely to have access to the technology needed for remote learning. Only 66% of Black households in the U.S. had home broadband service in 2019. Only 45% of Black Americans owned a desktop or laptop computer in 2015.
- Expanding access to a broad portfolio of design technology, programs, and communities empowers learners to problem-solve pressing design and engineering challenges.
- The division between primary and secondary education is quite arbitrary, but it generally occurs at about eleven or twelve years of age.
- Primary schools are often subdivided into infant schools and junior schools.
- The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.
This may happen in part through the personality of teachers and adults by having indirect effects on the development of the studentâs personality. Another categorization depends on the age group of the learners and includes childhood education, adolescent education, adult education, and elderly education. The distinction can also be based on the subject, encompassing fields like science education, language education, art education, religious education, and physical education. The term âalternative educationâ is sometimes used for a wide range of educational methods and approaches outside mainstream pedagogy, for example, like the emphasis on narration and storytelling found in indigenous education or autodidacticism. Forms of education can also be categorized by the medium used, for example, as distance education, like online education, e-learning, or m-learning, in contrast to regular classroom or onsite education. Various types of online education take the form of open education, where the courses and materials are made available with a minimal amount of barriers.
Latest Guidance Reports
October 21, 2022 â¢ If the bill were to become law, it could affect not only schools but also programs, events and literature at any federally-funded institution. In fact, many aspects of learning â in homes, at schools, at work and elsewhere â are evolving rapidly, along with our understanding of learning. An innovative fellowship program for African institutions in Ghana, Kenya, Nigeria, South Africa, Tanzania and Uganda to host an African-born scholar to work in projects in research collaboration, graduate student teaching/mentoring and curriculum co-development. Department of Stateâs Bureau of Educational and Cultural Affairs , is for U.S. graduating college seniors, graduate students, professionals & artists.
Howard Gardner identified a wide range of modalities in his Multiple Intelligences theories. The work of David Kolb and Anthony Gregorcâs Type Delineator follows a similar but more simplified approach. This can include activities such as learning new skills, creating a personal development plan , developing talents, creating human capital, developing spiritually, or improving self-knowledge. The shape, methodologies, taught material â the curriculum â of formal Education News is decided by political decision makers along with federal agencies such as the state education agency in the United States.
A right to education has been recognized by some governments and the United Nations. Global initiatives aim at achieving the Sustainable Development Goal 4, which promotes quality education for all. GPE helps countries build stronger education systems to reach the most vulnerable girls and boys, improve teaching and learning, and build resilience to withstand shocks and adapt to the challenges of the 21st century. Should you, however, not find what youâre looking for please send an email to and we will gladly assist. The availability and potential of technology makes digital learning an essential service for every child.
Early learning and development program resources for all children, birth to age eight, especially those in highest need. Through the stories of Ahmed, Temesgen and Asiya, three students from Afar, read how a GPE-funded program is transforming the education and lives of children in Ethiopia. Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your childâs learning. COVID-19 Information for schools, early learning services, tertiary providers, parents and whÄnau. Looking for cool projects that can engage students at home and support academic learning at the same time?


New Delhi: Department of School Education & Literacy is implementing the Centrally Sponsored Schemes of Sarva Shiksha Abhiyan (SSA) at elementary level and Rashtriya Madhyamik Shiksha Abhiyan (RMSA) at secondary level, whereby provision is made for inclusive education of children with special needs (CWSN), besides other components.
The Sarva Shiksha Abhiyan is the main programme for universalising elementary education for all children between 6-14 years of age. Its overall goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children. SSA focuses on providing inclusive education to CWSN, wherein children with and without disabilities participate and learn together in the same class. The major interventions for the education of CWSN are identification, functional and formal assessment, appropriate educational placement, preparation of Individualized Education Plan, provision of free aids and appliances, transport and/or escort support, teacher training, appointment of resource teachers, therapeutical support and barrier free access.
Under SSA, during the year 2017-18, 3762 assessment camps have been conducted, 65596 CWSN provided assistive devices, 16731 visually impaired children provided Braille Books and 37741 low vision children have been provided large print books, till 30.09.2017. Further, transport and escort support has been provided to 92539 and 75889 CWSN respectively. Therapeutical support has been provided to 137507 CWSN and 222602 teachers have been given training on curricular adaptations.
SSA provides approval @Rs. 3000/- per child per annum, of which at least Rs. 1000/- per child can be earmarked for engaging resource teachers exclusively for CWSN. SSA also has a provision of engagement of two resource persons per Block Resource Centre for CWSN. 18,934 such resource persons and resource teachers are currently engaged under SSA. These resource persons/teachers are technically qualified to teach CWSN.
The National Council of Educational Research & Training has developed exemplar material on curricular adaptations, inclusive teaching and how to adopt flexibility in evaluation for children with disabilities in inclusive classrooms. These handbooks, meant for primary and upper primary level teachers, cover all disabilities, including cognitive and intellectual disabilities, and have been disseminated to all States and UTs.
Under SSA, a series of five training modules has also been developed in collaboration with the World Bank. These modules aim to prepare teachers to work with children of all disabilities including children with Autism, Cerebral Palsy, Deaf blindness and hearing impairment in mainstream inclusive environments.
At the secondary level, the Ministry is implementing the scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) as part of RMSA with an objective to provide all students with disabilities an opportunity to complete four years of secondary schooling (Class IX to XII) in an inclusive and enabling environment. Under IEDSS component, central assistance is provided for student oriented assistance @ 3000/- per child per annum, besides support for engagement of special teachers, equipping resource room, making school barrier free, orientation of parents, administrators, educationists etc.
This information was given by the Minister of State (HRD), Shri Upendra Kushwaha today in a written reply to a Rajya Sabha question.


The Metropolitan School District of Lawrence Township has longest-standing dual language program in the state with Forest Glen Elementary, which opened in 1993. Now, the township is continuing its efforts in implementing dual language programs throughout the district.
Efforts are aided by a recent $50,000 grant from the Indiana Dept. of Education.
The programâs goal is for every student in Lawrence Township to have the opportunity to be biliterate. The initiative operates through one- and two-way programs, which determine the make-up of the class.
âIn our two-way program, half the students are English speakers and half are Spanish speakers, and they are mutually having a language-shared experience,â MSDLT Language Programs Coordinator Erika Tran said. âAnd a one-way program is just made up of Spanish speakers. Whether students are in one-way or two-way, the goal of the program is biliteracy. So, we want our students to be bilingual and biliterate because it helps going into the workforce and becoming global citizens.â
Unlike some school districts that begin teaching new languages in middle or high school, MSDLT begins at the pre-kindergarten level.
âWe opened pre-K classes last year and it goes through 12th grade,â Tran said. Beginning at the middle school level, English students have entire classes, such as language arts and social studies, taught in Spanish. At the high school level, classes taught in Spanish include culture, biology and math.
âThe focus in a dual-language program is on oral literacy development, so you really want the students to be listening and speaking,â Tran said. âThereâs a lot of repetition.â
Within MSDLT, 11 schools offer some sort of dual language program.
With the IDOE grant, Tran said the district plans to strengthen the initiative.
âThe data coming out shows these programs are really solid,â Tran said. âEven for our second language learners in these programs, in the one-way program, they are outperforming their English-learning counterparts in the English-only programs. Thatâs on an English assessment.â
Much of the grant money will be used for supplies to expand the program.
âIt goes to trying to find bilingual books and curriculum books, not just translated from English but authentic literature, and also for professional development for our teachers to make sure they understand when we are onboarding them that they know what teaching biliteracy really means and what does that entail,â Tran said. âItâs not just a translation. The students are learning academic language. Itâs not, âIâm going to teach this in English and teach the same thing in Spanish.â One of the non-negotiables in dual-language classes is there isnât any translation because you have to train the ear.â
Teachers sometimes add a visual component to aid students in recognizing which lessons will be in Spanish and which will be in English. Some teachers wear a colored apron for Spanish and a different color for English. Others wear colored scarves.
Since Lawrence Township residents can apply to attend any of the townshipâs schools, even if one of the schools in a residentâs district doesnât offer dual-language classes, students can attend one that does.
For more, visit ltschools.org.
Finding bilingual teachers
One of the challenges of offering dual-language classes throughout the Metropolitan School District of Lawrence Township is finding bilingual teachers.
âFortunately for us, we have developed a partnership with a university in Puerto Rico, so we are in the early stages of that,â MSDLT Language Programs Coordinator Erika Tran said. âIt has been really successful bringing quite a few teachers in from Puerto Rico. We really are recruiting from everywhere. We have brought teachers in from Peru, Guatemala and Venezuela.â


Orff was the musical director of the school, GÃ¼ntherschule in Munich. Orff began with rhythm as the basic element inherent in music, dance, and speech, combining and unifying them into one language.
The basic objectives of Orff Method in music education are:
1. To use the speech and movement natural to the child as the springboard for musical experiences.
2. To give an immediacy of enjoyment and meaning to the child through active participation in all experiences.
3. To encourage the feeling that speech, movement, play, and song are one.
4. To give a completely physical, nonintellectual background in rhythm and melody, thus laying the foundation of experience so necessary to a later understanding of music and musical notation.
5. To give experience in the component parts of the basic elements of music: in rhythmic experiences, by beginning with the rhythmic pattern of a word, then two words, gradually building in complexity into the phrase and period; in melodic experiences, by beginning with the natural chant of childhood (the falling minor third), gradually adding other tones of the pentatonic scale, tones of the other modes, and finally the major and minor scales.
6. To cultivate the musical imaginationâboth rhythmic and melodicâand thus to develop the ability to improvise.
7. To cultivate individual creativity as well as a feeling for, and the ability to participate in, ensemble activities. In summary, Orff worked with these elements in music: rhythm (drums), dynamics, tone color, melody, and harmony with the use of piano, and voice and recorder. Speech or drama is another aspect that stimulates the creativity and improvisational skills of the students.


Cayan Edu Morpho Assessment
Cayan Edu Morpho Assessment is a platform for explaining the importance of morphological awareness and for testing it.
This is a 30-item assessment that can test your morphological awareness, which is your understanding of how the smallest units of meaning in language, or morpheme, can be combined to form various meanings. This is not a vocabulary test, a test of vocabulary words you already know. Rather, this is a test of your ability to form new words and concepts using morphemes. This ability is crucial for both vocabulary and comprehension building. Come and get your morphological awareness tested and learn about it for better language and literacy development!


Do you have a habit you do in rehearsals that you want to break? Engage your students in the effort. Tell them you need their help in trying to break a habit. Explain to them what the habit is, that they should be on the lookout for it, and when they see or hear it, they are to say âyou did it!â I know you think it will be pandemonium, but it works in so many ways. It will surely break the habit, but it captivates their attention, focuses them on our every gesture with laser intensity, and best of all it is a great life-lesson for them that even someone as accomplished as you has to work at always being better.
Peter Loel Boonshaft, Director of Education
About the Author
Dr. Boonshaft is the author of the critically acclaimed best-selling books Teaching Music with Passion, Teaching Music with Purpose, and Teaching Music with Promise. Dr. Boonshaft is currently on the faculty of Hofstra University in Hempstead, New York, where he is Professor of Music and Director of Bands. He has also been named Director of Education for KHS America. He was honored by the National Association for Music Education and Music For All as the first recipient of the âGeorge M. Parks Award for Leadership in Music Education.â
The content of this Blog article or Banded Story is the intellectual property of the author(s) and cannot be duplicated without the permission of KHS America and/or the author(s). Standard copyright rules apply.


I can describe the important characteristics of the Maya civilization.
8,000 schools use Gynzy
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In this lesson, students learn more about the Maya civilization, specifically their religious beliefs, daily life, and their advanced scientific and mathematical developments. Students will see how important the study of ancient civilizations is and make connections to our world today!
Students will be able to describe several aspects of the Maya civilization, including how they created a hieroglyphic writing system, developed a 365-day calendar, and developed the concept of zero.
First, ask students what they already know about ancient civilizations. What ancient civilizations do they already know of? Then review the geography of the Maya civilization and their hierarchical caste system. Ask students what they remember and see if they can find the location on a map.
Begin by describing the daily life of the Maya people. Describe what they wore. Mention that those of higher class wore high feathers. Ask students if they can make a connection to todayâs society. Next, explain what the Maya ate and the importance of maize and cacao. The Maya would also entertain themselves with a ball game, though this was also considered a religious experience. After this, describe the Maya religion and the many gods the Maya people worshipped. Talk about some gods like Itzamna, Kukulcan, and Chac. Explain that they also engaged in human sacrifice as a gift to the gods. Check student understanding by having students drag a checkmark or an X to determine if statements are true or false. Then introduce the Mayan calendars. Have students compare them with the calendars we use today. Finally, teach students about the advanced strides the Maya people made in mathematics and astronomy. Discuss the Maya number system and the importance of the number zero. Have students drag the correct words to complete the paragraph.
Check student understanding with ten multiple-choice, true or false, and fill-in questions.
Students write an acrostic poem about the Maya civilization.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


St. Peterâs School elementary program has as its ultimate goal to encourage each child to love and serve God and others, thereby transforming self and society.
St. Peterâs School offers a challenging curriculum, set on high standards for student achievement, and contributes to academic success. The prevailing expectations of faculty, parents, and students are that:
Our elementary core curriculum includes religion, language arts, mathematics, science, and social students. These core subjects help students foster a relationship with God the Father, Son, and the Holy Spirit.
Religion: The curriculum is rooted in Scripture that is faithful to the tradition of the Catholic Church. It is a curriculum spirited by the general directory Catechesis centered on the person of Jesus Christ. The students enter into a relationship with God the Father, Son, and the Holy Spirit.
Language Arts: Students are challenged to grow their literacy skills, reading comprehension, and literature. Students work on developing comprehension, vocabulary, spelling, penmanship (print & cursive), composition, and grammar.
Mathematics: Students must be able to extend their mathematical learning to all areas of their lives. Studentsâ skills to develop for the future are critical thinking skills and problem-solving, creativity and innovation; communication and collaboration; and the ability to integrate learning across all content areas.
Science: The science curriculum provides, helps, and shares the understanding of Godâs creation through exploration and inquiry. Students will foster knowledge and understanding of earth and space, life, physical sciences. Students will also master the concepts of scientific inquiry, knowledge, and technology.
Social Studies: knowledge and appreciation are gained through social and civic observation, analysis, and participation. Emphasis is placed on facts, concepts, and generalizations derived from the areas of History, Geography, Government, Economics, and other related disciplines.
In addition to the core curriculum, St. Peterâs School also continues to include art, music, technology, Spanish, and physical education as key components of a studentâs overall growth. Each week, students in all grade levels will participate in a different special each day.
Art education stimulates, develops, and refines the higher-order and critical thinking skills of problem-solving, analysis, synthesis, evaluation, and decision-making.
Music is a gift of God unique to humans. Responding to music, analyzing, performing, and creating music are the fundamental music process in which humans engage. Listening, moving to music, singing, and playing instruments enables students to acquire knowledge and skills that can be developed in no other way.
The Technology curriculum exposes students to the basics of using a computer and tablet and how to navigate the programs that they use in the classroom every day. Students are also exposed to basic computer coding and programming skills and appropriate techniques for researching topics online and differentiate between relevant and irrelevant information.
Physical Education is designed to help students pursue the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
Spanish: Students are exposed to the basic language and writing skills of Spanish so they can provide basic communication abilities and also understand the culture of the Hispanic community.
One of our elementary program goals is to encourage each child to love and serve God and others, thereby transforming self and society. Your child will be instilled with Christian attitudes, and values students can apply to daily life. Numerous activities help students achieve this goal, including daily prayer, religion classes, weekly liturgies, classroom visits by parish priests and guest speakers.
St. Peterâs Virtues in Practice program is a school-wide initiative that instills a new character-building virtue each month. Every week, a suggested activity is given to promote that monthâs virtue.
Students are encouraged to put these suggestions into practice, and teachers select âStudents of the Monthâ based on the demonstration of these virtues.
Positive behavioral interventions and supports (PBIS) is a way for schools to encourage good behavior. With PBIS, schools teach children about behavior, just as they would teach about other subjects like reading or math. The focus of PBIS is prevention, not punishment.
With the focus on positive behavior, results are improved academic performance and student communication, strong teacher-student relationships, increased instructional time, and reduced discipline referrals.
Students at St. Peterâs are rewarded for their good behavior by earning Spartans Bucks, which can be exchanged for items from our Spartan store or be used for special opportunities like Principal for a Day or lunch with the principal or teacher.
There are many activities and extracurricular activities that students can participate in during their academic year. Each grade level participates in field trips every year and our sixth graders take a multi-day trip to Camp Damascus.
Students can participate in one of the many after school clubs or participate in youth sports alongside their classmates.