BAKU, Azerbaijan — Prior to the Soviet period of Azerbaijan’s history (1945-1991) the nation’s education system featured a strong emphasis on Islamic training. The religious component of schooling was considered extremely important, with students usually beginning their formal religious training around age five in institutions with close links to mosques. Secular elementary schools for Azerbaijanis did not begin appearing until the late nineteenth century. Most Azerbaijani children did not have access to education throughout this early period, and, as a result, the country’s literacy rate was low—particularly among women, few of whom were permitted to attend classes.
During the subsequent Soviet era, the education system in Azerbaijan underwent dramatic improvements. The system became modeled after that of Moscow’s, imposing state control of every educational institution. Literacy rates and education levels skyrocketed, even with complete changes in the script from Arabic to Latin to Cyrillic.
Since gaining independence, Azerbaijan has implemented few structural changes to its education system other than changing the script to a modified-Latin alphabet in lieu of Cyrillic. According to UNICEF, the total adult literacy rate between 2008 and 2012 was 99.8 percent, and the primary school enrollment ratio was 87.3 percent. The Azerbaijani education system is divided into three main levels: primary school, general secondary school and full secondary school, followed by higher education or vocational training. Students generally begin their schooling at the age of six, and each institution must follow a specific educational curriculum. Classes generally start in September of each year and continue until May. Azerbaijani is emphasized as the primary language of instruction, with Russian and English often taught as second languages. The Ministry of Education of Azerbaijan oversees the nation’s education system and regulates any new developments.
Primary education in Azerbaijan generally begins for students at the age of six and spans the first four years of their schooling. The primary school curriculum emphasizes the importance of reading, writing and computing. It also aims to help students develop basic understandings about society and the ability to use logical reasoning. The net enrollment ratio for primary school participation between 2008 and 2012 was 88.4 percent for boys and 86 percent for girls, while the respective net attendance ratios for that same time period were 73.8 percent and 72.4 percent.
General secondary education is compulsory and covers the fifth through ninth years of schooling and ages 10 to 14. The main objectives of general secondary school include developing proficient writing skills, using oral speech to present ideas and exchange information, strengthening logical thinking abilities and using modern technologies and communication tools to facilitate learning. All students are formally evaluated at the end of their general secondary schooling, and those who successfully pass receive a certificate that indicates their candidacy to proceed to the next level of education. The net enrollment ratio for secondary school participation between 2008 and 2012 was 87.1 percent for boys and 84.9 percent for girls, and the respective attendance ratios were 82.8 percent and 82 percent.
Full secondary education comprises the 10th through 11th years of classes and ages 15 to 16. It is during full secondary schooling that students may begin the specialization of their individual educational track. Broad areas of specialization include technical, humanitarian and natural subjects. Students are also expected to gain proficient communication skills in one or more foreign languages. As with general secondary schooling, a final assessment is given at the end of each student’s full secondary education to determine his or her eligibility to continue on to higher education. Successful students receive a state certificate of education upon graduation.
Institutions of higher education in Azerbaijan include both private and state institutions such as universities, academies, colleges, institutes and conservatoires. Institutions can decide which approach they will take to educating their students, choose the precise contents of their curricula and create academic plans for each area of study. An important reform of the higher education system began in 2009, when Azerbaijan began implementing the State Programme on Reforms in the Higher Education System of the Republic of Azerbaijan. Aims of this reform are aligning the country’s higher education with the European Education area and changing its content to fit with the Bologna Process, which it joined in 2005. Resulting developments have included creating a program to improve teachers’ skills and provide retraining in particular fields abroad as well as expanding an existing program that motivates young specialists to find employment in rural areas.
– Shenel Ozisik
Sources: Baku Education Information Center, EACEA, Euro Education, UNICEF
Photo: Didier Ruef


Bridging The Gap In Learning Amidst The COVID-19 Pandemic
There is no denying that the COVID-19 pandemic has still put education in a challenging position more than a year after the first breakouts and imposed lockdowns. Lots of schools are either still on lockdown or with a limited capacity. As a result, this has created ripples of effect on the quality of the learning process.
As with any other subjects, this pandemic has affected math learners; several assessments suggest a learning gap in math. Meaning, there are certain areas in Mathematics that children should have learned already, if not with this pandemic. But all is not lost. Remote tutoring proves to be bridging this gap.
A remote math tutor, Saugus, CA, provided by Santa Clarita In-home Tutoring is one good example that, indeed, pandemic, cannot trample our desire for our children to learn. Just like in a face-to-face setup, a remote tutor can offer a top-notch quality learning process.
Here are some strategies used by a remote math tutor, Saugus, CA, for the teaching to become effective.
Video communication tools
Remote tutors use video communication tools such as Zoom and Google Classroom as discussions with visual elements are highly effective to get the message across. Children are visual learners, and remote tutors understand that.
Interactive math problem-solving tools
There are plenty of apps dedicated to mathematics that remote tutors use for interactive problem-solving exercises, such as Chalkboard Math and DragonBox Algebra. Such applications help students refine their skills in Math. They are a lot of fun to use as well.
Cloud storage and services
Students can easily submit math exercises to their tutors for checking through cloud storage, such as Google Drive and Dropbox. Google Docs, for instance, allows both students and teachers to check on the documents at the same time. Cloud storage and related services make the learning process a lot easier despite the physical distance barrier.
Online looking for a reputable remote math tutor, Saugus, CA? Contact us here at Santa Clarita In-Home Tutoring.
Please call us at (661) 977-1629.


The MS in education program provides concentrations in instructing literacy and language, instructing college students with special wants, or educational management. Students within the college’s on-line grasp of schooling program can graduate with either a grasp of training in curriculum and instruction or a grasp of education in schooling coverage, organization, and leadership. Each of those programs provides 4 focus options, together with range and fairness in education, studying design and management, and world studies in training.
Admission right into a master’s-degree program typically requires a bachelor’s diploma (BS, BA, or B.Ed.) in schooling or in the specific area by which the teacher can be instructing, and several years’ expertise in an educational or mental well being setting. An online grasp’s can provide nice flexibility to students who want to advance their careers or obtain instructor certification by way of a state-accredited program. Online master of education schemes often emulate the on-campus experience; lectures may involve live streaming videos of the teacher with real-time interaction with the category through chat or video conferencing. Some packages additionally provide social technologies that enable college students to work together with classmates in a collaborative online environment. A grasp’s in training primarily serves people who already have an undergraduate diploma in training and some educating experience. The diploma focuses on the practical utility of recent abilities and techniques inside a specific concentration.
These specialists also present lessons on utilizing know-how and conducting analysis. They usually assist academics with special research tasks and classes related to media literacy. Most states require that college librarians earn a grasp’s degree, similar to a master’s in education. Education applications may offer various kinds of degrees, corresponding to a grasp of arts, master of science, grasp’s in instructing online, or grasp of education. Purdue offers both a master of arts in teaching and a master of science in schooling. The MA in educating program doesn’t result in educating licensure, as an alternative catering to practicing educators.
Principals rent teachers, set class schedules, and consider workers efficiency. They also counsel and self-discipline students and communicate with dad and mom about behavioral or tutorial considerations. Principals need a grasp’s diploma and classroom instructing expertise. Teachers who often improve their expertise and knowledge can higher serve their college students. Many lecturers seek a grasp’s in education online, which supplies in-depth research of a selected side of schooling, examines the newest analysis-based mostly schooling practices, and prepares graduates for management and administrative roles. Students in this system acquire the talents to considerably improve studying and efficiency outcomes of their organizations. VIU’s graduate program is enriched with faculty administration, educational psychology and academic research teachings that present students the foundational building blocks to become innovative leaders in the school system.
This major is designed usually for preparation to enter academic careers in faculties, including classroom educating. The Master of Arts in Teaching degree is a popular possibility for potential or current academics who want to develop instructional methods and abilities and/or construct their content-space expertise, similar to in math or English language studying. Some MAT packages present a path to preliminary certification and are particularly meant for profession switchers who have already got a bachelor’s diploma in one other subject. On the degree conferred, this may be represented as a Master of Arts in Teaching-Secondary English as a Second Language or a Master of Arts in Teaching-Elementary Education, just to take two examples out of many prospects.
The superintendent degree in educational administration typically requires doctoral-degree work to be completed. Another concern is that most states require persevering with course work in order for counselors to keep up their licensure.
The MAT is usually encountered as a web-based master’s in education program. The time it takes to earn a Master of Arts in Teaching can range extensively, though 25 to forty five credit score hours is frequent.
Many colleges supply a master’s in instructing to students who don’t have a educating license. Principals function the chief administrative officer for their school. They manage the school finances and plan for normal and preventative maintenance.
You’ll apply directly to a type of five Programs, but our residential Ed.M. curriculum has two different key pillars – Foundations and Concentrations. School librarians assist students discover studying supplies and analysis new materials to purchase.


Like the rest of the world, India has continued to combat the deadly COVID-19 virus for over a year. However, in April 2021, the nation was suddenly swept by a surge in COVID cases. New daily coronavirus cases have hit global records, surpassing 400,000 on May 1. Deaths have soared past 3,000 per day. Hospitals are turning away patients and running short of beds, oxygen, and COVID-19 medications. GAVI has titled the second wave of COVID-19 in India as an unfolding humanitarian crisis.
As a product of Indian immigrants, I fear for my family in India each day and the state of their health and their safety as the virus continues to evolve and devastate all in its path. In Indian culture, education is something that is highly valued and respected at all levels. Unfortunately, as a result of COVID-19, according to UNICEF, over 168 million children globally have been out of school for almost a full year.
Ensuring that all children and youth in India had access to quality, inclusive, and equitable education was already an issue that has only been exacerbated as a result of COVID-19, especially for women and girls. According to UNICEF, an estimated 6.1 million children out of school in 2014 reduced from 13.46 million in 2006. Out of 100 students, 29 percent of girls and boys drop out of school before completing the full cycle of elementary education, and often they are the most marginalized children. Around 50% of adolescents do not complete secondary education, with approximately 20 million children not attending pre-school. While these are improvements and much is left to be done, this is simply not enough and the data shows that the schooling rates are worse than ever due to this pandemic.
How can you and education advocates around the globe help India and its aspiring learners?
- Invest in education by giving: there are several organizations around the world that work each day to ensure that students in humanitarian and crisis-affected settings are supported and able to learn. A list of organizations to donate to include:
- The Global Campaign for Education – US
- The Akansha Foundation
- Oxfam India
- Others via GiveIndia
- Help frontline heroes: without a doubt, health workers have been heroes during this pandemic regardless of location in the world. Here are organizations providing direct COVID relief in India by distributing necessary medical supplies including oxygen tanks, masks, and psychological support for health care workers:
- Direct Relief
- Association for India’s Development
- The American India Foundation
- The Indian Red Cross Society
- Khalsa Aid
- SEWA International
- Urge your members of Congress to provide support to India in any way possible. To find your member of Congress, see here.
- Raise your voice on social media. A simple retweet or repost can make a difference and allow someone to learn about the dire situation in India. Follow GCE-US socials for more information and ways you can advocate for all children and youth in India and around the world.
LinkedIn: The Global Campaign for Education - US
Facebook: The Global Campaign for Education - US
Subscribe for GCE-US action alerts
Together, let us ensure that the world is safe and healthy. In the wise words of Woodrow T. Wilson, “we cannot be separated or divided in purpose. We stand together until the end.” Please check in on your Indian friends and colleagues at this time and provide them the support and love that they need.
Learn more about: Education in Emergencies
Shruti Nallappa graduated with a degree in Global Affairs, a minor in Korean Studies, and dual concentrations in Global Governance and Human Security from George Mason University in December 2019. At the Global Campaign for Education - US (GCE-US), she is the Senior Fellow, where she assists with many of the organization's needs including social media presence, communications, engagement, public policy, and advocacy work. As a Senior Fellow, she hopes to gain knowledge about improving education at both an international and domestic level and the steps necessary in order to implement quality education policies. Shruti previously served as an intern for Congressman Hakeem Jeffries (NY-08) in Washington, D.C. where she worked closely with the Legislative Director and Foreign Affairs staff. She has also studied at George Mason University Korea and the University of Oxford in England where she obtained a certificate in history, politics, and society. Shruti is now pursuing her graduate studies at The George Washington University where she will be obtaining an MA in International Affairs with a focus on the Africa region and humanitarian assistance.


Environmental racism: an overlooked facet of climate crisis
By Rider University Eco-Rep, Kayelena Brimage
Originally Published: October 13, 2021
If I were to ask you, what are the tools that every human needs to survive? You would likely say food, water, air and shelter. What if I told you that millions of people of color in low-income communities do not have convenient and affordable access to healthy food options, clean water and air and safe housing? Contaminated water in Flint, Michigan. Black Snow in Pahokee, Florida. “Cancer Alley” in New Orleans, Louisiana. These are all examples of environmental racism, a form of systemic racism where communities of color are disproportionately burdened with man-made health hazards through policies and practices which force them to live near sources of toxic waste such as landfills, power plants and/or work on the frontline positions that expose them to hazardous conditions on a regular basis.
The COVID-19 crisis, among other impacts, has become an example of environmental racism by magnifying racial inequality and hitting underserved communities the hardest. Residents in these communities have been contracting and dying from the disease at disproportionate rates. Black communities are overrepresented as frontline workers and face an increased risk of exposure. According to an early study done by the Harvard T.H. Chan School of Public Health, when living near a power plant or landfill, residents are at risk for COVID-19 and are more likely to contract it. When breathing in industrial toxins, there is more of a possibility to catch COVID-19. Communities of color experience significantly higher rates of exposure to endocrine-disrupting chemicals (EDCs), which exist in toxic waste and air pollution and have been linked to higher rates of diabetes for Black people. Contracting COVID-19 on top of being diabetic will create worse complications.
You may be wondering why people don’t just leave these areas if they live near such hazardous waste.
Property values are low in urban, industrial areas, which makes them more affordable. It is also what is already being sold to Black communities. Many policies have acted alongside financial factors to sell these more dangerous, hazardous, low-cost areas to people of color yet keep them far away from wealthier, predominantly white neighborhoods. According to Casey Berkovitz, the senior communications associate at the Century Foundation, wealth disparities have allowed white Americans to buy homes while the forces of segregation have, in many cases, prevented Black Americans from doing the same. Leaving communities of color in areas that face greater environmental harms and are more vulnerable to natural disasters and residential segregation creates systemic barriers that make it harder for individuals to move to less environmentally harmful areas.
“Working as an essential worker with Waste Management during the shutdown from the pandemic was really scary, but I had to work to keep the lights on in the house. I was one of the very fortunate people who luckily was not out of a job even though I was on the front line of a very serious pandemic,” Waste Management worker James Brimage said.
It is important to educate people who are not living in these polluted areas and work toward changing a system that has unfairly impacted communities of color for centuries. It’s time to pave a new path, one that allows people of color to build generational wealth and not be kept back by the system.
We need environmental justice because it is a basic human right that allows everyone to cast important decisions about their lives. Without this, many people are made victims of the plans and ambitions of others.
“Everyone should be treated equally, but we all know that hasn’t been the case. What is going to impact the lives of so many people is us. We are the change and we are the generation of change, and it needs to start in communities like Flint who need our help fighting against these powerful companies,” said senior elementary education major Ellie Hyland.
Over the last few years, Rider has made a concerted effort to elevate conversations related to social justice issues. Rider Broncs’ Environmental Social Justice Team (B.E.S.T.) is a new service-learning program that explores the laws, regulations and policies that contribute to environmental racism in local communities surrounding our campus and around the world. For more information about this program, email email@example.com.
As Barack Obama once said, “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.”


School Therapy Dog
'Eden helps students to relax, reduces their stress levels and supports them to talk through how they feel. Eden has had a transformative effect and really boosted the confidence of some of our students - she is an asset to our team and loved by our school community!' - Mr Eason, Designated Safeguarding Lead
Eden was born on Saturday 1st June 2019. She is a cockapoo who is in training to become our school dog and is set to become an integral part of our school community. Rigorous research has been carried out to ensure that we have selected the most suitable breed of dog for our school, pupils and staff. We have chosen to have a cockapoo. Research shows that cockapoos are people-oriented, are intelligent enough to train easily, hardly shed, forgive quickly, and are very affectionate. Prior to purchasing Eden, Ms Jenkins visited the home of the breeder to ensure that the puppy’s temperament and that of its parents, was suitable for interaction with children. Eden now lives with Ms Jenkins and has already begun her first set of puppy classes and in time, we plan to include specialist training in order for her to fulfil her special role.
How could Eden improve my daughter’s experience at this school?
The presence of a dog in an educational setting can support cognitive development: concentration, attention, motivation, and relaxation and helps reduce high stress levels, which inhibit effective learning and performance. She can help develop many essential characteristics that we would all like to improve in our children in areas such as:
Reading and literacy development. Research has shown that reading aloud to dogs can help students develop literacy skills and build confidence, through both the calming effect of a dog’s presence as well as the fact that a dog will listen to a student read without judgement.
Emotional and mental health development. As your daughter enters adolescence she may have a higher need for emotional support. Studies have shown that school dogs can improve self-esteem, and improve mental health. Stroking a dog can elevate levels of serotonin and dopamine, which leads to calm and relaxed state. A school dog can promote self-esteem; reduce anxiety and improve self-worth. She will be a friend to anyone who needs one.
Physical development. Interaction with a school dog reduces blood pressure, provides tactile stimulation, assists with pain management, gives motivation to move, walk and stimulates the senses.
Social development. A school dog will provide positive mutual topics for discussion; she will encourage responsibility and focused interaction with others. A school dog will also increase the sense of community within our school and will help different year groups interact.


NWEA is a research-based, not-for-profit organization that supports students and educators worldwide by creating assessment solutions that precisely measure growth and proficiency—and provide insights to help tailor instruction.
MAP Fluency is an online adaptive assessment that measures students’ oral reading fluency, literal comprehension and foundational skills. It uses advanced technology to enable a group of students to be tested in the lab at one time. These assessments automatically record and score each student and provide our teachers with useful instructional data. The MAP Fluency assessments take about 20-30 minutes to complete. Teachers may also listen to a recording of the student’s oral reading to help them identify any areas the student may be struggling with reading fluency.
Like MAP Fluency, MAP Growth is a norm-referenced online adaptive assessment. This means that the questions change to meet each and every student where he or she is performing academically. The data we receive from MAP Growth informs us of the students’ proficiency and growth in comparison with millions of other students nationwide and is invaluable in helping us to determine school, grade level, classroom, and individual student strengths and weaknesses. As NWEA states, MAP Growth “provides teachers with accurate, and actionable evidence to help target instruction for each student or group of students regardless of how far above or below they are from their grade level.” Sharon Elementary students take this assessment three times a year in grades K-2 (fall, winter, and spring) and twice a year in grades 3-5 (fall and winter). The data is then reviewed and disaggregated by each grade level to aid us in making the best curricular and instructional choices possible for our students.
In accordance with the BIll SEA 217, Sharon Elementary will universally screen all K-2 students to determine which students may have risk factors for dyslexia. Dyslexia is a reading disorder that involves difficulty in learning to read or interpret words and letters, but is not a reflection of a child’s intelligence or IQ level. All K-2 students will be given the following assessments as a universal screener; NWEA MAP Reading, NWEA MAP Fluency, Letter Identification, Arkansas Rapid Reader and Words Their Way encoding spelling test. If a student does not meet certain benchmark levels on these assessments, then a Level 1 or 2 Screener may be conducted with parent permission. If it is determined that a student is “at-risk” for dyslexia, the student will receive interventions at school.


Education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to give them strong foundational skills that will allow them to learn throughout their careers and their lives. Despite big global gains in access to education, many children around the world are leaving school unequipped with even foundational literacy and numeracy skills, let alone higher-order 21st-century skills. Many middle-income countries lag far behind as well.
Please join us to a presentation on “LEARNING to Realize Education’s Promise,” the topic of the World Bank’s World Development Report 2018, co-hosted by the World Bank, the Belgian Development Cooperation, the European Commission and Educaid.be.


This course focuses on the flavours, aromas, cooking techniques, foods, and cultural traditions of world cuisines. Students will explore the origins of and developments in diverse food traditions. They will demonstrate the ability to cook with ingredients and equipment from a variety of cultures, compare food-related etiquette in many countries and cultures, and explain how Canadian food choices and traditions have been influenced by other cultures. Students will develop practical skills and apply social science research methods while investigating foods and food practices from around the world.
Food and Culture
Course Code: HFC3M
Course Type: University
Credit Value: 1
Unit 1: Research and Inquiry Skills
A1. Exploring: explore topics related to food and culture, and formulate questions to guide their research;
A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;
A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;
A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
Unit 2: Culture, Foods, and Food Practices
B1. Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures; B2. Food Guidelines: demonstrate an understanding of the key recommendations in Canada’s Food Guide and the food and nutrition guidelines of other countries; B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food.
Unit 3: Foods and Flavours
C1. Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries;
C2. Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;
C3. Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with cuisines of various countries/cultures.
Unit 4: Food-Preparation Skills
D1. Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;
D2. Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;
D3. Food Preparation: demonstrate skills used in food preparation in various countries/cultures;
D4. Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation


The individual child and the child-oriented environment at The Sandbox Early Childhood Learning Center make up our early childhood curriculum. This curriculum approach is based on The Creative Curriculum developed by Diane Trister-Dodge. Big Ideas and child-initiated topics set the tone for lessons that are relevant to a child’s world. Our curriculum encompasses all areas of child development: social emotional, physical, and cognitive areas. Our outdoor daycare areas are enhanced with a focus on nature and caring for all living things, as well as active physical play. We encourage creativity and doing something different for the sheer fun of it!
Knowing how children develop and learn is the basis for planning curriculum, selecting materials, and guiding children’s learning. By knowing, we mean appreciating general patterns of growth in all children as well as the differences you will certainly encounter among individual children. The Creative Curriculum translates new research and theory from the field of early childhood education into a practical, easy-to-understand approach to working with children and their families. It is a comprehensive curriculum with a clear organizational structure and a particular focus on interest areas.The Creative Curriculum enhances social/emotional, physical, cognitive, and language development. Goals and objectives for each of these developmental areas are organized into The Creative Curriculum Developmental Continuum.
The Creative Curriculum balances both teacher-directed and child-initiated learning, with an emphasis on responding to children’s learning styles and building on their strengths and interests. This curricula applies the latest theory and research on best practices in teaching and learning and the content standards developed by states and professional organizations. While maintaining an environmentally-based approach it clearly defines the teacher’s vital role in connecting content, teaching, and learning for preschool children. It features goals and objectives linked directly to our valid and reliable assessment instrument, Teaching Strategies Gold.
Teaching Strategies Gold
The authentic, ongoing observation-based assessment system, Teaching Strategies Gold, assesses key elements that research indicates are most predictive of school success in the areas of social–emotional, physical, cognitive, and language development, as well as learning in literacy and mathematics. The system also includes objectives to help teachers plan instruction.


Mrs. Banham’s Grade 6 class at École Sir John A Macdonald Public School enjoys a positive ongoing collaboration with their Kindergarten Learning Buddies.
Each week, the oldest students at the school join the youngest for a different learning task, from letter writing to visual art activities to coding on Chromebooks. Students in both classes look forward to this weekly interaction and relationships build throughout the school year.
In January 2019, these Grade 6 students had a chance to experience kindergarten learning through play. Students joined their Kindergarten counterparts for a morning of interactive, collaborative games focused on developing literacy and numeracy skills and critical thinking. Kindergarten students played the role of both teacher and learner as they demonstrated the board games they knew to their Grade 6 pals, then learned new ones from their older Buddies. Partners rotated through different stations to get a taste of a wide variety of skills and collaboration was the goal for all involved.
Interacting with their Kindergarten Learning Buddies provides the Grade 6 students with ongoing opportunities for creative collaboration for both students and teachers while developing empathy and understanding. It offers Grade 6 students the chance to build leadership skills and allows our Kindergarten students to develop trust and confidence with their older buddies. Through this collaboration, all students benefit from the chance to practice a wide variety of skills and find ways to work together towards common, creative goals.


Dolly Parton believes that if you can read, you can do anything. To make that possible, she started the Dolly Parton Imagination Library, a book gifting program. The Dolly Parton Imagination Library mails one high quality and age-appropriate book a month to the home of children birth to age five years old. These books are hand selected by a committee of early childhood experts to be age-appropriate and align with the child’s developmental needs. The first book is always the children’s classic The Little Engine that Could. Best of all it is a free gift to your child through our partnership with local organizations! There is no cost or obligation to your family.
As of January 2023, 199,703,329 total books have been gifted worldwide since inception. The program in Oldham County started in April 2022 and there are currently 749 children in Oldham County receiving books through the program
Families living in zip codes 40014 and 40031 with children birth to five years old are eligible for the program. Signing up is easy! Visit the following website to check availability in your area: https://imaginationlibrary.com/check-availability/
The following organizations made donations to launch the program: the Early Childhood Council Inc, Oldham County Regional Collaborative, Oldham County Public Library and Oldham County Educational Foundation Grant, Guns and Hoses and Tim Barnard, in honor of his wife Cathy Barnard (Mrs. Barnard was a lover of children and reading as well as a long-time educator and Principal of La Grange Elementary.)
In order to fully fund the program for all Oldham County children, more donations are needed. The Dolly Parton Library is searching for more funding sources to continue growing the program and provide opportunities for Oldham County children to build and access a home library.
Why and how to donate?
Research shows that children who have books in their home have enhanced literacy, positive attitudes about reading, are motivated to read and have increased opportunities for caregiver reading. Long term results report children have increased literacy skills and are ready for kindergarten.
All donations from individuals or organizations to the Oldham County Dolly Parton Affiliate will be matched by a donation from the Collaborative Center for Literacy Development (CCLD) at the University of Kentucky. The CCLD of UK will contribute a matching donation to every dollar given regardless of the amount. A $125 donation will be matched by a $125 CCLD donation and will support two children to receive 60 books over five years. A $1000 donation will be matched by CCLD and will support 16 kids to receive 60 books in total; received once a month for five years. The Dollywood Foundation purchases these books at a significantly lower cost with these contributions.


Are learning targets effective?
Your administrators my expect to see learning targets in your lesson plans or on your board during walkthroughs. But, the bottom line is that sharing and actively using learning targets in your class helps students’ confidence, motivation, and effectiveness.
Why do learning targets need to be identified?
Learning targets guide teachers on what they are to teach and students on what they are to learn. Most important, teachers use learning targets to determine what behavior they should be looking for as students demonstrate their level of knowledge and skill.
What are knowledge targets?
Know, list, identify, understand, explain “Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or content area… These targets form the foundation for each of the other types of learning targets.” Reading Foundational Skills: Grade 1.1.
What are essential learning targets?
Learning targets are short term goals or statements. Your learning targets should clearly state what you expect students to know and be able to do at the end of the lesson(s).
How do you develop success criteria?
According to Clarke, defining process success criteria for students helps them do these six things:
- Ensure appropriate focus.
- Provide opportunity to clarify their understanding.
- Identify success for themselves.
- Begin to identify where the difficulties lie.
- Discuss how they will improve.
- Monitor their own progress.
What is best method?
The best method is one that is neither teacher-centered nor student-centered, but learning-centered, exploiting the best of available resources, making maximal use of imagination in guiding students through the learning process, and captivating their attention and motivation for fuller self-learning.
Are learning targets and objectives the same?
A learning target is not an instructional objective. We write learning targets from the students’ point of view and share them throughout today’s lesson so that students can use them to guide their own learning.
What are learning targets and success criteria?
Learning Target: What we want students to know and be able to do as a result of the daily lesson. A target is measurable and in support of unit goals and standards. Success Criteria: What it will look and sound like, for both teacher and student, if the student hits the lesson learning target.
What are clear learning targets?
The Clear Learning Targets are documents that should drive the teaching and learning process. When administrators, teachers, parents, and students are clear about the intended learning, everyone owns the learning process.
What are the types of learning targets?
Three Types of Learning Targets
- 1) Learning Goal Targets. Learning goal targets are statements of the knowledge and skills students need to demonstrate mastery of a standard.
- 2) Foundational Targets.
- 3) Cognitively Complex Targets.
How do you clarify learning targets?
- Recognize if the formative assessment adequately covers and samples what we taught.
- Correctly identify what students know/don’t know, and their level of achievement.
- Plan the next steps in instruction.
- Give meaningful descriptive feedback to students.


A Critical Thinking Book
A powerful critical thinking book teaches practical common sense problem solving, decision making and critical thinking skills to save money, time and reduce stress. NEW! Critical Thinking Skills for Students
If you like what you have learned on this website about critical thinking, problem solving and decision making and have children, then consider this:
Why does your child need Critical Thinking Skills?
There are several answers to this question:
• To make wise decisions in his or her life.
• To put him/her on the path to knowledge.
• To learn how to approach problems logically and confidently.
• To balance using both the right and left sides of his/her brain.
And we are only getting started!
More reasons Critical Thinking Keys are needed:
• Critical thinking is a foundational skill every child/young adult needs.
• Many of our high schools and colleges don’t teach these skills.
• Most critical thinking books don’t teach practical skills.
• The school of hard knocks teaches these skills but at a high price.
• Critically thinking skills improve confidence and reduces self-doubt.
Great for Homeschool Students! |
The Re-Discovery of Common Sense is designed for Ages 14 to adult.
• Basic social and life skills have been learned (or at least should have!)
• Basic reading, writing and arithmetic skills have been learned.
• Student from ages 14 plus are learning skills needed for the adult world.
• Critical thinking is a foundational skill that is needed.
The Re-Discovery of Common Sense has the foundational skills your child needs to be successful in life!
The Re-Discovery of Common Sense
Return from The Re-Discovery of Common Sense to Problem Solving Techniques


Music In Education
Since the middle of the 20th century, it was thought that music education should be included in school as a compulsory subject in the curriculum. However, on many occasions, these classes were taught by teachers who had not studied to become music teachers. That is, in many cases, it was the perfect excuse to “fill” the position of music teacher just by singing adequately. then, the music class was reduced to a class in which songs were learned and sung. Sadly we must recognize that even today this situation occurs, although in less and less proportion.
Over time, professional programs were developed to train new music teachers, without ignoring that until then there were already musical training programs in the Conservatories of Music, where professional musicians were trained in the interpretation of a musical instrument, but that they cared little about teaching music to those children who did not have the “TALENT” to learn a musical instrument.
Thus, these teachers began to create a repertoire, methodologies, and didactics designed for children who were trained in traditional schools, composing songs with children’s lyrics, which spoke of the beauty of nature, family, animals, among other topics and that they are also linked to “hard” subjects such as mathematics, science, and language.
Songs like the nursery rhymes of vowels, … the A says “ahh”, the A says “ahh”… Old McDonald, … with an oink oink here and oink there… the multiplication songs… were created as support to reinforce and make children’s learning more enjoyable. Over time, music education begins to take on greater relevance, to the point that we can now speak specifically of the various contributions that music has in the cognitive development of children and young people. In the following articles of the magazine, we will be talking about what are the most important contributions of music education and why it is fundamental in the integral development of children and young people.


INTRODUCTION TO ART-EDUCATION (Mod1)
Practical and theoretical classes introduce students to the concepts of Art-Education with the resources of the Dynamics of Reflective Practices.
The course brings an important review of concepts with content that structure to think in depth the role of art in human development.
Strengthen professional identities and broaden the view of current or future educators.
To structure professionals to work more easily among their students' issues and particularities and to promote greater artistic, cognitive and social potential.
Offer tools so that future art educators can produce well-structured class programs surrounded by purposes that promote creative, artistic, social and cognitive development in children and adolescents; always recognizing and respecting the differences, needs and particularities of its students.
To promote a review of the look at the world and its effects in the professional sphere, whether artistic, educational or art-educational.
Professionals in the area of education, art, health and/or interested in the process of child and adolescent development.
[ Art-Educators, Educators, Artists, Psychologists, Art Therapists and Professionals in Career Transition. 🇧🇷
Based on the value given to the occurrences collected in class, the Dynamics of Reflective Practices, created by Helio Rodrigues, guides the art-educational thinking and doing practiced during the course.
According to the teacher, "the occurrences organize our actions, strengthen and help to think about the art-educational practices that we bring to the classes. They are important arguments of artistic language."
The contents covered during the course are intentionally connected with each other with the help of reflections that students are encouraged to carry out. The artistic practices presented also strengthen these connections, as well as helping students to legitimately appropriate the resources presented so that they do not become mere repeaters.
Module 1 - Introduction to Art Education
2. The Necessity of Art
3. The Genuine and the Stereotype
4. Right and Wrong in Art
5. The Collaboration of Art in Education
6. The Dynamics of Reflective Practices
Numerous artistic techniques are worked on such as painting, engraving, collage, modeling, monotype and sculpture, but these techniques are conveyed by proposals created especially to establish a relationship with the theoretical content addressed in each class, that is, in the classroom. “Rights and Wrongs in Art”, the artistic proposal presented should instigate the student to reflect on this theme.
Once completed, the works are posted by the students for contemplation and exchanges between colleagues, added to comments recorded by the teacher, where he addresses issues relevant to the process and product that may be contained in that particular proposal. The intention is not just to present activities, but to develop the look and review of aesthetic concepts, and thus prepare these future professionals to act with greater respect and consistency on the processes and products of their students.
- To carry out the proposals, it is necessary to acquire some materials. See here the list of materials.
- Taught by Professor Helio Rodrigues and assistant professors support students throughout the course.
Assessment and Certificate
The final student assessment is composed of: Participation in the course + Reflective Exercise
to have a good review, is important attend classes, read texts, carry out proposals, interact in the discussion forums and do the reflective exercise that will be presented.
Cerification issued by Brazil Action Art with extension level.
This course lasts for 12 hours, containing:
- Video classes
- Art-Educational Proposals (Practices)
- Texts and Case Studies
- Exchanges of Experiences
Note: The course will be available for 30 calendar days from the date of your registration, so we recommend booking at least3h per week to be able to complete it on time.
There are no prerequisites for taking this course.


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What are shaped-notes?
Today most people have had at least some exposure to music reading through public schools or private music lessons. But in the formative years of this nation, music education was a luxury enjoyed by a very few.
In the early 1800's two Philadelphians, William Little and William Smith, patented a music reading system that used various geometric shapes instead of circles for notes. A brilliant shortcut, these "shaped notes" made reading lines and spaces unnecessary.
As the "fad" caught on, tunebook compilers often developed their own shapes – touting them as easier to read than those in the books of their competitors. Business was booming! Some books were written using a four shape system of "fa sol la mi" and others were written in the seven shape system of "do re mi fa sol la si do." In fact today, if you sing shaped-notes you will often be asked if you do four, seven, or both.
Soon itinerate singing masters were visiting communities to teach the new system through singing schools. In the deep South the four-shaped system, most notably found in B. F. White’s The Sacred Harp, was especially popular, and that tradition also developed its own particular singing styles.
The Blue Ridge Mountains started with the four-shaped system as well, but due to books such as William Walker’s The Christian Harmony, Marcus Swan’s New Harp of Columbia, and Joseph Funk’s Harmonia Sacra (among others), the seven-shaped system took a strong foothold, and unique singing styles also became part of the region's tradition.
At the Quay Smathers Memorial Singing School, we use the seven-shaped system devised by William Walker and found in The Christian Harmony. Even if you have no musical experience, you will be able to sing many of the songs from the book at the end of the day by simply relying on the shaped-note reading system that brought music to the masses those many years ago!
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There is no doubt that, in the twenty-first century, STEM education is vitally important. Our future is going to be driven by tech, and learning how to make and work with tech is what will help keep our kids employed. This does not mean, however, that the importance of STEM should be used to negate the importance of art, music, and the humanities. As Mr. Holland famously said, when told that long division was more important than music, “you can cut the arts as much as you want…Sooner or later, these kids won’t have anything to write about.”
Unfortunately, for many school districts, music and art are seen not as priorities but as disposable electives that can be taught when there’s room in the budget for them but are the first to get axed when a budget is cut. In some districts, schools are even forced to choose between funding music and art classes or having a school library! Madness!
This means that it is up to us, as parents and loved ones, to make sure that every generation of kids learns about music and how to appreciate it. And, yes, as any music student or teacher will tell you, there is more to music than what you can pick up by just listening to the radio.
Finding a Teacher
Even if your school district has a robust music program and your kids can take choir, band, orchestra, etc., it’s important to find a good teacher who will have the time to work one on one with your child. This is especially helpful for shy kids. Working one-on-one allows the teacher to build his or her curriculum around what works best for your child. And thanks to this wonderful tech age we live in, finding a teacher doesn’t have to involve asking around or making a dozen calls. There are sites like LessonRating.com that you can use as a resource to find teachers for your kids.
The last thing anybody wants is to force a kid who hates playing the piano to take piano lessons for his or her entire childhood. Still, don’t let your child quit his or her chosen instrument until he or she has spent at least six months trying to learn (yes, even if that instrument is drums). It takes time to learn an instrument and even if the first instrument isn’t a rousing love affair, the skills your children learn during those initial lessons will help them choose and approach a different instrument later.
Try to keep your kids in music lessons for at least a few years, even if you have to switch instruments a few times (thank goodness for instrument rentals, right?). Do some research, buy them a record player if you have to (check AudioRumble list as a starting point). Let them also listen to music, not just practice it. The work children put into learning about music theory and how to play instruments and sing has a lasting effect on your child’s brain and or her cognitive and emotional development.
These lasting effects are not conjectured. Extensive research has been done on music and its effect on a person’s brain. In addition to better-developed motor skills, scientists have found that playing an instrument helps children develop “neurophysiological distinction (Time),” which is a fancy way of saying that they learn how to hear sounds they couldn’t hear before. This leads to improvement in literacy and reasoning, both of which are boons to a child’s academic achievements.
Playing an instrument also helps children build focus skills, helping them to be better at staying on task and concentrating while in school and, later in life, at work. They also pay better attention in school than children whose music education only includes listening. They are also more likely to go on to college–even children who live in districts with high drop-out rates.
Academic achievement isn’t the only benefit of learning how to play music. Studies also show that playing an instrument helps children develop better emotional and behavioral responses to stimuli (Washington Post). It particularly positively affects a child’s ability to deal with anxiety and control their emotions.
These benefits don’t stop when the lessons stop. They continue to affect and support children long after they’ve put away their guitars and flutes. The bottom line is this: children need music. Make sure they get it. And if you’re worried about the expense involved, many resources (Money Crashers) can help you foot that bill.


01 January 1962
FLIGHT TODAY AND
By Margaret O. Hyde
Foreword by Glenn O. Blough
Professor of Education,
University of Maryland
Illustrated by CLIFFORD GEARY
The speed of today's planes and the way in which they are bringing the
far reaches of the world closer together is emphasized in the new
edition of this highly successful book.
Margaret O. Hyde has added material that describes in detail the Strategic
Air Command in action, as well as such planes as the B-58 Hustler, the
X-15 rocket plane, and the B-52H. United States missiles for defense, such as popular Minuteman and the Polaris, are also covered in this updated edition, which includes new information on man in space.
In addition, the revised edition replane, and other material which made the first edition so valuable.
With additional illustrations and other important changes, here is a complete revision of this graphic, scientific book which is full of the importance and excitement of flight.
With this revised up-to-date edition of Flight Today
and Tomorrow Margaret Hyde presents an authentic
account of flight and space travel in all of their fasci-
nating aspects. With the addition of new materials on
flight for defense, rockets, space travel and the other
aspects of flight now and in the future, the author capi-
talizes on our interest and satisfies our curiosity. We
experience the real feeling of flight, for we are placed
in an airplane where we watch the pilot's every move.
We fly through the overcast and land by instruments.
We take a trip in a jetliner and go out into space in
a rocket ship of tomorrow.
Space ships and jet propulsion fire the imagination
of today's youth, and well they might. For who knows
what developments tomorrow will bring? Even since
the first edition of this book appeared, much has hap-
pened, and as the author says: we live in a world which
is shrinking beneath the wings of an airplane. She
focuses her attention on this world as it is and as it
may change during the life of today's readers. Here
indeed is a book to delight young and old who want
knowledge of present aircraft and a scientific forecast
of the future.
Glenn O. Blough
PROFESSOR OF EDUCATION
UNIVERSITY OF MARYLAND
Margaret O. Hyde is the author of the Edison Award science book, ANIMAL CLOCKS AND COMPASSES, as well as many other stimulating and fascinating books for young people.
After receiving a master's degree from Columbia University, she was a Science Consultant at the Lincoln School of Teachers College, Columbia.
She has also been head of the Science Department at the Shipley School, Bryn Mawr, Pennsylvania, and a lecturer in elementary education at
Mrs. Hyde's other books for young
people include: ANIMAL CLOCKS AND COMPASSES; ATOMS TODAY AND TOMORROW, New Rev. Ed.: DRIVING TODAY AND TOMORROW ; EXPLORING EARTH AND SPACE, New Rev. Ed.; FROM SUBMARINES TO SATELLITES; MEDICINE IN ACTION; OFF INTO SPACE!; PLANTS TODAY AND TOMORROW; THIS CROWDED PLANET; and she and her husband
have collaborated on WHERE SPEED IS KING, Rev. Ed


- A preposition is a word that connects a noun phrase with another part of a sentence; it is usually said or written before a noun. This free ESL lesson plan covers how to use prepositions of movement and direction. Where are they going? Where are they coming from? Keep reading to find out how to help elementary level students grasp the usage of to, toward, from, and away from.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
- Elementary Education, Language Education (ESL)
- Lower Primary, Upper Primary, Middle School
- Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6
- Material Type:
- Lesson Plan
- Regan McNeill
- Date Added:
- Creative Commons Attribution
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Building Home Libraries
This workshop covers the resources in the Building Home Libraries program as well as the delivery schedule and ideas how to use the resources in your kindergarten program.
The Building Home Libraries Program is an early years multilayered literacy program. It aims to build children’s learning capacity, oral language and literacy development. The program is implemented over 12 months (or a regular time frame scheduled by the service) for kindergartens to connect with the children’s home environment.
The components of the program include;
- An initial home library with 6 picture books, stem activity books, nursery rhyme cd and play adjuncts in a library tub.
- Every month, families (through kindergarten setting) receive an additional picture book/s, play adjunct and extension play idea.
- Support for Families with role modelling and photographic tip sheets to grow their understanding and knowledge of child development and the crucial role they play in their child’s early years learning journey.
- Curriculum support for educators including professional learning session on language and literacy, role modelling techniques, and provision of literacy kits, resources, and programming extension ideas.
Preschool educators who have purchased the Building Home Libraries program as part of their School Readiness Funding


by Bonaventura Francesco Pacileo
Statistician, Directorate for Education and Skills
When Tim Duncan, captain of the the US National Basketball Association’s San Antonio Spurs, was spotted wearing a T-shirt saying “4 out of 3 people struggle with math”, everyone realised that he was counting himself among those who have a hard time with fractions, making the joke even funnier. What is less funny, though, is that PISA 2012 results show that more than one in four 15-year-old students in OECD countries are only able to solve mathematics problems where all relevant information is obvious and the solutions follow immediately from the given stimuli.
As a professional basketball player, Tim Duncan would probably agree that hard work is a prerequisite for attaining individual goals. Working hard is also important in education. According to this month’s PISA in Focus and the recently published report Low-performing Students: Why They Fall Behind and How to Help Them Succeed, most low-performing students share a common trait: they lack perseverance.
In most PISA-participating countries and economies, when students are asked to solve problems requiring some effort, low-performing students are more likely to report that they give up easily. Across OECD countries, 32% of low-performing students reported that they give up easily when confronted with a difficult mathematics problem compared to only 13% of top performers. Differences between the two groups are largest in Jordan, Portugal, Qatar, the Slovak Republic and the United Arab Emirates. This might lead us to conclude that these struggling students are largely responsible for their own academic failures, since they have ultimate control over how much effort they invest in their schoolwork.
But evidence from PISA tells another narrative: low-performing students may be less engaged at school because they believe their efforts do not pay off. This disengagement is obvious when students are asked about the returns to their efforts. While 81% of top performers agreed that they feel “prepared for mathematics exams”, only 56% of low performers agreed with that statement. Low-performing students seem to quit studying when they see their work as an unproductive and unprofitable waste of time. But at the same time, low-performing students often engage in activities that require numeracy skills. Perhaps surprisingly, they are actually more likely to play chess or to be members of a mathematics club.
The good news is that these kinds of activities may be exactly what could help low-performing students develop better study habits. PISA finds that interest in mathematics is greater among students who do mathematics as an extracurricular activity compared to students who do not, and this positive association is stronger among low-performing students. These additional learning opportunities, which could help students gain self-confidence and find enjoyment in mathematics, could be exploited to narrow performance gaps among students.
As Tim Duncan would put it, students need a proper training court where they can learn how to become champions.


The nursery rhymes book is a perfect gift for your child as it is full of pre kg rhymes in Tamil and English. There are a good range of exercises in this pre kg rhymes book that expedites your child to build up a strong foundation for formal education in the primary classes.
The pre kg rhymes in English are in a song mode were reading them in a melodious tone can have a huge impact on your child’s language and literacy development. The rhythm and repetition of the words from the book of pre kg rhymes develop a love for the language besides making the child create a strong foundation to help the child understand the value of learning.
When your little ones listen to the rhyming songs and poems from the pre kg rhymes in English, it creates a mental picture, expanding their imagination also rhymes are fun which adds joy to the daunting task of learning to read.
The pre kg rhymes in English and Tamil from the pre kg rhymes book provide an opportunity for the child to improve the complicated vocabulary, and verbalize full sentences at an early stage. This rhymes book is a treasury that consists of a vivid, colorful and detailed illustration for each rhyme making it unique for the young child to read, understand and learn with joy.
The best-loved rhymes of all time make the child familiar with the reading as well as discover some of the less familiar ones. Each rhyme in this nursery rhymes pre kg book is illustrated with interesting pictures, and characters, besides having full of humor making it bouncy for the kids to read aloud with fun and enthusiasm.
Getting this book for your little one can be a perfect thought as this book is guaranteed to inspire a child’s imagination and have them singing along.
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Leveled Readers for Differentiated Instruction
Every child in Hawai‘i and Micronesia can have the ability to achieve success in reading and in life. Bess Press’ supplemental curriculum materials were designed to meet the diversified needs of Hawai‘i's schools and the greater Pacific's learning environments.
The Island Readers series is classroom tested and standards aligned to assist all students, from nonreaders and struggling students, to grade-level achievers. The content and themes have been developed by educators and native speakers to be culturally and developmentally appropriate.
Fun Early Reading, Island Style!
Each language set focuses on primary phonics, phonological awareness, and reading readiness to build the foundational skills of reading within each language.
Currently, book sets are available in Monolingual and Bilingual editions.
Made for Learning
Each language set contains 10 separately titled readers emphasizing:
▶ Companion reading 1:1
▶ Predictable and repetitive patterns
▶ Sight words
▶ Playful illustrations and photography
▶ Teacher resource package available w/purchase
41 Years of Publishing for Hawaiʻi
Since 1979, the Bess Press has produced over 300 books related to Hawaiʻi and the greater Pacific. Bess Press began publishing Hawaiian Studies curriculum textbooks and supplemental materials. Today that has grown to include publishing curriculum materials for Micronesia and the greater Pacific as well. Click to view our short video describing 40 years of publishing in Hawaii.►
The complete catalog contains all the books and materials published and distributed by Bess Press. Publications include such genres as children's literature, biographies/memoirs, pidgin, Hawaiian language, guides, gift books and maps.
Begins with early childhood publications and continues through to university texts. The core of our Hawaiian Studies publications focus on content and curriculum covering ancient Hawaiʻi, the Hawaiian monarchy, and the modern history of Hawaiʻi.


Back in grade school, whether music class or chorus was your favorite time of the week or the most terrifying, practicing music probably helped you in ways you didn’t know about. Even your teachers may not have realized this, but experts now know that practicing a musical instrument, including the voice, helps you to learn better in general.
Research shows that learning new musical skills reinforces existing neural pathways and helps create new ones, forming connections between the right and left hemispheres of the brain in ways that no other activity does.
SMART MUSICAL KIDS
In early childhood, when music is best learned through play, singing helps develop a readiness for speech and cognitive activities in general.
With older children and young adults, research in U S schools shows that children who have music training surpass other kids in math, English, and test-taking in general. They get higher SAT scores. As a demographic, children engaged in musical activities also express a more cooperative and enthusiastic attitude in school.
Around the world, countries with the highest academic achievement prioritize and fund extensive music education.
So, here’s my theory…
Music reaches deep emotionally and touches us on a level that words often can’t reach. So not only are there biological reasons for music making us smarter; I’ll wager that music also makes us smarter because when we master a difficult skill that is so rewarding, so communal, so emotionally powerful, and SO MUCH FUN, we are more enthusiastic about the process of learning in general. We discover through experience that learning, and sticking with it even when it’s tough, is worth it. Playing music makes us want to be better learners (which makes us smarter).
SINGING FOR AGING
You may be thinking “Too late for me — I’m not a kid anymore!”
Yes, your school days are long gone, but that doesn’t mean you can’t still reap the benefits of song for your brain.
There is evidence that learning music produces measurable and significant changes in the brain and may help to stave off Alzheimer’s Disease and dementia. It has also been found to help people who already have these conditions retrieve old memories and to hold onto new ones.
The group pictured here is a performing group called the “Young at Heart Chorus.” Check them out at www.youngatheartchorus.com.
I teach an early childhood music class at a nursing home, so it’s really an intergenerational class. Some of the residents who attend have dementia and don’t seem to be that aware of what’s going on. But once we start singing, tapping out a beat, and particularly if we sing a song they know from their past, they join right in! The know the words; they smile, they look around. They connect! Now that’s music doing it’s magic in the brain!
Hi. I have a major problem with singing-it doesn’t sound like music at all and I am sure it is because of the rhythm. I am totally out of the beats. I make the rough rhythm of the song and everyone thinks that I am perfect in rhythm but I am not. I can post my song to hear. Any tips to improve?? I go to 15 different music teachers and drummers and no one even notices my timing problems they said stupid things like I don’t put emotions and so on… but my problem is the rhythm.
One of the most important things about rhythm is feeling it solidly in your body. Have any of your teachers talked to you about that? Also, visual cues are important for some people. Rhythm is a little tricky for some people — practicing call and response with simple (and then more complicated) rhythm patterns can really help.
And then there’s the related issue of counting out beats and knowing where to come in, and what happens when in a song.
Which of these would you say is your bigger problem?
If you’d like a free 20 minute online consult I’d be happy to talk with you about ways to approach rhythm that might be helpful — email me at email@example.com if you want to set that up.
wow, who would have thought so? well, I am going ti start singing always from now on. let us see if its really true what you posted thanks for suing this post it really nice.


The mission of North Whidbey Kid's Academy is to prepare, empower, and inspire each and every student through an excellent education in a safe, nurturing, supportive, hands-on, multi-age, differentiated classroom environment.
The education of your child is one of the most important decisions you can make as a parent. Parents must weigh the differences between public schools and paying to enroll their children in private schools. North Whidbey Kid’s Academy tries its best to provide individual attention and develop programs/teaching practices that are more tailored to each child’s academic and social goals. Our smaller enrollment allows us to focus on every aspect of students’ lives. As a result of smaller class sizes, I can spend more time ensuring that students understand the material. This smaller classroom size allows me to spend more time with each student. The more attention a student receives from an instructor, the better the chance that he/she will succeed academically and socially. With controlled class sizes, high standards, individual attention and FUN, engaging activities…discipline and behavior problems are minimal…resulting in academic excellence for all children.
Literacy (Reading/Writing): Preschool and Early Primary Grade's curriculum should emphasize a wide range of language & literacy experiences including: story reading, dramatic play, story telling and retelling. Comprehension is the reason we read & children can & need to understand this at an early age. Providing effective developmentally appropriate experiences & teaching to support literacy is crucial. This is done at NWK Academy by providing: a print-rich environment; opportunities for children to talk about what is read; teaching strategies & experiences that develop phonemic awareness (decoding/encoding); opportunities to engage in play that incorporates literacy tools; activities that expand children's vocabulary; continuous monitoring/assessing of growth in both reading & writing to make appropriate instructional decisions to keep students moving along in their literacy development.
Math: The early years are especially important for math development. Children's knowledge in math in these years predict their math achievement in later years. Math goes beyond reciting numbers, counting and calculation skills. At NWK Academy, students will move beyond basic concepts skills and emphasizes conceptual understanding, skill proficiency and thinking skills in the teaching and learning of mathematics. Emphasis is also given to reasoning, application, and use of technology. Students will have opportunities to discover, reason, and communicate mathematics. NWK Academy focuses on the "GOAL" or big IDEAs in math. Once the GOAL/OBJECTIVE is chosen then we focus on the "developmental path"....interpreting how the child thinks through assessing each child's level of understanding. Finally, we determine the instructional tasks or activities matched to each level of thinking in a developmental progression (using a wide variety of instruction activities & use a combination of teaching strategies).
NWK Academy is able to provide flexible reading/writing and math groups according to individual student's academic needs and not focus on the child's "grade level". Students benefit because they receive instruction that is explicit, focused, and designed to meet their individual needs. NWK Academy believes that all students deserve assessment-driven instruction that focuses on their literacy/mathematical development and is developmentally appropriate.


Maths at the Academy of Central Bedfordshire is an enjoyable experience that allows our pupils to build resilience, confidence and self-efficacy. A wide range of resources and qualifications which meet the needs of all is what makes maths at the Academy an enriching experience. Our motto is “Good mathematics is not about how many answers you know. It is about how you behave when you don’t”. Because of that, our pupils are productive and proud of their achievements and always ready to challenge themselves to reach their full potential.
Intent - For pupils to receive a high-quality mathematics education through a curriculum which:
- enables students to become fluent in the fundamentals of mathematics through varied and frequent practice so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- develops students’ ability to reason mathematically, help to develop an appreciation of the beauty and power of mathematics and have a sense of enjoyment and curiosity about the subject.
- allows students to solve problems by applying their mathematics to a variety of problems with increasing sophistication
- develops students’ confidence in their ability so they are able to express themselves and their ideas mathematically and reach their potential.
- Detailed Schemes of Learning contain a wide variety of resources, activities and rich tasks which facilitate consistently high quality lessons being delivered by all teachers of mathematics
- Students are appropriately challenged, but are able to achieve success at their level.
- The focus is on developing a good understanding of the skills and knowledge taught rather than giving a routine to follow.
- Regular assessments are used as vehicle for students to reflect on their progress and identify areas that require further development.
At the end of their mathematical education at ACB, we expect students to:
- Perform basic numeracy skills confidently and competently.
- Understand the mathematics likely to be encountered in daily life
- Reason clearly and logically, and to set out rational arguments to solve problems in a diverse range of situations.
- To be on track to reach their full potential in their Maths GCSE which opens the door to many careers and opportunities
- Opportunities to explore different career routes, including academic and vocational, will be given within maths by linking maths to everyday life
- In all lessons staff will overtly direct students to discuss or reflect upon an aspect of SMSC which is relevant to the topic being learned.
- SMSC links to mathematics have been included in both the KS4 and KS3 Schemes of Learning, so that teachers can lead students in discussion, reflection and exploration.
- Maths classrooms will have a SMSC display which can be used to both prompt discussions and record them for future reference.


Family engagement in schools is a worthy but difficult pursuit. Between scheduling challenges, family needs, and other systemic factors, how can educators encourage family participation? This article details a simple practice using pizza, existing curriculum, and local resources as a way of working smarter to create a culture of family engagement around literacy.
"Pizza, Pages, and Family Engagement: A Simple Approach to Family Literacy Night,"
Michigan Reading Journal: Vol. 53:
2, Article 9.
Available at: https://scholarworks.gvsu.edu/mrj/vol53/iss2/9
Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons


Six Red Marbles Partners with Before Racism™ on Comprehensive Anti-Racism Program for Very Young Children
October 5, 2021
BOSTON, Massachusetts—Six Red Marbles (SRM) is partnering with Before RacismTM to create a comprehensive anti-racism program for very young children ages 1–5. SRM is using its experience design expertise to ensure Before Racism’s program reflects the most current and effective methods of teaching and pedagogical practice.
This partnership will produce program content that can be delivered in preschool and childcare settings with the full knowledge and understanding of how very young children learn and form their thinking and feelings around issues of racial identity, including attitudes toward people different from themselves.
“Racial injustice is tearing our country apart,” said David Goodman, President and CEO of Six Red Marbles. “Before Racism’s work is vitally important for us as a society, and we’re excited to be part of this meaningful program that will provide the tools to help prevent racism before it can take root in young children.”
Six Red Marbles’ team of learning experience designers will work closely with Before Racism’s subject matter experts in early childhood development and pediatric neuropsychology, as well as anti-racism practitioners and community organization professionals, to build a comprehensive, integrated anti-racism program to reach children ages 1–5 throughout the United States. The program is intended to shape and deliver early childhood learning experiences that will have a lasting impact on children’s attitudes toward others.
“Much has been done to address racism in this country in the last 50 plus years, and much, much more needs to be done,” said Bill Svrluga, Founder & Co-Director of Before Racism. “We know the most efficient and cost-effective solution to any problem is prevention. That is the core premise and goal of Before Racism—preventing the development of overt and covert bias in very young children that fuels the development of racism.”
Six Red Marbles is a leading U.S.-based content development and education technology company providing content solutions to education providers across the globe.
To learn more about the services available through this partnership, contact Six Red Marbles at www.sixredmarbles.com/contact-us.
About Six Red Marbles
Six Red Marbles (SRM) delivers high-quality educational programs at scale and has decades of experience developing custom materials and assessments that can align with any educational standard. We have developed thousands of interactive learning programs for schools, publishers, universities, and more with the support of our global network of subject matter experts. A privately held company based in Boston, Mass., SRM brings modern, innovative instructional design, content and curriculum development, project management, and publishing to preK–12, higher education, adult learning, and publishing markets around the world.
Stopping Racism Before it Starts
June 19, 2021
Before Racism founder and co-director Bill Svrluga spoke with WCCO’s Sheletta Brundidge, host of the Sheletta Show, about the organization’s purpose, vision and program.
Listen to the podcast
Before Racism Profiled in Star Tribune Article
June 10, 2021
Reporter Kelly Smith, who covers nonprofits and philanthropy for the Star Tribune, featured Before Racism in a recent article. Smith interviewed founder and co-director Bill Svrluga, along with former St. Paul school administrator Mary K. Boyd, who serves on Before Racism’s board of advisors.


Guided by a framework of benchmark music skills and the Visual and Performing Arts Standards in Music, our approach to Early Childhood and General Music education emphasizes exploration and play through music. Our program develops the whole child by providing opportunities for them to explore fundamental music concepts in a safe and engaging environment.
K-2nd GradeEarly childhood general music provides the foundation for instrumental and vocal training in later grades through three key areas: musical aptitude; social and emotional development; and academics.
3rd-5th GradeGeneral music skills and concepts are developed further and include opportunities to apply them through playing the recorder, percussion, and vocal ensembles.
6th-8th GradeStandards-aligned core concepts continue to be developed and are applied to a variety of opportunities for experience and exploration such as music technology, percussion, and vocal ensembles.


Children in poverty hear fewer words early in life. The famous Hart and Risely study in 1995 found they hear 30 million fewer words, which sets back their literacy development, so crucial to success in school later.
Living in poverty affects brain development
Children in poverty are more likely to be abused or neglected
Children whose parents are facing economic or social stress, who are isolated with few friends or neighbors to call on, who are young or single are more often victims of child abuse and neglect. Abuse and neglect has also been shown to produce higher incidence of depression, substance abuse, and criminal activity among adults.
Children in poverty are more likely to live in unhealthy neighborhoods.
The chronic stress of living in a violent neighborhood harms children’s brain development and their social and emotional development. Poorly funded schools in low-income neighborhoods also hinder opportunities. It’s one reason moving away from distressed neighborhoods early in life leads to strong gains in school later on.
Unsafe, unaffordable housing harms children.
Frequent moves and poor housing are linked to poorer health and developmental delays among children. Unsafe housing with lead, vermin, or other safety hazards increase rates of asthma and other health threats.
Children who grow up in poverty fare poorer in life
Children growing up in poverty completed 2 fewer years of school. As adults they worked less and earned less and were twice as likely as better off adults to have poor overall physical and mental health. Men who grow up in poverty are twice as likely to be arrested.


The aim of the deductive learning of music for children course is the development of the musicality based on the Music Learning Theory. The encounter between the musical attitude of each individual and the experiences of listening and musical interaction, activate sensory and psychic processes.
The Music Learning Theory has become and continues to become a reference point for the development of diverse and innovative educational and educational practices in the field of music education and also for the development of various proposals in the artistic field, musical and not, and in the field of the global development of the human being.
The target of the are all the teacher, music and instrument teachers, conductors and choir who intend to enrich, through the Music Learning Theory, their educational proposal addressed to children from birth to secondary school grade.
The Music Learning Theory is based on the idea that how the kids learn to speak they can also learn music. As for language, the fundamental basis is thought, for music is the Audiation, which is therefore considered as an indispensable premise for every conscious aspect of musical expression.
The teachers guide the children through direct examples, games and movements used to improve and help understanding and listening to music. The Gordon method takes up the idea of the Montessori method for which the teachers, in the first period, will not make requests to the children but will themselves sing and move trying to be imitated by the students.
During the course activities one day will be dedicated to a tour/visit of places, art and touristic cities (Firenze, Lucca, Pistoia, Pisa, Viareggio, Livorno, Arezzo, Massa e Carrara, Vinci, Montecatini Alto, ecc) museums or sports enterprices, tasting experiences and local tour.


“Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. .” (National Curriculum 2014).
At Redhill primary school we aim to deliver an exciting music curriculum through opportunities for children to listen to and appraise music, sing, play instruments, compose and perform together.
We follow the Charanga Musical School Scheme. This provides us with engaging lessons and resources that promotes an integrated, practical, exploratory and child-led approach to musical learning. Please see our year group pages for videos and information about our learning.
As a school we love to sing together! All the children in the school attend a singing assembly that is held every Wednesday which consists of learning and practicing a variety of songs.
In December our children are always very proud when showcasing their Christmas performance. Please enjoy some of our performances below.
Whole School Christmas Performance


The Cherokee County School District Art Education and Fine Arts curriculum encourages and supports the performing arts, the visual arts and all phases of the theatre arts. The arts are a significant and enduring aspect of cultural heritage; in addition, they provide a means of understanding human ideals and aspirations. The School District fully supports a full array of courses to allow students to express themselves artistically.
Dramatic Arts The drama curriculum is designed to provide opportunities for the development of creative activity of students and to increase understanding and appreciation of drama. Drama classes also provide technical training in interpretation and give students experience in all aspects of play production.
Music Courses of both a performing and non-performing nature are offered with the goal of assisting the student in becoming a producer and consumer of music through participation and active listening. Classes from beginning through advanced levels are available.
Visual Arts The purpose of the visual arts curriculum is to provide various means in which students may express ideas by developing them into creative works, critically evaluating their own work and the works of others. Additionally, the curriculum assists the student in developing an understanding of the historical and cultural impact of art.
Click here for information from the state regarding the Fine Arts


Lifeworld of Multigrade Teachers in Leyte: A Phenomenological Study
Multigrade approach in education is implemented to support the goal of universal access to quality education. The Department of Education (DepEd) in the Philippines, along its thrust of increasing access to quality elementary education, is strengthening the implementation of the Multigrade Program in the Philippine Education (MPPE). The main aim of the study is to describe the lived experiences of public-school teachers in the new normal. This qualitative study, specifically transcendental phenomenological research, was based on the systematic approach of Moustakas (1994). The lifeworld of fifteen multigrade teachers, based on the semi-structured interview conducted, are the following: (1) Facilitating Learning in the Multigrade Classes, (2) Contextualization of Learning Resources, and (3) Role of Parents. The study hopes to address the challenges encountered by the participants and improve both instructional and administrative practices in the agency.
Agustin, J. (2022). Excavating historical truth: an archival study on the United States-Philippine economic relations. European Journal of Literature, Language and Linguistics Studies, 6(1), 108–116. https://oapub.org/lit/index.php/EJLLL/article/view/350/380.
Agustin, J. (2022). Symbolic representation of farm in Chinua Achebe’s things fall apart. International Journal of Research Publications, 99(1), 46–51. https://10.47119/IJRP100991420223080.
Chan, J., Marasigan, A., & Santander, N. (2021). Multigrade teachers’ experiences and learning assessments on modular remote teaching during the COVID-19 pandemic. International Journal of Research, 10(6), 95–107.
Feizi, F., & Bakhtiarvand, M. (2020). Online teaching of rural multi-grade classes in the context of COVID-19: Proposing a holistic approach. Randwick International of Education and Linguistics Science Journal, 1(3), 246–252.
Intero, J. (2014). Multigrade teaching. Slide share and Scribd. https://www.slideshare.net/jenevel/multigrade-teaching-40132936.
Jimenez, E. (2020). Contextualized e-learning resource: a tool for stronger academic platform. International Journal of Case Studies in Business, IT, and Education, 4(2), 110–116. http://doi.org/10.5281/zenodo.4018344.
Moerer-Urdahl, T., & Creswell, J. (2004). Using transcendental phenomenology to explore the “ripple effect” in a leadership mentoring program. International Journal of Qualitative Methods, 3(2), 19–35.
Moustakas, C. (1994). Phenomenological research methods. Sage Publications, Inc.
Naparan, G., & Alinsug, V. (2021). Classroom strategies of multigrade teachers. Social Sciences & Humanities Open, 3(1), 100109.
Sali, M., & Arriola, B. (2019). Preparations and practices of multi-grade teachers in isabela city schools’ division. Basilan.
Samoy Jr, H., et al. (2021). From ladle to chalk and pencil parents in the new normal of Philippine education system. Universal Journal of Educational Research, 9(3), 504–511.
Tindog, L. (2021). Contextualized module with mobile applications and learners’ mathematics performance. Journal of Science and Mathematics Education in Southeast Asia, 44(December), 118–135.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Faculty of Education Teacher Training Programs for School Education
Division of Teacher Training Programs for Elementary Education
Teachers with multiple talents caring for students’ growth and academic progress
Teachers involved in preschool and elementary education need to have all-round knowledge, as well as an understanding of children and the ability to teach appropriately according to the developmental processes of children of a wide range of ages. Moreover, not only the children themselves, but also the environment surrounding them is constantly changing, so teachers are required to have the flexibility, communication skills, and rich humanity necessary to respond to these changes. In the Elementary Education major, there are “Specialized Foundation Subjects” to acquire basic qualities and abilities required of teachers, “Specialized Education Subjects” consisting of subjects related to the basic understanding of education such as teaching, teaching practice and related subjects, etc. Through these classes common to the entire major, we aim to train teachers with a wealth of humanity who have acquired solid knowledge, practical leadership skills, and communication skills.
- Creative Education Course for Early Childhood
- Course for Education and Future Design
- Creative Education Course for Humanities and Social Sciences
- Creative Education Course for Mathematics and Natural Sciences
Division of Teacher Training for Secondary Education
Deep expertise and practical skills in the subject / Guidance ability and rich humanity to provide appropriate student guidance
Junior high school and high school teachers need specialized knowledge about the subject they are in charge of and the practical ability to properly convey it to students. In addition, teaching ability to respond appropriately to students who are beginning to transform from children to adults, and rich humanity to support it are required. This major is based on taking common courses for all majors. We aim to develop teachers who have a good balance of academic ability backed by theory and practical teaching ability.
- Education Courses for Language and Social Sciences
（Japanese Language Course・Social Sciences Course・English Language Course）
- Education Courses for Mathematics and Natural Sciences
（Mathematics Course・Natural Sciences Course）
Division of Teacher Training for the Arts, Physical Education and Lifestyle Education
Creativity supported by deep knowledge of subjects, specialized skills and techniques, and rich education
In this major, in addition to junior high school (type 1) teacher’s license for music, art, health and physical education, technology, and home economics, students are required to get elementary school (type 1) teacher’s license or junior high school (type 1) teacher’s license for “Japanese language”, “English”, or “Mathematics” for graduation. We train elementary school teachers who are good at practical skills and technical subjects as well as teachers of practical skills and technical subjects at junior high and high schools. In this major, based on the completion of common subjects for all majors, two courses, the Arts and Sports Education Course and the Life Science Education Course, Through Courses on Matters, we aim to develop teachers who have a good balance of theoretically-backed specialized academic skills and practical teaching skills.
- Education Courses for the Arts and Physical Education
（Music Course・Art Course・Health and Physical Education Course）
- Education Courses for Lifestyle
（Technology Education Course・Home Economics Course）
Division of Teacher Training for Special Needs Education
Bringing out the potential of children with special needs
In this major, in addition to a teacher’s license for a special support school (type 1), students are required to get an elementary school (type 1) teacher’s license or a junior high school (type 1) teacher’s license for one subject for graduation. In the four courses, we aim to develop teachers who are able to accurately respond to various children and students with disabilities, face every one of them and draw out their potential.
In addition to teachers who work at special needs schools as experts in special needs education, we train teachers who will play a leading role in special needs education in general schools.
- Education Course for Children and Adults with Visual Impairment
- Education Course for Children and Adults with Hearing and Speech-Language Impairments
- Education Course for Children and Adults with Developmental Disabilities
- Education Course for Children and Adults with Health Impairment and Motor Disabilities


Looking for beautiful printable coloring pages for kids to engage them in some meaningful work? You have definitely come to the right place!
Coloring is not just a fun activity, but also a way through which kids can improve their creativity, motor skills & intellectual development.
Download these 23 printable coloring pages for kids and promote activities that nourish your little ones’ minds!
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Coloring pages of animals (and more)
But why should kids color? Let’s look at the benefits of coloring for kids!
Hands-on Benefits of Coloring
Apart from taking kids away from their screen time, coloring has many other substantial advantages which makes it an uplifting exercise!
Coloring helps entertain kids and keeps them busy for long periods of time. Hand your little artists a box of crayons and you’re done! As kids choose different colors and patterns to fill in their coloring pages, they get exposed to an imaginary world where they can create whatever they want!
Stimulates self expression & creativity
Some kids have a hard time expressing themselves through words. Art, in that case, becomes a form of self-expression and creativity. You can tell a lot about a kid’s state of mind by the colors they choose to depict a particular image or situation.
As kids color and understand different visual appearances, they become more creative and naturally think of new ways and ideas!
Improves Focus and Motor Skills
It has been proven that kids who color often have increased levels of focus and concentration skills. Kids are bound to improve their concentration as they spend significant time keeping the colors within the lines.
Holding the color, having the perfect grasp and scribbling helps develop tiny muscles in wrists, fingers, and hands. This motor skill development further helps kids improve their writing skills and become adept in different crafts, sports, etc.
Helps in calming & soothing nerves
Coloring has a therapeutic effect on kids. Kids do have it hard w.r.t keeping up in school, participating in extra-curricular activities, and trying to always be the best. Coloring can help them vent their frustrations and feelings and maintain a healthy emotional balance.
Promotes adhering to structures and boundaries
Knowing that it’s essential to follow rules and boundaries is an important part of child and adolescent development. Coloring pages help kids instill a sense of structure and the need to have boundaries. It’s essential that kids understand early in their lives that rules are not meant to be broken.
Apart from these benefits, coloring also boosts kids’ self-confidence. It promotes a sense of self-esteem as they beautifully color different sheets.
On another note, coloring also has many benefits for adults. From improving sleep to focus, it’s a great tool to help relieve stress & anxiety.
With such awesome benefits, how can you not get your little one started with coloring? Download the printables attached above and get coloring!