07 Dec, 2021
10 : 00
Children are at the heart of the Yew Chung 12 Values Early Childhood Education (ECE) Approach at YCIS Shanghai, where childrenâs interests drive their learning experiences. We utilise the âDevelopment Matters in the Early Years Foundation Stageâ (EYFS) curriculum framework together with a unique Co-Teaching model to facilitate a bilingual, emergent learning environment in which both Chinese and English languages are equally valued.
Our international curriculum allows children to discover the joy of learning through a balance of play and structured activities and at a rate that suits the individual needs of each child. Play is a fantastic way for children to explore the world and their place in it. It acts as a vehicle for learning during the early development stages (ages 1â5) when childrenâs bodies and minds are growing at a rapid rate. Therefore, our curriculum needs to be robust and flexible enough to accommodate all the changes that occur during these formative years. Western Head of ECE at YCIS Pudong, Ms Joanne Beaumont-Bates, explained:
"Learning through play is more meaningful to children because they are leading their learning, allowing them to take an active role in their experiences. Research shows us that this practice is more significant than others because we learn and retain more information within environments that allow us the freedom to explore."
Ms Daisy Xu, YCIS Puxi ECE Chinese Curriculum Coordinator, outlined what our teachers may do when observing children while they play: "During play, teachers constantly observe the children and listen, think, explore, search, and reflect on their motivation and their play." She added that ECE teachers must ask themselves: âHow can we stimulate the true potential of each child, ignite creativity, and promote their development?"
At YCIS Shanghai, to offer the best child-centred learning, teachers constantly review the activities in which children engage. The co-teachers use the EYFS framework as a reference and discuss with each other to make changes, additions, and adjustments to the curriculum to achieve the best possible outcomes. Teachers need to grasp the fundamentals of child development and the basic principles of education while also bringing a sense of reflection in their assessments.
The founding of the Chor Hang Educational Research Institute (CHERI) in 2016 enables the continuous review and enhancement of the Yew Chung curriculum and pedagogy and engages with the broader professional community. All our educators in ECE have a background in child development, which helps them equip the children with the foundational skills needed for lifelong learning. Furthermore, YCIS employs specialist leaders who work on campus to oversee the implementation of the curriculum best practices.
"One of the reasons I am here is because we are so keen to ensure our standards in early years education develop consistently over time. We created an in-house research centre with CHERI that shows the dedication and commitment of Yew Chung to constantly improve the curriculum for children in the 1â5 age group," said Ms Miriam Shah, YCIS Pudong Early Years Curriculum Coordinator.
In ECE, our core focus is to ensure that children see themselves as competent learners and know they are valued, respected, and understood to be responsible citizens. Such experiences give children a strong foundation for their education and help them greatly when they move into the next phase of their journey in Primary, Year 1. Learning through play contributes positively towards a childâs future ability in school, and later, toward their success in an increasingly globalised world.


CIES2023: Panel discussion literacy path for deaf learners
The Comparative and International Education Society (CIES) 2023 conference in Washington, D.C. surprised with a number of presentations that were related to Deaf education. It is good to see that inclusion plays an increasing role in international education programming.
Kentalis International Foundation held a panel discussion with eKitabu (Kenya) and Deaf Child Worldwide (UK) on the concept of language before literacy. Children who are deaf, first need knowledge of sign language before programming can move to literacy development. Exposure of young deaf children to correct sign language is pivotal. Often, the home environment with hearing parents and at a later stage, the school environment with non-signing teachers, both negatively impact the development of sign language vocabulary. We need to concentrate on increasing the signed vocabulary, before moving to words, sentences, literacy.
Kentalis International Foundation â observation tool for sign language
Kentalis presented its observation tool for sign language development in young children. This evidence-based tool was developed by Kentalis Academy and is used for decades. Kentalis International Foundation adapted the tool to the Kenyan sign language context. This tool was then introduced to the eKitabu team in Kenya.
eKitabu â impact of signed stories and deaf teachers
eKitabu shared their insights on distributing story books in Kenyan Sign Language (Digital Story Time) to primary schools in Kenya together with placing deaf teachers in those schools. Research outcomes (based on two schools) showed that enrolment went up within a year due to better school facilities, namely deaf teachers and suitable materials. Moreover, 65% of the 40 deaf learners successfully transitioned to the next grade. eKitabu also noted serious gaps, such as a lack of funding for deaf teachers, the need for better Sign Language acquisition for hearing teachers, and unstable electricity and data connectivity.
Deaf Child Worldwide â sign language delay
Deaf Child Worldwide presented their baseline research, conducted in 2018, on the sign language ability of children and teachers in Kenya. It underlines the tremendous delay in language acquisition among children who are deaf and the confusion among educators regarding the language environment. There is a need for accessible materials for early language development, teacher training in deaf education, and raising awareness among policymakers.
The panel discussion complemented presentations from the three organizations at previous CIES conferences and emphasized the complexity of the 'path to literacy' for children who are deaf. It also showed how important the active involvement of deaf professionals is in the development of accessible materials as well as bringing more deaf teachers into schools.


Learning Music is one of the few websites where children learning music in a very simple way. Here you will learn musical notes and their position on the staff in just 30 minutes, with practical and interactive exercises, such as knowing the position of the notes on the flute, musical dictations, learning music to distinguish the notes, knowing the quarter note and its silence , distinguish the direction of the sound in two consecutive notes, practice the staff in groups of two notes, eighth notes and other entertaining activities.
Learning Music is a collection of activities aimed at learning the musical language, created by Octavio Soler, a primary music teacher in the Valencian Community. The resources published on Learning Music are for primary education, and may also be useful in music schools. Activities and games can be used in computer rooms, music rooms equipped with computers or digital whiteboards and in the homes themselves to reinforce the music content taught in the study centers.
You can find this beautiful website in 3 languages, Spanish, English and Catalan, with 5 levels of difficulty: Initiation, Intermediate 1, Intermediate 2, Advanced 1 and Advanced 2. My children are delighted and have been interested in learning music to play instruments such as piano, guitar and obviously the flute.
Learning Music has been working since 2005 providing educational games for use in music education. The games are adapted to the classification that you can find on this same page. A more complete description, along with a video demonstration of how the games work, can be found by following the VIDEO-DEMO links, which lead to our YouTube channel.
The Learning Music games are based on the six books of the Crescendo educational proposal of Editorial Algar. You can find more information here.
The games are made in html5, compatible with all platforms, mobiles, tablets, etc. In case you wish, at the bottom of the main page you have access to old flash games. Keep in mind that the latter will only work on Windows or Linux desktops, but not on mobile devices or Apple devices.
Thank you very much to all the users of the page, which we hope you find useful in your musical training.
Difficulty levels of Learning Music:
Initial Level 1:
- Auditory discrimination activities around sound qualities: bass / treble, timbre, etc.
- I read musical writing with the la-sol-mi notes and the basic rhythmic cells: quarter note, quarter note silence and eighth note pair.
- Know the names of the most common musical instruments. Know the families of musical instruments.
Level 2 Intermediate / easy:
- Literacy in the do-la field, and
- the same rhythmic contents as above, to which white is added and the concept of musical accent and time signature.
- Identify the main instruments of the orchestra of the different families.
Level 3 Intermediate
- Literacy in the field of the eighth.
- 2 and 3 pulse binary measures. Rhythmic cell of four sixteenth notes. Simple musical forms
Level 4 Advanced 1:
- Literacy in the field of the eighth and re sharp.
- 2, 3 and 4 beat binary measures. Rhythm cells of eighth note at setback, black dotted and eighth note, five-note.
- Reading in the key of F.
- Tone and halftone concepts, melodic interval, closing and suspensive phrases, tonic and dominant
Level 5 Advanced 2:
- Literacy at the dominant level (low sun - high sun).
- Composed bars, rhythmic combinations with eighth and sixteenth notes, major and minor modes, harmonic intervals.
- Shades of sun and F major, D and E minor.
- Tonal functions. Chords


When I talk about functional academic skills, money is always one of the first things that comes to my mind. It is a huge skill, and it encompasses so many parts of our life. It also entails so many smaller skills, yet can also encompass so many bigger, more nuanced skills (hello, investing or paying off a loan). Yes, of course you want to be teaching counting money and making change, but there are other basic skills we want to be working on to make money functional. These are three skills I love to teach my life skills students when teaching money math skills.
The dollar up (or dollar more) method can be really handy. The reality is that, when we pay with money, we are not going to be counting out money to the exact cent amount. Most likely, like we do, they will be trying to pay quickly as other are waiting to pay for their items. Knowing how to round to the next dollar amount can help us immensely to pay a cashier promptly. The reality with some of our students is that counting mixed coins can be really challenging and fluency may be difficult to master. Using dollar more helps us to pay quickly.
Comparing Money Amounts
Comparing quantities is a basic math skill. If your students have mastered comparing 3 or 4 digit numbers, it might be time to teach them how to compare money amounts. Identifying if an item costs more or less compared to another item can help with higher critical thinking skills. It is a precursor to knowing how to budget, how to get the best deal, and understanding if an item is worth purchasing.
Identifying if you have enough money
This is one of those things that can really get an individual in to a sticky situation if they donât have the right skill! The reality is that you need to have enough money when paying for an item, or you simply canât buy it! This again falls in to the area of critical thinking skills and budgeting. If your life skills students have mastered comparing money, this is also a crucial skill to teach.
Functional Money Math Resources
If you feel like your life skills students are ready to learn these foundational skills, I have had a lot of success with my functional money math bundle. Each set comes with interactive books, task cards, and worksheets to practice these skills. The bundles also come in individual sets. Each set works on a different skill, including dollar up, which costs more?, which costs less?, and identifying if you have enough money. Get it here!
Free Resources to Teach Functional Money Skills
I also have these free functional money math posters in The Resource Vault to support learning these skills! Sign up below and be added to the Life is a Classroom mailing list. Youâll receive access to these anchor charts and more functional academic resources like these anchor charts.


Oral motor skills play a vital role in our ability to communicate effectively. From speech production to eating and drinking, these skills encompass a range of movements involving the muscles of the face, lips, tongue, and jaw. In this article, we will explore the significance of oral motor skills and discuss strategies and activities to promote their development.
I. Understanding Oral Motor Skills
A. Definition and Components: An overview of what oral motor skills entail, including the muscles involved and their functions.
B. Importance: Highlighting the critical role oral motor skills play in speech, eating, and drinking.
II. Signs of Oral Motor Skill Challenges
A. Speech Difficulties: Discussing common speech issues related to oral motor skill challenges, such as articulation errors, stuttering, or lisping.
B. Eating and Drinking Challenges: Examining problems with swallowing, chewing, or manipulating food and utensils.
III. Promoting Oral Motor Skill Development
A. Early Intervention: Emphasizing the importance of identifying and addressing oral motor skill challenges in early childhood.
B. Speech Therapy: Exploring the role of speech therapy in targeting and improving oral motor skills.
C. Occupational Therapy: Discussing how occupational therapy can address oral motor challenges in the context of eating and drinking.
IV. Oral Motor Skill Activities
A. Tongue Exercises: Presenting exercises that strengthen and coordinate tongue movements, such as tongue push-ups or lateral tongue movements.
B. Lip Exercises: Describing activities that enhance lip strength and control, including blowing bubbles or playing wind instruments.
C. Jaw Exercises: Suggesting exercises like chewing gum or biting on chewy toys to improve jaw stability and movement.
D. Tongue-Jaw Coordination: Providing activities that focus on coordinating tongue and jaw movements, such as tongue-jaw sliding or tongue-jaw dissociation exercises.
V. Tips for Parents and Educators
A. Environmental Modifications: Offering suggestions for creating a conducive environment that supports oral motor skill development, such as providing varied textures of food or using straws for drinking.
B. Modeling and Reinforcement: Discussing the importance of modeling correct oral motor movements and providing positive reinforcement for progress.
C. Consistency and Practice: Encouraging regular practice and repetition of oral motor exercises and activities to improve muscle strength and coordination.
VI. Seeking Professional Help
A. Identifying the Need: Highlighting the red flags that indicate the need for professional intervention.
B. Collaboration with Specialists: Emphasizing the benefits of working with speech-language pathologists, occupational therapists, or other professionals specializing in oral motor skills.
Oral motor skills are essential for effective communication and everyday functions such as eating and drinking. By understanding the significance of these skills and implementing targeted activities and strategies, individuals can enhance their oral motor abilities. Whether itâs through early intervention, therapy, or at-home practice, developing oral motor skills can open doors to improved communication and overall well-being.


Art Therapy vs Art Education
What is art therapy?
Art therapy is an integrative mental health and human services profession that uses art and the process of making art (mixed with psychology) to help improve well-being. The practice has been around since the 1940âs in hospitals in the UK when the doctors found that drawing was a great creative outlet for the tuberculosis patients. In addition, doctors in mental hospitals observed the connection between art expression and the release of emotions.
Art therapy was being practiced In the United States around the same time and the American Art Therapy Association was founded in 1969. There has been a lot of research on how art therapy is effective for treating trauma, grief, and anxiety. Specifically, art therapy helps to:
- Improve cognitive functions like focus, memory, and decision making
- Fosters Self esteem and self awareness - sometimes we have so many thoughts going on in our head that if we put it down on paper (whether in writing or drawing) we can look at it from a different perspective.
- Reduce stress and anxiety - which helps in all areas.
- And improve emotional resilience - having a little more control over our emotions rather than allowing our emotions to take over.
How does art therapy differ from art education?
There are a lot of overlaps with art therapy and art education, but there are some distinct and important differences:
- Art teacher helps you develop skills in different types of art media - while an art therapist will be able to help you with some techniques, this is not the main focus
- An art therapist is trained in psychology - the understanding of human psychology and human development allows the art therapist to help you process your art and the emotions that come up.
- An art teacher helps students understand the elements of art like composition and balance
- An art therapist doesnât focus on formal art elements, but uses art to help process personal concerns.
- In an art class, students might be expected to display their art and get a grade
- In art therapy, there is no right or wrong way to make your art. It is your expression and you donât need to display it or share it outside of the art therapy session.
Make art for yourself because it is calming - make any kind of art that feels good to you. Try not to judge or analyze your art - make a little bit of art everyday like itâs a meditation and see how you feel in a month.
The C.A.R.E. Program team would love to connect with you!


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to subtract numbers to 100.
It is important to be able to subtract numbers to 100, so you can determine how many you have left.
Ask students to use the number line shown on the interactive whiteboard to solve the given subtraction problems. You can ask them to explain their thinking as they solve the problem.
Discuss with students the importance of subtracting numbers to 100. The learning goal will be presented in three ways, visually, abstract, and in story form. You can select the method via the blue menu on the bottom right of the page and select the method that best fits your classroom needs.
The visual method starts by counting the number of objects on the interactive whiteboard that represent each number in the subtraction problem. Explain that you will take the second number away from the first. Show that you start by taking the tens away from 76. Take 60 away. You now have 16. Next take away 3 more. Your difference is 13. You can solve the next problem together with the class. Check that students are able to solve the math problem. In the abstract, show students that they can subtract using jumps on a number line. Show that you first take away the tens, and then the ones. Explain the two other ways of subtracting the same math problem without using the number line. Emphasize that students may select which method to use when subtracting, it is all about what works best for them. Solve a few more abstract subtraction problems individually or in pairs. Finally refresh the steps of solving a story problem with the students. First they must determine what kind of math problem it is, determine which numbers are important, say or write the math problem, and then solve the math problem. Do a story problem together and then have students solve a story problem individually or in pairs.
Check that students are able to subtract numbers to 100 by asking the following questions:
- Why is it useful to be able to subtract numbers to 100?
- What are different ways to subtract numbers to 100?
Students are first given subtraction problems with visual support, then abstract, and finally are given story problems to solve.
Check that students have understood the instruction by asking them to explain their strategy in a subtraction problem with numbers to 100. Repeat that students can choose the method that works best for them. In the final exercise, students must solve the given subtraction problems to see if the given answers are correct. Erase the grey circles to see if the given answers are correct or incorrect. When that is complete, ask students to drag the answers to their correct places.
Students who have difficulty subtracting numbers to 100 can first practice with subtracting to 50. Use manipulatives (like blocks, MAB material, erasers, etc) to help make the numbers tangible. Practice crossing tens with these groups to make students more comfortable.
Optional: Blocks, MAB material, erasers, or other manipulatives
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.


Here at Kaleidoscope, we were inspired to hold weekly Fine Motor Fridays, in which families can come by with their children to learn about and engage in activities that promote fine motor skills. Why are we focusing so much on fine motor development? We're glad you asked!
What Are âFine Motor Skills?â
To begin, motor skills are, â[The] underlying internal processes responsible for moving the body or parts of the body in space.â We tend to differentiate between âfine motorâ and âgross motorâ skills.
Fine motor = small muscle movements, often with the hand, fingers, and wrist
Real-life examples: writing with a pencil, cutting with scissors, typing on a keyboard, tying a shoe
Gross motor = large muscle movements, often with our torso and limbs
Real-life examples: running, jumping, riding a bike
Cultivating both fine and gross motor skills proves essential to healthy development. In this article, we will focus on the former.
Why Are Fine Motor Skills So Important, Anyway?
In a study titled âFine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators,â the authors examined both traditional kindergarten readiness indicators such as early math and reading knowledge as well as less-commonly considered metrics, including fine and gross motor skills. They discovered that âfine motor skills are an additional strong predictor of later achievement,â whereas gross motor skills were not. In simpler terms, children who had strong fine motor skills entering kindergarten performed well academically later in elementary school.
They noted that the connection is unsurprising given how fine motor skills are embedded in many academic tasks, including writing, typing, and reading. However, the link between movement and learning proves more foundational.
The authors relay that multidisciplinary research âsuggests that motor and cognitive development are inextricably linked. Literature suggests that the linkage occurs primarily for two reasons: (a) many types of cognitive activities utilize specialized control and modulation functions located in the cerebellum and basal ganglia that develop during motor acquisition, and (b) some of the neural infrastructure linking the prefrontal and motor areas built to adaptively control the learning process during motor development is also used to control learning in cognitive development.â Essentially, due to the architecture of our brain, early fine motor practice creates strong neural connections that can later assist with cognitive tasks.
We want children to learn and succeed, and this impulse leads to extra study hours, practice tests, and problem sets. However, the authors conclude that we should trade pencils and worksheets for materials that will give children that strong base. They conclude, âOur results suggest that the focus of interventions should shift from a primary emphasis on changing the direct math and reading instructional environment to interventions that build better foundational skills of attention and fine motor skills and a better understanding of the world outside schools...Paradoxically, higher long-term achievement in math and reading may require reduced direct emphasis on math and reading and more time and stronger curricula outside math and reading.â I will allow that last sentence to speak for itself.
How Can Families Promote Fine Motor Skills at Home?
Great news: fine motor activities can be low- or no-cost, and many are embedded in the daily life of the home, which I detail below. In addition, every Friday between 8:30 a.m. and 12:00 p.m., our staff will demonstrate an easy, inexpensive, FUN way to exercise fine motor muscles. Fine Motor Fridays are free and open to the public. Kaleidoscope also has a plethora of toys and activities in its library that refine fine motor skills. If you are interested in becoming a member in order to access our toy library, you can learn more here.
Preparing food (chopping, peeling, spooning, stirring)
Cleaning (spraying, scrubbing, wiping)
Brushing teeth and hair
Manipulating clay/Play Doh/putty
Cutting with scissors
Building with Legos, Duplos, blocks, or train tracks
Water play- squeezing sponges or basters, pouring
This blog is adapted and reposted with permission from Monarch Montessori School.
Source: Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How Are Motor Skills Linked to Childrenâs School Performance and Academic Achievement? Child Development Perspectives, 10(2), 93â98.


Knowing that providing a child or family with books can instill a lifelong love of reading and learning, many Lodges use CIP grants to support education and pursue projects that encourage literacy development. But, some Lodges are engineering STEM education for fun!
Establishing an interest in science can inspire a child to become an astronaut, a math teacher, or simply a person who looks at the world with wonder. However, some school districts do not have the funding to show students the opportunity, and the fun, in these subjects.
But Elks are stepping up to fill that gap.
This summer, Rensselaer, N.Y., Lodge No. 2073 used a Beacon Grant to organize a series of events that educated children on scientific topics in accessible and entertaining ways. This project was held at the local library and was dubbed the Summer Science Series.
âScience is such an important part of our lives,â says Grants Coordinator Greg Collins. âIt involves true independent thinking and an open mind. It requires interpreting data. And perhaps most importantly, there is an element of wonder and creativity. It inspires the scientist to dream a bit.â
From June to August, the Rensselaer Elks helped host events with educators and kids eager to learn at the East Greenbush Community Library. An egg incubation project taught about the life cycle of birds; a meteorology study showed the science behind tornadoes and thunderstorms; the Wildlife Institute of Eastern New York brought live birds of prey to demonstrate their features and behaviors. These lessons, among many others, demonstrated to the kids that science can be found all around us and kept their minds fresh during the summer months.
âIt is wonderful to see the childrenâs excitement about the programs that we helped bring to life,â Greg Collins says. âIt has been extremely rewarding so far, and we have more planned for the future.â
Further down the east coast, Metuchen, N.J., Lodge No. 1914 is pursuing a science-focused project that will take place during the school year.
The Lodge has used CIP grants to sponsor robotics teams at a local middle school. Last year, three teams were formedâthis year, theyâll be joined by three new teams.
Teams compete as part of a worldwide organization known as the First Lego League. In this League, teams use Legos to build robots that compete to complete the most tasks in a certain timeframe. Afterward, the students discuss features of their robot with a group of judges. Not only are the participants learning technical aspects of engineering, but they must understand the concepts enough to discuss them with experts.
âThe hope for the teams is that they have fun, and that they associate technology with fun,â says Grants Coordinator Jerred Cook. âAnd I think they have.â
Students learn their tasks and begin forming teams in August, which means that Elks have jumped to action as well. While the Lodge also supports the schoolâs baseball and basketball teams, Cook acknowledged that the FLL takes a different kind of dedication.
âOne lesson weâve learned is how involved you have to be,â says Cook. âRobotics takes more work [than other teams] because of the research needed, and because the kids and schools are not naturally equipped. The goal is that the kids do everything themselves, but they need support when things get stuck.â
This school year will be the second season of the program, and coaches and participants have plenty of success to build on. In 2021, one team, the Electric Mushrooms, was close to advancing to the world championships.
Working with kids on STEM grant projects also leads to more visibility for the Lodge in the community. Attracting children with eye-catching experiments also draws their parents to the works of the Lodge.
âBy getting involved in new, dynamic programs with a focus on youth activities, we are telling our story to young families about the great work Elks do every single day,â Collins says. âWe are building awareness at a grassroots level.â
With the dual benefit of enriching a childâs education and making the Lodge more visible in the community, science-focused projects are a great option for CIP grants. So, get in the lab, do some research, and you will be sure to come away with a winning grant project idea.
Lodge grant applications are open through January 17, 2023. For more information on our available grants and their guidelines, check out our Grant Toolkits. If you have any questions about grant projects, the CIP can be reached at 773/755-4730 or email@example.com.


Bilingual literacy practices within the power hegemony of English-only classrooms are increasingly being challenged in this century. However, a dearth of research remains on Indonesian children navigating their language and literacy learning in transnational contexts. This article examines evidence of an Indonesian Ã¢â¬â U.S. transnational third-grader honing her literacy skills in the new social and schooling system. Using a case method with interviews and observations, the focal participantÃ¢â¬â¢s reading and writing abilities were documented. Findings show that the focal participant had demonstrated emergent awareness and knowledge of the English language as she engaged in print-based activities and conversations about prints. Through translanguaging, the focal participant was able to tap into a variety of linguistic and communicative resources to make sense of texts. Implications from this study highlight meaningful learning experiences for transnational studentsÃ¢â¬â¢ literacy development and how literacy learning in such contexts can be reconceptualized.
The full article can be read here: https://ideas.repec.org/a/jfr/wjel11/v12y2022i4p75.html


Music has been around us humans for a long time and it will be for the rest of the time. Good music helps us get through tough times and it can help us a lot in becoming more creative.
When it comes to kids, development is really important and one of the best ways to help them develop faster is by playing good music.
In this blog, we are going to help and prove that by listing down 5 proven benefits of playing good music around your children.
4 Benefits Of Play Good Music Around Your Children
- Good Mood
One of the best reasons why you need to play good music around your children is that it can help them get in a better mood. Kids are just like us adults, they get calm when good music is on. It also helps parents bond with their children and sings together. Once the kid is calm, they can focus on the better things in life and can become more creative. It also helps them develop some interest in music and how it is made.
- Music Is Fun
Music is fun and it will always stay that way. Once children learn how to sing, play a simple instrument, and do other musical things, you can make a lot of things happen. Encouraging your children is also a good thing to do, it can help them feel motivated and happy because you are encouraging them to do better in something that they love.
- Better Memory
Remember, memorizing lyrics can be a game and it can help your kids develop a better and sharper brain. This is just one of the many benefits of music in child development. The more they memorize and try to play instruments, the better they can become. Music requires a lot of sharp memory, hence making it a good exercise for the brain.
- Boosts Self Confidence
One of the other benefits of music education is better self-confidence. Once your children develop good musical chords and master a certain instrument, they can become more confident. They can start to talk about their love for music with other people and it can help them inspire more people. Music is more than just for fun, it can help people get through tough times and it can help you feel better about yourself.


In Electrical Engineering we go deep into the basics of electricity and its history and what it takes to learn to understand how it is incorporated into electrical engineering and how you can become an electrical engineer yourself. Lyskills provide Electrical boot camp batch 2 training courses in Lahore. Through various engaging activities, we will perform to better understand how to be an electrical engineer. From running electrical circuit simulations to building our own circuits, we'll also do complex math circuit problems with simulations. In engineering, we are always looking at how physics affects our day. From applying Newton's laws of motion to using the various forces around us to your advantage.
During this program we will delve into different physics topics and take what we learn and apply it through the different experiments we will be doing. Some experiments include but are not limited to, wooden bridges and bottle rockets. Electrical Technology - Basic Laws and Single-Phase AC Circuits is a free online course that provides a guide to the basic laws that govern the behavior of electrically powered circuits. This includes pharos relationships in single-phase series and parallels AC circuits.
Learn about the classifications of three-phase systems and the various methods of improving the power factor. Start your educational journey into the world of electrical technology today. The Electronics Manufacturing Boot Camp is a comprehensive program designed to educate participants on the many different processes and materials used in through-hole and surface mount technologies. This is an intensive program that provides students with the opportunity to learn and understand the processes, tools, and materials used to properly manufacture electronic assemblies.
In addition, it is taught by a team of experienced and knowledgeable engineers and technicians who have worked in various fields related to electronics manufacturing. The course is designed to teach students through classroom lectures combined with laboratory exercises. The aim is to provide students with 40% classroom lectures accompanied by 60% practical exercises. Labs allow students to immediately apply knowledge gained during lectures. A 10,000-square-foot demonstration factory used during labs gives students access to a wide variety of state-of-the-art manufacturing and processing equipment.
Electrical Distribution Technology (EDT)
The Electrical Distribution Technology (EDT) program is a joint partnership between the Community College of Allegheny County (CCAC) and the Duquesne Light Company (DLC). It provides training in the essential skills, knowledge, and abilities that applicants would need to apply for skilled trade positions in the electrical industry. The programmerâs design, including pre-qualification testing and course content, aims not only to produce candidates who have the skills to safely and confidently perform the manual tasks associated with electrical work but also to build the foundational skills that will enable them to progress further in their careers.
The EDT program consists of a fast-paced and challenging curriculum that includes the practical application of safety concepts and established work practices in the overhead, underground, and substation maintenance trades with undergraduate academic courses in computers, mathematics, and electrical theory. This is a full-time program where students will attend classes Monday through Friday, both during the day and in the evening. After completing a 1-year course with 32 credits, you will receive a Certificate in Distribution Electrical Engineering.


Children and Nature
Why Children Need to Connect with Nature
The concept for the Learning Outside initiative evolved from recognition that todayâs children often do not have the opportunities to connect with nature that have previously been considered an integral part of childhood. Catalyzed by the publication of Richard Louvâs book, Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder (2005), there has been increasing awareness globally of the importance of a strong connection to nature to the physical, mental, emotional and spiritual well-being of our children and youth.
Louv coined the term ânature-deficit disorderâ to describe âthe human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses.â (Louv, 2008, p. 36). Research on the effects of ânature-deficit disorderâ and the benefits of time spent in nature can be found in the links below.
The reasons why our children have fewer opportunities to connect with nature are complex and multifold. They include increasingly structured lives for both adults and children, less willingness to let our children âroam freeâ and fewer places for them to do so, fear, and an increasingly risk-averse society, along with the pull of electronics, video games, and the mall. As a society, we have distanced ourselves from nature and fewer people turn to nature as a source of well-being, relaxation, inspiration, learning, and physical activity. This, in turn, makes it more difficult to pass on the ânature connectionâ to our kids. Of course, this is not true of everyone and there are many great initiatives aiming to reverse this trend. Globally, there is a great upwell of interest and action in getting children and youth outdoors, exploring the natural world.
Since most New Brunswick children spend many hours at school, our approach is to encourage the school community to take education outdoors, beyond the classroom walls, to use nature as a teaching tool while providing all the additional benefits of being outside (physical exercise, multi-sensory experience, enhanced emotional and social development, mental health and resilience). We support teachers in teaching existing curriculum outdoors by developing and delivering curriculum-linked activities that incorporate learning about nature. Many of our educational materials and activity guidelines are available in our âFor Educatorsâ section. We also provide advice and inspiration on developing and enhancing outdoor learning spaces (see âGreening School Grounds). Please feel free to contact us to see how we can help you get children outside!
The Importance of Outdoor Play for Children
Children need to play outdoors. They need the physical exercise, the fresh air, but so much more. They need to experience the world with all of their senses. They need to test their abilities in order to gain confidence. They need to engage their imaginations and creativity. And they need to develop a sense of belonging, of having a place in this world. One needs only to watch children chasing each other through a field, rosy cheeks and hair flying; or to see a child totally captivated watching a snail move slowly along a path, leaving its glistening trail, or watching a butterfly drink nectar from a flower; or to see the contented sleepy smiles after a good time walking, swimming, skiing or skating. The benefits of time in nature are easy to seeâ¦ But if thatâs not enough, there is ample research showing the benefits to children of outdoor play and time in nature:
- Carson, Rachel. 1965. The Sense of Wonder. Harper & Row, New York. 96 p.
- Literature reviews and overview documents
- Let the Children Play: Natureâs Answer to Early Learning. 2006. Early Childhood Learning Knowledge Centre, Canadian Council on Learning.
- Louv, Richard. 2005, updated 2008. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books of Chapel Hill. 391 p.
- Natural Learning Initiative, North Carolina State University Publications
- Health Benefits To Children From Contact With The Outdoors & Nature, Child and Nature Network.
- Nature Play and Learning, a partnership between the Natural Learning Initiative and the National Wildlife Federation. The Guidelines (below) and other resources are available on the website.
- National Guidelines: Nature Play and Learning Places (192 pages)
- National Guidelines: Nature Play and Learning Places â Executive Summary (4 pages)


Education of the Deaf and Hard of Hearing/ Elementary Education, Flagler College
Ed.M., Language and Literacy with Reading Specialist licensure, Harvard Graduate School of Education
Ed.D., Human Development and Education, Harvard Graduate School of Education
Language and literacy education
Bilingualism in deaf education
Academic English development among secondary school students
Jessica Scott is an associate professor in deaf education in the Department of Learning Sciences. She earned her undergraduate degree in deaf education from Flagler College, and both her Ed.M. in language and literacy with reading specialist licensure and Ed.D. in human development and education at Harvard Graduate School of Education.
Scott began her career in deaf education as a high school English teacher at the Alaska School for the Deaf. While earning her masterâs degree, she also worked as a reading specialist at The Learning Center for the Deaf in Massachusetts.
Her dissertation won Harvard Universityâs Jeanne S. Chall student research award. In it, she focused on the influence of American Sign Language and academic English proficiency on reading comprehension among deaf and hard of hearing middle and high school students.
As an assistant professor in deaf education, Scott is interested in further exploring the role that American Sign Language plays in the reading of deaf and hard of hearing students, as well as literacy instruction for deaf students. She is also interested in the needs of deaf and hard of hearing students in developing countries.
She is currently serving as chairperson for the Deaf/Hard of Hearing Special Interest Group of the International Literacy Association.
Video phone number: 404-567-5109
Scott, J.A., & Dostal, H. (2019). Language development and deaf children. Education Sciences.
Scott, J.A., & Hansen, S.G. (2019). Comprehending science writing: The promise of dialogic reading for supporting upper-elementary deaf students. Communication Disorders Quarterly.
Scott, J.A., & Kasun, G.S. (2019). âItâs not enough to move your hands beautifullyâ: Teaching and learning at a school for deaf students in Mexico. International Journal of Bilingual Education and Bilingualism.
Scott, J.A., & Hoffmeister, R.H. (2018). Superordinate precision: An examination of academic writing among bilingual deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 23(2), 173-182. DOI: 10.1093/deafed/enx052
Scott, J.A., & Hoffmeister, R. (2017). Factors predicting the reading comprehension of bilingual deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education,22(1), 59-71.


The K 12 program in the Philippines was introduced in 2013. It was in 2013 when RA 10533 became a law. This law is known as the âEnhanced Basic Education Act of 2013â.
It was popularly called K to 12 because the act, (RA 10533), enhanced the Philippine Basic Education System by strengthening its curriculum and increasing the number of years for basic education.
Basic education in the Philippines before K to 12 consists of 6 years of elementary education and 4 years of high school education.
The enhanced basic education act of 2013 or K to 12 as it is commonly known now, provides for a mandatory
- 1 year of Kindergarten,
- 6 years of elementary,
- 4 years of junior high school, and
- 2 years of senior high school.
The K 12 program applies to both public educational institutions and private educational institutions.
The enhanced basic education act of 2013 or RA 10533 did not only lengthened the number of years of basic education but also provided that basic education may not only be delivered via regular schools but may likewise be delivered through the alternative learning system.
Acceleration of students or learners in public and private basic educational institutions is still allowed in accordance with the Department ofEducation rules and regulations.
The very goal of the K 12 Program is to produce 21st-century graduates equipped with the core values and lifelong competencies they need to contribute to societal development and nation-building.
The two additional years of Senior High School (SHS) will provide graduates with four exits and life options, namely, employment, entrepreneurship, higher education, and middle-level skills development.
What is the legal basis of the K-12 curriculum?
The Philosophical and legal basis of the K-12 curriculum are the following:
- The 1987 Philippine Constitution
- B.P. 232, Education Act of 1982
- The 4 Pillars of Education (UNESCO)
- The Vision-Mission Statement of the Department of Education
- The EDCOM Report of 1991
- Basic Education Sector Reform Agenda (BESRA)
- R.A. No.9155, Philippine Governance Act
The recent news that the K to 12 programs were abolished by the government was not true.
The K to 12 program was created by law and only a law will abolish or repel it. It cannot be abolished or repelled by the President or anybody for that matter.
Remember that the duty or mandate of the President of the Philippines is to enforce the law.
Only the Congress of the Philippines, consisting of the Senate and the House of Representatives, has the power to abolished or repel a law such as the âEnhanced Basic Education Act of 2013â, popularly known as K to 12.
You may want to read:


As many schools begin to realize the need to integrate more STEM/STEAM into the curriculum, those of us in elementary education who may feel a bit inadequate when it comes to lofty fields like engineering sometimes have a hard time incorporating it into our lessons. Novel Engineering is a project that aims to show how engineering and language arts donât have to be in separate time slots on your daily schedule.
From what I can tell the Novel Engineering project is open only to a few schools at the moment. However, you can see what itâs all about in the video synapsis on the home page. Basically, certain books seem to pose engineering challenges which are just waiting for a skilled design thinker to solve. You can see several examples of novels that could be used here. For example, Tuck Everlasting offers two potential engineering problems â how to hide the water that gives eternal life, and how to help Mae Tuck escape jail before the town discovers that she is immortal.
Even though it would be nice to have access to additional program materials and examples, I think that teachers can certainly get many ideas from the novels and their corresponding engineering challenges that are shared on the site.


Culturally-referenced stories as a bridge to early literacy development: Collaboratively designing and implementing an oral storytelling program for young Indigenous learners
Dr. Meadow Schroeder & Dr. Anne McKeoughHSS - Room 19
Storytelling serves as a gateway to literacy and predicts later literacy competence for all children. As well, storytelling has been, and continues to be, a key component of Indigenous ways of knowing and teaching. In this presentation you will hear about an instruction program, Story Crafting, that was designed in collaboration with a First Nation community. The program successfully improved the complexity of young Indigenous learnersâ stories (i.e., grades K, 1, and 2), as well as significantly increased references they made to their own culture. In this workshop, you will learn about the components of the program and how you can use some of the principles of teaching storytelling in your own practice.
Anne McKeough, Professor Emerita, Faculty of Education, University of Calgary Dr. McKeough has taught, researched, and published in the areas of developmental and educational psychology. Her work, which has been funded by provincial and federal granting agencies, has focused on documenting childrenâs and youthâs cognitive growth to inform the design and delivery of educational programming. This research program has contributed to an understanding of the role of storytelling in early literacy development, when factors such as learnersâ processing capacity, multimodal conceptual bridging, and cultural forms of narrative thought are integrated within the teaching process.
Meadow Schroeder, Associate Professor, Werklund School of Education, University of Calgary. Dr. Schroeder teaches, researches, and supervises in the area of school and applied child psychology, and works with children, youth, and adults in clinical practice. Her research interests include issues and challenges of learning disability identification and special education programming, as well as the transition to post-secondary for students with disabilities. She has supported student training her former roles as Director of Practicum, Academic Coordinator of MEd school psychology and counselling programs, and Academic Coordinator for a First Nations-only cohort of the MEd in School and Applied Child Psychology.


"Music, at its essence, is what gives us memories. And the longer a song has existed in our lives, the more memories we have of it."
Music is at the heart of many Christian education settings across the country. Here at Churchfield, we endeavour to give all children the opportunity to flourish into young people who can appreciate and play music.
Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. National Curriculum Music (2014)
The publication of the Model Music Curriculum (MMC) guidance is a positive step in raising the profile of music education in this country. Charanga is totally aligned to the National Curriculum for Music. When using the Charanga Scheme and its progressive week-by-week lessons, we are guaranteed to be meeting all the statutory requirements of it in full â both now and in the future.
SEND and Music
The Charanga scheme provides a range of resources to aid SEND pupils in their leaning and makes link with computing in its use of IPads. During lockdown we also used signed songs. Students learn about turn-taking, anticipation, working with others, respect and appreciation of others, making choices and building self-esteem.


3-Week Plan for a Stress Free School Year (Expanded from FOX29 Interview on 8/2/21)
Whether your child has never attended school or is a 12th grader, we recommend developing these 3 foundational skills to increase academic, physical and emotional success for the new school year: sleeping, eating, and organizing. To simplify these goals, it would help for you and your child to work on one set of skills for each of the 3 weeks leading up to the start of school. Using a developmental, lifestyle-based approach, each set of skills from the first week will carry over to the next and so on. Think of these three weeks as a dress rehearsal for the school weeks ahead. To make it as realistic as possible, it is advisable to get your childâs daily schedule from their school ahead of time and come up with a plan of action to adapt that adapts to their new school schedule.
Here are some guidelines for what working on each set of skills would entail each week:
Week 1: Sleeping - Establish consistent sleep and wake schedules
Helpful guidelines: School aged children need 9-12 hrs, teens need 8-10 hrs.
Evening: Turn off electronics 1 hr before bedtime, take a bath, read a story, and then go to bed.
Morning: Get up and get going.
Week 2: Eating/Nutrition
Child needs to be properly nourished to learn.
Consistently timed and healthy meals often go out the window during the summer, so itâs important to bring them back for the school year.
Pack lunches / Snacks and eat them at the times your child would at school (Give your child some say in choice of healthy foods).
Week 3: Organizing childâs social life and home environment
To make sure that your child doesnât have any surprises because that could increase stress and anxiety.
Use this final week to prep them for the actual school week.
Be sure they know who will take and pick them up from school, and who their teacher(s) and classmates will be (maybe even host a play date with a new classmate this week).
Let them know how their after school hours will look like, including extracurricular activities and homework time.
Having a visual, clearly posted reminder of their schedule would be advisable.
Additionally, clean and organize the home so that you and your child know where all their supplies, school uniforms, etc. are located. If possible, be sure your child has a dedicated space to do their homework and keep their school bags and books, etc.
Most importantly, depending on how things will look like with the spread of Covid-19 variants and your childâs vaccination status, during this week also rehearse wearing masks, hand sanitizing, and social distancing for school.
Things to Keep in Mind:
Three weeks seem daunting, but think of it as only having 3 consecutive Mondays, 3 Tuesdays, etc. to solidify these skills.
Start on Sunday night, monitor progress throughout each day, and change up plans according to you and childâs needs / efforts / performance.
Donât need to be perfect, aim for progress each week. When progress is made, praise the heck out of your child. You may even collaboratively decide on a prize, such as more play time or a special dessert.
If you get at least one set of skills down, you and your will be in good shape.
All the best on a wonderful new school year!


Junior Kindergarten is a magical âbridgeâ for young five-year-olds who have already completed PreK and are going to Kindergarten the following year. This gift of time is not to replace Kindergarten, but to hone in on mastering the skills learned in PreK and to allow for social and emotional growth. This program is offered full-time: Monday through Friday for the hours of 9:00am-2:00pm; all students will bring a lunch from home, which needs to adhere to the nut-free policy.
These students have already completed PreK and the skills for Kindergarten readiness have already been introduced. In this class, students dive deeper into mastering these foundational skills and abilities which will add to their success. Socially and emotionally, teachers will encourage resilience and problem-solving among peers; at recess they often play competitive sports and games, encouraging good sportsmanship and cooperation. Language skills focus on literacy, as children are now mastering phonological concepts, decoding strategies, close reading and imaginative writing. Through writerâs workshop, they practice expressing their ideas on paper and encouraged to write on their own without pressure to spell words correctly; this method has been found to improve confidence and awareness of environmental print. The groundwork for mathematical understanding has been laid; reasoning and logic progress, quantity concepts lead to addition and subtraction, and real-life skills such as measurement of time and money are introduced. After this enchanting year, these children who would have been the youngest in their class and will now be the oldest, have gained confidence, time and maturity that will prove priceless throughout their educational careers!


'Early Mother Tongue Literacy for Sustainable Development in Sub-Saharan Africa'
Knowledge Exchange Fellow
Professor (emeritus) Suzanne Romaine
South African Insitute for Distance Education
This project will develop a mutually beneficial partnership with NGO Saide (South African Institute for Distance Education) to contribute research expertise to the African Storybook Project (ASP), to provide stories in local (and other) languages to assist children to read initially in their own languages and develop multilingual literacy. Almost half of primary school-aged children in sub-Saharan Africa reach adolescence without achieving basic literacy and numeracy skills. Because children can more easily learn to read in a language they know, mother tongue literacy represents the best foundation for acquiring proficiency levels needed for understanding school materials, and learning additional languages to access wider opportunities and participate in life beyond their communities. Literacy in local languages is key to sustainable development because literacy is a core component of the right to education and an indispensable prerequisite to lifelong learning. ASP will rely on open access and innovative digital publishing models to promote use of stories and encourage development of new reading practices in classrooms and communities beginning in 2014 with 3 pilot countries - Kenya, Uganda and South Africa.


Choose one of the following topics.
â¢ Narrate an experience you had with a writing or reading task that you found (or still find) difficult or challenging. Explain the significance of this experience.
â¢ Describe a critical moment or event in your literacy development. Explain the importance of this event.
â¢ Narrate a time when your literacy skills have helped you achieve a personal goal or accomplishment. Explain the significance of this accomplishment.
â¢ Describe a time when you have used reading or writing to learn in an environment other than the classroom. Explain the importance of this event.
A narrative (suggested 750â1,000 length). Do the following:
1. Respond to one of the given topics.
2. A practical introduction.
3. Appropriate thesis statement.
4. Use narration and description to provide detailed information about the topic.
5. Explain the significance of the narrative details.
6. Provide an effective conclusion.


Case Study: Environments of Successâ¢ (EOS) Shows Promising Results in Schools
A virtual K-12 Wisconsin charter school implemented a new curriculum, Environments of Successâ¢ (EOS) which focuses on student behaviors and mindsets as the foundation in attaining their goals and achieving success. Initial results indicate that the implementation of this curriculum in the 2019-2020 school year resulted in an increase in student achievement compared to before they participated in the curriculum.
We all live and interact in different environments. This includes our work/career environment, our social environment, our home environment, and our personal environment.
For students, their work/career environment is school. Thatâs their âjobâ at this point in their lives.
As the director of eSucceed Virtual School, an online charter school serving grades K-12, I implemented my EOS system as a curriculum for students in grades 9-12 throughout the 2019/2020 school year. The data was collected over a one-year time period with one group of students. This case study serves as a summary of EOS and how EOS influenced student results at eSucceed Virtual School in one year's time.
What Does Environments of Success Look Like in a School Setting?
Environments of Success (EOS) is a research-based curriculum that focuses on the foundational skills that students need in order to be successful. These foundational skills are transferable between all the environments in which they live and interact.
The EOS curriculum focuses on the mindsets and behaviors that will ensure success. This includes the concept of âE + R = Oâ
In other wordsâ¦ Event + response = Outcome
Students are taught that to get the outcome they want, they control the âRâ in the equation.
Hereâs an example:
The âEventâ is a school project that is due in one weekâs time. The student wants the âOutcomeâ of getting it completed on-time. Therefore, their âResponseâ is to budget their time, break the project into smaller doable tasks, and complete it on time. However, if their âResponseâ is to put it off and not do it until the night before, they will not get the âOutcomeâ they desire.
In weekly advisory meetings, students learned how to apply the EOS concepts to their day-to-day work. This accountability has led to positive results, which will be discussed below.
Environments of Success Also Teaches Personal Responsibility
Students are also taught to take responsibility for everything that is going on in their lives. This means eliminating habits of blaming, complaining, and making excuses for why something wasnât done or why it wasnât done well.
One activity that is part of the EOS curriculum is identifying the issue, like not getting work done on time, and asking the question: âIf I took 5% more responsibility for getting my work done on time, what could I do?â This helps students reflect on their actions and shows them that even a little effort can help them make progress toward their goals.
Results of Environments of Success at eSucceed Virtual School
As we worked through the EOS curriculum during the advisory sessions, the students started using common language not only in advisory class, but also in interactions with each other. They would challenge each other to consider ways to be more responsible in certain areas. They held themselves and each other accountable.
Evaluation of EOS is ongoing. Principles within the EOS curriculum have been identified in highly successful individuals and organizations and initial findings are seeing the same results in students that went through the EOS curriculum.
At the end of the school year, students participated in end-of-year interviews. Several students stated that their advisory sessions were their favorite parts of their week. They enjoyed learning behaviors and mindsets that would help them be successful in all areas of their lives.
As one student put it: âLearning about EOS was really helpful because I learned being successful is not about other people; itâs about me.â
Michele Andorfer, Ph.D.
Founder, Diamond Innovations
Creator, Environments of Success
Director, eSucceed Virtual School
Contact Michele at email@example.com


#truestory The other day, a friend was telling me about her recent CRT experience when teaching subtraction with re-naming to Grade 6 students and she was left absolutely gobsmacked! These students had never been taught how to trade because an âexpertâ had come in and told the teachers to just teach them one strategy â and not *several* maths strategies!! However, this one strategy just didnât connect with every studentâ¦so there was a classroom full of kids who arrived at Grade 6 missing this foundational maths skill. ð
This is why I am SO PASSIONATE about giving students *multiple* strategies for learning. There is no one perfect way and we need to give our students different opportunities to master the basics. This inspired me to have âGet Your Teach Onâ as my theme for Term 3 and really focus on ensuring that as teachers we are setting up our students with all the foundational skills they need to be lifelong learners.
#1 Maths strategies for days
Maths is SUCH an important topic to teach. As much as sometimes we just want to fly through it and move on to something more fun, we really need to take our time teaching it. Each of our students learn so differently and in such a variety of ways. So we need to offer them as many different tools to help them solve mathematical problems. This will give them a real foundational understanding of maths and set them up for lifelong learning.
There are so many essential mathematical skills and strategies we need to instill into our studentâs skill set to build up their mental computation and problem solving skills. In Number alone we have to cover addition strategies, subtraction strategies, fractions, place value, problem solving strategies, the good old fashioned times tables, measurement, math operations, odd and even numbers, ordinal numbers, friends of 10â¦ the list goes on!!!!
I know that it can be so overwhelming and it is A LOTâ¦ but I promise you, that by using a simple tool like one of my maths posters, you can introduce a new strategy to your students, teach it, practise it and revise it all term long. By the end of the term, youâll be blown away at how much it becomes second nature to them.
The strategies included in the Maths Bundle pack range from basic, hands-on strategies to more advanced mental math strategies to cater for the various abilities in your classroom. So they meet your students where theyâre at and then take them to the next level in Maths â setting them up with a maths foundation for the rest of their school life.
#2 How to introduce the Maths Posters for greatest impact
As much as Iâd love to just stick a Maths poster on a wall and see my students suddenly grasp the conceptâ¦the way we introduce the posters can be key to our studentsâ learning. Some of these concepts can be a little tricky for students to grasp in the Early Years, so I like to introduce each poster one at a time so the students donât get overwhelmed.
As I model and introduce each strategy, the corresponding poster is displayed in our classroom and we refer to it REGULARLY! The poster provides a clear, bright and engaging visual reminder as you teach each strategy and skill. The constant reminder really benefits students as they slowly grasp the concept and they can look up and refer to it whenever they need to. It gives students the resources they need to solve a problem or to encourage them that theyâre using the right strategy and to keep going. Then when the class is ready, introduce the next one!!
#teachertip Print them, trim the edges and back them onto coloured card to make them really POP in your classroom!
Check out my IGTV episode to learn more about how to introduce and use these incredible resources in your classroom, so your feel confident in setting your students your students up for success in maths!
I really encourage you this week to build your confidence in equipping your students with a solid foundation in mathematics. If this is an area youâre really familiar with, join the conversation on instagram and share your tips and tricks with the Miss Jacobsâ Little Learners community.
I would love to hear your thoughts on your favourite maths strategies, so leave a comment below!
Introducing Google Slides, the ultimate classroom companion for every teacher. This powerful tool is your perfect ally to keep your students on task, streamline their day, and ignite their engagement....


You can find more resources in the tabs menu, but below is a short list of some of the top go-to resources for this course.
The Reference Guides contain the standards and objectives for all of the Common Core State Standards, North Carolina Essential Standards, and North Carolina Extended Content Standards. Click on the link below to view the PDF for each grade level.
Click on these links to view support tools for the North Carolina Arts Education : Standard Course of Study
Use the search box below to look for books, videos, journals, and other items held in Randall Library's collections. Note that this search can't be used to find journal articles--for that you'll need to either use a database or go to the library's main search at https://library.uncw.edu/.
While searching for music items in the stacks on the second floor, keep this in mind:
M = the music itself (i.e. scores, printed music, recordings)
ML = books about music history and literature
MT = books about music theory, music education, and instruction and study (including many method books)
Click below to view a list of common call numbers for each category.


Dragons Love Tacos lessons, activities, and ideas galore!
Dragons Love Tacos Lessons: Read Aloud
In the picture book Dragons Love Tacos, we learn about dragonsâ favorite food, tacos. However, if youâre going to feed dragons tacos, you must make certain there are no spicy toppings.
Dragons do not like spicy salsa. This fun story is about a little boy who loves dragons and decides to throw a taco party for them. However, he doesnât realize the mild salsa he got has pieces of jalapeno peppers in it! Did you know that spicy salsa can turn a friendly dragon into a fire-breathing salsa dragon?
We knew we had to include Adam Rubinâs book in our Engaging Readers units!
Here are a few of the comprehension questions and Dragons Love Tacos activities we included in our week-long lesson plans.
Your students are sure to vote this as their favorite book.
Dragons Love Tacos: Making Predictions
One of the first reading comprehension strategies we focus on is predictions. We ask the students to predict what will happen next with this writing prompt:
The boy realizes there were jalapenos in the salsa. What do you think will happen next?
We love that students can make their meaning known through illustrations and words. However, the key skill we want to make sure we include is the student discussion. Students first turn and talk before they pick up a pencil. This daily partner work really helps elevate the discussions and develop oral language. Donât skip it.
Dragons Love Tacos: Cause and Effect
We also ask students to think about the cause and effect of the charactersâ actions.
We start with this pocket chart activity. Students sort the cards according to the details in the text.
Then students complete their own version. These examples are from kindergarten students, but this comprehension strategy is also perfect for first grade students and second grade students.
Here is the digital version of this activity. You can add this version to your Google Slides or Seesaw Account.
Dragons Love Tacos: Making Connections
Here is one of the writing prompts for this book on making connections.
Sometimes readers make connections when they read. The boyâs bedroom tells us a
lot about him. We can tell that he likes to read because he has lots of books on his bookshelf. We can also tell he likes dragons because he has books, pictures, models, and toys of dragons. What would your room tell us about you? Provide specific details.
We love these kindergarten responses.
Dragons Love Tacos Video
With an interactive read aloud, each day, the teacher reads the book or sections of the book to the students. Having the book is essential. However, once a week, it is a nice change to have a recorded version of the book. This provides another example of reading fluency.
Here is a great video version of Dragons Love Tacos.
Dragons Love Tacos â Craft and Sentence Study
Each week we additional engaging activities like a craft and a sentence study.
The sentence study is included in our printable lesson plan version.
Here are some photos of our young readers hard at work.
You can find more of these Dragons Love Tacos activities by clicking:
This book companion also has response pages that are appropriate for 1st grade and 2nd grade!
If you are looking for digital activities for Dragons Love Tacos, you can find that resource in this file.
You can also see a blog post about the digital verion.


Winifred Berge is a passionate crafts lover and a devoted preschool educator. She holds a degree in Art Education and is a firm believer in integrating arts and crafts into her teaching curriculum. Winifred is convinced that art allows children to express their emotions and learn about their environment in a stimulating and enjoyable manner.
Hey there! I'm Sophie, and I'm here to help you discover some amazing activities that can enhance learning for your 2.6-year-old. At this age, children are like sponges, soaking up knowledge and exploring the world around them. So, let's dive right in and explore some fun and engaging activities that will stimulate their young minds!
1. Sensory Play: Sensory play is a fantastic way to engage your little one's senses and promote their cognitive development. Set up a sensory bin filled with materials like rice, beans, or water beads. Let them explore different textures, colors, and shapes using their hands or even their feet! You can also add scoops, cups, and funnels to encourage pouring and transferring, which helps develop their fine motor skills.
2. Arts and Crafts: Get those creative juices flowing with some arts and crafts activities! Encourage your child to express themselves through painting, drawing, or even simple collage projects. Provide them with child-safe materials like washable paints, crayons, and safety scissors. Let their imagination run wild as they create their own masterpieces. This not only enhances their fine motor skills but also fosters self-expression and creativity.
3. Story Time: Reading is a wonderful way to introduce your child to the world of language and imagination. Choose age-appropriate books with colorful illustrations and engaging stories. Read aloud to your child, using different voices and expressions to make it more exciting. Encourage them to ask questions, point to pictures, and even retell the story in their own words. This helps develop their vocabulary, comprehension skills, and sparks a love for reading.
4. Music and Movement: Music is a powerful tool for learning and development. Singing songs and dancing to music helps your child improve their coordination, rhythm, and language skills. Teach them simple nursery rhymes or action songs that involve movements like clapping, jumping, or stomping. You can also introduce musical instruments like shakers or drums to explore different sounds and rhythms. Music and movement activities are not only fun but also enhance their gross motor skills and boost their overall cognitive development.
5. Sorting and Matching Games: Engage your child's logical thinking and problem-solving skills with sorting and matching games. Use everyday objects like buttons, colored blocks, or even socks! Ask them to sort objects by color, shape, or size. You can also create simple matching games by cutting out pictures from magazines or using flashcards. This activity helps develop their cognitive skills, visual discrimination, and hand-eye coordination.
Remember, learning should be fun and engaging for your little one. These activities are just a starting point, and you can always adapt them to suit your child's interests and abilities. Feel free to explore more activities on our website, Preschool Playbook, where you'll find a treasure trove of educational crafts, songs, and materials to make learning a blast for your 2.6-year-old.
So, let's embark on this exciting learning journey together and watch your child thrive and grow!


News & Events
August 22, 2023
In the early 1930s, millions of Ukrainians starved to death in a manmade famine, remembered today as Holodomor. Last month, the Holodomor national awareness tour made its first ever visit to this province. NTVâs Maria Kavatsiuk has more.
[Note: some images in the NTV news article are from the 1921 famine in Ukraine, not from The Holodomor. The images noted are the following time codes: 00:36, 00:42, 01:55, 02:00]Read more
Canada Ukraine Foundation: The Holodomor National Awareness Tour â Program of the Canada-Ukraine Foundation since 2014
Holodomor describes the 1932-1933 famine-genocide of Ukraine, where millions of Ukrainians were deliberately starved to death by the brutal policies imposed by the communist regime of the Soviet Union under Joseph Stalin.
The Canada-Ukraine Foundation developed the Holodomor National Awareness Tour (HNAT) program in 2014 to foster education and bring awareness of the Holodomor to Canadians.
The Holodomor Mobile Classroom (HMC), a state-of-the-art education center, helps educate Canadians of all ages on the tragic historic events of the Holodomor and is a key component of the HNAT program. To date, the HMC has visited 525 schools engaging over 43,400 students and educators and connected with over 24,675 people across Canada at 289 community events.Read more
December 21, 2022
November 3, 2022 from the Free Press: Letters to the Editor.
I recently visited the Holodomor National Awareness Tour at The Forks.
In 1932-33 Stalin tried to starve the Ukrainians by taking away their food.
He had his soldiers actually take away the grain, vegetables and livestock so that the people would starve. Millions of Ukrainians starved to death.
Ukrainians then did not wish to give up their land and rights to Stalinâs communism, so he brought on this genocide. Much the same as the evil Vladimir Putin is doing today.
October 30, 2022 from CBC Manitoba.
Sur demande de la branche manitobaine du CongrÃ¨s national ukrainien, le bus Holodomor, un musÃ©e sur roue qui retrace lâhistoire du gÃ©nocide ukrainien, a fait un arrÃªt de trois jours au MusÃ©e canadien pour les droits de la personne, Ã  Winnipeg.
Au sein du vÃ©hicule, le visiteur est entourÃ© de documents dâÃ©poques et des vidÃ©os dâarchives racontant lâhistoire mÃ©connue de la famine gÃ©nocidaire de 1932 Ã  1933, qui a entraÃ®nÃ© la mort de prÃ¨s de 4 millions dâUkrainiens.Read more
October 30, 2022 from the Free Press.
The Holodomor was a man-made famine in Soviet Ukraine that killed millions of people from 1932-33. Canada recognizes it as a genocide.
Kovaliv addressed the situation while making her first visit to Manitoba since becoming Kyivâs ambassador to Canada.
She was appointed in March, about two weeks after Russia launched its unprovoked invasion of Ukraine.
On Sunday, she visited an interactive mobile classroom that travels around Canada to teach people about the famine.
The Holodomor National Awareness Tour bus was parked outside the Canadian Museum for Human Rights at The Forks for four days in conjunction with the national gathering of the Ukrainian Canadian Congress.Read more


Kindergarten teachers, are you looking for something to make planning for your whole group literacy block or Readerâs Workshop time easy, fun, and developmentally-appropriate? These kindergarten interactive read aloud units contain everything you need to teach foundational skills, phonemic awareness, reading comprehension, story elements, shared reading, vocabulary, mentor sentences, and Kindergarten grammar.
The Empowering Little Readers Kindergarten reading curriculum is based on the close read model for interactive read alouds â each week you will focus on one book and going deeper within that text.
Digital Options for Distance Learning: I have added in options for some of the recording sheets to be used in Google Slidesâ¢ and Seesawâ¢. I was not able to make all activities digital, but most.
Each week contains 5 days worth of lesson plans for you with foundational or phonemic awareness activities, shared reading with weekly poems, whole group interactive read aloud lessons, independent work, vocabulary, mentor sentences, grammar, literacy crafts, original nonfiction books, and directed drawings. This curriculum is designed to meet the Common Core State Standards.
âInteractive Read Aloud Lesson Plans: Each week includes interactive read aloud lesson plans based around the close reading model. These lesson plans will teach reading comprehension skills using picture books as mentor texts.
âStudent Reading Comprehension Response Worksheets: Each lesson includes student reading response worksheets to follow the mini lesson. These grow in difficulty throughout the year to meet your Kindergarten students where they are.
âNonfiction Books: Original nonfiction books are included each week, beginning week 3. These books will help students connect fiction and nonfiction texts and topics.
âPhonological and Phonemic Awareness: Each week includes daily phonological and phonemic awareness lesson plans. These are quick daily phonemic awareness mini lessons and games, and usually includes one worksheet per week.
âVocabulary: Four vocabulary words from the interactive read alouds are introduced each week. Daily vocabulary mini lessons and worksheets are included.
âShared Reading: Weekly poems for Kindergarten are included for shared reading. These are original poems! Student poetry folder and notebook printables, and poem emergent readers are included.
âCrafts and Directed Drawings: Each week includes one Kindergarten craft and one directed drawing to go along with the story.
âKindergarten Mentor Sentences and Grammar Curriculum: Mentor sentences and Kindergarten grammar mini lessons are currently being added to each unit! This includes a mentor sentence related to the picture book, Kindergarten mentor sentences daily mini lessons, and student printables. The mentor sentence routines also include Grammar lessons and Kingargarten grammar worksheets.
What if I donât teach Aug-May?
These can be taught whenever you are in school! I personally begin teaching in September and we will start with the August unit. You can teach the books out of order, but I suggest not moving the foundational skills/phonemic awareness lessons as they will build on each other. BONUS BOOKS can be swapped in where you want or used to extend the year.


Black History Month started with the intent to educate children about the contributions and achievements of Black Americans. Historian Carter G. Woodson chose February because both Abraham Lincoln and Frederick Douglass had birthdays during the second week of the month. Music educators may want to view Nate Holderâs poem to reflect on ways to understand the myriad ways music education has prevented Black/African American participation. The video highlights ways to improve recognizing Black/African American contributions to music. His words might even be applied to all non-white music and musicians. You can start by removing âworldâ or âethnicâ from categories of music while also ensuring you are not appropriating African sounds without providing credit to or context of their meaning to the culture. Instead, consider sharing the music and the historical contributions of Black composers.
If youâre as committed to diverse voices and inclusive classrooms as GPG Music is, you may want to evaluate your music selections for appropriation vs appreciation. Hereâs a good resource on the definitions.
GPG Music is the premiere source for award-winning music and design for inspirational marching band, captivating concert music, and powerful indoor percussion. Weâve been supplying K-12, college and independent groups for nearly two decades. The GPG team includes educators, designers and composers dedicated to providing reasonably priced custom-level compositions and visual design for all ability levels.GPG Music is dedicated to expanding the diverse voices in Performing Arts music. #InspireTheNextGeneration


These are my favourite resources that I use when I teach reading, and the books that I recommend to my students when they want to work on reading rhythms. Each book has different strengths and so I recommend looking into each resource to find what works best for you. Or contact me if you need help choosing.
This book has become a classic in all musicians' libraries for rhythmic analysis and study. Designed to teach syncopation within 4/4 time, the exercises also develop speed and accuracy in sight-reading with uncommon rhythmic figures. A must for all musicians, especially percussionists interested in syncopation.
Now a standard in music education literature, this in-depth study takes the fear out of playing in time signatures other than 4/4. In a methodical manner, this book aids in rounding out any player's rhythmic and reading vocabulary. Perfect for all musicians wanting to play odd times with ease.
Voted second on Modern Drummer's list of 25 Greatest Drum Books in 1993, Progressive Steps to Syncopation for the Modern Drummer is one of the most versatile and practical works ever written for drums. Created exclusively to address syncopation, it has earned its place as a standard tool for teaching beginning drummers syncopation and strengthening reading skills. This book includes many accented eighths, dotted eighths and sixteenths, eighth-note triplets and sixteenth notes for extended solos. In addition, teachers can develop many of their own examples from it.
Charles Wilcoxon was best known as a teacher and for his numerous publications, which included snare drum method books and solos. He began playing in local movie house when he was eight years old, taught his first students when he was 12, and at 14 was touring with minstrel groups and movie orchestras. He finally settled at the Palace in Cleveland, Ohio where he played from 1922-33. Anecdotes abound concerning his teaching and the operation of his music store, the latter of which he started in the Great Depression of the 1930s. His most widely used works are The All American Drummer, Rudimental Swing Solos, Wrist and Finger Control and The Drummer on Parade.
One of the standard texts in its field. A modern course in percussion studies including all standard and modern drum strokes, drum solo passages from world-famous concert and symphonic compositions, and striking exercises for double drumming. Also includes an analysis of the timpani---the instrument, tuning, correct method of playing, rhythm and beats. Excellent reading material.
This drum method book can be used for private instruction as well as group lessons. Private teachers will find that this method is comprehensive and practical. Elementary band directors can correlate most of the material with any elementary band series.
The exercises, summaries, and rhythm studies will develop stick control, coordination, rhythm reading ability, and confidence. The material will enable the percussion section to develop musicianship and provide musical accompaniment for the entire band.
This is by far the best series of reading rhythms pages I have found on the internet. Not only are these the best rhythm study sheets available for free, but Samuel wrote them in a bunch of different time signatures and with five different skill levels per time signature. Check them out!
As I often mention, there is no substitute for a good teacher. If you have questions, or perhaps need clarification then I strongly encourage you to find a teacher and work through these ideas with them. You will develop much more quickly and will eradicate any bad habits that could develop if practicing without guidance. You can always contact me about lessons at my studio in Montreal, or on Skype. But this isnât about me, itâs about the art of drumming, so find the best teacher you can and stick with it.
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Literacy Activities That Students Do (Not You!)
Reviewed by Stacy Thorpe
The Big Book of Literacy Tasks: 75 Balanced Literacy Activities Students Do (Not You!) offers a learning facilitator ample opportunities to reflect on a studentâs role as an active participant in their own learning and literacy development.
Nancy Akhavan has authored a book that provides research based ideas for developing readers and writers in grades K-8. These activities are not explicit lesson plans that tell a teacher exactly what materials to use and how to present them, but rather a collection of strategies that good readers and writers use to develop their own connections and ideas. These literacy tasks will help teachers foster student thinking while modeling what good readers and writers achieve.
There are three sections presented in The Big Book of Literacy Tasks: Everyday Tasks, Weekly Tasks, and Sometimes Tasks for Reading, Writing and Thinking. Each section contains several ideas, strategies and mini lessons for supporting good literacy practices, while placing the ownership of the learning in the studentsâ hands.
Each task contains an instructional playbook that tells you
- how to present the strategy and what you may say to students
- an example of what typical successes look like
- how to model and tweak your instruction to get the best results, and
- watch-fors and workarounds to help you address the potential challenges that may arise when students are not performing the tasks.
Tasks for every day
The Everyday Tasks are 35 activities designed to build skills that good readers and writers use each and every time they read and write. These tasks help students make connections, learn to read and write with purpose, and most importantly, think about reading and writing. Included in this section are tasks for developing focus, using details to support comprehension, and collaborating with peers.
Task 34 is Works Too Long and Never Gets Any Writing Done (I think I have had this writer in every writing group I have taught!). This lesson helps a teacher facilitate writing organization through modeling, peer support, and the use of a FOCUS framework that guides students to completed piece of writing.
Tasks for weekly reading and writing
Next, Akhavan provides 14 Weekly Tasks that are more specific and take more time for students to complete. These tasks involve use of more complex texts in reading and more specific output requirements for writing assignments. The skills presented in this section include creating an outline, organizing research, sharing writing with an audience, and writing a book report.
Task 50 addresses the book report. Responding to Literature With Some Kick to It goes beyond a basic summary that includes important characters, events and big ideas, and encourages students to give their opinion and honest recommendation to read or not read the book.
Some tasks for deeper digging
The Sometimes Tasks are the most demanding tasks in the book. These tasks require more student thinking and a deeper dig into the literacy experience. They invite students to make connections between texts, to use peer-to-peer analysis, to think aloud, and to critique the validity of a text.
Task 70, Creative Debate, invites students to take on the perspective of a character and debate that characterâs side of a conflict or controversial issue from the book. Akhavan includes a Debate Planning Sheet to help students narrow their focus and efficiently present their argument and information.
The final piece of this book that Iâd like to mention are the reproducible forms. Instead of questions that are specific to a piece of writing, Akhavan gives teachers checklists that encourage student thinking and reflection. These forms include Conversations About the Texts, My Strategies for Independence, Checking My Understanding, Making Connections, and Identifying the Central Idea.
Encourage students to reflect
Overall, this book inspired me to think about the learning tasks that I present in class. Akhavan encourages teachers to push away from assigned passages with worksheets that require canned responses, and instead promote more freedom in student thinking and more reflection about their connection to the reading and writing going on in their classroom.
Stacy Thorpe teaches Special Education in Gobles, Michigan. She recently completed her Masterâs degree in Learning Disabilities at Spring Arbor University. Thorpe is always trying to find new ways to help ALL students grow and learn. When she is not teaching or researching, she is spending time with her husband and three sons: cheering them on in sporting events, enjoying their musical performances, supporting their involvement on Solar Car and Robotics Teams, and enjoying family campouts.


The Philippines is in a learning crisis: Despite advances in getting more children into school, they arenât learning much in the classroom. According to the World Bank, over 90 percent of Filipino students are not able to read and understand age-appropriate text at age 10. Filipino students are also behind those in other countries: On standardized assessments such as the Programme for International Student Assessment and TIMSS (Trends in International Mathematics and Science Study), the Philippines is at the bottom, especially on core subjects like reading, math, and science.The numbers are dismaying because research has shown that learning deficits compound over time. Failure to learn in early grades makes it harder for children to learn more complex subjects and skills in higher grade levels. Given that the Second Congressional Commission on Education has been enacted to review the countryâs education system, the time to take action on learning outcomes is now. It is essential to set students on the right path, ensuring children have foundational proficiencies in literacy, numeracy, and other transferable skills in pre-primary and primary education.
We recommend three evidence-based reforms to do so:
Invest more in preschool and early nutrition. Attending high-quality preschool improves studentsâ readiness to learn, which often translates into higher test scores in the early years of schooling. The Organization for Economic Cooperation and Development (OECD) found that on average, students who attended one or more years of preschool scored 30 points higher in reading compared to students who did not.
Investment in other early childhood metrics such as childhood nutrition during the first 1,000 days can also have positive effects on student outcomes, as malnutrition impairs brain development and studentsâ ability to focus and participate in learning. Evidence has shown that improving child nutrition can improve studentsâ performance in the early years, increase their later educational attainment, and even lead to higher earnings later in life. However, with both early education and nutrition interventions, starting early and ensuring the high quality of these approaches are key to achieving impact.
Focus on improving teacher quality. Global evidence has shown that teacher quality can be a strong predictor of student learning. In the Philippines, students have been shown to perform better when they feel supported by motivated teachers and where a higher proportion of master teachers are present. However, the number of qualified teachers is lacking and unevenly distributed across the country, with many having notably low subject matter knowledge. While no silver bullet exists, a review of the evidence around teacher effectiveness by IDinsight has identified important reform areas that can improve teacher quality, such as accountability incentives for teachers, classroom instruction and pedagogical support, and education technology.There are also calls for increasing the number and quality of in-service training for active teachers, which are currently lower than the OECD average and often delivered in trickled-down, standardized sessions disconnected from local needs. This must also include assessing the performance standards and benchmarks that have been established for teachers. Evaluating how these standards are being implemented and their suitability to local classroom needs can help provide evidence on how well teachers are being prepared for the classroom.
Prioritize remedial learning for foundational skills. For students who fall behind, opportunities to revisit and rebuild foundational skills are essential. The pandemic heightened the need for remedial learning, and while schools across the country have undertaken measures to support studentsâ learning, many lack evidence-based solutions or support needed to implement context-appropriate interventions or share best practices.One approach that has worked in other countries is âTeaching at the Right Level (TaRL).â TaRL groups students within classes by learning level rather than age or grade, and has led to impressive improvements in test scores. With some research and the right teacher training and support, this approach can make a big difference in the Philippines. Given that the Philippinesâ demographic window is rapidly closing, it is prescient to prioritize education sector reforms in the Philippine Development Plan 2023-2028.
Increasing investment in early grade and foundational learning is essential to improve primary-level learning outcomes and prepare Filipino students to thrive as the workforce of tomorrow.
Ronald U. Mendoza is the Southeast Asia regional director of IDinsight, and was formerly dean of the Ateneo School of Government. Steven Walker is a manager at IDinsight, with expertise in social inclusion and human development. IDinsight is a mission-driven global advisory, data analytics, and research organization.