M.S. in Teaching: Collaborative Teaching
Interdisciplinary and Inclusive Education
College of Education
Vocabulary--Study and teaching (Elementary)
Elementary Education and Teaching
This study examined vocabulary teaching techniques. Its major purpose was to discover ways of teaching vocabulary to students that motivate them to use the words and allow them to understand and use these words appropriately. This study utilized a qualitative approach, examining instruction through the use of a case study. The study took place in an inclusive fifth grade classroom of twenty-five students. Sixteen of these students participated in the study. A checklist, student writing samples, and field notes were used to gather data surrounding varied forms of instruction and the ability of students to use newly learned words. Collected data was analyzed by categorizing the pre- and post-intervention vocabulary environments and coding student word uses in writing samples. This study found that the post-intervention vocabulary environment – which included varied methods for introducing words, multiple encounters with words, and activities that actively engaged students – increased the students' ability to expressively use newly learned words.
Washart, Lisa C., "Increasing expressive vocabulary through non-traditional instruction" (2005). Theses and Dissertations. 1091.


David Darts, Associate Professor of Art Education and Chair, Department of Art and Art Professions wanted to facilitate anonymous file sharing in his NYU classes. He was aware of the deaddrops project and wanted to design a WiFi based portable version which would operate separate from the Internet. “PirateBox is a self-contained mobile communication and file sharing device. Inspired by pirate radio and the free culture movement, PirateBox utilizes Free, Libre and Open Source software (FLOSS) to create mobile wireless file sharing networks where users can anonymously chat and share images, video, audio, documents, and other digital content.”
The basic system consists of a lightweight web server connected to a wireless device. David has posted various approaches to the construction of a PirateBox on his website, including tutorials using an OpenWRT router, plug computer, laptop and an Android mobile phone.


Term 4 Overview
Welcome back to term four! We are very excited to be back in classrooms with students and have lots of fabulous activities planned for the final term.
Students will continue to practise reading comprehension strategies across a range of multimodal texts within both fiction and non-fiction genres. There will be a strong focus on monitoring reading, where students are continually checking the meaning of their reading. We encourage students to slow down and stop sometimes to check they have understood the meaning of what they have just read. This is supported through a focus on literal and inferred comprehension questions, where students will respond to a variety of test questions and are required to provide evidence from the text to support their reasoning. After reading, students will use summarising and synthesising strategies to reflect on what they have read and share their understanding.
Students will continue to develop ideas. They will be provided with their individual Writer’s Notebook. This is a place for them to record and unpack ideas for writing. Ideas can come from everywhere! Students will practise thinking routines to explore how these ideas can spark multiple purposeful writing pieces. Students will also look at the later phases of the writing process: editing and publishing. We will look at strategies students can use to help them edit and revise their writing, with the main focus on accurate punctuation and common word spellings. We will continue to encourage them to re-read their writing aloud before sharing to check for meaning, capital letters and boundary punctuation.
During this term, students will continue to consolidate number skills in addition, subtraction, multiplication, and division. Students will commence the term with some revision of number fluency and the four operations to get them settled back into the routines of the classroom. They will then explore fractions of shapes and groups, looking specifically at halves, quarters and eighths. Students will also participate in measurement units which will include measuring and comparing the mass and capacity of everyday objects. Warm-up games, the use of maths equipment and problem-solving will be the main strategies used to learn, become fluent, and extend Mathematical ideas.
If you would like more information on the strategies students use at NMPS, please visit the maths section of the school website https://www.northmelbourneps.vic.edu.au/learning/numeracy/.
The first half of the term will have a history focus, as students learn to use a range of historical evidence and communicate their findings and interpretations in a variety of ways. Students will work to recognise and compare the influences of the past on the attitudes and behaviours of people today. They will explore how technology has transformed living, communications, transports and even toys over the years.
In the later weeks of term, students will undertake some creative design sessions where they will problem-solve to design and test solutions to problems. They will be supported to work in groups to problem solve and collaboratively work through the design process.
As students transition back into the routines of classroom schooling, Wellbeing lessons will focus on re-establishing and maintaining relationships, problem-solving, resilience and communication skills. These sessions are designed to help students recognise and manage their own emotions as well as the emotions of people around them.
Home Reading/Home Learning
As always we encourage students to be doing as much reading as possible. Students should be reading every night - including short periods of reading aloud. We cannot stress how important reading is. A student who reads less than a minute per day outside of school reads only 8,000 to 21,000 words per year. However, a student who reads 20 minutes per day outside of school reads almost 2 million words per year
Unfortunately, we are unable to provide students with take-home readers this term. Please continue to use Reading Eggs/Reading Eggspress and Epic which both have extensive book collections on there. Students should be able to select ‘Just Right’ texts but please contact your child’s teacher if you require any support with this.
This term we will not be assigning students any weekly homework assignments. If you would like your child to be doing additional work at home, please access Mathletics or Reading Eggs. Continue to use real-life opportunities such as shopping and cooking to discuss money, addition and other mathematical concepts.
As always, if you would like to make contact with your child’s teacher, please do so via Compass/email. We thank you all for the support you have shown this year and are excited to be back in the classrooms for the final term of year two.
Teaching Team & Contacts
The Year 2 Team: Helen, Jen, Ben, Jess and Sarah
If you would like to make contact or arrange a time to meet with your child’s teacher, please email them directly or through Compass.


Check out these three amazing literacy programs in Africa that work with their communities to empower both youth and adults to take charge of and change their lives.
Ready for Reading
From preschoolers to grandparents, Ready for Reading tackles the literacy challenges faced by many individuals in Rwanda. The program intertwines the country’s powerful culture of reading with encouraging participation in girls and boys LitClubs, music and basketball programs that integrate reading and IT training, enrichment classes, e-reader classes, and community-wide events focused on both literacy and culture.
The various education programs available through Ready for Reading are held at its 7,800-square-foot library, which was built in 2012. Serving a rural community of 32,000 and a catchment area of 330,000, the library serves as the area’s sole location for youth and adults to cultivate literacy, creativity, and self-confidence.
There are a variety of programs to help individuals develop their literacy skills:
- ICT Program – increases access to information technology education
- Kinyarwanda Literacy Class – a basic literacy class for adult learners
- English Learning Program – an English as a second language adult education class
- Music Program – general music education for youth and adults
- Schools Enrichment – an English language skill-building class for youth
- ECD-Harmony School – a class established for 3- to 6-year-old children in underserved areas
Learn more about Ready for Reading, an inspirational program that breaks the barriers to literacy and education, here.
Africa Educational Trust
Africa Educational Trust supports individuals across the continent who have been excluded from educational opportunities due to conflict, discrimination, inequality, and poverty. The program provides services in a number of difficult and conflict-affected areas, including Somalia, South Sudan, Uganda, and Kenya.
With the help of local communities, employees, and political structures, Africa Educational Trust designs and implements new innovative solutions to educational challenges faced by marginalized people, and improves the quality and availability of education for its communities. Africa Educational Trust facilitates a number of programs, including those for girls and women. The program works with women and girls to address specific challenges, including:
- making schools female-friendly with proper sanitation facilities and private, safe places to study
- training women to provide mentorship and life skills to young girls
- providing scholarships for struggling families
- helping women prepare for careers
- combining literacy and numeracy training with vocational skills
Additionally, Africa Educational Trust also hosts a variety of projects including Radio Education, a way to provide pre-recorded lessons via the radio; Libraries and Literacy, a project designed to provide mobile libraries via donkeys, etc. throughout the community; Recovering from Street Life, to help street children re-enter education and build a life away from the streets; and many more.
Learn more about this amazing program and the many opportunities it provides here.
EKARI is a community-based nonprofit that provides adult literacy services and supports economic and education development in Malawi. Since 2009, the program has provided a number of services to empower communities and enable youth and adults to move up and out of poverty.
EKARI’s many great services empower 200 adults annually not only to gain literacy skills and education, but to pass their knowledge and skills on to their family and fellow community members. Some of the program’s long-term and learning-based services include:
- Student Tuition Program: Students can achieve high school and higher education without the burden of high tuition fees.
- Student Support Program: Until individuals are employed, students are supported with textbooks and other education materials, tutoring and mentorship, nutrition, computer skills, medical care, career services, and more.
- Community Program:Through literacy and agriculture and entrepreneurship training, the program aids in economic community development. This is done by establishing Village Savings and Loan Associations and training families how to grow their own food supply.
- Sustainable Livelihoods Program: EKARI partners with local governments to help form Village Savings and Loan groups with financial literacy, business, and agricultural training.
- Adult Literacy Programs: EKARI runs more than 10 adult literacy programs that help adults learn to read, write, do basic math, and understand vital information about health and human rights.
Learn more about this inspirational program that devotes its services to empowering communities to grow and foster the needs of individuals here.


“Education is the most powerful weapon which you can use to change the world.”
Raising The Bar
Since opening in 2018, KIPP Bloom Primary has had the strongest 1st first year in KIPP Chicago history. We believe that all students, regardless of race, gender, or socioeconomic status can meet and exceed academic goals given the right resources and taught the appropriate skills.
STEP Reading Assessment
Strategic Teaching and Evaluation of Progress
Last year, 82% of our Kindergarteners ended the school year at or above grade level in reading! Throughout the year, students learn several different literacy skills to help them read independently by the end of the year. With targeted phonics instruction and small group guided reading, KIPPsters are given individualized goals to help meet their needs and develop strong readers.
What is STEP?
Originally developed by a team of researchers at UChicago’s Urban Education Institute, STEP (Strategic Teaching and Evaluation of Progress) is a research-based formative assessment, data management tool, and professional development system designed to build teacher capacity for literacy instruction and provide educators with the data necessary to improve student achievement in literacy across grades K-5.
NWEA MAP Assessment
Measures of Academic Progress
Based on the 2019 MAP results, 80% of our students ended the school year at or above grade level in math. KBP even ranked in the national top quartile based on our average RIT scores in math and reading.
What is MAP?
MAP is an adaptive computer test created by NWEA that kids take two to three times per school year. Adaptive tests adjust to each student’s learning level, providing a unique set of test questions based on their responses to previous questions. As the student responds to questions, the test responds to the student, adjusting up or down in difficulty. The results provide teachers with information to help them deliver appropriate content for each student and determine each student’s academic growth over time.


“I know my child struggles in reading, but will she pass third grade?” These gut-wrenching words were tearfully repeated many times to me during parent teacher conferences this October.
I tried to encourage parents to focus on inspiring a love of reading in their child. I tried to share where benchmark scores, classroom observations, and assignments indicated their child was struggling. I tried to explain ways to support their child in strengthening literacy skills. But the fear that their child will qualify for retention weighed heavy on their hearts and minds.
“It’s unfair for one test to determine if my child passes third grade. I don’t want my child to see his friends move on while he stays behind, but I don’t want him to struggle in fourth grade.”
These are complex and emotionally charged issues for everyone involved.
My district has put together a thoughtful plan for our students knowing this law would go into effect for the 2019-2020 school year. K-3 teachers have been creating and filling out Individual Reading Improvement Plans (IRIPs) for the past two years, communicating these plans to parents, sending home progress reports, monitoring students’ interventions, and making changes when necessary. We’ve hired Literacy Coaches and Library Media Specialists, and we’ve implemented a new reading curriculum. We’ve shared activities and strategies to help families support their child’s reading skills at home. We’ve even hosted Curriculum Nights and Literacy Nights to encourage more students and families to read.
Will it be enough to prevent all of my students from being retained?
I wonder if lawmakers understand what an eight-year-old would feel like to be left behind his peers to repeat a year of school? How unfair would it be to repeat the same curriculum in all subject areas, even if reading is their only area of struggle? Will this create more behavior problems in these kids? Where will districts find funding to meet the needs of children who qualify for retention? Will third-grade class sizes grow even more? With ballooning class sizes, how much time can one teacher spend fostering each student’s literacy skills?
It is crucial for struggling readers to have time to practice reading every day with individual coaching and feedback. It is imperative for stakeholders to understand that one teacher working in a classroom alone requires more help to meet all the different needs of the children in their class. Unfortunately, many teachers don’t have the support necessary to help their neediest and lowest performing students. Additional adult support, smaller class sizes, high-quality training, and literacy resources (such as books) all cost school districts more money.
Policy makers have raised the stakes for schools and their students, but they have not provided the funding necessary for educators to improve literacy instruction and ignite positive changes for student growth.
I hope educators, parents, and policy makers will continue to push for a better plan and more funding to support our children’s literacy development. Literacy is crucial to our children’s and nation’s success. Our time and money are well spent investing in our children’s future.


From birth to age eight, children take the first steps in a lifelong learning journey. EDC speeds them on their way by designing, studying, supporting, and scaling up programs that enhance school readiness and success. We have a special focus on meeting the needs of children from disadvantaged communities and dual language learners, engaging and supporting families, and building the capacity of educators and communities to sustain improvements.
In the United States, we work to create strong, coherent preK-Grade 3 systems and advance knowledge of how to improve early science, mathematics, and literacy learning. Around the world, we implement innovative early childhood programs that build literacy and numeracy skills, excite interest in learning, and help educators, volunteers, and parents enrich early learning.
Read "A Fair Start for Every Child" to learn more about EDC's work to support early childhood learning.
Learn about EDC’s work with Family STEM Communities.
Learn about EDC’s work to strengthen early childhood interventions with Continuous Quality Improvement.
Learn about the work of EDC’s Center for Children and Technology.
A New Language for Mathematics
Young children often struggle to write down their mathematical ideas. Could computer programming be an easier language for them?
EDC Talks: Making Time for Family Math
What are some fun, easy activities that families can do to encourage math learning at home? (Hint: You are probably already doing some of them.)
Tapping, Swiping, and Learning Science
Research findings on The Cat in the Hat Knows a Lot About That!™ have implications for parents, educators, and educational media developers.
Helping All Children Learn and Thrive
EDC’s David Jacobson discusses his ideas for changing—and improving—early childhood services.
Tools to Support Preschool Learning
New resources support educators on integrating technology and working with emergent bilingual learners.
The Other Side of the Screen
As a researcher, Tiffany Maxon gets to help develop the next generation of children’s television shows.
This tip sheet explains the benefits of including participants and families in continuous quality improvement (CQI) processes and provides strategies for engaging them as partners.
This executive report summarizes the activities of the project, recommendations and lessons learned of the Literacy, Language, and Learning (L3) Initiative, a five-year project funded by the U.S.
Based on an EDC-led workshop funded by the National Science Foundation, this white paper explores the impact of language documentation on language revitalization, shares the benefits of language documentation and revitalization for young children, and presents recommendations and implications for future research.
The authors share the findings of an EDC study that investigated whether the Child Safety Collaborative Innovation and Improvement Network framework could be applied in the field of injury and violence prevention to reduce fatalities, hospitalizations and emergency department visits among 0–19-year-olds.
Published by Brookes, the Early Language and Literacy Classroom Observation (ELLCO) pre-K and K–3 toolkits are research-based instruments that enable teachers, leaders, and researchers to observe,
This report describes the proceedings from the first State-Federal STEM Summit, held June 2018 in Washington, D.C.
This report, intended for early childhood educators, identifies promising practices to support emergent bilinguals in a variety of early childcare settings.
This report presents findings from the Prekindergarten Transmedia Mathematics Study.
This checklist provides early childhood educators with practical information about integrating educational technology in their classrooms.
EDC and SRI International conducted an independent study of the Public Broadcasting Service (PBS) KIDS Play & Learn Science app, which includes in-app and direct hands-on science explorations for children ages 3 to 6 and their parents.


Hobbies Playing Music 8 Basic Guitar Chords You Need to Learn Share PINTEREST Email Print Ableimages / Getty Images Playing Music Playing Guitar Tutorials Basics Tab, Chords & Lyrics Music Education Playing Piano Home Recording By Dan Cross Dan Cross is a professional guitarist and former private instructor who has experience teaching and playing various styles of music. our editorial process Dan Cross Updated August 20, 2019 Learning how to play the guitar is as simple as mastering a few basic chords. This tutorial will introduce you to eight essential chords and show you how to play them properly. With practice, you'll be making music in no time and soon be ready for more complex chords and playing techniques. A Major The A major chord (often referred to as an A chord) can give new guitarists trouble because all three fingers need to fit on the second fret on adjacent strings. Be sure the open first string is ringing clearly by curling your third (ring) finger. In all chord examples, the small gray numbers on the accompanying diagrams illustrate which fingers on your fretting hand should be used to play each note. C Major The C major chord (also known as the C chord) is often the first chord guitarists learn. The fingering is fairly straightforward—the key is to concentrate on curling your first finger so that the first string rings open properly. D Major The D major chord is another extremely common beginner guitar chord, one that shouldn't give you too much trouble. Don't forget to curl your third finger on the second string or the first string won't ring properly. Also, be sure only to strum the top four strings, avoiding the open sixth and fifth strings. E Major Another chord you come across every day, the E major chord is fairly straightforward to play. Make sure your first finger (holding down the first fret on the third string) is properly curled or the open second string won't ring properly. Strum all six strings. There are situations when it makes sense to reverse your second and third fingers when playing the E major chord. G Major As with most chords in this list, a clear G major chord depends on curling your first finger so the open fourth string rings clearly. Strum all six strings. Sometimes, it makes sense to play a G major chord using your third finger on the sixth string, your second finger on the fifth string, and your fourth (pinky) finger on the first string. This fingering makes the move to a C major chord much easier. A Minor If you know how to play an E major chord, then you know how to play an A minor chord—just move the chord whole shape over a string. Make sure your first finger is curled, so the open first string rings clearly. Avoid playing the open sixth string when strumming the A minor chord. There are situations when it makes sense to reverse your second and third fingers when playing the A minor chord. D Minor The D minor is another fairly simple chord, yet many beginner guitarists have some trouble with it. Watch your third finger on the second string; if it isn't curled properly, the first string won't ring. Be sure to play only the top four strings when strumming a D minor chord. E Minor The E minor chord is one of the simplest to play because you only use two fingers Take extra care not to allow either of them to touch any of the open strings, or the chord won't ring properly. Strum all six strings. In certain situations, it may make sense to reverse your finger position so that your second finger is on the fifth string, and your third finger is on the fourth string.


Home learning environment
Children are learning all the time when they're with you in your childcare setting. All of the things you do with them - from chatting as you change their nappies to counting out apples in the supermarket and debating whether to cut sandwiches into squares or triangles for lunch - their brains are taking it all in.
A rich home learning environment isn't just something that professional childminders can offer. There's lots you can do to help encourage and empower parents to create an active home learning environment as well, helping to create vibrant learning spaces for children.
Small things make a big difference to a child's learning. These short videos are designed to give parents ideas and hints to help them explore ways of learning at home. Show them to parents and encourage them to give the tips a go.
Literacy for life
Discover more about how you can support early literacy and the developmental advantages it has for children and their parents.
Information to share with parents
Benefits of childcare for your toddler
If you're unsure of whether or not to use registered childcare, or to accept the funding available for some 2-year-olds, this information will help you understand the benefits that you and your baby will experience.
Sharing books with your child is a great way to explore ideas and learn together. Watch PACEY President and childcare expert Penny Tassoni's top tips for reading together.
Mark making - tips for parents
Explore what mark making is and how you can support your child to develop the early skills needed to start writing and develop mathematical understanding, creative expression, art and drawing.
Your child's key person
Whatever your childcare setting, your child will have a key person assigned to them. Learn more about what the key person's role is and how you can work well together.
Access to outdoor play is so important to children's development. Learn more about why, and discover ideas and inspiration to get outside together.
Transitions and settling in
Change can be a challenge - for you as well as for your child. This factsheet looks at how you and your childcarer can work together to support your child through change - from settling in with a new childcarer to leaving childcare and heading to school.
Toilet training tips
Childcare expert Penny Tassoni shares her top tips for successful toilet training.
Two-year-olds can be challenging. Their developmental stage means that they can be very determined, but also impulsive. This will change as they develop language but in this "in between" stage they can be become very frustrated as they struggle to communicate their feelings. Here's a short series of videos that might make this phase a little easier.
Tiny Happy People
Tiny Happy People, from the BBC, aims to help parents understand the benefits of developing their children's language and communication skills to help them get the best start in life. The films, annimations, activities and ideas are easy to build into a daily routine are fun, but they're also based on expert advice and evidence proven to help children's development.
Hungry Little Minds
Hungry Little Minds is the new Department for Education campaign that encourages parents and carers to adopt positive activities and behaviours to boost children’s communication, language and literacy development.
The campaign aims to help parents understand that they have a massive impact on their child’s learning. Reading, playing and chatting with children are simple things parents can do to help them develop, even when they are too young to say much back.
Parents can access tips and activities from
www.hungrylittleminds.campaign.gov.uk/ and also search for activities in their area using a new postcode finder service.
Through the Eyes of a Child
The Communication Trust have produced 4 films to help parents encourage their children's communication development. Narrated by actor Kathy Burke, the films are full of useful advice on how parents can encourage their child to talk and interact with them.
The Children's Speech and Language Therapy Service at Worcestershire Health and Care NHS Trust have created a campaign encouraging parents to turn off technology and start talking. They have a range of resources, activities and advice that you can access here.


Schools have traditionally been slow to introduce technology into the classroom. While an emphasis on core principles and foundational skills is important, today’s students require more hard STEM skills to succeed in the changing world of work than ever before.
Forward-thinking schools around the world are looking for ways to integrate technology into the school day, encourage interest and competency in STEM skills, and foster core, supplementary and soft skills that students can use to prepare for tech-focused careers.
Schools across America are experimenting with multi-media both in and outside of the classroom, offering video supplements to the homework hour and hands-on coding experience at each student’s desk. Remote study options are available right up to the post-graduate level, including the rise of low-barrier MOOCS, university-level mass online courses and programs.
An international Singapore school can lead the way by blending next-level access to technology with an emphasis on core and soft skills to prepare children for careers in technology. Interactive whiteboards, online and portal-based learning resources, and hands-on projects enhance the learning experience. Emphasis on creative problem solving, leadership, communication, collaboration, and critical thinking skills helps condition students for the challenges of the workplace. Emphasis is placed on understanding and putting STEM subjects and principles into action from a young age, and they’re also integrated across the curriculum for deeper, more flexible applications.
Increasingly, summer camp-style and after-school programs are available to supplement an underperforming local school’s offerings. Intensives in coding, robotics, applied problem solving, and engineering are available in many areas. Experts recommend caution when it comes to learning specific technology skills, though. They note that some traditional skills, such as rote memorization, may be becoming less valuable, but that understanding core STEM principles is more valuable then too much focus on things like specific programming languages or technology applications, since those change so quickly that they may become obsolete by the time students enter the workforce.
General comfort with technology, strong representation across STEM subjects, soft skills and core principle comprehension, along with critical thinking and creative problem solving skills are a common thread across effective, forward-thinking educational institutions. Both automation and customization are also growing trends; the ability to reduce frustrating, administration-heavy tasks may help teachers and schools place more emphasis on the individual student’s experience, and the ability to adjust learning plans to student needs at scale are being explored.
Students will need effective reasoning and problem solving skills, the ability to adapt rapidly to change and innovate, and comfortable fluency with technology to succeed in the changing career landscape. Schools can help by integrating of-the-moment technology in the classroom, focusing more on STEM subjects with a problem solving and practical emphasis than rote memorization, and encouraging soft skills in communication and creativity. Since technology changes so quickly, it will be less critical for students to have hands-on experience of current tools and languages, such as coding, and more important for them to understand the underlying principals so they can continue to learn and apply emerging technologies and stay relevant as the world of technology changes.


By Ellen Labrecque
Read Online or Download Clean Water (21st Century Skills Library: Global Citizens: Environmentalism) PDF
Best children's nonfiction science & nature books
Point 2 guided reader that teaches younger readers approximately forests, how they develop and the ecosystems they support.
Is there whatever you will have or want that you simply shouldn't have the money for? This ebook introduces readers to monetary goal-setting and the way to establish a rate reductions plan. genuine international examples aid readers examine the significance of math talents for funds management.
This booklet discusses the technology at the back of shipwrecks. The chapters study history's deadliest shipwrecks, clarify how ships sink, and exhibit how scientists and engineers are designing more secure ships. Diagrams, charts, and images supply possibilities to guage and comprehend the medical strategies concerned.
The likely unlimited universe contains galaxies, stars, and planets. Earth, is one amongst the numerous planets that dot the universe. realize a few of its secrets and techniques; find out about the sun method that it's a a part of, and the galaxy that our sunlight approach is found in. learn curious Teri’s questions and the fairway Genius’s solutions to appreciate the universe larger.
- Science in Elementary Education: Pearson New International Edition: Methods, Concepts, and Inquiries
- How Does It Fly? Jet Plane (Community Connections: How Does It Fly?)
- Mikroskopieren: Entdecken - Staunen - Wissen (German Edition)
- Think Like a Scientist at the Beach (Explorer Junior Library: Science Explorer Junior)
- Water Power (Energy Today)
- Forest Habitats
Extra info for Clean Water (21st Century Skills Library: Global Citizens: Environmentalism)
Clean Water (21st Century Skills Library: Global Citizens: Environmentalism) by Ellen Labrecque


…to develop the Computing and presentation skills of FE students with learning difficulties and disabilities (LLDD students), aged 18 to 24 years, and of their Learning Assistants
Lawrence Williams, Lloyd Mead, Beth Mead
“Literacy from Scratch” is an international classroom project designed to develop computer coding skills (now a part of the new “Computing” curriculum in England) alongside literacy development, using the MIT visual coding language, Scratch. This project has now been ex-tended upwards from ages 5 to 14, to include trainee teachers at Brunel University London, as well as LLDD students, aged 18 to 24 years, at an FE College in Lambeth, south London. The paper explores the potential for this latter, largely under-represented, group of students to improve their communication skills, while learning elementary coding. In the most recent phase of the project (Spring 2017), we have also included a small-scale study comparing PowerPoint and Scratch as tools for supporting the presentation of these students’ ideas, and their literacy development. Classroom support staff, (called Learning Assistants, or LAs, in England) were also encouraged to develop their teaching and learning skills throughout this project.


This half term, our students have been busy with both curricular and co-curricular activities. Here is a snapshot of some interesting and engaging hands-on learning the students’ took great pride in learning about, across the subjects.
SCIENCE: Year 9 experimenting on Acid indicators
Our Year 9 students had a very colourful morning studying about "Acids". They used four different indicators stocked in our science lab: phenolphthalein, methyl orange, red litmus and blue litmus. They observed the results as these different indicators changed colour when mixed with acid, alkali or a neutral liquid. This practical learning will prepare them for the different modules they will need to cover during their IGCSE years.
ART: Year 7 studying lines, buildings and perspective
Year 7 students stepped out of the classroom to look at different lines from different perspective around the school. They were asked to measure them with the medium of Graphite pencils with the task to sketch what they observed. It was interesting to watch the children find their own space and own perspective and express what they could visualize during this practical art lesson.
THAI: Year 9 reports on Important people on Koh Samui
Year 9 students have prepared a detailed report of the important people on Koh Samui from the past to the present. Within the objective set by Dr Khemjira, the students’ were invited to watch and learn from each other’s their presentations.
They talked about the founder of the first ferry on the island, the Governor of Koh Samui as well as the the highly respected Monks. This was a very important cultural aspect of Thai lessons resulting in meaningful discussions for all who took part!
MATHS: Year 5 are enjoying their challenges in Maths
Year 5 students have been consolidating their understanding of the four main processes of Maths this term (addition, subtraction, multiplication and division). They have finished by creating a board game which includes a variety of questions involving everything they have covered. Now is the time to enjoy playing their game whilst challenging their new Maths skills! Mr Roberts, year 5 teacher is enjoying his challenge as primary school maths coordinator, he is passionate with numbers and he has been creating many different curriculum and after school activities to keep these budding
mathematicians engaged in their numeracy skills.
SCIENCE: Year 2 meets Leo Le Gavelle, professional Diver and Dad!
Following their trip to the beach to search for living things and their habitat, year 2 class were delighted to welcome Cassius’s father, Leo, who operates a thriving diving business called "The Life Aquatic Centre" (Facebook: @thelifeaquaticsamui) on Koh Samui.
He prepared a beautiful presentation of “Life under the sea” talking about some of his favourite creatures; living things that help each other, predators and corals. He also showed live footage of his visits deep into the Ocean.
Some of the fish the children asked about included: parrot fish, trigger fish, crown of thornes, moray eel, stingray, clown fish, cleaner shrimp, remora, green turtle, whale shark, barracuda and so much more. The students were fascinated to learn about these amazing creatures and their unique characteristics.
More importantly, Leo, talked about the corals and how to protect them from environmental damage. It was such an engaging visit and we would like to personally thank Leo for sharing his amazing knowledge and passion with our students.
LITERACY: Year 6 talks about "How to Write Creation Stories"


A comment on this blog questioned if there were apps that supported early imitation of lines and shapes also known as pre-writing skills. My search (which could easily have missing apps) found that such apps seem to be in limited supply! Most of the apps focus on practicing letters and numbers and not what OT’s consider the prerequisites to letter formation.
Apps that provide some of practice in making or tracing basic shapes or pre-writing skills include:
Geometry (Mathomatix) – (free) app that has a game “Say Cheese” that practices making basic shapes as circle, square, triangle and rectangle. It provides feedback on student performance giving auditory feedback when you are not successful. It does not provide cues to directions for tracking and I found the triangle to be somewhat hard. This app does provide additional shape matching games that I believe would be motivating for students.
Let’s Make Shapes lite – (free) this app practices tracing over lines for basic shapes. There are lines to trace but limited visual cues of direction of drawing is provided. Using the lite version had some limitations but was great to be able to trial the app. This app appeared to have possibilities despite the lack of visual cues given for direction of drawing. Worth trialing.
Pattern Painter – from Tickle Tap Toddlers (1.99). This app is primarily for practicing drawing shapes. I did not trial this app. Rating in iTunes were a 2 of 5 which made me reluctant to purchase and trial the app.
Kandy Fish– (.99) Also has a game that traces shapes using a cute ocean with fish theme. Made only for iPad, I did not trial this app however it looks appealing for young children.
Other possibilities for tracing to consider are:
Whizzy Kids – (free) The Finger Mazes that is one among other games provided in Whizzy Kids app. Students trace horizontal lines with graded degrees of difficulty in the Finger Maze game. It does not provide the tasks of developmental sequence of writing, but good visual motor skill development for kids.
SkyWrite – (free) – this is a fabulous app with an airplane that flies and draws where you draw on the screen with an air stream (you can size this and do other customizations). The air stream stays on the screen for a period of time until it fades or you erase it. You could model drawing shapes and basic lines on Sky Write and have the student trace around or over it with another color of the air stream. It is a really an incredibly cool app that students enjoy.
Doodle Buddy – (free) is a must have drawing program that allows you many tools within its drawing program. Here are a few things you could do to work on pre-writing skills using Doodle Buddy:
- Use stamps or stencils for a student or yourself to make a shape in Doodle Buddy app.
- Draw the shape and have the student trace over it with another color in Doodle Buddy.
- Draw a shape or beginning lines using a wider line, then have the student use a thinner line to draw on top of the wider line and within the line.
- Draw a shape in Doodle Buddy and have them erase the shape with the eraser tools.
- Take a picture of a shape or line drawing worksheet your iPad2 or iPod Touch camera and bring it into Doodle Buddy as a picture. Have the students trace over the shape or line drawing using the drawing tools in Doodle Buddy.
- Locate an on-line worksheets of basic shapes or lines. With the worksheet open on your iDevice, take a screen shot (press home and power off button simultaneously) of the online worksheet. A picture of the worksheet will be placed in your Photo Album. The picture can be opened in Doodle Buddy and available to be traced on in Doodle Buddy using the colored marker/crayons. You could insert arrows for cues of where to start and what direction to draw.
You won’t have the verbal feedback but you will have a mobile, electronic worksheet(s) available to you. There are endless things you can do with the camera and tools in Doodle Buddy.
If you have a chance to try any of the apps or tracing activities let us know how it works! If anyone find any other apps please share!


ELECTRONIC MUSIC SCHOOL
VIRTUAL PROGRAMS RUNNING
IN-PERSON CLASS PAUSED
ABOUT MIX MAJOR
At Mix Major, kids, teens, and adults learn how to create their own music using digital music technology, regardless of their ability (or desire) to play a traditional instrument, sing, or perform in front of an audience.
Unlike traditional music education programs, which focus on the performance of an already-written piece of music, Mix Major’s programs focus on creativity and music composition. Students make their own music based on their own interests.
This creative process is called Music Production, and with a few exceptions, it's not being taught anywhere in our kids' school music programs: elementary, middle, or high school.
Through Music Production, students of all ages build confidence and self-esteem while developing life-long skills in creativity, communication, problem-solving, and collaboration...all while having fun.
Mix Major also creates and publishes free educational videos on Teacher TV. These videos are designed specifically to help public and private school music educators learn and teach Music Production. Teachers all over the world have been using these videos to creating a lasting impact on their students.
Originally focused on young people, Mix Major now offers programs for adults in the form of Weekly Classes and Team Building Workshops.
Mix Major was founded by Eric Jao (aka DJ Enferno), whose credits include Madonna and Cirque Du Soleil. Eric, father of two, is a Northern, VA native, Thomas Jefferson HS grad, and UVA McIntire School of Commerce Alum.
"... build confidence and self-esteem by developing life-long skills in creativity, communication, problem-solving, and collaboration."
WHY CHOOSE MIX MAJOR ?
Our programs engage everyone that loves music... including the most introverted. It includes people that don't have God-given talent as a musician or performer.
Everyone can participate in music education.
Our programs teach students how to listen actively, think critically, communicate confidently, and collaborate effectively. Students learn how to find and create inspiration. Students build confidence and self-esteem, all while having tons of fun.
Students learn and practice skills that position them for success, not just in music, but in life...and that includes adults.
With our programs, students can create the music in their head, as opposed to performing music written on a sheet of paper. They can create and share music without having to perform it. Plus, they can make whatever music they choose.
Creativity plus choice equals engagement, enjoyment, and motivation.
ART & SCIENCE
Our programs are equal parts art and science: music and technology. Creativity generates musical ideas. Technology brings these musical ideas to life. Think of Mix Major as STEMM: Science, Technology, Engineering, Math, & Music!
Left brain. Right brain. It's the best of both worlds!
THEY MAKE COOL STUFF
Students can make beats, compose melodies and harmonies, write lyrics, and if they like, record vocals. They can make remixes, compose full-length original songs, or video game music. They can create commercial jingles, movie soundtracks, or even ring-tones.
If they can imagine it, they can create it.
Music Production is the process of creating music using digital music technology. It's the same process that goes into creating the songs that we listen to everyday.
It's equal parts art and science; creativity and technology. Creativity generates musical ideas like melodies, rhythms, and lyrics. Technology brings these musical ideas to life. It lets us record, transform, layer, and arrange these ideas to create new compositions.
If creativity is the heart and soul of music production, technology is the mind and body.
Almost zero elementary, middle, and high schools teach Music Production. To help solve this problem, Mix Major's Teacher TV Youtube Videos provide free educational content specifically designed to help traditional music teachers learn Music Production and Technology so that they can pass this knowledge on to their students.
See below for a clear explanation of what Music Production is, and why it should be taught in every school.
It's equal parts art & science: creativity & technology


We are pleased to announce that Newcomb Secondary College is now a Quicksmart school. The numeracy program is currently being implemented for semester 2 2017 and expanded for 2018 and beyond.
The Quicksmart Numeracy program is theory based instructional educational intervention designed to support numeracy skills and development, and to improve student’s information retrieval times to levels that free up working memory capacity from an excessive focus on simple routine tasks.
The Quicksmart program is based on a substantial body of research related to the importance of particular skills in numeracy. In particular students who develop fluency and confidence in basic skills have more cognitive capacity to direct their efforts to higher order processes involved and being able to solve problems in mathematics.
Specifically for numeracy, becoming faster and more confident in recalling basic number facts with understanding can mean that students have more time, energy and attention available for tackling more challenging mathematical problems.
Instruction is directed to start at the level of the student and planned to meet individual students learning needs. The program provides students with opportunities to self-monitor, and to receive and generate immediate informative feedback.
Participants in the Quicksmart instruction and assessment program learn to increase their understanding of the material being covered as well as develop strategy use based on good working habits. This is achieved using a specially designed, focus practice activities that occur throughout the Quicksmart lesson.
Please contact for more information
Learning Systems and Data


You know the value of what you do – you see it every day in the progress your students make, the music they create together and the relationships they form with each other – but sometimes it can be difficult to convince those outside your classroom about the value that music and the arts bring to your students’ and all of our lives.
Not only are the arts a vital channel for expression and creativity, but they positively affect other areas of life and learning as well. The arts improve wellbeing – 63% of the US population believes the arts “lift me up beyond everyday experiences” and 73% say the arts are a “positive experience in a troubled world.” Studies have shown that students who participate in the arts have higher grade point averages, better attendance rates and are more likely graduate than their non-musically engaged peers. Children’s brains develop faster with music training. Participation in music and arts programs increases decision making abilities, collaboration, creativity, critical thinking and emotional awareness.
It is important for music educators not only to be knowledgeable about the benefits of the arts, but also to actively advocate for the arts at all levels – in your schools and communities, as well as at the state and national level.
Luckily, there are many organizations nationwide that are dedicated to advocating for the arts. Whether you’re a seasoned arts advocate or are just starting out, check out these organizations for tools, resources and tips for effective arts advocacy:
Americans for the Arts – Americans for the Arts is the United States’ leading, nation-wide arts advocacy organization with the mission of advancing the arts in the US. The organization undertakes and publishes research related to all aspects of the arts in society including arts and health, arts education and the arts’ role in the economy, all intended to serve arts advocates. The Arts Action Fund is a branch of Americans for the Arts which focuses on mobilizing arts advocates with tools and training on how to talk to legislators about the value of the arts.
Music for All – Music for All is one of the largest and most influential national music education organizations in support of active music making. The organization combines programming at a national level, including programs like Orchestra America and Bands of America, with arts education advocacy. They provide arts advocacy resources at all levels, including tools for teachers who want to better advocate for their program within their schools and communities.
National Arts Education Association (NAEA) – The NAEA invests in innovative initiatives to support instructional practice, research and leadership in visual arts education. Though the organization focuses on visual arts education, its website features a robust advocacy hub with applicable resources for music teachers and arts advocates of all disciplines.
National Endowment for the Arts (NEA) – The NEA is an independent federal agency that funds, promotes and strengthens the creative capacity of communities by providing all Americans with diverse opportunities for arts participation. The NEA funds arts organizations and projects of all disciplines across the country and has a wealth of publications on research about the value and impact of the arts in the US.
Performing Arts Alliance – The Performing Arts Alliance advocates for America’s professional nonprofit arts sector before Congress and key policy makers. Their website features all kinds of tools for arts advocates at all stages including a Basics of Arts Advocacy toolkit and an Arts Advocacy Issue Center.
State arts agencies are great sources of information on state-specific arts legislation and advocacy. All 50 states have state arts agencies and the National Assembly of State Arts Agencies directory can help you find out more information about the one where you live! In addition to online resources, arts advocacy organizations at all levels often offer free arts advocacy training. Americans for the Arts hosts an annual Arts Advocacy Day in Washington DC and last year, Encore Tours participated in Arts Matter Advocacy Day (AMAD) by MASSCreative, a Boston-area organization that works to build a more vibrant, healthy and equitable Massachusetts by supporting the arts and cultural communities.
This year, MASSCreative is kicking off their newest campaign, Create the Vote 2018, a nonpartisan public education campaign to raise awareness and support for arts, culture, and creative expression. Learn more about the campaign here and RSVP to a launch party near you!
You work hard to provide opportunities for your students to benefit from the value that the music and the arts provide. Arts advocacy is the key to ensuring that your music program is supported within your school and community, and that at the state and national level, the arts are recognized for the immense value they bring to our individual lives, communities and nation.


“Although some may regard art education as a luxury, simple creative activities are some of the building blocks of child development,” stated Grace Hwang Lynch in an article published on the PBS Parents web site.
The Virgin Valley Artists Association feels the same way so they developed the “Get Smart with Art” program aimed at helping to develop a variety of art skills in children ages 8-16 years.
Classes are broken down into two categories: Children 8-11 years old and Children 12-16 and are scheduled twice a month, one class for each group.
According to the PBS article, the Virgin Valley Artists Association and Jean Wiensch, President of the VVAA, the developmental benefits of an art education are improved motor skills, decision making abilities, visual learning, inventiveness, cultural awareness and even improved academic performance. Wiensch says, “Art really helps to create a well-rounded person.”
“Studies show that there is a correlation between art and other achievement. A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate” Lynch said in her article.
The first class was held for the children ages 8-11 on Sep. 5. Fifteen children attended the class on “Fantasy Art”. The kids were able to work on drawing fantasy creatures such as dragons and fairies using pastels and seemingly had a wonderful time.
Wiensch was thrilled with the attendance in the first class of the 2015 year but it was the class for the 12-16 year olds scheduled for Sep. 19 that made Wiensch think some changes had to be made.
The Sep. 19 class was cancelled due to a lack of students signing up to participate but that didn’t phase Wiensch for more than a couple of minutes before she decided, “We’ll just combine the students who signed up and still hold both classes. This way all the kids will reap the benefits of two classes per month rather than one and they can have double the fun.”
The VVAA also did something new with the classes this year when they reduced the length of the classes by half. Last year classes for the “Get Smart with Art” program ran four hours Wiensch said, “That was just too long a time to keep the kids’ attention. This year our classes are two hours and we hit it right on the nose because right about one hour and fifty minutes into the class the kids began to get antsy. We think the two hours is just perfect and feel that perhaps art will help to develop their attention spans as well.”
Future classes included in the “Get Smart with Art” program are Digital Photography, Watercolor, Collages, Acrylics, Polymer Clay and Drawing Horses.
The next class is scheduled on Oct. 10. If your child would like to participate in this free program contact the VVAA at 702-346-1338 for more information on “Get Smart with Art”.


Perfect for budding scientists who want a highly visual STEM book to increase their science know-how. This introduction to science for kids is full of photographs and illustrations, fascinating facts, and engaging challenges. It’s sure to inspire the next amazing science fair project.
A brilliant science book for kids containing tons of interesting facts about this limitless subject, as well as a fantastic breakdown of what science is and why it’s so important.
Did you know that there are no sounds in space? Or that rainbows appear only in the morning or late afternoon? Find out why! For any child that can’t get enough of science, DKfindout! Science is packed with fun facts, quizzes and amazing photography. Follow along with key curriculum text introducing all the key topics for age 6+ readers covering everything from light and electricity, to animals and parts of the body.
This series will satisfy any child who is eager to learn and acquire facts – and keep them coming back for more. The only limit is your imagination!


The year 2010 was a landmark for education in India as the right of children to free and compulsory education (RTE) Act, 2009 was enforced with effect from April 1 2010. RTE Act, 2009 representing the consequential legislation to the Constitution (Eighty sixth Amendment) Act, 2002 secures the right of children to free and compulsory education till completion of elementary education in a neighbourhood school. RTE act 2009 lays down norms and standards relating to pupil teacher ratios, buildings and infrastructure school working days and working hours of teachers.
Education has been a thrust sector ever since India attained Independence in 1947. Right from the Launching of First Five Year Plan (1951-56) the crucial role of education in economic and social development has been recognized and emphasized. In India, within the education sector, elementary education has been given the highest priority in terms of sub sectoral allocations and the number of schemes launched by the Central Government to meet the needs of the educationally disadvantaged. Launched in November 2000 Sarva Shiksha Abhiyan (SSA) is a comprehensive programme and the main vehicle for providing elementary education to all children.
With the expansion of elementary education, an increasing number of students reach the secondary stage. The year 2008-09 was a momentous year for secondary education in India when a new centrally sponsored scheme to universalize education at secondary stage was launched. Vocational education remains within the broader school curriculum and involves provision of specific skills to increase the employability of the students on competition of formal education.
Higher education is of vital importance for the country in consolidating its comparative advantage in skill and knowledge intensive services and in building a knowledge-based society. The investment made in higher education over the years has given the county a strong knowledge base in many fields and contributed significantly to economic development social progress and political democracy in dependent India.
Adult literacy and further education of the literates is as vital an area as universal elementary education. Total Literacy Campaign (TLC) has been the principal strategy of National Literacy Campaign (TLC) has been the principal strategy of National Literacy Mission (NLM) for eradication of illiteracy in the target group.


Susan Harwood Capacity Building Training Grant
In support of the US Department of Labor’s efforts to foster and promote the welfare of workers, CHS developed and tested a training curriculum to provide health and safety training for employed English- and Spanish-speaking food industry workers with low literacy and numeracy skills. Training focused on reducing the incidence of illness and injury and provided information to help workers understand their job safety and health rights and the regulations and standards of the Occupational Safety and Health Administration (OSHA). The curriculum, in English and Spanish, is available on the OSHA website.
- Conducted a comprehensive needs assessment of the target population through focus groups, face-to-face interviews, and hard-copy and online surveys;
- Created curriculum training materials and training evaluation instruments; and
- Field-tested curriculum materials and revised them based on feedback.
- Trained 30 food industry workers who were members of the target population.
Southeastern, south central and northeastern Pennsylvania
U.S. Department of Labor, Occupational Safety and Health Administration


Motivation is a critical component to student success. This paper explores Keller’s ARCS model of motivational design as a prototypical approach to intentional incorporation of motivational strategies in instructional design, and argues for Constructivist learning theory as a philosophy for both instructional design and teaching that best supports achievement of learning objectives.
An Examination of the Effectiveness and Teacher Perceptions of Small Group Professional Development in Classroom Technology Integration
Researchers propose that professional development (PD) in classroom technology integration should be ongoing and occur in smaller scale professional learning teams to increase its effectiveness. This paper presents a two-part mixed-method research design which compares the effectiveness of traditional, one-time professional development to long-term small-group based professional development in increasing technology integration into pedagogical practice, and which also explores teacher attitudes and beliefs regarding participation in and effectiveness of longer-term small-group training.
Music Education for All Through Technology-Driven Instruction: An Exploration of Barriers to Technology Integration in K-12 Music Education
Factors that impact technology integration in music education are explored in this paper, including: (1) teacher comfort with and attitude toward technology, (2) student attitudes toward technology, (3) preservice teacher training, (4) in-service teacher professional development, and (5) resource availability.
“Forget All That and Just Play”: The Neuroscience of Improvisation and its Implications for Jazz Pedagogy
This paper explores research into the neuroscience of jazz improvisation and its implications for how improvisation, and creativity in general, is taught.


Using Drama for Oracy
“Being able to listen attentively and speak lucidly and understandably or to use non-verbal communication effectively are crucial attributes in learning and life more generally. Developing oracy – the capacity to develop and express ideas through speech – is of central importance to both thinking and learning.“
Professor Donaldson (2015)
ABOUT THE COURSE
Drama provides stimulating contexts for supporting and developing oracy across the curriculum. Drama Strategies can be used as ‘thought and talk frames’, to intentionally support different types of talk, for a range of purposes and audiences. The role of the teacher as a model, co-talker, facilitator and provocateur will also be considered.
- Learn how to introduce Drama and Talk protocols (contracts), with whole classes
- Learn some new drama strategies and revisit familiar strategies, to consider what they offer as ‘Talk Frames’
- Consider how shared, imagined contexts, can be used with intent, to shift the linguistic demands on children
- Consider the changing role/s and functions of the teacher in drama lessons, (where oracy is a main focus)
- Learn how to plan a KS2 drama lesson, with an oracy focus.
- Consider their possible ‘next step.
Patrice Baldwin was a primary headteacher, School Improvement and Art Education Adviser and Ofsted inspector. She was Sir Jim Rose’s Drama Editorial Expert for his proposed primary curriculum.
Patrice has given keynotes and led workshops in 35+ countries and was President of the International Drama Theatre and Education Association (2010-13) and Chair of National Drama for more than a decade (until 2015). She created and directed ‘Drama for Learning and Creativity’ (D4LC), an internationally acclaimed school improvement initiative.
Patrice is a published educational author and has been a BBC Education scriptwriter and series consultant (TV and Radio). She now works freelance.
This course is also available for schools to host online during 2020-21.
“Patrice Baldwin is a rarity. She is one of the few primary drama experts left in this country and quite possibly the most experienced and effective drama primary teacher. Teachers on her courses, come away feeling more confident and with a broader repertoire. Her work is excellent!“
“Absolutely brilliant! Patrice’s course opened doors for colleagues which they would not have believed possible. In everything she does, she walks delegates through the materials, and discusses the impact this has on children’s learning. She uses drama conventions to create opportunities for pupils to secure their learning in new and deeper ways.“
Patrice BaldwinInspiring professional development and school improvement
Patrice Baldwin is past Chair of National Drama and Past President of IDEA. She has given keynotes and workshops in 30+ countries and published several books on drama for learning.
Patrice was Drama Editorial Expert for Sir Jim Rose’s proposed primary national curriculum. She has been a primary headteacher, School Improvement Professional, Arts and Cultural Learning Adviser and Ofsted inspector, as well as a BBC Education scriptwriter and drama series consultant for radio and TV.
Patrice created and directed Drama for Learning and Creativity (D4LC), a highly much acclaimed, research led school improvement initiative, developed through ND and Norfolk County Council.
Patrice now works as a freelance drama for learning specialist and author. She also owns and runs ‘Inspiring Professional Development and School Improvement’.


In recent months, I have been focusing more and more on speaking engagements as well as the development of products with an explicit focus on assessment and intervention of literacy in speech-language pathology. Today I’d like to introduce 4 of my recently developed products pertinent to assessment and treatment of literacy in speech-language pathology.
which describes how speech-language pathologists can effectively assess and treat children with literacy disorders, (reading, spelling, and writing deficits including dyslexia) from preschool through adolescence. It explains the impact of language disorders on literacy development, lists formal and informal assessment instruments and procedures, as well as describes the importance of assessing higher order language skills for literacy purposes. It reviews components of effective reading instruction including phonological awareness, orthographic knowledge, vocabulary awareness, morphological awareness, as well as reading fluency and comprehension. Finally, it provides recommendations on how components of effective reading instruction can be cohesively integrated into speech-language therapy sessions in order to improve literacy abilities of children with language disorders and learning disabilities.
Next up is a product entitled From Wordless Picture Books to Reading Instruction: Effective Strategies for SLPs Working with Intellectually Impaired Students. This product discusses how to address the development of critical thinking skills through a variety of picture books utilizing the framework outlined in Bloom’s Taxonomy: Cognitive Domain which encompasses the categories of knowledge, comprehension, application, analysis, synthesis, and evaluation in children with intellectual impairments. It shares a number of similarities with the above product as it also reviews components of effective reading instruction for children with language and intellectual disabilities as well as provides recommendations on how to integrate reading instruction effectively into speech-language therapy sessions.
The product Improving Critical Thinking Skills via Picture Books in Children with Language Disorders is also available for sale on its own with a focus on only teaching critical thinking skills via the use of picture books.
Finally, my last product Best Practices in Bilingual Literacy Assessments and Interventions focuses on how bilingual speech-language pathologists (SLPs) can effectively assess and intervene with simultaneously bilingual and multicultural children (with stronger academic English language skills) diagnosed with linguistically-based literacy impairments. Topics include components of effective literacy assessments for simultaneously bilingual children (with stronger English abilities), best instructional literacy practices, translanguaging support strategies, critical questions relevant to the provision of effective interventions, as well as use of accommodations, modifications and compensatory strategies for improvement of bilingual students’ performance in social and academic settings.
Helpful Smart Speech Therapy Resources:
- Dynamic Assessment of Bilingual and Multicultural Learners in Speech-Language Pathology
- Differential Assessment and Treatment of Processing Disorders in Speech-Language Pathology
- Practical Strategies for Monolingual SLPs Assessing and Treating Bilingual Children
- The Checklists Bundle
- General Assessment and Treatment Start Up Bundle
- Multicultural Assessment Bundle
- Narrative Assessment and Treatment Bundle
- Social Pragmatic Assessment and Treatment Bundle
- Psychiatric Disorders Bundle


We visited granny over the weekend, and did not take a lot of toys with us, so we improvised! We went outside to harvest some acorns, and took them inside and use it to play and count.
Half the fun was to harvest them under the big oak tree.
Lela took the basket with acorns inside, and she let brother help her to fill one egg carton tray. This is great for fine motor skill development, hand eye coordination and one-on-one correspondence.
She counted the acorns as she placed them into the holes, realizing that there are 30 holes for big acorns to fit. If we could place two acorns in each hole, how many would be able to fit? 60. (Multiplication/double up)
Working with 5 rows across, If we took out one in each row, how many are left? 25(subtraction). If we only add three in each row, how many will we have? 15 (counting or multiplication)
All the while brother turned the other tray around and was adding acorns to the smaller holes. He is also counting up to ten nicely. Great for his fine motor skill development too! He does have an obsession on holes, circles and all things round.
We played again, this time we made a game: I made a pattern in the one tray, and she had to copy the pattern on hers. Then she had a turn to make a pattern. All the while using mathematical vocabulary when playing.
Brother invented his own game: trying to remove the acorns as quick as we put them on the tray! Oh, brothers!
Great fun, frugal and educational too!


This page gives you information about the class, including the intended size for the class and how many spaces remain. To register for the class, click on the blue button at the bottom right of the page that says, “Add to Cart”.
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Registration is Closed
Music Theory - Unlocking the Code
Instructor: Kathleen Jameson
Tuesdays • 9/17-11/5 • 10:15 AM-12:15 PM • 8 classes
Class size 8 to 16 students
2 seats remaining
Location: Fine Arts 122
What if you had to devise a language that included gradations of pitch and of duration –rhythm, melody, harmony, tonality, instrumentation, vocals, and more. Where to begin? If music has always been Greek to you and you would like to understand how it works, this is the course for you! This course will include learning to “read” music, the intervals between tones, types of chords, and what constitutes a scale. We will be writing notes down, deciphering rhythms, and learning about major and minor keys and key signatures. We will learn to identify notes on written music and locate those notes on a keyboard.
We will practice what we learn in various ways:
• Writing notes onto score (music) paper.
• Playing notes we see in writing.
• Singing simple progressions of notes on a page.
• Writing little melodies.
• Writing down a progression of notes that have been played aloud (after some practice).
• Clapping rhythms and counting them out.
• Listening to recordings of music for certain clues and examples.
No musical experience necessary — we will start at the beginning. Classroom
Kathleen Jameson enjoyed a long career as a music educator and administrator. She taught vocal, instrumental, and general music classes in various settings and age groups in public and private schools, and she supervised other music teachers. Kathleen plays several instruments and is a singer/songwriter. Throughout her career she has relied upon her understanding of music theory in each endeavor, whether teaching a music class, directing an orchestra or a choir, or performing herself. As a requirement for her degree in music education, she took Music Theory I, II, III, and IV. Kathie has met countless individuals over the years who have lamented the fact that they never learned how to read music; those individuals were the inspiration for offering this course.


Never underestimate the benefits of a good education. Thomas Jefferson would have hit the nail right on the head if instead of putting, “Life, Liberty and the Pursuit of Happiness” in the Declaration of Independence, he instead penned the words, “Life, Liberty and the Pursuit of Health and Education.”
Education, health and happiness are inextricably linked, according to an increasing number of studies pointing to a direct connection between education and quality of life. A conversation about quality living would most assuredly have to include references to strength, stamina, vigor… all by-products of good health.
The highway of education is paved with a fundamental and far-reaching approach to learning that forges knowledge in a variety of subjects, including health. Once you have the knowledge, it then becomes much easier to make the right decisions throughout life about health and everything else.
“Knowledge is power,” wrote author Veronica Roth. Knowledge opens doors, breaks down barriers and levels the playing field. Without it, we wander through life unaware of the possibilities around us and unsure of the decisions in front of us. With it, we are able to recognize the good and bad in things and make decisions based on observation, intelligence and informed judgment.
After learning about the concept of healthy living, and as happens with many of life’s daily responsibilities when accompanied by knowledge, a process of education ignites within us. Because our brain has absorbed information important for being healthy, we begin the process of learning how to be healthy. The cycle continues.
To answer the questions introduced from this new awareness, we then focus on those things which help us accomplish our goal of achieving and maintaining wellness. Suddenly, our brain prompts our body to make the necessary adjustments which can promote a healthy lifestyle in us. In a short amount of time, health becomes something you think about more than only when you must.
Health is primarily defined as ‘a state of complete emotional and physical well-being’. Achieving optimum health and wellness is a challenge for everybody, educated or not. However, having the knowledge necessary to attain and maintain good health, is a perfect example of how learning can positively affect every aspect of your daily existence.
Dr. Seuss had it right, “The more you read, the more things you will know. The more things you learn, the more places you’ll go.”
Ideally a life-long process, learning stimulates the brain, triggers a physical response, and helps to identify almost unlimited avenues of education. Education, in turn, creates a foundation for life which translates, almost unconsciously, across limitless aspects of life, including health and wellness.
Numerous studies have established the importance and long-term benefits of early childhood education on a person’s well-being. According to the Economic Opportunity Institute, “Early childhood learning plays a crucial role in primary education. By focusing early in childhood on prevention and protective factors, quality care and information can help children to grow up healthy.”
The report went on to state, “… quality early learning and care before the age of five has found it is associated with improvement in a range of educational and social measures, some of which have been documented many years after the care.”
While it has been proven that genetic characteristics structured in our DNA do certainly play a role in health and longevity, addressing the core issue of education – early and continued engaged learning – can provide a wide array of positive benefits for the brain, the body, and for society in general.


Over the last eight years, Sheryl Batchelor has trialed, researched and evaluated several evidence-based programs based on the principles of neuroplasticity that can help people improve their cognitive functions in education, employment and community settings. Sheryl has been trained in neuroplasticity programs in Australia as well as overseas.
WHAT THE RESEARCH SAYS
University Of South Florida
“Speed of processing training resulted in decreased risk of dementia across the 10-year period of, on average, 29 percent as compared to the control,” said lead author Jerri Edwards, PhD, University of South Florida.
Cognitive training improves memory, reduces stress and makes you a happier person by reducing depression symptoms,. It can even reduce the risk of Dementia between 29-48%,. Computerisd brain-training is now the first intervention of any kind to reduce the risk of dementia among older adults.
“Children with stronger working memory, inhibition and attentional skills have been found to make larger gains on tests of math, language and literacy development”. (Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11.
 Niedeggen, M. et al. Transfer effects of cognitive training based on working memory tasks. Zeitschrift für Neuropsychologie, 23 (3), (2012).
 Alloway, T. P., Horton, J. C. Does Working Memory Mediate the Link Between Dispositional Optimism and Depressive Symptoms? Applied Cognitive Psychology, (2016).
 Motter, J. N., Pimontel, M. A. et al. Computerized cognitive training and functional recovery in major depressive disorder: A meta-analysis. Journal of Affective Disorders, Vol. 189, (2015).
 Hill, N. T. M. et al. Computerized cognitive training in older adults with mild cognitive impairment or dementia: A systematic review and meta-analysis. American Journal of Psychiatry Nov 14, (2016).
 Edwards, J.D. et al. Speed of Processing Training Results in Lower Risk of Dementia. Alzheimer’s & Dementia: Translational Research & Clinical Interventions. Vol 3 (4), Nov (2017).


Art education at San Silvestre aims to provide every student from Early Years to the International Baccalaureate with a platform to express their feelings and ideas about the world they live in with creativity and originality. Research demonstrates that the Arts are crucial for creating well-rounded, well-prepared learners and leaders. We weave the arts into our core classroom curricula as well as teaching specific artistic skills and abilities.
Why learn Art at San Silvestre?
Our teachers of Art collaborate to bring together a wealth of knowledge and understanding about Peruvian and world cultures, art movements, techniques and Art History. The girls have opportunities to visit Museums, Art Galleries; local Artists are invited to come to school, to share their art and to demonstrate techniques.
All teachers of Art employ a wide range of teaching strategies and techniques to correspond with our students’ preferred learning styles thus facilitating emotional and intellectual growth, and creative expression.
Students acquire and employ a wide range of visual arts vocabulary thereby enabling them to speak confidently about their work and the work of others.


The COVID-19 crisis is compounding traumatic experiences for many students, say researchers with the Appalachia Regional Educational Laboratory (REL AP), part of the Institute for Educational Sciences.
October is National Bullying Prevention Month, and October 10 marked World Mental Health Day. To help schools address these important issues, Impero Software has created a freely downloadable ebook, Supporting Student Mental Health and Safety During Remote Learning.
As the nation grapples with the impact and fears of COVID-19, these times continue to be unpredictable and emotionally charged, especially for children. Global Oneness Project is sharing a new short documentary that captures the experiences and emotions of youth.
As America’s national institution for promoting, interpreting, and celebrating women’s history, the National Women’s History Museum (NWHM) is ensuring that women and girls’ unique voices and experiences are not left out of the telling of the COVID-19 story. To this end, NWHM has launched the Women Writing History: A Coronavirus Journaling Project.
Close to 130 organizations, including school districts, are participating in Ready4K, a text-messaging program designed to engage parents in students’ literacy development. Parents can “opt in” to receive three text messages each week, covering everything from naming emotions to building confidence and staying active through movement.


Elementary education deals with the teaching of children from kindergarten to the fifth or sixth grade. Unlike teachers in upper grades, elementary teachers teach children on a variety of topics (Math, English, Science, etc.). They ensure children receive a solid grounding in all the basic subjects so they are able to go on to more advanced studies. Teachers also facilitate the development of life skills during these impressionable years.
What is Necessary to Become an Elementary Education Teacher?
Elementary teachers are entrusted with the lives of our children during the majority of their formative years. Needless to say we want to ensure they are properly prepared for such a great task.
Most states require elementary teachers to complete an accredited program of study, usually a bachelor of education. Expect to spend at least 4-years at college to complete the degree or certification requirements. Visit a local college’s website to get an idea of some of the classes required for the programs offered.
You also want to check the requirements for the state in which you want to teach. Many states require additional certifications or testing.
Why Become an Elementary Education Teacher?
A career in elementary education can be very rewarding. Everyday, you get up and go to work where you are shaping the lives of children. You come home from work every day with a sense of accomplishment, with a sense of having made a difference. This can be an amazing feeling, which is why most teachers are very content and happy with their job.
One of the best benefits of having a career in elementary education, besides the reward of knowing you’ve made a difference, is you will be treated to roughly 2 or 3 months of vacation every year. Yes, those who teach children get the same amount of time off, as do the children.
How Much Will I Get Paid?
The average salary for an elementary education teacher is around $35,000 a year. It can be higher or lower based on location and State. Some teachers earn as much as $65,000 a year or more. There’s no need to sacrifice pay to seek an elementary education career.
An elementary education career can be an exciting and rewarding profession for people who enjoy working with children. If a career in elementary education seems appealing to you then do some additional research by contacting a school counselor or a local college. You could also try a stint as a substitute teacher to see if this career is something you want to pursue further. The only requirement in many states for substitute teachers is to be a high school graduate.


National Numeracy is an independent charity established in 2012 to help raise low levels of numeracy among both adults and children and to promote the importance of everyday maths skills. We aim to challenge negative attitudes, influence public policy and offer practical ways of helping adults and children improve their numeracy - in the community, the workplace and formal education.
To enable everyone across the UK to be confident and competent in using numbers and data, to be able to make good decisions in their daily life and at work.
We are working towards our aim in two main ways:
Raising awareness about poor numeracy levels which exist in the UK, how numeracy differs from mathematics, and the promoting the recognition that everyone can improve through campaigns such as National Numeracy Day.
Improving numeracy. Over 280,000 people have registered to check and improve their maths skills with the National Numeracy Challenge, giving them a space to assess and improve on their numeracy at their own pace.
Our report Essentials of Numeracy: a new approach published in summer 2017 provides an overview of the issue, why things aren't working and our proposed solutions.
Our Theory of Change
Our Theory of Change sets out the framework for how, ultimately, we want to improve life chances for individuals and productivity for the country.
Read our Impact Report to find out what difference we are making to people's lives.
- Numeracy is an essential skill – and an entitlement – for everyone. The economic success of the UK and the wellbeing of people individually are dependent on it.
- Everyone can improve their everyday maths skills. Numeracy can be learnt. Mathematical understanding is not determined at birth.
- Improvement takes effort and application. The real key to better numeracy skills is determination and resilience. Learning can be hard work for everyone.
- Improving numeracy needs encouragement, support and good teaching. The education system, employers and politicians all have a part to play.
- Negative attitudes are the foremost barrier to making the UK numerate. Removing them – getting rid of mistaken beliefs and the widespread ‘rubbish at maths’ tag – is fundamental to change.


Throughout the years I spent obtaining my education and putting it into practice, I was always of firm mind that all children can learn. As educators, it is our obligation to give them the optimum experience that builds on the individual abilities they bring to school with them each day. I truly love the early childhood years and the way each child navigates through them. The most important goal I have as a teacher every year is to nurture each child’s individuality and desire to learn while helping them become part of our class and school community. First experiences in school are so very important and if my students are waking up each morning excited with the possibility of what lies ahead of them that day at school, then I am doing my job.
Overview of Curriculum
Pre-K has it all! It is such a wonderful year of growth, learning and friendship. Pre-K is equal parts academic and social. Socially, the Pre-K4 child is beginning to gain more independence and develop more friendships. The Pre-k classroom gives them the opportunity to interact with other children and grow in this area which will benefit them greatly in the coming years. It is a time to learn how to handle the many social situations that arise in a classroom environment. Pre-K4 is also academic with a basic introduction to curriculum the children will see more in depth in kindergarten. We are learning all around the curriculum all day long through the Archdiocesan Pre-Kindergarten Guidelines which include: ILA, math and religion as well as the integrated content areas of social studies, science, music/movement, large/small motor activities and art. Pre-K combines it all into a wonderful, learning filled year!
- BSED West Chester University
- M.Ed Cabrini College, with distinction
- Dual Certification in Early Childhood/Elementary Education
- Worked in various educational settings beginning in high school, throughout college and post graduate
- Kindergarten Teacher, Archdiocese of Philadelphia
- Title I Reading Instructor, Perkiomen Valley School District
- Preschool/Pre-K Teacher, Zion Lutheran School


Issue 2/2011, 3. Volume Page 94–118
Choirboys and other academic-track students – determinants of musical activities at academic-track schools with different profiles
Shortlink: https://www.waxmann.com/artikelART102691free download
What determines the musical activities of high school students? According to the theory of planned behavior, attitudes (including intrinsic values), subjective norms (including the musical affinity of friends and parents), and perceived behavioral control (including musical self-concept) are likely predictors. Attending a high school with a musical profile should also prove relevant. These hypotheses were tested using data from a sample of N = 2,016 musically active academictrack students. In multiple-group structural equation models, a reference group of boys at schools without a musical profile was compared with girls at the same schools and with boys at schools with a distinctive musical profile. As expected, boys at schools with a musical profile reported that their friends and parents had a greater affinity for music and themselves engaged in more musical activities. Within groups, effects of predictors were mixed. Implications for how school profiles can foster musical activities are discussed.
Music education; Self-concept; Social influences; Choice behavior; Structural equation modelling


Red Gates Pathways Vacancies Governance Newsletters Policies Also In ‘Classes’ Core Curriculum Pathway Curriculum Additional Curriculum Newsletters Red Gates Pathways Red Gates Pathways Green (Sensory) Lime, Mint, Aqua, Emerald, Jade (Developing Sensory) Children who benefit from a sensory approach to learning. Moderate to high therapy input. Children grouped appropriately in regards to ability and social interaction. Emphasis on the development of independence and self-help skills. Sensory strategies timetabled throughout the day such as Intensive Interaction. Sensory Pathway Curriculum Overview Sensory Pathway KS1 Autumn Spring Summer I Like Textures Our World Sensory Pathway KS2 Autumn Spring Summer I Can Colours and Shapes Senses Blue (Autism Spectrum Disorder) Royal, Sky, Teal, Cyan, Turquoise, Navy (ASD) Moderate to high therapy input. ASD strategies such as TEACCH, Attention Autism and PECS timetabled throughout the day. Emphasis on the development of independence, social interactions and self-help skills ASD Pathway Curriculum Overview ASD Pathway KS1 Autumn Spring 1 Spring 2 Summer 2 Summer 2 Down on the Farm Transport Fairytales Food A Day at the Beach ASD Pathway KS2 Autumn Spring 1 Spring 2 Summer 1 Summer 2 When You Go Down to the Woods Today All About Me I am cooking… Heroes (Looking at people who help us) Hidden Worlds (Under the Sea/Ground) Purple (Early Years Foundation Stage) Amethyst, Lilac, Violet (EYFS) Children in the Early Years follow the Red Gates Early Steps. This is a holistic, creative curriculum. Activities are mainly child-initiated and the emphasis is on learning through play. Children are encouraged to be independent and to play cooperatively with peers where possible. Strategies such as TEACCH, PECS and Attention Autism are introduced in the Early Years. EYFS Pathway Curriculum Overview Nursery Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 2 Summer 2 All about Me Sparkle and Shine Nursery Rhymes Growing Out and About Summer Fun EYFS Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Favourites Favourites Actions Songs and Rhymes Colour Up and Away! Pink (Learning Independence & Social Skills) Coral, Fuchsia, Magenta, Rose (LISS) Focus on peer interactions and life skills with regular opportunities to engage with the community. Emphasis on developing literacy and numeracy skills.


“Early childhood Education In Industrial Revolution 4.0”
- Development, challenges, and problems in early childhood education in the era of industrial revolution 4.0.
- Support for children’s holistic development .
- Children’s Literacy development.
- Early Childhood Math and Science Education
- Early Childhood Curriculum in Industrial Revolution 4.0
- Early childhood education policy in Millenial era.
- Profile of great Early childhood Educators in the disruptive era.
- Actualization of digital-based child-teacher-parent relationship patterns in the era of industrial revolution 4.0.
- Development of teacher and millennial generation competencies
- Challenges and actualization of character education in early childhood in millenial era
- The actualization of management of edupreneurship -based Early Childhood Education institutions in current decade.
- Challenges and problems of Music and Art education for early childhood in the era of industrial revolution 4.0
- National values on character education for early generations in Digital era
- Children nutrition and health
- Use of information and communication (ICT) in Early Childhood Education.


Mathematics (The teaching of numeracy skills)
Pupils at Christleton Primary School study mathematics to participate in a modern society by being able to think mathematically enabling them to reason, solve problems and assess risk in a range of contexts.
At Christleton Primary School we endeavor to ensure that mathematics progress is related to individual need through the appropriate use of a variety of resource materials and that all children receive as much practical and investigative experience as possible.
We follow a rigorous teaching sequence provided by the 'Maths Hub' where mathematical concepts are taught in three stages.
The stages for each objective are broken down into the following:
As part of an introduction to a new area of learning, children will spend one or two days learning to be fluent with a taught concept. For example, if they are learning how to use the column method, they spend the fluency stage understanding how this method works and applying this understanding to simple addition sums.
Once children can confidently reason, they then move onto the next stage of our teaching sequence where children then have to reason and explain their answers. This provides children with an opportunity to reason and show how they answered a question.
3. Problem Solving
Finally, once children are fluent with a concept and they can confidently reason, they then move onto problem solving and applying this learning to a range of scenarios and contexts in order to embed the learning.
Children who are not secure with a stage (for example fluency) will continue developing their skills in this area until they are ready to move onto the next stage.
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Mains Paper 2: Governance | Issues relating to development & management of Social Sector/Services relating to Health, Education, Human Resources.
From UPSC perspective, the following things are important:
Prelims level: Annual Status of Education Report 2017, NGO Pratham, RTE act, digital divide
Mains level: State of education in India and measures needed to improve outcomes
Findings of the Annual Status of Education Report 2017
- The state of rural elementary education is far from encouraging
- Only 5% of the respondents in the survey, which was aided by the NGO Pratham, reported doing any kind of vocational course
- Only 43% of the youth could solve an arithmetic problem involving division of a three-digit number by a single digit
- Read full news here: India’s learning deficit is worsening: ASER study
What does this point to?
- The insights available from successive studies point to progress being made in raw enrolment of children in school, but miserable failures in achieving learning outcomes
- Enrolment figures often do not mean high attendance
- A significant section of secondary level students find it difficult to read standard texts meant for junior classes or locate their own State on the map
- The ASER data point to a massive digital divide, with 61% of respondents stating they had never used the Internet, and 56% a computer, while mobile telephony was accessible to 73%
What needs to be done?
- The Right of Children to Free and Compulsory Education Act should cover the entire spectrum of 18 years, and not confine itself to those aged 6 to 14
- Guaranteed inclusion will empower those in the 14-18 age group who are not enrolled anywhere, and help them acquire finishing education
- This is vital to their participation in the workforce
- All expenditure on good education is bound to have a multiplier effect on productivity
- Objectives of the RTE Act need to be translated into a comprehensive guarantee, expanding its scope to cover all levels of education