Perfect to supplement your 3rd Grade Area/Measurement Unit! This product helps students to understand and practice finding area through a variety of models. Students need to see what area actually is and how it relates to multiplication and addition. To further their understanding, I’ve included how using the distributive property can help to break apart regular and irregular shapes to make finding area easier.
2 Visual Posters than can be shown on Power Point or glued into a math journal.
10 practice sheets of varying models and strategies
Area Scoot Game (with answer key) I hope you enjoy and find this practice helpful!
**This does not include perimeter.
~ Teaching 4 Real
About the Seller
Hi everyone! I'm Pam creator of Teaching 4 Real educational products. I'm so excited you've stopped by my store to look around! I've been a teacher for 16 years and my love for creating products to meet the real needs of my students is what inspired me to open up my store. Text book companies create big curriculum, but it never supports all of my students. So my creations are born from the need to differentiate.
I'd love for you to visit my blog for great ideas that could hopefuly inspire you www.teaching4real.com. My pinterest page has been my biggest love lately with almost 28,000 followers so check it out too at www.pinterest.com/teaching4real . My boards range from academic specific content ideas to grade level ideas. My favorite right now has been my Technology Integration and Web. 2.0/3.0 boards. :) Finally, I'd love for you to get to know me a bit more and join me on Instagram. My IG name is www.instagram.com/rountree_teaching4real
Just a little more info....I have a Masters Degree in Elementary Education and am also a Gifted and Talent Endorsed Educator. My plans are to start my specialist in Instructional Technology next year. I'm a mom of 3 kiddos ages 5-14 so my life is always pretty busy. Thanks for stopping by!


Five Easy Ideas for Making Change
Someone once said, "If nothing ever changed, there'd be no butterflies." Change is an important part of life, both on a personal and global level. Here are a few bite-size ideas to help change things for the better in your neck of the woods:
Five Bite-Size Ideas for Making Change
- Help your child understand the need for environmental protection and the role they can play in changing things for the better. Have them be in charge of gathering recyclables in your house and putting them into the bin, doing an environmental science project from ScienceBuddies.org, or watching a video on SteveSpanglerScience.com.
- Pledge to clean up a local open space, beach, or waterway with Ocean Conservancy, who says, "Be a part of sea change. Much of the trash on our streets and in our neighborhoods ends up in our waterways, beginning a long, slow march to the ocean. This trash then slowly degrades our ocean and impacts the food we eat and the water we drink."
- Nominate someone for 2012 AARP State Andrus Award for Community Service, someone who is an outstanding volunteer or who is very inspirational in getting others to volunteer and affect social change.
- Help the nonprofit I Am One in a Billion encourage positive climate change by taking a look at their Facebook page. This challenge is available through Sparked.com for a few more days.
- Design a flyer for Musically Minded Academy's "Celebrating Women Musicians" Concert Series, which provides an arena for positive change in the area of music education. This challenge is available through Sparked.com for a few more days.
Have you ever tried any of these ideas? How did it go? What ideas do you have for making change?


ERIC Number: ED212626
Record Type: RIE
Publication Date: 1981-Sep
Reference Count: 0
Student Responses to Classroom Instruction.
Anderson, Linda M.
Research on teacher effectiveness addresses questions about how teachers bring about desirable student outcomes. Until recently, most research has focused on long-term outcomes, such as achievement gains over one year. Short-term outcomes--students' immediate responses to instruction--are also important. Four categories of short-term student outcomes that may be observed by teachers are attention, initiative, success, and understanding of how and why to do classroom work. For each category, research has suggested ways to encourage and sustain immediate student responses that support learning. Two principles underlie the suggestions. First, teachers must remain aware of student responses by creating work contacts with all the students frequently and on a regular basis. The second principle reflected in many of the suggestions is that teachers can help students learn how to respond to instruction by arranging the classroom environment to make attention and initiative more likely and by teaching students how and when to attend, seek help, and apply certain strategies for understanding instruction and performing work. A list of references is appended. (Author/JD)
Descriptors: Academic Achievement, Attention Control, Classroom Environment, Classroom Techniques, Elementary Education, Student Behavior, Student Educational Objectives, Student Motivation, Teacher Effectiveness, Teacher Influence, Time on Task
Institute for Research on Teaching, 252 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824 ($2.50).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.


Reading intervention specialists will find the most value in HearBuilder Phonological Awareness, especially the paid subscription access. The activities align perfectly with Grade 1 CCSS as well, and Grade 1 teachers could use the introductory (free) activities with most students to develop phonological awareness and build listening skills. Without the subscription, students would benefit most from one-on-one time working through the activities with a teacher who can access student understanding without the reports. In classrooms with full access, students could work independently at their own pace and level.Continue reading Show less
HearBuilder Phonological Awareness helps students work on nine phonological awareness skills: Sentence Segmentation, Syllable Blending, Syllable Segmentation, Rhyming, Phoneme Blending, Phoneme Segmentation & Identification, Phoneme Deletion, Phoneme Addition, and Phoneme Manipulation. The story is based on a rock-band theme, with each activity relating to the band -- album titles, making music, getting new band members. The free introduction lets students play each activity, choosing low, medium, or high challenge levels. The full version rewards students with new band members as they advance through each activity, completing each with at least 80 percent accuracy. Teachers can view individual students' progress and customize their activities. In the activities, students hear words and manipulate them, changing vowel sounds or beginning sounds to create new words -- all of which must be identified by sound. They can hit the redo arrow to hear the instructions and words again, but no visual hints are offered. (The rhyming game does include pictures).
HearBuilder Phonological Awareness offers a research-backed program that helps kids develop phonological awareness, which improves reading. Conversely, reading improves phonological awareness, so emerging readers may struggle with some of these auditory exercises that test attention and listening skills as much as phonological awareness. In a one-on-one setting, the free activities are excellent for helping teachers gauge where students are. Most classrooms probably won't need the full version, although speech/language pathologists or reading specialists may find the full subscription very helpful for individualizing interventions with students and tracking their progress. In the full version, students progress through the activities at their own pace. Teachers can customize their paths as well as add specific levels of background noise.
Key Standards Supported
Reading Foundational Skills
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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In 3rd grade, we are using iPads for spelling work and fluency in reading. Teachers are continuing to use Front Row for differentiation. Front Row is an app that allows teachers to create targeted practice sessions for students on specific domains and standards within Math and Language Arts. Students and teachers enjoy using the app.
Second graders are starting the year learning how to be responsible digital citizens. They understand the difference between public and private information, including personal information that they should never give out. They have also been discussing what makes a good password. They have school-based email accounts and have learned how to use those accounts safely.
We continue to document student learning in math and reading using iPads. Students solve math problems by explaining and illustrating their work using the app Screenchomp. They also record themselves reading and explaining reading comprehension strategies.
We created mimio activities to show and understand place value. The mimio was used to review the body parts of a bird.
We also created interactive Venn Diagram lessons to compare and contrast different types of animals.
We talked about the importance of a “just right” book. I took a picture of one of my student’s journal. She referenced her writing as she shared at the front of the classroom.
Fourth grade have been using the app ScreenChomp to document and assess student understanding in math. The students record themselves drawing and explaining a math problem.
Students have also filmed each other on the iPads reading a book of their choice. This allows teachers to document and assess their fluency; it also allows the students a chance to listen, watch and self-assess their reading.
Second grade lessons are continuing to engage students. The "Pulleys and Simple Machines" unit has really taken off, using videos from Youtube to demonstrate how these things work. Youtube is also being used for phonics and helpful sing-alongs. The classroom sets of computers are used daily, especially for individualized reading, using sites such as Raz-Kids, Bookflix, and Tumblebooks. Virtual math manipulatives are extremely helpful during Math In Focus lessons. The Spanish teachers have been using the computers for an animal research unit.
Pre-First teachers are using technology in a number of new ways. Math and phonics lessons are now being projected using an iPad and Airplay. Students are more engaged with interactive lessons using Mimio whiteboards and projectors. The iPads are being put into students' hands, utilizing the numerous interactive texts on Raz-Kids. Students are able to read and listen to leveled readers on this site, using newly purchased headphone splitters.


Music education programs across the country are coming under fire during tough economic times. In every corner of every state booster organizations and music education advocates are tuning up to try to save their local band, choir, orchestra, and general music programs. In order to provide a powerful, positive defence of why music should be in the schools we have to have powerful, valid arguments for why it is important. The problem is that some of the commonly held assumptions about music education are no longer valid.
When going before a school board and pleading a case for your local music program you have to have solid, verifiable facts, preferably with numbers showing your data is relevant the local issue. This article focuses on one of the more popular myths and assumptions about music education that may actually weaken an argument rather than strengthen it.
Stop Referring To Questionable Research About The The Mozart Effect!
Back in the early 1990's a team of researches (Rauscher, Shaw, and Ky, 1993) published a paper showing that participating in musical activities increases a person's abilities in spatial reasoning. It demonstrated that a person's spatial IQ increased as a result of listening to music. This "Mozart Effect" became all the rage back in the late 90's and early part of the new century and has been used by music advocates to justify why we should have music in the schools.
The problem is that most people never bothered to read the whole study. The popular media grabbed at the headline of "music makes you smarter" when in reality the study clearly says that no long term improvements were found and that most participants went back to normal as little as fifteen minutes after listening to music. Moreover, subsequent studies by other researchers around the globe have been mixed. Many have shown no improvement as a result of listening to music while others have shown that it may indeed help.
Why We Should NOT Focus On The Mozart Effect
#1- Aside from the ambiguity in the findings of the mentioned research it should bear in mind that these studies all focus on listening to music, not making music. Anyone can turn on a CD in class and have their students listen passively to it while performing a task. If you are building a case to save a music program in your school you need to focus on things that preserve the need for having an actual music teacher employed by the school.
#2- While the idea of the Effect is very popular it carries little or no scientific, data driven weight behind it. A school board member that does his research will know this fact or it will be pointed out to him or her during discussion of the topic. If you are attempting to build a case in favor of a music program you need data that cannot be blown off or refuted.
There are many other valid, data driven ways to advocate for your local music programs. Some of those will be covered in future articles so check back on this site often for updates. For other information, including lists of music advocacy resources be sure to take a look at the NAfME Groundswell, The Children's Music Workshop, and School Music Matters.


UPSC Exam Preparation: Topic of the Day – Integrated School Education Scheme
It has been decided by the government to subsume Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and the Centrally Sponsored Scheme for Teacher Education (TE) which were operational since more than 15 years under an integrated school education scheme. The integrated scheme will be in place from 2018 to 2020.
Objectives of the Integrated School Education Scheme:
- To provide quality education and enhance the learning outcomes of students.
- To bridge Social and Gender Gaps in School Education;
- To ensure equity and inclusion at all levels of school education;
- To ensure minimum standards in schooling provisions;
- To promote vocationalization of education;
- To support the States in the implementation of Right of Children to Free and Compulsory Education (RTE) Act, 2009; and
- To strengthen and up-grade District Institutes for Education and Training (DIET), the State Councils for Educational Research and Training (SCERTs)/State Institutes of Education as the nodal agencies for training of teachers.
Sarva Sikhsa Abhiyan (SSA):
SSA is being implemented since 2001 for universalization of elementary education. After enactment of Right to Free and Compulsory Education Act 2009 which confers the right to elementary education on all children, in the age group of 6-14 years, SSA became the central programme to fulfil its objectives.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA):
RMSA was launched in 2009 with the objective to enhance access to secondary education and improve its quality. The scheme envisages to enhance the enrolment by providing a secondary school with a reasonable distance of habitation, with an aim to ensure GER of 100 per cent and universal retention by 2020.
Centrally Sponsored Scheme for Teacher Education:
The Centrally Sponsored Scheme for Teacher Education was initiated in 1987 pursuant to the formulation of the National Policy of Education, 1986. It aims to establish District Institutes of Education and Training (DIETs) n all districts created up to 2011, strengthen Colleges of Teacher Education (CTEs), Institutes of Advanced Studies in Education (IASEs) and establish Block Institutes of teacher education (BITEs) in identified SC/ST/ minority concentration districts.


The internet is the quickest and easiest way to get information. For assignments, activities, craft ideas, researching or developing your own ideas for the classroom or for your own benefits. The internet has a vast array of sources to gain information on.
How to Google
There is so much information available on Google sometimes it’s hard to find exactly what you’re looking for. With hundreds of websites available, searching for specific information can take hours instead of taking a couple of minutes.
When searching for information on a search engine such as “Google” try and be specific. Use simple keywords with descriptive words if necessary. For example “fine motor skill development in toddlers” will be a better search than “fine motor development”. This will probably give you too many results not relevant to what you are looking for if you are being too general with the keywords you search.
At times the keywords you type may not find the information you acquire. If this is the case, change up the key words to something different still related to your search. For example you can change “fine motor skill development in toddlers” to “small muscle development toddlers”. This is exactly as fine motor development however you are just changing the key words.
Don’t worry too much about spelling, punctuation and capital letters. Google has spell checker which will automatically uses the most common spelling of the word you are searching, capital letters doesn’t make a different and most punctuation is ignored during the search.
So in short, be specific in your search and search on credible sites.
Researching For Assignments
For researching assignments and assessments, the best place to look is in journal articles, which can be done on Google Scholar. If you are not use to reading or looking for information in journal articles this may be too much for you, however at University level this is what you will have to do. Most University libraries will have a vast database for you to search through.
When choosing a website to gather information from, usually it is best to use a site that is more factual and credible. Blogs and non-reputed websites written by individuals usually are not a good place to get information, because it could be their opinion they are writing about rather than actual facts based off studies.
Google Scholar provides a simple way to broadly search across many sources: articles, theses, books, academic publishers, universities and others. It helps you to find relevant work across of scholarly research.
Choosing A Website For Information
Once you have completed your search in “Google” you will be presented with a pages of websites which has the keywords highlighted which you typed into the search field.
On the page that Google suggests you may not find the information you want however it doesn’t mean you should disregard the entire site. Go through the website and you may find what you are looking for somewhere on the site itself. Usually website will have a “search bar”, usually at the top of the page. Like you did with Google search, type in what you are after on that specific site and it will display all the information on the site based on the keywords you used.
Wikipedia has a lot of useful information which can be used (although it should not be used as a source of information on assignments). You may notice when reading through the information on Wikipedia there are a lot of citations. When you scroll to the bottom of the page it lists all the sources. You can access most of these sources’ by clicking on them. These are very valuable (articles, government sites, statistics, journals, newspapers, etc) as it will provide you with further information on what you are reading on the Wikipedia site itself and they are credible. Don’t just stop at one source of information; keep looking until you find exactly what you need.
Referencing From A Website
Whether you are gathering information from a website for assignments, for ideas or for researching purposes it’s important to have a reference. A reference basically tells you and others where you found the information from. If you are using any information that isn’t your own on assignments it is important that you include references to where you gathered the information from. When referencing a website you must include the following:
- author (month & year of publication)
- title of article OR title of website
- retrieved from (copy and paste url here)
Always reference anything you use that is not your own work / words.
Although the internet is full of information, sometimes you still may not find what you’re after. Even though there seems like everything is available at some stage you may not find what you’re looking for. In this case, get down to your local library and find the information you need from there. A Library is still the most valuable source of information, so use it when necessary.


ERIC Number: ED109901
Record Type: Non-Journal
Publication Date: 1974-Mar
Reference Count: N/A
Escuchando y participando aprendo (I Learn by Listening and Participating).
Villarreal, Abelardo; And Others
This series of colored, illustrated alphabet cards contains all the letters of the Spanish alphabet with illustrations to show their sounds. On the reverse of each card, or series of related cards, is a short story, along with some activities and games designed to reinforce the sound of the letter. The material is intended to develop language comprehension, hearing and interpreting skills at the primary level, and may be used as a supplement to the series "Que Bonito Es Leer!" or correlated with the Spanish Curricula Development Center's Language Arts Strand, Kits 2-9. Instructional notes for the teacher are included. (CK)
Descriptors: Alphabets, Auditory Discrimination, Auditory Perception, Bilingual Education, Comprehension, Elementary Education, Instructional Materials, Intellectual Development, Language Arts, Language Skills, Letters (Alphabet), Listening Comprehension, Mexican Americans, Spanish, Spanish Speaking
Dissemination Center for Bilingual Bicultural Education, 6504 Tracor Lane, Austin, Texas 78721 ($2.00)
Publication Type: Guides - General
Education Level: N/A
Sponsor: William Randolph Hearst Foundation, Los Angeles, CA.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Dissemination and Assessment Center for Bilingual Education, Austin, TX.; Curriculum Adaptation Network for Bilingual/Bicultural Education, San Antonio, TX. Southwest Regional Adaptation Center.


By learning numerous subjects including English, Mathematics, Science, Physical Education, Health and Computers with qualified native English Speaking teachers, ACEP students attain the ability to understand and use English naturally.
The ACEP Curriculum is based on the Thai Ministry of Education Curriculum. By the end of each stage (Years 1-3, Years 4-6, Years 7-9 and Years 10-12) ACEP students will have learned exactly the same content as students studying in classrooms of regular Thai schools.
The ACEP Curriculum for subjects like Mathematics, Science, Health, PE and Computers are based on direct English translations of the Thai Ministry of Education Primary School Curriculum for these subjects. They have been developed by curriculum specialists to better enable teachers from western countries to teach Thai students effectively.
The ACEP English Curriculum has been written by Assumption College staff specifically for ACEP students. The Curriculum is based on the Singapore English Curriculum, with influences from other western countries. ACEP’s English Curriculum extends our students who become highly capable users of English as they progress through the Years.
By learning several subjects with Thai teachers, ACEP students are sure to develop the ability to read and write their own language. Subjects taught by Thai teachers (varies between Year level) include are Thai Language, Social Studies, History, Art, Music and Occupational Works (Primary). The school continues to develop its Chinese Language Program which is taught by qualified native Chinese and Thai teachers.
The general objectives of the ACEP Curriculum are:
• The school will provide high quality education aligned with the standards of Basic Education Curriculum and St. Gabriel’s Foundation of Thailand.
• The school will provide a student-centred environment and lessons which will best ensure that individual students achieve physical, emotional, mental and social well-being. These will enable them to live a happy life and keep abreast of the world.
• Students with special skills and talents will be encouraged and given opportunities to develop to their utmost potential.
Primary and Secondary students’ school days are divided into learning periods as follows:


Tippett's talent developed slowly. He withdrew or destroyed his earliest compositions, and was 30 before any of his works were published. Until the mid-to-late 1950s his music was broadly lyrical in character, before changing to a more astringent and experimental style. New influences, including those of jazz and blues after his first visit to America in 1965, became increasingly evident in his compositions. While Tippett's stature with the public continued to grow, not all critics approved of these changes in style, some believing that the quality of his work suffered as a consequence. From around 1976 Tippett's late works began to reflect the works of his youth through a return to lyricism. Although he was much honoured in his lifetime, critical judgement on Tippett's legacy has been uneven, the greatest praise being generally reserved for his earlier works. His centenary in 2005 was a muted affair; apart from the few best-known works, his music has been performed infrequently in the 21st century.
Having briefly embraced communism in the 1930s, Tippett avoided identifying with any political party. A pacifist after 1940, he was imprisoned in 1943 for refusing to carry out war-related duties required by his military exemption. His initial difficulties in accepting his homosexuality led him in 1939 to Jungian psychoanalysis; the Jungian dichotomy of "shadow" and "light" remained a recurring factor in his music. He was a strong advocate of music education, and was active for much of his life as a radio broadcaster and writer on music.


Louis Prang (1824-1909) of Boston, Massachusetts, was a lithographer and wood engraver, famous for his chromolithographic reproductions of major works of art as well as for a series of publications used for art education in public schools. Because his company was first to make commercially printed greeting cards available to the public, Prang is often referred to as the "father of the American Christmas Card."
Louis Prang was born on March 12, 1824 in Breslau in what is now Poland. He was the only son among the seven children of a French Huguenot father Jonas Louis Prang and a German mother, Rosina Silverman. Louis Prang learned to dye and print calico as an apprentice in his father's shop. After traveling as a journeyman in Europe, he became involved in revolutionary activity against the Prussian government in 1848. Prang went to Switzerland, emigrated to the United States and settled in Boston in 1850, marrying Rosa Gerber in the following year.
Between 1848 and 1856, Prang supported himself by making wood engravings to illustrate various publications. In 1856, he joined with Julius Mayer and formed the partnership of Prang and Mayer, lithographic and copper plate manufacturers. The business continued until 1860 when Prang became sole owner, changing the name to L. Prang and Co. The firm printed business cards, announcements and other forms of ephemera and soon branched into the production of maps of Civil War sites and novelty items including albums and sets of picture cards decorated with a wide variety of images that became popular collectibles.
In 1864, Prang visited Europe to study the latest techniques in German lithography. He returned to Boston to create high quality reproductions of major works of art using a lithographic process he called "chromos." In 1874, he began producing greeting cards for the popular market in England and began selling the Christmas card in the United States the next year, resulting in his being called the "father of the American Christmas card." Also in 1874, Prang began publishing books for drawing and elementary art study for public schools. This latter activity proved so successful that he formed the Prang Educational Company in 1882. During this time, Prang shared his residence and his work with the family of his son-in-law, lithographer Karl K. Heinzen, who married Prang's daughter Rosa.
Through a merger in 1897, L. Prang and Co. became the Taber-Prang Company and moved from Boston to Springfield, Massachusetts. Two years following the death of his first wife in 1898, Prang married Mary Dana Hicks, an art teacher and author associated with the Prang Educational Company. Prang had retired from active business in 1899 and traveled extensively for the next decade. He became ill and died while en route to view an Exposition in Los Angeles in 1909.
Louis Prang died on June 14, 1909, in Los Angeles, California.


"Set free" without stereotypes and prejudices: Multiple perspectives on facilitating elementary inclusion for graduates of an inclusive preschool
Date of Award
Doctor of Philosophy (PhD)
Teaching and Leadership
Douglas P. Biklen
Inclusion, Stereotypes, Prejudices, Elementary inclusion, Preschool
Disability and Equity in Education | Elementary Education and Teaching | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Special Education and Teaching
This study investigates the social construction of children with autism and other developmental disabilities as they graduate from Liberare, an inclusive preschool, and enter the American public school system. It explores how these students and their families understand and negotiate the transition of leaving a familiar service program and adopt a new educational system. What opportunities are afforded for continued inclusive programming? How do the public school personnel conceptualize the students' disabilities and their Individualized Educational Programs (I.D.E.A. 97, also known as P.L. 105-17)? And, how do the signifiers of race, culture, and social class interact with disability in the understandings and actions of public school personnel?
Qualitative methodology guides this study, including participant observations in the public school classrooms, and in-depth interviews with families, as well as the public school personnel. Through interpretivistic data analysis, I (the researcher) explore the social meanings and understandings related to the facilitation of elementary inclusive education. While the themes are emergent, I use my own interpretations and relevant literature to inform the analysis. The findings from the study provide insight to the Liberare School and the public school system in guiding their actions in facilitating the transition of young students with disabilities into elementary inclusive programs.
Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance.
Carter, Willajoya Anastasia, ""Set free" without stereotypes and prejudices: Multiple perspectives on facilitating elementary inclusion for graduates of an inclusive preschool" (2000). Teaching and Leadership - Dissertations. 86.


ERIC Number: ED550515
Record Type: Non-Journal
Publication Date: 2014-Nov-6
Abstractor: As Provided
Reference Count: 20
The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom
Kariuki, Patrick N.; Kent, Holly D.
Online Submission, Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, Nov 5-7, 2014)
The purpose of this study was to examine the difference between students' scores in comprehension (English Language Arts) tests when they are led in Brain Gym® activities before class instruction and when they are taught using traditional teaching strategies. The sample for this study consisted of 11 males and 9 females. Data were collected by using Pearson Reading Comprehension tests. The students were tested after five days of receiving traditional teaching strategies and again after five days of participating in Brain Gym® activities before class instruction began. Data were analyzed using a paired t-test. The results indicated a significant difference in students' comprehension test scores when taught using Brain Gym® activities over the students' comprehension test scores who were taught using only traditional teaching strategies t(19)= -5.461, P=0.001. However, there was no significant difference between genders on performance. The results suggest that implementing Brain Gym® activities before instruction significantly influences comprehension scores; therefore, teachers are encouraged to use Brain Gym® activities to help improve their students' comprehension scores.
Descriptors: Scores, Language Arts, Comprehension, Teaching Methods, English Instruction, Comparative Analysis, Reading Comprehension, Conventional Instruction, Data Analysis, Instructional Effectiveness, Learning Activities, Motion, Human Body, Holistic Approach, Perceptual Motor Learning, Brain Hemisphere Functions, Elementary School Students, Reading Achievement, Grade 4, Control Groups, Experimental Groups, Gender Differences, Vocabulary
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Tennessee


Every writer follows his or her own writing process often the process is a routine that comes naturally and is not a step-by-step guide writers constantly refer to. Incorporate writing instruction in your classroom as an essential element of literacy development while implementing best practices simplify the planning of writing. The five-step writing process is a technique used to teach students how to break down the process of writing an essay into multiple steps the steps are pre-writing. These owl resources will help you with the writing process: pre-writing (invention), developing research questions and outlines, composing thesis statements, and. Update: check out our new infographic poster on the writing process let’s face facts: writing is hard work requiring extraordinary brain power.
5 step writing process writing now that you have your plan of what you're going to write about, you can start on your rough draft this stage is where your putting. Buy the 5 step essay writing process: english essay writing skills for esl students (academic writing skills book 3): read 6 kindle store reviews - amazoncom. Step 1: prewriting think step 2: drafting write step 3: revising make it better step 4: proofreading make it correct step 5: publishing shar.
What is the writing process the writing process teaches students to internalize the steps for producing a finished piece of writing and should entail the recursive. Writing is one of the most common ways we communicate to be a successful writer, you should practice the five steps of the writing process. Every writer has a special ritual when it comes to writing content the process is more of a routine that comes naturally and is not basically a set process being. Every writer has a different kind of writing process perhaps you draw an outline of the key plot points perhaps you start with character development.
The 5 step essay writing process has 5 ratings and 1 review the practical 5 step essay writing processenglish essay writing skills for esl studentsacade. Professional writers know one thing: writing takes work understanding and following the proven steps of the writing process helps all writers, including s. The process of writing is divided into five steps if you're teaching a writing class, you may find lecturing to your class about each of these steps in depth boring. The steps the writing process has become known as a series of steps that one must go through in order to achieve a good piece of writing 3 revising 4 editing 5. The 5-step writing process the writing process prewrite draft revise edit publish choose topic organize information brainstorm research check for unity, coherence.
Teaching the writing process to kids is part of teaching how to write here are five free resources for teaching how to write using the writing process. This is the planning step in the writing process the writer should research, plan and organize his writing so that the actual writing process will run more smoothly. November 5, 2017 fall back - set your clocks back one hour november 9 lewis middle | 1752 cypress street | sulphur, la 70663 | phone: 337. The following are ways to implement each step of the writing process: prewriting—this step involves brainstorming, considering purpose and goals for writing. The final step of the writing process is publishing you will improve your english in only 5 minutes per day, guaranteed.
There are many ways instructors teach the writing process, but as you can see, its not all that difficult if you follow the 5 step essay writing process. This is the first lesson of a 5 step unit teaching the writing process this unit goes along with our middle ages unit where students are required a 200 word report. The writing process this will give you an informal outline that will help in the next step of the writing process, drafting 4 5 • read your draft.


Discourses on Music -4
Republic Day Parade- A School Band
There are two aspects of music education- music in education and music as education. Training in music from an early age for the purpose of discipling the mind and making a career out of some aspect of music constitutes music education. When a child begins to train in music in a systematic manner a number of changes occur in the personality of the child- from discipling to becoming methodical, refinement of senses, time management (as the child also is involved with academic pursuits due to that age). It is a boost to the self-confidence of the individual as his/her musical ability sets them apart from their peers and the artiste is a source of attaction for everyone around. Since music tends to be a performing art, the necessary exposure to the stage automatically makes the child confident and able to deal with issues related to shyness, introversion, and fear of public speaking. After the training phase, the next phase of the musician is to contribute to the social fabric in the same capacity- a role which maybe performed as a teacher, an entertainer, a healer, in the industry or attached to a spiritual organisation.
Music in education is a somewhat different application of music, in which music is utilised to improve the educational output of students. The main impact of music here is felt due to its ability to let students involve themselves in group musical experiences, which allow an expression of emotion in a medium other than speech. These experiences could be ranging from singing, playing musical instruments together, writing lyrics and setting them to music to making musical plays and productions and so forth. A competitive, performance oriented production with such activities has been seen to bring about both behavioural and academic improvements in healthy school going children as well as those suffering from mental handicaps, hearing handicaps and various other neurological and/or developmental disabilities. Such musical experiences not only foster socialisation, but also bring about group cohesiveness, enhancement of interpersonal skills, learning due to imitative behaviour and more adapted socially cooperative mannerisms.
TO BE CONTINUED......
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Family Literacy Activities for Immigrants and Refugees (FLAIR)
Lincoln Literacy’s Family Literacy Activities for Immigrants and Refugees (FLAIR) program, which began in spring 2008 with five sites, is currently operating at eleven sites this fall, including a number of schools with high immigrant enrollment, as well as at partner churches and community centers.
Each week, FLAIR staff and volunteers read aloud to children from English-language-learner families. After the story, literacy volunteers engage the children in discussion and creative activities such as drawing, writing, and making models. All children are encouraged to participate in the discussion and guided to make personal connections to the material.
Topics range from science and history to art and popular culture; lessons at daytime sites, primarily attended by preschoolers, also focus on school-readiness skills such as sharing, waiting turns, phonemic awareness and concepts of print (This last term refers to understanding how books work. That’s not automatically clear to children from other cultures.)
Thanks to a successful ongoing book drive, we are able to give age-appropriate books to all children at our FLAIR sites. Having books at home is extremely important for early literacy development, and some of our children are receiving their very first books from FLAIR.
If you or someone you know is interested in volunteering for this program, or if you have a stack of children’s books gathering cobwebs in the basement and would like to donate them to FLAIR, please contact Family Literacy Coordinator Amanda Romjue email@example.com.


**This post has been sponsored by Trinity Christian Academy to bring you this experience.**
With summer quickly approaching, our minds are turning towards vacations, camps, ice cream, and lazy days. While a slower schedule is important, research warns not to send reading, writing, and math on a vacation, as well. If our children don’t practice their learning skills over the summer, they will most likely experience a learning loss of one month (Cooper, 1996). Take consecutive summers off and students can lose about 18 months of learning by fifth grade. Yikes! But take heart; a little practice each day can help your child maintain and even grow new learning over the summer!
We often think to have our kids read and do math over the summer, but don’t forget the writing. In order to be a writer, one must write and write often. Just like your budding artists needs paper, paint and brushes, your developing writer needs paper, pencils, pens, crayons, scissors and ideas…lots of ideas!
Summer is a great time to branch out and play with different forms of writing. Consider encouraging your child to:
- Designate a writing spot, filled with writing tools, lots of inspiring photos and lists.
- Blog or Vlog in kid-friendly, secure web space about anything he or she loves: animals, fashion, music, sports, etc.
- Write a play and then video siblings or friends acting out the script.
- Create a game and write down the instructions on how to play.
- Take a series of action photos and write about them.
- Write and draw a comic book.
- Keep a travel journal.
- Write postcards to family members while traveling.
- Show gratitude by writing letters of appreciation to family members.
- Search for writing contests online and enter them.
- Create and write a recipe.
- Be a book and/or movie critic by keeping a log and writing a review of what he or she read/watched.
- Write down steps on how to do something he or she loves to do.
- Help make a shopping list.
- The possibilities are endless!
Talk and Write. Now, you may be thinking, “Well, this is all fine and good, but when I asked my child to write, all I get is lots of whining.” I get it. Those writing whines have been heard in my household, as well. Get your child over the writing-block hump by talking about what to write. The more your child talks about what to write, the more he or she will practice how the writing will go and the easier it will be to get started.
Celebrate. Take the time to read your child’s writing and celebrate your writer. Try to move beyond, “That’s good!” and give specific feedback. Noticing what your child did well will help build his or her writing confidence. For example, you may notice a word choice that added humor and made you laugh.
Now that you’ve spent a little time encouraging your writer and preventing summer learning loss, it’s time to resume the summer fun. Cannonball!
Laura Ouimette is the Lower School Reading Specialist at Trinity Christian Academy. She has a BA in elementary education and a MS in reading education. She and her husband, Erik, have three children.


By Craig Hanauer E-RYT 500 CYT
Over the past 15 years of teaching yoga to children I have come to appreciate what an amazing activity yoga is for supporting speech, language and literacy development. As children many of us were told to sit still and listen, and sadly comments such as this can still be heard in schools around the world. For some children this is an either or proposition, they can either sit still or listen, and moving their bodies helps them to self-regulate and attend.
Ask any speech pathologist and they will tell you about the connection between movement and expressive language; having kids move their bodies during speech therapy sessions is akin to greasing the wheel. This is why asking children to be quiet in yoga class is a true self-regulatory challenge. I recall working with a selectively mute child who would only speak during movement-related activities, and at these times she was quite talkative. Opportunities for child-directedness in yoga class provide important practice in initiation, sequencing, coordinating movement and expressive language, and creativity.
Children are likely to be more relaxed during yoga class which makes them much more receptive to learning, and the calmness they experience afterwards will contribute to increased word retrieval and fluency. Acting out stories or moving to kid friendly songs provides the opportunity to link words or phrases to corresponding movements or actions. Kinesthetic learners will be much more likely to follow along and retain a story when it is acted out physically, and if a child’s receptive language is challenged, observing classmates and teachers perform will provide valuable visual support.
Many young children, particularly those with developmental delays, lack core strength and postural support. Unfortunately when this is the case, the mechanisms of breathing (the ribcage and the diaphragm) become fixed and locked and engaged in holding the body upright. Yoga increases core strength and postural support, which frees up the mechanisms of breathing for their intended purpose, and ultimately supports self-regulation and expressive language. One needs to be able to take a deep inhalation followed by a long controlled exhalation both to activate the parasympathetic nervous system and to create speech, and an unencumbered diaphragm and rib cage are necessary to do this. Yoga can be extremely strengthening for the diaphragm; for example breathing in Bow Pose against the floor/gravity is like resistance training for the diaphragm. Having a strong diaphragm not only allows one to take deep inhalations, but it allows us to make forceful exhalations, an important ability in blowing our noses to clear our nasal passages. Breathing in bow pose also provides valuable proprioceptive input to the abdominal area, which helps students identify the place you want them to breathe into.
Speech and Language Pathologists have been attending my Every Kid’s Yoga Teacher Training for years, which indicates to me that the relationship between these two seemingly disparate disciplines has become increasingly appreciated and accepted.


The English Language Syllabus 2010 by the English Language Curriculum and Planning Division (CPDD) at the Ministry of Education (MOE), Singapore, has delineated in great detail the Skills, Strategies, Attitudes and Behaviour (SSAB) to guide teachers when teaching reading skills and strategies such as scanning, skimming, making inference, summarizing, predicting, critical reading and viewing.
One of the teaching processes in the syllabus involves Instructing Explicitly. For example, explaining and clarifying a skill, strategy or process directly and systematically, in addition to teaching it in contexts of meaningful use (CPDD, 2010).
Why is there a need to teach comprehension strategies explicitly? According to researchers, reading strategies can be taught explicitly and reading strategy instruction is beneficial to all students (Carol, 2002; Carrell, 1989; Janzen, 1996). Explicit teaching involves teaching comprehension strategies one at a time, allowing students to practise and apply the strategy while teachers provide explicit feedback and reviews, and allow for independent practice.
Research on Explicit Teaching of Reading Strategies in Singapore
A study on the explicit teaching of reading strategy was conducted by Ng (1999) who taught inferential strategies explicitly to a group of Secondary 5 Normal (Academic) students. These students showed improvement in inferential comprehension in the post reading test.
Explicit teaching of reading strategies has been researched in terms of Reciprocal Teaching (RT). Kow (2009) focused on the explicit teaching of reading strategies through RT to a class of 40 Primary 4 students in a neighbourhood school and found that the students understood the purpose of questioning, clarifying, predicting and summarizing, and that they were able to apply these strategies as a result of explicit teaching involving explaining, modelling, guided practice as well as independent practice. These RT strategies enabled students to have a more in-depth understanding of literature texts.
Png (2007) conducted a research study with 10 lower secondary teachers from two secondary schools to learn their views on RT before and after they were taught using the teaching package designed for them. Seventy-one per cent of the participants found the RT method useful. Not only did the teachers like the interactive nature of the strategy, they also saw the benefits for their students in terms of practising summarizing, a required examination skill.
Teaching Reading Comprehension Strategies Explicitly
For the explicit teaching of prediction, Farrell (2002) has offered the following steps:
In terms of Reciprocal Teaching, these are the five explicit teaching lessons from Png (2007): the teaching of think-alouds, predicting, clarifying, questioning and summarizing.
Carol, R. (2002). Mindful reading: Strategy training that facilitates transfer. Journal of Adolescent and Adult Literacy, 45(6), 498–513.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73(1), 20–133.
Curriculum Planning and Development Division (CPDD). (2010). English Language Syllabus 2010 Primary and Secondary (Express/Normal [Academic]). Retrieved from https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-literature/files/english-primary-secondary-express-normal-academic.pdf
Farrell, T. S. C. (2002). A strategic approach to teaching reading, REACT, 21(2), 133–140.
Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(1), 6–9.
Kow, H. M. (2009). Explicit teaching of reading strategies: an investigation of reciprocal teaching in a primary four class in Singapore (Unpublished master’s thesis). National Institute of Education, Nanyang Technological University, Singapore.
Ng, C. H. (1999). Effects of explicit teaching of comprehension strategies in a Singapore secondary school (Unpublished master’s dissertation). National Institute of Education, Nanyang Technological University, Singapore.
Png, L. H. J. (2007). Teachers’ views of reciprocal teaching as a tool for teaching reading comprehension. The English Teacher, 39(1), 179–193.


Incorporating Assessment and the National Standards for Music Education Into Everyday Teaching
|Author: ||Niebur, Loretta|
This work provides a vibrant narrative description of classroom practice in elementary-level general music education in the 1990’s. It address social, educational, and developmental influences that enhance or constrain curriculum, instruction, and assessment in everyday music classrooms. It uses case studies of four classroom instructors.
“Niebur’s work is a significant contribution to qualitative scholarship in music education. . . . deserves the attention of a wide audience. General music teachers reading Niebur’s book will likely find validation of their experiences as well as challenges to their thinking. For current and prospective music educators, the accounts of these four teachers provide point of departure for discussions about teaching practices and the process of change.” – Sandra L. Stauffer


Numeracy Across the Curriculum
What is the purpose of the booklet?
This booklet has been produced to give guidance to pupils and parents on how certain common Numeracy topics are taught in mathematics and throughout the school. Staff from all departments have been consulted during its production and will be issued with a copy of the booklet. It is hoped that using a consistent approach across all subjects will make it easier for pupils to progress.
How can it be used?
If you are helping your child with their homework, you can refer to the booklet to see what methods are being taught in school. Look up the relevant page for a step by step guide. Pupils will have access to copies in school and can use the booklet to help them solve number and information handling questions in any subject.
The booklet includes the Numeracy skills useful in subjects other than mathematics. For help with mathematics topics, pupils should refer to their mathematics textbook or ask their teacher for help.
Why do some topics include more than one method?
In some cases (e.g. percentages), the method used will be dependent on the level of difficulty of the question, and whether or not a calculator is permitted.
For mental calculations, pupils should be encouraged to develop a variety of strategies so that they can select the most appropriate method in any given situation.


An excellent resource for elementary teachers, this book will help them learn how to organize for literary instruction in their classroom. It is written in a way that turns the reader into a problem solver as they find solutions for numerous real-world questions. They'll discover how to dig deeper into literacy instruction and decide on what actions to take. The book also emphasizes ways to drive and teach literacy by using such things as children's toys and familiar characters.
Amy Seely Flint is an Associate Professor at Georgia State University. She regularly teaches courses in language and literacy for initial certification students, master degree students, and doctoral students. Dr. Flint works closely with teachers at a local elementary school, providing weekly professional development sessions in literacy development. Dr. Flint has received a number of grants to support teachers as they engage in professional development opportunities focused on literacy development. She was an elementary teacher for a number of years in Atlanta, Georgia and Los Angeles, California. Previously, Dr. Flint taught at Indiana University in Bloomington, Indiana. While at Indiana University, Dr. Flint was selected to be a principle investigator and member of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction, sponsored by the International Reading Association. She was also involved in the Critical Literacy Study Group, a collaborative of colleagues, teachers, and preservice teachers that researched the role of critical literacy in elementary classrooms. She served as president of the Whole Language Umbrella and was a member of the executive board for the National Council of Teachers of English for two years. Dr. Flint is a co-author of one book, Buried Treasures in the Classroom: Using Hidden Influences to Enhance Literacy Teaching and Learning (with Dr. Mary Riordan-Karlsson, published by International Reading Association, 2002) and numerous articles in Journal of Literacy Research, Language Arts, The Reading Teacher, Elementary School Journal, and Young Child. She has authored chapters in Learning to Teach Reading: Setting the Research Agenda (edited by Cathy Roller, published by International Reading Association, 2001) and Improving Reading and Literacy in Grades 1-5 (edited by E P. St. John, S. Loester, and J. Barzdell, published by Corwin Press, 2003).


The ABC’s recent Alice Springs Q&A highlighted many key features of the Indigenous disadvantage debate — both positive and negative. While issues such as juvenile detention and domestic violence dominated, the discussion also raised the economic plight of remote Indigenous communities.
Audience members asked about reducing airfares to make towns more attractive and panellists reiterated the need to give Indigenous youth employment skills to foster economic growth. These issues, and the ineffective calls for more government intervention, reflect a more engrained problem.
However, the causes of economic disadvantage are what we really need to address. In many remote communities there is a complete lack of a functioning economy.
Developing employment skills is great, but without businesses for people to work in there will be no real pathway out of poverty for disadvantaged Indigenous Australians.
Promoting Indigenous enterprise is one solution to this dilemma, but in remote central Australia there are many impediments to business
First, intergenerational welfare dependency has sapped initiative in some communities. There is little incentive to break out of this cycle, and no one to turn to for capital or even business advice.
Further, low education outcomes exacerbate the situation, with a lack of basic literacy and numeracy skills standing as barriers to starting a business.
And complex communal land ownership laws and cultural understandings of wealth are also a deterrent. Q&A panellist (and Centre for Independent Studies research associate) Jacinta Price acknowledged as much when she outlined that the monetary demands from family make it challenging for individuals trying to break into the economy.
Geographic remoteness represents yet another obstacle. The costs of travel and the lack of consumers and business partners significantly restrict the ability of remote indigenous Australians to interact with the market and develop businesses.
The government response is the Indigenous Procurement Policy (IPP); which sets a target for three per cent of all procurement spend to go to Indigenous businesses. Indigenous suppliers tender in competition with other businesses on a value for money basis, with $284 million worth of contracts awarded in the first year of the policy.
Specific targets for remote areas form a key part of the IPP, but, in reality, the nature of government procurement means the policy can only have a restricted impact. Government procurement contracts are specialised and limited in their scope. The majority of work goes to a limited number of industries and is primarily carried out in our capital cities.
Even if there was a substantial amount of work to be undertaken in remote areas, it does not mean the IPP alone can generate sustainable economic development. At best, it would foster a false economy dependent on government procurement for its survival.
Instead, businesses in regional and remote Indigenous communities should focus on their potential strengths. One such competitive advantage for Indigenous Australians is their culture.
There is significant demand from tourists for genuine Indigenous cultural experiences. Recent research by Tourism WA found one in five visitors took part in an Indigenous cultural activity. However, 75 per cent said they were interested in engaging with Aboriginal culture but believed experiences were hard to find and often of limited quality.
As Q&A panellist Dale McIver observed, tourism is a big economic driver for regional and remote towns.
Remote Indigenous communities have a unique opportunity to capture this market. Cultural businesses can encourage tourists to visit some of our most disadvantaged townships, creating demand for supporting industries and the local economy.
Successful examples of cultural tourism businesses already exist across Australia. There is no shortage of attempts to solve problems in remote communities. However, we need to look at some solutions that will play to potential strengths of Indigenous Australians — solutions that will bring a truly competitive advantage.
Charles Jacobs is a policy analyst in the Centre for Independent Studies Indigenous Prosperity Project.
Got something to add? Join the discussion and comment below.


Oral health programs for pregnant women and children
Dental care, including X-rays and local anesthesia, is safe during pregnancy. In Vermont, pregnant women who are insured by Medicaid have no dollar limit on covered dental services during pregnancy and for two months after the end of pregnancy. Tips for maintaining a healthy mouth during pregnancy can be found here and here.
Your children’s teeth, including baby teeth, play an important role in their overall health by helping them chew healthy foods and speak clearly.
Dental caries (cavities) is the most common chronic disease in children, despite being almost 100% preventable. Untreated cavities affect the child’s overall health and may lead to problems with eating, speaking, and learning. Every year, approximately 400 Vermont Medicaid-eligible children under age 6 are treated in the hospital for preventable dental problems.
Children who have untreated cavities in their baby teeth are more likely to get cavities in their permanent teeth.
Children who are insured by Medicaid in Vermont can receive dental care through Dr. Dynasaur.
Three proven strategies to prevent cavities:
This program provides families enrolled in WIC with the opportunity to meet with a dental hygienist to receive oral health education and help finding a local dental office that accepts their insurance.
- Public health dental hygienists deliver community education by doing outreach and training to medical and dental providers and supporting community organizations.
- They also support prevention programs such as community water fluoridation, the Tooth Tutor program, and access to care.
This program helps to ensure that every child has access to preventive, restorative and continuous care. Schools choose to participate in the Tooth Tutor Program.
- A dental professional helps the school nurse update dental information in each child's school health file and connects or re-connects families who have not accessed dental care in the previous year with a local source of care.
- The Tooth Tutor also presents dental health education in the classroom, giving all students the opportunity to learn more about oral health.
To find out how to start a Tooth Tutor Program in your school, contact the Oral Health Program at (802) 863-7330.
- American Dental Association: Mouth Healthy - Pregnancy and Teeth
- Children's Dental Health Project: Oral Health and Pregnant Women Resource Center
- American Academy of Pedicatrics: Healthy Children - Oral Health
- Partnership for Healthy Mouths Healthy Lives: Kids' Healthy Mouths
- Head Start Early Childhood Learning and Knowledge Center: Oral Health
- MedlinePlus: Child Dental Health
- Sesame Street for Parents: Healthy Teeth Healthy Me


Now showing items 1-10 of 273
An interdisciplinary inquiry into the ethics codes of the helping professions : interpretations of moral principles and professional responsibilities
Helping professionals help people to achieve optimal functionality and fulfillment in the physical, psychological, emotional and intellectual domains. Well-defined ethical standards for practitioners are crucial to such a ...
Making a case for the learning game : if everyone plays, everyone wins
This is a description of and rationale for The Learning Game, a cross platform Web application that will act as a portal into an online social network built around education. The application provides a space for users to ...
The effects of morphological awareness training on reading : a systematic review
The results of 17 peer-reviewed studies utilizing morphological intervention were evaluated and compared in this meta-analysis. Participants included children from preschool to ninth-grade studying deep alphabetic, shallow ...
The Influence of Religion on Education through Jewish Experiences
The dissertation examined how religion influences education. This was done by reviewing the experiences of Jewish adults who came through the educational system while being minorities in their respective habitats. The ...
Educating Lyon’s poor : children, charity, and commerce in the seventeenth century
Though the establishment of educational institutions is not necessarily surprising in Counter Reformation France as the church was obliged to foster education, what was innovative about Lyon’s écoles de charité is that ...
Understanding perspectives of teachers in Thailand towards information and communication technologies integration in the classroom
The purpose of this research is to explore Thailand teachers’ perspectives towards the integration of ICTs into the teaching and learning process in order to better understand how teachers use technology for classroom ...
Creating inclusive institutions : race-based affirmative action policies in higher education in the United States and Brazil
"Creating Inclusive Institutions: Race-based Affirmative Action Policies in Higher Education in the United States and Brazil" is a comparative analysis examining the impact of race-based policies on university enrollment ...
Living well with aphasia : spousal involvement as an integral component in stroke recovery
Stroke has the ability to chronically alter both a person’s understanding and or use of language. Aphasia is a term that represents the loss or impairment of language function as a consequence of brain damage caused by a ...
An Ecological Research/Learning Center: For the Rosillos Mountains Reserve, Big Bend National Park, Brewster County, Texas
(Texas Tech University, 1987-11)
A study of concept attainment in art education by elementary education majors
(Texas Tech University, 1963-08)


Welcome to Humanities
History and Geography are taught separately in all years by subject specialists. This is because we believe our students benefit by being taught by professionals who have their qualifications, expertise and passion in their specialist subject. We have planned the curriculum for both subjects together so that they support and complement each other.
Education is about the lighting of a fire.
We have to demonstrate, explain and emphasise through the teaching and learning of History and Geography how important the skills we teach and students learn about are to the quality of an effective education and for future career opportunities.
We are determined to make every student who walks into our classrooms love History. We aim to show every student the value, importance and relevance of past events and why a knowledge of the past is important to our future.
Our teachers are all passionate and skilled Historians with our own areas of expertise. We became teachers because we wanted to talk about History all day and that is exactly what we do.
Our philosophy is:
- History should be exciting and interesting. We will not teach anything that cannot be made exciting or interesting (thankfully, almost all of history can be).
- History should be relevant. It should teach students something about the world they live in and help them make sense of modern life as well as teaching them about past lives.
- History should teach skills. Students should leave us with not only a knowledge of the past but critical thinking skills, debating skills, the ability to weigh up arguments and the ability to spot bias and propaganda.
Students at NUSA enjoy History and the department has a large number of students opting to take it at GCSE.
Scheme of work
We follow the OCR GCSE History A Specification (A951/ A952) and our exam topics are Medicine Through Time and Nazi Germany 1918-45.
For detailed information about assessment objectives, the scheme of assessment, examination structure, coursework requirements and study specification, view/download extracts from the specification. The full specification can be found on the OCR website.
Course assessment components:
- Paper 1: 45%- 2 hours- Medicine and Nazi Germany source and essay questions
- Paper 2: 30%- 90 mins- Source analysis questions on Medicine (Public Health 1800-1918)
- Controlled Assessment: 25%- Written piece on Terrorism (done in September of Year 11)
This popular course offers:
- engaging and relevant content
- a broad, comparable and coherent student experience.
- inspiring interest in History
- An overview of a wide diversity of human experience.
Study of this course will give students of all backgrounds the opportunity to develop:
- communication skills
- Written communication
- technological skills including ICT
- interpersonal skills through debate and discussion
- literacy and numeracy skills
- problem-solving skills
- awareness of career possibilities
- Change and continuity
- Cause and Consequence
- Source evaluation and analysis
- Interpretations of the past
Welcome to Geography at NUSA. It is an exciting time for Geography at the school.
Geography is changing with fresh ideas and new courses to engage and inspire the next generation of Geographers.
Scheme of work
In the Geography department we aim to teach geographies that:
- Illuminate the geographies of pupils' everyday lives
- Are current and modern
- Reflect the real life situations of everyday people
- Develop a sense of place by recognising their uniqueness
- Discover the hidden geographies of the world
- Seek to give pupils/students a framework to help them make sense of the world around them
In the Geography department we aim to inspire geographers that:
- Question the information given to them and the world around them
- Want to investigate the issues that influence their everyday lives
- Develop a curiosity for all features of the world around them
- Have a desire to discover the hidden, real and everyday geographies they experience in their everyday lives


At the One World International School, we know that different students respond to different teaching methods. In light of this fact, we are proud to extend learning opportunities far beyond the confines of the classroom.
By taking students into the outdoor environment, OWIS furthers educational opportunities for students of all levels while positioning the world-at-large as the ultimate classroom – a classroom in which the learning never stops!
The Benefits of Outdoor Learning
The campus grounds that encompass OWIS Nanyang hold many lessons that are guaranteed to engage, challenge, and inspire children in new and exciting ways. Specific benefits of our nature classrooms include…
- Hands-On Learning – Research has shown that the best way to learn is by doing. At OWIS, we aren’t afraid to let our students get their hands dirty in the name of exploration and education.
- Stress Relief – The sensory relaxation engendered by a trip outside cannot be underestimated. OWIS promotes peace and serenity throughout our campus by incorporating nature’s colors and design into our interior spaces.
- An Element of Fun – When it comes to early childhood learning in particular, play is absolutely essential to the educational process. OWIS’s outdoor classrooms inspire lifelong learning by making education fun!
Our Nature Classrooms
Sitting on more than 32,000 square meters of beautiful green grounds, OWIS Nanyang stresses the innumerable lessons that the natural world has to teach us. That’s why our campus boasts multiple nature classrooms that are specifically designed let the natural curiosity of each student lead the way to discovery and knowledge.
A “living library” of native rainforest plants that invites children to recognise the value of the natural world in their lives.
A fertile tract of land with all the amenities for OWIS students grow their own food from planning to harvest.
Berms and Sandpit
Featuring green grass, sand, and hills, the OWIS Berms and Sandpit provide ample areas to climb, slide, tumble and delight.
A place for students to wander and explore a range of fragrant flowers as well as wildlife such as butterflies and hummingbirds.
The Importance of Environmental Stewardship
The future of the human race is intrinsically and inextricably tied to the planet on which it lives. OWIS supports a holistic approach to learning that instills a respect and appreciation for the natural world that turns today’s students into lifelong learners and exceptional stewards of the global environment.


Art Education at Mantua Elementary integrates Discipline Based Art Education (DBAE) with the Basic School Curriculum. Concepts and skills of art history, art criticism, aesthetics and art production are taught within the framework of the Basic School philosophy. Students explore and assimilate large concepts and specific skills not only to learn the disciplines of art but also to make connections across all disciplines. The art teacher works closely with the classroom teachers in order to integrate and apply classroom themes, core commonalities, key questions, understanding goals and core virtues. Teaching strategies, learning activities, instructional materials, assessment methods, etc. meet the goals of the Fairfax County Art Program of Studies and the National Standards for Art Education.


Did you ever go to a library or coffee shop just to have a bigger desktop? There’s something so spacious and freeing about just having more physical workspace right in front of you.
Last week, I visited several co-working spaces in New York City just for that reason. Having a bigger desktop is incredibly freeing. It opens up your thinking.
And it’s the same thing with your internal mental workspace. Years ago, I came up with the metaphor of the mental desktop. This is how I imagine each child learning. As I begin teaching a 4-year-old, they can only retain one note at a time in their mental workspace.
Over time, we begin chunking that into two and three-note phrases. Over time, we begin expanding their “mental desktops” to be able to hold complete phrases and sections. It is incredible to witness!
Each child’s progress is individualized.
There are no hard and fast rules of how many days or weeks it will take to expand from two notes to two measures.
But sometimes we overestimate how much a particular student can retain. Sometimes the student will shut down and not want to do anymore. They’ll refuse to even try! Other times, it’s as if we’ve gone backwards.
I’ve had some parents complain about their kid’s slow speed in learning how to read music. But it’s similar to learning to read words. You can’t skip ahead. That will only lead to confusion, frustration, and overwhelm.
The core principles of the Musicolor Method include a 7 step framework of teaching and learning. The first is the Growth Spiral. Every organism in the universe follows this spiraling outward from a central core. You can see it in the petals of a flower, microscopic cells and the macroscopic like the cosmos. It’s how growth happens, physical and mental. You can’t skip from the inner to outer rings.
Another principle is called the Stepping Stone Principle. Imagine you are trying to cross a stream. Your guide (the teacher), picks a path and even lays out some stones for you (the student) to cross over. If the stones (lessons) are too far apart, the students falls in the water. Some may even get swept away or drown. Putting the stones too close leads to boredom and perhaps the student also gets stuck there.
These principles are not something taught in music education programs. It’s my distillation of what I have learned from other effective mentors and reflection on my teaching experiences.
So what if your child is not progressing to your expectations?
Well, the first question to ask is: Are they practicing every day?
Practice is a learned skill.
You need to teach them how to practice. It’s not about cramming. It’s creating a routine that then becomes a habit. We are all made of our habits, good and bad. Learning to practice takes effort at first, but quickly becomes a routine. It’s all about finding even five minutes at the same time every day. This makes it easier. Brushing your teeth was not something you just did on your own. Your parents taught it to you. It’s the same with music.
If practice is happening, then most issues dissolve. But please be patient. If your child seems to be going slower than their friends, it doesn’t mean there’s something wrong. Skipping ahead will only make things worse. Trust the process and practice.
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The new Lang Lang Music Theory Cards, published just last month by Faber Music, are colourful, informative and innovative. Fifty-two colour coded cards are designed to extend knowledge and make theory an enjoyable experience for students, teachers and parents. Each pack features imaginative questions to improve note-reading and music theory skills. The cards are the latest addition to the Lang Lang Piano Academy; they can be used in conjunction with the Lang Lang Piano Method and are suitable for complete beginners.
With questions such as ‘True or false’, ‘What’s the difference?’ and ‘Explain this!’ alongside favourite characters displayed in the piano method books, these fun-filled packs add a different dimension to learning theory, offering an engaging, appealing adventure. Chinese concert pianist Lang Lang is renowned for his work in music education and has inspired millions of children to study the piano.
“Learning an instrument can be a really important part of a child’s development and a great way to improve many things like concentration and focus. Learning needs to be enjoyable as well and I’m sure kids will make good progress and be inspired to keep going with this series.”
For much more information about how to practice piano repertoire, take a look at my two-book piano course, Play it again: PIANO (Schott). Covering a huge array of styles and genres, 49 progressive pieces from approximately Grade 1 – 8 level are featured, with at least two pages of practice tips for every piece. A convenient and beneficial course for students of any age, with or without a teacher, and it can also be used alongside piano examination syllabuses too.
You can find out more about my other piano publications and compositions here.


Music is great for young brains and exposure from an early age has proven benefits.
The Montessori music program develops the children’s nonverbal communication, increases their understanding and enjoyment of music, and enhances their ability to express themselves through music.
Stage 1 Extended Day (Kindergarten age), Stage 2 and 3 children have a weekly session with a Kodaly-trained music teacher who also co-ordinates the ISMS band and choir programs.
For children, making music is a joyous and playful activity incorporating the whole body and, most particularly, the voice.
The natural and spontaneous way that children make music intrigued the Hungarian composer Zoltan Kodaly and his colleagues during the last century. They undertook extensive research in this area and developed the program of music education that became known as the ‘Kodaly Method’ or philosophy which takes as its starting point the fact that the voice is the first and most fundamental musical instrument, available to everyone, and that music-making is an integral and essential part of the child’s life.
Using musical games that have always been an integral part of children’s play and playful activities with specific musical objectives, the children effortlessly absorb fundamental musical skills and learn to read, write and perform music with ease and confidence. The skills acquired are practised and reinforced using aural, visual and kinaesthetic activities, including the use of hand signs to give the abstract quality of pitch a concrete form. The aural work always precedes the notation in the same way that we learn language by first hearing it, then learning to speak it, and finally learning to read and write it. This approach is summed up by the expression, ‘sound before symbol’.
As the children’s skills increase, they are further extended with vocal and instrumental part-work as well as rhythmic co-ordination games, thus developing the ability to listen to, and perform, two or more musical activities at once. These are the skills they will employ when playing an instrument in a band or singing in a choir.
Improvisation and composition are introduced as extension work at all levels, giving the children the opportunity to combine the skill-based activities with the creative aspects of music-making.
The children are introduced to the great composers through listening and movement activities and children wanting to extend their knowledge of a particular composer, instrument or genre can follow this interest up with their own research in the classroom.
Formation dances, using a variety of folk music from around the world, are an integral part of the music program giving children a concrete understanding of form and beat, whilst developing co-operation, co-ordination and a sense of community.
Montessori Music Materials
The Montessori Tone Bars are used both as a tool for the theoretical learning and as a versatile musical instrument. Orff instruments (xylophones and metallophones) and percussion instruments are used with all ages for ensemble work and the recorder is introduced for the older Stage 2 children and continued into Stage 3.
The Montessori Grading Musical Bells are also present in the classrooms. They have been specifically designed to train the ear to perceive differences among musical sounds. The Montessori Bells consist of a series of bells that represent tones and semi-tones of one octave. To work with the bells the child is required to pair off the bells that produce the same sound. This enables the child to learn how to discriminate, eventually learning how to arrange the bells in graduation and to play the musical scale.
There are many music options available at ISMS and a large proportion of our children participate in one or more of our music offerings.
Co-curricular Band and Choir
A significant number of ISMS students participate in either the Training or Concert Band and/or our Junior or Senior Choir. Find out more here:


Art education at La Galerie
Developing forms of cultural mediation appropriate to contemporary art and a wide-ranging public is a key part of the art centre’s enterprise. In its exhibitions and overall art programme La Galerie shapes tools and approaches specifically intended to heighten public awareness of contemporary art.
The art centre’s accumulated experience in this field is available to all its visitors: individuals, families and groups. People lacking contact with the cultural scene, knowledgeable art lovers, children, adults and disabled visitors all have access to the art of today. Since the centre’s founding in 1999 its identity has been reinforced by publication of exhibition guides for children, as well as workshops overseen by artists trained in cultural liaison.
The La Galerie team’s tools – workshops, guided tours, printed exhibition guides for children, teaching kits, documentary material – mean access to the latest developments in art for young and old alike.
With a helping hand from the participating artists, children – either with their schools or as part of extracurricular activities – can hone their critical sense and personal creativity through guided tours backed up by workshops. The aim is to develop their visual culture and assist in the acquisition of a contemporary art vocabulary via a play-based approach involving observation, discussion of artworks and hands-on exercises.
One especially original feature of the La Galerie educational method is the three-session “1,2,3…Prunelles’’ system. The first two sessions alternate a guided tour of an exhibition and handling of materials in a process of discovery giving an insight into the exhibition’s main concepts. They are followed by a visit to another cultural venue in the Ile-de-France region that rounds off and enriches this initial experience.
La Galerie is very much aware of the importance of local involvement, and is planning to extend its social outreach by inviting an artist to devise a project people can participate in in their homes or workplaces.
Last but not least comes the annual feedback exhibition “Et si…? Nos ateliers éducatifs’’ (What if…? Our educational workshops), a summary of the year’s workshops and other projects. This event also gives a group of children the chance to learn at first hand about the art centre’s various professions by taking an active part in the process of setting up the exhibition.


LEAP is an activity based program that runs three days a week for eight weeks. LEAP has up to eight students aged 13-14 years and two teachers. Students must be clients of the Austin Child and Adolescent Mental Health (CAMHS) service and be referred by their Case Manager. There is also an Outreach component where students are visited at their base schools, as required, for up to twelve months. Current students are also encouraged to attend their base schools on allocated days.
The program is suited to young people who are experiencing difficulties at school which may be leading to social challenges, low attendance or the risk of educational exclusion or disengagement.
The aim of the program is to re-engage students in a positive learning environment while enhancing personal skills and identifying educational and vocational goals and pathways.
Students are provided with educational programs that reflect their individual needs.
The LEAP program has five main objectives-
To re-engage students in a positive learning environment by providing an academic, social skills and activity based program.
To enhance Interpersonal Development
To promote Personal Learning skills
To promote Literacy and Numeracy skills
To provide activities through excursions, outdoor education, physical education and the Arts.
The LEAP classroom:


Welcome to the Music Department
Campaign Promotes Music Education’s Positive Impact On Creativity.
NPR’s All Things Considered (2/19, McCammon) reports on the decline in arts education as schools focus on core subjects “to improve test scores,” noting that music supporters have fought this trend by “pointing to the academic benefits of learning music, like better grades and improved attendance.” The piece notes that some supporters of music education “say that rhetoric is missing the point and overlooking the virtues of music that can’t be tested.” The piece notes that the National Association for Music Education has “launched a new campaign called Broader Minded, which makes the argument that music helps kids be more creative and work better together.”New Research Finds Music Training May Increase Neural Connections.
The Education Week (11/26, Sparks) reports that new studies released at the Society for Neuroscience’s meeting last month have found that “music training may increase the neural connections in regions of the brain associated with creativity, decisionmaking, and complex memory” and that it may also “improve a student’s ability to process conflicting information from many senses at once.” Research also indicates that the earlier music education begins the better the results will be, although it can be helpful at any age.
Movement To Add Arts To STEM Instruction Grows.
The Wall Street Journal (12/3, Hollander, Subscription Publication) reports on the growing movement to meld arts curriculum into STEM education, forming a new discipline dubbed STEAM. The piece notes that the movement is growing, and the Journal describes a bipartisan STEAM caucus that has formed in Congress to push legislation promoting STEAM efforts.


Get this - "The greatest scientists are artists as well," said Albert Einstein. He was not only one of the greatest physicists that ever lived, he was also an amateur pianist and violinist. A recent article in Psychology Today reveals that Einstein's insights did not come from logic or mathematics. It came, as it does for artists, from intuition and inspiration.
In a conversation with the great music education pioneer, Shinichi Suzuki, Einstein also stated, "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." It's no wonder the Greeks considered Mathematics and Music two essential areas of study for all young students. Anyone not knowing there are important connections between the two has not been paying attention. Perhaps losing Music education in our public schools has a negative "Math and Science" fallout.
Check out this informative article.
Terry Smith teaches piano and voice privately in the Phoenix, AZ area and online anywhere using an innovative approach called "PLAY NOW!"


That you may spend your sacred leisure in the
light of truth Painting
as you once did my portrait
Facing the stars
From the epitaph on Henri Rousseau’s grave by his friend, poet Guillaume Apollinaire
Henri Rousseau, French Post-Impressionist famous for his primitive style, was born on May 21, 1844. Although he only began painting in his 40s, he dedicated his life to art after his retirement at 49 from his job as a tax collector. Almost entirely self-taught, Rousseau painted in a style entirely his own, “facing the stars” and following them according to his own blissful whim.
Aside from some advice from Jean-Leon Gerome, Rousseau’s art education was entirely self-inflicted. One of the downsides of this lacking is the sad condition of much of his work today due to his poor technique and choice of student-grade paints. However, the benefit of his fresh outlook and child-like wonder, such as in the Carnival Evening above, more than make up for any technical difficulties. I’ve seen Carnival Evening at the PMA many times and like to think of Rousseau himself as one of the figures dwarfed by the scenery, looking up and facing the stars.
The Sleeping Gypsy (above) , perhaps Rousseau’s most famous painting, comes to life in an episode of the children’s show Between the Lions (one of Alex’s favorites) in a story about how stories are constructed. Rousseau used jungles and exotic animals and figures to construct stories far beyond the everyday life of a Parisian tax collector.
A select few artists, such as Picasso and Robert Delaunay and Sonia Terk Delaunay, recognized Rousseau’s greatness early on, but it took many years for him to receive wider acceptance. Apollinaire’s epitaph for Rousseau begins “We salute you, Gentle Rousseau.” In the often violent world of modern art, Rousseau offers a gentler, more playful alternative.


Haiti sits on the western portion of the island of Hispaniola west of the Dominican Republic and south of Cuba. Haiti is the poorest country in the Americas and has experienced years of war and revolt, as well as frequent tropical storms. An earthquake in 2010 killed thousands of people and destroyed the presidential palace.
Christopher Columbus first claimed Haiti for Spain. The Spaniards killed most of the native people living in Haiti and brought slaves from Africa to work on large sugar plantations. France gained control of the country in the 1600s. The slaves revolted and won their independence in 1804. Since then, the country has endured dictators and wars.
Haiti is a mountainous country with low-lying coastal areas. Most people are poor farmers.
Fun Facts about Haiti for Kids
- 8,288,000 people live in Haiti.
- Haiti has a land mass of 10,714 square miles.
- The official languages are French and Creole.
- Most people are Roman Catholic, Protestant or belong to a Voodoo faith.
- People in Haiti can expect to live 51 years.
- 53 percent of adults can read.
- Revolt: when a group of people rise up against the ruling party
- Plantation: large farm
- Dictator: a ruler who takes absolute control of a country and does not allow the people to have a voice or choice
All About Haiti Video for Kids
This is the best video we found for kids to learn all about Haiti:
This is an eye-opening video documentary about the tragic childhood of kids in Haiti.
Question: Do Haitian children go to school?
Answer: There are very few public schools in Haiti. Most schools are private and parents must pay for them. The schools may not have running water or toilets. They may not have enough books or even qualified teachers. Many children never learn to read.
Map of Haiti
Here’s a map of the country of Haiti and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Haiti! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Haiti, as though you are actually there!
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ERIC Number: EJ898227
Record Type: Journal
Publication Date: 2010-Aug
Reference Count: 0
Problem Solvers: Problem--How Long Can You Stand?
Teaching Children Mathematics, v17 n1 p8-10 Aug 2010
Healthy lifestyles are increasingly emphasized these days. This month the authors begin a series of mathematical problems that also address physical activity. They hope that these problems offer opportunities to investigate mathematics and also reinforce the desire to lead a healthy life. In their first problem of the academic year, students examine their sense of balance by measuring how long they can stand on each foot with their eyes closed. This experiment follows the research-based model, in which students pose a question, then collect, analyze, and interpret (PCAI) data. By offering students experiences to estimate how long a minute is, teachers deepen students' understanding of time and duration as well as help students develop estimation and reasoning skills. The mathematical power of this problem occurs in the postobservation activities when teachers support students' analyses and interpretations of various data representations. Problem solvers activity sheet is included.
Descriptors: Physical Activities, Problem Solving, Mathematics Instruction, Life Style, Experiential Learning, Relevance (Education), Computation, Thinking Skills, Mathematical Logic, Teaching Methods, Elementary School Students
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A