A lot of students claim that studying while listening to music helps them concentrate better. Some may say that the tunes just help them feel less bored with their readings, but according to science, music does more than that.
Playing music lifts up the mood, increases motivation, boosts memory and brain stimulation, and helps manage pain and fatigue. When you use it to aid in your studies, those benefits can reflect on your test scores and report card.
Hence, if you need to catch up on your grades, taking music classes may be a good idea. An additional course load may be the last thing you need when youâre already juggling a lot, but you may find it more relaxing than taxing. After all, learning to play a musical instrument doesnât entail pressure like math and science do.
Besides, a study has found that high school students who are highly engaged in music were one year ahead in their English, math, and science skills compared to their peers who donât take music classes. But how does music help them, exactly?
Music Helps You Find Motivation
In times when people are stressed and tired, they tend to turn to music for a quick pick-me-up. Indeed, blasting your playlist improves your mood, and promotes a more positive mindset. As such, you regain the motivation to study, or finish your assignments.
According to research, a good mood generally improves your learning outcome. Youâd more likely succeed in studying and learning new material when youâre feeling cheerful. So if you have a test coming up and youâre panicking, find a quiet room to study in, and play your favorite tunes to calm your mind and get it in the mood for studying.
Higher Grades in Music can Result in Higher Grades in Math
If you think a musically-inclined person isnât likely to be a math wizard, youâd be surprised to find out that there is a predictive relationship between high music grades and high mathematics achievement. Such was found in a study authored by Peter Gouzouasis, professor of music education at the University of British Columbia, and his colleagues. Students who received stellar marks in their music classes tended to perform better at math as well. High-scoring math students, however, didnât necessarily excel in music, suggesting that the latter was doing something unique to the brain that helps students achieve higher.
Therefore, if youâve been dreaming of taking piano lessons or courses, but are having second thoughts because it might hinder your studies, this is the sign that you should take the leap. As long as you manage your time well, your piano lessons wonât be a hindrance, and you may even end the semester being among the top-performing students in math.
Musicians Have a Better Brain Structure
Brain scans of musicians showed that their corpus callosum â the nerve fibers connecting the two sides of the brain â is bigger than that of non-musicians. In addition, the parts in charge of movement, hearing, and visuospatial activities are also found to be larger in professional keyboard players.
Studies of these brain scans initially didnât find if these differences were caused by musical training, or if they predisposed certain individuals to become musicians. But ultimately, longitudinal studies revealed that children who train in music for 14 months exhibited more powerful structural and functional brain changes.
Simply put, it has been proven that learning a musical instrument improves your brain structure, and thus helps you excel academically. Such happens because listening to music or playing an instrument exercises your brain. Think of it like working out your muscles. Lifting weights or doing cardio improves your strength. The brain is the same; exercise it, and its cognitive function will improve.
So in the next semester, consider music lessons if your other methods of studying hardly work. That way, you can end the school year with flying colors, and with an additional skill thatâs fun to brag.


Benefits of Music in Child Development
Every parent wants their child to be the best at anything they decide to pursue. However, every parent knows that the steps to reach this goal include many âtrial and errorsâ and picking the kids up from soccer practice to bring them to gymnastics. A parent finds themselves under a lot of pressure trying to determine what ânicheâ their child falls in to. The constant running around and lack of excitement from your child may seem like a waste of time and money. With sports, parents understand the benefits it brings their children: being part of a team, physical activity, a sense of belonginess. But have you ever considered what benefits the arts could bring to your child? Something as simple as picking up a pic of a guitar instead of a baseball bat might be just what your child is looking for all along.
Read below to learn about the endless benefits that music lessons have on the development of a child.
Increases Brain Development
Studies have shown significant differences in the development of the brain in children who play an instrument and those who do not. According to a five-year study conducted by USC neuroscientists, areas of the brain that heighten as a result of music education are sound processing, language development, speech perception and reading skills. Other aspects of the brain that improve are your childâs math skills. Math and music work hand-in-hand when it comes to beats per measure, rhythm, tempo, and recognizing patterns. As parents, we value the growth of knowledge in our children. Something as simple as a half-hour music lesson a week for your child provides everlasting benefits to your childâs life.
Improves Social Skills
Unlike sports, where your child is ranked, compared and scrutinized by coaches, parents and fellow students, music education provides a judgement-free zone that encourages children to take risks and express themselves. For example, Momentum provides recitals where students are brought together to perform what they have been learning with their instructor, in a concert for friends and family. Your child may not be the next BeyoncÃ©, but it is an indescribable feeling seeing them proud of what they have dedicated their time to, while having fun doing it. Recitals also offer a self-esteem booster. If your childâs rendition of Let it Go receives a standing ovation, you know he or she is going home with a huge smile on their face.
Development of Physical Skills
You may be wondering why playing a few notes on the piano has any affect on the physical development of your child. Well, you may be pleasantly surprised. Learning an instrument becomes a routine and almost second nature with just enough practice. When skills become heightened, it could be compared to mastering patting your head and rubbing your belly at the same time. The combination of hand-eye coordination and timing provides a unique type of improvement in physical development. What do you know? The weekly piano lessons could help your child become the best soccer goalie on the team!
This seems like more of a benefit to the parent who is constantly nagging their child to clean their room! Maybe providing your child with their own instrument, something that they need to tune every so often and practice with every week creates a routine and a sense of possession for the child. It may be the first tangible thing that they get to take care of, besides their pet hamster. Instructors give orders to their students to practice the music they were taught so they are not behind during the next lesson. This becomes an opportunity for your child to take charge and maintain up-keep on their instrument. When the child enjoys what they are doing, and genuinely love playing their instrument, you will see them mature and act responsibly right before your eyes! With a little luck, you may finally see their room cleaned without being asked. Wow, a miracle!
If youâre an adult and lucky enough to understand the importance of music in your life, then maybe this article is not for you. However, the parent that wants their child to be an Olympic star but is not receiving any positive feedback, listen closely. Your childâs passion is rooted somewhere deep and it is your job to find what that is. Many schools, such as Momentum, offer free trial lessons for all instruments such as piano, oboe, flute and even vocal! There is nothing for you to lose by giving music lessons a chance. If you read this, you have now understood that the benefits of learning music at an early age provides a world of endless possibilities. Life is a song, let your child sing it and play it as loud as they can. The love of music lasts a lifetime and the beginning of your childâs life starts today!


Our toddler program is designed to guide the child toward independence, social awareness and respect. We focus on the development of motor skills and language in a positive and enriching atmosphere.
30 months - 4 years
Our primary program includes a pre-k classroom and a kindergarten classroom. We provide materials and activities for all academic levels, regardless of "grade". Children are enriched through leadership opportunities and
positive role models
through their peers.
3 - 6 years
We provide a holistic elementary education for children in which we apply both Montessori and traditional approaches. This ensures that all of our students are supported,
6 - 11 years
THE BENEFITS OF MONTESSORI
Montessori children are extremely adaptable. They have learned to work independently and in groups. Since they have been encouraged to make decisions from an early age, these children are problem solvers who can make appropriate choices and manage their time well. Encouraged to exchange ideas and discuss their work freely with others, such students' good communication skills ease the way in new settings. Research has shown that a good predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.


Encarta Dictionary defines Fine Arts as âany art form that is not purely aesthetic in natureâ (Encarta Dictionary, 2004). This definition can be used to refer to arts in the normal world. However, when it comes to teaching fine arts, it is defined as a subject that is beneficial but not essential to the learning process. It is often eliminated because of lack or money, time constraints, and little learning potential. Fine arts are simply painting and drawing. They are not subjects that can be studied by academic scholars. Victoria Jacobs, writer, says that arts in elementary schools were often separated from core curriculum. Instead, they were offered as enrichment activities that were considered beneficial, but not essential. (Jacobs 1999, p.
Teachers are not aware of the many benefits of an arts-based curriculum. Teachers have âvery little understanding of the arts and disciplines of study.â They see arts instruction as teacher-oriented projects that are used to entertain and teach other disciplines. (Berghoff 2003, p. 12). Fine arts allow students to expand their learning and encourage creativity. They also help them understand the core subjects of science, math, language arts, and social studies. Teachers should include all types of fine arts such as theater, visual art and dance in their lesson plans. The arts give students the motivation to understand their education better. Teachers can use the arts to empower students and help them achieve their highest learning level.
Only three reports were published between 1977 and 1988 that highlighted the importance of art education. These reports include Coming to Our Senses by the Arts Education and Americans Panal (1977), Can we Rescue the Arts for American Children (1988), and the most prestigious study, Toward Civilization by the National Endowment for the Arts (1988). These studies proved that art education is essential in providing higher education to our students. These studies confirmed that the arts are beneficial to learning. However, lawmakers didnât take seriously the 2002 research analysis of Critical Links. Learning in the Arts and Student Academic and Social development âprovided evidence for improving learning and achievement as well positive social outcomes when the studentsâ learning experiences were integrated with the artsâ (Burns 2003, p. 5). This analysis focused on keyboard training in a classroom to determine if spatial reasoning scores could be improved. The results were then compared with those who had received no computer training that included fine art. It was found that the learning of the arts improved scores in core subjects like math and science, where spatial reasoning is most important (Swan-Hudkins 2003).
This study shows that a small change in how students learn through the arts can make a big difference to their understandings and learning abilities. A second study found that at-risk students who participated in an arts-based curriculum for one year had an average improvement of eight percentiles on their standardized language arts tests, and 16 percentiles if they were enrolled for two. The percentiles of students who did not engage in this activity did not change (Swan-Hudkins 2003). Although this may not seem like much, it was enough to help at-risk students understand their learning styles and improve their learning habits. This analysis focuses on Sampson, North Carolina schools. Their standardized test scores increased only in schools that had implemented arts education in their schools for two consecutive years (Swan-Hudkins 2003). Every teacher should incorporate the arts into their daily lesson plans. These studies show that students who learn through the arts have higher test scores and learning levels.


Combining Childrenâs Literature with Music (2017 National NAfME in-service Conference, Day 3)
While I did attend three advocacy seminars today, my favorite seminar was the fourth one: Storybooks and Childrenâs Literature: Finding the Music Within, taught by Suzanne Hall, PhD.
And, it was wonderful that it was the first seminar of my day because it energized me to take note of all the wonderful advocacy information I learned the rest of the day.
I already knew that music was interdisciplinary, but I didnât realize the scope by which you could use literature in music. She gave us examples at various age/grade levels and explained five very basic reasons why story books can be used in the music classroom:
So much of what she said resonated with me as it sounded so much like Paivioâs theory that Lindamood-Bell utilizes. Students are able to both learn vocabulary and comprehension of the reading material in addition to understanding how rhyme, rhythm, sounds, and composition can work in music. In addition, there are symbols and both decoding and encoding present with both reading and music. For me, this changed my thinking that not only can music reinforce literacy, but that literacy can reinforce music. This would be an excellent argument for including music in elementary education, or if it already exists, to add more or find ways to collaborate with language arts instructors.
The best part of the seminar was Hallâs reading of Giraffeâs Canât Dance. She had already demonstrated what qualities made a book usable in the music classroom. This one was perfect as it talked about music. For her reading, she prepared a soundtrack including African percussion, Chopinâs âMinute Waltzâ, Joan Jett and the Blackheartsâs âI Love Rock and Rollâ, Isaac Albenizâs âLatin Flamencoâ, the Tommy Dorsey Orchestraâs âTea for Twoâ, Jimmy Shandâs âScottish Country Danceâ, and Song from A Secret Garden. What I really loved is her incorporation of types of music played for types of dances performed by the various animals. Students could learn the words cha cha and tango not only by looking at the pictures in the story and hearing the teacher read the words, but by experiencing the sounds associated with those types of dance.
Within my work at Lindamood-Bell, it is common to look up images for words students donât understand. While most students may understand what dancing is, they may not comprehend that such dancing needs a certain type of rhythm. You canât do the tango to Joan Jettâs âI Love Rock and Rollâ!
In her last example, Hall shared a lesson that could be used with older students, or at least those who were at the level of reading chapter books. Within a chapter book, or I suppose more than one chapter book depending on the number of students, each student or group of students selects one chapter and identifies three key points within the chapter. They need to illustrate those three points and then imagine, instead of dialogue and actions, what types of sounds could the students hear? The students drew representations of those sounds and then drew a legend where they identified which instrument was represented.
Hall showed us an example of Charlotteâs Web where instruments were used to make the sound of Charlotte talking to Wilbur, Penny first meeting Wilbur, and Wilbur being seen at the fair. Students really had to comprehend what they were reading to come up with the perfect sound or instrument. Without truly understanding what a spider is and how it acts, one might choose a drum instead of a xylophone.
The whole thing fascinated me! I contacted the presenter after with my thoughts on the similarities between her siminar and Paivioâs dual coding theory, and she shared with me the complete version of her presentation, including sound tracks!
Contact me for help in finding story books to use in your music classroom, or books that can incorporate music in your language arts classroom. I would be happy to do the leg work for you and find some great examples based on what your students are currently learning!


According to the most recent National Assessment of Educational Progress, two out of three children did not meet the standards for reading proficiency. This decline has prompted a renewed debate over the best way to teach reading. In theNew York Times article, âAn Old and Contested Solution to Boost Reading Scores: Phonicsâ, the author, Dana Goldstein, describes two different theories on the most effective reading instruction (https://www.nytimes.com/2020/02/15/us/reading-phonics.html?referringSource=articleShare). The predominant theory that has been used in schools over the past few years has been the âbalanced literacyâ theory which prioritizes instilling a love of reading in children by exposing them to a variety of interesting and high-value literature rather than spending a lot of time on phonics instruction (sounding out words). This is in contrast to the new âscience of readingâ theory which focuses on a more phonics-centric curriculum. Proponents of this theory do not believe teaching phonics exclusively is the answer, but advocate that it should be a greater part of the reading curriculum.
At Neighborhood Lit, we have always used research-based practices and incorporated them into our games and activities so that our students have the skills and motivation to become lifelong readers. This article aligns with the theories we have followed since our inception. We offer many opportunities for phonics practice through a multitude of different games and activities. However, we also spend time teaching word identification using sight words and focus on developing reading and word comprehension, whether it is through a reading response activity or using a word in a sentence to demonstrate understanding. Our Reading Workshops also include read-alouds and reading opportunities to promote interest and engage our student readers. Over the years, we have noticed that our students have greater reading success at our school when they participate in similar activities at home which is why we email weekly activities for them to do with their families. As you can see, our curriculum at Neighborhood Lit reflects our belief that effective reading instruction should be based on the most up to date research available and should yield results that show our students are improving their reading skills while also developing their love for reading.
Any questions? Please email us at firstname.lastname@example.org. Taylor Burke is a teacher and Director of Communications at Neighborhood Lit. and works closely with Janice Migliazza, a Reading Specialist and owner of Neighborhood Lit, Route 34, Colts Neck to bring you this information.


Unchecked and extraneous use of technology can have negative effects on teens and tweens, including issues with mental health and deteriorating real-world relationships. Itâs important to teach them about how they can use media in a healthy, productive, and positive way.
Advice and information about parenting, behavior and connecting with your child.
A Parent's Guide to Age-Appropriate Media
With so much media available to children, some parents struggle to know what their children should consume and avoid. This guide details the parental guides for television, movies, and video games, what the differences in ratings mean, what parents can expect from media within these ratings, what the descriptors mean and some key questions to ask as parents.
Babies Need Words Everyday
Designed to bridge the 30 Million Word Gap by providing parents with proven ways to build their children's literacy skills
Center for Disease Control and Prevention
Guidance to expecting mothers about exposure to Zika virus.
Center on Media and Child Health
Educates and empowers children and those who care for them to create and consume media in ways that optimize childrenâs health and development.
Children's Movement of Florida
A non-partisan grassroots movement of Floridians insisting on increased investment in the first five years of all our children.
Common Sense Media
Provides independent reviews, age ratings, & other information about all types of media.
Essentials of Early Literacy Instruction
Research on literacy development in young children.
A website of the American Academy of Pediatrics focused on the health of children.
How to Tell if Social Media Is Harming Your Mental Health
Contains valuable insights into the factors that can affect mental health when using social media and offers advice on how to seek help when needed.
Story time blog with book recommendations, finger plays and online resources.
Pediatric Health and Safety Guide
At any point during the day, a child is faced with potential threats from the things around him or her. Although some adults may instinctively know how to keep children safe in some instances, they all must learn how to do it in every situation.
Story Time Katie
Songs, rhymes, finger plays and book recommendations from a childrenâs librarian.
Talking is Teaching
Tips and tools for talking, reading and singing to your child to help them develop the brain connections they need.
Teaching Your Child CPR Could Save Your Life
If an adult is alone with a child and is in need of CPR, they will need someone who knows what to do and how to do it. A child who has been taught the basics of CPR can take action and potentially save the adult's life.
CPR Today: What's Changed
Learn how CPR has changed in just ten years. Stay up to date so you can take action and help save lives.
Kim West, LCSW-C and known as The Sleep Lady with a book called "The Sleep Lady's Good Night Sleep Tight"
Tips for Bedtime
Tips to help parents gain an increased understanding of the often confusing science behind sleep.
Too Small to Fail
Helps parents, communities, and businesses take specific actions to improve the health and well-being of children from birth to age five.
Parenting Resources for learning disabilities and attention issues.


T/Th 11 to noon
7th - 8th graders
About the Course
This course will begin with a review of middle school math skills and end with basic algebra problem-solving techniques. Students will focus on adding, subtracting, multiplying and dividing positive and negative numbers, fractions, and decimals, as well as GCF, LCM, graphing, divisibility rules etc. This is a great way to strengthen mathematical concepts before moving onto Algebra I. This class meets once/week, but can be partnered with Math Bookcamp, making it a once a week or twice a week class. Students are welcome to take one or both classes.. Students will be assigned homework after each class.
Dulcinea Stuk is a seasoned math specialist who is extremely passionate about math education. Teaching in and out of the classroom since 2010, Dulcinea focuses on building foundational skills needed for middle school and high school while engaging with material that is interesting and engaging to students. Dulcinea loves math, but also brings their love and curiosity for being outdoors, farming, growing food, and community organizing into the classroom, encouraging students to bring their own passions as well!


I currently teach in a Pre-Kindergarten Classroom. I have notice children at this age are very interested in science activities and incorporate these into our lesson plans daily. I am also working for my BA in Early Childhood Development and Elementary Education Majors.
A collection of articles and resources to help build and implement lessons based on the 5E model.
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A collection of Assessment articles.
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Sun, Sep 10, 2017 3:29 PM in Science Activities/Experiments with Hurricanes
Watching the coverage of Hurricane Irma, I wonder what types of activities or experiments you could relate to this current event. What types of experiments or activities have you taught or covered with natural disasters, such as hurricanes?
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Thu, Sep 07, 2017 7:56 PM in Field Trips
Hello, I'm a Pre-Service Teacher in Iowa. I am curious to know what science-led field trips you have planned for your classroom? How did you introduce the field trip? Any tips you would like to share on preparing a science-led field trip?
Wed, Sep 06, 2017 9:53 PM in Making Musical Instruments
Thank you for sharing this post. I have a science unit that I do with my preschoolers, kitchen band, which is experimenting with sounds found in the kitchen. Never thought of using a carrot to make an instrument. It's intriguing to notice that you can make musical instruments out of almost anything. Thanks again for sharing.
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Paper Towers: Building students' understandings of technological design
Thu, Nov 16, 2017 4:07 PM Paper Towers
Currently I am a pre service teacher and taking a teach science class. In class we did this lesson. We used literacy by making a graph on the dry erase board. Had a challenge to make the tallest paper tower using only 3 pieces of paper and a limited amount of tape within 15 minutes. Surprisingly I did not read this article before, but very informational. I was engaged and feel students would be just as engaged.
Guest Editorial: The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications
Fri, Sep 22, 2017 7:13 PM Great Model
I have used the 5E model for my Integration Arts class
This is a pretty simple and easy model to follow with the 5 E phases. This article is also great at explaining how each phase works with details on how to twerk the lesson to your specific needs.
Demystifying Nature of Science
Mon, Sep 11, 2017 5:17 PM Great Resource
Interesting. This article included ways to get younger students to think about science through observation, experience, knowledge and revision due to new evidence.
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THE INDIGENOUS LITERACY FOUNDATION
Can you imagine not being able to read a newspaper, a road sign or directions on a bottle of medication? Sadly, this is a reality faced by many Aboriginal and Torres Strait Islanders living in remote communities today. The Indigenous Literacy Foundation (ILF) raises awareness and funds for children in remote Indigenous communities across Australia. Watch the video for a rundown of the crucial work undertaken by the organisation.
The Indigenous Literacy Foundation (ILF) aims to raise literacy levels and improve the lives and opportunities of Indigenous children living in remote and isolated regions. This is done by providing books and literacy resources to communities and raising broad community awareness of Indigenous literacy issues. The Foundation is an initiative of the Australian Book Industry drawing on its diverse range of expertise, skills and resources. It works with the support of the Australian Publishers Association, the Australian Booksellers Association and the Australian Society of Authors.
The mission of the ILF is to make a positive difference in the lives of Australian Indigenous children by focusing on ways to improve their literacy levels. The ILF believes that a young childâs future educational experiences can be greatly improved through enjoyable and positive engagements with books in the family and community environment at an early age. The key objective of the Foundation is to make a positive difference in the lives of young Australian Indigenous children so that they are enabled to make the most of their educational opportunities in schools. ILF places the utmost emphasis on the importance of early literacy development in enhancing the life potential of every child in society.
The ILF literacy strategy will:
â provide books and support Australian Indigenous parents so they and their young children and babies can enjoy literacy experiences together;
â encourage links between the book trade, schools and libraries to ensure the supply of books in remote Indigenous communities;
â assist with the writing and publishing of books in the childâs first language as well as English;
â ensure engagement and familiarity with the range and types of books that children will experience in schools
The Indigenous Literacy Foundation acknowledges and respects the unique place of Australiaâs first peoples and commits its energy and resources to ensuring Australian Indigenous children have every opportunity, early in their lives, to do well in their school years.
Diesel nâDub supports the work of the Indigenous Literacy Foundation by donating a percentage of digital and physical music sales from the project directly to the organisation. It also assists in raising awareness of the foundation, by promoting its work and campaigns wherever possible.
Find out more www.indigenousliteracyfoundation.org.au


How we measure 'reads'
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Citations since 2017
7 Research Items
Studies typically show that perceptual difficulties at the time of encoding lower memory predictions. One potential exception to this is the inverted-word manipulation, in which participants produce equivalent memory predictions for upright and inverted words, despite higher free-recall performance for the inverted words (Sungkhasettee, Friedman, &...
Interpolated testing can reduce mind-wandering and proactive interference, and improve note-taking. However, recent research using face-name-profession triads, has also shown that interpolated testing can impair new learning (Davis, Chan, & Wilford, 2017). In the current study, we further examined the impact of switching from testing to new learnin...
Research suggests that educators and students often hold erroneous beliefs about learning and brain function, referred to as neuromyths. The prevalence of these neuromyths may be problematic, leading people to spend resources on ineffective study methods and propagate misinformation. Therefore, we examined whether erroneous beliefs in neuromyths co...
When asked to predict how they will perform on an upcoming exam, students are often poorly calibrated, typically in the direction of overpredicting their performance. Research shows that low-performing studentsâ calibration tends to remain poor across multiple tests over the course of a semester. We tested whether these students remain confident in...
Background: Although engagement in cognitively-demanding activities is beneficial for older adults, research suggests that older adults may be less motivated to engage in these types of activities because of the increased age-related costs associated with task engagement and their perceptions of the task demands. Methods: Across three studies, w...
Any music educator understands the importance of a solid music education. Research has shown that learning and performing music provides cognitive and neuroscientific benefits, such as enhanced speech processing, verbal and visual memory, working memory, mathematical skills, processing speed, and reasoning performance. Considering these cognitive a...


What are comprehension strategies?
Comprehension strategies are conscious plans â sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension.
What are the major approaches in teaching comprehension discuss?
The main strategies that are generally viewed as supporting comprehension are: Activating and using prior knowledge to make connections. Predicting. Visualising.
What are the six levels of comprehension?
One way to conduct this literature analysis is using a system called the Levels of Comprehension. There are six levels: literal, inferential, appreciative, critique, evaluative, and essential.
What are the three elements of comprehension?
Reading comprehension is the process of reading information and understanding what it says. Learn the types of information processed in the three levels of reading comprehension: literal meaning, inferential meaning, and evaluative meaning.
What are the best teaching strategies?
Best Teaching Strategies â Access Valuable Knowledge. Take Best Teaching Strategies to pursue your passion for learning. Because learning is a lifelong process in which we are always exposed to new information, it is vital to have a clear understanding of what you are trying to learn.
What are the seven reading comprehension strategies?
Activating background knowledge. Research has shown that better comprehension occurs when students are engaged in activities that bridge their old knowledge with the new.
What can teachers do to improve reading comprehension?
Teachers can instruct students on cognitive strategies they can use. Many common text reading strategiesâsuch as annotation, SQ3R, and the KWL chartâmake use of these thinking strategies, including: Discussing or activating prior knowledge, Developing questions while reading,
What are some examples of reading comprehension strategies?
Eliminate distractions. When you are distracted,your ability to comprehend what you are reading is negatively impacted.


In 1997, the National Reading Panel issued a report on the findings of dozens of studies looking into the most effective methods of teaching and learning reading. The report offered specific recommendations for effective practices, such as intentional and explicit phonics instruction for all students.
Lately, there has been movement toward codifying science-based literacy learning practices into law, but it took 16 years before the first state to do so, Mississippi, took such action. In the meantime, many educatorsâand even entire schools and districtsâcontinued using outdated teaching methods or only engaged in phonics instruction with students in need of remediation.
Something similar is happening in mathematics classrooms right now. A national mathematics panel has not been convened to lay out the science of how students most effectively learn math, but there is a large body of research available. Unfortunately, the math instruction most students receive is not based in the science of mathâbut it could be.
Being Lectured at Doesnât Work
As many others have, I learned from my own experience teaching in the classroom that lecturing doesnât work. There are usually a couple kids in any classroom who will learn whatever you teach regardless of the method, but for the vast majority of students a lecture is abstract and a little boring and, most importantly, itâs something theyâre listening to and not something theyâre doing.
As human beings, weâre wired to learn by doing. In fact, weâve been learning by doing even longer than weâve been human, because all mammals learn by interacting with their environment, taking in feedback, and processing that feedback.
The Perception-Action Cycle
Human beings learn in a variety of ways, using different learning cycles. One powerful learning cycle, and one that is invoked whenever we try to solve a challenge, is the perception-action cycle.
How I use digital curriculum in my math classroom
5 ways to create a strong math culture in your schools
Nigel Nisbet, Vice President of Content Creation, MIND Research Institute
Nigel Nisbet is the vice president of content creation at MIND Research Institute. He came to MIND after working as a mathematics specialist for Los Angeles Unified School District, where he designed and delivered professional development programs and implemented the transition to Response to Intervention (RTI) programming. Prior to joining LAUSD, he taught mathematics, AP physics, and AP computer science at Van Nuys Senior High. He can be reached at [email protected].
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taking opportunity to talent
The extent to which music education is disappearing from our schools is a national scandal. Traditionally the UK has been a huge player in music across all genres â classical, jazz, rock and pop. But where are the musicians of the future going to come from?
AND, at a time when there is so much concern around childrenâs mental health, itâs extraordinary that music (which is known to have such strong beneficial effects in this area*) should be becoming the preserve of the privileged few. Music education canât solve all the problems facing young people today, but for a few it is the magic bullet; the chance of a life beyond the boundaries that society historically imposes upon them. Itâs criminal that those who could so easily be helped should be missing out.
Hence Musical Minds, an attempt to âfill-inâ some of the gaps in state school music provision. The project provides mentoring to talented pupils at schools in disadvantaged areas. Participants are chosen on the basis of their talent and enthusiasm, not on education dependent factors such as technical knowledge.
If you would like to know more, or if you would like your school to take part in the Musical Minds project, please email firstname.lastname@example.org.
*Scientific research conducted into music education across the globe shows, conclusively, enormous social and developmental benefits. As well as improving mental health, music education also promotes improvements in:
- critical thinking
- overall academic attainment
Music education has also been shown to have longterm benefits on the brain in adults who stopped music lessons 40 years earlier! For links to scientific studies into the effects of music education click here.


Concrete Operations With David Elkind, Ph.D.
Institutional DVD price: $ 250.00
According to Jean Piaget, intelligence develops in a necessary sequence of stages that are related to age. Piagetâs theories have given us profound insights into the cognitive development of children. This knowledge in turn, provides a framework for understanding how children think and for planning educational strategies. Using structured interviews with children from four to nine years old, Dr. David Elkind illustrates the development of transitive thinking and reversibility as children move from the pre-operational to concrete operational stage of cognitive development. Childrenâs construction of the unit concept, so basic to arithmetic and beginning reading, is illustrated in a well run first grade class. Dr. Elkind also examines some recent criticisms of Piagetâs theories.
"Piaget's Developmental Theory: Concrete Operations looks at the third of Piaget's age-related stages. During the Concrete Operations Stage (from about 6 to 12 years old), children develop logic and are able to use rules and units. At the same time, thoughts remain rooted in the present with real objects. Piaget scholar Dr. David Elkind examines the elements of the Concrete Operations Stage through taped exercises with a variety of children at different levels of development.
"The program discusses intelligence as an interplay of adaptive thought and action. As a child becomes older, "thought and action become increasingly flexible and freed from the domination of immediate perception." During the Concrete Operational Stage, a child develops the logical processes of transitivity and reversibility, and is able to combine these two processes to attain the unit concept.
"Dr. Elkind clearly illustrates Piaget's Concrete Operations Stage through a variety of taped interactions with children throughout the program, and provides expanded discussion of Piaget's theories and their criticisms. The program's production standards are high, and its content would be particularly useful for study and research in elementary education and developmental psychology. This program is highly recommended for academic libraries. Related titles available from Davidson Films, Inc. include Piaget's Developmental Theory: an Overview and Using What We Know: Applying Piaget's Developmental Theory to Primary Classrooms.
--Rue Herbert, Library Media Center, University South Florida, Tampa


In the history of educational psychology, thereâs plenty of evidence that supports learning through play. But the American culture, and a focus on testing in schools, has distorted our idea of play and the benefits of play in education. We talked to Jed Dearybury, author of The Playful Classroom and The Power of Play for All Ages, about how bringing play into classrooms â no matter the age or level â leads to deeper, more engaged and more joyful learning. Here are five quick points from our conversation.
Play allows us to let go of self-criticism and fear.
Students (and teachers too!) can get lost in the flow of playfulness and let go of self-criticism and fear, thanks to the feel-good chemicals released in the brain when engaged in play.
A playful classroom is an empathetic and compassionate classroom.
Students in an empathetic, compassionate classroom feel free and safe to take learning risks, rather than do exactly as the teacher said, because they know their ideas will be embraced and accepted.
Students take ownership of learning in a playful environment.
Once we give students the freedom and permission to take learning risks, they will level it up with their own ideas, fostering a sense of pride and ownership.
Play gives teachers the freedom to listen in and focus on students.
If we're delivering a PowerPoint, we're focused on the PowerPoint. Are the words spelled right? Is the pacing appropriate? But when weâre right there beside the students, we get a first-hand account of their academic ability and social skills, for a better understanding of their strengths and opportunities for growth.
Being playful helps create an emotional connection to the learning.
Scientifically speaking, if we have an emotional connection to the learning, we remember it better. For example, the alphabet. Most of us have an emotional connection to the ABC song, because someone probably cheered and sang along as we learned it. When we ask someone to say the alphabet, they'll probably sing it, even as an adult.
Listen to the full episode of Notes From The Staff to hear Jed describe the power of play in greater detail, and the steps you can take to build a playful learning environment.
Notes From The Staff is a podcast from the creators of uTheory. Join us for conversations about pedagogy, music theory, ear training, and music technology with members of the uTheory staff and thought leaders from the world of music education. Subscribe to Notes From The Staff on iTunes or wherever you get your podcasts.


A leading Japanese campaigner against nuclear weapons who survived the worldâs first atomic bomb attack has died at the age of 96.
Sunao Tsuboi was on his way to college when he was caught in the blast at Hiroshima on 6 August 1945, suffering burns all over his body.
Some 140,000 people were killed and Tsuboi dedicated his life to campaigning to eradicate nuclear arms.
He met Barack Obama on his historic visit to Hiroshima as US president.
They shook hands and chatted for about a minute during the meeting in 2016.
This was the first visit by a US president to the city since the attack, which was launched towards the end of World War Two as the Allies pushed back Japan.
âI was able to convey my thoughts,â Tsuboi, who played a leading role in Japanâs national organisation for Atomic Bomb and Hydrogen Bomb survivors, said later.
He died of anaemia on Saturday, an official from the association told AFP news agency.
On the day the bomb went off, the engineering student was 20 years old.
âNaked, I tried to run away for about three hours on August 6 but finally could no longer walk,â he told AFP.
Picking up a stone he wrote on the ground âTsuboi dies hereâ before passing out, only waking up several weeks later.
He was so weak and scarred he had to start his recovery by practising crawling on the floor, he told the Associated Press news agency.
Tsuboi went on to teach mathematics at schools in Japan, telling youngsters about his experiences during the war. Pupils nicknamed him âMr Pikadonâ (âMr Flash-Boomâ), he said in an interview on the Hiroshima Peace media website.
âNever give upâ was his advice for anti-nuclear campaigners.
âWe must not only mourn the death of a great leader for our cause, but we must also continue in his path, undeterred, and always remember his words,â Akira Kawasaki of the International Campaign to Abolish Nuclear Weapons, a coalition of non-government organisations, told Japanese public TV.
Tsuboi developed cancer and other illnesses, spending periods of his working life in hospital being treated for anaemia.
Some 127,000 survivors of the nuclear bomb attacks on Hiroshima and Nagasaki are still alive.
Sunao Tsuboi is survived by two daughters and a son, AP reports.
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Music education: a must for young learners?
One of the greatest philosophers of the Classical period, Plato, once said, âI would teach children music, physics, and philosophy; but most importantly music, for in the patterns of music and all the arts are the keys of learning.â While some may argue that music isnât as important as the core academic subjects, many would disagree. In fact, it may surprise you to know that a number of research studies have shown that music education has a positive impact on studentsâ learning achievement and personal balance.
Music for academic success
Another popular theory, known as the âMozart Effectâ argues that music may boost short-term cognitive functions and could enhance the brain's ability to master tasks involving language skills, memory, and attention. Additionally, a nice melody can help create a focused learning atmosphere.
In support of that theory, a study has shown evidence that the art in question has major effects on many aspects of cognitive ability, including memory. The study, which is based on neurobiology research, suggests that a good tune may also increase the potential of human performance. Music trains the brain for higher forms of thinking, says another recent study from the University of California.
Music for inner balance
While young learners may feel overwhelmed by academic work or social pressure, music seems to be an excellent way to help relieve stress and offers the opportunity for humans to express their feelings. British dramatist William Congreve suggested in 1697 that âMusic tames the savage beast.â Indeed, music can channel negative emotions such as stress, sadness, or a sense of frustration which can be felt by boarders, particularly when away from their family.
Music has also a key role in setting good moods. According to a group of researchers from McGill University, the University of Barcelona, and the Hospital de Saint Pau of Barcelona, there would be a link between music and the increase of dopamine release â the neurotransmitter associated with hedonic experiences.
The IB Diploma programme offers the DP Music course as part of its curriculum. Music appears to be of a precious contribution to keeping students on a stable path of personal and academic growth.
 Harvard Men's Health Watch, Music and health (July 2011)


An unwillingness to curve grades perpetuates the archaic notion that education can be finite. Academia should not be based on a system of punishment.
Students should not be punished for not always being on their A-game, for not learning at the same pace as their classmates or for experiencing anxiety while taking exams.
Professors are scholars, people who have been through years of schooling themselves â and yet, many seem to have forgotten the struggles of being a student.
Navila Rahman, a junior chemistry major, said that none of her professors believe in curving exam grades. âThey say lifeâs not going to give us any handouts in the future, so why should they?â
When asked if exceptions would be made if the majority of her class failed an exam, she revealed curving the exam still would not be allowed.
Rahman detailed about how her professors are unwilling to give make ups, retakes or even extra credit assignments. âThey donât care that our GPA tanks because of one bad grade. Honestly, they just donât seem to care about us at all.â
However, Elementary education major Vicky Tzoros understood why curving grades is questioned by some professors. Tzoros offered up the notion that many people, primarily professors, think curving grades promotes a lack of responsibility. âTeachers donât want students to think theyâre going to end up passing no matter what kind of effort they put in.â
She agreed with the point professors have about passing everyone despite effort given in the class, but noted that this point canât be applied to every student. âOften students feel indebted to the professor who curved their grade, and they feel motivated to keep their grade up so theyâre willing to study harder for the next exam.â
One professor from the English department who preferred to remain anonymous, gave on her thoughts on curving. She believes curving grades requires the ability as a professor to self-reflect. âSometimes Iâm so sure I got a point across, but then students hand me work with that exact thing missing.â
In these situations, she understands not to deduce points, but to re-teach the topic is where she feels that curving undervalues grading. She ended our conversation saying she does not believe grades should be punitive. âI want you guys [students] to get jobs and do all you want to do. Who am I to stop you?â
Some professors are not too keen on the idea of curving grades.
To an extent, they have valid points. Some professors do not include curving to avoid students that do not apply themselves to the material, which is a waste of the professors teachings.
At the same time, the needs of the many should outweigh the needs of the few, and this idea is a detriment to students who do work hard in class, but slip up on an assignment or test despite trying their best.
While itâs all in the teacherâs hands in the end, the students still deserve the benefit of the doubt since they are the ones receiving the grades at the end of the day.


Dimensions: 13,7 x 10 cm
Edouard Manet - attributed, around 1880
Edouard Manet was born in Paris on January 23, 1832, to an affluent and well connected family. His mother, Eugenie-Desiree Fournier, was the goddaughter of the Swedish crown prince, Charles Bernadotte, from whom the current Swedish monarchs are descended. His father, Auguste Manet, was a French judge who expected Edouard to pursue a career in law. His uncle, Charles Fournier, encouraged him to pursue painting and often took young Manet to the Louvre. In 1845, following the advice of his uncle, Manet enrolled in a special course of drawing where he met Antonin Proust, future Minister of Fine Arts, and a subsequent life-long friend.
At his father's suggestion, in 1848 he sailed on a training vessel to Rio de Janeiro. After twice failing the examination to join the navy, the elder Manet relented to his son's wishes to pursue an art education. From 1850 to 1856, Manet studied under the academic painter Thomas Couture, a painter of large historical paintings. In his spare time he copied the old masters in the Louvre.
From 1853 to 1856 he visited Germany, Italy, and the Netherlands, during which time he absorbed the influences of the Dutch painter Frans Hals, and the Spanish artists Diego Velazquez and Francisco Jose de Goya.
In 1856, he opened his own studio. His style in this period was characterized by loose brush strokes, simplification of details, and the suppression of transitional tones. Adopting the current style of realism initiated by Gustave Courbet, he painted The Absinthe Drinker (1858-59) and other contemporary subjects such as beggars, singers, Gypsies, people in cafes, and bullfights. After his early years, he rarely painted religious, mythological, or historical subjects; examples include his Christ Mocked, now in the Art Institute of Chicago, and Christ with Angels, in the Metropolitan Museum of Art, New York.


http://www.throughtheflower.org/ Through the Flower is a non-profit Feminist art organization founded by Judy Chicago in 1978. Their mission is to educate a broad public about the importance of art and its power in countering the erasure of women's achievements.This web site includes "The Dinner Party Curriculum Project." Judy Chicago states "Although there are many ways of approaching The Dinner Party, it is important to note that The Dinner Party is built on a solid foundation of research into history, art history, feminism, and the obstacles women faced (and continue to face) as they struggled to participate fully in the societies in which they lived. The Curriculum is structured in a sequence that is intended to help students gradually develop a consciousness about gender along with a deep understanding of women's history, women's art, and women's achievements. The Curriculum consists of a series of downloadable pdf files; teachers may pick and choose among the fourteen Encounters, selecting those that seem most appropriate to their classrooms, grade level, and goals." http://judychicago.arted.psu.edu/dpcp/intro.php
CONTEMPORARY PRACTICES TO REVOLUTIONIZE CURRICULUM
http://gclass.org/ Founded in 1977, the New Museum (at 235 Bowery, New York, NY 10002 212.219.1222) is a leading destination for new art and new ideas. It is Manhattanâs only dedicated contemporary art museum and is respected internationally for the adventurousness and global scope of its curatorial program. See the curriculum under the "Learn" tab, for the THE GLOBAL CLASSROOM, (g.class)http://gclass.org/ G:Class "provides the tools necessary for high school teachers to utilize the cultural and educational resources of the New Museum, to incorporate contemporary art into the curriculum, and expand learning beyond the classroom. Lesson plans are designed to incorporate contemporary art into the classroom, and are developed in collaboration with the New Museumâs school partners to address both Museum exhibitions and New York City class curricula. The core of each lesson plan is designed to use observational and interpretive activity through inquiry and extended peer discussion to foster an informed, critical understanding of art, culture, current events, and their relationship to studentsâ own lives and the world around them."
SOCIAL THEORY & ART EDUCATION to REVOLUTIONIZE CURRICULUM
http://cstae.org/ The CSTAE is launching an e-portfolio digication web page on the NAEA web site. You are invited to submit your lesson plans, unit plans and syllabi that embrace social justice approaches and pedagogy that advance social theory


Numeracy is being able to use numbers to help with daily tasks and solve problems in everyday life. Everyday we need numeracy skills in the grocery store to add up our bill, read time-tables, follow recipes, play sport, read articles in the newspaper, follow instructions on our medications, and so much more. Being numerate requires us to know some math.
The following resources are designed for people who would like to improve their numeracy skills and learn the basic math they need for everyday life.
- Dartmouth Learning Network Moving On Up â Basic Maths Skills
Dartmouth Learning Network Moving On Up â Basic Maths Skills Courses
Interactive Basic Math modules that include: Fractions, Decimals, Percentages, Managing Money, Banking Transactions, Measurement, Area & Perimeter, Data & Statistics, Probability. Learners navigate through the modules via a series of slides that have interactive capabilities. Learners can click on tabs, drag and drop words, click boxes in quizzes and type into boxes.
There is also a GED math course with similar style modules on this site for learners seeking to work on more advanced math skills. Topics include whole numbers and integers, graphs and tables, fractions, decimals and operations, percentages, ratio and proportion, solving equations, data analysis and probability, measurement and geometry, algebra, coordinates and functions.
For the Basic Math course, go to https://dlnmovingonup.ca/courses/level-two-math/
For the GED Math course, go to https://dlnmovingonup.ca/courses/ged-prep/
- GCF Global â Basic Maths Skills Tutorials
GCF Global â Basic Maths Skills â Tutorials
GCF Global is a non-profit that provides a huge number of different free tutorials. This series of tutorials is designed for people wanting to improve their math skills. Topics range from basic to school-level math and include addition & subtraction, multiplication & division, decimals, percentages, fractions. The content of each tutorial is clearly laid out with nice graphics and videos.
The course features a set of interactive steps. Participants can take a short quiz at the end of each tutorial to test their skills. A great way to improve your math knowledge and numeracy skills. Learners can use the resource to work independently or with a tutor.


Quality Preschool Tutoring in Austin, Texas
Early childhood is a time of major growth and development, both physically and mentally. Young children who attend preschool need a program of learning that meets their needs. When it comes to educational needs, a quality preschool should integrate some academic subjects into its curriculum so young children are introduced to basic concepts that will help them to understand more fully when they reach kindergarten and continue on their early academic journey.
The National Association for the Education of Young Children, (NAEYC) is a child care cneter accrediting organization that advocates for quality and excellence in early childhood education; their position regarding preschool curriculum states that it should be âthoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children.â To that end, lessons and activities across the curriculum should be created to include as many facets of this statement as possible. Development of a curriculum from this foundational position will help the majority of young children to be prepared for primary school and beyond. But what does this mean in terms of each subject area? Read on for a basic overview.
MATH AND SCIENCE
Preschool math and science curriculum is important for children to explore the world around them in a concrete way. Children in a quality preschool program should have the opportunity to learn to identify and use numbers; they should be introduced to counting. Further, they should be exposed to activities that encourage number recognition, sequencing, matching, sorting, etc. which can be accomplished via interaction with math resources like puzzles, pattern blocks, and scales. As for science, preschoolers should be offered hands-on activities that allow them to experiment; science topics that they might explore include magnetism, color and light, and sound.
Quality preschools should incorporate a reading curriculum that allows children to learn and identify lettersand letter sounds. They should ensure that children are read to frequently, and that they have access to books and other reading materials. They should have a curriculum that encourages children to build their vocabularies, and helps them learn how to physically write basic things such as their names.
Well-developed preschool curriculums include social studies topics. In terms of early childhood education, social studies involves learning about the wide variety of world cultures and community environments. They allow young children to gain a greater understanding and awareness of what it means to be part of a community and the wider world by experiencing their school as a microcosm in which they participate by dealing with classroom and social issues.
Preschool arts offerings are also important. A good arts curriculum is built by including time for children to sing and dance, to make art (e.g. painting, sculpting with clay, etc.), and to otherwise express themselves creatively. A quality arts curriculum provides a creative outlet for children (while also helping them develop and strengthen their fine motor skills).
Preschools can help children build an academic foundation, while encouraging them to become lifelong learners. A preschool with a quality curriculum can prepare children for the future. Early childhood education can nurture children as they grow.
Tots âN Tutors is a professional mobile tutoring company that offers support to students in pre-kindergarten through high school and college. Tots âN Tutors offers tailored tutoring sessions to any student in need of academic support. Our learning guides meet with students individually or in small groups, in person or virtually, to help with academics and other foundational skills like organization time management. Contact Tots âN Tutors today to discuss how we can help your child reach his or her goals.


Written by Aung Nay & Aye Thuzar
ScratchJr is a popular graphical programming language that allows children from age five to seven to create âinteractive and animated scenes and storiesâ . It addresses the lack of programming tools that focus on âcontent creating or higher level thinkingâ  for kindergarten to second grade students. ScratchJr software deployment comes with the curriculum and online community, and the design goal of the ScratchJr software is to âprovide young children with a powerful new educational tool as well as guidance for teachers and parents to implement it to the benefit of diverse areas of early learning, from math and literacy to interdisciplinary knowledge structuresâ .
Even though ScratchJr is great at making interactive and animated stories, creating games was a challenge since ScratchJr does not have variables. Because of this, we developed the idea of a sprite moving towards a goal as an ongoing visual tracker/indicator of the playerâs progress , which allowed us to create a variety of games. The game creation allowed us to move beyond the interactive storytelling phase and pump excitement beyond. For the purposes of this blog, we would like to introduce one of the sample projects, Safari Animals. For this game, the players will have to tap on only the safari animals to win the game. There will be various animals that will be shown but not all will be safari animals. When a non-safari animal is tapped, the game will be over. Please view the game video at https://youtu.be/OkVoS_3lnbU
Fig 1. Safari Animal game with visual progress tracker
Fig 1 shows a sample project of a game that has the progress dot which starts at row 15 and column 16 and has a red bars at row 15 and column 20. As the game progresses, the red dot moves towards the red bar. When the red dot reaches the red bar, the player is greeted by a âYou Winâ scene. Along with the achievement tracking, this game also tells a story about animals, particularly the taxonomy of the animal kingdom. The storytelling aspect of the games always draws students in, motivates, and inspires them to create their own games with storyline. And this creativity has to be integrated into the lesson plan. Please see and download the Safari Animal lesson plan at http://scratchjr.zatna.com.
ScrachJr is a great platform for younger kids because you can create exciting games with the progress tracker using fewer code blocks than Scratch or other block programming environments. We hope that ScratchJr team maintains and updates it regularly and more K-2 teachers as well as Pre-K environments will adopt ScratchJr.
Our paper, âTeaching and Learning through Creating Games in ScratchJr: Who needs variables anyway!â will be published in this month as part of the proceedings of the Blocks and Beyond Lessons and Directions for First Programming Environments A VL/HCC 2015.
 Flannery, Louise P., Elizabeth R. Kazakoff, Paula BontÃ¡, Brian Silverman, Marina Umaschi Bers, and Mitchel Resnick. âDesigning ScratchJr: Support for Early Childhood Learning through Computer Programming.â DevTech Research Group. Proc. of 12th International Conference on Interaction Design and Children, ACM, New York, NY. Tufts University, n.d. Web. 29 Aug. 2015
 Thuzar, Aye, and Aung Nay. âTeaching and Learning through Creating Games in ScratchJr.â Proc. of Blocks and Beyond Lessons and Directions for First Programming Environments A VL/HCC 2015 Workshop, Atlanta, GA (To be published in Oct. 2015)


Preventing technology gaps from creating achievement gaps.
GUEST COLUMN | by Sheldon Soper
Technology is becoming a ubiquitous component of modern day classrooms. Tools like Chromebooks, laptops, and iPads provide powerful ways for students to create, collaborate, and access information. Students benefit from this access and can use it to build crucial skills for their 21st century world.
While technology access inside the classroom can be standardized, it is anything but once students leave. For students without reliable internet access from home, all the rewards and benefits of a technologically infused classroom fade away with the dayâs dismissal bell.
Students should be able to participate and engage with any work intended for completion outside of class regardless of their access to technology.
Technology-driven classroom workflows need analog components to ensure students without reliable access to technology outside of school are not left out. Otherwise, the technology gap between those with access and those without will quickly manifest as an achievement gap.
The Problem with Paperless
One of the common rationalizations schools use when transitioning towards technology focused learning environments is the elimination of paper. There is less clutter, fewer organizational issues, and less physical waste. Students can access digital materials quickly and even refer back to prior creations and resources with ease. Learning experiences can become more engaging with multimedia elements and increased interactivity. Teachers can access student work from a single device rather than constantly lugging piles of papers and a gradebook back and forth from school.
While this paperless convenience is hard to deny, it can quickly become a vehicle for disenfranchising students. A truly paperless class creates an unfair hurdle for students without access to the digital content from home.
Teachers still need to maintain some analog components in their digital classrooms to help prevent technological gaps at home from turning into achievement gaps in school. Crucial course materials like study guides and reference materials should always be available in paper form for students to take if needed. Work that is expected to be completed outside of class should be free from rigid, technology-dependent requirements like âthis must be typedâ when possible.
If technology is to be a key element of a learning experience, that learning experience should be one that all students have the time and opportunity to experience in the classroom.
The good news is that analog work does not automatically mean a return to piles of papers to grade and cluttered âturn-inâ bins. Popular workflows like SeeSaw, Edmodo, and Google Classroom all have quick and easy ways to digitize analog student work (paper, projects, models, etc.) using the cameras that are standard in most classroom devices. With just a few taps, paperwork can become digitized and be submitted electronically to a teacher or shared with peers.
Not All Internet Access is Created Equal
While there are a growing number of free and open pathways to internet access for people who need it, educators need to be careful not to assume that these pathways mean their students are on a level technological playing field.
Sure, there are public libraries, homes of family members, school buses equipped with internet hotspots, and local businesses with âfree Wi-Fiâ signs in the window that all can provide a pathway to access. However, for a student who has to rely on these options, it is no match for being able to enjoy the comfort and security of learning at home like other students have the privilege to do.
Another common misconception is that cell phone data plans and Wi-Fi internet access are synonymous when it comes to accessing digital content for school. Smartphones can be useful learning tools for students, but when those devices do not have reliable Wi-Fi internet to connect to, their bandwidth usage comes at a cost. Teachers must be cognizant of this discrepancy to avoid putting students in a difficult position to decide between accessing their schoolwork and driving up their phone bills with data fees.
It falls to teachers in this age of digital classrooms to try to give all students a fair opportunity for success. When certain tasks or assignments are technologically dependent, they must also then be classroom dependent. Students should be able to participate and engage with any work intended for completion outside of class regardless of their access to technology. Failing to do so drives a wedge between those with access and those without; a widening achievement gap will surely follow.
Sheldon Soper is a junior high school teacher in southern New Jersey and a writer for The Knowledge Roundtable, a free tutoring marketplace. His primary focus is building reading, writing, and research skills in his students. He has a B.A. in History as well as a M.Ed. in Elementary Education from Rutgers University, with teaching certifications in English Language Arts, Social Studies, and Elementary Education. He has tutored Reading, Writing, Calculus, Chemistry, Algebra, and Test Prep. Sheldon believes all students can be successful; it is the role of educators to help facilitate growth by differentiating and scaffolding student learning on a personal level.


The new Ontario Language Curriculum strongly emphasizes language foundations, transferable skills, and digital media literacy while connecting to the contributions of diverse voices, experiences and perspectives, including those of First Nations, MÃ©tis and Inuit individuals, communities, groups and nations. For more information, please refer to the Ministry of Educationâs guide for parents.
At the Ottawa Catholic School Board (OCSB), we have a three-year plan focusing on language developmentâs foundational pillars. The 2023-2024 school year will focus on phonemic awareness and phonics.
Phonemic awareness, the ability to identify and manipulate individual sounds in words, is crucial for early language acquisition. It forms the basis for reading and writing, helping children decode words and grasp their meanings. These interactive methods make learning enjoyable and empower children to become confident and capable readers.
Complementing phonemic awareness is the teaching of phonics, which involves connecting sounds with corresponding letter patterns. Our curriculum aligns with the latest research to provide systematic and explicit phonics instruction.
The new Ontario Language Curriculum opens doors to enhanced language skills critical for academic success and beyond. Together, we can lay a strong foundation for your childâs future achievements. We are excited to embark on this enriching path with you and your child.


Written By: Kallie Atti, PT, DPT; Edited by: Megan Castles, PT, DPT, ATC
What is Torticollis?
Is it normal that my baby only wants to look one direction?
Why does my baby keep leaning to one side?
Is my babyâs head flat?
If you have ever asked these questions or made these comments as a parent, it is possible your baby may have Torticollis. Torticollis is a shortening of the Sternocleidomastoid muscle which is a large, superficial neck muscle that runs from just behind the ear diagonally to the most medial part of the collar bone. This muscleâs main function is to help your baby bend their head forward and turn their head to the opposite direction. Tightening of this muscle is commonly from their positioning within the womb. Twins, premature babies and breech babies tend to have a higher incidence of Torticollis but it can also be acquired as a result of prolonged positioning, gastroesophageal reflux, or visual impairment. Torticollis may also arise from an orthopedic or neurological injury. This shortening on one side creates a lengthening of the muscles on the opposite side of the neck and this muscle imbalance makes it difficult for your baby to hold their head and body straight. This can also be the reason why your baby begins to develop a flatness on the back of their head known as Plagiocephaly.
Physical therapy can assist with developing symmetry in these muscles. This symmetry is important so that your child can establish midline head control, visual motor control, sensory organization and symmetry through their gross motor skill development.
Did you know that avoiding early intervention with Physical Therapy could lead to possible complications such as scoliosis, one eye developing faster than the other, early hand preference, or even a crossbite?
When is Physical Therapy needed?
It is best when you or your Pediatrician notice the Torticollis to seek Physical Therapy as soon as possible. It is common for babies to even develop Torticollis in the NICU and intervention can begin there. If a helmet or band is needed for head shape abnormalities in combination with the Torticollis, the most ideal time to receive a helmet is between 4-6 months. This ideal time is when the babies typically have strong enough head control to support a helmet and their heads are growing the fastest, which usually results in LESS time in the helmets! Treatment times for Torticollis vary depending on the severity of the tightness and any other possible comorbidities that the child may have. The good thing is that Torticollis is VERY common and VERY treatable! We typically will see a child up through the first year of life to make sure they develop all of their gross motor skills with midline head and trunk control.
So if you are questioning your childâs abnormal head shape and/or ability to keep their head in midline, perhaps question Torticollis AND seek Physical Therapy treatment as soon as possible! The earlier the treatment, the better the outcomes!


I wrote following article for Forest of the Rain Productions this week (www.forestoftheraineducation.weebly.com)
In 2000, the National Reading Panel issued a report that served as the basis for reading instruction across the United States. Many NCLB initiatives used the Panelâs report to justify a very narrow definition of reading instruction. Their findings suggested that the best approaches to reading incorporate:
- Explicit instruction in phonemic awareness
- Systematic phonics instruction
- Methods to improve fluency
- Ways to enhance comprehension
Fourteen years later, as we prepare for the Common Core era, schools are hopefully shifting their focus to a broader and more comprehensive view of reading instruction. Something significant has been lost with recent school reform efforts. The creation of formulaic reading programs has moved schools away from fostering a lovefor learning in their students.
Before you can interest a child in unlocking the sounds associated with letters, you must at least light a candle of interest. If you want children to become fluent readers who also comprehend, then show them how reading unlocks the world. Schools wishing to elevate student success should encourage parents and teachers to consider the following tips on growing good readers:
1. Talk to them
Vocabulary development and reading skills are linked processes. The more you read, the better your vocabulary, the more you engage in conversation, the better youâll be able to read. Busy parents must take the time to talk with their children about a range of subjects. Teachers must give their students opportunities to talk with their classmates. While we can all appreciate the value of peace and quiet, our children will become better readers from ample opportunities to talk.
2. Read to them
Oral comprehension supports the growth of independent reading skills. Parents of young children should be reading to them every night. Teachers should build read-alouds and books on tape into their daily instruction. Older students also benefit from listening to others read. You can turn the table on them by having students record themselves for others to listen to.
3. Model good reading
Children tend to value what the adults in their lives show enthusiasm for. If you want your child to be a reader, you have to model it. Talk to them about the books you are reading. Share your excitement about your favorite genre. Have a quiet reading time in your home or classroom where everyone is reading at the same time. Involve the extended family in sharing their reading interests. Invite guest readers to the classroom to share their love for reading.
4. Ask Questions
Questioning is the starting point for reading comprehension. Good readers are constantly asking questions as they read. Young readers should be encouraged to share what they are thinking as they are reading. Reinforce questioning before, during, and after reading. As children improve their questioning skills, raise the level from explicit to implicit questioning.
5. Take them places
Background knowledge is vital for growing good readers. Every trip a parent takes their child on, no matter how long or short, should involve literacy moments. Trips to the store, to the park, or to the gas station can all provide teachable moments for parents. Point out signs, letters, and numbers as you travel. Have your child help you with the grocery list. They can âreadâ it to you as you shop. Children need to see the connection between reading and the real world. The more background knowledge a child has, the better prepared theyâll be when the demands of reading get harder.
6. Go to the library
You can never expose a child to too many books. Our public libraries are tremendous resources for parents and teachers. Many have very liberal policies when it comes to checking books out. Your local library probably sponsors a summer reading program and many offer homework help for school-aged children. In hard economic times, public libraries offer parents affordable and often free resources for growing young readers.
Good readers become great readers through a process that is part art and part science. While phonemic awareness and phonics should be components of good reading instruction, we must remember to build a love for reading in our students. A love for reading blooms in students who are exposed to a variety of literature using methods that actively engage them.
Letâs think of it this way: the stem, leaf, roots, and flower are the phonics/phonemics of reading, the love for reading comes from the soil, sun, and water we supply. If we provide the best of both for our students, they will surely become lifelong readers.


An employee in this class provides direct instruction to students. In some cases, E.C. teachers may work one-on-one with special needs students, in which cases such assistants may be required to possess additional skills and training in providing for the specific physical needs of such students. A wide variety of tasks are performed in the teaching-learning process for students, the primary one being to help students learn the subject matter and skills that will contribute to their development as mature, able, and responsible adults.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Meets and instructs assigned classes in the locations and at the times designated.
- Plans a program of study, employing a variety of instructional techniques and instructional media, that meets the individual needs, interests, and abilities of the students.
- Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students.
- Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
- Assists the administration in implementing all policies and rules.
- Encourages students to set and maintain standards of classroom behavior.
- Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students.
- Assists in diagnosing the learning disabilities of students, with the assistance of district specialists.
EDUCATION AND EXPERIENCE:
- Four year degree from a college or university.
- Major, or 24 semester hours, in subject area to be taught.
- Passing score on Praxis II Test in subject area to be taught (Must have already passed Praxis II before being considered for employment in Elementary Education or Exceptional Education).
- Valid N.C. teaching license/certificate, or be able to obtain such.


Check out this interactive circle of fifths resource! This resource is so useful not only if you are a teacher but also if you are a student!
Learning your circle of fifths is vital for all aspects of your music education, practical and theoretical! This will help you to further understand your scales and key signatures! If you are taking the ABRSM Music Theory Exams (or any theory exam for that matter!) this interactive circle of fifths will improve your understanding very quickly!
If you want to dive deeper into learning the Circle of Fifths, donât forget to check out our other resources!
You can display major or minor keys only, or just see sharp or flat key signatures. The interactive resource also includes all four main clefs, the treble clef, the bass clef, the alto clef and the tenor clef! Move the three sliders and press âgoâ to view your desired key signatures and clefs.
Check out our other interactive resources here!
Let us know how you have used this resource to help you. Perhaps it has got you through your music theory lessons or you now feel more confident playing scales or maybe your sight reading has improved?! We would love to know!
What else would you find helpful and would like to see on our site? Let us know!


Brazilian composer Heitor Villa-Lobos (1887-1959) was taught by his father to play cello at a very early age; his mastery of the instrument and of guitar informed a great deal of his compositions throughout his life. Although basically self-taught, he devoted his life to composing music. In his late teens and twenties, he travelled around Brazil absorbing the popular and folk musical styles and dances of the various regions. Back in Rio de Janerio, he studied briefly at the National Music Institute but was temperamentally unsuited to formal discipline, so he studied scores of the masters on his own and then began a series of travels to Europe, Africa and the US, meeting major musicians and composers and having his music performed in many vernues. In the years in which he lived in Brazil he began music education programs for the general public and for schools, establishing a conservatory of music in 1942.
In addition to his deep attachment to the folk music of his country, Villa-Lobos found a strong connection between that and the music of J. S. Bach. He celebrated this affinity in nine suites called Bachianas Brazilieras, written over the years 1930 to 1945. Of these, No. 5 is famous for its gorgeous first movement (AriaâCantilena), for soprano soloist and eight cello parts; the wordless vocalise is interrupted by a declaimed âNocturneâ by singer and poet Ruth Valadares CorrÃªa. Villa-Lobos added the second movement (DansaâMartelo) in 1945, using a text by Manoel Bandeira to create a fast, virtuosic folk-like allusion to numerous birds and their songs.
Manuel Bandeira, 1966. National Archives of Brazil.
Bachiana Braziliera No. 7, written in 1942, is quite overtly âBachianâ: its 4 movements are given both Baroque and Brazilian name (as in all these suites), beginning with PreludioâPontejo, GigaâQuadrilha Caipira), TocataâDesafio, and FugaâConversa. These are not transcriptions of Bachâs music but reflect Villa-Lobosâs nationalistic fervor, using rhythms, melodic patterns, and even orchestral devices of Brazilâs folk music as imbued with the spirit of Bachâs style.


Benefits of Reading Aloud
As an experienced educator with a focus on elementary education and creative tools for kindergarten students, I highly recommend incorporating reading aloud into your child's daily routine. As a highly trained teacher, I have seen the numerous benefits that come with reading aloud to children, particularly for non-English speaking students who are learning to read English. In this article, I will be discussing the top benefits of reading aloud and why it is an essential part of a child's education.
Reading aloud is a simple and enjoyable activity that can have a profound impact on a child's learning and development. From building listening and comprehension skills to increasing their vocabulary, reading aloud provides numerous benefits for children of all ages, particularly for non-English speaking students learning to read English. In this article, we will discuss the top benefits of reading aloud and why it is a valuable tool for parents and teachers.
Improves Listening and Comprehension Skills:
1. Reading aloud to children helps improve their listening and comprehension skills, as they are able to hear the words being pronounced and understand the meaning behind them. This, in turn, helps them better understand the material they are reading and become more confident in their reading abilities.
2. Reading aloud to children exposes them to new words and concepts, which helps to expand their vocabulary. Children who are exposed to a wide range of vocabulary are better equipped to understand and express themselves, making reading aloud a valuable tool for building their language skills.
3. Reading aloud is a great way for parents and children to bond and spend quality time together. It allows children to feel comfortable and secure, as they snuggle up with a book and listen to their parent's voice. This helps to build trust and emotional bonds that last a lifetime.
Increases Attention Span:
4. Reading aloud to children helps to increase their attention span, as they are actively listening to the story and following along. This is particularly important for non-English speaking students who may struggle with attention, as reading aloud helps to keep them engaged and focused.
Develops Critical Thinking Skills:
5. Reading aloud to children helps to develop their critical thinking skills, as they are exposed to new ideas and perspectives. This, in turn, helps them to think critically about the world around them and become more confident in their decision-making abilities.
In conclusion, reading aloud is a simple and enjoyable activity that provides numerous benefits for children of all ages, particularly for non-English speaking students learning to read English. From improving listening and comprehension skills to building vocabulary and promoting bonding, reading aloud is an essential part of a child's education and should be incorporated into daily routines. So grab a book and start reading aloud to your child today!
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Access Level 1âs four interactive stories and the accompanying supplemental resources to teach elementary students how to read. No credit card is needed. Join the 42,635 teachers and students using our reading program.


C-STEM: Catholic â Science â Technology â Engineering â Math
C-STEM is integrated throughout all subject areas.
Religion instruction at all levels seeks to hand on the Catholic Faith to our students in such a way that they embrace their vocation developing a relationship with Jesus becoming disciples and active members of the Church throughout their lives. This is accomplished through participation in the Liturgical and Sacramental Life, formation in the life of prayer, the study of Sacred Scripture and Tradition, in fostering the Corporal and Spiritual Works of Mercy in daily living, and by imparting the entire deposit of faith, including the moral and Catholic social teachings, as articulation in the Catechism of the Catholic Church.
Language Arts integrates reading, English, writing, listening, and speaking. Students learn to apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts by reading various types of genre. We vary types of writing, incorporating parts of speech, mechanics, and technology. We encourage all children to develop skills in public speaking.
Math instruction focuses on developing deep conceptual understanding. Students practice, apply, and discuss what they know through daily fact practice, math talk, and building of concepts. Students also build math concepts using objects, drawing, conceptual language and real-world problems.
Science knowledge is developed using an inquiry-based model that promotes active problem solving, communication, creativity, and the shared construction of new ideas. Students apply real-world problems that connect science to the world around them.
Social Studies creates responsible citizens and active participants in their community as well as the global society. Through the study of history, geography, civics and economics, the student will gain an understanding of diverse cultures and communities.
The physical education program promotes lifestyle activities rather than competition. Student will learn about the basic physical education components, how to implement movement, fitness and activity into their daily lifestyle habits. Students are encouraged to continue a variety of physical activities throughout their lives.
Health instruction focuses on providing current and reliable information to our middle school students. Students are encouraged to make positive physical, emotional, and social wellness decisions affecting current and future lifestyle habits.
Spanish education allows students to gain a global awareness of the Spanish language, Spanish-speaking countries, and their cultures. Classroom instruction creates confident and understanding through practice in speaking, reading, and writing.
Students will use technology as a tool to aid in critical thinking skills and solving real-world problems. They gain knowledge and familiarity with technology as it is integrated into every subject area. They will be exposed to invaluable skills, including how to use the internet responsibly that will be used throughout their lives.
Music allows student to artistically express themselves, not only through singing and playing various instruments, but also through theory, history, and the stage. By learning these concepts, students will grow to understand and appreciate the joy of the fine arts.
Art education allows students an opportunity to incorporate skills and concepts in art, content areas, and C-STEM. Teaching Artistic Behaviors (TAB) are developed through problem solving, goal setting, collaboration, risk taking, skill practice, experimenting, representing ideas, and reflection skills. Art content instruction focuses on the elements and principles of art, exposure to works of famous artists and art styles, and awareness of other cultures throughout history.


Is your child both creative and curious? MindMakes presents a new, unique science class using an art-based approach. In this class, your child will have the opportunity to explore the exciting world of science through a variety of engaging activities. They'll participate in hands-on experiments that combine scientific concepts with artistic expression. Weâll explore biology, chemistry, and earth science: the colors of coral reefs, the human body, and the light spectrum (think rainbows!). This class will inspire your child's natural curiosity and encourage them to ask questions and think critically.
Safia Caveiro is more than just the founder of MindMakes, she's a creative visionary, educator, and creator. Born in Miami and passionate about art from a young age, Safia graduated with a BA in Fine Arts & Art Education, and a minor in Art History. This led her to start a mobile art business called MindMakes, where she teaches children how to express themselves through educational and unique art prompts..


Our Language Arts program is comprehensive and includes phonics and writing components. Reading aloud, shared reading and guided reading are used daily in your child's kindergarten classroom.Reading Aloud: The teacher reads a variety of literature aloud to the whole class. This models appropriate reading behaviors, demonstrates reading for a purpose, and promotes oral language development. Reading aloud also develops the child's storytelling abilities and aids in good writing practices.Shared Reading: Using an enlarged text that all children can see, the teacher involves children in reading together. This demonstrates reading strategies and the process of reading and gives students opportunities to participate and behave like a reader.Guided Reading: The teacher works with a small group of children who have similar reading levels. This provides opportunities to problem solve and use reading strategies taught from the shared reading element.Here are some other sites that can help as you guide your child to become successful readers:The primary focus of phonics instruction is to help beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. Chestatee has adopted the Cindy Cupp phonics program. This intense, systematic phonics program will give your child the skills needed to be excellent readers.Do you want a song you will NEVER get out of your head?! Listen to our Cindy Cupp Alphamotion Song!