Saturday, March 18th
10am to 4pm
The cost of this workshop is $175 - only 5 spaces available
Every layer counts â especially the first one. Beginning with the board we will explore how to make every layer make an impact on the overall design. Create space and blend colors by using both translucent and opaque paints. Then using a variety of tools to scrape and cut back we'll reveal treasures from previous layers. This workshop explores how building and scraping back layers can reveal a beautiful painting.
We will explore the following intermediate-level aspects of prepping the board, layering both opaque and transparent paint, drawing between layers, scraping and carving back with a variety of tools as well as creating texture â¦ all while exploring color theories.
The Board: The strategy and execution of drawing, doodling, painting and in general making marks using a variety of mediums including watercolor, ink pens, gouache, gesso and oil pastels.
Painting Layers: using both translucent and opaque paints to create new colors and create areas that block and allow light to bounce through the work.
Carving and Scraping: What tools are most effective and how to properly scrape as well as clean up cuts in addition to incising and scoring to see pervious layers. Finally creating areas of texture for contrast and color.
Although we have these on hand, participants are encouraged to bring any additional variety of drawing tools: (pencil, pen, marker, woody, etc) and/or water-based paint (watercolors: liquid or dry) watercolor pencils or crayons, oil pastels, gouache, liquid ink). Brushes for water-based mediums
A variety of mark making items but bring more if you can: pencils, pens,
markers, woodys, watercolors, etc gouache, liquid ink and brushes (see above).
Teaching and painting for more than 9 years, Leigh Harrison has enjoyed working with students of all ages as they apply their creativity and explore the art process.
Currently, Leigh is creating more abstract, painterly or collage-oriented artwork, in oil or encaustic. When working on collage-oriented works, she uses textiles, found items, her own photographs and various papers and encaustic monotypes. Leigh is fascinated by the art process and loves the use of color, line and texture to create artwork that is exploratory in combining a variety of complimentary materials.
In addition to teaching art and art history to high school students, she also curates art shows as part of the volunteer managing committee for the Umbrella Gallery in Deep Ellum.
Leigh earned an associates degree in Applied Arts from the Art Institute of Dallas and a bachelor degree in Liberal Arts from Midwestern State. She has continued her art education by participating in workshops under the tutelage of a variety of talented artists generous enough to share their process.
Payment and Registration info:
The cost of this workshop is $175.00 and there is space for 5 participants only.
The full amount is currently due
âª via Zelle to email@example.com
âª via PayPal or credit card via the site page: Abstractions in Cold Wax with Jane Cornish Smithâªvia PayPal by requesting a PayPal invoice from me.
âª via PayPal by logging into PayPal and sending your payment to firstname.lastname@example.org
âª By credit card; call Bonny at 214-405-5993
âª By cash at The Bonny Studio or The Encaustic Center, please call or email Bonny to schedule a time: email@example.com or 214-405-5993
In the event of cancellation after the workshop is paid in full: $65.00 will be refunded if someone from the waiting list is able to attend.


Do not miss a fantastic unique and very easy to understand Zebras Facts science for kids video:
All about Zebras
Zebras are closely related to horses and donkeys. They can be easily recognized by their striped white and black coat. These stripes are unique to each individual. Zebras belong to the Equidae family. These single-hoofed animals are native to Africa. There are three main species of zebras that can be found in the wilds of Africa which are: â Plains Zebra, Grevyâs Zebra, and Equus Zebra. All of three of them belong to a common genus Equus. Every species of zebras have a different type of stripes. The Grevyâs Zebra is the largest member of the horse family.
Fun Facts: â
- They have excellent eyesight and sense of hearing. They can run at a speed of up to 35 miles per hour.
- A cross between a zebra and a donkey is called the zonkey.
- A zebra runs in a zig-zag pattern when being chased by a predator.
- They are social animals and prefer to live and graze in a group. A group of zebras is known as Zeal.
- They do not lie down to sleep. They usually sleep standing up.
- They can rotate their ears in almost any direction.
- The average life span of a zebra in wild is about 20 to 30 years.
- They are one of the few mammals that are believed to be able to see color but they cannot see the color orange.
- Their main predators are lions and hyenas.
- They are actually short and can reach up to a height of 3.5-5 feet.
- Their black and white striped coat is a good bug repellent and protects them from horseflies and other bloodsuckers.
- They use a variety of vocalizations to communicate with each other.


Guide to Supporting STEAM and STEM Learning for PTOs and PTAs
Boosting student learning in the areas of science, technology, engineering, and mathâSTEMâhas long been a priority at many schools. More recently, educators and policymakers have stressed adding elements of art and design (a combined approach known as STEAM) to challenge students to think creatively to solve problems, as well as expanding STEM education opportunities at all grade levels.
PTOs and PTAs can play a substantial role in promoting and supporting STEM and STEAM at their schools. This guide to supporting STEM learning for PTOs and PTAs is a must-read for parent groups that want to do just that.
Whatâs Covered in the Guide to Supporting STEM Learning
Ways To Support STEAM Education
In the push to improve skills in STEM subjects, many schools have added a new elementâart and designâand have moved from STEM to STEAM. This relatively new initiative challenges students to use creative thinking and ingenuity to solve real-world problems.
5 Awesome STEAM Events
Mini profiles of actual events from school parent groups, including an Earth Day celebration, a week of science demos, and a tech take-apart night.
Teaching Gardens: Hands-on STEM Learning
Teaching gardens not only provide hands-on learning in an outdoor setting but also offer a variety of other corresponding lessons like composting, gauging weather, plotting and graphing, and nutrition that span the entire curriculum.
18 Ideas for Science Enrichment
Hands-on STEM events and science activities that groups can adapt to their schools.
A Community STEM Effort
When Weatherstone Elementary in Cary, N.C., was designated as a science, technology, engineering, and math school, the PTA organized monthly STEM Fridays and a STEM Expo.
A Year of STEAM
Itâs always a good time to encourage kidsâ interest in STEAM subjects! Consider scheduling your event during a national observance.
Tips for finding local STEAM experts, a roundup of STEM and STEAM childrenâs books, and downloadable instructions for a make-your-own-kaleidoscope activity.
Why STEM and STEAM Learning Matter
In the push to improve skills in science, technology, engineering, and mathematics, many schools and educators have added the concept of art and design to the curriculum. This move from STEM to STEAM challenges students to use creative thinking and ingenuity to solve real-world problems. This is especially important because jobs of the future will increasingly rely on workers with a technical background plus creative thinking skills.
Some STEAM advocates believe that the art component serves as an on-ramp to STEM subjects for underrepresented students (women and minorities) as well as students who donât see themselves as mathematicians or engineers. The push to engage students in technical fields isnât just a matter of learning the curriculum; itâs about preparing students for the job market theyâll face after graduation. Advocates say linking art education to these more technical fields teaches the type of risk-taking, ingenuity, and problem-solving that employers will need in the future.
The United States already has an increased need for qualified employees for STEM jobs, and the trend is expected to continue. According to the U.S. Department of Commerce, STEM job growth from 2005 to 2015 was six times faster than non-STEM job growth during the same time period. And the Education Commission of the States estimates that between 2017 and 2027, STEM jobs will grow by 13 percent, compared with only 9 percent for non-STEM roles.
In addition, women are underrepresented in STEM fields. According to Million Women Mentors, an international initiative to connect women to science and technology fields, only 26 percent of STEM workers are female; and while 20 percent of engineering graduates are women, they make up only 11 percent of working engineering professionals.
Researchers have also pointed out how important it is to engage students in scientific fields at an early age. A report in the journal Science suggested that exposing students to science topics in elementary or middle school could result in more students aspiring to earn a college degree in a STEM field.
Still have questions? Call us at 800-644-3561; weâre here to help.


Building the Foundations of Lifelong Learning
The Primary Years Programme (PYP) Grades 1 through 5 provides a vibrant learning environment where children are motivated to understand new ideas and issues while developing the foundational skills needed for academic achievement. Our program centers around innovative practices that stimulate and encourage learning.
PYP students experience a curriculum that fosters the formation of new ideas and the unraveling of real-world challenges. We endeavor to bring our mission to life for our students to acquire the academic abilities and the social-emotional skills needed for an accomplished future in lifelong learning.
By building upon a young childâs naturally inquisitive mind and offering a nurturing atmosphere, we consider the essential aspect to our studentsâ development is knowing each student as an individual and helping them develop independence, a readiness to take action, an aptitude to reflect upon their learning, and a lifelong appreciation for others.


Since the introduction of STEM education by the HKSAR government in its 2015 Policy Address, local schools and teacher training institutions have made efforts to implement STEM education within their curricula. Despite the advocacy of STEAM that integrates arts into the STEM disciplines, music teachers were yet to be ready for incorporating STEAM elements into classroom music teaching and learning. To better prepare pre-service music teachers and educators for implementing STEAM education in their future career, a series of teaching and learning activities were introduced to develop their STEAM knowledge and skills in their undergraduate programme.
The STEAM initiatives aim to pilot a series of teaching and learning activities in the undergraduate music education programme to develop students' STEAM knowledge and skills. The activities including live coding, laptop ensemble training, multimedia performance, and electronic music practices, were embedded in the music curriculum as part of the curricular courses or as co-curricular activities. Multi-phase questionnaire survey and semi-structured interviews were conducted in relevant components of the curriculum to examine studentâs perception and attitude towards the STEAM activities, and their confidence in carrying out STEAM education in their future teaching.
Findings from the study indicated that technical programming skills were the most difficult part for participating students who consider themselves as ânon-technicalâ and ânon-specialistâ in technology. The STEAM activities provided an opportunity for students to discover knowledge from other disciplines, learn how cross-discipline knowledge could be integrated into the music curriculum and therefore deriving new meanings and innovative teaching practices. Students developed both musical and technological competencies within the STEAM initiatives, which fits with the framework of digital musicianship for musicians and music educators in the digital era.
As STEM/STEAM continues to be the educational trend in the digital era, the development of pre-service music teachersâ knowledge and skills would better prepare them as STEAM-ready music educators of the future. Future work of this project would be the development of standalone STEAM courses and as a minor curriculum. Copyright Â© 2018 International Society for Music Education.
|Publication status||Published - Jul 2018|
Cheng, L. (2018, July). STEM/STEAM initiatives in undergraduate music education. Paper presented at The 33rd ISME World Conference, Haydar Aliyev Palace, Baku, Azerbaijan.
- TDG project code: T0205
- Period: TDG 2017-2018
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output


Maine Music Educators Association (MMEA) unequivocally affirms that Black Lives Matter and that the
horror of systemic racism and violence perpetrated against Black people must end.
The mission of the Maine Music Educators Association is to promote and advance music education for all
students. Affirming that Black Lives Matter everywhereâin our classrooms and communitiesâis
fundamental to our mission as an organization. MMEA has not done enough to address systemic racism
and to support Black, Indigenous, and People of Color (BIPOC).
Our practices and curricula must elevate the lives, voices, experiences, cultures, and histories of Black
and other marginalized people. We must begin by addressing gaps in our knowledge. We are called to
fundamentally transform the school experiences of our students, shifting from non-racist to true anti-racist
teaching. This requires continuous and deliberate reflection and change within MMEA, as well as at an
individual, school, and district level.
Effecting change is going to be long term, challenging and sometimes uncomfortable, but it is necessary.
MMEA is committed to supporting music educators, students, performing artists, and community
members as we begin this work.
We must listen to and amplify the voices of Black, Indigenous, and People of Color. We must do it
together. In the coming weeks, the MMEA will provide resources while preliminary actionable steps are
developed. We invite you to join us with this important work.
Black Lives Matter


âPoetry in a Songâ â the title says it all. 11 classic poems set to 11 new classical style music. This describes upcoming concerts presented by the Composers Project, a unique educational program offered by InConcert Sierra to young musicians.
Designed and led by local composer Mark Vance, the Composers Project is a nine-month series of classes and private lessons covering all aspects of music production. Divided into two semesters, each semester is highlighted by concerts where student works are premiered by professional singers and musicians before a live audience.
Eleven students aged 13 to 19 bring varying levels of musical experience to the programme. For this concert they chose a poem, studied it and set it to music for their chosen voice and instrument. They wrote scores for singers and musicians, rehearsed with them, and heard their music come to life.
They chose poems that ranged from whimsical to powerful to poignant. Audiences will hear different musical styles and voices. Most of the songs have piano accompaniment, but there are two songs with harp accompaniment.
After studying poetry and the lives of poets, students demonstrate that even seemingly simple works can have depth and meaning. Thirteen-year-old Henry picks a poem by an obscure 18th-century Chinese author of his (Tao Chunyuâs âThe Quarrelâ), suggesting that it means âWhen we argue, everyone loses.â
Shel Silversteinâs âWhere the Sidewalks Endâ is widely thought to be a poem for children, but 14-year-old Frederick shows that it speaks to all ages.
17-year-old Luca is âO Captain! My Captain!â by Walt Whitman. Knowing that it was written in response to the death of Abraham Lincoln, he said, âIt gave me a new perspectiveâ¦the effort was successful, but the leader died.â
Students discussed the complex lives of several poets. Their teacher suggested that personal difficulties could spark creative impulses, and that writing poetry and music could be an outlet for their emotions. In contrast, 15-year-old Jackson commented that the writer he had chosen, Edgar Allan Guest, was an âaverage guyâ who wrote uplifting poems (âThey thought they couldnât do itâ). Saidâ).
Eighteen-year-old Kieran envisioned Percy Bysshe Shelleyâs poem âOzymandiasâ as a story in the bardâs tradition, and felt the harp, instead of the lyre and lute, was a perfect fit for the story. He identified the poemâs theme as âeverything is meaningless in the flow of timeâ. This is his fifth year, and even before classes started this year, he was excited to use the poem.
Sophia, 15, said she usually composes âhappy musicâ but was drawn to Dante Rossettiâs âAutumn Songâ. She described it as a âsad poemâ that became more meaningful as she learned about the poet and his life.Sofia is an accomplished pianist and performs her own songs during concerts. I was thinking about it, but decided to experience playing by a professional.
KNOW & GO WHAT: Composers Project âPoetry in Songâ When: Sunday, February 5, 2023, 2:00 PM Where: Peace Lutheran Church, 828 W. Main Street, Grass Valley Tickets: General $20, youth 18 and under is free. Available at www.inconcertsierra.org. or call 530-273-3990
Cheryl Morris is a member of the InConcert Sierra Education Committee and is passionate about youth music education.


David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,888 pages and 20,185,651 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting. You may contact David Spencer here.
The following resources are helpful to parents and teachers:
- Book: Supporting Successful Transition from Primary to Secondary School by Tina Rae (2014)
- Book: Book: Last Child in the Woods by Richard Louv (2008)
- Book: Digital Tools for Teaching: 30 E-tools for Collaborating, Creating, and Publishing across the Curriculum by Steve Johnson (2013)
- DVD video: Canadian Popular Music in the '60's, '70's & '80's by EMI Music Canada (2012)
- DVD video: Canada: A People's History produced by Mark Starowicz (2001).
- Book: Fire in the Bones: Bill Mason and the Canadian Canoeing Tradition by James Raffan (1999)
Numeracy Games are fun activities that help students improve their numeracy and mathematics skills.
- Woodlands Maths Zone from Woodlands Web This web site includes number skills, shape and space skills, data and probability, measure skills, maths investigations and math worksheets. Created by Mandy Barrow an ICT Consultant and former teacher from Woodlands Junior School (primary) in Hunt Road Tonbridge Kent TN10 4BB England. Their students are aged between 7 and 11 years.
Source: Barrow, Mandy. "Woodlands Maths Zone." Woodlands Web. 18 Mar 2008 <http://woodlands-junior.kent.sch.uk/maths/index.html>.
Barrow, Mandy. "Woodlands Maths Zone." Woodlands Web. 18 Mar 2008 <http://woodlands-junior.kent.sch.uk/maths/index.html>.


Numerous reasons could play a vital role in students having trouble learning to read. However, many kids can become successful readers if properly diagnosed and given the right intervention, especially if spotted early. Struggling readers are those who cannot read anything properly like others. For example, they might stammer while reading, the words get jumbled for them, they donât concentrate, or they might have poor reading skills. In short, readers who cannot read anything fluently are defined as struggling readers. Teachers can help struggling readers deal with this issue and they can overcome it easily. Here are ways for teachers to help struggling readers.
Why students are dealing with reading issues
Reading problems are a frequent issue; it happens to almost everyone, including youngsters, who are experiencing some sort of reading difficulty. Reading challenges can also affect other aspects of learning, such as writing, spelling, fluency, and comprehension because it is such a crucial ability.
Students find it very difficult to perform well in school because of these obstacles, which frequently affect self-esteem. It doesnât imply that your child isnât intelligent if he or she has reading difficulties. He or she may be having difficulties for various reasons, most of which have nothing to do with IQ. However, finding out why your child is having difficulty can help him, or her build the skills necessary to become a more proficient and self-assured reader.
Some kids may suffer because they lack access to education in general, receive insufficient literacy training, or have particular learning disorders that limit the development of their reading abilities. However, with the help of a thorough evaluation, teachers can help struggling readers and successfully address the underlying causes of reading challenges.
Here are the ways teachers can help the struggling readers
There is no such problem that is impossible to overcome. Teachers can even make online reading programs for struggling readers and also help with the below pointers.
Foster a love of reading at home
Allowing students to check out books overnight or for a few days will support family reading time. Send books home that the student can use successfully. Remind the parents of struggling readers throughout your interactions with them that daily shared reading is essential to literacy development. Remind kids that seeing that reading and writing are commonplace in everyday life can inspire them to participate more.
Give parents ideas for enjoyable, simple activities they may do at home to promote literacy development. Encourage children to play with magnetic letters or large letters cut from magazines, for instance. Encourage them to chat to their youngsters frequently.
Consider your own research-based instruction
Children who receive quality beginning reading instruction learn to recognize words, comprehend what they read, become fluent readers, and cultivate a love of reading that will inspire them and stick with them for the rest of their lives. To provide kids the experiences they require, it is systematic and incorporates training in both understanding and decoding and making strategies for struggling readers.
Most significantly, effective reading education is adapted to each studentâs unique needs. Find some professional development if you are worried about your amount of expertise in a particular area of teaching reading. Discuss seminars and classes with senior teachers and principals to learn how to incorporate the five components.
Readers that struggle are frequently quickly sidetracked. They are extremely perceptive to stimuli, and every new sound or movement causes them to shift their focus. It is preferable to sit away from busy locations where students frequently enter and exit the room, such as doorways leading out of the classroom or close to the teacherâs desk. It is best to sit near the front of the class as close to the teacher to help reduce background noise while trying to listen to instructions.
Prepare with oral reading in the classroom
A struggling readerâs greatest concern is frequently performing aloud because it exposes that deficiency. Give your students enough time to practice with a voice recorder, an instructor, or a friend before presenting it to ensure their success. In this way teaching helps you learn easily.
Investigate kidsâ interests
Incorporate a variety of reading materials for independent reading in your classroom. Everyone is not a fan of fiction books. However, a reluctant reader can be persuaded to read by various print/visual texts, including comic books, periodicals, and nonfiction books.
The confidence of reluctant readers can be increased through shared reading. The readers are starting to recognize prospective language that could be utilized in the text as the teacher awakens knowledge. When they are prepared, the teacher helps students to participate. Multiple readings equal multiple chances for achievement for struggling readers.
Teachers are not less than God on earth. Teachers can guide students with every struggling issue in terms of education. They can help the students in overcoming reading issues as well.
If you are passionate about teaching and looking for your own platform, then connect with Classplus. You can get your own app and manage everything with ease. Connect with us and talk to our experts now to know more about it!


What are the examples of emergent literature?
Examples of emergent literacy activities include engaging in shared storybook reading, pretending to write or draw, incorporating literacy themes into play, and engaging in oral wordplay such as rhyming. Shared storybook reading is arguably the most common emergent literacy activity for many children.
What activities support emergent writing?
Get your children kindergarten-ready with these five emergent writing activities!
- Write a Summer Journal. Dear diaryâ¦
- Write a Postcard to a Friend or Relative. Who doesnât like getting mail?
- Make a Packing List for an Upcoming Trip. Shoes.
- Label a Picture Your Child Colored or Painted.
- Vote for Your Favorite.
What are the characteristics of an emergent writer?
The emergent level writer:
- knows language can be recorded.
- wants to write.
- âwritesâ at an early developmental level (scribbles, L-R scribbles, letter-like marks, strings of letters) using approximations for the sounds heard at the beginning of words.
- is aware that writing conveys meaning.
- uses pictures as writing.
What are the pre writing activities?
Types of Prewriting Activities
- Journalistsâ Questions.
- Journal Writing.
What are the characteristics of emergent literature?
Emergent literacy is a term that is used to explain a childâs knowledge of reading and writing skills before they learn how to read and write words.
How many stages of emergent writing are there?
Six stages of emergent writing.
What comes after emergent writer?
Stages of Writing Development
- Audio storytelling (3-4 years)
- Early Emergent Writing (4-5 years)
- Emergent Writing (5-7 years)
- Transitional Writing (6-8 years)
- Fluent Writing (8-10 years)
What is an example of pre-writing?
We use the term âprewritingâ to refer to the work you do on your essay before you actually begin writing a draft of it. For our example, the writer, John, is asked to write an essay of at least 800 words on the photograph Migrant Mother, by Dorothea Lange.
What are the emergent literacy skills?
Emergent literacy involves the skills and knowledge that are developmental precursors to reading and writing. Emergent literacy skills are the building blocks for academic success and include: phonological awareness, symbol recognition, vocabulary and memory.
What is the emergent stage of writing?
Emergent writing stages can be defined as a theory of literacy development. It refers to the dynamic and overlapping stages of early writing ability that all children pass through, leading up to conventional writing.
What are the characteristics of emergent literacy?
emergent literacy. 1. The attitudes and learning that lead to the ability to manipulate graphic symbols (e.g., the letters of the alphabet ), form sounds, and develop vocabulary. 2. Attainment of mastery in reading and writing.
Why is emergent literacy important?
Emergent literacy is of critical importance in early education in light of research showing that children learn skills that prepare them to read years before they start school.


âFinding great music that is accessible to elementary, middle level, and young high school singers is a time-intensive, never-ending quest.â â Jenks, Swiggum, Winnie; Wisconsin Music Educators Association Comprehensive Musicianship through Performance Project
The last three columns have featured guidelines for Choosing Choir Music for Children, as well as a general guideline for How to Select Choral Literature.
Before moving on from this topic (for now â middle school and high school repertoire concerns will also be addressed in future editions!), here are a few thoughts and resources from choral colleagues about high-quality choral repertoire.
The issue was originally raised in September 2007, when an MENC member explained he would hold a debate with his class on the definition of âqualityâ music. In preparation for the debate, he found articles describing the importance of learning great choral literature, but was not able to find any which supported the opposing view that âentertainmentâ music could have merit. He cited an article by Swiggum, which lists characteristics of well-written music. (The article also lists qualities of âartâ vs. âentertainment.â)
What is âgoodâ music? What music should you choose for your choirs to sing? Does âgoodâ music preclude or exclude pop, or âentertainingâ music?
Choral member Christine Nowmos comments: âAlthough blues, rock, pop, etc. may be part of the studentsâ musical heritage, not all choral arrangements of âpopularâ music are appropriate for all choirs. Some are not appropriate for young choirs due to the range or other vocal aspects, or complex rhythms which younger choirs would not be able to perform accurately.
âI believe some exposure to this type of music is okay when the arrangement is appropriate, but more often for younger choirs, folk music, spiritual, and multi-cultural arrangements are more appropriate literature because it allows students to focus more on basic skills such as vocal sound, blend, and part singing.
âI use blues, jazz, pop and rock as more experiential material â for listening and cultural/historical concepts. My earlier post is a more accurate reflection of what I believe regarding music selection for childrenâs choirs.â
Choral mentor Susan Haugland adds: âIâm struggling with my stodgy old ideas of whatâs appropriate to use in the classroom and whatâs relevant to the kids. Itâs a hotly debated subject right now, I think! Keep the discussion going, I say!â
What do you think? Feel free to keep the discussion going on the Choral Discussion Forum.
Resource: âThe Great Choral Treasure Hunt â Whereâs All the Good Music?â (five parts) courtesy of the Wisconsin Music Educators Association Comprehensive Musicianship through Performance Project. Strategies to find repertoire of the best quality, and ways to analyze it for great teaching ideas, using the CMP model as a guide
âSue Rarus, May 20, 2008, Â© National Association for Music Education


Julie Kastner Lecture
Wednesday, October 24, 2018
12:15 pm - 1:15 pm
The Assistant Professor Excellence Speaker Series presents âThe Power of Music Playâ by Julie Derges Kastner, assistant professor and chair of music education in the Moores School of Music.
When thinking about âplayingâ music, many often think about listening to their favorite band or performing on an instrument. However, the term can also refer to playing with music, taking a hands-on approach to create something new. Educators have long recognized the importance of play in learning, and music educators have begun including creative music play in their classrooms. This musical play can take many of forms, such as student groups making a rock mash-up, an individual creating a multi-track, split-screen music video or musicians performing in a virtual ensemble. Engaging in music play is a more informal, vernacular approach that allows students to develop many skills valued in 21st century society, like collaboration, problem-solving and critical thinking. More importantly, though, the real power of play with music is that it provides opportunities for human connection, artistry and expression that individuals can take with them and use throughout their lives.
About the Speaker
Julie Derges Kastner, Ph.D. is an assistant professor and chair of music education in the Moores School of Music, where she teaches courses in elementary and secondary general music and graduate music education. She earned her masterâs and doctoral degrees at Michigan State University after teaching public school music for several years in Virginia. Her research focuses on informal music learning in K â 12 schools and music teacher professional development. She has been published in international and national research journals and continues teaching children as a part of the Marks Family Childrenâs Music Outreach Initiative in the Third Ward.
- MD Anderson Library, Room 306
- University of Houston Faculty Senate
KGMCA Box Office


Did you know that using hands-on activities is one of the BEST ways for children to learn?!? Research shows that children who are taught using hands-on teaching methods do better in school than those who are not. That is why we use many different hands-on activities for kids that are FUN and engaging. Want to know our secret?
This post contains affiliate links.
We love teaching with all different types of learning materials to bring learning to LIFE! We use pom poms, glass jewels, tweezers, whiteboard markers, play dough, clothespins, and more! What child doesnât want to play and learn with these SUPER FUN materials?!
You may still be wondering what the big deal is about hands-on activities when you can just give children a worksheet.
What you need to know about hands-on learning in preschool and kindergarten
- Hands-on activities allow children to use their senses while learning. They see, touch, and move real objects to complete tasks. This means that letters, numbers, shapes, colors, and more are brought to life! Children begin to understand the meaning behind what they are doing.
- Children get excited and engaged because they are having FUN!
- They have a longer attention span. This helps them to build knowledge and increase their long-term memory.
- Children will strengthen their fine motor development. They learn control, communication, concentration and dedication to finishing tasks and problem solving skills.
- Hands-on toddler, preschool, and kindergarten activities help children to build a lifelong love of learning!
We have developed AMAZING hands-on learning activities that children LOVE! Our activities focus on teaching children the foundational skills they need to be successful in school and beyond. Some of the essential skills and concepts we focus on are order, patterns, sequencing, matching, letter and number identification, letter-sound correspondence, and so much more! Our activities are perfect for preschool, pre-k, kindergarten, and early childhood!


Welcome to the R.I.S.E. Arkansas Science of Reading Resources
Goal 1 - Sharpen the focus and strengthen instruction.
Enhance and increase professional learning to provide educators with in-depth information related to the science of reading, evidence-based instructional strategies, and the skills to make data-based decisions for students.
Goal 2 - Create community collaboration
Establish post-secondary programs alongside business and community partnerships that are critical to changing the landscape of literacy.
Goal 3 - Build a culture of reading.
Encourage school districts and community groups to plan local reading campaigns to promote the culture of reading within the state and provide access to books in the home.
Reading Between the Lines
The Science of Reading is Different!
Teachers must be very explicit in teaching phonics. We know that for phonics instruction to be successful, it must have scope and sequence that moves from easier to more difficult. From letter/ sound correspondences to blends, digraphs, syllable types and division rules all the way through morphology, teachers must understand the intricacies in order to help a student make sense of the language. Phonics has traditionally been taught in context of a specific book or need; the focus now is to provide more explicit phonics instruction. Research on successful reading instruction supports practicing what has already been learned. In contrast, leveled texts are largely predictable, filled with high frequency words, and contain a high level of picture support. When trying to read an unknown word, students were taught to look at the first letter and the picture and guess the word. These strategies did not provide students with the skills to decode unfamiliar words. The shift to using decodable texts â which have a large percentage of words that are decodable based on what has already been taught â will lead students to become automatic at decoding. The goal is to create readers who look at the word and try to sound it out before using the picture to check for visual clues. READ BETWEEN THE LINES 4 THE SCIENCE OF READING IS DIFFERENT Students in Arkansas will benefit as evidence based practices are incorporated into classroom instruction. 5 The four-part processor is one theoretical model used to explain how the brain learns to read. Use of this model started with the context processor and focused on context to make sense of the word. After extensive research using functional MRIs, neuroscientists have proven that the model has been taught in reverse order for decades. The phonological processor fires first, followed quickly by the orthographic processor. Then comes the meaning processor and finally the context processor. This is an example of existing research being refined and better understood through modern discovery. In the past, high-frequency words were considered to have no regular spelling pattern; however, this is often not the case. Students were taught to memorize high-frequency words using flash cards rather than decoding the parts. Using the research of permanent word storage and orthographic mapping introduced by Linea Ehri and brought back to the forefront by David Kilpatrick, we can teach students to build their sight word vocabulary much more quickly using decoding techniques. Readers analyze each word with a focus on the parts that are decodable first and then the parts that are irregular. We have very specific assessments for phonemic awareness and decoding which can help pinpoint areas of weakness in students. It is much more efficient to group students based on common needs and then work to build those skills in small group instruction than to put students into a common level of text. Teachers have difficulty using text level as a way to group students because of the lack of continuity in texts which are not based on a specific algorithm and differ between publishers.
The Division of Elementary and Secondary Education (DESE) is in the process of developing rules for the various components of reading legislation. These rules will outline the process for ensuring teachers are able to demonstrate proficiency or awareness in scientific reading instruction as applicable to their teaching position. The Reading Legislation Guidance Document has been created to help educators understand requirements and timelines. This document provides clarification on pertinent literacy legislation that districts are required to implement. Educators are encouraged to read the laws in their entirety.
The DESE is in the process of developing rules to support public school districts and open-enrollment public charter schools that are required to include a literacy plan in the annual school improvement plan. This Literacy Support Plan Guidance Document has been created to serve as a resource to schools in meeting this requirement.
The Reading Initiative for Student Excellence (R.I.S.E. Arkansas) is committed to transforming literacy education. Please read "A New Chapter for Arkansas Students-2018 Report" to learn how Arkansas is writing a new chapter focusing on a new way of thinking, a new focus of instruction, a new future for our state, and rising achievement.


Trauma-sensitive teaching practices is a compassionate framework that evaluates the cognitive impact on learning through the perspective of an individual affected by trauma. These practices help address both individual and collective traumatic experiences. We are currently experiencing a collective trauma due to the on-going changes in our lives in response to the global pandemic. Teaching-sensitive practices help elevate teachersâ awareness of student behaviors and provide applicable and compassionate skills for language teachers to effectively reach students and provide quality instruction.
About the Discussant:
Elizabeth Ablan is a second-year master's student studying Teaching English as a Second Language at Michigan State University. She holds her Bachelor of Science in Elementary Education and Spanish and is certified through Cambridge University's Teaching House International Certificate in Teaching English to Speakers of Other Languages. Her teaching experiences include elementary, middle, and high school Spanish, Migrant Education, and online Business English coaching. Her research interests focus on equitable Education Policy for English Learners in the state of Michigan and Trauma-sensitive teaching practices.
If you require accommodations to participate in this event, please contact Adolfo Carrillo Cabello at email@example.com at least three business days in advance.


Laws and Regulations for those who care for children with special needs under age five and in school.
Individuals with Disabilities Education Act (IDEA). The IDEA governs how states and public agencies provide early intervention, special education, and related services to eligible infants, toddlers, children, and youth with disabilities.
Chapter 101: Maine Unified Special Education Regulation Birth to Age Twenty (MUSER). This rule chapter is specific to the education of children with disabilities in Maine. Click "State Regulation: Chapter 101" to read the entire rule chapter.
Infants & Toddlers Guidelines. Learn the requirements for supporting infants and toddlers, courtesy of the Maine Department of Health and Human Services.
Maine Early Learning and Development Standards. The State of Maine Early Childhood Learning Guidelines serves as a guide for state and local early care and education practitioners' efforts to improve early childhood professional practice and programs for young children ages three through their entrance into kindergarten.
- Transportation Information: School bus regulations apply to preschool programs in Maine. Schools offering transportation to preschool-age children must understand federal, national, and state regulations and guides
- Due Process. The Due Process Office (DPO) assists parents and school districts with the resolution of special education disputes regarding the evaluation, identification, placement, programming, and the provision of a free, appropriate public education (FAPE) for children with disabilities.
- MaineCare. School districts may be required to offer certain medical services to students, often covered or partially covered by Medicare.
- Chapter 33- Restraint and Seclusion
- Chapter 124: BASIC APPROVAL STANDARDS: PUBLIC PRESCHOOL PROGRAMS
Part B 619 Proposed Legislation Information Center
- Government Oversight Committee Report. (PDF, 43KB) Published February 1, 2016. This is the annual report required by P.L. 2011, c. 616 to the Government Oversight Committee (GOC) and the Office Of Program Evaluation and Government Accountability (OPEGA) regarding Quasi-Independent State Entities.
ECTA Executive Summary of Regional Stakeholder Meetings
In October of 2019, at MDOEâs request, Technical Assistance personnel from the IDEA Early Child Technical Assistance Center (ECTA) facilitated seven regional stakeholder groups to gain additional understanding of SAUsâ perspective on the proposed transition of the transfer of responsibility for special education services for children, ages 3 to 5, to the public schools. ECTAâs Executive Summary of those meetings provides regional and statewide detail regarding both the opportunities and challenges that the proposed transition presents.
By design and necessity, the size of the regional groups was limited and primarily consisted of SAU representatives. However, MDOE and CDS acknowledge that the input of stakeholders, other than SAU representatives who participated in the regional meetings, is exceptionally valuable in developing a comprehensive understanding of complex variables that must be considered.
Interested parties are encouraged to email their input to firstname.lastname@example.org using "Stakeholder Feedback" as the subject. A synthesis of input received will be posted to this site prior to the January Legislative session and will be provided to the Joint Standing Committee on Education and Cultural Affairs for their consideration.
CDS Legislative Stakeholder Engagement
- Combined LD/Advisory Recording & Documents


How often do you find yourself in a meeting doodling a thought on the corner of the agenda, or in a restaurant with friends, sketching on a dinner napkin (hopefully not cloth!) to get your point across? Give a seven-year-old a pile of colored paper, crayons, a glue stick, a simple prompt (make a crazy slide or make something hidden), and watch the gears turn as their inner voices appear before you through art.
Whatâs happening here? As educators, we know that offering students the choice to express knowledge graphically with a poster or an artwork can enable them to communicate more clearly and personally. But how much do we understand about how drawing and other forms of artmaking can actually aid our thinking processes?
Art supports learning
Researchers and educators beyond the arts hallways are recognizing that the open-ended nature of creating art gives us boundless approaches to forming questions and ideas in ways that other modes of expression, such as verbal or written words, may not. (1,2,3) The plasticity of art materials can help learners explore nuance, ambiguity, abstraction, or see relationships through metaphor and juxtaposition, conceptual constructs used across disciplines. When emphasis is given to the process and not the end product, âartistsâ and novices alike can harness this language as a tool for rigorous inquiry. Drawing can help us think.
The two artworks seen below record some of my classroom research on feedback and assessment. And they did, in fact, begin on a folded piece of scratch paper. As part of my own journey to deepen my professional practice, I have been building on traditional formats for formative and summative critique in the studio classroom. This is a significant question in art education right now. As one facet of this, I realized my thinking on assessment redesign needed to align more intentionally with the underlying creative capacities I hoped to nurture in each of our student artists. (4)
When are these nascent aptitudes first experienced? How do personal creative impulses first reveal themselves to learners? Why are some recognized and valued by the individual, and others dismissed?
I needed to more clearly articulate theories and observations about these basic phenomena before I could know whether the assessment tools Iâd been devising could expose what my students and I really need to know about creative production. For me, the breakthrough in understanding came when I visually depicted my thinking.
As seen in the âStudy on Creative Capacityâ (Figure 2), this art-based investigation helped me consider not only when and how feedback could support the artist in every student, but also helped me re-frame my thoughts about student/teacher roles. This work is ongoing: tucking the reference to Leonardo da Vinciâs Vitruvian Man in the corner of the technical drawing that accompanies the painting was meant as a humorous reminder to myself and other viewers.
Like that great master of human anatomy, we may have a long way to go before we fully comprehend the anatomy of human creativity, whatever we think we are sure of. For thisâand other major questions we and our students take onâwe will want to harness every means of inquiry we have to explore our own thinking, including art!
About the Author
Lauren Cook teaches Visual Arts at St. Andrewâs.
This article was originally published in Volume 3 of âThink Differently and Deeplyâ (2018).
- A. Kantrowitz (2012). âThe Man Behind the Curtain: What Cognitive Science Reveals about Drawing.â The Journal of Aesthetic Education, 46 (1), 1-14.
- Maarit Anna MÃ¤kelÃ¤, Tero Heikkinen, and Nithikul Nimkulrat (2014, February) âDrawing as a Research Tool,â Studies in Material Thinking (Vol. 10), ISSN 1177-6234, AUT University, p 6.
- D. Kirsch (2011). Using sketching: To think, to recognize, to learn. In A. Kantrowitz, A. Brew, & M. Fava (Eds.), âThinking through drawing: Practice into knowledge. Proceedings of an interdisciplinary symposium on drawing, cognition and education,â USA (pp. 123-125).
- D. Dannels and K. Martin. âCritiquing Critiques: A Genre Analysis of Feedback Across Novice to Expert Design Studios,â Journal of Business and Technical Communication: Vol. 22: No. 2, (2006), 135-159.


While we, like many cultural institutions, were busy trying to âpivotâ our programs to digital experiences we noticed an opportunity to provide an alternative, tactile experience for an audience who may face difficulties accessing or using digital resources â early years students from disadvantaged communities.
In response to this we set to work to create physical remote learning packs for prep students from disadvantaged schools in the local area. These learning kits were designed to build literacy learning, fine-motor skill development and wellbeing, as well as share stories relevant to the Museum and local history. They featured a picture book by a local author plus craft materials and instructions to make pom poms, finger knitted animals, plus a woven cloud and rainbow.
Although the kits were designed for remote learning they were delivered after the resumption of face to face teaching. This gave teachers the opportunity to utilise them in a manner that suited them and their students: as individualised learning resources or home learning activities.
The response to the kits was extremely positive with feedback such as:
âStudents LOVED making the pom poms.â
âThe resources and lesson plans accompanying them were outstanding!â
The packs âsupported development of fine motor skills, speaking and listening and the development of vocabulary.â
âOn behalf of our students, school and families, thank you for the opportunity to access such thoughtful resources and activities that provided our students with a new experience and challenge.â
Our team was delighted to use resources and skills for hands-on learning program delivery, which we couldnât provide in person, to create a program with a positive impact for over 250 grateful students and teachers.


There are many ways to customize the pace of Foundations. If you find that your student is overwhelmed, we encourage you to adjust the pace to what works for you and your student. This may mean that you take more time to complete lessons to meet the needs of your student. Keep in mind that mastery happens over time and will vary from student to student. The most important thing is to consistently work with your student to help develop reading and spelling skills.
Tips to Slow Down
- Avoid setting goals of how many lessons to complete per week. Instead, set a time limit each day. Stop the lesson when the timer beeps and pick up where you left off the next day.
- Take a short break from new instruction and spend a few days reviewing concepts through games and activities found through Foundations. The additional practice will help to strengthen foundational skills before going on.
- Make sure you are playing the games in the Foundations lessons. Though these may increase the amount of time spent on lessons, they make learning more joyful and help to make concepts stick better in the brain.
- Begin each lesson with a review of previously learned concepts in the areas your students struggle with the most. Play a phonogram or high-frequency word game. Reread a Foundations Reader or activity pages from the Foundations Student Workbooks. If your student needs additional handwriting practice, play a handwriting review game.
Slowing down the pace and incorporating additional practice will develop mastery and help keep the student (and parent) from getting overwhelmed.
Priorities When Setting Your Pace
Phonemic awareness and phonics are foundational skills for learning how to read and spell.
- Practice basic skills daily, especially phonograms and high-frequency words.
- If your child struggles with skills on the assessments, take time to complete the practice ideas provided in the assessment.
- Mastery of every skill assessed is not expected before moving forward; however, it is essential to continue practicing weak areas.
- Lesson pace and the amount of time to spend each day depends on the particular child or class.
- Consistency is important! It is necessary to provide daily instruction and not allow too much time to pass between lessons.
- The best way to build reading and spelling skills is using short, frequent, varied, and fun practice.
- Trust your sense of how your student is doing!
For information on the suggested pacing of Foundations, check out our article Typical Pace through Foundations.


Numeracy is at the heart of everything we study. The logical processes we learn in Mathematics are skills which are transferrable for all future paths, academic or otherwise. Numeracy underpins the most complex of ideas and acts as a foundation of which we build upon as we progress through KS3.
At Theale Green School, we focus on numeracy skills in Year 7 and 8 through our Numeracy Ninja programme. Students are captivated on a journey of self-improvement as they progress through the Ninja Belts. How long until they reach the coveted Black Belt? Once they achieve it, can they maintain it as we raise the bar each week?
The programme focuses on key number skills including basic mental calculations, timestables and basic strategies that will be vital in order to make progress. They are given 5 minutes to answer as many questions as a possible and challenged to make improvements each and every lesson. We have found students relish the challenge and love seeing their progress they make each week.
In addition, we run a cohesive tutor programme which has a numeracy session once a fortnight. Students are encouraged to engage in the numeracy tasks and discuss their answers with their tutor group.
As a school, we focus on the coherence of methods with regard to elements of numeracy. These elements occur across a broad range of subject including Science, Geography, Business and many more. Teachers are carefully trained by the Maths department to support students with the methods they learn in their Maths lessons to avoid confusion or inconsistency.


Nicolas Malebranche (August 6, 1638 - October 13, 1715) was a French philosopher of the Cartesian school.
The youngest child of Nicolas Malebranche, secretary to King Louis XIII of France, and Catherine de Lauzon, sister of a viceroy of Canada, was born at Paris. Deformed and frail, he received his elementary education from a tutor, and left home only when ready to enter upon a course of philosophy at the College de la Marche, and subsequently to study theology at the Sorbonne. He had resolved to take holy orders, but his academic disposition led him to decline a stall in Notre Dame, and in 1660 he joined the congregation of the Oratory. He was first advised by Phre Lecointe to devote himself to ecclesiastical history, and laboriously studied Eusebius of Caesarea, Socrates, Sozomen and Theodoret, but "the facts refused to arrange themselves in his mind, and mutually effaced one another." Richard Simon attempted unsuccessfully to teach him Hebrew and Biblical criticism .
At last in 1664 he happened to read Descartes's TraitÃ© de l'homme (de homine), which moved him so deeply that he claimed to be repeatedly compelled by palpitations of the heart to lay aside his reading. Malebranche was from that hour consecrated to philosophy, and after ten years' study of the works of Descartes he produced the famous De la rechÃ©rche de la veritÃ©, followed at intervals by other works, both speculative and controversial. Like most of the great metaphysicians of the 17th century, Malebranche interested himself also in questions of mathematics and natural philosophy, and in 1699 was admitted an honorary member of the Academy of Sciences.
During his later years his society was much courted, and he received many visits from foreigners of distinction. His death was said to have been hastened by a metaphysical argument into which he had been drawn in the course of an interview with Bishop George Berkeley.
A convenient edition of his works in two volumes, with an introduction, was published by Jules Simon in 1842. A full account by Mrs Norman Smith of his theory of vision, in which he unquestionably anticipated and in some respects surpassed the subsequent work of Berkeley, will be found in the British Journal of Psychology (Jan. 1905). For later criticism see H Joly, in the series Les Grands philosophes (Paris, 1901); Laprune, La Philosophie de Malebranche (1870); M Novaro, De Philosophie des Nicolaus Malebranche (1893).
This entry was originally from the 1911 Encyclopedia Britannica.


What you will study
In this online module, youâll study eight topics:
Topic 1: Core concepts
The starting point of this module is to look at the biology of the brain and how this links to our thoughts, actions and behaviours. Topic 1 introduces some different perspectives and viewpoints on âbrainâ, âmindâ, and âmental healthâ. Youâll then study the basic brain biology that youâll need to understand the rest of the module. Youâll be able to use our innovative multimedia to help you visualise and explore the relevant brain structures and pathways. Youâll also be introduced to some of the different research approaches that are used to provide scientific evidence that informs our understanding of mental health.
Topic 2: Brain development and mental health
This topic covers how the brain develops before birth and what can happen when this development follows an abnormal path. Youâll see how genes and environmental influences can interact to affect brain development. Youâll be introduced to some childhood developmental conditions and the implications of these for health. For this topic and the following topics, we use case studies to investigate the experience of different individuals with health conditions and the people who care for them.
Topic 3: Autism
This topic focuses on autism, a condition that typically becomes apparent in childhood, but also continues throughout life. Youâll study factors that affect development, including genetic and environmental factors, and the interplay between them. Youâll consider the value of different systems used for diagnosis and youâll also develop your numeracy skills in the study of prevalence rates.
Topic 4: ADHD
This topic covers another condition that typically appears in childhood, Attention Deficit Hyperactivity Disorder (ADHD), and discusses what it is like to experience the condition, the diagnostic process, and psychological and biological processes associated with the condition. Youâll explore the different ways that ADHD is managed, using medication and psychosocial treatments. Youâll also be introduced to the use of animal models for the study of mental health, and how relevant these are to the human condition.
Topic 5: Addiction
This topic moves into an area of mental health that, in common with many other mental health conditions, usually begins in adolescence or early adulthood. Youâll explore the risk factors for developing an addiction, cultural and social attitudes towards addiction, and ways of defining addiction. Youâll study the biological basis of addiction to illustrate that all forms of addiction activate similar brain pathways. The discussion then moves onto possible interventions for the prevention of addiction and treatments for addiction, including biological and psychological approaches.
Topic 6: Psychosis
Various types of psychosis, including schizophrenia, are explored in this topic. Youâll look at cultural attitudes and social stigma associated with psychosis, and discuss the risk factors, diagnosis and co-morbidities in relation to psychosis. Youâll study the biological basis of schizophrenia in particular, leading into a discussion of the treatment and management of schizophrenia using drug treatments or psychosocial interventions.
Topic 7: Depression
Stress, anxiety and depression are commonly experienced conditions at all ages, and impact on general wellbeing. This topic focuses on depression. In common with some of the previous topics, there are well-recognised risk factors associated with the development of depression, and various brain changes are implicated in the development of the condition. These biological changes have helped to explain the success of some drug treatments, including commonly used antidepressants. However, the topic also considers some psychosocial approaches to the treatment of mood disorders, such as cognitive therapy.
Topic 8: Dementia
Dementia is a growing problem in our society as people live to a greater age. Knowledge about how to diagnose dementia, the risk factors that contribute to its development, and the pathological changes associated with dementia, has increased substantially over the last few years. This knowledge has led to various theories about the prevention and treatment of dementia, which youâll explore here. By the end of the topic, youâll have gained an understanding of how new drug treatments are tested and how to analyse the results of a clinical trial. Youâll also consider the many emerging psychosocial approaches to dementia care.
You will learn
As well as studying key biological and psychological concepts relating to mental health, youâll also develop your skills for further study in health and biological sciences, including evaluating evidence; handling and presenting data; communication skills; and using information technology.
This module will be attractive to anyone interested in a career in health care or health sciences, particularly those professions associated with mental health.


Disclosure :: This post is sponsored by Ursuline Academy.
Ursuline Academyâs SmartLab: Where Girls Become Trailblazers
At Ursuline Academy, girls are encouraged to become trailblazers.
Girls are encouraged to make their own paths by thinking creatively, solving problems collaboratively, and living with compassion and courage. Ursuline values both STEM and the Arts by uniquely integrating them together. At Ursuline, girls are challenged to become diverse and flexible thinkers.
Ursulineâs Jane Gisevius â61 Leadership Center comprises a SmartLab that is aligned to the next-generation science standards and integrates STEAM (Science, technology, engineering, art, and math) learning. It includes a robotics lab, video production studio, and several collaboration spaces for students from kindergarten through 12th grade. Students are exposed to project-based learning in circuitry, digital communications, mechanics and structures, robotics and control technology, scientific data and analysis, software engineering, and sustainability. For each classification of technology, the lab offers a variety of kits, digital applications, and projects, allowing students to discover a range of exposure to each mode of technology.
When students come into the lab, they find themselves in the âdriverâs seat.â
Here, UA girls are prompted to craft their own goals and follow them to completion. Students learn how to write their own âSMARTâ goals, which must be specific, measurable, attainable, relevant, and time-bound. Students have the opportunity to express their uniqueness and take ownership of their own work in each project. During each project cycle, students are expected to explore their technology, plan their SMART goal, do the project, reflect on the journey, and share the end result. This cycle guides students through the curation of their own project. More importantly, it prompts them to constantly reflect on every part of the journey. Time management, collaboration, and problem solving are significant parts of reflection, as the girls learn to acquire these skills across the board. Alongside all the technology, the practice of these three skills is critical and refined over time. The continual exercise of these skills alone prepares students for entering higher levels of education or the real-life work environments.
When going through my training to become a SmartLab teacher, the methodology of the lab challenged me to flip some of my previous knowledge. Now, I respond to student questions with more guiding questions, allow students to create their own projects and assignments, and allow productive struggle. Students are encouraged to utilize their peers, online resources, the lab library, and their own problem solving to navigate through unknown forms of technology. The lab gets loud and messy, but I am learning the outcomes usually match the craziness of the journey. Often, my lesson and unit plans are scratched out, replaced with student ideas that were stumbled upon through their exploration and âah-haâ moments with peers. These alternative plans are ALWAYS better because they are student breathed through their interests, passions, and mindsets.
To help integrate STEM learning and the Arts, our students engage in various cross-curricular projects throughout the year in our innovative SmartLab. For example, this October, the girls became producers of a âSpooky Stop Motionâ video in the SmartLab. They had to apply what they had learned in their reading courses to develop characters, plot, narratives, and themes. In art, they had to produce backdrop paintings for the Stop Motion videos, while emphasizing the skills being taught on perspective. In library, girls analyzed different writing styles of authors and illustrations that promoted a spooky tone. Students in our older grades even produced their own âspookyâ songs using technology in the music classroom. This fun example is just one of the many cross-curricular projects that are woven into the curriculum throughout the year. From interdisciplinary learning to developing life-long problem-solving skills, the SmartLab is much more than just a place to experience different modes of technologyâit truly becomes one of the many arenas at Ursuline Academy for girls to begin blazing their own trails.
Are you ready to learn more about Ursuline Academy? Join them for their open house on Tuesday, January 24th, at 8:30 a.m. Learn more HERE.
About the Author
Elizabeth Gerard has been an elementary educator for 5 years and joined the Ursuline community in 2020. She grew up in Knoxville, Tennessee where she attended the University of Tennessee for her Masters in Elementary Education. She has a passion for life-long learning, and has recently obtained her Graduate Certificate for School Library Information Media Specialist online through the University of Memphis. She loves reading and spending time with friends and family. She is expecting to have their first child this February and is ecstatic to have an Ursuline Girl of their own joining the nursery in the fall.


30 Easy Science Experiments for kids to try using supplies you probably already have in your kitchen, bathroom or craft room. The best science experiments for curious and creative kids!
Science for Kids
I have rounded up all the best and easiest science experiments that we have done over the years and many many others that are super accessible to create at home. They use supplies that are easily available in most homes and classrooms or can easily (and cheaply) be acquired. These are fun and exciting ideas perfect for preschoolers and up. These experiments will wow your kids and get them asking a million and one questions!
Make water beads dance in a jar in this easy idea.
Ice cream anyone! Serve up delicious looking ice cream cones that fizz and pop!
One of our favorites using baking soda and vinegar. A classic for a reason and a great way to keep kids busy at home.
So simple yet so amazing. A great way to look at capillary action at work!
This amazing Glow in the Dark Slime is one your kids will love and its mess free! All you need is three easy ingredients!!
Learn how to make one of the best taste safe sensory play materials for kids: oobleck! It uses only 2 ingredients: corn starch and water!
DIY Water Wall is an amazing STEAM activity for kids this summer! Its a great way to beat the summer heat!


Infant and Early Childhood Mental Health
About Early Childhood Mental Health at the South Southwest MHTTC
The Infant and Early Childhood Mental Health (IECMH) field has grown out of the recognition that early childhood is the opportune time to promote cognitive, social, and emotional health and prevent or intervene early in mental health challenges. IECMH has been defined as "the developing capacity of the child from birth to 5 years of age to form close and secure adult and peer relationships; experience, manage, and express a full range of emotions; and explore the environment and learn - all in the context of family, community, and culture."1 Early childhood is a critical time for brain development, setting the stage for cognitive, social, and emotional development throughout childhood. The development of infants and young children is intertwined thoroughly with the quality of the caregiving relationships in their lives. There are a variety of well-known risk factors that can negatively impact these relationships and ultimately childrenâs social and emotional development, including prematurity and low birth weight, genetic disorders, exposure to substances, and exposure to violence, abuse, or chronic stress and adversity. Many mental health professionals lack exposure to IECMH or training in the unique competencies needed to identify mental health problems in young children; assess the biological, environmental, and developmental factors at play; develop and implement a service plan that incorporates evidence-based treatment approaches; or collaborate with early childhood systems. While research has shown the effectiveness of addressing mental health challenges early, many families will not receive any intervention until mental health problems worsen.
The South Southwest MHTTC will be working to develop several tools and resources to support professionals working with young children. A series of online learning modules is under development to support licensed mental health providers wanting to learn and expand their skills for working with young children and their families.
The MHTTC is also supporting early childhood caregivers in the use of evidence-based screening tools to identify social emotional challenges and has created a learning collaborative to launch the inclusion of the Incredible Years parenting program within the public mental health system. Staff are also collaborating with stakeholders in Texas to create a consensus-based definition and core competencies for early childhood mental health consultation, setting the stage for the development of additional training resources.
Early Childhood Mental Health Events
Our Early Childhood Mental Health Products
Resources for Early Childhood Education
This product provides resources available to support early childhood educators in their quest to foster and enhance the social-emotional development of children in early childhood education settings. Early childhood educators spend a significant amount of time with children and have opportunities to observe daily behavior and identify and respond to mental health issues. These resources can be used for professional development training, learning collaboratives, or individual personal growth.
Trauma-Informed Care for Child Welfare Professionals
In collaboration with the Childrenâs Commission and the Texas Health and Human Services Commission (HHSC), this document has been created to provide trauma-informed care training resources for child welfare professionals and advocates
Selected Early Childhood Mental Health Resources
- Harvard Universityâs Center for the Developing Child
- Zero to Three
- SAMHSAâs Center of Excellence for Infant and Early Childhood Mental Health Consultation
- SAMHSAâs TA Networkâs Early Childhood Learning Community Webinars
- Alberta Family Wellness Initiativeâs The Brain Story
Connect with Us
1 Ahlers, T., Cohen, J., Duer, J., Oser, C., Stark, D., & Usry, L. (2017). The Basics of Infant and Early Childhood Mental Health: A Briefing Paper. First Three Years. Available at https://www.zerotothree.org/document/936


In second grade, teachers continue to foster childrenâs intellectual, social, and emotional growth. The academic program focuses on solidifying foundational skills while challenging children to think critically and creatively about their learning. Students continue to work in small groups and one-on-one for reading and mathematics, and they become increasingly responsible and independent as they work on individual and group assignments. As the oldest students in the Primary School, second graders begin to emerge as leaders and become more confident advocating for themselves in friendships and social situations. By the end of second grade, students are ready for the transition to third grade and the new challenges of Lower School.


Mantle of the Expert approaches learning and teaching through 'dramatic-inquiry'. It is a form of process drama that uses drama as a learning medium. The aim is to achieve learning outcomes and objectives in an integrated way, stimulating and valorising student ownership, intrinsic motivation and an inquiry-based attitude.
In the 1980s, Dorothy Heathcote MBE (1926-2011) developed the approach during her work at Newcastle University in the UK. The basic idea of MoE is that students are engaged in their school curriculum as if they were a group of experts: they can be scientists in a laboratory, archaeologists excavating a tomb, a rescue team during a natural disaster... Together with the teacher they create an imaginary world in which they are cast as a team of experts working for a (fictitious) client who gives them a commission or assignment. All kinds of learning activities can be linked to that commission.
Bob Selderslaghs did doctoral research into what the method can contribute to art educational settings. He developed the MoE 2.0 methodology, which allows for a healthy balance between the artistic process and product in art education. In this way MoE can be used not only as a learning medium, but also as a learning objective. You can read more about this on the research page.


QuÃ¨ puc hacer?
tipo de documento Arts plÃ stiques, imatge i disseny - ODA-Objecte Digital d'Aprenentatge
Sobre aquest recurs...
Learning object that intends to present some popular children's songs that use dance in their performance
Knowledge type: declarative, procedural
prerequisite knowledge: Knowledge, abilities and attitudes acquired during the First Cycle of Primary Education in the Area of Art education. Vocabulary pertaining to the Arts area.
Learning outcomes: To know some popular children's songs that use dance in their performance
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The purpose of mixing recorded music in stereo is to give you a realistic sense of how the instruments are placed with regard to left and right. Stereos use two speakers, set at a distance from one another, to separate music into left and right channels. By standing in the middle, between the two speakers, you get the stereophonic effect.
In the old days, people were serious about listening to music. During the years between 1960 and 1980, nearly every decent home had a high-fidelity sound system. A home with no record albums was as spiritually bereft as a home with no books or paintings.
Back then, music was an expensive habit. Good stereos were more expensive than color TVs. Stereos were a higher-status possession than televisions. The stereo was in the living room. The TV was in the den with the kidsâ toys. Magazine ads in the 60s and 70s were dominated by cigarettes, alcohol, cars â and stereos. There were more magazine ads for stereos than for color TVs.
The 1980s ushered in VCRs and the era of on-demand video. Suddenly, people didnât care anymore about high-fidelity sound. The new consumer trend was toward compact stereos, with lower sound quality. The music that emerged at the time reflected the publicâs growing impatience with complexity.
The National Association of Music Education says that every music student should have access to a âhigh-quality sound reproduction system capable of utilizing current recording technology,â and access to a wide variety of recorded music. Itâs the first item on a lengthy list of recommendations they publish on their website. What is a âhigh quality sound reproduction system?â First, letâs look at what it isnât. It isnât your phone with a pair of ear-buds. It isnât your home theater system.
A âhigh quality sound reproduction systemâ is a quality stereo amplifier and speakers. An acceptable substitute is an inexpensive set of studio monitors. Some monitors are self-powered, with the audio controls built-in. Non -powered monitors require a receiver or power amp of some kind. A stereo amplifier can play music from a CD player, iPod, computer or phone. CDs and vinyl records (albums and 45 rpm singles) have the best sound quality. You can get full-spectrum sound from vinyl records or high-speed tape. Many people have never heard music in full-spectrum sound, except in movie theaters or live performances.
I have an album, CD or MP3 of just about every song Iâve learned to play. You should have a collection of music on physical media, apart from streaming services or the cloud. You should be able to play your music no matter what. CDs and MP3s make it easy to work with session training apps like The Amazing Slow Downer.
There are still a few places that sell MP3 downloads and CDs. Amazon.com sells MP3 downloads for albums and individual songs under âdigital music.â
Â© 2019, 2020 Greg Varhaug


Phonics have been widely used for approximately 100 years in teaching literacy and is currently the most popular way to teach English reading to children.
The goal of phonics is to enable beginning readers to decode written words by sounding them out and combining them together to form words. This process starts with phonemic awareness and progresses to developing the full ability to read.
Phonics is a method for teaching reading and writing. It involves teaching the reader to hear, identify, and manipulate âphonemesâ.
What are phonemes?
A phoneme is the smallest unique sound in a system of language. These often correspond to the sound of a letter, but not always.
For example the letter âAâ makes the sound /a/ as in âbatâ. However, the letters âTHâ together make a /th/ sound as in âthatâ. To further complicate things, the letters âoughâ can make an /ew/ sound as in âthroughâ.
Learning phonemes is an incremental task that typically builds up your childâs ability to recognize different sound units in writing. Typically simple sounds are taught initially along with related words. Eventually more exceptions are introduced until your childâs ability to read more advanced words improves.
When teaching a child phonemes it is important that you have a good understanding of the sounds you are teaching. For example, the letter âBâ makes a âbâ but if it is stretched out it becomes two phonemes /b/ and /ee/. In practice the /b/ sound should be repeated instead of stretched out. To ensure you are teaching the correct sounds phonetic sound libraries can be found online and may be included in reading programs (such as the Children Learning Reading system).
Another aspect of phonetics is learning how to blend phonemes. Blending involves combing the different phonetic sounds into a word.
Phonetic blending is a separate skill that your child has to learn and is not something that your children will do naturally. Typically a child will learn to recognize letters and be able to say what sounds they make. However, the ability to combine sounds smoothly wonât come initially. However, with continued support it will eventually âclickâ and your child will be blending without thinking about it.
When demonstrating blending to your child be sure to sound out each sound properly. Stretch the sounds out and connect them smoothly and seamlessly.
There are two forms of blending: choppy blending and smooth blending.
Choppy blending involves saying each phoneme sound distinctly and separately. This form of blending is typically used to help your child become aware of the different sounds that make up a word and increase their phonemic awareness. When children first learn to read and sound out words they will likely use choppy blending. At this point they may recognize the sounds and say the word. At other times the actual word they are reading may have to be pronounced for them.
Smooth blending involves connecting each phoneme sound in a smooth manner. Sounds are typically stretched out to illustrate how each sound is connected. The goal is to establish the âconnectionâ between different sounds. Not all phonemes can be stretched out (for example the /k/ sound) in which case choppy blending is used in these cases or simply repeat the sound.
Three approaches to phonics
There are three approaches to phonics which are based on similar principles but involve different methods and strategies. These are:
- Synthetic phonics or inductive phonics
- Analytical phonics or implicit phonics
- Systematic phonics
What is synthetic phonics?
Synthetic phonics (sometimes called inductive phonics) is a phonics method that teaches children how to convert letters into phonemes and then blend the phonemes to form recognizable words.
The word âsyntheticâ refers to the process of âsynthesizingâ words from its individual sounds. It involves interpreting each phoneme and blending them together to form the complete word.
What is analytical phonics?
Analytical phonics (sometimes referred to as implicit phonics) involves teaching reading by having children compare how words look and sound. This allows the children to identify patterns of how words are written and spoken. With this approach children can begin to associate the phonetic sound with different letters or letter combinations.
What is systematic phonics?
Systematic phonics involves using a set of related phonics instruction. This approach includes both synthetic phonics as well as analytical phonics.
This approach is called systematic because the letters and phonemes are taught in a specific order.
Related PagesWhen do kids start reading?
What is phonics
Reading with phonics for children
What is phonemic awareness?
Phonemic awareness activities
Reading comprehension skills


February 27, 2018
What exactly is âAboutitus?â
Itâs our tendency and habit of presenting a subject as bits & pieces, isolated elements, small topics, outside looking in, rather than supporting student role-play in the whole game.
Masters of the Language of Identity encourage learners to be members of a society or field of learning, in other words, Insiders.
Cooks stirring the pot rather than watchers of the pot.
Scribes instead of learning about how to write.
Meterologists instead of learning about weather.
Scientists instead of learning about chemical reactions.
Poets instead of learning about haiku.
Our choice of language communicates inspiration and intention that signals students to choose a frame of mind. True understanding of a discipline involves learning its ways and means through active participation and lucid imagination.
Set out your apprentices to think like a ... Caribbean pirate, SpaceX CEO, biochemist, news anchor, Stoic philosopher, tax analyst, Renaissance oil painter, a younger child.
Be courageous and good: Take a stand against âAboutitis,â today!
Julie Bora, instructor for The Heritage Institute, online continuing education courses for teachers has a B.S. Biology/Pharmacology, M.S.T. Pre-K -6 Elementary Education.
One of Julie's favorite philosophies is:
If you want to build a ship, do not call forth people to collect wood, and do not assign tasks and work. Teach people to long for the beautiful immensity of the endless sea.


Curriculum & Instruction In A Mass Customized Learning Environment Where Each Learner Counts!
The Pequea Valley School District Curriculum Is Aligned with the Revised 2014 Pennsylvania Academic Core Standards. Copies of All Pa Core Standards and Framework Documents Are Available Through the Pa Standards Aligned System (Sas). Click Here to View.
Elementary ELA Curriculum
Core Knowledge Language Arts (CKLA)
CKLA is a comprehensive language arts program designed to teach skills in reading, writing, listening and speaking. CKLA will build knowledge and skills including vocabulary through literature, history geography and science. Please click below to see the units of study included in our CKLA curriculum.
PA Core Standards
The Pennsylvania Core Standards Drive Our Program and Describe What Students Should Know and Be Able to Do As They Progress Through Our Curriculum Program. The Five Categories of Standards Provided by Pde Are Foundational Skills, Reading Informational Text, Reading Literature, Writing and Speaking and Listening. Please Click Below to Explore Details About These Standards.
Elementary Math Curriculum
Eureka Math Squared Is a Revolutionary Math Program Designed to Ensure That Students Move Beyond Rote Memorization to Build Enduring Math Knowledge. Eureka Math Takes Consistent Math Models, Rigor to Support the Productive Struggle, and Coherence Across Lessons, Modules, and Grades - It Adds a New Level of Flexibility and Accessibility As Well As Visibility into Student Understanding to Make Math Instruction Exponentially More Teachable and Engaging.
PA Core Standards
The Pennsylvania Core Standards drive our program and describe what students should know and be able to do as they progress through our curriculum program. The four categories of standards provided by PDE are Numbers and Operations, Algebraic Concepts, Geometry and Measurement, Data and Probability. Please click below to explore details about these standards.
Assistant SuperintendentDr. Richard D. Eby717-768-5590Administrative AssistantDawn Twardowski


Technology and Design is a constantly evolving subject, providing opportunities for all pupils to apply creativity, scientific knowledge and numeracy skills to real world design situations. Technology and Design is concerned primarily with the design and manufacture of high quality technological products. Every design is influenced by external factors such as consumer demands, human needs, environmental impact and the design context.
At Key Stage 3, pupils study a range projects which provide the experience of working with materials and a variety of processes â
Year 8 â Health and Safety , Key Fob , Disney Decoration, Stationary project, Graphics Module, Focus tasks âCommunicationâ, Focus Task âEvalautiionâ, Computer Aided Design, Pneumatics
Year 9 â Health and Safety, Night Safe project, Graphics Module, Bird House, Ipad holder Focus tasks âCommunicationâ, Focus Task âEvalautiionâ, Computer Aided Design, Pneumatics.
Year 10 âHealth and Safety, Personal Light âCAD/CAMâ, Coat hook, Packaging Project Pneumatics, Graphics Module, Focus tasks
Students have the option to continue their studies into GCSE following the Product design course. At GCSE, 50% of the course is completed and awarded through controlled assessment tasks. Students can study Technology and Design at A2 Level. We encourage our students to reach their full potential and become confident and responsible in solving real world problems in response to a âgenuine clientsââ needs.
We also provide a vocational route within the offer for the pupils whereby they can complete a âConstructionâ Level2 in Occupational studies. This area of learning focuses on mainly practical skills and allows pupils to sample a career route within trades while achieving a meaningful qualification.
Mr D Simpson
Mr D Cupples
Mr M Gannon
Mrs R OâCallaghan
Mr M McClean
Mr G Pickering
Mr S Gorman


Author ORCID Identifier
- Lu - https://orcid.org/0000-0003-1719-2865
- Cooper - https://orcid.org/0000-0001-6423-5317
- Hsieh â https://orcid.org/0000-0002-9261-352X
Presently, East Asians and Asian Americans are facing waves of discrimination and challenges over increased incidents of hatred and prejudice due to the COVID-19 pandemic and its origination from China (Balvaneda et al., 2020). The New York Police Department recorded hate crimes against Asians at a rate of 8 times higher in 2020 than in 2019 (Asian American Bar Association of New York & Paul, Weiss, 2021).1 A nonprofit organization, Stop AAPI Hate, reported in May 2021 a total of 6,603 hate incidents targeting Asian Americans nationwide since March 2020 (Jeung et al., 2021).2 The massacre of six Asian American women in Atlanta on March 19, 2021, is just one example of many.
Hsieh, K, Cooper, Y., & Lu, L. F. (2022). Voice for the voiceless: Responding to racial pandemic through art. Art Education, 75(3), 18-23. https://doi.org/10.1080/00043125.2022.2027726
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Available for download on Saturday, October 28, 2023


Our curriculum intent applies to all our young people, regardless of background, gender, sexual orientation or ability. As a school, and department, we are absolutely committed that the opportunities we plan for and implement ensure that each student can reach and exceed their potential.
To ensure that regardless of background students receive a rich and meaningful mathematics education. Enabling students to become numerate adults who are able to fully participate in society and the democratic process.
The Mathematics departmentâs main aim is to help students develop their mathematical knowledge and skills using an ambitious 5-year curriculum, progressing from Key Stage 2 and preparing each individual to become confident mathematicians for post-Key Stage 4 opportunities, including aspirational next steps in education, employment or training which will support their future careers.
Our students will develop a life-long love of learning of maths through a curriculum that is fully inclusive, expertly delivered and meets the needs of all students irrespective of ability and background.
Pupils will learn how to problem-solve, work in a methodical way, think logically, build resilience and work both independently and collaboratively. The curriculum will support the mathematics content in other curriculum subjects.
Both literacy and numeracy skills are fed through our curriculum allowing pupils to focus on precise subject specific language and skills needed to make sense and interpret real-life situations.
Knowledge and skills:
Through our curriculum, students:
- Become fluent in the basic principles of mathematics through diverse and regular practice which, over time, builds up to increasingly challenging problems.
- Are able to recall and apply knowledge quickly and correctly.
- Solve problems by applying mathematical concepts, and break down multi-layered problems using a step-by-step approach.
- Develop perseverance and resilience when faced with challenge to produce confident mathematicians.
- Communicate, argue, justify and prove using mathematical language.
- Learn to self-regulate and work independently as well as collaboratively
- Better understand the world around them by applying skills acquired in lessons from different topics and subjects.


How to Propagate Russian Olive Trees
Elaeagnus angustifolia, commonly known as the Russian olive or oleaster, is hardy in USDA plant hardiness zones 3a through 8b. The Russian olive tree can grow to be 20 feet tall. With attractive, silver and gray elongated foliage, Russian olive trees are moderately easy to propagate if you prepare ahead of time and are willing to be patient. Ensuring a humid environment and carefully monitoring your cuttings is critical for success.
Begin the propagation process in the winter, after the Russian olive tree has gone dormant for the season and the wood of the tree is at least 1 year old. Called hardwood cuttings, roots will form more easily for this particular tree.
Prepare a growing container that consists of two small boxes of the same size. The lower box needs a drainage hole, and the top box needs a glass or plexiglass window. The top box will rest on the lower one, creating a humid environment ideal for starting cuttings.
Fill the growing container base with a growing medium composed of equal parts peat moss and sand.
Cut a stem from your Russian olive tree. The stem should be 28 to 30 inches long. Measure up to 10 inches from the tip of the branch and make the first cut. Then measure 4 to 8 more inches and cut again. This piece in the middle of the branch is called a simple or straight cutting. Do not use the lower third or upper third, as these pieces will not root as easily for the Russian olive.
Pour some hormone powder, an auxin compound available at garden centers, on clean wax paper. You will discard the unused portion left on the wax paper to avoid spreading infection to future cuttings.
Create a hole in the rooting medium that will accommodate the cutting and prevent the auxin compound from being removed as you plant.
Dip the lower 1-1/2 to 2 inches into the auxin compound. Shake off the excess powder.
Plant the cutting in the prepared hole and water completely until the cutting is firmly placed in the medium.
Place the grow box in indirect light in temperatures of between 60 and 65 degrees Fahrenheit.
Put the cover on the lower box to retain moisture, and check it daily. The rooting medium should be evenly moist but not soaked.
Tug gently on the cutting periodically to check for root formation. It could take up to three months to form a stable root system. A gentle resistance tells you roots are forming.
Transplant the cutting into a 4-inch-diameter pot filled with quality potting soil when it has three roots that are 1/2 inch long.
Desirae Roy began writing in 2009. After earning certification as an interpreter for the deaf, Roy earned a Bachelor of Arts in elementary education from Eastern Washington University. Part of her general studies included a botany course leading to a passion for the natural world.