Music is a great way to set a tone in your classroom, reward your students, or to add an additional learning element to the overall classroom experience.
I first started thinking about music in a classroom when I taught in an elementary school. My third-grade class said, “Don’t forget to tell our homeroom teacher that we were good in our special area because if we get enough stars, we get to listen to Christmas music.” That next day I popped into this classroom and was so shocked to see all the students on task at their desks while a CD player on a low volume was playing a Mannheim Steamroller CD. I think the teacher had purposely turned it on a lower level, so the students got quiet to hear it. I have since tried this in my classes, and it is correct, if you turn on music to reward your students, they will get quieter to hear the music. This is an excellent classroom management strategy. I love to have this dangling carrot to reward students but also something simple like background music to take away when voices get out of hand.
I know that students are exposed to enough music from Disney CDs and the radio, so I do not play any Disney or top 40 hits in my classroom. Instead, I take the opportunity to use the music in the classroom to expose and teach the students about some great artists. I have a jar of names in the classroom, and once a week, a student selects an artist’s name from the jar, and they become our Musician of the Week. The artists in the jar include Fleetwood Mac, Beatles, Mozart, and Michael Jackson, just to name a few. I then go to my favorite streaming services such as Spotify, Pandora, or Amazon Music and type in that artist. I love it when after the Beatles week, a parent came to me and said that her child had correctly identified a Beatles song that was playing in the grocery store.
The last great way to use music in your classroom is to enhance your lesson plans. If you are doing drawings on animals in the safari, why not try to find some African beats from the world music section? It would be a great tone-setter in the classroom and auditorily transport your students to that time and place. Global music is a terrific way to add a layer of multiculturalism to your classroom with very little effort. It can easily become an anticipatory set to help hook the students as they are walking into class, or as background music while they are working.
Below is a link to a general Spotify album that I use in my classroom. As of this moment it has 52 of my favorite songs from Motown.
Here is also a link to another Motown’s Greatest Hits on YouTube. It is 2 hours and 24 minutes of some of my favorite songs.
How do you use music in your classroom and what are your favorite albums? Comment below to share your resources with others.
I teach Art Education at Pittsburg State University. Here is what is going on in my classes.


LIFE-ENHANCING MUSIC EDUCATION FOR EVERY CHILD
The World Day for Cultural Diversity for Dialogue and Development (21 May) celebrates the peace-building role of culture, including music. During Covid-19, the innovative SAT-7 KIDS program Rhythm and Melody brings this and many more benefits of music education direct to children – the Middle East’s future peacemakers.
“Music is an instrument of peace, an international language that can unite all peoples and help them understand one another,” says Nissrine el Hosny, presenter and producer of Rhythm and Melody, which has run for two seasons on SAT-7 KIDS.
During lockdown, el Hosny has connected with viewers in real time via Facebook Live. The special content she has produced, which harnesses music’s power to build resilience, includes music-based games and helps children create their own pieces using everyday items such as kitchen utensils. Meanwhile, past episodes of Rhythm and Melody – covering everything from traditional Middle Eastern instruments to finding rhythm in our own bodies – are also being shared for children to watch at their own pace.
“This program is really amazing,” writes one viewer. “So much interesting information – for musicians as well as for kids. Nissrine’s work is so remarkable!” Many others have responded positively, with 92 percent of viewers saying in a recent poll that the show has taught them something completely new. The episodes are also being used as the music curriculum in several schools and colleges.
“There is no other program like Rhythm and Melody in the Arab World. It helps children learn by exploring the world around them,” says el Hosny, who has more than 20 years’ experience teaching music education. The program builds bridges between cultures by teaching children about different Middle Eastern and worldwide musical traditions. “This is essential learning,” she says, “because once we each understand our own culture, we can better understand and appreciate others.”
Music education offers viewers many other life-enhancing benefits that many would not otherwise be able to access. “Music plays a huge role in our psychological growth, and there is a lot of data proving that it aids brain development,” says el Hosny. “During my classes, when I allow the children ten minutes to simply listen to music, I notice behavioural changes. The majority will start writing or even drawing; music helps them express themselves, and it can be an engine for healing.” Rhythm and Melody has been particularly appreciated by children with disabilities or learning difficulties, with some repeating the same seven-minute episode many times for its therapeutic effects. Previous SAT-7 projects have also shown the positive impact for refugee children when they connect with their own cultures.
The new Rhythm and Melody content is part of SAT-7’s pandemic response in the area of education, which also includes programs covering many other areas of the curriculum. “This program is ideal for supporting parents and children in their efforts to continue with education while schools are closed, as it follows a music curriculum that not only entertains but educates,” says Nicoletta Michael, SAT-7’s Development Manager.


Science, Tech, Math › Social Sciences What Is Detonation? Share Flipboard Email Print Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated July 22, 2019 Detonation — generally caused by fuel with a low octane rating — is the tendency for the fuel to pre-ignite or auto-ignite in an engine's combustion chamber. This early (before the spark plug fires) ignition of fuel creates a shock wave throughout the cylinder as the burning and expanding fuel-air mixture collides with the piston that is still traveling towards top-dead-center. The resulting knock or ping is the sound of the pistons slamming against the cylinder walls. The effects of detonation may be anywhere from arbitrary to severe. Prolonged and intense knocking can break the piston or the engine, though it is can also endure this slight issue for thousands of miles. Similarly, overheating may cause additional wear-and-tear on the engine, be relatively harmless or cause the engine to catch on fire and break. Common Causes of Detonation Detonation is most often caused by the use of low-grade engine fuel and its resulting deterioration of your engine's parts. However, chamber design plays a key role in determining when and if an engine might detonate unexpectedly. The shape, size, spark location and geometry of the design all help determine where these detonations are likely to occur. An overheated spark plug tip can also cause pre-ignition. This may cause a pinging to occur in your vehicle when driving down a highway, but can actually be sustained in the engine for thousands of miles. If you hear a metallic clicking sound while driving long distances, you should consult your mechanic and see if your spark plug needs to be replaced. Common Effects Detonation can cause three types of engine failure depending on source and severity: abrasion, mechanical damage and overheating. Mechanical damage happens because the heightened impact of nature can cause parts of the internal combustion engine to fracture. This can especially affect the top or second piston ring land or even the exhaust or intake valves. In abrasion, the piston head is slowly eroded, creating a microscopic swiss-cheese effect on its surface resulting in less efficiency and eventual breakdown. Overheating, though, is a more serious issue which acts almost like a snowball effect once it starts. Caused by the boundary gas layer getting interrupted against the cylinder head and heat transferring to the coolant via the cylinder head, this overheating of the engine will continue to happen as temperatures increase causing more detonation. Common Solutions Fortunately, there are a number of solutions to pre-ignition. The best solution is obviously to see your mechanic about the issue, but if you have experience in engine repair, you may also look to the following methods to reduce the chances of engine detonation. Switching to a higher octane fuel in order to reduce the heat of the firing chamber and burn fuel more slowly is the best way to combat false firing. Similarly, reducing engine inlet air temperatures will greatly reduce the chance of pre-ignition and detonation. As a principle, for every 10 degrees cooler the inlet air is, it produces one percent more power. Adjusting engine timing may also help solve this issue. If your engine is firing during throttle at low engine speeds, you may need to adjust the timing two to three degrees.


Alternate Achievement Literacy (AAL) and Collaborative Strategic Reading–High School (CSR–HS) were developed to improve academic outcomes for secondary students across the spectrum and to build educators’ capacity to support the literacy development of students with ASD. Presenters will demonstrate the literacy interventions piloted over two-years and discuss findings and implications.
Reutebuch, C. K., Browder, D., Vaughn, S., & Fallin, K. (April, 2015). Literacy instruction for high school students with ASD. Oral presentation at Council for Exceptional Children (CEC) conference, San Diego, CA.


Cognition & Learning
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they: (a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Many children and young people have difficulties that fit clearly into one of these areas; some have needs that span two or more areas; for others the precise nature of their need may not be clear at the outset. It is therefore important to carry out a detailed individual assessment of each child or young person and their situation at the earliest opportunity to make an accurate assessment of their needs.
cognition and learning needs
Children and young people with learning difficulties will learn at a slower pace than other children and may have greater difficulty than their peers in acquiring basic literacy or numeracy skills or in understanding concepts, even with appropriate differentiation.
Children and young people with severe learning difficulties (SLD) have significant intellectual or cognitive impairments and are likely to need support in all areas of the curriculum. They may have difficulties in mobility and co-ordination, communication and perception, and the acquisition of self-help skills.
Children and young people with SLD are likely to need support to be independent. Those with profound and multiple learning difficulties (PMLD) have severe and complex learning difficulties as well as significant other difficulties such as a physical disability or a sensory impairment. They are likely to need sensory stimulation and a curriculum broken down into very small steps. These children and young people require a high level of adult support, both for their educational needs and for their personal care.
A child or young person with a Specific learning difficulty (SpLD) may have difficulty with one or more aspects of learning. This includes a range of conditions such as dyslexia (difficulties with reading and spelling); dyscalculia (maths); dyspraxia (co-ordination) and dysgraphia (writing).


Effective Strategies for Stronger Numeracy in Middle School Students
Lynch, Fergus J.
MetadataShow full item record
Over the last five years, Alberta students in grades 6 and 9 who wrote the provincial achievement test in mathematics, over the last five years, have had stagnant scores. According to Education Minister David Eggen, the math results are not meeting expected standards and more than a quarter of Alberta sixth-graders and nearly a third of ninth graders failed the annual standardized math tests (Edmonton Journal 2016). Therefore, as the results show that scores have not improved in math, teachers need to take action. This paper outlines strategies and recommendations that teachers of math can use daily to improve their student’s numeracy skills, therefore improving on the provincial achievement tests in the process. Drawing on current research, this paper describes recommendations for these strategies; these strategies can be used by middle school teachers to help in their math classrooms daily. By using the strategies of (a) growth mindset, (b) number talks, (c) differentiated instruction, and (d) leveling/ability grouping, students will effectively have stronger numeracy skills.


Gymnastics Helps Kids with Special Needs
Gymnastics is of a great benefit for kids and even greater for kids with special needs. Gymnastics helps with their speech and motor skills by working their core, confidence and self-esteem. Gymnastics unlike other sports embraces broader developmental skills that include cognition and motor skill development gross and fine motor skills and also social skills.
In gymnastics the brain is constantly working in connection with the body and by following instructions and positive reinforcement the child faces and develops problem solving and social integration which could only bring great benefit for their development and growth.
Kids feel the sensation of success after achieving a new skill, which brings smiles, high fives and above all boosts their confidence immensely!
Expert gymnastics coaches provide structure and consistency as opposed to rigidity, which lessens to a high degree anxiety. Some other strategies used is communicating through touch, sound, imaginative play or showing by example. Generally coaches need to adapt and keep going with trial and error until they find what it works for every child.
A research conducted by Scope researcher Dr. Rob Campaign in Victoria reveals “ that gymnastics is of enormous benefit for the cognitive, physical and social development for people with disability. 100% of the parents surveyed recognised the benefits in their children”
At Able Clothing we love smiles and happy kids. Gymnastics could be for you give it a trial!
Some organizations in Australia already incorporating this special program are:


About the Center
The Center was funded from 2011-2016. The Center leverages emergent technology in the service of reading comprehension, skill development, and improved motivation for reading, so that whenever students are reading they will be able to practice and grow their reading comprehension skills through “just-right” reading challenges.
The Center’s mission is to substantially address the problem of middle school literacy by improving the reading comprehension skills and motivation for reading of all students who struggle with reading, though our primary focus is on students with learning disabilities.
The Center is conducting research and development that explores how emerging technologies can be leveraged to accelerate reading skill development; enhance student motivation, engagement, and self-efficacy related to literacy learning; and improve efficiency in the use of educational resources (e.g., through the use of open educational resources to increase academic learning time via text).
To achieve our mission and vision, the Center is leveraging the capabilities of the Web itself to create a more distributed ecosystem for adolescent literacy. The goals are to foster a passionate interest and investment in reading for students who have traditionally been uninterested in, or disenfranchised by, traditional classroom literacy practices; and substantially improve the reading comprehension skills of middle school students who have experienced recurrent failure in the domain of reading.
The National Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School is led by CAST in collaboration with Vanderbilt University, and represents a large system of partnerships meant to leverage and connect the most current knowledge from the learning sciences about reading development in students with disabilities, best practices within education, and innovation at the leading edge of education technology.
Center for Applied Special Technology (CAST)
CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning. In 1984, a small band of education researchers founded CAST, the Center for Applied Special Technology, to explore ways of using new technologies to provide better educational experiences to students with disabilities. As CAST researchers tested and refined their principles, priorities, and vision over that first decade, they came to a new understanding of how to improve education using flexible methods and materials. They called this approach Universal Design for Learning (UDL).
Vanderbilt University, located in Nashville, Tennessee, is a private research university whose mission is to educate all students in all respects, including intellectually, socially, ethically, spiritually, and emotionally. It is committed to diversity and collaboration, and Vanderbilt faculty, students, and staff work as intellectual partners, with mentoring and support always accompanying academic engagement. Faculty from Vanderbilt’s Peabody School of Education are partners in the Center for Emerging Technology project, and further the University’s mission as the Center works to support the widest range of learners in engaging with text and building reading comprehension skills.
Evergreen Evaluation & Consulting (EEC)
EEC has been contracted by CAST to be responsible for and to conduct all aspects of the Center’s external evaluation in alignment with OSEP guidelines.
Arizona State University
Stephen Graham, Ed.D. and Karen Harris, Ed.D. are advising on project design and research activities and contributing their expertise in the areas of literacy development, writing to support reading comprehension, teacher development, and self-regulated learning.
Patrick Proctor, Ed.D. is providing expertise in literacy development for marginalized learners. He is contributing to the project data analysis and dissemination efforts and advising the project on design and development efforts.


Whether you live near the Rocky Mountains of Colorado, the Black Hills of South Dakota or the Tetons of Idaho and Wyoming, mountains make the world more beautiful and interesting. They’re fun to hike and they offer a haven for many animals and birds. During war, people have often fled to the...
Posted in Earth Science | Tags : All About Mountains, how mountains are formed, all about mountains for kids, mountains, all about mountains in the world, facts about mountains, mountain facts, land forms, The Different Types of Mountains
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Quick message: I will be updating this regularly so keep coming back.
More daily lessons by celebrities: https://www.bbc.co.uk/iplayer/group/p089nk5f
Ideas for writing
This website has loads of cool, random pictures. Use these as a stimulus for writing. Underneath each picture is some ideas of how you could use them. In school, we use these alot and just ask children to write a range of texts using these as initial ideas.
This is one I am still exploring myself but has some great video clips and ideas on how to use them to promote literacy.
Lots of authors are reading books online. This website will give you the details you need.
Borrowbox - a great way to borrow books online through the local library. You need to be a member of the library but can do this online following the links below.
British Library mini project on little books.
A lovely website with lots of ideas on engaging with books for all ages.
Design your own word problems to develop vocabulary or help with spellings.
Spellodrome – Free trial 48 hours
Loads of games and teaching resources covering a wide range of numeracy skills.
Maths factor – Currently free to sign up. It's Carol Vorderman's maths site - what more do you need to know?
Mathletics - this website has a cost implication, however, does offer a 48 hour free trial. Not actually tried it but it has very good reviews.
Some good lessons with activities and practise questions. Be warned – this website doesn’t seem to say what age it is aimed at - some might be to tricky at the moment for Year 5. If it is – try another!
Some free samples for this website. Again, just watch for the age each activity is aimed at. If they are too hard move on to another!
Some good maths games.
Lots of online lessons and activities for short maths sessions each day.
Lots of quick, non screen related activities linked to a range of topics.
Weekly lesson videos and activities.
Some good Maths games:
Feeling musical and mathematical!
12 x table - https://www.youtube.com/watch?v=PABb8HhmteM
8 x table - https://www.youtube.com/watch?v=kN3RG5iLKpo
7 x table - https://www.youtube.com/watch?v=U9zRRqOwIWQ
6 x table - https://www.youtube.com/watch?v=e7rYbk9PNuM
4 x table - https://www.youtube.com/watch?v=lBmSshEDVnQ
3 x table - https://www.youtube.com/watch?v=dzVyBQ5uTbo
Shape song - https://youtu.be/OUMUaxiPUlo
Anchor Education have a variety of great videos to help children with grammar which will help them with any of the writing activities we have set!
Also search grammarsaurus youtube clips.
Chester zoo have some great animal ideas:
Edinburgh zoo you can watch and observe the animals live:
Range of ideas and lesson plans here.
If you fancy another "trip out" you can visit the British Museum in London has a fantastic website and you can see many of their artefacts online. It has exhibitions linked to our topics on Ancient Egypt and Anglo Saxons (check out the Sutton Hoo exhibit). Plus it has dinosaurs which has nothing to do with any topics we cover but is still amazingly cool if you ask me!
Other key websites:
Online lessons about guide dogs - how a guide dog is trained etc. Some videos, lesson ideas and resources.
Loads of great ideas.
Some can be accessed on YouTube like the one below!
Blue Peter Badge Project
There are lots of ways to earn a Blue Peter Badge! Why not look at the criteria and make a family project out of it. Many of the badges you need to apply for through the post which at this time is not easy. You could collect together a project that you make during this time and send it off when the self isolation period is complete.
Forest School/Garden activities.
Arts and Crafts


Rather than assuming we know what is effective or doing something because ‘that’s how we’ve always done it,’ music teachers can advance their teaching practice in an evidence-based way by reading current music education research” (Shouldice, 2016, p. 25).SHOULDICE, H. N. (2016). RESEARCH TO ‘REAL LIFE’: IMPLICATIONS OF RECENT RESEARCH FOR ELEMENTARY GENERAL MUSIC. MICHIGAN MUSIC EDUCATOR, 53(2), 23-26.
That research stuff only matters in the “ivory tower” and has nothing to do with real music teachers, right? Wrong! This blog will share findings of recent research studies that are relevant for music educators and can inform our teaching practice. Instead of focusing on jargon and statistics, we will look at how these research findings can be applied in practical ways to improve the experiences we provide our students.


Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Integration of Knowledge and Ideas 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
College and Career Readiness Anchor Standards for Writing
- Text Types and Purposes 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Research to Build and Present Knowledge 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 3: People, Place, and Environments
- Theme 5: Individuals, Groups, and Institutions
- Theme 7: Production, Distributions, and Consumption
- Theme 8: Science, Technology, and Society
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Van Gogh - a Lesson Plan Idea
Inspire your Children with the 'The Life of Van Gogh' famous artist video
Start your Van Gogh art day with our art video of the life of one of the world’s greatest artists, Vincent Van Gogh. Let your children discover what motivated and inspired him, what drove him on, despite his personal problems and lack of success, and why he became a world famous artist. Art teaching has never been so exciting.
The video will keep your children enthralled and engaged throughout its 35 minute length. My experience tells me the video is appropriate for Year 2 ( 6 to 7 year olds) and above, but the final decision rests with you, the art teacher.
Teachers Please Note
We value the role of art education in schools, but understand that some famous artists produced controversial art works and led far from ‘normal’ lives. For this reason, in my videos, aspects of the artist’s lives may have been simplified, amended or exaggerated to make their stories accessible to kids. Paul, Artist in School make every effort to create accurate interpretations of each artist’s life – we accept no responsibility for the consequences of any factual inaccuracies.
Van Gogh Resources for Art Teachers
Reluctant Child Artists?
Do you teach children who are reluctant artists?
Or have no confidence in drawing or painting?
After viewing the ‘Life of Van Gogh’ video show these FREE motivational videos. Children will realise they can draw, and no one in the world draws as they do – something to be really proud of.


Thursday, September 20, 2012
Over the last two days I have inroduced you to Science for Kids and Kids Math Games. Today, I would like to introduce you to Fun English Games.
Fun English Games is a site that offers just what it implies in the name. You can find teaching resources beneficial to students who are learning English and/or ESL classes. Fun English Games offers interactive games, classroom activies, and printable resources. Fun English Games also offers funny tongue twisters, jokes and riddles to support idioms, palindromes, and other fun stuff!
Fun English Games is worth checking out!
Wednesday, September 19, 2012
I blogged about Science for Kids yesterday, well today I would like to introduce you to Kids Math Games.
Kids Math Games offers a variety of interactive games and learning activities, videos, printable resources, puzzles and many other fun filled activities. Kids Math Games offers engaging opportunities for students to learn mathematics.
Kids Math Games could be a fabulous resource for you math class!
Tuesday, September 18, 2012
Science Bob was created by "Science Bob" Pflugfelder. He has appeared on TV, been featured in several magazines, and teaches science to many young actors. "Science Bob" is known for encouraging "Random Acts of Science" with the site Science Bob.
Science Bob offers science fair help, experiments, videos, and even a science Q&A. The experiments offered by Science Bob are out of the ordinary and fun for students. The experiments include topics such as Chicken Sounds from a Cup, Exploding Lunch Bag, Make Lava in a Cup, and many, many others. Science Bob also encourages students to send him questions to which he can reply.
Science Bob is a fun little site that is worth taking a look at and possibly you will find a new classroom resource.
Science for Kids is wonderful site offering fun activities, facts, projects, online games, and experiments all for kids. The goal of Science for Kids is to foster a desire in kids to learn more about science and technology and how it applies to the world around them.
Science for Kids strives to make scientific concepts fun and engaging. Young "scientist" learn to form questions and use reasoning to make decisions.
Science for Kids is a great resource for teachers and parents. The site offers lesson plans, photos, quizzes, and videos. Science for Kids a site definitely worth checking out.


Research-Based Learning Materials for Children with Dyslexia
Studies from the National Institutes of Child Health and Human Development have shown that for children who have difficulties learning to read, a multi-sensory teaching method is the most effective approach.
This is especially crucial for children with dyslexia. But what does it mean? Using a multi-sensory teaching approach means using materials that engage more than one sense. Most teaching in schools is done using either sight or hearing (auditory sensations). The child’s sight is used in reading information, looking at diagrams or pictures, or reading what is on the teacher’s board.
The sense of hearing is used in listening to what the teacher says. A child with dyslexia may experience difficulty with either or both of these senses.
"These cards (607 SnapWords® Pocket Chart Cards) have been a complete game changer for our dyslexic 7 year old daughter. Before ordering these cards, no matter how hard we practiced or how creative we were with different teaching methods, she wasn't able to read or remember words that she would study. The moment we started using SnapWords to learn sight words and letter sounds, it was literally like watching a light bulb turn on right before our eyes. She was not only able to learn the words rapidly, but she was also retaining what she learned and having fun at the same time! At the beginning of this school year our daughter could only recognize ONE sight word out of the dozens of words we had spent countless hours learning. I can't begin to tell you how proud I am to say that since we began using these cards, her class has been tested on 57 words and our daughter has not missed a single word on a single test!!!! Thank you!!!!"
We address the needs of children with dyslexia because we integrate:
- colorful visuals
- hands-on activities
- body movement
In short, multiple regions of the brain are accessed at one time, providing a child with dyslexia several avenues for learning. In addition, the Easy-for-Me Reading Program teaches reading systematically so nothing is left for the child to just “catch on” to. The program combines systematic, explicit phonics instruction with word acquisition using visuals, a perfect blend of approaches for those with dyslexia.
Reading and learning disabilities
One approach to teaching reading has become the yardstick against which every child is measured, and those who do not measure up are labeled with a disability. A large percentage of the children who have been branded disabled are not disabled at all. Somehow we, as a society, must lose the idea that there is only one right way to teach reading. I have spent a lot of time nose-to-nose with kids who had been sent to special education classrooms and have seen the resulting emotional pain. They carry the disability label as a brand on their hearts and minds. It colors everything in their world. By labeling children with disabilities, the intention is to identify children who need special help, but too often the process undermines children's belief in themselves.
The majority of children who are learning to read are in a developmental stage in which they learn naturally through visuals, body movement, and storytelling. Play to their strengths with the entire set of SnapWords sight word cards.
The Easy-for-Me™ Teaching Kit, Grades K-1 contains everything you need to teach a child to read. The Easy-for-Me™ Program is especially effective at closing gaps in understanding for children who have missed out on some basic skills and are not progressing as they should.
All our math resources are also designed to include multiple elements that make learning math facts and concepts easier for children who have trouble learning in traditional ways.
Children that struggle with math need a right-brained approach. One that uses images, body movement, and stories to teach basic math facts. Addition and subtraction are fundamental to all other math disciplines, so we start here laying number sense visually so that children go beyond learning math facts, to understanding what numbers mean and how they work.


According to Kirsch et al. (2002), "Reading practice is the best predictor of overall academic achievement, even more than socioeconomic status or ethnicity." It also leads to a growth mindset! According to this video, provided by Renaissance, students who are reading toward reading goals achieve more than their peers without goals, exhibit higher levels of comprehension and demonstrate higher level of achievement. Are you students reading enough?
Are you reading closely with your students? Check out this awesome idea for marking up text in your classroom! You can download these highlighter labels for FREE here:
In order to get students reading, they must be developmentally ready. If interested in learning more and how to use technology to support your learners, click HERE to read about 7 Reading Readiness Apps for Special Needs Students.
All my best,
Here's a link to the Common Core Standards. As a Reading Intervention TOSA, I believe it is critical for teachers, parents and students to be well-versed in the Foundation Reading Skills for grades K-5. The gaps in reading achievement students often face are often found in these critical areas. The Foundational Skills are located on pages 15-17 of the attached PDF.
Please download this presentation for helpful links to help prepare your child for a successful future!
Welcome to our K-12 Reading Intervention Page! Jessica and I are very eager to support classroom teachers this year as Teachers on Special Assignment with a concentration on K-12 Reading Intervention. We will be updating our blog with resources, articles, research, videos and more! Please check back often to see what we're doing throughout the year!
Dr. Rebecca Acosta


Schools can now start utilizing the Wondering about school sources to assistance youngsters with their transition to school. Emerging approaches anxiety the value of understanding the political economy of the marketplace for LCPS, specifically how relationships of energy and accountability in between customers, government, and private providers can create far better education outcomes for the poor.
Whilst implementing the intervention, activities has been taken like, Identification of CWSN, Health-related Assessment and Rehabilitation Help Services, Educational Help Services etc. I hope, that you will be able to supply me with a good aid so that, I can purse my higher education. Numerous folks advocate that sex education must only be restricted to households, that is, that parents ought to personally educate their kids. The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched throughout 2009-ten and replaces the earlier scheme of Integrated Education for Disabled Children (IEDC). Sex education covers the education of relationships, sexual abstinence at a certain level and teaching to practice secure sex to the level of children who are believed to be sexually active.
I am an person looking for to have my education recognized in the U.S. for the purposes of further education, employment, skilled licensure or immigration. Although covering the full spectrum of education policy, Education Commission of the States dives deeply into key issues impacting all states. The College of Education offers a broader variety of applications than traditional schools of education.
The NOAA education community includes applications, offices, partners, and passionate individuals that represent all of NOAA’s mission locations. There has been a substantial expansion of assortment of activities for bringing the children in Elementary Education & transit forms home to school & school to class.
The Education Endowment Foundation (EEF) is an independent grant-creating charity dedicated to breaking the link in between family earnings and educational achievement, guaranteeing that youngsters and young people from all backgrounds can fulfil their possible and make the most of their talents.


Although numerous studies have shown the importance of music education in schools, few students learn the basics of music theory as part of core curriculum requirements. Apart from the obvious reasons, this is unfortunate because music is so intertwined with math and science and has been a source of inspirations for many great mathematicians and scientists. In fact, Albert Einstein once said that “the theory of relativity occurred to me by intuition, and music is the driving force behind this intuition. My parents had me study the violin from the time I was six. My new discovery is the result of musical perception.”
If you have never learned how to read music, the following animation by Tim Hansen does a good job of conveying the essentials. After you watch it, listen to some Bach (i.e. mandatory music for mathematicians) and watch an incredible visual representation of music that is rich in mathematical structure. Enjoy!


NIH-funded research is rapidly becoming more and more data-driven. This is true whether that research is intramural or extramural or whether it is focused on solving concrete problems or advancing methodologies for specific domains.
Right now, NLM’s role in this data-driven research centers on developing scalable, sustainable, and generalizable methods for making biomedical data FAIR: Findable, Accessible, Interoperable, and Reusable.
Toward this end, NLM—on behalf of the NIH—released last fall a Request for Information on Next-Generation Data Science Challenge in Health and Biomedicine. We sought community input on data science research initiatives that could address the key challenges researchers, clinicians, administrators, and others currently faced. We invited suggestions for new data science research in six areas:
- Data-driven Discovery
- Data-driven Health Improvement
- Advanced Data Management
- Intelligent and Learning Systems for Health
- Workforce Development and Diversity
- New Stakeholder Partnerships
Fifty-three responses provided more than 180 pages of ideas and suggestions.
The topic “Data-driven Discovery” prompted input focused on developing methods and tools to help researchers derive insights from data. These suggestions fell into a number of areas particularly relevant to NLM, including help with natural language processing; predictive analytics to help generate hypotheses from hidden patterns; ways to extract and formalize scientific claims and causal statements from publications; and improved ontologies.
Ideas related to improving health through data recommended developing algorithms tied to patient similarity to drive comparative effectiveness research; nuanced characterizations of phenotypes (including severity, degree and certainty); and strategies to address bias in health records used for research purposes.
Suggestions concerning managing data revealed a need to better capture and curate that data. These included smoothly integrating personal data from mobile devices into clinical work flows; automatically assigning standardized metadata to existing data sets and digital files; sharing open source analytic methods; and developing technological platforms to help scientists store and analyze data.
Ideas for intelligent learning systems ranged widely, from brain science research focused on learning and retention, to approaches for engaging users with health data, to building flexible learning modules.
Many contributors recognized the need to develop a data-skilled workforce, and their suggestions extended beyond simply increasing the number of data scientists. They called for reaching out to high school and undergrad students to equip them earlier with the foundational skills and education that would make training in data science interesting and feasible; creating core informatics and data science skills for all researchers; and infusing the PhD in health informatics with required coursework in computer science and statistics, along with health and biomedicine.
Suggestions for stakeholder partnerships included the names of specific associations, federal agencies, and companies, as well as a shout-out for working more closely with those citizen scientists interested in taking advantage of the growing supply of publicly available health data.
Clearly the research challenges of the future will need strong investments from across NIH.
The Library’s early contributions will be three-fold:
- Serve as an honest broker to create a trans-NIH statement of the data science and informatics skills essential for all federally supported trainees (in NIH-funded research training programs located at universities as well as career grants).
- Stimulate research in advanced curation and information-integration methods.
- Accelerate the development of scalable, reusable, and generalizable visualization tools and analytical approaches.
What else do you think belongs in our portfolio? Chime in below.
Now is your chance to shape the next-generation research agenda for data science.
Dr. Valerie Florance, co-author of this post, serves as Director of the NLM Division of Extramural Programs. She also coordinates NLM’s informatics training programs.


1 Listen and Sing to "Old MacDonald"
Listen to "Old MacDonald".
Play the video again and sing with the Lyrics Video.
Draw and colour your favourite animal from the song "Old Macdonald".
What does your favourite animal say?
Play the Lyrics Video for "Peanut Butter" and listen to the song.
Play it again and sing with it!
Watch the video and move the way the video tells you to move.
Play it again, do you remember all the ways to move to the instruments?
Review the Mother's Day song from last week's lesson and sing it for a special mom or grandma for Mother's Day!
Repetition is one of the ways that we learn something well.
Children improve singing on pitch, learn the lyrics and melody better with each repetition.
Children will develop their musicality if you sing, move, play more often!
Keep a list of the songs and activities that you like.
Assessment may not be required for your school or district.
Your teacher may ask you to email one of the suggested assessments.
Parents, Teachers and Administration:
Music education is important for children.
Whether in class or at home, keep our children singing, playing, moving, listening and creating music!


Details about Teaching English Language Learners: A Differentiated Approach:
Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this book will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This book is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. FEATURES: Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices. Accessing Prior Knowledge Activities allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter. Spotlight on Instruction features visit classrooms of effective teachers of English language learners providing an authentic context as you learn. Application to Practice case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom. Teacher Tools in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools.
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Rent Teaching English Language Learners: A Differentiated Approach 1st edition today, or search our site for other textbooks by Carol Rothenberg. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Pearson.
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The Role of Multicultural Music Education in the Inheritance of National Music Culture
Download as PDF
Kun Han, Baichuan Mao
Music is an important art form of a country and a nation, and it is also a carrier of civilization, which can show the spiritual outlook of a nation and a country. Strengthening multicultural music can integrate national exchanges, inherit Chinese traditional culture and music culture, and promote the unity of the motherland. In the actual situation, we take the inheritance and development of excellent culture as the purpose, in order to better achieve the improvement of comprehensive national strength, multi-music education should play a specific role in the inheritance of national music culture, this paper will analyze it and put forward suggestions.
Multiculturalism, Music Education, National Music, Cultural Inheritance


National Association for Music Education
Singing and Studying the Blues
Teachers looking to set their students down the “Royal Road to Americana”, in the words of Jonathan Schwartz, might consider infusing their classroom with the blues. Schwartz is an educator and founder of the Rockademix nonprofit program that uses music and technology to teach academics.
While both jazz and blues are prominent in higher education, blues can be more accessible to younger students, beginning in the earliest elementary grades.
Full article at National Association for Music Education (NAfME) Website (subscription required)
or view PDF here: NAfME Article


Fine motor skills are those that involve a refined use of the small muscles which control the hand, fingers and thumb. With the development of these skills, a child is able to complete important tasks such as writing, feeding oneself, buttoning and zippering. These abilities gradually develop through experience and exposure to a variety of toys, materials and even foods.
Why is fine motor skill development important? Little hands need to develop dexterity and strength. We, as parents or caregivers, can help this process by encouraging children to play, explore and interact with a variety of items. Toys, clothing fasteners, safe scissors and play dough are all tactile examples of practices that facilitate fine motor development. Even doing age appropriate tasks in the kitchen are great ways to help build fine motor skills. These types of “play” activities and manipulation skills will actually help prepare a child to hold and use a crayon. The ability to do so is the first step in learning to color, draw and ultimately write.
Here are some activities to try with your child that will help fine motor development:
Your baby needs time to push up, shift from side to side and eventually swipe at objects in front of her, both on her tummy and when on her back.
Let your little one finger feed as much as possible. Picking up food with her fingers will help her develop a pincer grasp (thumb and first finger together), which is a necessary precursor to holding a crayon.
Play with Small Items
Toddlers should be encouraged to stack blocks, string beads, use one piece puzzles and play with pop beads. Children should not be left alone when playing with beads as they may be a choking hazard.
Play with Play Dough
One of the very best ways to build hand strength is to play with play dough, play foam or a similar non toxic and malleable substance. Think resistance!
Be sure to encourage finger painting, either with paint, pudding or shaving cream.
Simple puzzles can help children learn about manipulating objects through turning, placing and flipping pieces.
Any activity that encourages your child to coordinate both hands together is a great tool for development. An example is rolling a ball of play dough into a long “snake” and then cutting it with a plastic knife.
Buttoning and Tying
Practice buttoning and unbuttoning, zippering, hooking fasteners or tying helps to build strength and dexterity. Large child-appropriate practice boards that help facilitate these activities are available in most toy stores.
Practice with Clothes Pins
Have your child hang pictures, coloring pages or clothes on a clothesline with spring loaded clothes pins. This activity builds pincer strength.
When your child shows interest in coloring, which is usually around 2 1/2-3 years of age, be sure to provide small crayons that fit her little hands.
Look for opportunities throughout the day for your child to manipulate small items, push and pull with her hands and fingers and practice small movements. Being aware of these opportunities is the first step in helping your child develop fine motor skills. Be sure to ask your child’s teacher if there are any areas of concern with your child’s fine motor development and ask for suggestions if there are concerns. When delays are significant or impeding your child’s ability to perform age appropriate tasks, an assessment by a pediatric occupational therapist may be necessary.
What is your favorite activity to do with your child that helps promote fine motor development?
Patty Bunce is a registered Occupational Therapist with extensive pediatric experience. Having served children from birth to age 3 and in the public school sector, Patty has developed a reputation for facilitating children’s highest level of achievement, regardless of their limitations or struggles. She is certified in pediatric Neuro-Development Treatment and is also certified to give the Sensory Integration & Praxis Tests. Currently, Patty is a National Presenter for Handwriting Without Tears (HWT), is HWT Level One Certified and also helps children privately in the Washington D.C. metro area as well as Milwaukee, Wisconsin.


The National Assessment Program – Literacy and Numeracy (NAPLAN) assesses all students in Australian schools. For more information on NAPLAN please visit the NAPLAN website. NAPLAN results are kept by the Australian Curriculum, Assessment and Reporting Authority (ACARA) who are an independent statutory authority and hold information about all Australian schools.
Children in Year 3, 5, 7 and 9 undertake NAPLAN, which provides a snapshot of your child’s achievement against the nationally set literacy and numeracy assessment. A report of your child’s NAPLAN results and additional information will be available to you. This snapshot is also collated as a school achievement and overall results can be found on the myschool website.
The NAPLAN scores over the past years for St John Vianney’s have shown growth in student achievement from year 3 to 5 and this is considered as a positive reflection of progress.
Source - The Canberra Times, 4 March 2015 pg 1
NAPLAN provides teachers with valuable diagnostic information about individual students in vital literacy and numeracy skills.
While this is very important, keep in mind that schools teach many things other than the ‘three Rs’. Be careful of attaching too much importance to individual numbers alone, such as NAPLAN scores. They give good information but are only a small part of the picture. Individual pieces of data represent a snapshot of a point in time – NAPLAN represents how a group of students went in one test on one day.
Resist the ‘league table’ idea. You can’t rank schools from 1 to 10,000 based on a single number. There are too many factors to take into account and they can’t be reflected in a single number or listing. In addition, a league table only shows where students are now, not how far they have come, so a school’s good work with disadvantaged students may be hidden.


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This book is about interdisciplinary approaches to art education. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field about best practices. This book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary education that incorporate the visual arts as good and worthwhile, while at the same time, proposing ways in which art can be integrated holistically with other subjects. In addition, there are a variety of research methodologies found in the different chapters and a range of subjects, such as science, social studies, anthropology, and the performing arts, for which interdisciplinary concepts have been applied effectively and appear to be coherent, complete, and appropriate. All those who anticipate incorporating interdisciplinary practices into their school reform efforts should consider examples found in this book, about how to keep the integrity of art education theory and practice and at the same time construct new ways of reconfiguring the field of art education.
243 pgs. (2005) ISBN 1-890160-31-8
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Math Anxiety Is Linked to Genetics, Study Finds
There's been plenty of buzz on the topic of math anxiety over the last few years. Studies have shown it can lead to decreased working memory, low performance, and avoidance of math pursuits. Much of the research on math anxiety's causes has focused on early exposure to negative math experiences.
However, the new study looks at how influential genetics are in determining whether students develop math anxiety. The researchers followed 216 identical twins and 298 same-sex fraternal twins over about a seven-year period, starting when the students were in kindergarten or 1st grade. The 11 authors, from several higher education institutions including The Ohio State University, measured students' math anxiety, general anxiety, math problem-solving skills, and reading comprehension through a battery of assessments.
According to the findings, genetic factors related to general anxiety and math cognition accounted for 40 percent of the variance in math anxiety. The other 60 percent of the variance was explained by environmental factors specific to the child. Family-level environmental factors, they found, were not a significant indicator.
The researchers write that math anxiety "may arise from negative environmental experiences with mathematics. However, our findings also suggested that genetic risks underlying poor math ability and general anxiety may already predispose children to the development of MA." They go on to warn of a "dynamic spiraling process" in which the genetic and environmental influences lead to impairment in math performance, "and in turn, the negative experiences with mathematics may then exacerbate MA symptoms."
I'll be interested in learning more about math anxietyand plenty of other issues associated with math instructionas I head to New Orleans tomorrow for the National Council of Teachers of Mathematics' annual conference. Follow me on Twitter @LianaHeitin for updates on what I'm learning.


The "Into the Book" web site is designed to help elementary students practice eight reading comprehension strategies through playful interactive activities. The site focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. "Behind the Lesson," the teacher area of the site, provides information, lesson plans and other resources for teachers.
Puzzle Me Words is a fun, educational game for primary students that reinforces letter sounds and how sounds combine to form words.
This is a collection of basic spelling lists with corresponding image collections that teach basic English phonics principles. The lists were created for Adult ESOL Literacy Learners, but could be adapted for other ages and levels as well.
In this module, students will use literacy skills to build expertise—using reading, writing, listening, speaking, and collaborative skills to build and share deep knowledge about a topic. This focus on research intentionally builds on Module 1, in which students explored the superpowers of reading. Specifically, students will seek evidence of culture, which can be thought of as the story of a group of people constructed through the generations; it can be evidenced through ancient and modern-day customs and traditions. The module will begin with a class study of the culture of Japan: Students will read Magic Tree House: Dragon of the Red Dawn, a book set in ancient Japan, paired with Exploring Countries: Japan, an informational text about modern Japan.


The role of home literacy practices in preschool children's language and emergent literacy skills.J Speech Lang Hear Res. 2005 Apr; 48(2):345-59.JS
This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent literacy skills between the ages of 3 and 5 years. Study participants were 72 African American children and their mothers or primary guardians primarily from low-income families whose home literacy environment and development have been followed since infancy. Annually, between 18 months and 5 years of age, the children's mothers were interviewed about the frequency they read to their child and how much their child enjoyed being read to, and the overall quality and responsiveness of the home environment were observed. Mothers also were observed reading to their child once a year at 2, 3, and 4 years of age, and maternal sensitivity and types of maternal book reading strategies were coded. Children's receptive and expressive language and vocabulary were assessed annually between 3 years of age and kindergarten entry, and emergent literacy skills were assessed at 4 years and kindergarten entry. The specific home literacy practices showed moderate to large correlations with each other, and only a few significant associations with the language and literacy outcomes, after controlling for maternal education, maternal reading skills, and the child's gender. The global measure of overall responsiveness and support of the home environment was the strongest predictor of children's language and early literacy skills and contributed over and above the specific literacy practice measures in predicting children's early language and literacy development.


Accommodations benefit all learners and it is your job as a teacher to make all learners that enter your classroom, no matter their level or ability, to feel comfortable, confident, and engaged.
Art is important for all learners because it provides another avenue for communication. The openness of art and how there are many solutions to problems naturally allows the freedom of expression or voices of multiple learners. Art provides opportunities to problem solve, to observe the world around you, and to strengthen aesthetic awareness with critical thinking skills.
Make sure the student can access the art materials comfortably, think about counter/desk height, stools with adjustable seats, and overhead lighting that can cause a glare.
Don’t be afraid to change project requirements
Small changes can make all learners successful, such as, 2 prints instead of 6 for a child struggling with stamina, or larger paper for students struggling with fine motor skills.
Don’t be afraid to change the media
Foam blocks are easier to carve than linoleum during a printmaking unit, and Model Magic is a great air dry clay alternative to traditional clay that still keeps the spirit of the project but make it user friendly.
Make it applicable and relevant
All artist look for meaning with their work. For some having art class is purely processed-based: spraying watercolor, smearing paint, dragging a tool a certain way.
Accommodations that are common in the art room:
I teach Art Education at Pittsburg State University. Here is what is going on in my classes.


Music education is the teaching and learning of music. Traditionally this has meant teaching the young to perform. Primarily in the 20th century with the demoritzation of education the idea of music education has been extended to include music appreciation to those with limited musical ability. We know very little about music education in many ancient civilizations. In fact, we do not know a great deal about music in early civilizations. Unlike art and sculpture, music compsitins are lost without notation and ancient civililations did not have musical notation. Thus all we know about music in many early civilizations are the images of instruments. And this is also true with nusic education. The first image we have fojnd of music education is Green from the first mileanium BC.
Unlike many ancient civilizations we know a great deal about Greece and Rome because there literature to an extent has surved. With the fall of Rome, music survived as a church function. An musical education became a province of the church. Song schools both provided music education and church choirs. Not much informarion is available on the ages of the children involved. Only slowly did music develop outside the church. The nobility was interested in entertaiment and over time demanded greater sophistication. We areunsure how court musiucians were educated. We suspect that family tradition was a major factor. Generally in the medieval era, children inherites the roles of their parents. As the medieval economy quickened, entertaiments became importanbt in markets and fairs. Royal courts supported the arts, both for presitge and for entertasiment. And important courts founded academies to foister the arts, including education. These academies were continued even after monarchies began to decline or were replaced by republics. These acadeies sought out talent rather than inherited status. Modern schools to vsry degrees include music appreciation and sensitivity. Programsd can begin in preschool. Music programs, however, are often abandoned by school districts facing budget probelms. Governments got involved in various ways. We note an American WPA Project during the Depression. Educators have discussed at what age a child's music education should begin. For many years virtually no attention was paid to educating very young children. Gradually this began to change. One educator playing a major role in modern music education was German composer Carl Orff. He was especially concentrated on very young children.
Navigate the Boys' Historical Clothing Web Page
[Return to the Main music page]
[Introduction] [Activities] [Biographies] [Chronology] [Clothing styles] [Countries] [Theatricals]
[Bibliographies] [Contributions] [FAQs] [Glossaries] [Images] [Links] [Registration] [Tools]
[Boys' Clothing Home]
Related Chronolgy Pages in the Boys' Historical Web Site
[Main Chronology Page]
[The 1880s] [The 1930s] [The 1940s] [The 1950s]
[The 1960s] [The 1970s] [The 1980s]
Navigate the Historic Boys' Clothing Web style pages:
[Kilts] [Caps] [Sailor suits] [Sailor hats] [School uniform] [Youth groups]


Abhijit Banerjee, Esther Duflo and Michael Kremer shared this year’s Nobel Prize for Economics “for their experimental approach to alleviating global poverty”, the Royal Swedish Academy of Sciences announced on Monday.
According to the Academy, their research has considerably improved our ability to fight global poverty. In just two decades, their new experiment-based approach has transformed development economics, which is now a flourishing field of research.
The official announcement of the Academy is as follows:
Despite recent dramatic improvements, one of humanity’s most urgent issues is the reduction of global poverty, in all its forms. More than 700 million people still subsist on extremely low incomes. Every year, around five million children under the age of five still die of diseases that could often have been prevented or cured with inexpensive treatments. Half of the world’s children still leave school without basic literacy and numeracy skills.
This year’s Laureates have introduced a new approach to obtaining reliable answers about the best ways to fight global poverty. In brief, it involves dividing this issue into smaller, more manageable, questions – for example, the most effective interventions for improving educational outcomes or child health. They have shown that these smaller, more precise, questions are often best answered via carefully designed experiments among the people who are most affected.
In the mid-1990s, Michael Kremer and his colleagues demonstrated how powerful this approach can be, using field experiments to test a range of interventions that could improve school results in western Kenya.
Abhijit Banerjee and Esther Duflo, often with Michael Kremer, soon performed similar studies of other issues and in other countries. Their experimental research methods now entirely dominate development economics.


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Finding a Balanced Philosophy
Purposes of a Teaching Philosophy 3:24
Teacher Directed vs. Student Directed 3:58
Lessons Ideas 8:54
Best Practices 3:20
Short Term vs. Long Term 2:12
Lesson Ideas 2:06
Best Practices 3:18
Observation vs. Imagination 1:28
Lesson Ideas 4:05
Best Practices 2:55
Play vs. Apply 3:35
Lesson Ideas 3:04
Best Practices 3:33
Personal vs. Communal 2:09
Lesson Ideas 3:54
Best Practices 3:00
Collaborative vs. Individual 2:31
Lesson Ideas 5:40
Best Practices 3:04
Unlock Certificate: 5 Questions
4 PD Hours
1 Learn about a variety of viewpoints in art education.
2 Explore how a balance between these viewpoints can lead to the most effective teaching strategies.
3 Gain dozens of lesson ideas that demonstrate a balanced teaching philosophy.
A teaching philosophy can be a powerful tool that helps art teachers identify professional beliefs and translate them into an effective classroom practice. But with so many competing philosophies and opinions within the field of art education, how do we know which philosophy is the best for our students? Join seasoned high school art teachers Janet Taylor and Matt Milkowski as they share a new classroom methodology: teaching with balance.
Connected Professional Art Educator Competencies
1.8 Utilizes knowledge of art ed philosophies in planning of content
1.9 Demonstrates willingness to expand art ed philosophies knowledge
6.1 Demonstrates reflective practice
High School Art Teacher and PRO Facilitator
Matt Milkowski is a high school drawing and painting teacher in majestic Chicago, IL. His curricular approach targets innovative and balanced content that fosters curiosity, confidence, and community. He hopes his students leave his class with a more nuanced and vivid view of the world around them.


Monkey Mind (n.) - As you begin to do a meditation practice, you will notice that your mind has the tendency to just chatter away. You may be constantly planning, ruminating, justifying, thinking about last week's TV show, and on and on. This inner dialogue does not often stop. It leaps from topic to topic like a monkey from branch to branch in a tree. The name we give to this often mindless mental chatter is called "Monkey Mind."
Seeing Your Thoughts
This week's skills practice lays the foundation for beginning to see your monkey mind.
If you aren't already doing this week's foundational skills practice, check out Using Your Breath as Home (Week 3) to learn more.
Tuesdays – Word of the Week
This day is dedicated to key terms and definitions to help you gain a better understanding and increase your mindfulness, emotional intelligence, and educational leadership vocabulary.
My Writing and Other Resources for Students
A growing collection of writing and other resources for students to use to continue their growth.


Boston Children’s Hospital’s Early Literacy Screening App can effectively screen for early signs of literacy challenges in only 30 minutes and link to risk-specific evidence-based responses to screening.
The Early Literacy Screening app, being developed by the Innovation & Digital Health Accelerator at Boston Children’s Hospital, in partnership with Dr. Nadine Gaab, will be presented in a fun, interactive way to keep children engaged for the duration of the 30-minute screening.
Once the screener is complete, the app will produce an overall score that measures the child’s risk for developmental literacy challenges. Links to evidence-based responses that offer teaching solutions and intervention programs (e.g. through instructional videos) will be provided to help teachers, parents and social workers address the needs of children deemed at-risk.
Additional links to educational videos will further support parents looking for activities they can engage in with their children that have been shown to improve these essential pre-reading skills.
Development of basic reading skills is one of the primary goals of elementary education. However 63% of fourth-graders are reading below grade level and about 80% of those from low socio-economic backgrounds.1,2 Difficulty reading at grade-level can lead to low self-esteem, feelings of shame, inadequacy, helplessness and depression in children.3 Children with learning disabilities are less likely to complete high school or pursue higher education, and are at an increased risk of entering the juvenile justice system.4,5 The vast majority of working-age adults with learning disabilities – 92 percent – had annual incomes of less than $50,000 within eight years of leaving high school. Sixty-seven percent earned $25,000 or less.6
Common literacy issues, such as dyslexia, are generally diagnosed after the most effective time for intervention has passed. This paradox is detrimental to the well-being of children and their families who experience the psychosocial implications of reading disabilities for years prior to diagnosis. Targeted interventions are most effective when administered in kindergarten and first grade, despite reading disabilities typically only being diagnosed when a child fails to read in 2nd-4th grade. Dr. Nadine Gaab, of Boston Children’s Hospital, completed a recent study of more than 1,500 kindergartners in New England and identified six independent reading trajectory profiles, including three dyslexia risk profiles. Research showed that these reading profiles are remarkably stable over a two-year window – allowing it to be a predictive assessment for a future reading disability diagnoses.
To learn more and receive updates, go to EarlyBirdEducation.com and add your name to our “Contact Us” email list.
1.National Center for Education Statistics (2017). The Nation’s Report Card: A First Look: 2017 Mathematics and Reading.
2.Institute of Education Sciences, U.S. Department of Education, Washington, D.C.
3.Valas, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social psychology of education, 3(3), 173-192.
4.Mallett, Christopher A., “Disparate Juvenile Court Outcomes for Disabled Delinquent Youth: A Social Work Call to Action” (2009). Social Work Faculty Publications.
5.U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-2 (NLTS2), Wave 4 parent interview and youth interview/survey, 2007
6.Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities, 2-45.
7.KPMG foundation Annual Report 2006
In the News
- Boston Globe Magazine on the importance of early screening
- The Harvard Gazette: There’s an App for That
- Fox25 News: Can Diagnosing Dyslexia Early Improve Learning Processes?
- WBUR: What’s Behind The Push In Scientific Research To Identify Dyslexia Early
- A 30-minute screening test for dyslexia?
- 2017 Innovators’ Showcase spotlights healthcare decision support
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Classroom educators at all levels have been presented with new challenges and opportunities by great increases in the number of students diagnosed with Autism Spectrum Disorders (ASD). This book, written for preservice teachers and for practitioners in the field, shares the expertise of professionals from the fields of art education, special education, art therapy, museum education, and medical research. It highlights teachers’ stories, avoids excessive professional jargon, and provides proven examples of successful lessons and teaching/learning strategies in the classroom as well as in one-on-one settings. The book includes discussion questions and a helpful guide of annotated resources for inspiration, professional practice, recognition, and funding.
Understanding Students with Autism through Art is a valuable resource and practical reference that will inspire parents, teachers, and all who work with students on the spectrum diagnosed with autism or Asperger’s syndrome.
174 pgs. (2010) ISBN 978-1-890160-48-7
“A groundbreaking book that focuses attention on THE IMPORTANCE OF ART EDUCATION IN THE LIVES OF INDIVIDUALS ON THE AUTISM SPECTRUM… Through drawing skills, I went from being a child with autism to a successful designer of livestock handling facilities. Half the cattle in North America are handled in facilities I have designed.“
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What kind of ELD support does the school system provide?
Many schools have English Literacy Development (ELD) programs for children.
Elementary and high schools in Ontario will assess your child at a Newcomer Reception Centre to find out what their language-learning needs are.
ELD courses can help your child read and write in English. ELD courses count towards your child's high school diploma.
Here is a list of some ELD programs:
- Integrated classroom programs: Your child is placed in a regular classroom and gets English-language support.
- Intensive or Partial Support: Your child gets literacy support outside of the regular classroom for most or part of the day.
- Tutorial Support: Your child is taught one-to-one or in a small-group.
- Other Support: Your child may get help using technology, using special learning materials, or get information about community programs.
For More Information
October 29, 2015


A BILINGUAL FAMILY LITERACY PROGRAM FOR FAMILIES OF ENGLISH LANGUAGE LEARNERS: EXPERIENCES, PERSPECTIVES, AND LITERACY PRACTICES FROM THREE FOCAL FAMILIES
Palombo, Kimberly Marie
Silverman, Rebecca D
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A large body of research identifies the positive association between family literacy and reading outcomes for children. However, much of this research focuses on children in the emergent reading stage. Research aimed at family literacy for families with English language learners (ELLs) is further limited. Due to the dearth of family literacy program (FLP) literature for children in grades three through five, the current study investigated the experiences and attitudes of three parent–child focal pairs who participated in a bilingual family literacy program. This qualitative study of a family literacy program investigated the following two research questions: (1) What are families’ experiences and attitudes related to a family literacy program, implemented as part of an existing reading intervention, to support children’s reading development?; and (2) How does what families learn in a family literacy program align with at–home literacy interactions? Three parent–child focal pairs who were ELLs and had children in fourth grade, served as the participants to investigate these questions. Data sources for analysis included parent and student interviews, parent questionnaire, and audio/video recordings of the program. The constant comparative method (Strauss & Corbin, 1990) was used to analyze all data, both within and across the focal families. The analysis culminated in the development of an emergent theory that summarized the findings from the experiences of the focal families included in this study. Analyses of data revealed the three focal families desired to support their children’s literacy development through participation in family literacy programming, and they added to their skills with practical strategies to use with their children. Further, participation in family literacy programming deepened Spanish family literacy interactions related to texts children read in English through oral discourse. Finally, families’ implementation of strategies learned in an FLP extended their existing home literacy environment. A discussion of the findings, implications for families, home–school partnerships, and future FLPs, limitations of the current study, and future areas of research are then explored.


Grade 3 Trombone
Mark an ABRSM Grade 3 Trombone exam
Our graded music exams generally consist of three pieces, chosen by the candidate from the appropriate lists in the current syllabus, as well as scales & arpeggios, sight-reading and aural tests. In each Practical exam 150 marks are available. 100 marks are required to achieve a pass, 120 marks to pass with merit, and 130 marks to pass with distinction.
You can watch and assess each element of this Grade 3 Trombone exam in any order, but you will need to watch them all to find out the candidate's overall result. After watching each element, you will be asked what level you think the candidate achieved using our assessment criteria as reference. Our Chief Examiner, John Holmes, will then provide his analysis of the performance.
We hope this resource will help you understand how ABRSM exams are assessed and what our examiners are looking for in a performance.
Select an exam element below to watch and mark:
Scales and Arpeggios
Students can develop many aspects of technique through scale practice, including familiarity with the physicality of their instrument or voice, articulation, tone and intonation. Scales and arpeggios also help to develop an understanding of keys, giving confidence when sight-reading, learning new pieces, and performing.
Experiencing a selection of good music is an essential part of musical learning. In preparing for our exams, candidates can choose from a broad list of pieces appropriate to their standard, each presenting its own challenges. Candidates generally perform three pieces in the exam and each is marked independently.
Listening is the basis of all good music making, and developing aural awareness is a fundamental part of any music education. ABRSM aural tests are designed to strengthen the vital connection between listening and performing, and to encourage students to develop their 'inner ear' and ability to hear how music works.
Being able to sight-read is a valuable skill with many benefits. It enables students to explore new pieces with increased confidence and speeds up the learning process. Good sight-reading skills offer the satisfaction of independent musical discovery, as notation on the page is more readily transformed into sound.


In the first year, the PreK curriculum is taught in four professional development workshops spread across the year, matching the developmental trajectory of children’s growing skills.
The first workshop is two sequential days with a focus on Tools theory and practice that typically takes place near the beginning of the school year. Each of the remaining three workshops is a one-day session. Each workshop builds on the one before it, and teachers attend all of the workshops as part of their Year One Core Professional Development.
Our four-workshop series is supplemented by a personal Tools staff member assigned to your program to support implementation, Technical Assistance support for programs with 3 or more registered classrooms, and school-year subscriptions to eTools with iScaffold, our innovative app based learning system, for each registered staff member. Teachers have ongoing support and a range of ways to learn with Tools of the Mind. This design ensures that our team effectively partners with schools to meet each teacher where they are, learn about their students and community, and support strong implementation of Tools.
What will teachers learn?
- Cutting-edge research and the underlying Vygotskian theory that will unify and guide their teaching practice and help teachers meet the needs of all learners
- How to embed self-regulated learning into all activities
- Research-based core curriculum content aligned with state standards as well as with commonly used observation and assessment tools (e.g. ECERS®, CLASS®, or Teaching Strategies GOLD®)
- How to plan instruction using make-believe play themes to build background knowledge, self-regulation development and incorporate authentic math and literacy learning experiences
- Classroom management techniques to maximize time, facilitate productive interactions and increase and maintain student engagement
Who can register?
This workshop series is designed for preschool teachers, paraprofessionals and related support staff in programs seeking a research-based, innovative approach to curriculum that impacts children’s self-regulation development at the same time as it builds foundational literacy and numeracy skills.
We encourage programs to send lead and assistant teaching teams to our workshops together. Programs that wish to add additional specialists providing support in Tools’ classrooms can be added for an additional cost.
The cost is $3,750 per classroom which includes:
- 5 days of in-person professional development — for a lead teacher with option for 1 assistant or support teacher
- A Tools of the Mind team member assigned to your program to provide support and answer questions
- Technical Assistance from a Tools of the Mind Partnership Development Manager or Specialist for programs registering 3 or more classrooms
- 1 print curriculum Activity Manual per registered classroom; additional print manuals can be ordered, and each registered participant has access to the full electronic manual edition via eTools with iScaffold
- PreK Year One Core Workbook with workshop activities and resources for each participant
- 1 school-year subscription to eTools with iScaffold for each registered participant
- Complimentary Developmental Writing Assessment (DWA) 2020-2021 classroom license for each registered classroom
Additional Technical Assistance (TA) may also be purchased. Individualized Technical Assistance helps coaches, administrators, and teachers build a deeper understanding of the Tools of the Mind approach. In TA sessions, Tools of the Mind partners with sites to reflect on children’s engagement in Tools’ activities and provide feedback on next steps using Tools’ tactics and curriculum to support children’s development.
Are you registering 3 or more classrooms? If so, you can receive a free seat at our professional development workshops for your program administrator or coach, and they will receive a school-year subscription to eTools with iScaffold!


Fun Little Foodies can provide hands on, educational and extremely fun cooking workshops in schools and nurseries for children aged 3 to 11 years.
Cooking with kids has so many educational, health and social benefits and we can tailor a school or nursery workshop to different curriculum areas or topics. It is a fantastic way to get children thinking about what they are putting into their bodies and eating healthily as well as developing Numeracy skills (weighing, measuring, counting to name a few!), Language skills (describing food, expressing opinions, learning new vocabulary), Fine Motor skills (pouring, mixing, pinching, rolling) and of course social skills (working together, listening, sharing).
Our workshops can be booked for either a morning or afternoon session or a full day and all equipment and ingredients are provided.
If you would like more information on what we can provide in your school or nursery please contact us.
“Children in Reception at Whitehouse Primary had an amazing time with Fun Little Foodies, making healthy meals as part of their PSHE curriculum. The sessions incorporated maths skills – weighing, measuring and counting, alongside social, language and food hygiene skills. Katie and Kirsten are both trained teachers and they took the time to plan the sessions to meet our needs exactly. They came fully prepared with enough equipment and ingredients so that each child was fully involved in the whole process. ‘This is totally awesome!’ shouted one excited pupil and we totally agree!“
Lauren Mann, Reception Class Teacher, Whitehouse Primary School


Forget about the spin cycle. The Too Small to Fail program is bringing the smart cycle to laundromats across the country. In an effort to educate the littlest of learners, this amazing organization is bringing story-time directly to the children who need literacy lessons the most.
Laundromat to library? With Too Small to Fail that’s exactly what some neighborhoods are seeing. Instead of zoning out to the hum of industrial dryers, children in the areas served by this program get the chance to participate in story-times led by local librarians. And all while mom or dad gets a wash cycle in!
Not only is idea genius, but it actually works too. Preliminary research on the program conducted in six New York laundromats found a positive educational effect. Researcher Susan Neuman, a professor of Childhood Education and Literacy Development at New York University told Education Week, “The problem with early literacy for so many of our children is they are not successful when they come to kindergarten and subsequently will not catch up fast enough by 3rd grade.”
Too Small to Fail’s story-time laundromat program is a simple solution to this problem. As Brian Wallace, president and CEO of the Coin Laundry Association, points out, “We have the right audience … parents and kids who need the most help when it comes to literacy and access to books.” Wallace also added, “Rather than watch the socks tumble … use that time and make it more productive.”
Featured photo: Stevepb via Pixabay


Classes are currently being taught online. All physical facilities are closed to the public at this time, and employees are working remotely.Please visit
dcccd.edu/coronavirus for additional information and to
find contact information for various departments.If you need additional assistance, please visit
My Community Services and our
Community Employment Resources.
Taking government classes at Brookhaven College is an affordable way to get started on a path to a brighter future. Whether you’re taking classes to transfer to a four-year college or university, or for personal enrichment, our curriculum will give you the foundational skills you need.
The mission of our department is to prepare students for the common tasks of citizenship. Democracy requires an involved citizenry which in turn demands that citizens understand the fundamentals of their political system. For citizens of the United States this includes familiarity with the institutions and process of government at all levels. Our core courses, U.S. Government and Texas Government I and II will prepare you to be an involved citizen.
Take a broader view of the field with Introduction to Political Science, Introduction to Comparative Politics or Mexican-American Politics.
Two special learning opportunities enhance the government and political science classes.


Promising Practices for Engaging Families in Literacy
A volume in the series: Family School Community Partnership Issues. Editor(s): Diana Hiatt-Michael, Pepperdine University.
(sponsored by the Family School Community Partnership Issues SIG)
Promising Practices for Engaging Families in Literacy fulfills the need from parents and teachers to improve home/school assistance in every child’s literacy development. Literacy skills are required and valued in all academic areas and at all levels of education from preschool through adulthood.
This volume provides suggestions and support to improve parent/child involvement in literacy activities from preschool through teacher education programs. Research is provided to undergird the documented practices that increase student academic achievement through improved literacy skills across academic areas. Practices include connections between home and school across age groups, developmental needs groups, universities, community groups, and technologies.
List of Contributors. Foreword. PART I: EFFECTIVE INTERVENTIONS AND APPROACHES FOR ENGAGING FAMILIES IN CHILDREN’S LITERACY. 1 An Intergenerational Approach to Family Literacy, Joy Lorenzo Kennedy and Margaret Caspe. 2 Effects of Parent Read-Aloud Programs, Pam Sullivan and Mary von Witzleben. 3 Engaging Families in Promoting Emerging Literacy for Children with Down Syndrome, Anne van Bysterveldt, Susan Foster-Cohen, and Gail T. Gillon. PART II: HONORING AND INCORPORATING PARENTS’ EXPERTISE IN CHILDREN’S LANGUAGE AND LITERACY ACQUISITION. 4 Érase Una Vez: Latino Family Narrative Practices During the Preschool Years, Gigliana Melzi, Adina R. Schick, and Emily Bostwick. 5 Family Engagement in Heritage Language and Literacy, Elena Lyutykh and Lee Shumow. 6 Engaging Parents as Researchers to Support Children’s Language and Literacy Development, Lori A. Norton-Meier and Kathryn F. Whitmore. 7 A Dialogue of Three: The Use of Family Dialogue Journals in The High School ELA Classroom, Amber Simmons. PART III: NEW APPROACHES TO ENGAGING FAMILIES IN CHILDREN’S LITERACY. 8 Engaging Families in Science and Literacy Through Museums and Libraries, Dale McCreedy and Julia Skolnik. 9 Literacy Space: Partnering with Families to Support Struggling Literacy Learners, Jennifer Tuten and Deborah Jensen. 10 Using Technology to Engage Families in Young Children’s Literacy, Holly Kreider.
"This book is a timely addition that brings us back to the origin of children’s literacy development in an enriched family environment. This is refreshing in light of standardized assessments and Common Core State Standards related movements in education. One key principle for literacy instruction is to start where the learner is (National Academy of Science, 1999). Understanding the influences of children’s literacy skills beyond the school wall informs us of who they are and provides insight into how we assist children in learning.
It provides ample program practices with a moderate literature review which clearly illustrate perspectives about the family’s role in children’s literacy development. Readers will find the program approaches informative, which may help generate more ideas to suit their own practice. Though being literacy-focused, the ideas could be applied to different subject areas. Additionally, the approaches could be useful for all levels of education from preschool to adulthood. For educators and practitioners involved in family learning programs and seeking ideas to inspire family engagement project development, this book is a great resource for expanding the repertoire of family literacy practices." Grace H.C. Huang Cleveland State University in Journal of Family Strengths (Read full review)
Web price: $39.09 (Reg. 45.99)
Web price: $73.09 (Reg. 85.99)
- EDU000000 - EDUCATION: General
- FAM016000 - FAMILY & RELATIONSHIPS: Education
- FAM020000 - FAMILY & RELATIONSHIPS: PARENTING: Fatherhood
- Family Involvement in Faith-Based Schools
- Promising Practices for Family and Community Involvement during High School
- Promising Practices for Family Engagement in Out-of-School Time
- Promising Practices for Fathers' Involvement in Children's Education
- Promising Practices To Empower Culturally And Linguistically Diverse Families Of Children With Disabilities
- Promising Practices to Support Family Involvement in Schools
- The Power of Community Engagement for Educational Change


There is now a widespread expectation that teachers and coaches should be reflective practitioners, an expectation written into national standards of education in many countries. This innovative book introduces the methods by which teachers and coaches can conduct research into their own professional practice and therefore become more effective reflective practitioners, improving their students’ learning as a result.
As the only book on practitioner research that focuses specifically on the unique challenges of working in a physical education or youth sport environment, it uses real-life case studies and applied practical examples to guide the reader through the research process step-by-step. Examining the what, why and how of four key research methods in particular – action research, narrative enquiry, autoethnography and self-study – it provides an expert analysis of the strengths and limitations of each method and demonstrates how conducting reflective research can produce tangible results in improving both teaching and learning.
This is an invaluable resource for all those interested in enhancing their professional development as students, practitioners or researchers of physical education and youth sport.
Table of Contents
Foreword by Professor Kathy Armour
1. Taking Practitioner Research onto the Field
2. Action Research
3. Narrative Inquiry
5. Self-study of Practice
6. Using Action Research to Promote Learning in the Affective Domain
7. Using Narrative Inquiry in Physical Education and Youth Sport: Reflecting on Process
8. Using Autoethnography to Explore a Culture of School Sport
9. Using Self-study of Practice to Examine Pedagogies that Promote Meaningful Participation
10. Acknowledging Bias
11. Ethical Responsibilities of Being a Practitioner Researcher
12. Aligning Beliefs and Actions
13. Overview of Practitioner Research
Ashley Casey is a Senior Lecturer in Pedagogy at Loughborough University, UK
Tim Fletcher is an Associate Professor in Physical Education at Brock University, Canada
Lee Schaefer is an Assistant Professor in the Department of Kinesiology and Physical Education at McGill University, Canada.
Doug Gleddie is Associate Professor in the Department of Elementary Education at the University of Alberta, Canada