The gap between girls and boys may be less about reading ability than about attitudes. Literacy expert Carolyn Jaynes answers the question: How can we make reading more fun for boys?
While research has shown that attitudes toward reading decline through the elementary years, especially among boys, there are ways to help your son get into reading.
Early on, help boys recognize that words and language are part of the fun in life.
Read to your son, early and often. One nationwide study showed that at age 4, children are read to, sung to and told stories less often than they were at age 2, and the numbers are lower for boys. Try to read aloud to your son for 30 minutes every day beginning when he’s an infant—and keep it up as he grows.
Focus on your son’s oral language development. Studies show that oral language and literacy development go hand in hand. When they tell a funny story at the dinner table or sing rhyming songs along with their toys, kids develop skills—such as sequencing events and recognizing rhymes—that help them in learning to read. So talk and listen, explain things and ask questions, sing songs and make up simple chants. Turn car trips and walks to the park into opportunities to predict the weather based on the clouds, plan a birthday party or create your own silly limericks, knowing that these oral language experiences will contribute to later reading development.
Help your son view reading as a reward. Consider giving books or magazines to children as presents or as a recognition of special achievements. Make reading a positive experience and set up a special, comfortable place for reading at home.
Studies show that children who see themselves as part of a community with other readers choose to read more often.
Encourage your son to talk about what he’s reading. This can be done formally, with a book club sponsored by a library or local book store, or more casually, such as at the dinner table or with friends after school.
Keep reading aloud together. Older children benefit from read-aloud experiences just as much as the younger ones. After reading something together, take some time to identify the most exciting parts, discuss the most surprising character, or debate the value of the author’s message.
Rally the support of your friends and family. Connect your children with older friends and relatives who love to read. Encourage them to read books together, talk about the books they read growing up, and share stories from their generation.
Before reading, have your child take a "picture walk" through the book and make some predictions about what might happen. As you read together, pause from time to time to ask questions like "What do you think will happen next?" "What did you think about that character's decision?" Ask basic recall questions (e.g., Who built the house of bricks?), as well as questions that require your child to "read between the lines" (e.g., Why would the first pig build a house of straw?)
Ask questions that help your child make a personal connection to the story (e.g., Have you ever felt sad and lonely like Miss Spider?).
Punch up the fun as you read aloud. Voice the characters, pause for dramatic effect, and bring out your inner comedian.
For more ideas on motivating boys to read, check out guysread.com, a website designed to help boys become engaged readers.


Rising Readers Leveled Books
120 science, math, social studies, and fiction titles at Levels A-I support and challenge young readers.
Develop reading and comprehension skills with leveled texts for children in PreK-Grade 1.
- Real-world photos and beautiful illustrations serve as engaging visual aids and inspire discussion.
- Teaching tips and activities in each book help parents and educators build comprehension and writing skills.
- Teaching Cards for each title include vocabulary, phonics, and comprehension instruction, plus tips for English Learners.
Spanish versions of each title are also available.
How do you use leveled books to implement small-group reading effectively? This instructional guide provides detailed directions to assess students' instructional needs, form flexible groups and select appropriate texts, and use ongoing assessments to monitor student progress. Differentiated small-group instruction is a critical component of comprehensive literacy programs, and this clear, succinct, and highly informative 32-page guide teaches educators how to assess, plan, and implement small-group reading effectively, as well as monitor progress. Written by former reading specialist and Reading Recovery teacher leader Tammy Jones and former teacher and literacy coach Annyce Kuykendall.
Leveled books are an important resource for building strong readers, but their lessons require reinforcement to provide a long-term foundation for literacy. Essential Activities for Leveled Books helps students understand, internalize, and communicate ideas. Includes more than 90 pages of fun and engaging worksheets, and supports the reading comprehension strategies featured in our Rising Readers Leveled Books. Use this book as a stand-alone or with Rising Readers Leveled Books and matching interactive CD-ROMs! 96 pages. Reproducible.
Run up the hill with Jack and Jill. Just be careful on the way down!
A boy is rowing down a stream. What does he see along the way? A playful and vibrantly illustrated adaptation of the popular song.
Explore the world of motion. Read about many things that move.
Baa Baa Black Sheep is at the market. How much wool will Baa Baa sell? Read this book to find out.
Where is Little Chick? Rooster and the other farm animals work together to find her.
What makes the king's pie so sweet? Read this book to find out!
Visit a street fair and solve word problems. Answer questions that ask "what's left" and "how many more."
Bread comes in many sizes, shapes, and colors. Read this book to explore a world of bread!
Is a ladybug longer or shorter than a dragonfly? Compare the lengths of insects!


Master of Science
Department or Program
Department or Program Chair
Madalienne Peters, Ed.D.
Madalienne F. Peters, Ed.D.
Compelling evidence illustrates place-based education (PBE) as a catalyst for inspiring teachers to create dynamic curricula that energizes the student. PBE curriculum typically encompasses all traditional subjects and entails hands-on classroom and field studies utilizing the natural world and local community. The purpose of this literature review is to introduce and explain the benefits of PBE. Specifically I will summarize and evaluate PBE science curricula with regard to Marin County bird species. The literature review outlines four components: an introduction to PBE, information about the birds of Marin County, examples of current PBE in Marin County, and interviews with Marin County educators that are presently teaching about the local birds of Marin. Summaries of bird curricula available through local and national organizations, and through academic research are also included. This paper serves as an introduction and explanation of PBE and identifies and evaluates PBE science curricula with regard to Marin County bird species. The ultimate goal of this review is to furnish educators with organized and easily obtainable natural history information, curricula and resources about Marin County birds.
Barnett, Sharon Anne, "Place-Based Education and Teaching about Marin County Birds: Curriculum Development for Teachers" (2009). Master's Theses and Capstone Projects. 147.
Educational Methods Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons


- Nursery School
- Children’s Program
- Adult Classes
Why choose the Spanish Immersion Program for my child?
Studies have found that learning a second language at an early age has many benefits:
What if no one at home speaks Spanish?
Report cards, notices and newsletters are issued in English. Most homework assignments are in English so parents can be active participants in their child’s learning. It is not necessary to have a Spanish background prior to starting our program. In order to create diverse learning opportunities, we have established flexible schedules, which include a balance of large and small-group experiences, teacher and child-initiated activities and opportunities for individualized instruction. The maximum class size is 15 students.
What Does the Research Say About Dual Language?
Multiple benefits exist in acquiring a second language during the primary years. Some of the benefits of learning a second language during the elementary years include:
What is Authentic Learning?
Our elementary program is rooted in authentic learning. An authentic learning experience is an in-depth investigation of a real-world topic worthy of a student’s attention and effort. The study may be carried out with an entire class or with small groups of students. During the inquiry process students are exposed to early literacy and math standards that prepare them for early reading, math, critical thinking, and problem-solving skills. Teachers become facilitators in the process of investigation, revision and reflection. Students remain engaged in real-life experiences throughout the unit of study in order to create a tangible, useful product to be shared with the community.
Do all the teachers have a teaching degree?
Our elementary teachers are required to have a Bachelor’s degree in early childhood education or elementary education; alternatively, teachers with Bachelor’s degrees in other fields, such as Biology and Engineering, bring multiple years of educational experience to our classrooms. All of our teachers are native Spanish speakers, with the exception of our English Language Arts specialist. They are trained in project-based learning, second language acquisition, and literacy development in order to deliver a curriculum aligned to state, national and international standards. Foreign language and English language learner standards are incorporated to support all the students’ academic needs. Assessments will be given throughout the program to track academic and language achievement. Differentiated instruction will be incorporated into daily lesson plans to meet the needs of all students.
Do students attend special classes?
Students attend specials for 45 minutes every day. They rotate between Fine Arts, P.E., Yoga and Technology class.
How is Technology integrated into the program?
All students use technology as a tool to aid in their learning and understanding. All students bring a personal device (an iPad or tablet) and work in a lab setting with our technology teacher. They begin learning how to research, type, use the Microsoft Office Suite, and prepare their presentations using various applications and software.


Free Sight Words Games, Printables and Videos.
Learning Sight Words can be a challenge. Worse, it can be boring. But there is help! Here at Quiz-Tree.com you will find a treasure trove of free fun games, videos and printables.
Why Sight Words?
Sight Words (sometimes called the Dolch Word List) are some of the most frequently used words in the English language. Even though they number only about 200, Sight Words make up approximately 50 to 70 percent of any given general, non-technical text (you can verify it here). Therefore, teaching Sight Words as early as possible is considered a crucial part of elementary education.
We hope that you will find our Sight Words materials helpful and easy to use!
"I love this site and recommend it to all professionals that ask for computer sites."
Wordsearch Puzzles.Wordsearch puzzles are a great tool for helping children improve their language arts skills. Manually creating wordsearch puzzles is a time-consuming process. Besides, the number of already available puzzles is limited. So what's a teacher to do? Quiz-Tree.com to the rescue! Our super-fast Wordsearch Puzzle Generator will create a new puzzle for you in seconds.
Here's how it works:
1. Click on one of the buttons below.
2. On the next page you will see a puzzle generated using 10 or 20 random words from one of the standard Dolch lists.
Hot tip: To get another puzzle variation, simply reload the page and a new puzzle will be created for you automatically.
|5 words||10 words||15 words|
But there is more! If you want to choose the number of rows and columns, the amount of words, and other puzzle features, please use the Wordsearch Puzzle Generator.
Reasons to Teach Sight Words.Reading is one of the most critical skills taught at school. It is virtually impossible for a person to live a productive life in our society without being functionally literate. Children with reading difficulties will undoubtedly have trouble mastering nearly all school subjects even if they are motivated to study. Conversely, children who learn to read in the early grades acquire one of the most basic skills needed to continue their education and be fully-functional as adults.
In many schools students are expected to be able to read simple material by the end of the second grade. One of the most important goals in teaching young students to read is making sure they are completely proficient with Sight Words.
There are two additional reasons why it is important to give Sight Words an extra priority. Firstly, phonetic analysis can't be applied to many of these words. Secondly, quite a few of them cannot be taught through pictures (e.g. "if", "soon", "but", etc.).
Even though it may take a considerable effort for children to learn the entire Dolch Word List, it is well worth it. Having the ability to recognize these words can dramatically increase confidence and improve reading proficiency of the beginning reader.
Because complete fluency with Sight Words is the foundation of literacy, a variety of techniques are used to teach them to children. Repetition and practice are very important in making Sight Words recognition automatic. For example, there are numerous group activities that help in teaching Dolch Word List in elementary school setting. These activities are often supplemented by interactive games that involve flashcards and computer software.
Clearly, exercises and games like the ones presented on this website can be most valuable when used as a part of a comprehensive reading education program that employs a variety of materials and activities.
Free Downloadable Software.Sight Words Buddy for Windows can help your children master Dolch Word List and have some fun too. The exercises are simple and it takes just a few seconds to learn how to use them. When the exercise starts, the student will hear one of the Sight Words. The student's task is to select the right word. After the student answers correctly, the game will move to the next word.
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In Social Justice Art, a new book from Harvard Education Press, author Marit Dewhurst, Ed.M.'03, Ed.D.'09, explores how young students can be encouraged to think about topics of social justice through the learning -- and doing -- of art. Drawing upon what she learned from students in a New York museum's activist art class, Dewhurst provides art educators with strategies to incorporate activist art projects in their teaching.
In this edition of the Harvard EdCast, Dewhurst, director of art education at The City College of New York, explains how art can help students to address issues of social injustice in their communities and beyond.
The Harvard EdCast is a weekly series of podcasts, available on the Harvard University iTunes U page, that features a 15-20 minute conversation with thought leaders in the field of education from across the country and around the world. Hosted by Matt Weber, the Harvard EdCast is a space for educational discourse and openness, focusing on the myriad issues and current events related to the field.


Présentation de l'éditeur
Teach how to play recorder for kids with our easy recorder lessons for kids.
***Comes with online access to free recorder videos and audio demonstrating all examples. See and hear how each one is played by a teacher, then play along with the backing band. Also includes music score and recorder animation for easy music learning.***
"Great teaching tool. I love the fact you can play just a note and get a great accompaniment to make it sound interesting. It enables me to focus on getting a great sound before moving on." - A.M. Weavers [Amazon]
Progressive Recorder Method for Young Beginners - Book 1 contains all you need to know to start teaching kids to play recorder - in one easy-to-follow, lesson-by-lesson children’s recorder tutorial. Suitable for children aged 4 to 8 years and all brands of tenor and descant recorders. No prior knowledge of how to read music or playing the recorder is required to teach a child to learn to play recorder from this book.
Teach your child:
• How to play recorder notes for kids
• All the fundamental techniques of recorder playing including correct posture, hand position, fingering and breathing
• Basic recorder theory for kids including how to read music
• How to tune a recorder
• Recorder tips for kids that every child should know when learning recorder
• Shortcuts for how to learn recorder fast by getting the most from recorder practice sessions
Contains everything you need to know about how to teach a child to play recorder today.
• Progressive step-by-step easy recorder lessons written by a professional children’s recorder teacher
• Beautifully illustrated in full color throughout
• Easy-to-read recorder music for kids with lyrics to sing a long and chords for guitar or piano accompaniment
• Recorder note chart
• 42 great sounding recorder exercises and popular easy recorder songs for kids
Kids recorder lessons have never been this easy for parents and teachers who want to teach children to learn how to play the recorder, fast.
LearnToPlayMusic.com's recorder lessons for kids are used by children’s recorder teachers worldwide to teach how to play recorder for kids. For over 30 years, our team of professional authors, composers and musicians have crafted music lesson books that are a cut above the rest. We offer a large selection of music lessons for kids that cover many different instruments in print, eBook and app formats. Awarded the 'Quality Excellence Design' (QED) seal of approval for eBook innovation, LearnToPlayMusic.com continues to set the standard for quality children’s music education resources.


Today’s news review looks at figures published in Parliament that reveal the difference a grammar school education can make to disadvantaged children and the More Than a Score coalition.
Yesterday, Wednesday, 2 November, we published figures showing that boys on free school meals are more than three times likely to go to one of the elite Russell Group universities if they attended a grammar school compared to their counterparts in non-selective schools. This story was covered by the Telegraph, the Sun and the Daily Mail.
The government is consulting on proposals to create more good school places – which includes scrapping the ban on new grammar school places. Grammar schools provide education for the most academically able, regardless of their background.
Education Secretary Justine Greening said:
The government wants to make this a country that works for everyone, not just the privileged few. Grammar schools have a track record of closing the attainment gap between children on free school meals and their better off classmates, and 99% of grammars schools are rated good or outstanding.
We want all children, whatever their background, to have access to an education that will unlock their talents. That’s precisely why we have set out plans to make more good school places available, to more parents, in more parts of the country.
More Than A Score
A coalition of parents, child psychotherapists and psychologists and the NUT under the banner More Than A Score is calling on the government to convene a fully independent review of primary assessment conducted by experts in early years and primary schools. This has been covered by TES.
We are working with the sector to develop the primary assessment system. Tests in primary schools are not new but have been updated to align with a new national curriculum designed to equip pupils with the strong literacy and numeracy skills they need for secondary school. This year 66% of primary school pupils met the new expected standard for reading and 70% met the new expected standard in maths.
A Department for Education spokesperson said:
Assessment has always been an important part of education and helps teachers and parents to understand where children may need more support. Our reforms were designed in consultation with teachers and curriculum experts to raise standards and ensure children are mastering the fundamental skills of mathematics and literacy.
We are listening to the sector and taking this opportunity to introduce a period of stability so teachers can do what they do best – teach.
A consultation looking at a number of key, long-term issues, such as the best starting point from which to measure progress in primary school and the role of teacher assessment, will be launched early in the New Year.
This has been welcomed by teaching unions and the sector and we look forward to working with them on it.


Preparation to Visit an Art Museum
How do kids become engaged with works of art?
© Marvin Bartel, January 2011
- In my experience, museum visits go better for children who have had frequent practice in thoughtfully asking and answering questions and making discoveries in their own artwork and in the artwork of their friends in their studio art class.
- Children are more engaged if they have had frequent practice looking at and making discoveries in one or two examples from art history after they finished an artwork with some similar processes and/or concepts. Doing their own work first helps them identify with the ideas used to create the historical examples.
- Young children are more easily engaged in works of art in a museum if they have learned in their class to act out and make movements based directly on visual things, if they have learned create sounds to interpret visual things, and if they have learned to describe the tastes and feelings of visual things.
- Young children are more easily engaged in works of art in a museum if they have learned to use their imaginations to place themselves into the artwork that they learning about. "Look at these two paintings. How many would rather be in this painting, and how many would rather would rather be inside of this painting? Why?
WHAT I DO NOT EXPECT:
I do not expect children to copy museum work in their own artwork, but I want them to identify with the MOTIVATIONS and CREATIVE STRATEGIES of the artists.
My question are: "Why did the artist do this? How would it look DIFFERENT if you would have done it? Why would it look DIFFERENT if another artist made it? The other teachers in our schools are teaching nearly everything by showing kids examples to copy. As a result they do not realize that in art they may falsely assume that we also want them to imitate what we see instead of how we think and feel about what we see and experience.
BEHAVIOR PREPARATION I do not expect students to know and understand the museum expectations for behavior and empathy for other museum visitors. Therefore expectations are carefully explained, practiced, and reviewed in advance. This is again reviewed upon arrival with a series of questions.
WHAT DO I EXPECT ADVANCED ART STUDENTS TO GAIN from a MUSEUM VISIT? See this page on Reverse Engineering (backward planning). This page describes a webquest on art history.
Bartel HOME PAGE for Art Education
Topics | back
Bartel Home Bartel
also see: Creativity Killers http://www.goshen.edu/art/ed/creativitykillers.html
All rights reserved. © Marvin Bartel. 2011
Updated: January, 2011 Author bio contact the author


SINGING is good for your heart and more Scots should flex their vocal chords in the run up to Christmas, according to a new health campaign.
The health benefits of singing are both physical and psychological as it is an aerobic activity that increases oxygenation in the blood stream, a report by Heart Research UK said.
The charity is encouraging singers, choirs, music groups and performers to arrange their own event in December to raise money to help in the prevention, treatment and cure of heart disease.
The ‘Sing for your Heart’ appeal includes a call to pubs in Glasgow and Edinburgh to put on their own fundraising sing–a-long for the local community in the run up to Christmas.
Heart Research UK has spent £1.3 million on research grants in Scotland in the last 15 years and nearly £100,000 on healthy heart grants in the last 10 years.
Cormac Stewart (10), from Eaglesham, is supporting Heart Research UK after undergoing life-saving heart surgery as a baby.
The health benefits of singing are both physical and psychologicalProfessor Graham Welch
The youngster, who attends St Benedict’s Primary in Easterhouse, had open heart surgery when he was three days and seven days old to correct a blood flow problem called pulmonary atresia.
He had further open heart surgery when he was three years old and will need up to two more operations until he is fully grown.
“It would be great if people could Sing for Your Heart in the run up to Christmas and raise funds to help other poorly children with heart problems,” said Cormac.
Barbara Harpham, Heart Research UK national director, said: “Everyone can Sing for their Hearts, whether you’re in a band, choir or just partial to a bit of karaoke.”
“It’s the perfect excuse to get together with friends, family and colleagues to have fun and raise money for Heart Research UK particularly in the run up to Christmas when everyone is feeling festive.”
Professor Graham Welch, chairman of music education at the Institute of Education, University of London, has studied developmental and medical aspects of singing for 30 years.
He said: “The health benefits of singing are both physical and psychological. Singing has physical benefits because it is an aerobic activity that increases oxygenation in the blood stream and exercises major muscle groups in the upper body, even when sitting.“
A recent study by the University of Gothenburg in Sweden found musical structure influenced the heart rate of choir members. Bjorn Vickhoff, who led a study, said: “Singing is good for your health. Our research indicates that it may even be good for your heart. Further research in this field is much needed, such as the long term effect of choir singing.”
Heart Research UK funded six of the first eight heart transplants in the UK and continues to support clinical and surgical projects.
In the last 10 years the charity has funded over £10.6m on research projects in hospitals and universities across the UK as well as £1.2m on community-based lifestyle projects that aim to prevent or reduce the risks of heart disease.
For more information on the Sing for your Heart campaign, visit the charity’s website.


Tuesday, June 20, 2017
Do e-books offer good early language and literacy support?
This study examines whether eBooks for children (aged 3 to 8) available on the market can serve as a good support for language and literacy. This follows studies published 10 years ago, which showed that children's e-books are usually overloaded with multimedia effects that distract children from the storyline, and from language and literacy learning.
33 e-books that include oral and written texts were randomly selected for evaluation from the Internet and the AP store.
A limited number of automatic animations and of hotspots on illustrations were found that may provide a good level of support for storyline comprehension. However, very few eBooks have features that support language learning. Furthermore, some of the eBooks incorporate games within the story channel, which might distract children from the storyline.
Although important improvements in e-book design compared to former years were found, there are still important features that need to be improved in order to create better software for young children’s language and literacy development.


This is a supplemental book study for teachers and students to use in addition to Jeff Brown and Sara Pennypacker's story of "Flat Stanley's Worldwide Adventures #2: The Great Egyptian Grave Robbery."
The book study includes:
* Dictionary Detective: For every two chapters, students will explore difficult vocabulary used in the story. Students will look up each word in the dictionary. (I used definitions from Scholastic's Children's Dictionary.) Then, students will match the definition to the word as well as use context clues from the sentences to fill in the missing vocabulary word.
*Chapter Summary: Students will answer questions about each individual chapter. Students are also exposed to various reading comprehension strategies after every two chapters.
*End of Story Resources: Story Elements and Book Summary (using pictures and words).
* What If: Students will create their own ending of the story based on the fact that a key event did not happen the way it was written in the book.


This file contains Common Core Kid-Friendly Standards for Third Grade. Each standard is formatted for legal size paper so students may see the objective anywhere in the room. The design is simple so that you can print them on colored paper to match your decor or theme.
ELA standards include: reading standards, foundational skills, writing, listening & speaking, and language.
This file is for personal use only. Available in PDF format only.
Please see similar product for Share-Like Use or Personal Use for editing capability in Publisher.
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/


By Jessica Lyons
'Give a Note' Contest
Students have the chance to really try to help their school music programs through the 'Give a Note' contest. To enter, students had to create videos about two minutes in length, which were then submitted by their principals, that showed why their school deserves to win. Approved videos will be posted online so that people can vote for their favorites to help select a winner. Voting started on October 11 and will take place through November 7.
In total, $1 million will be awarded to 73 different schools in the U.S. There will be three $50,000 prizes, ten $25,000 prizes and 60 $10,000 prizes.
The mission of the Give a Note Foundation is 'to expand and increase music education opportunities for all children - especially those in underserved areas.' The organization works with a variety of individuals to accomplish this goal, including lawmakers, teachers, students, musicians and interested members of the community. In addition to raising money to go toward related research and activities, the foundation also provides support to music education programs and educators.
Find schools that offer these popular programs
- Biological and Biomedical Sciences
- Communications and Journalism
- Computer Sciences
- Culinary Arts and Personal Services
- Liberal Arts and Humanities
- Mechanic and Repair Technologies
- Medical and Health Professions
- Physical Sciences
- Transportation and Distribution
- Visual and Performing Arts
The Importance of Music in Schools
While music programs frequently find themselves on the chopping blocks, many note that these programs have positive impacts on students. In a 2009 press release, Dr. John Mahlmann, Executive Director of MENC: The National Association for Music Education, said, 'Research shows that music education at an early age is strongly associated with the likelihood that a child will graduate from high school, seek higher education and ultimately earn a higher salary.'
A report released by Harris Interactive Poll in 2007 found that, of individuals who made more than $150,000 annually, 83% had taken part in a music program as part of their education. A 2006 Harris Poll showed that schools with music programs had a 93.3% attendance rate while those without had an 84.9% attendance rate. In addition, there was a 90.2% graduate rate in schools that had music programs compared to a 72.9% graduate rate in schools where music programs were not present.
How You Can Help
Even if you missed the deadline to submit a video for the 'Give a Note' contest, there are still things you can do to help in the fight to keep music in schools. First of all, you can visit the 'Glee Give a Note' website to show your support for music programs by voting for your favorite entry.
Another thing you can do is go to the Give a Note Foundation's website to learn about how you can become an advocate for keeping music in schools. This could include finding out what is happening to music education programs in your particular state and getting tips for arguing in favor of protecting to them. You can also donate to the organization through its website.
Along with being an important part of your education, music might be able to help you while you study.


The Annual National Assessment (ANA) was put in place by the Department of Basic Education (DBE) as a strategy to annually measure progress in learner achievement. ANA is one of the initiatives that form the backbone of the DBE’s Action Plan to 2014: Towards the Realisation of Schooling 2025.
ANA targets Literacy and Numeracy because these have been found universally to be the key foundational skills for successful learning in school and beyond. The tests are administered in all the eleven official languages in the foundation phase and in the two languages of teaching and learning in the Intermediate and Senior Phase. Necessary adaptations are effected for learners who experience various kinds of learning disabilities to ensure that every learner has the opportunity to demonstrate what they know and can do in the assessment.
From 2012 the assessment included all learners in Grades 1 – 6 and Grade 9 and was administered in the third quarter of the school year. In 2014 the DBE will also pilot the assessment of a sample of learners in Grades 7 and 8. Based on the findings of the pilot, a decision will be made in 2015 on the assessment of Grade 7 and 8 learners.


Design And Technology: Product Design
GCE AS and A Level
This course helps students to develop a broad view of design technology, developing skills in both creative designing of a product and following it through to the completion of the constructed product. It enables students to appreciate the complex relations between designs, materials, manufacture and marketing. Product Design provides students with the opportunity to be creative in thought and then develop the creative ideas into a finished product relating this to its place in the current markets.
OCR H055 (AS) H455 (A2)
It is recommended that candidates have attained communication and literacy skills at a level equivalent to GCSE grade C in English and numeracy skills at a level equivalent to grade C in Mathematics. It is also desirable that candidates have studied GCSE Resistant Materials or Graphic Products.
Progression routes from this course
- University courses to study design and engineering
- Gain employment through an apprenticeship.
AS Level Modules/Units
The AS GCE is made up of two mandatory units, which form 50% of the corresponding four-unit Advanced GCE
- AS Unit F521: Advanced Innovation Challenge
- AS Unit F522: The Product Study
- AS Unit F521: Advanced Innovation Challenge. A six hour exam with a practical element. Followed by a one hour written examination
- AS Unit F522: The Product Study. Coursework evidenced by a portfolio. Internally assessed then moderated by OCR
The Advanced GCE is made up of two mandatory units at
AS and two further mandatory units at A2.
- A2 Unit F523: Design, Make and Evaluate.
- A2 Unit F524: Product Design
- A2 Unit F523: Design, Make and Evaluate. Coursework evidenced by a portfolio. Internally assessed then moderated by OCR.
- A2 Unit F524: Product Design. A 2hr 20 min examination split into component 1 and component 2


Who Pays the Bill?
Second graders participate in a stock simulation. They organize and operate a lemonade stand as stockholders in the venture. They bring in supplies and set up the business, sharing the dividends as the drink stand brings in profits.
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Budgeting: You Can't Manage What You Don't Know
Students discuss budgets. In this mathematics instructional activity, students watch an episode of Biz Kid$ about budgeting, participate in a guided group discussion, and create a pamphlet to teach others how to budget their money....
2nd - 5th Visual & Performing Arts
The Blues . Music Education
In this activity students will learn about finding the blues in a variety of musical styles. They will investigate instances of the blues form heard in mainstream pop music, along with exploring the musical styles of two new artists who...
Pre-K - 6th English Language Arts


Pre-school period is the first step of improving the imagination and creativity which are existed within the child by means of art education. Systematic progress of this education is also as important as giving plastic art education which effects the mental and spiritual development of the child with 5-6 aged group-that is pre-school period. In this sense, interdisciplinary in other words multi-field art education (Discipline Based Art Education) method included art critism, art history, aesthetic except than the practice takes part in art education is necessary and vital.
This study is a case study based on the determination of the changes on children caused by interdisciplinary art education method in the period of pre-school art education.
Keyword: 5-6 Aged Art Activities, Art Education, Discipline Based Art Education Methods.


Physical Therapists apply the sciences of anatomy, neurology, and physiology to observe and assess how a child moves from one position to another, as well as, how strength, balance, and coordination affect a child’s movement patterns. Specifically for children, a detailed understanding of normal motor development, and gross motor milestones, is essential. These motor skills are the foundations of moving successfully in the world. Our therapeutic intervention is play-based, and goal oriented, so that the child is motivated to participate in activities that are physically challenging.
The Physical Therapists at Therapyland can address a variety of issues, some you may be familiar with, and some that you are not. They will address the most common developmental delays, such as with gross motor skill development, including rolling, sitting, crawling, standing and walking, decreased strength, decreased balance, and decreased overall coordination. Our Physical Therapists are also trained to address many other areas, including children who may have a neurological or genetic disorder, or children who have abnormal or poor posture, abnormal muscle tone influencing gross motor skills, awkward walking, jumping, running patterns, and toe walkers.
The following are general indicators that a child may benefit from a Physical Therapy Evaluation and treatment:
- Unusual muscle stiffness and tightness
- Limitations in range of motion
- Delays in developmental milestones
- Muscle weakness
- Postural abnormalities and asymmetries
- Poor balance skills
- Uncoordinated movements
- Difficulty in sports activities, such as catching, throwing and kicking
- Delays in age-appropriate gross motor skills


|THE ROBINSON LIBRARY|
|The Robinson Library >> General and Old World History >> Asia >> Jordan|
|King Hussein of Jordan
Hussein Ibn Talal Ibn Abdullah Ibn Hussein was born in Amman, Transjordan (now Jordan), on November 14, 1935, the first son of Prince Talal bin Abdullah and Princess Zein al-Sharaf bint Jamil. He received his elementary education in Amman, and his secondary education at Victoria College in Alexandria, Egypt. He was further educated at the Harrow School and the Royal Military Academy Sandhurst, both in England.
The favorite grandchild of King Abdullah, Hussein was with his grandfather when the monarch was assassinated in Jerusalem on July 20, 1951. (A bullet was also fired at Hussein, but he was saved by a medal previously given to him by his grandfather.) Abdullah's eldest son, Talal, assumed the throne on September 6, 1951, but he was determined to be mentally incapacitated by schizophrenia and removed by the Jordanian Parliament. Hussein was proclaimed King of the Hashemite Kingdom of Jordan on August 11, 1952. A Regency Council was appointed to run the country until Hussein reached his majority, and he formally ascended to the throne on May 2, 1953.
Known to his countrymen as Al-Malik Al-Insan ("The Humane King"), Hussein worked hard to improve the lives of Jordanians. Under his leadership most of Jordan's main industries -- phosphate, potash, and cement -- were developed, and a network of highways was built throughout the kingdom. When Hussein assumed the throne, only 10% of the country's population had running water, working sewers and electricity; today, that number is 99%. In 1960, only 33% of Jordanians could read and write; by 1966 that number had risen to 85.5%. And, between 1981 and 1991, the infant mortality rate in Jordan dropped from 70 deaths per 1,000 births to 37 per 1,000, the fastest annual rate of decline in the world for that period.
King Hussein was extremely popular within Jordan, but was frequently at odds with more radical Arab leaders, who took exception to his pro-Western policies. After the Six-Day War with Israel in 1967, Arab guerrilla organizations demanding a Palestinian homeland gained strength in Jordan. Hussein oppposed them, and civil war erupted in 1970. Hussein's army was victorious and forced the guerrillas out of the country, but his position within the Arab community was seriously strained. The Palestinian question continued to dominate Jordanian politics throughout the 1970s and 80s; in July 1988, after months of demonstrations by Palestinians in the Israeli-held West Bank, Hussein ceded to the Palestine Liberation Organization all Jordanian claims to the territory. His support of Iraq during the Persian Gulf War (1990-1991) allowed Hussein to retain popular support within Jordan, but strained relations with the United States and some of his former Arab allies. His relations with other Arab nations were further strained in 1994, when he signed a peace treaty with Israel.
The later years of King Hussein's reign were marked by numerous bouts with cancer. He had a cancerous kidney removed in 1992, after which he initially appeared to make a complete recovery. In 1997, however, he underwent two operations to treat prostate and lymph gland cancer. In 1998, he was diagnosed with non-Hodgkins lymphoma and endured six months of chemotherapy, followed by a bone marrow transplant. Neither the chemotheraphy nor the transplant were successful, however, and he passed away on February 7, 1999; he was succeeded by his eldest son, Abdullah.
Hussein was married four times. His first wife was Dina bint Abedelhamid, a distant cousin. Married in 1955, the couple divorced soon after the birth of their daughter, Alia. In 1961, he married Antoinette Gardner, the daughter of a British army officer; she converted to Islam and took the name Princess Muna. To this union were born two sons -- Abdullah and Faisal -- and two daughters -- Zein and Aisha. This marriage also ended in divorce, in 1972. That same year, Hussein married Alia Toukan, with whom he had one daughter, Haya, and one son, Ali; the couple also adopted a daughter, Abeer Muhaisin. Alia was killed in a helicopter crash in 1977. On June 15, 1978, Hussein married American-born Lisa Halaby, who converted to Islam and took the name Queen Noor. She bore him two sons -- Hamzah and Hashem -- and two daughters -- Iman and Raiyah.
Hussein was the author of Uneasy Lies the Head (1962), about his childhood and early years as king, and My War With Israel (1969).
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Library >> General and Old
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This page was last updated on 05/25/2017.


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Transcript of Numeracy literacy
"Literacy and numeracy skills are absolutely essential in order for young people to reach their potential whether they are planning to enter further or higher education or the employment market."
The National frameworks are aimed to enhance, strengthen and build on the language, literacy and numeracy capabilities of all students...
An ongoing challenge for all schools and colleges is to maintain a strong focus on literacy and numeracy education to ensure that every student has every opportunity for success.
Leighton Andrews AC/AM, Minister for Education and Skills, Raising School Standards (2011)
The frameworks help bring about coherent approaches to developing literacy and numeracy across the curriculum
Provide greater clarity for teachers to assess and track skills progression
Knowing the demands and embedding Literacy & Numeracy through all subjects
To build on the expectations set out in the skills framework, but it will be a statutory curricular requirement
The context for literacy and numeracy improvement in further education.
Include literacy and numeracy throughout the curriculum
Reaching the goal
Help determine learners progress in literacy and numeracy
Provide annual reports to parents/carers based on assessments so that everyone is clear on how learners are progressing.
To help students to develop their skills of using their literate and numerical knowledge to solve problems
To help students to understand their literacy and numeracy contents better.
Acknowledge all the difficulties that may be faced when teaching students literacy and numeracy skills
The need to prepare for different types of teaching strategies
Frustration as may not have results right away as it is a long term effort for both sides
Improve numeracy and literacy outcomes for students
It is not about how good you teach but how successful a student can learn from us
General learning & attitudes
basic maths/numerical test
Results from pre-session testing
Highlight learners with positive attitudes
Highlight learners with very strong literacy/numeracy skills
Identifys the less able students
Have an extended vacabulary relevant to the subject
Navigate around worksheets and documents and locate and understand key concepts
Discuss different concepts and how they may be applied in real situations
Understand how certain words can help link ideas together in a clear way
Organise and write an event into a logical piece of work
...during and after the training....
guidance and reassurance
Carry out a simple table/graph work
Understand number sequencing
Basic decimal calculations
Thank you for listening


To what extent is GCE integrated in primary education in Europe?
A comparative qualitative analysis across 10 European countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) on educational policies that favour the introduction of Global Citizenship Education in primary school curriculum.
The analysis focuses on four main topics: 1) identification of key actors and definition of their roles; 2) conceptual and terminology analysis; 3) levels and modes of implementation of GCE in primary school; and 4) identification of barriers to introducing GCE in the primary school system.
Read below the digest of the study or download it in pdf format. The full report will be published soon on this website.


Music and Computer Science
Journals about Music Education
Al-Majallah al-Urdunniyah lil-funun
Jordan Journal of the Arts
American Music Teacher
The purpose of American Music Teacher is to provide articles, reviews and regular columns that inform, educate and challenge music ...
American String Teacher
The American String Teacher (AST) journal is published quarterly by the American String Teachers Association.
American Suzuki Journal
Australian Journal of Music Education
British Journal of Music Education
BJME is a fully refereed international journal, which provides clear, stimulating and readable accounts of contemporary research in music education ...
Council for Research in Music Education
The Bulletin is a peer-reviewed journal that contains research, and reviews of books of interest to the international music education ...
Bulletin of Empirical Music Education Research
Bulletin of Empirical Music Education Research (b:em) is an international, bilingual online journal dedicated to both quantitative and qualitative studies ...
Canadian Music Educator
The Canadian Music Educator publishes a broad spectrum of articles, research reports, opinion pieces, and descriptions of successful teaching strategies ...
The Journal of the Canadian Band Association
Catholic Music Educator
Contributions to Music Education
A primary purpose is to recognize and highlight the importance of social science research in guiding educational practice. The journal ...
Dialogue in Instrumental Music Education
Finnish Journal of Music Education
The Finnish Journal of Music Education (FJME) is a scientific peer-reviewed publication focused on research and issues of music education. ...


Parenting a Teen Who Has Intense Emotions is a 224-page guide where parents get advice from two licensed clinical social workers on using dialectical behavior therapy (DBT) to support their intensely emotional teenagers—especially those who exhibit disruptive or dangerous behaviors. DBT is a type of therapy that involves increasing four different sets of skills that parents can utilize in order to minimize teenagers’ unwanted behaviors.
The book has essentially three parts: chapters 1 through 4 offer insight into foundational skills and concepts on understanding and accepting teens, chapters 5 through 8 provides information on specific behavioral issues that may arise because of a teen’s emotions as well as safe and effective responses to those behaviors, and chapters 9 and 10 discuss ways parents and families can stay healthy in the face of unwanted behaviors as well as ways to explain those behaviors to other family members. The book is written to provide clear explanations and practices enabling parents to intervene whether or not a teen is in DBT treatment. It seeks to help parents understand, in a non-judgmental manner, how their own lack of understanding and behavior toward their teens can reinforce their child’s behavior.


Art Students League, independent art school founded in New York City in 1875 and run by and for artists.
The Art Students League was formed almost entirely by students—many of them women—from the National Academy of Design, which was the only other art school in the city at the time and was considered the best art education in the country. The League’s founders were acting in response to a rumour that financial problems might cause the academy to close its doors, but they also were dissatisfied with the academy’s conservative and traditional bent and wanted to create a school that allowed more freedom of expression.
The League opened in Manhattan at 108 Fifth Avenue, on the corner of 5th Avenue and 16th Street, and held its first classes in half a room on the building’s top floor. Within its first year, however, it expanded to a whole floor.
The school, which offered life drawing classes every day of the week, was membership-based. There were no grades, no set courses, and no degrees offered. Instead, the League was run like a French atelier (workshop), which promised small classes and granted the instructor a studio and the freedom to teach whatever he deemed appropriate. Its first president was American painter Lemuel Wilmarth, who had studied under the French sculptor and painter Jean-Léon Gérôme at the École des Beaux-Arts. Wilmarth had been the director of the National Academy of Design beginning in 1870. He took a two-year hiatus to head the Art Students League (1875–77) before returning to the academy, where he remained until 1889.
When the League incorporated in 1878, it established a Board of Control that included three enrolled students, ensuring that the student body would continue to have a say in the school’s operation. In 1882, having outgrown their quarters on Fifth Avenue with almost 500 students, the school moved to 38 West 14th Street, where they leased the building’s top three floors. In the 1880s the instructors included William Merritt Chase, Kenyon Cox, and Thomas Eakins. In 1892, then with about 900 students and 10 teachers, the League moved into a new, permanent facility designed by architect Henry J. Hardenbergh at 215 West 57th Street. By the turn of the 20th century, a number of noteworthy artists, including Daniel Chester French, John Henry Twachtman, Augustus Saint-Gaudens, Childe Hassam, and many others, had taught or were teaching at the League. As part of the democratic nature of the education offered there, students invited instructors to teach, and students could choose with whom they wanted to study. In 1916 John French Sloan—painter of American realism and member of the The Eight group of New York artists—began teaching at the League. During the 1920s his students included Alexander Calder, Barnett Newman, Adolph Gottlieb, and, briefly, Jackson Pollock, who had been studying with Thomas Hart Benton before Benton left.
During the Great Depression, when almost no one was unscathed by the economic downturn, enrollment at the League dropped, and the image of the school shifted, as mostly women supported by well-off husbands could afford to take art classes. The school remained afloat by generous donations from members throughout the 1930s. Despite financial difficulties, some of the best-known artists of the League’s history taught and studied there during that period: Stuart Davis taught Mark Rothko and Jack Tworkov; George Grosz instructed Romare Bearden and Louise Nevelson; Reginald Marsh taught Roy Lichtenstein; and painter and printmaker Will Barnet mentored Louise Bourgeois and James Rosenquist. Because the large number of the League’s students serving in World War II caused its funding to shrink, there was again a fear that the school would have to close. But the end of the war brought a crush of students who were able to attend classes on the G.I. Bill, which, among other things, provided grants to veterans for tuition. In order to qualify as an institution of formal education, however, the League was required to make some administrative changes, such as taking attendance.
Test Your Knowledge
For the remainder of the 20th century and into the 21st, the League continued in its mission to be run for and by artists. It maintained a reputation for serious art education and continued to be a draw for a variety of noted artists, among them Lee Bontecou, Robert Rauschenberg, Cy Twombly, and Helen Frankenthaler.


The Reality of Co-Teaching and Making it Work for You
This course is designed for classroom teachers, special educators, administrators and paraprofessionals who are currently co-teaching or plan to co-teach this school year.
Co-teaching is becoming a very popular instructional practice in the inclusive classroom. Many teachers have had little or no preparation in this approach of instruction delivery, and some have take then leap into co-teaching these last few years. In either scenario, there is much we can still learn. It is our hope that this hands-on course; which is designed for co-teaching teams, will provide creative ways to enhance instruction for the inclusive classroom and offer some practical tools to augment a productive co-teaching relationship. Using Responsive Classroom techniques, dialogue education and differentiated instruction techniques, we hope to energize your team for a successful and engaging co-teaching year!
The “Reality” of Co-Teaching and Making it Work for You!
1. Learn the various models of co-teaching and how to organize your space for successful co-teaching.
2. Identify the factors that influence successful co-teaching.
3. Identify and learn ways to create a highly engaged classroom.
4. Design five lessons which could be used within the first six weeks of school.
5. Plan a unit of study which reflects the Common Core.
6. Design, implement and videotape two co-teaching lessons and critique the lesson with regards to student engagement and lesson implementation.
7. Reflect on your co-teaching journey in the fall.
8. Read a variety of material and respond deeply to the professional literature and reflect on your own professional practice.
1. Marzano, R. (2011), The Highly Engaged Classroom. Marzano Research Laboratory, Bloomington, IN.
2. Lodato, G. (2011), Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. ASCD, Alexandria, VA.
3. Supplemental Course Readings will be provided (journal articles)
We would also suggest (but not required):
4. Villa, R.A., Thousand, J.S. & Nevin, A.I. (2008), A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning. Corwin Press.
About the Instructors
Heather Dion is a 5th grade classroom teacher at Rumney Memorial School in Middlesex, Vermont. She completed her Bachelor of Arts degree in Psychology and her Masters in Elementary Education from the University of New Hampshire. Heather has taught in the upper elementary grades for the past ten years and she is also a certified Responsive Classroom trainer. Heather and her co-teacher, Loralyn LeBlanc, have collaborated over the last two years developing a co-teaching model in their inclusive classroom. She is very committed to supporting other professionals reach their co-teaching goals.
Loralyn LeBlanc is a Learning Specialist and 5th Grade Co-Teacher at Rumney Memorial School in Middlesex, Vermont. She completed her Masters of Arts degree in Special Education at Assumption College and her Doctorate of Education from the University of Vermont. Loralyn was a coordinator of professional development for the Stern Center for Language and Learning for three years and has been a special educator for the past eleven years. In addition to working at Rumney School, she is a literacy consultant for the Vermont Reads Institute, an adjunct faculty member for Union Institute and University and the Vermont Higher Education Collaborative. Loralyn and her co-teacher, Heather Dion, have collaborated over the last two years developing a co-teaching model in their inclusive classroom. She is very committed to supporting other professionals reach their co-teaching goals.


The weather outside is only suitable for ducks with waterproof thermal underwear, so I have spent the morning with some research which will give me a good grounding with Part Two. On reading the tutorial section in full again, it appears as the this will be dedicated to depth of field. My camera is set to Aperture Priority and I most certainly will not be using Auto ISO. Please watch this space as my work will include people, one of my points I have picked up from previous projects. The start to Part Two is a excise in history and has been fascinating. This will be my first post on research for this Part of the course.
The First Pinhole Photographs
“Sir David Brewster, a Scottish scientist, was one of the first to make pinhole photographs, in the 1850s. He also coined the very word “pinhole”, or “pin-hole” with a hyphen, which he used in his book The Stereoscope, published in 1856. Joseph Petzval used the term “natural camera” in 1859, whereas Dehors and Deslandres, in the late 1880s, proposed the term “stenopaic photography”. In French today “sténopé” is used for the English “pinhole”. In Italian a pinhole camera is called “una fotocamera con foro stenopeico”. In German “Lochkamera” and “Camera obscura” are used. The Scandinavian languages tend to use the English “pinhole” as a model – “hullkamera”/”holkamera”/”hålkamera”, though “camera obscura” is also found, and is the term preferred by myself in Norwegian.”
Image and text courtesy of http://photo.net/pinhole/frisius.htm accessed 11/10/2016.
Is this lady the first female photographer?
Anna Atkins 1799-1871. She self-published her “photograms” in Photographs of British Algae: Cyanotype Impressions in October 1843.
Image courtesy of https://en.wikipedia.org/wiki/Anna_Atkins accessed 11/10/2016.
“Compared to other photographic printing processes, cyanotype is easy and inexpensive. No darkroom is needed, instead it uses the power of the sun and iron salt solutions rather than the silver salt solution of black and white photography. Ferric ammonium citrate and potassium ferricyanide are combined, and exposure to UV light creates ferric ferrocyanide, also known as Prussian Blue (named for the color of the Prussian military uniforms.) The cyanotype process was also used to create copies of technical and architectural plans, and these copies were called blueprints; even though the cyanotype process is no longer used, any construction document or detailed plan is still referred to as a blueprint.”
Text courtesy of http://blog.phillipscollection.org/2012/05/04/what-is-a-cyanotype/ accessed 11/10/2016.
“Laszlo Moholy-Nagy. American, born Hungary, 1895-1946. Laszlo Moholy-Nagy possessed one of the liveliest and most versatile minds to come out of the revolution in artistic thinking that occurred in Europe after the First World War. In addition to being a painter, designer, and photographer, Moholy was perhaps the most persuasive and effective theoretician of the concept of art education that grew out of the Bauhaus, the experimental design school that flowered briefly in Germany during the days of the Weimar Republic.”
“The State Bauhaus was founded by Walter Gropius as a school of arts in Weimar in 1919. As the Bauhaus was a combination of crafts and arts, its nature and concept was regarded as something completely new back then. Today, the historical Bauhaus is the most influential educational establishment in the fields of architecture, art and design. The Bauhaus existed from 1919 to 1933 and today the world considers it to be the home of the avant-guard of classical modern style in all fields of liberal and applied arts. The resonance of the Bauhaus can still be felt today, essentially characterizing the image of German design abroad.”
Images and text courtesy of http://www.magazine.bauhaus-movement.com accessed 11/10/2016.
…to be continued.


SOEPpapers on Multidisciplinary Panel Data Research 810
It is still widely debated how non-cognitive skills can be affected by policy intervention. For example, universal music education programs are becoming increasingly popular among policy makers in Germany and other developed countries. These are intended to give children from poor families the opportunity to learn a musical instrument. Moreover, policymakers present these programs as innovative policies that are important for the personality development of young children. However, the effects of universal music education on such outcomes are not yet sufficiently studied. This paper analyses the Jedem Kind ein Instrument (an instrument for every child) program in the German state of North Rhine-Westphalia. To do so, data from the German household panel studies SOEP and FiD are combined with regional data on primary and music schools. Using a difference-in-differences estimator, I show that the program successfully increases music participation among disadvantaged children. It does so more effectively than the alternative policy of reducing fees at public music schools. I further find that participation reduces conduct problems and improves student teacher relationships, especially among boys.
music non-cognitive skills inequality SOEP policy evaluation non-formal education


Gender bias at workplace
Gender bias generally occurs due to personal values, mindset, traditional thought process about men and women. This topic mainly shows women as victim of interruption by men in business communication.
This is not something that occurs unexpectedly and can’t be resolved simply by manage interpersonal relationships. Gender bias begins right from the elementary education and long before entering the workplace
Various study shows that man interrupts more than women overall and they are three times more likely to interrupt a woman than to a man. However women do interrupt each other constantly but hardly ever does to men.
If you’re an employee then you can notice Gender bias at different degrees and forms.
Unfortunately studies show that the only way to resist this problem is to interrupt back. The saying – ‘‘ if you can’t beat them, join them perfectly fits here.
In an article that describes Snyder’s investigation, she says” the result suggest that women don’t advance in their career beyond a certain point without learning to interrupt, at least in a male dominating setting.
In fact her studies showed that women who interrupted were actually on higher ranks.
I guess during her extended career in tech field, MS Florida, the former CEO of HEWLWTT PACKARD, had lots of experience of interrupting others and thus expressing her judgment in male control workplace.
Most of the female employees realize that speaking up more often results them to be subjected in the view of ability and likeability.
It means that experienced women leader learn over time, when to speak and when not to or they end up getting disliked.
The research shows that when a woman speaks up in a meeting or conference she’s hardly valued and sometimes even misjudged as too assaulting.
Whereas men are dealt with totally different awareness.
And this is far beyond just interrupting.
Actress Jennifer Lawrence realized she was making way less money as compared to her male counterparts.
This is a direct quote from her online newsletter Lenny;
”A few weeks ago at work, I spoke my mind and gave my judgment in a clear and no-bull—t way; no aggression, just blunt. The man I was working with (actually, he was working for me) said, “Whoa! We’re all on the same team here!” As if I was yelling at him. I was so shocked because nothing that I said was personal, offensive, or, to be honest, wrong. All I hear and see all day are men speaking their opinions, and I give mine in the same exact manner, and you would have thought I had said something offensive.” So, how can you stave off biases?
The negative consequence of conscious biases has been studied for so long. According to a 1997 study of Harvard University professor James E Austin, companies who teach generous ideas and encourage employees to volunteer are respected in community and thus have a benefit
A company should;-
Teach employees about the functioning of the stereotypes as most people aren’t really aware of biasing and unknowingly their decision making capability is subjective.
Establish clear criteria for evaluation. This makes clear qualification for our decision while promotion or hiring. The more formal the criteria the more women will be hired.
Analyze your criteria have an objective look on the criteria you’ve prepared for hiring and re-evaluate it.
Hold decision makers accountable and be transparent – when we explain our decision to others it makes us reconsider it. Also, a transparent progress report of both the gender will make people more thoughtful for their decisions.
Always vouch for her- introduce female leaders and talk about her success and accomplishments.
If you have any query and want to say something about the article Gender bias at workplace/Gender bias at Work then please use comment box which is given below.
Thank you for visit Careinfo.in and read about Gender bias at workplace/Women in Workplace Article.


Philosophy & Curriculum
The West Virginia University Child Development Laboratory (Nursery School) supports the philosophy that the early years are the formative years and the most important in children’s development. The Laboratory provides young children with a learning environment that helps them develop socially and intellectually, physically, and emotionally. This approach concentrates on the total development of children rather than the achievement of isolated academic skills.
The Child Development Laboratory is arranged so that children have the opportunity to interact with objects, peers, and teachers. Children are encouraged to explore and share their ideas by talking to one another. Since children are active learners and construct knowledge from the activities they plan and carry out, traditional methods of instruction such as sitting at desks and completing worksheets are not used at the Lab. Instead, the children have a vast array of learning stations from which to choose.
Play is also an important component of The Lab School philosophy. Play is viewed as a vehicle for learning and creative thought. The Child Development Laboratory provides a child oriented environment for children to spontaneously explore through play. Children also have play plans to dictate and write their plans for more mature play.
Most of the day is child-directed, but the curriculum also includes teacher directed activities. The curriculum areas include reading, math, science, social studies, creative movement, art and messy play, computers, and specially designed projects. The program uses an integrated approach in teaching subject matter. Numerous projects are conducted that include the above curriculum areas. The activities planned are developmentally appropriate for preschool children and follow the guidelines set by the National Association for the Education of Young Children.
Literary development permeates the curriculum. The environment is enriched with print. The Laboratory abides by the perspective that children learn about the written language if they are given meaningful and functional print. Children are given scrapbooks in which to scribble, draw, print, and dictate stories. The scrapbook project and other similar types of activities have proven to be beneficial to children’s literacy development.
The Lab School has adapted the Reggio Emilia Approach. Children work on child-centered projects that are initiated through their own interests. Teachers document that project work of children so that panels can be displayed for children, parents, and visitors. This approach has been proclaimed as one of the best educational systems in the world.


James Abbott McNeill Whistler (1834-1903) was a complex character. He was an American by birth, but the term “citizen of the world” has rarely been more aptly applied. Whistler was born in Lowell, Massachusetts, in 1834. A few years after his birth the family moved to St Petersburg, Russia. Whistler's father, “the Major,” was an engineer who had been hired to help in the building of the railroad that would run between Moscow and St Petersburg. Major Whistler was a patron of the arts and was interested in his children having an education that included music and visits to museums. Whistler's sister, Deborah, played the piano, and while in St Petersburg the children were taken to the imperial galleries as well as the museums. This education also included lessons for the young Whistler at the Imperial Academy of Fine Arts. Whistler's mother, later the subject of the famous portrait, was a devout and pious Christian who wished to raise her children to follow her example. In particular, she disliked showiness and over-the-top decoration. Whistler was a devoted son, which is why when he entered adulthood he chose to honor her by taking her maiden name, McNeill, as his middle name and dropping his given middle name, Abbott.1(p6)While Mrs Whistler supported her son's art education, she nonetheless wished that he would do something practical with it, such as architecture or engineering.
Collins EB. Symphony in Flesh Colour and Pink: Portrait of Mrs Leyland by James Abbott McNeill Whistler. Arch Facial Plast Surg. 2011;13(3):224-225. doi:10.1001/archfacial.2011.20


A community-wide book drive will be held during 2013 to collect approximately 10, 000 new and gently used books to distribute to ten Vancouver elementary schools identified by the Atlas of Child Development as being vulnerable in the area of Language and Cognitive Development.
“Reading is the only way to regain the faculty of imagination.” Read the article
Read the full article here.
Massachusetts article stresses the power of shared family reading in building literacy. Here are a few tips from the article:
Parents can play specific roles in children’s literacy development:
· Creating a literacy-rich environment
· Sharing reading and writing activities
· Acting as reading models
· Demonstrating attitudes toward education
· Set time aside for reading
· Make reading special
· Use your local library
· Limit television time
Critical thinking and reading are discussed in an article on a Brooklyn, NY, science class. Read the article here.


Prisons are not known for being particularly inspiring places. The word tends to conjure up images of uniform jumpsuits, grey concrete walls, barbed wire and security guards. Nevertheless, even in such an uninspiring environment, human creativity can still thrive. Art education programmes offered in prisons attempt to provide inmates with a therapeutic outlet during the course of their sentence. These programmes reveal the talents of highly skilled individuals who, for one reason or another, have been edged to the margins of society. These people have often never been afforded the chance to create art before in their lives. Many of the works produced by inmates would be equally at home in a gallery setting or art school show. However, this rarely comes to pass. The general public at times seem unable to look past the ‘prison art’ label attached to these works and view them more as a novelty than a genuine form of self-expression. Indeed, most headlines relating to inmate art shows focus on the given crime of the artist rather than their creativity.
The main publicity for the artwork created by inmates in Ireland is the National Prison Art Exhibition. This year’s show was entitled ‘Humans Sharing Spaces’ and ran throughout March. Every other year, hundreds of pieces are exhibited at locations throughout the country for a month. These vary enormously in subject, style and medium, though animal and landscape scenes are always popular. Usually, the works are vibrant imaginings on the part of the prisoner, rather than portrayals of their surroundings and everyday life. The inmates never get to visit the exhibition, though this year it was well-attended by the general public. Furthermore, the works are exhibited anonymously for confidentiality.
It can be difficult for many people to come to grips with life in prison. However, the art programme offers a creative and supportive atmosphere for prisoners. For a few hours, the monotony of daily prison life is replaced by creativity and possibility, the making of something new.


Washington, D.C. (PRWEB) January 13, 2014
Everyone is back to school from the winter break and likely more than a few kids got a Wii U or a new Wii game as a gift. Now with Teach Math with the Wii: Engage Your K-7 Students through Gaming Technology, by Meghan Hearn and Matthew C. Winner, a new book from the International Society for Technology in Education (ISTE®), teachers can learn how to use Wii gaming technology to engage learners and help them make real-life connections to math concepts.
According to the authors, Wii activities can be engaging, student-friendly data production tools that generate scores, times, and rankings for students to explore and discuss in the mathematics classroom. As students play the games, their teacher has an opportunity to guide them through rich dialogues, posing questions to elicit mathematical thinking.
Starting with the philosophy behind teaching with Wii games, Hearn and Winner tell the reader how to think like both a gamer and a math teacher and then provide 48 lesson sparks organized by grade level and aligned to Common Core State Standards. The book even guides teachers in strategies for acquiring a Wii for their classrooms and ways to promote this instructional approach with other teachers and parents. In addition, the book demonstrates the ways that teaching math with the Wii aligns to the ISTE Standards for Students and Teachers.
Teach Math with the Wii
Engage Your K-7 Students through Gaming Technology
by Meghan Hearn and Matthew C. Winner
ISTE Member Price: $12.57/Nonmember Price: $17.95
About the Authors
Matthew C. Winner is a teacher librarian in the Howard County Public School System in Maryland. Before teaching in the elementary school library, Matthew taught in fourth grade. He holds a bachelor's of science in elementary education from Towson University, a Master's of Science in School Library Media from McDaniel College and is a National Board Certified Teacher in the area of Library Media.
Winner has given presentations at conferences at the state, national, and international levels and has presented virtually at the TL Virtual Cafe. He has had articles published in Knowledge Quest and School Library Journal, and he is the author of the Busy Librarian blog. In 2012, Winner was named Maryland Outstanding Educator Using Technology by the Maryland Society for Educational Technology. His love of video games and passion for teaching have earned him recognition as a 2013 Library Journal Mover & Shaker. He is also the cofounder of the Level Up Book Club, an online book club for teachers and professionals focused on game-based learning and gamification.
Meghan Hearn is a mathematics educator and specialist in the Howard County Public School System in Maryland. She facilitates school-based professional development with elementary school teachers focusing on developing conceptual understanding through problem-based teaching. Hearn has contributed to a multitude of international, national, state and local presentations and has presented virtually at the TL Virtual Cafe and with the Maryland Society for Educational Technology. She has been published in School Library Journal and is an adjunct faculty member at Notre Dame of Maryland University, where she teaches courses in mathematics education at the graduate level.
The International Society for Technology in Education (ISTE®) is the premier membership association for educators and education leaders committed to empowering connected learners in a connected world. Home to ISTE’s conference and expo and the widely adopted ISTE Standards for learning, teaching and leading in the digital age, the association represents more than 100,000 professionals worldwide. For more information, visit iste.org. Follow ISTE on Twitter @ISTEConnects.


He helped to set up the Union of Soviet Composers in Moscow and remained one of its leading figures. He was a prolific composer of piano music and chamber music; many of his piano works have been performed by the likes of Vladimir Horowitz.
Kabalevsky was born in Saint Petersburg. His father was a mathematician and encouraged him to study mathematics; however, in early life he maintained a fascination with the arts, and became an accomplished young pianist, including a three year stint as a pianist in silent theaters. He also dabbled in poetry and painting. In 1925, against his father's wishes, he accepted a place at the Moscow Conservatory, studying composition under Nikolai Myaskovsky and piano with Alexander Goldenweiser. In the same year he joined PROKULL (Production Collective of Student Composers), a student group affiliated with Moscow Conservatory aimed at bridging the gap between the modernism of the ACM and the utilitarian "agitprop" music of the RAPM. He became a professor at the Moscow Conservatory in 1932.
During World War II, he wrote many patriotic songs, having joined the Communist Party in 1940, and was the editor of Sovetskaya Muzyka for its special six-volume publishing run during the war. He also composed and performed many pieces for silent movies and some theatre music.
In 1948, when Andrei Zhdanov declared his resolution on the directions that Soviet music should take, Kabalevsky was originally on the list of named composers who were the most guilty of formalism; however, due to his connections with official circles, his name was removed. Another theory states that Kabalevsky's name was only on the list because of his position in the leadership of the Union of Soviet Composers.
In general, Kabalevsky was not as adventurous as his contemporaries in terms of harmony and preferred a more conventional diatonicism, interlaced with chromaticism and major-minor interplay. Unlike fellow composer Sergei Prokofiev, he embraced the ideas of socialist realism, and his post-war works have been characterized "popular, bland, and successful," though this judgement is attributed to many other composers of the time, and some of Kabalevsky's best-known "youth works" date from this era (the Violin Concerto, the first Cello Concerto).
Perhaps Kabalevsky's most important contribution to the world of music-making is his consistent efforts to connect children to music. Not only did he write music specifically directed at bridging the gap between children's technical skills and adult aesthetics, but during his lifetime he set up a pilot program of music education in twenty-five Soviet schools. Kabalevsky himself taught a class of seven-year-olds for a time, teaching them how to listen attentively and put their impressions into words. His writings on this subject were published in the United States in 1988 as Music and education: a composer writes about musical education.
He was awarded a number of state honors for his musical works (including three Stalin Prizes). Kabalevsky had become quite a force in musical education. He was elected the head of the Commission of Musical Esthetic Education of Children in 1962 as well as being elected president of the Scientific Council of Educational Esthetics in the Academy of Pedagogical Sciences of the USSR in 1969. Kabalevsky also received the honorary degree of president of the International Society of Musical Education. Kabalevsky wrote for all musical genres; his pieces were all faithful to the ideals of Soviet realism as well. In Russia, Kabalevsky is most noted for his vocal songs, cantatas, and operas while overseas he is known for his orchestral music. Kabalevsky frequently travelled overseas; he was a member of the Soviet Committee for the Defense of Peace as well as a representative for the Promotion of Friendship between the Soviet Union and foreign countries.
His notable students included Leo Smit. He died in Moscow on 18 February 1987.


The principles of Jolly phonics in can be applied in French through creating an association between sounds and images with phonics being introduced right from the first lesson.
No one usually alert language learners to the fact that letters make different sounds in different languages. Phonics makes students more independent as it allows them to try out and transfer pronunciation rules by themselves.
Sue Cave presented the 7 steps to her approach to embedding phonics in language learning and teaching, with the first three steps focusing on Oracy and steps 4-7 focusing on Literacy development.
Steps 1 and 2: Identify and practise the individual sounds in a word (1) and practise blending the sounds to create the whole word (2).
Start with the basic sounds and get students to blend the sounds together. This is a very similar process in students’ mother tongue and in a foreign language-even if the pronunciation rules can be very different.
Once the word is sounded and blended, students can concentrate on its meaning.
The spelling is then revealed and a correct pronunciation given with the support of sound files.
New key sounds need to be introduced every lesson and be related quite tightly to the content of the lesson.
The French version of the phonics programme focuses on colours, numbers, days of the week, months and animals and 24 sounds that do not exist in French or are spelt different in English
Children came up with pictures to illustrate them and example of sounds. Then they use cards with graphemes on one side and pictures on the other side to practise.
Student practise blending with known consonants and some students can be put in charge of specific individual words. Games to help to consolidate the knowledge of individual sounds can help like the “Throw the beanbag if you hear your sound” game.
Step 3 is to practise connecting the meaning of the word to its sounds.
Step 4 is to identify and practise the graphemes for the individual sounds.
Get children to draw the graphemes in the air as it is a way to strengthen the sound/ writing link
Splat with sounds
Sing the phoneme-music helps focusing on specific sounds and slowing language down.
Step 5 is to practise reading, saying and writing the word.
Bring up the issue of silent letter and encourage the students to develop a bank of silent letters as well as a bank of sounds.
Phonic hangman with letters sounded out.
Grapheme scrabble encourages students to try to make new words.
Step 6 is to practise connecting the meaning of the word to its written form.
Step 7 is to practise putting words together to say and read a sentence.
For instance, do not teach numbers on their own. If you count things e .g chien/ araignée, students can also find out about “liaisons”.
Busy bees can represent “z” liaisons or Light blue silent e.
As phonics comes along every time students meet new words, phonics is being taught in every lesson rather than specifically at the beginning of the year.


Once you've decided you want to become a teacher, you'll need to think about the qualifications required to enter the profession. For most aspiring teachers, there are no shortcuts. The majority require at least a bachelor's degree, while some need to complete additional years of post-secondary education and earn certification or a license.
Kindergarten and Elementary School Teachers
If you want to work as a teacher in kindergartens or elementary schools, you'll typically need at least a bachelor's degree in elementary education. Some states require early years teachers to major in subjects such as math or science, complete a teacher preparation program and attend classes in child psychology, according to the Bureau of Labor Statistics. Public school kindergarten and elementary school teachers must have a state-issued license, while those working for private institutions do not require certification. Public school licensing requirements vary by state, so contact the Department of Education in your state to find out how things work where you want to teach.
High School Teachers
The majority of states require aspiring high school teachers to hold a bachelor's degree and to have majored in the subject they intend to specialize in. As with kindergarten and elementary school teachers, high school teachers are also required to complete their university's teacher preparation program. The BLS advises this training usually involves instruction on how to present information to students and how to work with students of varying abilities and fieldwork. If you want to work in a public high school, contact the Department of Education to find out about your state's licensing requirements. High school teachers at private schools are not typically required to hold any licenses or certifications.
Professors and other post-secondary teachers who work for universities are often required to hold a doctoral degree in their field of interest, although some find their way into lecturing and tutelage with just a master's degree. Doctoral programs typically require six years of full-time study on top of the time it takes to earn a first degree. Post-secondary teachers working in vocational colleges might find that experience and certification in the trades they want to teach are considered more important than formal higher education qualifications.
Special Education Teachers
Special education teachers who work with students with learning and physical disabilities are usually required to hold at least a bachelor's degree. They can either major in elementary education, the subject area they want to teach, or special education, according to the BLS. Those who work in public schools require a license, while those who teach in private institutions do not. Contact the Department of Education for information on licensing for public special education teachers in your state.
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We place a great emphasis on reading.Teachers use good quality fictional texts to plan their topics and lessons, which foster a love of literature and encourage life-long reading habits. We use a variety of approaches to bring texts to life and engage the children in reading We want children to read with fluency and understanding so it becomes a soures of pleasure and enjoyment. The development of reading throughout the school is carefully structured. Initially, we use graded reading schemes and as a child's reading competence improves we encourage him/her to read other lively and interesting fiction books. The children learn to become enthusiastic users of our fiction and non-fiction library. Another key strategy is our use of guided reading where small groups of children work with an adult to explore a text in a variety of ways leading to an enriched appreciation and understanding of it. Phonics instruction also plays a core part in the development of a child’s reading ability and all children are assessed at the end of Year 1 as part of the statutory phonics screening test
Writing is an important tool for communicating ideas, thoughts, feelings and emotions with others and our aim is for pupils to communicate these effectively and concisely through their written work. Our staff ensure that they provide relevant and stimulating opportunities to support children develop their writing skills.
In line with the New National Curriculum, discrete lessons are taught in spelling, grammar and vocabulary extension. This learning is then made relevant and purposeful in the context of the children’s own written work. The quality of content in children's writing is paramount. Poetical, informational, instructional and descriptive writing are all part of our pupils' education. Through drawing on their own experiences and supplementing it with other sources, our children develop an effective vocabulary, fluency of ideas, confidence and enjoyment in written language. Correct use of English is also taught using pupils’ own writing. Class lessons are given regularly on specific aspects of spelling, punctuation, extension of vocabulary and grammar as prescribed by the New National Curriculum.
Handwriting is taught as a skill and art form. Our children are initially taught to print their letters clearly before progressing to cursive handwriting. Pupils learn to join their letters at an early age (in Years 1 or 2). From Reception onwards, children are taught to take a pride in the presentation of their work. In order to sustain a high quality of content and presentation, attention is paid to displays of children's work around the school as well as individual work in exercise books.
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It is pretty well known among educators that early childhood years are crucial for children’s language and literacy development. In addition to learning words, preschoolers are learning to articulate their feelings and needs, ask questions, convey what they know, interact with others, learn grammar, and a myriad of other foundational communication skills. And it is also pretty well agreed that learning happens best when children are having fun. These tenets are the foundations of a new outdoor, 13,000 square foot gallery at the Mississippi Children’s Museum in Jackson, known as the Literacy Garden.
The Literacy Garden was designed to inspire and educate children through interactive and artful play spaces. Designed for preschool-aged children through the third grade, the garden features a variety of audio/visual and signage elements that focus on phonics, vocabulary, fluency and comprehension. And these are presented in some unexpected ways.
Giant pink mushrooms have touchscreen monitors full of riddles and rhymes, and colorful spiraling sculptures offer sounds of musical instruments, wild animals, and letters of the alphabet. A 30-foot waterfall spells words or forms patterns as the water drops fall and the structure itself offers little portals for children to crawl beneath. Scribbling on an erasable creativity wall is encouraged and poems are revealed as visitors walk the meandering pathway. These activities weave together through this outdoor space so children can discover as they move from one place to another.
Fantasy elements also interlace the outdoor garden, with a three story treehouse for children to climb, complete with giant root structures to play amongst. There are giant sand rings, flower-shaped writing stations, a vegetable and herb garden, and even an amphitheater to act out an improvised performances.
The new exhibit has proven popular with children, weather permitting, and offers unstructured outdoor play coupled with learning objectives. Getting excited about reading and words is a first healthy step to early childhood literacy, and learning from the outdoors is a great place to create stories. Find out more about the Literacy Garden at the Mississippi Children’s Museum at http://www.mississippichildrensmuseum.com/exhibits/the-literacy-garden/


Many people dream of having a full time music composing career. Whether they’re about to graduate high school, have recently entered college or are looking for a rewarding career change, music composition can be a very fulfilling way to earn a living. The road to this type of career is full of challenges and every aspiring composer must work extremely hard to get their career off the ground.
Immerse Yourself in Music Theory
You’ve probably heard a few hundred songs that you’ve thoroughly enjoyed and wondered how musicians can compose such wonderful pieces. From chord progressions and time changes to sharps and flats, you’ll need to know the ins and outs of music theory.
Music theory is the scientific and mathematical study of music. While you won’t be sitting in a classroom mixing substances or solving endless trigonometry problems, you’ll need to know how different notes in a chord affect one another, how to subdivide beats in a bar, the ranges of various instruments and more.
Begin by taking classes at your local community college. A series of music theory classes for composition majors often lasts at least four to five semesters, so be prepared to spend excessive amounts of time studying and composing small tests pieces for your class.
A piano is the primary tool of the trade for composers. They’ll sit for hours experimenting with different chord progressions and genres to determine which ones best fit the ideas in their heads.
If you haven’t done so already, take piano classes from a private tutor, at your local college or simply teach yourself if you’re up to it. Learning the piano will also help you better understand various keys and chords that you use later on.
Obtain a Master of Music Education Online
The process of teaching students how to play or compose music will have many benefits of its own, one of them being able to discover new ideas for musical pieces that you’ve never thought of before.
Completing a masters of music education online will help launch your musical career by giving you the opportunity to teach others what you love so much. While teaching, your students will likely give you creative ideas that you’ve never thought of before.
Becoming a modern day Mozart is no easy task. As one of the great all-time composers, Mozart dedicated his life to learning and experimenting with new ideas, and creating some of the best musical masterpieces of all time. Dedication and hard work are the keys to becoming a successful composer.


Studies have shown that music produces several positive effects on a human's This is the perfect reason to review your class notes with music Rather than distracting college students, a Stanford study found that “ music.
to achieve in other core academic subjects, and to develop Confucius. Benefits of Music Education Music education readies students for learning by helping to develop their basic mental skills and . prepared for success in college than non- music majors deliver multiple, reinforcing, and cumulative impacts that help.
Studying music in school benefits students in several ways, including improving Colleges & Universities. Q: Students taking musical classes enjoy higher levels of happiness and cognitive function than students without musical education. This has been the subject of heavy debateand the research surrounding it has been seriously misinterpreted in some cases. Nevertheless, there is something to it. Learn about CSU's online programs. A sense of achievement: Learning to play pieces of music on a new instrument can be a challenging, but achievable goal. Children with at least two years of private lessons showed enhanced cognitive control, with aids in information retention and behavior regulation.


Labo Drawing Lesson for iPad (free ) provides step by step lessons on drawing animals, vehicles, people, fruit and monsters. Recommended for 3-5 year olds (typical learners), this app is suited to children well beyond 5 year olds. Drawings are provided in a step by step method with each step drawn then faded for the user. Lines can be traced while they remain for a short period on the screen. The fruit drawings provide some simple shape practice for young children.
Fun drawings that are appealing to kids, it also provides a rating on the accuracy of the drawing. The ratings are presented only after drawing and not recorded for later review. Finished products can be saved and shared by email or other social media.
This is a fun app and intuitive when drawing, but I found navigating in back to different screens not as clear. Drawings are appealing for primary aged students but do have deals that may be difficult for 3-5 year olds. As a free app this might be a fun home programming app for parents of children needing practice with visual motor skill development.
Have you tried this app?
Looking for more step by step drawing app? Check out the following step by step drawing app reviews on OT’s with Apps:
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