The Pathway to Independence Inventory: Data-Based Decisions and Individualized Support
How does a program determine the areas in which students would benefit from support? How does that program then guide a goal-setting process around those areas? And how does the program determine whether or not their students are making progress toward those goals?
They use data, of course.
At Virtual Hall, we know how important it is to make informed decisions based on data. A well-designed goal setting and coaching model is only as good as the data that informs it. It just so happens that the team behind Virtual Hall is the same team behind the Pathway to Independence Inventory (PII), an assessment tool designed to support goal-setting and individual skill development for diverse learners in the areas of adaptive skills, executive function, and social capacity.
The PII was informed by a systematic review of the relevant research literature on adaptive skills and college and career readiness as well as by existing assessments in the field including the Adaptive Behavior Assessment System (ABAS-2), the Scales of Independent Behavior (SIB-R), and the Vineland Adaptive Behavior Scales (Vineland-3). The resulting assessment is a 124-item instrument divided among the following seven scales:
- Academic Skills: coursework organization, initiation, self-advocacy, study skills, and time management skills;
- Emotional Regulation: coping skills and emotional control;
- Health and Wellness: diet/nutrition, self-care, potential risky behaviors, and sleep;
- Daily Living Skills: hygiene, meal preparation, navigation of community, and financial management;
- Interpersonal Skills: avoiding victimization; communication skills, relationships, theory of mind, and social rules;
- Technology Literacy: technology skills and technology behaviors;
- Employment Skills: on the job skills and job search skills.
The PII is designed to be completed by both students and an informant (e.g., parent, family member, teacher, faculty member, program staff, etc.) upon enrollment in Virtual Hall as well as annually. Results from the PII can help inform students and their A-Team of areas of strength and areas in which they need support. Students work with their A-Team to identify several areas from the PII in which to establish goals, and the PII can be used as a progress monitoring tool to document and support the steps students are taking to reach their goals. In addition, by reviewing results across informants (e.g., student, family member, and program staff), students can gain some insight into potential blind spots and areas of discrepancy, further opening the path to development and growth.
The Pathway to Independence Inventory is a vital piece of the Virtual Hall coaching model and provides valuable data for programming decisions as well as individual goal-setting. When it pertains to something as important as the rest of your life, donât just guess. Know.
Author: Kyle Reardon
In addition to being a Virtual Hall Team Leader, Kyle is also a Ph.D. candidate in special education at the University of Oregon. Kyleâs scholarship emphasizes postsecondary accessibility for diverse learners and his work has been presented at numerous national and international conferences. He holds a B.A. in Music Education and an M.A. in Special Education, both from Northern Vermont University.


This simple puzzle encourages children to develop and practice matching skills as well as fine motor skill development and recognition of basic shapes and colors.
An induction to Shapes. A great one-on-one game to help children settle and connect with their educator.
Set up as a quiet play area, encourage children to engage with each other in conversation. Ask open-ended questions to foster learning through play. Children will discover and learn about Shapes. Discuss the details, how many sides, colors, and sizes of the shapes.
Take the children outside to discuss their puzzle pieces, use the puzzles to evoke imaginative play, maybe they can find similar shapes in nature?
The visual memory involved and the identification of patterns and relationships and similarity and difference help children to learn about early representation and problem-solving. Matching and sorting activities can also develop fine motor skills. Cognitive development, critical thinking skills and helps children nurture their attention to detail.
Approx 10 x 10cm
This puzzle comes in its own drawstring bag.
Made using 3mm plywood, this is an all Australian Made And Owned product.
Actual product color may vary from the images shown.
Shape's colors are randomly selected by the manufacturer.


Music for and by children is biennial journal dedicated to publish the results of the International Symposium: âMusic for and by Children: Perspectives from Composers, Performers and Educatorsâ hosted by University of Aveiro and INET-MD (Institute of Ethnomusicology - Centre for Music and Dance Studies) in Aveiro, Portugal.
The main goal of the musichildren conferences is to explore aspects of music for children, and music that is created by children. It aims to stimulate discussion, develop ideas, and disseminate research in the fields of Music Composition, Performance and Music Education. The first symposium was in 2017 and the second edition was in September 2022.
- Children as performers and audience: A forum that explores and presents research of processes that lead to music performed by children and the processes involved in performing to children.
- Composing for children: A forum that aims to explore and present research and reflections on factors that contribute to widening repertoire for children and young audiences.
- Childrenâs music: A forum that aims to develop new understandings of childrenâs creativity, and of the particular ways they create their own music, alone or in groups, in formal, non-formal and informal contexts.


Thanks for coming to class this week! YOU are a vital part of your childâs music education!
Youâll notice that the bulk of new concepts and skills are presented on parent days. We want you to see how the activities are done so that youâll know
just what to do at home. If ever you have questions however, feel free to contact me.
I feel so lucky to be teaching such amazing students! They are so receptive at this age. I love teaching them and can't wait to see them next
We had a lot of new stuff we learned today! Below are a few highlighted activities and their purpose.
May There Always Be Me
We taught the kids to feel their heartbeat and introduced the concept of keeping a steady beat. This is important when you're teaching a child to
internally feel the value of notes.
A-Hunting We Will Go
We identified the MI RE DO pattern and sang it independently. The solfeg patterns are important in training the ear. All the patterns we will learn in
Let's Play Music have a strong cadence pull to DO. When the ear hears these patterns over and over again they aurally can start predicting where the music
is heading. Patterning plays a major role in the construction of music.
Chords in Pieces
We actually read music today! Well, our eyes followed a chord map, and we sang the broken chords. We're feeling so smart....yeah!
Ding Dong, Ding Dong
Correctly imitate pitches is important in learning to sing in tune, which puts us on a path to becoming a complete musician.
It was so fun to identify the 5 lines and 4 spaces on the staff today!! We are taking time to let the kids visually familiarize themselves with the single
staff. We used our Red Balloon song to accomplish this!
We LOVE having our parents come to class on parent day. It was so much fun singing our lullaby and rocking back and forth feeling the steady beat of the
music. Music is healing and can help us feel emotions. Music is powerful and every child needs music in their life. And not just for the reasons and
benefits we normally think of as music educators.
Read Carson's story and witness how the power of music aided in healing a traumatic event in his


Our goal is to aid children in their active exploration and to help them become self reliant, confident and enthusiastic learners.
Children learn through play. Our program provides your child with an opportunity to learn through play, which is the preparation he/she needs to understand many concepts. For example, before children understand the concept âhard and softâ they need to experience the feeling by working with pudding art and building blocks.
Our curriculum-based learning focuses on three areas of development:
- Cognitive â Foster childâs ability to problem solve and enhance language skills.
- Physicalâ Assist child in developing his/her large and small muscle skills and to feel confident in using them.
- Socio-emotional â Help child to feel comfortable at the Center, develop sense of trust, independence, and belonging.
Early Steps Learning Center provides structured lesson plans to guide teachers and encourages teachers to adapt the plans to their classroom and inject their own creativity and experiences. In all of our teachings we strive to make our learning experiences innovative and enjoyable for the children! Our learning program aims to develop well-rounded children by exposing them to a wide variety of areas such as:
- Science, mathematics, reading/pre-writing, and fine arts to develop a love and confidence of the core educational building blocks.
- Computer exposure to help prepare for future academic challenges.
Our Curriculum is divided into nine monthly units from September to May, followed by our exciting Summer Program. Each unit will be introduced to our parents with an informational letter that describes what your child will be learning and concepts and skills that he or she will practice.
Early Steps Learning Center has adopted Creative Curriculum for most of our programs. Creative Curriculum is a holistic, child-centered program that provides our Center with hundreds of age-appropriate, hands-on learning experiences to motivate children and promote social, emotional, intellectual, aesthetic, and physical development.
Our infant and toddler programs offer a healthy balance of cognitive and motor skill development; building self-esteem through nurturing personal care; interaction with other children to spark curiosity and socialization; and sensory and language development through the right combination of activities, materials and toys.
For more information about our Curriculum and to see it in action in our classrooms, schedule a tour or call us at 440-944-2223.
âCincy After School program was designed to support the healthy development of children by building strengths and meeting the needs of the whole child. Increased student achievement and reduction of risk-taking behaviors are two primary goals of the program. The curriculum achieves these goals through engaging students and their families in balanced activities aligned with Ohio Academic Standards.â
Cincy After School curriculum focuses on:
- Building relationships with students as the foundation
- Creating supportive environments as the key to proving learning and growing experiences
- Connecting to programs and learning practices that foster growth
For more information about our Curriculum and to see it in action in our classrooms, schedule a tour or call us at 216-381-4600.


Reading to Learn South Africa
The Reading to Learn (RtL) programme for teaching reading and writing has been developed in a long term
action research project with teachers in Australia at all levels of education, from early primary through to secondary and tertiary study, across curriculum areas.
The methodology has been developed in response to current urgent needs, particularly of marginalised learners, to rapidly improve reading and writing for educational access and success.
To this end it draws on the theories of Vygotsky of learning as social process; Hallidayâs model of language as text in social context, and Bernsteinâs model of education as pedagogic discourse.
These theoretical foundations are integrated in a set of teaching strategies that are optimally practical in diverse classroom settings, and accessible for teachers to acquire and use as part of their ordinary practice in their grade or curriculum area.
The strategies have been independently evaluated as four times as effective as other literacy approaches at accelerating reading and writing development, capable of improving learnersâreading ability from junior primary to secondary levels within one year (McCrae et al 2000). They are currently being applied in primary, secondary and tertiary contexts in Australia, Indonesia, Africa (South Africa, Kenya, Uganda,) Afghanistan, Sweden and other parts of Europe, Asia and Latin America, with learners from a wide spectrum of language, cultural and educational backgrounds.
Reading levels in South African schools
Read about the 2016 PIRLS results here
The problems facing literacy teaching in our schools has been well documented over the last 15 years by annual assessments and a host of research studies. The most powerful illustration of the cumulative effects of low academic literacy levels are illustrated by the Higher Education South Africa national benchmark tests in 2009 of 12,202 first year university students across South Africa - the best products of the schooling system. Students were measured across three levels: proficient level - able to cope with mainstream programmes without support; intermediate level - would need extra support; and at basic level - serious learning problems needing extensive support. It was found that 48% performed at the intermediate level and a further 7% were at the lower basic level. When one considers that 41% of the intermediate level students were in the bottom half of the range, then the seriousness of the problem is clear.
Criteria for Effective Intervention
To intervene effectively in this situation, a literacy programme must be based on:
1. an understanding that reading is the primary skill for academic success in all learning areas, without which students will not be able to write effectively;
2. a sound understanding of the reading process and a methodology that is based on, and supports learners through the reading process;
3. a sound understanding of the structure and language patterns of different genres across the curriculum which is incorporated into the teaching process
Such a methodology must be able to be used:
1. to intervene at all levels of the education system,
2. to enable those learners who have inadequate reading levels to develop their reading to appropriate levels;
3. and to enable learners to read and write all genres effectively in all learning areas.
Relevance to the South African Context
Linking back to the criteria for effective intervention, RtL would be appropriate in the South African context for the following reasons:
It is theoretically sound. It is based on a clear understanding of the reading process and on the way language works in texts to make meaning for different purposes across the curriculum. Secondly it provides a highly explicit and supportive teaching process, that which constantly affirms students and opens up their learning potential.
Lesson sequences and teacher-learner interactions are carefully planned to provide a high level of support for reading and writing texts of all kinds across the curriculum. The strategies provide underachieving students with maximum support as they develop the knowledge and language resources required to read and write texts independently.
The approach provides a pedagogy appropriate to learners in upper primary and high schools as well as Foundation Phase; is inclusive of students from diverse cultural and linguistic backgrounds; is flexible and adaptable; and is supportive of different levels of literacy development, including reading, writing, spelling, punctuation and grammar.
It is not expensive and is not dependent on expensive and extensive material support. The only essential requirement for its implementation is that teachers have access to a photocopier to provide learners with copies of the texts to work with.
Finally, and most importantly, the structured nature of the programme and the clear step-by-step process makes it accessible to teachers. This, coupled with the extensive training and material support, enables teachers to internalise the methodology and gain confidence and skills in an ordered and methodical manner.


The Ministry of National Education launches the Real-Time Scaling Lab to successfully scale up initiatives for improving literacy and numeracy learning in CÃ´te dâIvoire
This Wednesday, October 2, 2019, the Ministry of National Education, Technical Teaching and Vocational Training (MENETFP) will launch the Real-Time Scaling Lab, a process of documentation, research, and adaptation of ongoing pilot initiatives to influence scale-ups. The Real Time Scaling Lab is not a physical space, but rather a process, established by the Brookings Institution since 2018, that focuses on quality education programs.
In this effort, the MENETFP will benefit from the technical support of Brookingsâ Center for Universal Education, as mandated the TRECC programme. The launching event will see the presence of development partners, cocoa and chocolate industry partners involved in the TRECC program, and civil society organizations.
From research to action
As part of TRECC, several projects are being tested in CÃ´te dâIvoire with the aim of improving childrenâs reading and numeracy skills in primary school. In fact, national and international evaluations have highlighted the low level of assimilation of these fundamental skills by most young children. Despite the successful results of pilot projects, governments are often struggling to implement promising models at the national level. Experience shows that, despite their relevance, only 5% of the pilot projects initiated in the social sectors are delivered nationwide. According to the Millions Learning Study: Scaling Up Quality Education in Developing Countries by the CUE, the factors that make scaling difficult are, among others, poor quality indicators and data, the lack of coordination between stakeholders and insufficient funding after the pilot phase. Following this study, CUE proposed to document and support ongoing efforts around the world to scale up effective educational interventions. TRECC therefore commissioned the CUE to document and support the efforts of the MENETFP in CÃ´te dâIvoire in establishing the Real Time Scaling Lab.
Mobilized around a common goal
Based on the evidence and the results of the pilot projects conducted in CÃ´te dâIvoire, the ambition of the Real Time Scaling Lab is to bring the decision makers of the Ministry to gather all the necessary ingredients to successfully achieve the scaling up of educational interventions improving the quality of education in CÃ´te dâIvoire. This process, which brings together technicians and decision-makers from the Ministry, traditional donors, the private sector, social actors and researchers around education issues, is the first of its kind in CÃ´te dâIvoire.
To know more about the process of the Scaling Lab and our approach:
- Listen Sabina Vigani, TRECC Coordinatorâs, on scaling up principles to transform education
- Read Jenny Perlmanâs article about designing an adaptive learning process to support large-scale change in education.
- Download Jenny Perlman Robinson and Molly Curtissâs study on designing an adaptive learning process to support large-scale change in education


(1806â64). Scottish painter William Dyce was a pioneer of state art education in Great Britain. A fondness for Italian art led him to anticipate the English Pre-Raphaelites in the quest for a primitivist simplicity. His painting had a quality of repose that harked back to the art of 14th- and 15th-century Italy.
Dyce was born on Sept. 19, 1806, in Aberdeen, Scotland. He studied at the Royal Scottish Academy in Edinburgh and at the Royal Academy of Arts in London. One of the first British students of early Italian Renaissance painting, he visited Italy in 1825 and 1827â28. While in Rome he met a group of young German painters, the Nazarenes, who greatly influenced Dyce with their quest to return to the medieval spirit in art found in paintings from the Middle Ages and early Renaissance. Dyce would in turn become a mentor to members of the Pre-Raphaelite Brotherhood, young British painters brought together in the late 1840s by their admiration for what they saw as the uncomplicated depiction of nature typical of Italian painting in the early Renaissance.
In 1830â37 Dyce lived in Edinburgh and painted portraits for his livelihood. Moving to London, he exhibited regularly at the Royal Academy, being elected an associate in 1844 and academician in 1848. At the time of his death Dyce was engaged in painting a series of frescoes for the Houses of Parliament, of which remain the Baptism of Ethelbert (1846) in the House of Lords and the King Arthur series (1848; unfinished) in the queenâs robing room. Dyce died on Feb. 14, 1864, in London.


Written by Melissa Griffin, Executive Director
Iâve had the pleasure of witnessing firsthand how art education reinforces a studentâs regular curriculum in a fun and engaging way. In art classes, elementary students are identifying shapes and colors, as well as practicing fine motor skills and counting.
Executive Director Melissa Griffin talks with elementary school student about colors and concentric circles. (2013) Photo by Phillip Colwart.
For older students, the arts are an opportunity to develop an understanding of themselves and the broader world around them while they push themselves both technically and creatively. As the career marketplace changes and the need for visual, digital and creative, skilled workers increases, thus making art classes are valuable skills-development opportunities.
Every year for the past two decades, the Hammond Regional Arts Center has hosted an art exhibition that features artwork by students from Tangipahoa Parish. Itâs a professionally installed display of art and a proud moment for these young artists. Each year our organization is so proud and amazed by the hard work, incredible creativity and inspiring talents in our parishâa strong reminder of the power of art education in our schools.
Ponchatoula High School student Vanessa Smay with her piece "Ohm" in during the 2020 Young Artists Exhibition.
We understand that COVID-19 has altered the landscape of education. At the Hammond Regional Arts Center, we are committed to continuing, or restoring, tangible methods by which we can offer support and encouragement for the arts in our region. I am currently working together with the board of directors on our plans to do so in 2021, and I'm excited about what's to come!
Every child is an artist. The problem is how to remain an artist once he grows up. â Pablo Picasso


The power of music
'The Model Music Curriculum' (DfE March 2021)
Music is all around us. It is the soundtrack to our lives. Music connects us through people and places in our ever-changing world. It is creative, collaborative, celebratory and challenging. In our schools, music can bring communities together through the shared endeavour of whole-school singing, ensemble playing, experimenting with the creative process and, through the love of listening to friends and fellow pupils, performing. The sheer joy of music making can feed the soul of a school community, enriching each student while strengthening the shared bonds of support and trust which make a great school.
At St Nicholas CE Infants' we are implementing 'The Model Music Curriculum' (DfE March 2021) with the use of the music scheme Charanga.
Units of work explored in the EYFS and KS1 celebrate a white range of musical styles. We have clearly sequenced lessons that support the key areas of the Model Music Curriculum (MMC); Listening, Singing, Playing, Composing and Performing.
Children explore a wide variety of styles such as Jazz, Hip Hop, Pop, Gospel, Classical, Regae, Orchestral, Funk, Lullaby, Waltz and many more. They also learn about Musicianship and Notation in lessons that are engaging and interactive.
Music is also utilised in other areas of the curriculum to enable the children to make connections and to take joy in music. All children are involved in singing performances through out the year including Christmas performances, Harvest, Church events and class assemblies.
We want all pupils to benefit from a music education which engages and inspires them to develop a love of music and their talent as musicians. Our curriculum provision will increase their self-confidence, creativity and sense of achievement. As pupils progress, we want them to develop a growing musical vocabulary that allows them to critically engage with music. Teaching and learning of music will be a reflective process for the children as they are given the opportunities to assess themselves and their peers. We intend that children will be confident in celebrating their musical success and skills with their peers and wider audiences through performances and recordings.
At St Nicholas we deliver a clear and comprehensive scheme of work in line with the National Curriculum and EYFS through Charanga. A steady progression plan has been built into Charanga, both within each year and from one year to the next, ensuring consistent musical development. Charanga includes many examples of music styles and genres from different times and places. These are explored through the language/ vocabulary of music via active listening, performing and composing activities, which enable understanding of the context and genre. Charanga provides a classroom-based, participatory and inclusive approach to music learning. Throughout the scheme, children are actively involved in using and developing their singing voices, using body percussion and whole-body actions, and learning to handle and play classroom instruments effectively to create and express their own and othersâ musicality. Through a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform. During music lessons children will be given opportunities to learn music specific vocabulary in a meaningful context. During the lesson children will be given opportunities to apply skill and given chance for collaboration through composition.
They will acquire musical skills, knowledge and understanding of musical concepts through primarily active listening then performing and composing.


âIn one school district, I named the concert according to the weather. We did not have a âwinterâ concert; we had the âColdâ concert. In June, we presented the âHotâ concertâ. â MENC member, MENC Question of Month survey, 2007
- What attitudes do American choral educators have towards the place of religious music in public schools?
- How do choral educators explain the use of religious texts to the students in public school classrooms?
- How can choral educators encourage expressive singing of religious music without promoting a religious experience?In 2006, MENC member Rebecca Warnock asked these questions of Minnesota MENC choral teachers; 102 members responded, and via their responses, Warnock discovered:
- Religious music has a place in public school at about a one to two ratio to secular music.
- Teachers feel free to choose literature, but with due caution.
- Practicality comes first and ideology second in literature choices.
- Many teachers are familiar with school policy on this topic, and most are not worried if there isnât a school policy.
- The majority thought that the religious aspect should be understood in historical context.
- One-third âseemed to express a dismissive attitude toward the textâ, saying they explain to students that the text is âinconsequentialâ. A few reported that they explain to students that the piece is deeply spiritual.
- A majority saw no danger in encouraging expressive singing, nor did they fear it would promote a religious experience. Many respondents described ways to manage this issue.âI do both winter fun music and some sacred, but I let my students know that we are learning the music portion of it and not instilling the religious portion of it. The students usually are not concerned about it until we start working on dynamics, expression, diction, and phrasing. At that point maybe one student will say, âAre we allowed to sing this?â and my reply is we are not looking at the religious connotations of the song, but the musical elements of the song. In all my years of teaching (twenty-five), I have only had one student who transferred out of my class because she could not sing any religious or patriotic music. I have taught in Texas, Connecticut and North Carolina.â MENC member, MENC Question of Month survey, 2007
- Rebecca Warnockâs masterâs thesis is titled âReligious Music, Public Schools: A Look at the Implicationsâ (University of Minnesota, 2006).MENCâs Position Statement on the Use of Sacred Music in the Schools
âSue Rarus, October 29, 2008, Â© National Association for Music Education


âExpecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size of clothing.â
We develop Afkaaruna Learning Framework to achieve our vision and to strengthen our values. The Learning Framework as will be explained below:
Afkaaruna Islamic School aspires to create âmuhibbul ilmiâ (strong desire of learning) generation. To achieve that, we determine some learning skills which are built and strengthened in our students to stimulate their curiosity through our learning activities.
Afkaaruna Islamic School aspires to create a tafaqquh fi al-diin generation (skilled and uphold Islamic thought) Ahlussunnah wal Jamaâah who are ready to become global citizens with strong local awareness.
To arrive at the personal character of faqih, we bring our students to comprehensively understand sources of knowledge from both al-ayah al-kauniyah âor kauniyyah verses as reflected in real life concerning nature and its phenomenonâ and al-ayah al-qauliyah âor qauliyyah verses as literally written in Qurâanâ. For this goal, Afkaaruna Islamic School requires students to study al-Dirasah al-Islamiyyah that covers Qiraâah al-Qurâan, al-Kitabah al-âArabiyyah, Hifdzul Qurâan, Qiraâah al-Kutub, as-Shirah an-Nabawi, and History of Islam in Indonesia) systematically synchronized with some subjects including Science, Social Studies âincluding History, Geography, Society, Pancasila & Civic Education) as well as Arts & Performance , and Physical Education
Afkaaruna Islamic School aspires to create kind-hearted generation who has 7 main skills and characters competencies including self reliance (read: independent study skills), communication, critical thinking, creativity, collaboration as a condition to develop long life learners. In addition, in order to achieve living skills, we train our students practical life skills, literacy skills, numeracy skills, finance skills, and social & civic awareness.
Broadly speaking, the three Afkaaruna Islamic School units which include Afkaaruna Preschool, Afkaaruna Kindy, and Afkaaruna Primary are based on the same framework. What distinguishes these three units is the depth and breadth of the framework so that the implementation, targets, learning methods and measurements are also different.
A. Afkaaruna Primary
Afkaaruna Primary uses the Cambridge Standard synchronized to Afkaaruna Learning Packs that cover English, al-Dirasah al-Islamiyyah, and local values. Additionally, we develop several areas including understanding the world, living skills, dan Afkaaruna skills and characters, physical education, and expressive arts & performance. The learning skills cover independent study, critical and innovative thinking, communication, creativity, and collaboration. Meanwhile, living skills include self- management, literacy, numeracy, finance, social and civic engagement.
B. Afkaaruna Kindy
Afkaaruna Kindy uses the International Primary Curriculum (IPC) synchronized to Afkaaruna Learning Packs (ALP) that cover English, al-Dirasah al-Islamiyyah, and local values. Literacy is delivered in two languages; Bahasa Indonesia and English. Learning to read systematically is given to Kindy B students with Phonic method and introduction to letters is delivered through flash cards.
Afkaaruna Kindy graduates are expected to grow according to their age and be ready to take part in further basic education (read: Primary level). In addition, they are also expected to have good basic skills in reading Qurâan.
In general, Afkaaruna Kindy several strands including al-Dirasah al-Islamiyyah, Personal, Social and Emotional Development (PSED), Communication, Physical Development, Understanding the World, Expressive Arts & Design, Math, Learning Skills, and Living Skills, as described as follows
C. Afkaaruna Preschool
Afkaaruna Preschool which consists of Toddler and Preschool has 4 learning strands, namely al-Dirasah al-Islamiyyah, Personal Social and Emotional Development (PSED), Communication, and Physical Development, as illustrated in the diagram as follows


Concordians team up to investigate literacy in children and parental influence
How does parental involvement influence how children learn to write?
Two education researchers from Concordiaâs Faculty of Arts and Science have teamed up to study the subject.
Professor Sandra Martin-Chang and Aviva Segal, a lecturer also in the Department of Education, have been researching how children learn to read for some time. Both are members of the Concordia Literacy Lab. They worked with research assistant Shaneha Patel on a recent paper, âYou Used the Right Word for the Right Sound!â to take a different look at the subject.
âThereâs really been a lot of research regarding the knowledge that teachers have and how they impart that knowledge to kids in order to optimize their development,â Segal says.
She joined the lab with an interest in parent knowledge with young children. Over time, the team became increasingly interested in how parents can influence their childâs literacy versus focusing only on teachers. They produced several papers on the topic before coming up with their latest idea.
âWe said, âHey! Letâs hit it out of the park here!â Segal recounts, laughing.
Their study involved examining parental feedback in two different contexts. In one, parents were asked to look at an invitation written by a kindergartener without their children. Then, they worked together to write a card with their own child. The reading and spelling abilities of the children were also measured.
âParental knowledge and positivity go hand in handâ
The team looked at how parents spoke to their young children when writing a thank-you note. They were able to demonstrate that parents who knew more about speech sounds, spelling patterns and other nuances of the English language were better able to support their childâs literacy development, especially when it came to phonemic awareness (matching sounds to letters).
âWhen you're working with parentâchild subjects, there's genetic overlap,â Martin-Chang explains.
âSo, if you get parents that give really excellent feedback, you don't know if it's because the children are doing excellent work or just because of that genetic overlap.â Hence the need to see how parents reacted to a writing sample from a child other than their own.
In the end, results showed parents with a finer-tuned ear for the English language (better able to count sounds in words) and better knowledge of written language (more at ease finding irregularly spelled words) provided feedback that was more positive and constructive in both scenarios.
Martin-Chang and the Literacy Lab team look forward to where this research will take them next.
âParental knowledge and positivity go hand in hand. We were really, really excited about the findings.â
Learn more about the Concordia Literacy Lab.
Read Segal, Martin-Chang and Patelâs recent paper âYou Used the Right Word for the Right Sound!â


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During my sophomore year of high school, I experienced something completely unprecedented and, until that year, I hadnât realized how vital it was to my self-esteem, self-identification and self-growth.
I finally had a teacher who looked like me.
I finally would see the face of another black woman every day. That school year, I reached new levels of academic achievement that I did not know were possible and applied myself more than ever. If I never experienced having a teacher who looked like me and connected to me in ways that none of my other teachers were able to, I wouldnât have improved as much as I did or achieved my full potential.
My experience raises a concern for me about black boys.
Black male students benefit greatly from the guidance and mentorship of black male teachers. But black men account for only 2 percent of all teachers in American public schools. When do black boys get the opportunity to connect, relate and reach their full potentials? Why has this happened, and how does it affect black male students in their K-12 academic journeys?
After the 1954 Brown v. Board of Education Supreme Court ruling, African American teachers were pushed out of schools and out of the teaching profession to make integration more appealing to white families. Many white families did not want their children to be taught by African American teachers.
Before Brown v. Board, there were 82,000 black teachers in American public schools. In the wake of the ruling, 40,000 black teachers and administrators lost their jobs. Over time, teaching came to be a profession dominated by women. To this day, this remains true. Once it was established that women could be hired and paid substantially less than men, the field was flooded with women.
This historical tension of not feeling wanted or valued by the educational system is understandable. However, the tension needs to be released and, instead, the future of our young black boys needs to be seriously considered. Over 50 percent of students in U.S. public schools are minorities, and far more than 50 percent of teachers are white. The lack of cultural competence and consideration affects black students disproportionately â hence, the severity of racial disparities surrounding certain issues, such as the school-to-prison pipeline.
My best advice to teachers, especially aspiring black male teachers, is to remember: You are the least important person in the room. Studies show that the effect of having a black male teacher, especially between grades 3 and 5, decreases the dropout rate among black male students by 30 percent and increases the likelihood of black students aspiring to higher education. We need more black male teachers in public schools. A positive snowball effect of representation in classrooms will also increase the number of black boys who aspire to become teachers, aiding generations to come.
If we care about the fate and future of our young black boys, it is imperative that black male teachers are sought after, hired and provided the proper professional development to excel in their incomparably important positions: teaching, inspiring and guiding the youth.
Quality teachers of any race and background are appreciated and valued. But for black male students, the positive and extensive impact of teachers who look like them should not be underestimated or dismissed.
One teacher can affect the lives of hundreds â even thousands â of students. Black students deserve, at the very least, the opportunity to experience being taught, guided by and understood by the teacher at the front of their classrooms.
The first step? Black men realizing the importance of their role, and dramatically increasing the number of black male teachers from a meager 2 percent.
This story about a teaching force that better reflects the racial diversity of U.S. students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our newsletter.
Nyla Pollard is a member of the womenâs basketball team at The College of William & Mary, where she is double-majoring in sociology and elementary education. Her interests include research and advocacy for children of color, children from impoverished backgrounds and children involved in athletics.


Celebrating Open Access
Open Access (OA) is often the starting point towards open licensing and Open Educational Resources(OER) and is an important aspect of Open Education Practice (OEP).
What is Open Access?
âBy âopen accessâ to the literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself.â
The Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities
The benefits of using Open Access resources to support study, teaching, and research include:
- Equitable access to resources for all students and researchers wherever theyâre based.
- Reduced dependence on publisher e-books and journal licences which can be prohibitively expensive.
- Openly licensed resources allowing others to easily distribute, remix, adapt, and build upon the work, making it simpler to create learning and teaching resources.
Open Access Research
Our Scholarly Communications Team works closely with academics and publishers to ensure that as much as possible research is being published in open access journals. To further this cause theyâve worked incredibly hard to create the new Research Publications & Copyright Policy (2021) which details our approach to the new open access requirements of major research funders from 1 January 2022. Open access papers are also where possible open licensed for even greater sharing and re-use of important research.
An excellent example of the importance of Open Access and how it also relates to Open Practice is the creation of UNCOVER, a staff-student partnership led by the Usher Institute that was set up to conduct rapid evidence reviews of COVID-19 research in response to requests from policymakers. The UNCOVER website, developed by Website and Communications, is based on Open Source software and provides links to Open Access reviews and journal articles, in addition to open licensed educational materials and workshop resources for others conducting rapid evidence reviews. Topics covered include racial and ethnic variation in COVID-19 risk factors and outcomes, transmission and infectivity of COVID-19 in indoor and outdoor environments, COVID-19 in schools, use and effectiveness of facemasks in different community contexts, clinical features and comorbidities, and the prevalence of post COVID-19 syndrome.
Open Journals and Textbooks
Edinburgh Diamond, is a new service provided by Edinburgh University Library that supports the publication of academic and student-led Open Access books and journals. The service supports staff and students to create and publish their own Open Access journals, i.e. journals that provide permanent free online access to their content so journals can be read by anyone, without price barriers. They have also now launched Open Textbooks using Open Monograph Press (OMP) to support the publication of academic and student-led Open Access books. Open Textbooks are both Open Access and Open licensed to allow for adaptation and re-use in addition to price free access.
The first Open Textbook published on the new system is our very own Fundamentals of Music Theory open textbook! The result of a project funded by a University of Edinburgh Student Experience Grant, Open e-Textbooks for Access to Music Education. Led by Dr Nikki Moran and Lorna M. Campbell, the project was a collaboration between the Universityâs OER Service, and staff and student interns, Kari Ding, Ifeanyichukwu Ezinmadu and Ana Reina Garcia, from the Reid School of Music.
We also have a wealth of open access digital heritage materials in the Centre for Research collections,publicly available accessible heritage collection comprising of 44,000 digitised books, images, and resources. Where copyright restrictions have been identified as no longer applying then items in this collection have been identified and made further available on the Creative Commons CC BY licence.
The Library is also working to increase the range of collections available as downloadable datasets. Datasets can be used as the basis for digital scholarship research, enabling researchers to undertake computational analysis of collections through techniques such as text and data mining, image recognition and data visualisation. Available collections as data include the Universityâs theses collection which is the largest collection of digitised doctoral theses in the UK. Other open and reusable datasets are widely available, including from the National Library of Scotlandâs Data Foundry.


Weâve all seen the heart-rending images of seabirds and turtles suffering as they get entangled in plastic debris, or eat it mistakenly then die of hunger. Plastic particles are making their way up the food chain to affect a host of marine animals and may be present in the fish that we eat. Much of this plastic enters the seas and oceans via riverways. In response to this, we have created a range of activities to promote river-based environmental awareness.
âDrastic Plasticâ was developed in response to our observation that plastic flows down the Thames unchecked. We operate at Teddington Lock, which is the last (or the first) lock on the Thames, so plastic that goes through it flows into the North Sea. Children who study the Thames with us learn that plastic pollution is an important part of its future.
âDrastic Plasticâ is a 45-minute workshop where pupils will:
- Collaborate to construct a map of the river out of rope and identify the locations of landmarks along the river
- Share and evaluate what they already know about the issue of marine plastic
- Consider what plastic is â what itâs made from, and why itâs harmful to wildlife
- See how plastic gets shredded and eventually turns into microplastic
- Identify common uses of plastic, examine some alternatives to plastic and think how they can be part of a global solution to the plastic problem
Rot or Not
Designed as a standalone activity, or an advanced introduction to Drastic Plastic, groups work in teams to assess different everyday items and materials for their ability to biodegrade. Teams consider material properties and investigate how natural and synthetic items take different lengths of time to rot away. By analysing this information and combining this with their prior understanding of bio-degradation, each material is placed on our âRot or Notâ timeline to quantify rotting times.
Lastly, the group use the rot or not timeline to evaluate the impact of different materials on water pollution in the Thames. Pupils gain an insight into the different mechanisms that cause harm to wildlife and identify the worst offending items.
The National Curriculum targets achieved in these units are:
- Numeracy skills
- Working and thinking scientifically
- Understanding key physical processes of the earth
- Understanding how biodiversity is affected by the environment
Skills not included in the National Curriculum, but exercised in this unit are:
- Collaborative working
- Creative thinking
- Critical thinking
- Futures thinking
Our environmental-awareness activities can be booked as part of a School on the River or Eco Venturers programme. Please see booking details here.
Activities can also be delivered as part of a bespoke education event for youth groups and community groups. For more information or for booking, please contact Pippa on 020 8940 3509, or at firstname.lastname@example.org


The States of Matter Worksheet â Download our fun, educational and interesting FREE hidden words science worksheet. Kids will enjoy to learn about the three states of matter by playing the hidden words game. Visit our page about states of matter to learn fun facts and different states of matter basics for kids.
This worksheet all about states of matter for kids has a fun hidden word search game in addition to a find-the-missing words puzzle. You are free to download and print our free hidden words science worksheet for kids as often as you need.
The states of matter activities worksheet for kids is appropriate for Primary school kids in Grades 1 to 5 as well as for younger kids going to Pre-K & Kindergarten.
The free different states of matter worksheet for kids is an easy way to get your young kids interested in science from an early age.
Grammar school kids from Grade One up to Grade Five can enjoy the science worksheet about the three states of matter for kids as a reading comprehension activity.
Your children will learn well about different states of matter, due to the fact your children will probably need to read several times the States of matter fun facts to find what the missing words are. This exercise will not only enhance their skills to remember what they read but also enhance their reading comprehension skills.
Younger kids who donât yet read, can use our three states of matter science worksheet for kids as an exciting listening comprehension game.
Educators can read out loud the fun facts about states of matter and then ask the children to recall what words are missing. Young kids can also learn to recognize letters and words by playing the hidden words puzzle game.
Parents can use our free hidden words states of matter worksheet to do homeschooling science activities with their kids while and spend fun quality time teaching their kids about states of matter. Our worksheet all about states of matter can also be used for younger kids doing early learning activities.
Teachers can use the science worksheet about the three states of matter for kids to capture kids interest during science lessons and to make learning about states of matter interesting for kids.
Educators can use our states of matter hidden words game to supplement extra curriculum learning programs and after school child enrichment programs.
EasyScienceforKids.com is the best place to learn simple science facts for kids. Our site is a great free online science resource with many free to print easy science worksheets for kids and free hidden word search games. Download and use our fun science worksheets to make learning science a fun experience for your kids!
There are three basic states of matter. Do you know what these are? What are the different states of matter in the world? Water is one state of matter. What are the other states of matter? Is fire a state of matter?
Learn fun facts about states of matter by downloading this free hidden words science worksheet!
Free Science for Kids States of Matter Worksheet


In the developing world, new technologies have entered different spheres of life, including education. The breakthrough in online studying demonstrated that online courses, self-education, video lectures, or other forms of remote education could sometimes substitute traditional face-to-face lessons with teachers. Today, the variety of online courses allows students of all ages from any part of the world to have access to knowledge. At the same time, many people doubt the effectiveness of remote education, as many subjects require on-ground practice or more engagement from a teacher. Generally, the discussions focused on these two types of education cover issues like the convenience, accessibility, effectiveness, and recognition of both. This paper aims to compare and contrast online and on-ground education and indicate which of the two is more appropriate in the modern world.
Today, online schools and universities offer a wide range of learning opportunities, making education easy and accessible for different students. However, some people still believe that remote studies cannot substitute traditional on-ground lessons. The comparison and contrast of the two types of education would allow students to define the pros and cons of both and choose the most effective option. It is possible to say that although online learning can also offer accessible lessons of good quality, sometimes it cannot be enough for the full understanding of a subject or sufficient practice.
The first aspect to consider and the major difference between online and on-ground education is the convenience and accessibility of studies. In the case of remote courses, students do not have to attend educational institutions and can study from anywhere in the world. Such education is especially helpful for students with disabilities or anxiety from being among other people. On-ground instruction, on the other hand, requires physical attendance of lessons. Students have to spend time on their way to the school or university but receive important social skills from face-to-face communication with teachers and classmates.
Effectiveness is a decisive factor for many students, teachers, and parents. Online education indeed provides basic skills in particular areas of study; although, it also places certain restrictions on the practical implementation of the knowledge. For example, it is easy to develop numeracy skills by taking up an online course in Mathematics. However, it is impossible to become a doctor through remote lessons that do not include dealing with patients and conducting medical procedures.
This idea is connected with the fact that some of the subjects are complicated and require more profound instructions from the teacher. On-ground education is a more student-based approach, while online lessons do not always include in-person consultations. Moreover, remote courses require students to be more self-disciplined and organize their time. Not everybody can remain organized and motivated without proper control of teachers, as in the case of traditional education.
Other aspects to discuss are connected with financial issues and the recognition of education. On-ground education is considered more expensive as it generally lasts for a longer period and includes travel expenses; online courses, on the other hand, do not require any additional payment. At the same time, online education is rarely recognized by other educational institutions or workplaces. Although this type of study is spreading, it has not become a standard yet, and it is often aimed at the personal development of a student rather than creating a basis for the future career.
In conclusion, the comparative analysis of online and on-ground education can help students decide if they would like to follow modern trends or adhere to the educational tradition. Both types of studies have their advantages and disadvantages, and individuals should define their preferences to choose the better option. At the same time, the comparison demonstrated that on-ground learning is still more effective than online courses. It provides a student-centered approach, more practice opportunities, and is usually officially recognized.
Garlikov, R. (n.d.). Online Vs Onground Teaching. Philosophy and Philosophy of Education Writings of Richard Garlikov. Web.
Reynard, R. (2009). Bridging the Gap Between Online and On-ground Teaching â. THE Journal. Web.


Indian Journal of Science and Technology
Year: 2018, Volume: 11, Issue: 29, Pages: 1-9
Abdurrahman1*, Budi Kadaryanto2 , Diah Utaminingsih3 and Wini Tarmini4
1 Department of Math and Science Education, University of Lampung, Indonesia; [email protected]
2 Department of Language and Art Education, University of Lampung, Indonesia; [email protected]
3 Department of Educational Sciences, University of Lampung, Indonesia; [email protected]
4 Muhammadiyah University of Prof. Dr. HAMKA, Jakarta, Indonesia; [email protected]
Objectives: Current research is intended to propose a new model for preparedness post-disaster awareness based on learning community approach, namely âLearning Community Cycle Model for Disaster Awareness (LC2MDA)â. Methods/ Statistical Analysis: This learning community model was developed by using the research and development method in Lampung province, Indonesia, specifically in the Lampung Barat and the Pesisir Barat districts. The subjects of the research were the students, parents, and teachers. Students were treated as the object for the LC2MDA model, the teachers had a role in facilitating the students achieving the expected set of competence, while the parents took part in giving inputs and considerations to for the school and teachers in integrating disaster literacy into the local curriculum and played a role as active observers of the teaching learning process. Findings: This paper highlights an adapted learning community model. Based on the result of qualitative investigations, it was found that the learning community approach was potentially effective in facilitating studentsâ disaster literacy, attitudes, and skills for preparing post-disaster recovery and resilience. The role shift needed to embed and to extend the optimalization of teacher-parents involvement in the school programs which was achieved through positive supports and commitment to engage in school development program. Application: LC2MDA can be considered as an effective model to recover the post-disaster psychological condition of the students and form the studentsâ psychological resilience to the possibility of the aftershocks.
Keywords: Disaster Education, Learning Community, Recovery, Resilience
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How can a house built 150 years ago come to life today? How can it seem relevant after so many years of political, cultural and technological change? How can it be a place for all people â all ages, all interest levels, all backgrounds?
These were some of the questions I grappled with when I started at the Lippitt House Museum as its first curator of education at the beginning of this year. For more than 12 years, I had been teaching in modern and contemporary art museums in which the objects dealt with themes and images relevant to todayâs visitors and in which changing exhibitions brought people through the door over and over again. But with my arrival at Lippitt, I wondered how this house, built in 1865, could become a resource and favorite spot for people all over Providence. In other words, I wondered how the Lippitt House could matter.
Enter Lippitt Labs. This May, we will launch (one of) our answers to my initial questions. With Lippitt Labs, the Museum will be transformed every third Saturday of the month into a laboratory for exploring history. Through activities, demonstrations, discussions, and first-person interpretation, visitors will investigate the Golden Age of Providence through the home and lives of the Lippitt family and their live-in servants. The program is designed to make history accessible for visitors of all ages. Each monthâs Lippitt Lab will revolve around a theme and examine historical questions through hands-on learning.
The first monthâs theme on Saturday, May 21 will be Schooling and Education and will explore topics such as:
- Art education: Visitors can participate in drawing exercises like those conducted by Mary C. Wheeler who taught one of the Lippitt daughters.
- Penmanship: Visitors can try their hands at writing script with a steel nib and ink well (and compare to the quill pen it replaced) and write postcards inspired by the Victorian postcard mania.
- Discipline and rewards: Visitors can create a 21st century version of the Victorian âreward cardâ for good behavior.
- Early childhood education: Visitors can explore the ideas of Friedrich Froebel through the block building and paper folding exercises of the first kindergartens and see images of Lippitt children in 19th century Providence Froebel kindergartens.


Aquatic therapy for autism is a highly effective treatment option that can improve the physical, cognitive, and social abilities of individuals on the autism spectrum. This form of therapy uses the unique properties of water to create a safe and therapeutic environment that promotes relaxation, sensory integration, and motor skill development.
Aquatic therapy can be an incredibly beneficial treatment option for individuals with autism, as it allows them to engage in therapeutic activities in a way that is both fun and challenging. The buoyancy of the water allows for easy movement and support, which can be especially helpful for individuals with limited mobility or coordination. The resistance of the water also provides a natural and effective way to build strength and endurance.
In addition to the physical benefits of aquatic therapy, there are also numerous cognitive and social benefits for individuals with autism. The sensory input provided by the water can help to improve attention and focus, as well as promote relaxation and stress reduction. The structured and predictable nature of aquatic therapy can also help to improve communication and social skills, as individuals learn to follow instructions and work together in a group setting.
One of the key benefits of aquatic therapy for autism is its ability to provide a fun and engaging learning environment. Many individuals with autism struggle with traditional forms of therapy, as they can be repetitive and boring. Aquatic therapy, on the other hand, offers a variety of activities and challenges that are both physically and mentally stimulating. This can help to improve motivation and engagement, and make therapy more enjoyable for both the individual and the therapist.
Aquatic therapy for autism can take many different forms, depending on the needs and abilities of the individual. Some common activities that may be included in an aquatic therapy program include:
- Swimming and water safety skills
- Floating and buoyancy activities
- Resistance exercises using water weights or pool noodles
- Balance and coordination activities
- Sensory integration exercises using water toys or sensory tools
- Social skills training using cooperative games or group activities
It is important to note that aquatic therapy for autism should always be provided by a trained and qualified therapist who is familiar with the unique needs of individuals on the autism spectrum. Aquatic therapy should be carefully planned and tailored to the individualâs goals and abilities, and should be closely monitored to ensure safety and effectiveness.
If you are considering aquatic therapy for a loved one with autism, it is important to research your options and find a reputable and experienced therapist who can provide the highest level of care and support. Aquatic therapy can be an incredibly beneficial treatment option for individuals with autism, and can help to improve physical, cognitive, and social abilities in a fun and engaging way.


Researchers found that graphic novels help children understand not only what they are reading in class, but also teach reading comprehension strategies students can use in other types of reading and writing.
Graphic novels are narrative works in which a story is conveyed to the reader using sequential art. These narrative stories have enormous potential in a classroom because they address a wide range of critical literacy skills; e.g., reading, listening, visual representations of concepts.
The researchers of this study examined the connection between graphic novels and reading comprehension strategies. The researchers found that students were able to apply two types of strategies when reading graphic novels. The researchers called these strategies âkeysâ and âmaster keys.â
The âkeysâ were considered reading strategies specific to graphic novels such as connecting letter style and format with the emotional element of the story, and analyzing information about the characters derived from facial and bodily expressions.
Children also recognized time change throughout the story. This is due to the visual information that accompanied the text, even though it was not explicitly stated. The combination of elements in graphic novels helped children figure out what was happening throughout the story.
The âmaster keysâ were considered reading comprehension strategies not specific to graphic novels. This includes making the connection between oneâs self and the world, rereading for meaning, and making inferences based on content. If children improve the âmaster keys," these reading strategies are then applicable to broader reading and writing experiences.
The researchers also found that the students appeared to have a better understanding of the storylines when reading graphic novels, and seemed more enthusiastic about learning. Graphic novels are helpful for struggling readers because of the large print and comic-style pictures that illustrate concepts and are becoming more common in classrooms today.
StepUp is based on the neuroscience of attention, memory, and fluency of learned skills. By combining rhythmic exercise with academic drills, StepUp students achieve greater fluency in essential reading skills. For example, students do fast picture naming and rhyming as they exercise. On-time naming is an important visual-verbal processing skill that indicates mastery of new words and their meanings.
Furthermore, children who perform StepUp exercises develop better coordinated eye movements. Eye teaming (skills controlling how we use and aim our eyes together) are essential for seeing visual detail and for tracking left/right through rows of print while reading.
The StepUp Programs are an engaging way for schools to integrate physical activities that promote both cognitive and motor development.
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I can analyze an author's word choice to determine the tone of a text.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn how to use different words to determine an author's tone. They will review connotations of words and then read several short passages to determine the tone. At the end of the lessons, students will show what they learned by writing their own short stories.
Students will be able to analyze an author's word choice to determine the tone of a text.
Discuss the difference in strength with words like "good" and "cloudy" compared to words such as "amazing" and dreary." Next, students will discuss words that negative, neutral, and positive connotations, "stench," "smell," and "fragrance." Explain why it is important to determine an author's tone.
Review the concept of tone. Students will read examples of negative, neutral, and positive tone words, and then think of additional words for each category. Students will learn to look at aspects of texts, like characters, setting, details, and general word choice to determine the author's tone.
They will read two short passages and determine the author's tone of each. Next, they will read three more passages and highlight words and phrases that give clues to the tone. They will also read descriptions and match them to tone words. For example, they may read, "An old, abandoned house," and match it to "foreboding." Then, students will describe settings to match their tone words, "excited" and "depressed." They will make predictions to short stories based on the tone.
Students will answer ten questions in which they analyze text given and identify tone of given words.
Students will recall what they learned:
- What are some reasons it's important to identify tone?
- How can identifying the tone help us understand a text?
Students will write a short story choosing specific words to convey a certain tone.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


The NSW Higher School Certificate (HSC) is an important milestone in your child's life as it signals the formal revision and completion of their secondary education. As it's an important event, we know you and your child will be looking for advice and information to help manage expectations and any anxieties.
The NSW Education Standards Authority (NESA) is regularly updating its advice about the Higher School Certificate (HSC) as the coronavirus outbreak unfolds. Schools are well placed to provide advice to parents and students about changes to the HSC in 2020. You may also access NESAâs Novel Coronavirus (COVID-19) advice page directly.
What is included in the HSC?
The HSC evaluates the information your child has gained across all their subjects from Year 11 onwards and builds on their general knowledge from throughout their school life. The HSC is a marathon, not a sprint.
Understanding the results
It is difficult to predict what mark your child will receive, but all results provide a pathway into future work and study. If your child is planning on doing tertiary study, itâs important to remember that the the HSC is just one avenue, and your school careers adviser will have spoken with your child about the many options available to them.
You and your child should be proud of the work, effort and achievements you have shared throughout their schooling.
Itâs also important to remember that students who have not yet met the HSC minimum standards to receive their certificate still have further opportunities after the HSC.
HSC minimum standards
From 2020, NSW students must show they have met minimum standards in reading, writing and numeracy to receive their HSC certificate. Literacy and numeracy skills will be an online assessment for students in Years 10, 11 and 12.
Students who havenât met the standards before the HSC can still receive their results and Record of School Achievement (RoSA), just not the HSC certificate. They are also able to sit the minimum standard tests after the HSC to be eligible for their certificate.
Special provisions are available for students with disability. Contact your child's school for more information.
To learn more, visit the NSW Education Standards Authority (NESA):
- Stronger HSC standards
- What is the HSC minimum standard?
- HSC minimum standard â includes a video to explain the process
- HSC minimum standard online tests â outlines how and when students will sit the online reading, writing and numeracy tests.
- HSC papers and marking guidelines from previous years to better understand what type of questions are on the test and how your answers are marked.
- HSC Study Guide 2020 produced by the NSW Education Standards Authority (NESA) and the Sydney Morning Herald is an excellent resource for all students and parents.
- Exam advice and resources for students from NESA will help your child know what to expect in the exam and what students can and can't take into the exam room.
- HSC stories from Reachout.com includes students who have been through the HSC talking about their experience and offering helpful tips.


Bring science and natural history to life with hands-on nature and science for kids in the classroom, nature center, camp, museum, or homeschool program. Choose from:
- Nature center exhibits â From turtle shells and animal skeletons to snakeskin and dinosaur footprints, they have everything to bring exhibits to life. This is exciting hands-on science for kids, where they can pick up and touch real and replica models of natureâs masterpieces â let the learning begin!
- Natural history activity kits~ â Get your students or campers involved in learning with one of their activity kits designed to teach children about nature. Nature Watch offers over 45 hands on projects for active learning.
- Resources for science lesson plans Your classroom will be a richer learning environment when you select learning kits, displays and activities from the Nature Watch catalog. Reinforce science class concepts with colorful, informative science & nature posters, science games, and puzzles.
- Kid-friendly earth science activities â Kids learn best by touching and doing, and no where is that more true than in earth science. Your students will love handling rocks and minerals, breaking open geodes, and learning about fossils by looking at precise replicas of fossil trilobites and insects. Each of their earth science activities will bring students a new apprececiation of the world around them.
- Hands-on ecology for kids â Take ecology out of the books and into the real world with exciting environmental science activities for your students or campers. Let them test water from a pond or the tap, see how groundwater works, or recycle found objects into art.
- Space, weather and astronomy for kids â Keep kids looking up as they learn, with a star seekers activity kit, weather prediction set, or exciting solar bag project.
- Supplies for your science project ideas â Let your students step out of the box and use the kits, tools and collections in the Nature Watch catalog as a way to create their own experiments and science projects, or as nature and earth science activities for after school clubs.
- Nature crafts â Some of the best science activities for kids donât look like science. Nature crafts are a wonderful way to let kids use their creativity and learn at the same time. From leaf stamps to rubbing plates, they have dozens of ways to inspire children to make art with nature.
From display boxes and ecology projects, to science kits or a nature DVD, Nature Watch brings hands-on learning to your classroom, nature center, camp, museum, or homeschool program.


This assessment can be utilized to identify a baseline for individuals around their knowledge of money. This assessment explores an individualâs ability to identify coins and notes, explores value, the ability to count money and budget. This assessment is divided into seven specific areas and each area can be used in isolation to each other, or together to form a comprehensive assessment.
These areas include:
1. Basic Numeracy Skills
3.Colour recognition and value
4.Coin and note recognition
It is ideal that all sections are completed to give a general picture of the level of skills the Student currently has. The assessor needs to complete the scores in each section as well as placing a comment next to the score. It is important that the assessor provides a comment so that all relevant material can be extracted, and the most appropriate program be designed for each Student.
SCORING â the assessor is to place a number score into the column next to the question. The scores go from 1 â 3 depending on the skill of the Student.
1. Completed independently â i.e., no assistance at all from the assessor, (no verbal or gestural prompts).
2. Completed with assistance â i.e., assessor may need to verbally prompt or point to correct response.
3. Can not do â even with prompts the Student is unable to complete correct response.
From the baseline a money recognition / budget program can be developed to meet the individual needs of each Student.
EQUIPMENT NEEDED â The assessor will need to have the following equipment available prior to commencing the assessment:
â¢ Money in the form of coins and notes up to the value of $100.00. Should you not have the physical money, this resource includes the options to print a paper copy of the coins/notes which will suffice.
â¢ A printed copy of this assessment and associated worksheets.
NOTE: This assessment is designed for Australian audiences as it uses Australian money.


When it comes to reading comprehension, there are a few key strategies that can make all the difference. First and foremost, itâs important to be an active reader. This means not only reading the words on the page, but also engaging with the text on a deeper level. Try to identify the main idea of each passage, and make connections to other things youâve read or experienced.
Another helpful strategy is to focus on key words and phrases. When you come across a word you donât know, try to guess its meaning based on the context clues surrounding it. If youâre still struggling, look up the definition in a dictionary or online.
It can also be helpful to read aloud, or at least say the words in your head as youâre reading them. This can help you to slow down and really process what youâre taking in. If you find yourself getting lost or forgetting what you just read, go back and reread the previous few sentences.
Finally, one of the most important things you can do is to practice, practice, practice. The more you read, the better your comprehension skills will become. So make time for reading every day, whether itâs for school, work, or pleasure. The more you do it, the easier it will become.
Other related questions:
How do you use reading comprehension strategies?
There is no one answer to this question as different people use different strategies when reading comprehension. However, some common strategies that people use include skimming and scanning text for key words and ideas, using context clues to determine the meaning of unfamiliar words, and rereading sections that are unclear. Additionally, people often make outlines or summaries of what they have read in order to better understand and remember the information.
What are the 5 reading comprehension strategies?
3. Detailed reading
What are the 7 strategies in reading comprehension?
1. Activating prior knowledge
2. Making predictions
3. Asking questions
4. Generating hypotheses
6. Monitoring comprehension
What are the 9 strategies of reading comprehension?
1. Preview the text.
2. Read the text carefully.
3. Understand the authorâs purpose.
4. Summarize the text.
5. Analyze the structure of the text.
6. Identify the main ideas.
7. Make inferences.
8. Evaluate the text.
9. Respond to the text.
- How To Teach Reading Comprehension Strategies In Your â¦
- Seven Core Reading Comprehension Strategies Tip Sheet 1-5
- Teaching Reading Comprehension
- Activating Prior Knowledge Strategy Lesson | Sadlier School
- Tweets with replies by Sadlier School K-12 â¦ â Twitter
- Sadlier School | New York NY â Facebook


The objective of this study was to identify the problems of distance learning in art education in the era of digital transformation from the point of view of art students. This was a cross-sectional survey study of all students enrolled in an art education department in Saudi Arabia. A questionnaire was prepared to assess the participants agreement on 31 positive items, divided into six problem domains, including equipment and preparations; teachers; students; teaching process; student evaluation; and computer applications. A total of 87 students completed the questionnaire. More than half of the participants disagreed on most questionnaire positive items. The teaching process was the most prominent problem, followed by student evaluation and teacher domains. While the domain of computer application was the least prominent problem. The majority of students (79%) found distance learning lacked excitement, proper methods for the practical part, and accurate evaluation. There is a crucial need to plan a new teaching process and art-specific electronic learning environment for distance learning in art education by specialists in the field. In addition, it is also important to work on developing the computer skills for both teachers and students and using appropriate methods to evaluate studentsâ performance accurately.
A Alhedaithy, Haifa
"Distance Learning Problems in Art Education during the Era of Digital Transformation,"
Information Sciences Letters: Vol. 11
, PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol11/iss2/7


Learning to read has always been one of the most challenging parts of helping our children. This pandemic has only made it more difficult through missing instruction and online learning. However, all hope isnât lost. By following these tips below, you can get your child back on track with reading.
1. Stay on top of grades
As a tutor, I was always shocked to hear that schools didnât show parents how to look up their childâs grades online. By checking on your childâs grades weekly, you can bring attention to missing assignments and low grades. This information can be used to help identify what they are struggling with and make a plan. You can also use this information to sit with your child and set goals to improve these grades by the end of term. If you are a parent in a public school in North Carolina you can use this link to create an account to review your childâs grades as often as needed: https://ncedcloud.mcnc.org/ Parents can also use this sheet to help set goals with your children about their reading grade:
2. Read together nightly
One question I hear a lot is, âhow do I get my child to love reading?â Surprisingly, the answer may sound really simple. By reading together nightly and providing your child with a choice of what they read, they can become more engaged with their reading. A push towards leveled text has caused children to abhor reading as they see it as tedious and one-dimensional. Donât get me wrong, leveled texts have their place and purpose. However, these books only serve to improve your childâs phonic and fluency development while they may not catch your childâs interest. Going to the library as a family and choosing out books can be fun. If your child chooses a book that you think may be too challenging for them to read on their own , use it as a book you can read together. If your child struggles to sit and read for the full recommended time, start with just a few minutes per session and grow that time each week. Here is a list of great books divided by grade levels that your child may enjoy: https://k-12readinglist.com/
3. Open Communication
Another great tip is to have consistent and open communication with your childâs teacher. Sending weekly messages to stay up to date can provide you with great tips the teacher has for what should be worked on at home. It also provides information for your childâs tutor if you hire one. Here is a freebie that gives you great questions to ask their teacher when your child is struggling with reading.
4. Phonics Instruction
Sometimes, the reason your child is struggling with reading is because they have gaps in their phonics instruction. This could be caused by the recent pandemic or different changes that may have occurred during their time in lower elementary. By focusing on age appropriate phonics instruction for 15-30 minutes a day, your child can learn to read with ease. A tutor that is also a certified teacher can help ensure that the instruction matches what they would have learned in school. Go to our website to learn more about our tutoring services here: https://myteacheronthego.com/
Maybe your childâs phonics skills and fluency is on or above grade level but their reading grade is still low. If your child is able to read the words on the page just fine but still has a low grade in reading, this could be due to comprehension. Comprehension is a skill on itâs own and must be modeled and taught. This skill focuses on the ability to understand and answer questions clearly and concisely. There are great questions that should be asked when your child is reading and answered with evidence from the text. Use this list of great age appropriate questions to ask to your child when reading at home.
6. Positive affirmations
This tip is last but not least important. When the low grades start coming in, itâs easy for your child to lose motivation. This can cause behavior problems, become apathetic or lower grades. By sharing positive affirmations with your child, you can inspire them to keep trying and to have a growth mindset. To get more tips on how to increase your childâs motivation, join our email to learn when our Motivation and MIndset course will be released: https://match.myteacheronthego.com/
Learning to read isnât easy, especially during a pandemic. Remember to be patient with yourself and your child. Each day can be a fresh start if you allow it to be. Once you implement these steps it will take time but your child will be reading soon


We at Eyewords are making a difference by reducing barriers to literacy skills in a fun and engaging way. Confidence building is nurtured through positive learning experiences that lead students to recognize the growth in their own abilities. With a strong foundation in universal design, we understand the importance of evidence-based methods to increase student achievement, not just for some but for ALL.
Eyewordsâ¢ was created by a multidisciplinary team of educators in collaboration with children of different ages and abilities, speech and language pathologists, researchers, and designers to address a need to differentiate reading instruction for ALL learners.
Our fundamental belief is that ALL children are capable learners when teaching to their strengths. With the understanding that students learn best when their senses are active and engaged, we made it our mission to boost fundamental literacy skills in a fun and inclusive way.
Eyewordsâ¢ materials and methodology were the focus of iterative, quantitative research conducted by an independent team of researchers from Stanford University. The published research has validated that for sight word acquisition, the multisensory method of combining an embedded picture, contextual phrase, and related kinesthetic action with phonics is more effective than plain text words with phonics instruction alone. This new discovery opens up a world of opportunities to effectively remove learning barriers to sight reading the high frequency words and propelling learners to reading fluency and comprehension.
Review: Eyewords Multisensory Sight Words Cards
SPED Homeschool Review Crew Feedback
What was the one thing that most impressed you about this curriculum?
I loved the way this curriculum is laid out to help the student be successful with visual and kinesthetic components.
What should parents of children with learning needs be aware of when looking into this curriculum?
You will need to pull together some objects or materials to play the games, but all the materials are easy to find household items.


This Sundayâs entrance hymn is the much-loved âCome, Thou Fount of Every Blessing.â Written by Robert Robinson, a Methodist and then a Baptist evangelical preacher around 1760, the hymn first appeared in print in Wyethâs Repository of Sacred Songs in 1813.
The second stanza of the hymn begins with these words: âHere I raise my Ebenezer, hither by Thy help Iâve come.â I can remember being curious about these words when I first played this hymn as a young boy. âWhatâs an Ebenezer? Ebenezer Scrooge? Noâ¦.that canât be itâ¦â Then I thought, âOur church is on Ebenezer Roadâ¦. No, that canât be it either.â
When you unpack the scripture behind this text, though, it makes a strong statement of faith and relates beautifully to this weekâs Gospel lesson, the parable of the prodigal son. I Samuel 7 begins with a warning by Samuel to the people of Israel to return to the Lord, to put away idols and foreign gods, and to serve the Lord only. The Israelites repented. As the fear of an attack from the Philistines approached, they then asked Samuel to pray to the Lord on their behalf. While Samuel was offering a sacrifice and praying, âthe Lord thundered with a mighty sound that day against the Philistines and threw them into confusion, and they were defeated before Israel. Then Samuel took a stone and set it upâ¦ and called it Ebenezer (which means âstone of helpâ), for he said âThe Lord has helped us hitherto.â
Just as Samuel raised his Ebenezer as a testimony to the Lordâs help and presence among us, so we too raise our Ebenezer, our song of praise, de- claring âHither by Thy help Iâve come; and I hope, by Thy good pleasure, safely to arrive at home.â
But, just as the prodigal son wandered far from his fatherâs love, so we too confess in stanza 3: âProne to wander, Lord, I feel it, Prone to leave the God I love.â When we then follow Samuelâs warning and returnâ¦. return to the Lordâ¦. we can sing joyfully in stanza 4: âOh, that day when freed from sinning, I shall see Thy lovely face; Clothed then in the blood-washed linen, How Iâll sing Thy wondrous grace!â
The Lord has helped us hitherto. Letâs raise our Ebenezer, fellow saints at Pacific Hills.
Director of Music
Dr. Jeffrey Blersch is Director of Music at Pacific Hills Lutheran Church in Omaha Nebraska
Jeffrey Blersch is Professor of Music at Concordia University, Nebraska, where he teaches organ, music theory, and is the conductor of the Cantamus Womenâs Choir. Blersch is a graduate of the Oberlin College Conservatory of Music where he received degrees in organ performance and music education, and of the University of Michigan, Ann Arbor, where he earned the Doctor of Musical Arts in Organ Performance.


Colours, Patterns and Numbers
LEGO DUPLO bricks are a great, simple tool to learn about the world around us. In small groups your class will investigate colours, patterns and numbers with DUPLO. Designed for young minds and small hands, this programme also includes plenty of independent creative play in our DUPLO and LEGO pits.
Age range: 3-5 years old (up to Year 1)
Session Length: Rotations of 20-30 minutes facilitated learning and 30-40 minutes creative play
Price: $4.50 per child per hour (Minimum $60 per hour) + GST
Capacity: Up to 32 children
- - Colours, numbers and shapes work together to make patterns
- - Patterns can be useful for communicating
- Tactile play provides opportunities to learn about strength, size, shape and colour.
Your class will split into small groups (typically 8-10) to spend time investigating colours, patterns and numbers with LEGO DUPLO blocks at Imagination Station. The session finishes with independent play in our DUPLO and LEGO play area - great for creativity, spatial awareness and fine motor skill development.
We are learning to:
- - Count up to 10
- - Name colours
- - Recognise patterns
- - Name patterns
- - Distinguish the concepts of 'more' and 'less'
Te WhÄriki Links:
Exploration | Mana AotÅ«roa
- Playing, imagining, inventing and experimenting | te whakaaro me te tÅ«hurahura i te pÅ«taiao
- Using a range of strategies for reasoning and problem solving | te hÄ«raurau hopanga
- Making sense of their worlds by generating and refining working theories | te rangahau me te mÄtauranga
- Communication | Mana Reo
- - Recognising mathematical symbols and concepts and using them with enjoyment, meaning and purpose | he kÅrero pÄngarau
- - Expressing their feelings and ideas using a wide range of materials and modes | he kÅrero auaha
New Zealand Curriculum Links:
- Students consider how colours, numbers and shapes can work together or independently to make patterns.
- Using language, symbols and text:
- Students use language to describe the colour, shape, and size of bricks and the patterns they make from DUPLO.
- Managing Self:
- During independent play, students manage their own behaviour appropriately for the environment.
- Relating to Others:
- Students will work together to describe and create patterns.
- Participating and contributing:
- In a group setting, students are encouraged to help the team describe and create patterns.
More resources are coming soon, but in the meantime why not check out our free worksheets?


A Day at Vincent Massey Academy: Pre- Kindergarten
- Warm greeting from our teachers
- Exchange of information between parents and our teachers
- Morning snack is offered
Morning and Afternoon Programming
- Our daily programming takes place both in the morning and the afternoon. It provides children with at least an hour of uninterrupted play. Daily programming materials are set up according to childrenâs interest, which fall into the following learning areas:
- Language and Literacy
- Creative Block Play
- Creative Art
- Hands on Sensory Experiences
- Dramatic Play
- Science Exploration
- Cognitive Development
- Fine and Gross Motor Skills
- Practical Life Skills
- Instill Social Skills and Cooperation
- Each learning area is set up in the classroom, allowing the child to choose which activity they would like to participate in.
- Learning circles that focus on literacy and numeracy.
- Mastery-based approach to literacy and numeracy skills.
- Reflective learning practices: this involves teachers and students looking back on their learning experiences to help them develop critical thinking skills by analyzing past learning.
- A focus on self-help skills such as self feeding, and independent dressing.
- Real food for Real Kids is our catering company, they provide a specialized menu for young children. The menu follows the Canadian Food Guide and is annually reviewed by a dietician.The menu has a wide variety of food types and textures.
- Meal time is a time where our preschool students practice the steps of self serving, pouring and feeding.
- Our preschool students eat together with their teacher in small groups. Many conversations and learning experiences are held at mealtimes.
- The children eat together with the adults in small groups and lunch is facilitated in a family style.
- Our Preschool Program incorporates two hours of outdoor play into their schedule each day. Outdoor play can either be a visit the preschool playground or going on a community walk around the neighbourhood.
- Preschools natural enjoyment of active play and their desire to interact with others and the environment create great opportunities for our educators to support childrenâs gross motor development.
- Weekly physical education classes by our specialized physical education teacher are incorporated into our gross motor programming.
- Nature and planting experiences are also incorporated into outdoor programming.
- Outdoor learning circles.


The root tones in music are called C , D , E , F , G , A and H in the German-speaking area . They correspond to the notes of the C major - or a minor - scale . On the piano and similar keyboard instruments , the root tones correspond to the white keys.
There are semitone steps between E and F and between B and C , and whole steps between the other neighboring root tones . The tones in between correspond to the black keys on keyboard instruments. They are in German by appending -is and -es (see below exceptions) and in the name of the root sounds named notation by crosses ( â¯ ) and Be ( â ) in (as dislocation or sign ).
Any root can
- by a cross ( â¯ ) by a halftone increased ( Cis , Dis , ice , F sharp , G sharp , Ais , His ), or
- be lowered by a semitone by a Be ( â ) ( Ces , Des , Es ( not Ees) , Fes , Ges , As ( not Aes) , B (not Hes )).
When forming diatonic scales (e.g. major , pure minor, or modes ), each root note or a derivative of it must be present in the scale. The determination of an interval always starts from the root tones.
H and / or B
- the original B, which was written as a small angular b ( b quadratum ) and from which today's tone B developed, as well as
- the b rotundum ("round" or "soft B").
This was the beginning of the development of the â¯ and â accidentals. Due to the different spelling from the b rotundum and the similarity with the letter h , the b quadratum spread as the tone name H in German , but also in West and South Slavic (with the exception of Bulgarian ), in Hungarian and Scandinavian countries. This development later solidified with the invention of the printing press .
In the Anglo-Saxon-speaking area, however, there was no such development, the B was retained (in the sense of the b quadratum ). Tone names in other languages therefore sometimes deviate very strongly from the German names.
Coexistence of the German and English note naming
While the German variant is still used in the classical area, in the rock / pop and jazz area there are various linguistic and written mixed variants between the German and the internationally used English variant, which - especially in music education practice - repeatedly causes confusion cares.
In many German plants, for example, the B is completely dispensed with, only H and B â exist . Although this creates clarity within the works, the overall situation remains confusing, since the majority of the works in rock / pop and jazz are written in the international variant, where the B is used.
The written naming of the other signed tones in the international variant (F â¯ instead of F sharp, D â instead of D flat , etc.), on the other hand, poses no problem, as there are no ambiguities.