For years now, teachers have been doing their best to convince everyone that art education matters. Sadly, the number of students benefiting from it has decreased. With schools focusing on preparing students for standardized tests, many are wondering — why is art education important anyway?
The arts have faced quite a few challenges, one of them being the lack of evidence to prove their educational value. Still, there has been great progress in that regard. Now, the benefits of art education have become pretty obvious.
Everyone can help make sure children have access to an education that includes arts as well. With that in mind, here are five perfect reasons they should become a staple in classrooms all over the country.
Top 5 Reasons Art Education Is Important Today
1. Increases Student Engagement
Arts are hands-on and have immediate rewards. For example, few things are as pleasing as learning the first few notes of a song or drawing a favorite cartoon character. On the whole, art engages students and offers them instant satisfaction.
2. Promotes Physical and Mental Well-Being
Several studies link artistic practice to broad improvements in the emotional states of subjects. For instance, they show that giving students the time, space, and materials they need for creative expression can lower stress and even boost memory. In turn, students become more socially connected and emotionally stable.
3. Helps Build Self-Confidence
An art classroom is a safe place for students to explore their talents and build their confidence. The sense of pride they feel upon finishing their first work ought to motivate them to keep making progress.
Just as vital, this newfound confidence can slip into other areas of their lives. In essence, it makes them more likely to get out of their comfort zone and try new things.
4. Teaches Positive Habits, Behaviors, and Attitudes
Like with self-confidence, the skills gained through artistic expression can then be used in other areas of life. Namely, students learn that taking small steps, practicing to improve, and being patient are essential parts of their journey through life.
Also, honing these skills offers intrinsic rewards. There’s hardly anything better than nailing that one song or having your painting displayed. In addition, this dynamic acts as positive reinforcement and helps motivate children to nurture these qualities.
5. Boosts Creativity
Finally, art education allows students to express themselves freely and think outside the box. That, in turn, fosters creativity.
Creativity is one of the skills employers value most in the 21st century. They want people who can find creative solutions to their problems and take risks when needed. That alone is enough to make art education a vital aspect of any child’s life.
So why is art education important? In short, teachers can enrich the lives of their students by including creative practices in their lesson plans and even making them a central feature. As a result, art education comes with a wide range of advantages to the students’ social and professional formation — advantages nobody should have to miss out on.


Art Education at Morris School
Visual arts education inspires students to perceive and shape the visual, spatial, and aesthetic characteristics of the world around them. Using a variety of ways to explore, learn, and communicate, students develop their capacity for imaginative and reflective thinking. The field includes the traditional “fine arts” of drawing, painting, photography, printmaking, and sculpture; the design fields including ceramic, textile, graphic design, and architecture. Visual arts is a continuously evolving field that also explores newer technologies. Please click the link below to view the Massachusetts Art Frameworks.
For further information regarding Morris School Art Clubs and our wonderful Art Show, please click on our Student Life Art and Art Clubs link below.


Introduction to Art is designed to introduce the basic art elements and principles as they apply to the four components of art education: Art History, Art Expression/Production, Aesthetic Analysis, and Art Criticism. Introduction to Art is intended to provide introductory experiences through the use of a variety of media and techniques that have been utilized by various artists and cultures throughout history. These may include Drawing, Painting, Printmaking, Computer Graphics, Sculpture, Design, and Crafts.
A Whole New Mind
The future belongs to a very different kind of person with a very different kind of mind-creators and empathizers, pattern recognizers and meaning makers.These people-artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers-will now reap society’s richest rewards and share its greatest joys.
Daniel H. Pink


The Early Years section caters for students aged between 5 and 10 years old.
Teaching and learning activities are planned using the Victorian Curriculum and students participate in subjects such as English, Maths and Science.
Developing students’ communication skills is a major focus in Early Years and across the school. Students’ communication skills are enhanced through the use of pictures and other communication strategies such as key word sign, Aided Language Disaplays and visual cue cards.
Students are provided with opportunities to develop social skills through structured programs, turn taking activities, board games, leisure activities and play-based activities.
Programs in Early Years focus on introducing students to the routine of school, providing skills in self-care and teaching beginning literacy and numeracy skills through motivating and engaging activities.
Other programs that students in the Early Years section access include:


Minetta Assya March 20, 2020 worksheets
Students can certainly benefit from practicing new skills and concepts on paper. From letters and numbers to report summary formats, worksheets can provide students with a framework for practice – an avenue for synthesizing new information in their brains. Well designed worksheets can also give students a platform for expressing creative ideas and reaching towards higher levels of thinking.
In 1986, mimeograph machines were (for the most part) replaced by digital copiers in elementary schools. Those of us teachers who experienced using mimeograph machines will forever remember the distinct smell of the still-damp, purple-ink worksheets that we handed out to our students – by the ream full. (If you’re like me, you can remember that smell right now!)
To know if you are on the right track with worksheets in your classroom, answer (honestly) these simple questions:
As far as using worksheets for busy work, the verdict is in. It is destructive to classroom learning to assign worksheets to simply keep students occupied. Busy work creates monotony, causes boredom and increases the likelihood of behavior problems. Period.
So what can you expect from budgeting worksheets in general? Their basic functions include being able to store data. With their organized sections, you can just write down the necessary information on your finances and the amounts of allocations of your expenses. With these data input, you can have your worksheets automatically compute everything and set out a budgeting plan for you and your entire household to follow. In some worksheets, you can even have additional features, such as planning for future purchase. For instance, if you dream to buy a new car or a new home by the end of the year, you can set your worksheet to have a clear and thorough plan in order for you to have the necessary amount you need when the year ends.
If education is your goal, you may want a set of worksheets designed to teach your child all of the basic skills they will need for school.
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Bad news, teachers! What happens between lessons can be more important than what happens during lessons.
Too often music pedagogy concentrates solely on the most obvious part of the learning environment; namely, the lesson. I am the last person to deny the significance of an inspiring lesson – it might give the pupil or student a motivational boost that easily lasts until the next lesson. Still, in many cases, even a brilliant lesson is not enough.
No matter how competent the advice a piano teacher gives about the fingerings or beautiful phrases, it is of no help if music is not an integral part of the student’s everyday life.
Hence, a good teacher also pays attention to the out-of-classroom aspects of the student’s learning process.
6 INGREDIENTS OF A GOOD LEARNING ENVIRONMENT
- Supportive social environment: family, friends, schoolmates
- Practicing facilities: enough time, an adequate instrument, peaceful surroundings
- Music education: inspiring teachers, versatile repertoire, chances to perform, sight reading, chamber music, projects
- Other musical activities: listening music, reading about music, going to concerts
- Goals and dreams
- Boost: music camps, master classes, festivals, competitions, auditions
Having the best piano teacher does not help much if the other elements of the learning environment are hampering the progress. That´s why the students and parents should be made aware of how essential it is to look at the big picture.
In the long run, even the slightest tuning of the learning environment can make a huge difference.


- August 19, 2012
- Posted by: essay
- Category: Free essays
Historically, the position of women was inferior compared to men, but the modern epoch is characterized by the elimination of the unsurpassable barrier that used to exist between men and women in the overwhelming majority of societies. In this respect, the American society is in the avant-garde of the feminist movement since it was American women who started the women rights movement aiming at the elimination of gender discrimination and provision of equal opportunities for both men and women. However, in spite of a considerable progress of the feminist movement worldwide, the position of women in different countries of the world is still unequal. The difference is particularly striking when American women are compared to Asian women, for instance, because American and Asian women represent absolutely different cultures and, what is more, if American women are in the avant-garde of the global feminist movement, than Asian women are traditionally in the rearguard of the feminist movement. But the difference between American and Asian women cannot be limited solely to their participation in the feminist movement, but it should also focus on the cultural difference and local traditions which make the lifestyle and behavior of American and Asian women quite different. Moreover, it is necessary to remember that along with substantial differences there are still certain similarities between American and Asian women.
On analyzing the current position of American and Asian women, it should be said that American women are apparently in an advantageous position compared to Asian women. In this respect, it is possible to speak about advantages of American women in terms of human rights as well as professional and educational opportunities. To put it more precisely, today, the access of American women to education is not limited by any means and they have opportunities to get higher education and better job opportunities compared to Asian women. The latter are often deprived of an opportunity not only to get the higher education but it is quite difficult for them to get the basic or elementary education. In many Asian countries, especially of the Middle East, where Islamic laws dominate, as well as in such countries as India, Pakistan and others, the professional education of women is considered to be unnecessary. At any rate, the number of women with higher education in Asian countries is consistently lower compared to the number of women with higher education in the USA. As a result, Asian women have worse job opportunities compared to American women.
At this point, it is also worth speaking about cultural differences between American and Asian women. Obviously, American women pay more attention to their education and professional career than Asian women do and the reason is the cultural difference which make the professional career the main priority of American women. In this respect, it should be said that the divorce rate in the US is very high, especially compared to Asian countries, and women often have to earn for living on their own without the support of their husbands, which is the norm in the majority of Asian countries. As a result, American women have to be more independent and career-oriented compared to Asian women. Also, it is necessary to take into consideration the mentality of American and Asian women. The former are brought up in a more liberal cultural environment where all people are treated as equal or are supposed to be treated as such, while, in Asia, women still play the secondary role.
Moreover, socio-cultural norms and traditions make Asian women more oriented on the family life since their prerogative is taking care of children and household, while for American women such a position is apparently unacceptable because it makes them inferior to men and deprives them of larger job opportunities and career progress. However, it is necessary to admit that, in spite of the progress of feminist movement in the US and emancipation of American women, they are still in an unequal position compared to men and this problem makes the similar to Asian women. For instance, it is not a secret that, if an American woman has a child, it reduces consistently her chances to make any career progress, while often they have to choose a part-time job or focus entirely on their household and upbringing of children. The same trend can be traced in regard to Asian women, who have even fewer opportunities to succeed in their professional career, especially if they have children.
Thus, taking into account all above mentioned, it is possible to conclude that American and Asian women are very different. They have a different mentality and they were brought up in absolutely different cultural environment that determined the difference in their lifestyle, behavior and set of values. As a result, American women tend to be more liberal and independent compared to Asian women, they strive for better job opportunities and attempt to make a successful career, while Asian women are often focused entirely on their families and households.


The "K" in "K-12" Starts here! From the Alphabet to Colors and Shapes, to the Numbers 0-12, Math Skills 1-20, and Reading Readiness, this activity workbook is designed to give your child all the basics he or she will learn in kindergarten and help set the stage for first grade. For ease of use, the workbook is divided into 5 color-coded sections, with a Parent Note page leading into each. With basic skills noted at the bottom of each page, you will be able to guide your child through the challenges of the "K" curriculum sequentially. This is a great workbook with foundational skills that can lay the groundwork for years of successful learning. Go for the School Zone Workbook Advantage™ and give your child a great start!


Executive functions (EFs) are a set of foundational learning skills which regulate cognition in ways that support success in school and life. EFs are not only important for students, they are important to every one of us.
EFs can be seen as the control centre of our brain. It’s a little bit like an air traffic control centre where flights have to be regulated to make sure that the planes don’t crash into each other. Instead of controlling planes we have to control thoughts, behaviour, emotions and cognition in a goal directed manner.
It logically follows that we need these functions to get through the day smoothly.
On a typical day for example, EFs are active when we inhibit the desire to stay in bed in the morning. Once we are up on our feet, we need to follow rules and plan ahead. For example, it’s a socially accepted rule to put on appropriate clothes in the morning, such as a bikini for the beach or a suit for work. Next, we need to plan ahead by packing our bag with either beach equipment or office equipment. When cooking breakfast we need to remember which ingredients we have already added, so we might ask ourselves: ‘have I already put salt on the scrambled eggs or have I already put sugar in my coffee?’ All of these examples require executive functions.
Although definitions of executive functions vary there is a common agreement among researchers that executive functions are an interrelated set of cognitive functions that work together to achieve a goal.
There are 3 core executive functions that have been identified in the literature, they are:
The ability to hold information in mind and manipulate it. For example, when you are asked to repeat a series of numbers backwards in your head or out loud. Something like 385621. Are you able to repeat this backwards in your head ☺? I know, it’s difficult! Working memory is also active during reading, when holding a conversation or when doing math.
The ability to stop thoughts and or behaviours. For example, imagine a student in class that has to finish a task until the end of class. But the student finds it difficult to stop thinking about her favourite toy that’s outside in her bag. This requires inhibition of thoughts (about the toy) and potentially getting up to get the toy (which is the inhibition of behaviour).
The ability to flexibly switch between new and existing rules. The other 2 core executive functions support this ability. For example, during a school lesson children need to apply rules such as not to run or talk loudly, however they need to switch to new rules during the lesson break when running and talking freely is allowed.
When those 3 core executive functions work together they allow us to control cognition and behaviour in favour of attaining a goal or solving a problem.
We have developed 3 games to measure these 3 core executive functions in children.
Why do we measure EFs in students?
To support foundational learning skills in students. Every student should be given the opportunity to get the full benefit of their school education. It’s more than just teaching reading and numeracy. Without well-developed foundational learning skills children are not able to store and work with the information they are receiving. Foundational learning skills are often defined as number and letter knowledge and being able to read (Unicef and the Australian government). But how do students acquire these skills? We need to look at the foundational skills that are needed to learn literacy and numeracy. There needs to be a foundation and we can lay this foundation by supporting each child’s individual cognitive development before we start teaching these skills. Therefore, we need to first assess the baseline learning skills like executive functions and then build on that.
Why are EFs important?
The literature has shown that executive functions are important for general learning ability and that executive functions can predict school readiness even above IQ. So, EFs can even be a stronger predictor of academic success and learning ability than IQ.


The 21st century is an era that is characterized by progressiveness and diversity brought about by the digital age. Essential skill sets that every learner should possess has been redefined to prosper in this latest wave of modernization. Education’s universal language now extends to broader scopes – from academic performance inside the four corners of the classroom to the creation of learning environments aligned with the real world that would allow learners to master talents and capabilities for long-term success.
This change is evident even with the Philippines Educational system as we adopt the K to 12 program. “K” stands for Kindergarten and “12” refers to the succeeding 12 years of basic education (6 years of elementary education, four years of junior high school, and two years of senior high school). The new curriculum gives students the chance to choose between three tracks (i.e., Academic; Technical-Vocational-Livelihood; and Sports and Arts) where learning is narrowed down to specific expertise. Immersion is provided so they can be exposed to actual experiences in professions that they can explore under each track. The additional years are also offered to give students sufficient time to master skills and absorb essential competencies. While there is still an ongoing debate as to whether the nation is ready to accommodate student graduates of this new program, it is a clear sign of the shifting trends in education which demands attention from stakeholders and communities surrounding every learner.
REX Book Store, always recognizing what needs to be done to assist in this shift in education, has come up with initiatives to enhance training, programs, and offerings of a symphony of learning solutions to be at par with the 21st century needs. The company partnered with international organizations to lead in offering resources to provide holistic learning. One of these organizations is The Partnership for 21st Century Learning or P21. It is a non-profit organization that aims to bring together the business community, education leaders and policymakers to position the 21st-century readiness at the center of, initially US K-12 education, and eventually to education systems across the globe. This coalition kick-started a conversation on the importance of the 4Cs – Creativity, Communication, Collaboration and Critical Thinking – as core skills to raise a better citizen. With the dawn of the internet, more and more information is now readily available for students. The value that educational institutions offer should exceed teaching of basic literacy. The P21 framework emphasizes the need to shift focus from the traditional knowledge-based education to providing students with skills that would make them apply basic literacy and content to social and emotional character formation. It calls for support systems to be formed and groomed to aid in providing deeper learning that would help learners to master analytic reasoning, problem-solving and teamwork.
Apart from P21, REX Book Store is also an official partner of ASCD, an organization whose sole mission of aiding educators in coming up with effective learning systems led them to create The Whole Child Approach. Similar to P21, the Whole Child Initiative also calls for the collaboration of different sectors of the society to raise a whole child who is ready to take advantage of what the 21st century brings. Five tenets were identified to aid in building a whole learner-healthy, safe, engaged, supported and challenged.
With combined inputs and resources from P21 and ASCD, REX has evolved and enhanced its core mission to unite communities in raising the future citizen of the country. “Tayong Lahat, Kapit Bisig, Para sa Bata, Para sa Bayan” is REX’. Attention is focused on promoting the formation of “Whole Schools” and the development of “Whole Teachers” by offering relevant instructional resources, assessment tools and professional development programs that are geared towards helping a 21st-century learner thrive. The company also aids in the forming of “Whole Parents” by creating tools and materials that can provide a meaningful learning experience for students even at home.
Change is inevitable. Education is no exception. As the world shifts to a more dynamic, diverse and interactive world, every nation is challenged to create citizens who can respond to technological, demographic and socio-economic changes with confidence. REX understands this fact and has continuously evolved to provide necessary support to groom different sectors of the society in raising the citizen of the future. By providing a foundation for a whole child to prosper, REX hopes that the country could face a more progressive future.
Learn how you can be ready to take on your role in grooming a whole child and join the conversation about how we can all work together for the Whole Child.


Hearing the Music, Honing the Mind
Music produces profound and lasting changes in the brain. Schools should add classes, not cut them
Nearly 20 years ago, a small study advanced the notion that listening to Mozart’s Sonata for Two Pianos in D Major could boost mental functioning. It was not long before trademarked "Mozart effect" products appealed to neurotic parents aiming to put toddlers on the fast track to the Ivy League. Georgia's governor even proposed giving every newborn there a classical CD or cassette.
The evidence for Mozart therapy turned out to be flimsy, perhaps nonexistent, although the original study never claimed anything more than a temporary and limited effect. In recent years, however, neuroscientists have examined the benefits of a concerted effort to study and practice music, as opposed to playing a Mozart CD or a computer-based "brain fitness" game once in a while. Advanced monitoring techniques have enabled scientists to see what happens inside your head when you listen to your mother and actually practice the violin for an hour every afternoon. And they have found that music lessons can produce profound and lasting changes that enhance the general ability to learn. These results should disabuse public officials of the idea that music classes are are a mere frill, ripe for discarding in the budget crises that constantly beset public schools.
Studies have shown that assiduous instrument training from an early age can help the brain to process sounds better, making it easier to stay focused when absorbing other subjects, from literature to tensor calculus. The musically adept are better able to concentrate on a biology lesson despite the racket in the classroom or, a few years later, to finish a call with a client when a colleague in the next cubicle starts screaming at an underling. They can attend to several things at once in the mental scratch pad called working memory, an essential skill in this era of multitasking.
Discerning subtleties in pitch and timing can also help children or adults in learning a new language. The current craze for high school Mandarin classes furnishes an ideal example. The difference between mā (a high, level tone) and mà (falling tone) represents the difference between "mother" and "scold." Musicians, studies show, are better than non-musicians at picking out easily when your mā is màking you to practice. These skills may also help the learning disabled improve speech comprehension.
Sadly, fewer schools are giving students an opportunity to learn an instrument. In Nature Reviews Neuroscience this summer, Nina Kraus of Northwestern University and Bharath Chandrasekaran of the University of Texas at Austin, who research how music affects the brain, point to a disturbing trend of a decline of music education as part of the standard curriculum. A report by the advocacy organization Music for All Foundation found that from 1999 to 2004 the number of students taking music programs in California public schools dropped by 50 percent.
Research of our brains on music leads to the conclusion that music education needs to be preserved—and revamped, as needed, when further insights demonstrate, say, how the concentration mustered to play the clarinet or the oboe can help a problem student focus better in math class. The main reason for playing an instrument, of course, will always be the sheer joy of blowing a horn or banging out chords. But we should also be working to incorporate into the curriculum our new knowledge of music's beneficial effect on the developing brain. Sustained involvement with an instrument from an early age is an achievable goal even with tight budgets. Music is not just an "extra."
Copied from Scientific American (November 2010) on January 7, 2012


Code to Learn: Where Does It Belong in the K-12 Curriculum?
Journal of Information Technology Education: Research • Volume 15 • 2016 • pp. 283-303
The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.
elementary education, improving classroom teaching, interdisciplinary projects, pro-gramming and programming languages, teaching/learning strategies, computer education, Scratch
765 total downloads


January 20, 2020
NEW BRUNSWICK, NJ — Seeking to make the administration of early childhood education services more effective, the National Institute for Early Education Research (NIEER) is studying how states implement pre-K programs and other major initiatives for young children. West Virginia is one of four states selected to participate in the study.
NIEER seeks to learn how state offices responsible for early childhood learning operate and how their capacities, functions and staffing impact effectiveness. In addition to West Virginia, New Jersey, Alabama and Michigan are also included in the study. The Heising-Simons Foundation is providing financial support for the study.
“West Virginia was selected for the study because it meets high standards for quality early childhood programs, has evidence of effectiveness, and offers the opportunity to learn about how the West Virginia Department of Education, Office of Early and Elementary Learning works with stakeholders to meet goals for young children,” said Lori Connors-Tadros, senior research fellow at NIEER.
NIEER hopes to identify specific capacities and functions and leadership and staffing factors that contribute to office effectiveness while learning how offices execute their authority to implement programs.
“The West Virginia Department of Education (WVDE) has worked diligently to integrate early learning programs and strategies into our practices and processes. This approach allows us to align a pre-K – 12 focus into everything that we do,” said West Virginia Superintendent of Schools Dr. Steven Paine. “We are honored that NIEER has selected the WVDE’s Office of Early and Elementary Learning as one of four state offices of early learning nationwide to participate in this important study.”
At the end of the study, NIEER will prepare a report sharing what it has learned about the competencies and capacities of effective state offices of early childhood learning, including strategies, policies, practices and resources needed to support programs at scale in a sustainable system.
The National Institute for Early Education Research, which is in the Rutgers Graduate School of Education, New Brunswick, NJ, supports early childhood education policy and practice through independent, objective research.


- Subject index
Fifty research-based literacy strategies designed for busy K-8 classroom teachersOrganized around 10 key areas for teaching and learning literacy—phonemic awareness, phonics, reading fluency, vocabulary, story comprehension, comprehension of informational text, questioning for understanding, discussion for understanding, narrative writing, and writing to learn-Promoting Literacy Development offers 50 clearly written, step-by-step strategies for developing proficient readers and writers. The authors also include suggestions for differentiating instruction for English language learners and for students with special needs.
Strategy 41: Digital Storytelling
Speaking Briefly: An Overview of the Literacy Strategy
Digital Storytelling enables all learners to explore the power of narrative to express ideas and knowledge of the world (Leu et al., 2005). A digital story is a multimedia text consisting of video clips, photos, artwork with voiced narration, music, or other animation (Slyvester & Greenidge, 2009/2010). The integration of technology, language, and literacy enables all but especially reluctant readers and writers to find their voice and identity as readers and writers (Fallon, 2010).
As technology continues to adapt and change our world, Digital Storytelling is already undergoing rapid transformation. Avatars, or online virtual selves that interact in a virtual space, are increasingly being used for Digital Storytelling and other educational purposes (Antonacci & Modaress, 2005). ...


As previously announced, MAP Reading Fluency will include Spanish benchmark tests for students in pre-kindergarten through third grade. You will be able to choose from the Adaptive Oral Reading, Oral Reading - Passages Only, Foundational Skills and Foundational Skills - Beginner test forms. All tests were built with 100% new, authentic Spanish items. The test structures mirror English, with foundational skill measures that are customized to align to early literacy skill progressions typical of Spanish-speaking early readers. Check out a few sample items below:
Are you interested in learning more about how MAP Spanish can make a difference in your program? Check out several short videos from the NWEA Professional Learning Team that provide an overview of MAP Spanish, test assignments, and reports.
After July 22, a new Spanish Tests help topic with new videos can be found in the MAP Help Center including the following.
- Introduction: Spanish MAP Reading Fluency (Understand the value of Spanish MAP Reading Fluency assessment)
- How to Use Spanish MAP Reading Fluency Reports and Data (Viewers will understand how Spanish MAP Reading Fluency gives them actionable insights into the learning needs of their Spanish-speaking students)
- Spanish and English Language Development and Instruction: How They Differ (Understand the differences in how Spanish and English language development and potential impacts on instruction)


Science, Technology, Engineering, and Mathematics (STEM) education has received increased interest in the past decade. Integrated STEM education can provide students with relevant and meaningful experiences that develop STEM knowledge and 21st century competencies. The world is increasingly becoming more reliant on STEM knowledge which makes quality integrated STEM education imperative for students.
There are five main tenets for assessing or developing integrated STEM curriculum.
One of the main concerns that has been raised in regards to integrated STEM education is the need for further curriculum development where the STEM disciplines are integrated in a meaningful way. At the elementary education level there is great potential for this to occur.
I analyzed and described integrated STEM curriculum from articles in two elementary education journals: Science and Children and Teaching Children Mathematics. Both of these journals are published by leading organizations in mathematics and science education. Science and Children is published by the National Science Teaching Association (NSTA). Teaching Children Mathematics is published by the National Council of Teachers of Mathematics (NCTM). I identified 85 articles that included integrated STEM curriculum. Click below for a full description of curriculum. The table below that has a description a few of the articles.


GALERÍA DE FOTOS
Actividades de Servicio SocialEnvironmental Brigades and the Collection of El Diario de Hoy´s magazine, Guanaquín, are two of the most important projects our 10th graders are assigned this school year in order to attain the social hours required by Ministerio de Educación.
Throughout these two activities our students will remain on school grounds, supervised by their Social Service coordinator, Ms. Claudia Castillo de Sánchez, who has the experience to successfully conduct these important projects.
CafeteríaChildren need and deserve healthy food.
Our school Cafeteria permanently seeks to provide a well balanced meal program for all students and school community.
Each day, our students choose from options of fruits, vegetables, lean protein and carbohydrate during recess and lunchtime.
Escuela Panamericana believes nutritious, healthy meals enable our students to focus and maximize their potential, at home and at school. Healthy food equals better health, better behavior, better grades.
Clase de músicaEscuela Panamericana cultivates music education, beginning during early childhood.
Children are first introduced to music through movement, singing and the playing of musical instruments.
Music class contributes in the development of symbolic thinking, coordination and social interaction, as well as reinforcing the child’s vocabulary and reading skills.
Throughout the school year, students have the opportunity to perform in various musical performances for parents and family members.
Clase de valoresValue education is an important part of our school weekly curriculum. Students learn through fun, entertaining and practical activities the different values that will enrich and build their character and enhance their emotional learning. Escuela Panamericana supports and believes in the importance of developing student`s responsibilities, social skills,and well being while they coexist each day with their school community, friends or family members.
ISSEISSE( International School to School Experience) is a student exchange program, designed for all students around the world, between the ages of 10 and 12 years old, with the main purpose to learn first hand the traditions, ideas, thoughts of other countries.
The ISSE program offers a unique international and cultural experience with other fellow friends and in representation of Escuela Panamericana.
Leer, aprender y meditarReading is fun, and when there is the time and place to do it, learning is easier!
Providing a reflexive, analytic thought, comprehensive and reading skills for each student, will contribute in their academic success. Kids have access to our school library, media room, computers and all types of reading topics.


When parents are interested in their child’s school work, the child is more interested in doing their assignments. Children will benefit as much from knowing that you care about their assignments as as much as for the actual help that you give them. Helping children with school work and science lessons, in particular, is just that, helping them find the answers and not you finding the answers for them. However, your ability to understand the science assignment may be the first problem, you, as a parent face. Children today learn about a lot of what parents aren’t familiar with. How can you help them help themselves with an assignment, and at the same time learn something new for yourself?
First be clear about the assignment. Make sure you understand that the assignment needs facts and not opinions, or the opinions about a certain science discovery, and not facts. Is it written, fill in the blanks, a show and tell project, the creation of a simulated working model of some measuring device for rain water, soil testing or whatever, first must be known. Once these basics are understood, you as a parent are ready to help direct their efforts. What rules guide you when it comes to your child’s homework is a question you must first ask yourself.
You will need rules, no matter the age of the child. Children have an uncanny ability to detect a parent’s weakening when it comes to rules. Concerning homework, where do you draw the line? The age of the child dictates here. As an example, if your child comes home from school with an assignment to gather three leaves from trees and bring them to school, you may have to take a walk with the child and gather the leaves.
While gathering the leaves your child will need to know the tree the leaves came from. Instead of outright telling them about the facts, facts they may soon forget, talk to them about the leaves and the tree. Ask them questions. Notice how the shape of the leaf seems to follow the general outline of the tree, you might mention.
The whole purpose of this school assignment is to introduce them to nature and how things grow. So a parent’s job in situations such as this one is to attempt to enlarge their interest in trees in general. How do leaves differ from each other. What kind of bark on the tree, etc.
Next, when back home, ask them how they are to display the leaves. Let the decision be theirs, although your mind has already raced on ahead and you can see them on a background of a sheet of construction paper with identification underneath in bold print. They may not see it in exactly the same way. Do you insist, or do you let them have it their way? You let them have it their way, it is, after all their assignment.
Or maybe the science assignment is one that needs information on the habits of foxes, or why chickens can’t fly, or what causes snow? How do you help? You get out the encyclopedia and learn the basic facts about foxes, chickens, and snow. Or if the child is old enough to read the information for themselves, as they most likely will be, you let them read the information.
Or better still, you tell them to check for the information on the Internet. Notice here you aren’t suggesting to them that you will check the information for them, but that you are willing to work along with them to guide them in finding the facts they needs. Their Internet researching abilities aren’t sufficient and you do the site searching for them, but once there you let them do the actual work. And if they are computer savvy, they still may need help in their choice of words they use to get the needed information.
You as a parent will ask what in particular they need to know about foxes. And then you suggest to them to write in Google’s search engine box or some other search engine, the habitat of foxes, food for foxes, why can’t chicken’s fly, and what caused snow. Depending on their age, you might also tell them to amend their requests for kids. Example: Why can’t chickens fly + information for kids.
For general information or for a first search online, you might suggest first trying to find information on Science for Kids. And too, this Internet site will help a parent not particularly knowledgeable about science in general, to learn simple explanations for what seemingly are complicated scientific terms.
A bit of warning: Whatever you do, don’t turn the kid loose on the Internet on this site. It has so many jokes for kids, they’ll never get back to doing their homework. If so your child might come home the next day with an unhappy joke. When you ask them what’s wrong, they might say their teacher yelled at them for something they didn’t do. Their homework.


Saxon Phonics and Spelling combines systematic, explicit instruction with daily practice opportunities and ongoing assessment to ensure prior knowledge sticks and new knowledge accumulates.
Saxon Phonics and Spelling engages the whole student by offering a comprehensive, multisensory approach to mastering critical foundational skills.
Continual, incremental review throughout the year ensures long-term success.
Daily practice and review deepens understanding and strengthens students’ ability to apply concepts consistently.
Explicit instruction in critical foundational skills such as high-frequency words, phonics and phonemic awareness, spelling, and more combine with interactive classroom materials to create an environment where students want to learn.
Easy, average, and challenging leveled fluency readers provide practice for all learners.
Engaging stories and illustrations in black and white let kids color and individualize their own books.
Available for home use, color versions of decodable readers facilitate independent practice.
Fluency masters complement the fluency readers and provide additional exposure to high-frequency words.
Individual letter tiles allow students to practice spelling, alphabetizing, and recognizing letters.
An easy-to-use booklet serves as a reference for grade-level words and commonly used spellings.
Explicit, systematic handwriting instruction follows the same alphabet sequence as the one used to teach letters and sounds.
Desk-size alphabet handwriting strips provide each student with a reference for alphabetical order, letter sounds, and proper letter formation.
Homework folders provide a handy way for children to take work home.
Teacher’s manuals come in binders containing easy-to-use lesson booklets.
Directed instruction promotes classroom management while scripted lesson design saves prep time.
Student worksheets let children apply the skills they’re learning.
Integrated cumulative and diagnostic assessments measure progress and provide remediation for students who need it.
Wall Cards and Kids Cards reinforce the phonics and reading concepts children are learning through fun, hands-on review.
Review Decks expand, enhance, and integrate each day’s instruction by providing practice and review.
Colorful, engaging posters remind children of phonics concepts and the most effective writing and listening positions.
"We saw one-and-a-half years of growth in the first year. Their reading soared!"


Music education develops the skills, attitudes and attributes that can support learning in other subjects. This includes listening skills, the ability to concentrate, creativity, intuition and perseverance, the ability to work in a group, self-confidence and sensitivity towards others. Further to formal music lessons, there are presently six peripatetic instrumental teachers, delivering tuition on a wide range of instruments and voice. A wide variety of extra-curricular activities are also offered within the department, including Performing Arts Club and Ukulele Club.
At Key Stage 3 the curriculum encompasses a wide range of practical projects focused around performing, composing and appraising. Projects include: finding your voice, ICT projects using Garage band, Welsh Music, Song Writing alongside studying Music from around the world.
At Key Stage 4 BTEC Performing Arts in Musical Theatre is delivered with the following units being completed:
- Musical Theatre Skills
- Individual Showcase
- Preparation, Performance and Production


Many parents still reminisce about growing up on streets where people did not lock their doors, children were able to play outside until dark when parents whistled for them to come home and life was idyllic.
Childhood today is much different and exposure to video games, violence on television and in movies, and changing social dynamics with the rise of digital communications are a few of the factors that can be attributed to degrading positive character traits. Schools attempt to teach children wrong from right, but if you pay close attention to the recent news around the country, it’s difficult to see if kids know the difference at all.
Recently CNN featured a special report called “Being 13”, the result of a two-year study about what kids do (and live) on social media. While the report was fantastic, the findings were difficult to watch, especially the kids in the study who were unclear (or unapologetic) about any wrongdoing and their parents who appeared shocked their “little angel” would do such things.
It’s clear that something has to change, and very soon. To help answer the call, LeapSpring, an Arizona-based company, has developed Zingity, a free app that combines technology with hands-on activities to help children 5-15 develop positive character. Much like the Boy Scouts or Girl Scouts, Zingity helps children to reconnect with their natural sense of creativity, imagination and high energy to complete fun activity packs and develop character.
Somewhere along the way our kids forgot how to be kids. Maybe it’s all the technology or maybe it’s the fact that parents guard them too much, but our kids are moving away from developing strong character and tapping into the natural behavior of kids. Hopefully Zingity will be able to help kids find their way back to being just kids, as well as develop strong character.
Using Zingity, parents can select character traits they want to improve or build in their children. At present, there are nearly 50 positive character traits ranging from love and accountability to bravery and good sportsmanship. Once traits are selected, Zingity recommends activity packs to parents that support those character traits.
For example, the Kindness is Contagious activity pack gives parents a description about how the 12 activities inside will inspire their children to be kind to others. Activities suggested in each pack are open ended so children can use their imaginations to decide how to execute them. Each activity is assigned a point value so children can watch as they earn points for each project they complete and move closer to completing the activity pack and receiving a reward. By finishing activity packs, children also receive badges in the app that they collect to honor their accomplishments and provide visual reinforcement and reminders of the positive achievements they have made.
Zingity was created to meet the requests of parents who were looking for something more during a time when character issues have sparked major concerns for professional sports, the entertainment industry and corporate America. By using Zingity regularly at home, parents are able to enhance The Six Pillars of Character (trustworthiness, respect, responsibility, fairness, caring and citizenship) that are already incorporated into many aspects of elementary education. The activity packs were carefully designed in collaboration with leading child psychologists to ensure alignment to important character traits that should be built from a young age.
“Your child’s brain development is “activity-dependent,” noted well-known Pediatric Psychologist and author Lynne Kenney. “What you do with your child in every domain, sensory, motor, emotional, cognitive, social shapes how your child develops. Zingity will help build social competence and character. It’s ‘The Activity Idea App’ for families.”
Find out more about Zingity here, or download the free IOS app from the app store.


Resources › For Educators State Unit Study - Illinois Series of Unit Studies for each of the 50 states. Share Flipboard Email Print Illinois. CSA Images/Getty Images For Educators Homeschooling Geography Spelling Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated March 05, 2019 These state unit studies are designed to help children learn the geography of the United States and learn factual information about every state. These studies are great for children in the public and private education system as well as homeschooled children. Learn All About Illinois with These Resources Print the United States Map and color each state as you study it. Keep map at the front of your notebook for use with each state. Print the State Information Sheet and fill in the information as you find it. Print the Illinois State Outline Map and fill in the state capital, large cities and state attractions that you find. Answer the Following Questions About Illinois State Capital What is the capital?State Flag Why was "Illinois" added to the flag?State Flower What is the state flower?State Prairie Grass What is the state prairie grass?State Animal When was the state animal made official?State Bird Who selected the state bird?State Fish How big does this fish get?State Fossil What is the Tully Monster?State Mineral What is this mineral used for?State Tree What was the state tree changed to?State Insect Who suggested this state insect?State Song Who wrote the state song?State Dance What is the official dance?State Seal What was changed on the new seal? Printable Illinois Worksheets Illinois Printable Pages - Learn more about Illinois with these printable worksheets and coloring pages. Did You Know... List two interesting facts. Word Search - Print out the word search and find the state related words. Illinois State Symbols Game - Test your knowledge of the symbols. Do You Know? - Fun facts about Illinois. Route 66 Printables Historic Route 66 - The official website of the Illinois Route 66 Scenic Byway.Chicago, Illinois is where the Mother Road begins. Government - Learn about the three branches of government; executive, legislative and judicial. Envirofun - Learn about the environment and have some fun with: Middle Riddle: A picture riddle with an environmental message.How to Put Worms to Work for You: How to build a compost binMake a Water Cycle WheelLitter Hunt At Home in the Heartland Online - Family life in Illinois from 1700 to the present. Meet real people and share in their decision making. Shedd Aquarium - Explore the animals at the Shedd Aquarium. Don't miss the interactive story of Kayavak. Chicago Fire - Learn about this amazing fire that destroyed thousands of buildings and read about one young girl's narrow escape. Willis Tower - Learn about the second tallest building in North America. Robert Pershing Wadlow - Meet the "gentle giant." Odd Illinois Law: Catching fish with dynamite was forbidden.


Most people do not consider their voices much unless there is a problem – such as experiencing pain or discomfort when speaking.
Our voices are our communication power centre. When our voices are depleted, it affects how we show up in the world.
3 Physical & Mental Health Benefits of Singing
1. Singing is a workout
Health benefits of singing include developing a stronger diaphragm and overall improved circulation.
Since you pull in a greater amount of oxygen while singing than when doing many other types of exercise, some even believe that singing can increase your aerobic capacity and stamina.
2. Singing is a natural anti-depressant
Singing is known to release endorphins, the feel-good brain chemical that makes you feel uplifted and happy.
In addition, scientists have identified a tiny organ in the ear called the sacculus this responds to the frequencies created by singing. The response creates an immediate sense of pleasure, regardless of what the singing sounds like. Not only that, but singing can simply take your mind off the day’s troubles to boost your mood.
3. Singing boosts your confidence
Stage fright is a common feeling for new singers. However, performing well and receiving praise from your friends and family may be the key to eventually overcoming your fears and boosting your self-confidence.
With time, you may even find it easier to present any type of material in front of a group with poise and good presentation skills.
“Singing has physical benefits because it is an aerobic activity that increases oxygenation in the blood stream and exercises major muscle groups in the upper body, even when sitting. Singing has psychological benefits because of its normally positive effect in reducing stress levels through the action of the endocrine system which is linked to our sense of emotional well-being. Psychological benefits are also evident when people sing together as well as alone because of the increased sense of community, belonging and shared endeavour.”Professor Graham Welch, Chair of Music Education at the Institute of Education, University of London, who has studied the developmental and medical aspects of singing for 30 years.


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Data! Data! Data! That word is everywhere these days! Administrators are asking for it, PLC’s spend time analyzing it and teachers are asked to collect it.
But how does data collection mesh with creativity and learning in the art room?
I would be willing to bet that you already are doing a lot of these things. It is just a matter of taking them to the next level. And, best of all, you don’t need to feel anxious about collecting data. On a positive note, data and assessments can be used to demonstrate student growth and advocate for our program.
You will need to make sure your rubric has numeric values in order to collect data, but that is really a little tweak. Even if you use a smiley face or other graphic rubric scale, you can easily assign numeric values to each graphic when you record scores. Results from a project rubric could allow you to compare student scores over time or compare student scores to teacher scores.
Is your feedback making an impact?
You could compare different grade levels, male vs female participation, or one class throughout the course of the school year.
To make a super easy pie graph online check out Piecolor.
Teach one class regularly. With the other class try something new, maybe formative assessments (like exit slips) or self-reflections (like portfolio cover sheets), and compare results. Did adding the extra step increase scores
Maybe you could utilize a parent volunteer to assess students in small groups in the hallway?
If you are interested in learning more about data collection, be sure to check out AOE’s class Assessment in Art Education. We added more simple assessments, artist statements and specific examples of how to collect and display data in the art room. You will leave this class with a multitude of ideas and assessments ready to use now!
Have you been asked to supply data demonstrating student growth?
How do you collect data in the art room?


Primary Art Class teacher Emily Gopaul teaches Impressionism for young artists on 14 October, in Norwich. With over 10 years teaching art to primary and secondary schools, Emily is an experienced educator who believes that,
“all children are entitled to an art education that is inspiring and diverse, one which sparks a love of art as well as develops skills in a range of materials.”
Emily is the author of Teaching Primary Art and Design, published by Bloomsbury and out in October 2017. This workshop is aimed at young people aged 5-15. In this workshop, participants will explore the key concepts and techniques of Impressionism through looking at well-known examples. They will work ‘en plein air’ at easels on the Quayside to create their own impressionist painting on canvas after experimenting with the techniques and approaches of famous impressionists.
We will be emphasising the effects of light, mixing colours on the canvas, using complementary colours and using artist’s tools and techniques.Take home your own impressionist masterpiece!


Freedom of expression and social responsibility are key dimensions of citizenship. Democracies rely on people who are capable of self-governance and who are not merely spectators of a political sideshow. Media literacy education helps students become critical thinkers, encouraging them to become skeptical about political messages without becoming cynical about them. By constructing media messages, working collaboratively and participating in meaningful dialogue about social and political issues, students develop the ability to advocate for themselves and their communities, activating real citizenship skills.
Media, Youth and Civic Engagement
Explore and reflect on how college and university faculty engage in teaching about propaganda with a diverse group of faculty experts
Have you been curious about what Tier 2 is all about? Want to reflect more about the Power of Two in relation to personal and professional identity and action?
AN INFORMATION LITERACY RESOURCE BASED ON THE ACRL FRAMEWORK
DATE: MONDAY AUGUST 10
Propaganda Education for a Digital Age: New Book Plus Online Learning Modules
Undergraduate and graduate students benefit from exploring the multidisciplinary history of media literacy
Help students build social, emotional and cognitive skills by using a six-stage process of collaborative media production
Talk about feelings & needs in ways that promote compassion & empathy
The comprehensive three-volume curriculum created by Renee Hobbs and the Discovery Channel for the Maryland State Department of Education is available online.
Research and Scholarship
- Hobbs, R. ..(2020,February).Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice Reading Research Quarterly,.
- Fortuna, C., Clapp, S., Unger, J., & Hobbs, R...(2020,).BUILDING A LEARNING COMMUNITY: REPORT OF THE NORTHEAST REGIONAL MEDIA LITERACY CONFERENCE .
- Renee Hobbs..(2020,).Mind Over Media: Propaganda Education for a Digital Age W.W. Norton,
- Salome Apkhazishvili..(2020,).My Path to Become a Media Educator E D M U N D S . M U S K I E S U M M E R I N T E R N S H I P ◙ C L A S S O F 2 0 2 0.
- Hobbs, R., Kanizaj, I. & Pereira, L. ..(2019,).Digital Literacy and Propaganda Medijske studije 10(19) ,.
- Renee Hobbs and Paul Mihailidis (Eds)..(2019,).The International Encyclopedia of Media Literacy ,
- Renee Hobbs..(2019,).Transgression as Creative Freedom and Creative Control in the Media Production Classroom International Electronic Journal of Elementary Education,.
- Renee Hobbs, Liz Deslauriers and Pam Steager..(2019,).The Library Screen Scene ,
- Julie Coiro, Elizabeth Dobler and Karen Pelekis..(2019,).From Curiosity to Deeper Learning ,
- Renee Hobbs, Editor..(2018,).The Routledge Companion to Media Education, Copyright and Fair Use Routledge,New York
- Media Education Lab..(2018,).Mind Over Media: Analyzing Contemporary Propaganda Lesson Plans .
- Renee Hobbs and Julie Coiro ..(2018,).Design Features of a Professional Development Program in Digital Literacy Journal of Adolescent and Adult Literacy,.


Simple Machine Science for Kids: Launching Ping Pong Ball Snowmen by Buggy and Buddy
Whenever I invite my kids to participate in science experiments, my main goal is NOT to make sure they master a set concept, but simply to allow them to explore the activity in their own way. Giving this freedom to children inspires them to make predictions and critically think about the world around them in a pressure-free setting.
We don’t really get snow in our neck of the woods so we have to create our own imaginary snow activities~ like our indoor snowy toy car ramp, or like this activity- launching ping pong ball snowmen!
Materials for Launching Ping Pong Ball Snowmen
- Ping pong balls (Optional: Draw snowmen faces on the ping pong balls with Sharpiesto make this science activity winter themed!)
- Wooden yardstick
- Something to use as a fulcrum (Examples: coffee can, large wooden toy block, a log, or a brick )
- Small plastic cup
- Strong tape (like packing tape or masking tape)
- An open space to do the activity (like your yard or a nearby park)
- Optional: Paper and pencil for science journaling
1. Tape a plastic cup to one end of the yardstick. (We started off with just a few pieces of tape, but soon realized we needed to add quite a bit more to keep the cup from flying off the yardstick. Really tape that baby down with some strong tape.)
2. Grab your ping pong ball snowmen, your yardstick (with cup attached) and whatever you’re using as the fulcrum (in our case a coffee can) and head outside. Find an open space (like your yard) to set up your activity.
2. Place the yardstick over the coffee can (or whatever item you’ve found to use as the fulcrum).
3. Put a ping pong ball snowman into the cup.
4. Give the snowman a little pep talk before his launch.
4. Push down on the opposite end of the yardstick quickly (with either your hand or foot) and observe what happens to the ping pong ball.
5. Allow plenty of time for children to explore launching the ping pong balls. Optional: Encourage children to record what they are noticing in their science journals. Younger children can illustrate what is happening with simple pictures.
6. Depending on the age and interest of your child, introduce the terms lever and fulcrum. (A lever is basically a stick or rod that uses a pivot point or fulcrum to move something. In this case the yardstick is the lever, the coffee can is the fulcrum, and the lever is moving the ping pong ball.)
7. Invite your child to observe what happens to the ping pong ball when changing the position of the fulcrum. Older children can use the markings on the yardstick to record the location of the fulcrum in their science journal and how each location affects the distance the ping pong ball travels.
This activity can be a great learning experience for any age! Theo at 2 years old had a blast launching his ping pong ball snowman! He felt proud being able to set up the activity on his own and gained experience with cause and effect.
Lucy, age 5, was determined to see how she could set the lever up to get the ball to go the furthest by changing the location of the fulcrum after each launch. And she was very excited to find out what would happen when she launched lots of snowmen at once. She made all kinds of predictions as she explored our lever activity!
Want to Go Even Further?
Related activities to extend the learning for various ages.
- Play on a seesaw at your local playground. How is the seesaw the same and different as your ball launching lever? Do you think the seesaw is a lever? Why or why not?
- Where do you see levers being used in your everyday life? (Some examples: scissors, seesaw, pliers)
- Go online or to the library and research first class, second class, and third class levers.
- Design and build a smaller version of the lever we made today.


Resilience has never been more important in helping us navigate the stresses and adversity of modern life. Resilience acts as a protective armour that helps us deal with the toughest challenges that life throws at us. The best thing about resilience? It is a skill that you can develop at any age.
This book lays out a 12-session programme that covers everything you need to unlock and develop your resilience, from self-esteem and self-care to emotional regulation and stress management.
Each chapter supports skill development and includes exercises, activities and discussion topics as well as case studies from people who have used the programme to improve their lives. Every session draws on various psychological techniques including CBT, positive psychology and solution-focused interventions.
The foundational skills this book teaches are ideal for anyone interested in improving their wellbeing, whether you are experiencing mental health issues or simply wish to increase your mental strength.
Stephanie Azri is a clinical social worker from Brisbane, Australia. She has over 10 years' experience teaching resilience skills and addressing early symptoms of depression, anxiety and mental health issues in children and young people.
A highly informative book on nurturing our own resilience and promoting self-awareness, that has been written in a refreshingly accessible way. Dr Azri invites us to explore barriers to resilience using plentiful in-depth strategies, guiding us in a warm and adroit manner.
This collection of fun and adaptable activities, games, stories and handouts is a complete resource for supporting children coping with stress and difficult emotions. From engaging arts and crafts, to interactive stories and relaxing meditations, all the interventions and activities are thematically structured so that each chapter contains the means for building specific skills or overcoming behavioral issues. Each chapter contains suggested goals, positive affirmations and photocopiable handouts to enable a child to continue practising and learning new life skills outside of sessions with parents or professionals. The activities in this... More info
*Playful Activities for Traumatized Children* Cory’s Story and the variety of creative activities are specifically designed to help children cope with sexual abuse and trauma. Therapeutic games, art, puppets, and other engaging techniques address the eight components of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Age Range: 4 to 12 140pages Includes a reproducible story, assessment and treatment activities, and detailed parent handouts. *Author Bio* *Liana Lowenstein* is the owner and founder of Champion Press and author of numerous publications. Her most recent work is the Cory series of books that focus on helping children cope... More info
This user-friendly resource provides educators and mental health professionals with a unique approach for teaching anger management to middle and high school students. It can be used with an entire class or in small group settings. Transforming Anger to Personal Power is not about adults trying to fix youth, telling them how to live, or showing them that adults know better. The goal of this program is to help students realize that they have the power to take control of their lives and emotions and choose healthy responses to... More info


This blog was written by Sparx, an education technology company reimagining the way maths is taught and learnt in schools. The Sparx programme has proven to help children improve their numeracy skills, increase their attainment in maths and nurture their confidence.
Neurodiversity describes the inherent differences in the way our brains function and process information. Most people are neurotypical. As such, their brains interpret the world in the way society might expect. They experience the typical developmental, intellectual and cognitive abilities expected for a person of their age.
However, according to Acas, around 15% of the UK population are neurodivergent. This means that their brains function differently to other people’s. Typically, we categorise people with Autism, Attention Deficit Disorder (ADHD), Dyspraxia and Dyslexia as neurodivergent. In fact, anyone experiencing a condition that impacts certain thinking skills can identify as neurodivergent.
The term helps many people re-frame the way they think about their brain. ADHD, for example, is not something to be ‘cured’. Rather, neurodiversity celebrates the differences between our brains.
With so many people experiencing different thinking patterns, how can we cater for neurodiversity in our classrooms? Here are four key tips for teachers to consider.
- Welcome different ways of learning
Neurodiversity exists in many classrooms. In order to make learning accessible for every child, teachers can consider different learning methods. Children who think differently to the majority of the class may find certain subjects or learning styles tough.
When standing in front of a neurodiverse group of children or young people, it is helpful to think about how your lesson plan might impact each pupil. You can take time to consider:
- modifying your teaching style
- adapting how you teach specific children
- spending time checking in with children to see how they’re getting on.
You may consider an online learning platform to support the work you do in school. For example, many children find that learning maths online can improve their marks.
A programme, such as Sparx, that delivers personalised and curriculum-focused lessons may ease the pressure. Sparx is able to deliver bespoke homework tasks online for children to complete. You can monitor their progress and adapt future lessons accordingly.
- Recognise children’s strengths
Many neurodivergent people have specific and significant strengths. So, as well as working on the things pupils find difficult, remember to praise them for those areas in which they thrive.
For example, some people with Autism demonstrate great attention to detail. They are often able to see patterns and links that neurotypical people do not. As a result, they may problem-solve in a completely different, equally effective, way.
- Consider parental engagement
If teachers are struggling, they should ask parents and carers to help them support children in the classroom. Family members can give plenty of insight into how their child responds to certain learning styles.
They may consider more regular communication than the scheduled parent and guardian evenings. Feeding back to parents about their child’s progress is a great way to bridge the gap between school and home. Parents of neurodivergent children may benefit from insight that you can provide in return.
- Find neuroscientific CPD training
It is important to support teachers’ professional development by continuously refreshing their knowledge. Updating your understanding around neurodivergence and the associated conditions will empower you to become an even better teacher.
Teachers are extremely well placed to experience and spot the early signs, challenges and strengths of neurodiverse children. Early diagnosis gives pupils the best opportunity to find ways of learning that make sense to them.


Only public education can save the music.
Those that are illiterate think that they know everything, and have nothing to strive towards. But the more that a person knows and can do, the more possibilities he discovers, and the more tempting it is to better his results. If every child knew how to read notes with certainty and to play on the keys of the piano, then more able-bodied students would want to study other instruments than ever before in the history of music education.
Any realm of human activity is like a tree. The general public comprises its roots, educated specialists make the trunk, and the masters are the branches. And the further the roots spread, the stronger and more magnificent the trunk and crown become. Art is the communication of the masters with the public. When there are more educated listeners, the creations of the masters become increasingly heavenly and sophisticated. It is because of this that we haven’t produced new Beethovens and Mozarts in centuries! If only the talented musicians had an educated public, they could polish their masterpieces with enthusiasm and take music to completely new heights. As things stand now, they are more likely to spend that time working a second job so that they can afford to feed themselves and their families.
Universal music literacy is the only way that music can flourish and develop as an art. We musicians have no other option. The time has come to put our fears of universal literacy aside and to pass it on to everybody!
If we want to survive in today’s world, and we want the art of music to flourish, we must do everything we can to put a stop to systemized music illiteracy. The salvation of music no longer depends on our masterful performances, on brand new masterpieces, interesting films and clever articles. The salvation of music can be found in the classrooms in public schools, specifically those that contain our future connoisseurs and audience, performers and conductors, and close to them, future presidents and senators on whom the fate of music education depends.
Each year that music education doesn’t help children to really learn music, the art of it is pushed further into obscurity. Only if taught to sing and play from notes can a person understand the value of the creations of other musicians. And only such a person can realize the importance of a music education.


Winter is the season for family gatherings, snow days and breaks from school and work, but all this time indoors can lead to a serious case of cabin fever for both children and adults. Before you face another chorus of “I’m bored,” consider these simple activities you and your child can do together when winter weather or schedules have you stuck indoors.
Each activity idea from the experts at KinderCare can help children build foundational skills they’ll need for success in STEM (science, technology, engineering and math) areas so you can combine fun and learning.
Most babies love sensory baskets, and it’s easy to make one at home. Fill a basket or low-sided container with materials in a variety of shapes, textures, weights, smells and sounds for your baby to explore. While your baby explores the materials and develops hand-eye coordination, describe what he or she is doing, seeing, feeling, hearing or tasting to help build his or her vocabulary.
Show your toddler how to make ramps by stacking blocks or small cardboard boxes and placing one edge of a piece of cardboard on top. Invite your child to gather toy vehicles or balls and other objects to see how they roll. Gather objects that will roll and a few that won’t. Encourage your child to ask questions and experiment with ramps of different heights. These experiments in force and motion can help develop your child’s understanding about how different objects behave on inclines.
Invite your child to observe from a safe distance as you boil 1 cup red cabbage in 2 cups water. As the water turns purplish, drain it into a clear container. After the water cools, invite your child to measure a small amount of white vinegar and stir it in while observing what happens as additional vinegar is added. Next, have your child measure a small amount of baking soda or milk and stir it in to observe even more changes. Exploration, experimentation and observation are all key STEM skills.
Gather a variety of craft items, building toys and recycled materials like construction paper, markers, pipe cleaners, craft sticks, fabric scraps, glue sticks, tape, scissors, blocks, interlocking toys, paper towel rolls, tissue boxes, cardboard, lids and plastic food containers. Place the materials you’ve gathered in a bag. Give your child the “tinker bag” and some space to build. Invite him or her to explore the materials, create something and share it with you as a way to build engineering skills and curiosity. Limiting the number of materials children have to work with can often create more opportunities for problem solving and innovation.
Gather a few containers from your recycle bin, such as plastic food containers, tin cans or cracker boxes. Talk with your child about how some things typically thrown away or recycled can be reused for the same purpose or a new one. When items are reused, the amount of waste that ends up in landfills is reduced. Invite your child to select one of the containers and decide on a new use for it. When your child is finished creating something new using on-hand craft materials, ask him or her to share the innovation with you. Give your child feedback in the same way engineers do by giving a compliment, asking a question or offering a suggestion.
For more activity ideas, visit kindercare.com.
Courtesy of Family Features


I attended the SmartBrief STEM Pathways event on Thursday, October 20th. The format at the event was speakers, followed by smaller group discussions on STEM versus STEAM, student motivation, teacher retention & pathways. As we were recapping the event and having final questions & answer, I was thinking about how far we have come in education & business from early childhood learning. Learning new things is inherently messy. Learning to ride a bike often involves falling, as does climbing trees, or the monkey bars. Cooking or baking involves making messes and even making things that don’t taste good. Even earlier activities like attempting to put shapes in the correct shaped holes, or stacking blocks result in “stuck” toys or toppling towers. But learning in our classrooms as children, or our work environment as adults are expected to be orderly. We are expected to sit quietly, raise our hands & follow the established systems.
Are we doing ourselves and the next generation a disadvantage by limiting the time we have to get messy? Conversations in education reform are heavily focused around “STEM education”, but what does that really mean? If you consider STEM as a mindset, and our path to critical thinking and active curiosity, then it is more about giving our teachers the resources they need to target every kid, leveraging whatever it is that helps them engage in the process. Our focus on standardized testing and grades dampers the desire to try new things. The fear of any sort of failing, or movement away from the orderly, causes a discomfort. At the end of last year, my younger daughter was recommended fro Algebra 1 for her 8th grade math class. She also set herself a goal of making the all A honor roll all 4 quarters. Unfortunately, this was cause for a bit of a meltdown this week as her current math grade was a C, and she had a math test, and the end of the semester is approaching. She was putting so much pressure on herself for this next test, because she wanted to meet her goal. She was neglecting the fact that she was taking an advanced class, that was bound to be harder but she would not have been referred into the class, had her former teacher (and her parents) not believed she could do it.
In the same vane, there a quite a few conversations going on in organizational behavior about the fear of failure. The recent news about Wells Fargo and falsified accounts being created by sales people as a result of the unrealistic, intense goals set out by the organization is just another manifestation of the same stories behind Enron, wall street banks, etc. We have put such constraints around our employees and ourselves, that we lose that desire to challenge and be messy. We reinforce that sense of order initiated when we are told we need to start coloring inside the line, or it’s too old for you to still play with dolls.
There is a role for organization & cleanliness, but I encourage you all to make room for some messiness. It doesn’t matter whether it’s in the form of learning to cook something new, or taking on a new hobby or pushing the limits professionally. Give yourself that leeway, and make sure you give that same leeway to your employees.


Tips, Titles and Tools for Teachers
Resources for Reading and Writing Workshop
This newsletter includes a few new book recommendations, some posts and resources for Reciprocal Teaching comprehension strategies, as well as new blog posts from Two Writing Teachers to support our work with Units of Study! My hope is that this collection of resources and posts will support your work in reading and writing workshop.
New Book Recommendations
Great new mentor texts for small moment narrative writing!
A fun read aloud to share with students about the process of publishing a book!
Perfect mentor text for beginning writers to show the importance of the writing process and attempting to share a message with readers!
Reading Comprehension Strategies
One of the high impact literacy strategies for comprehension is reciprocal teaching. Teaching these four reading strategies to your students through close reading, read aloud, CAFE and/or small group instruction can help improve their comprehension! Let me know if you would like support or materials for implementing these strategies in your classroom. I have a collection of resources to support you including graphic organizers, bookmarks and more!
If reciprocal teaching strategies are new to you, this link from Reading Rockets will help!
Reciprocal teaching can even begin in kindergarten. This blog post shares a few ideas and materials for introducing these strategies in the primary grades. Close reading is the perfect time to begin introducing each of the Fab Four strategies to your readers.
You may want to check out the introduction to the reciprocal teaching professional book which explains the power behind this approach!
I highly recommend these prompts and questions for small group instruction!
Writing Resources for Units of Study
Conferring with "If...Then...Then...Then..." In Mind Blog post about how to give feedback in small steps to students using the "If/Then" approach from Units of Study.
The Freedom to Create Blog post about how Kathleen Sokolowski incorporated independent writing time beyond her Units of Study.
The Joys, Wonders and Challenges of On Demand Writing Blog post on the process, joys and challenges of our "on demand" writing prompts.
Record Keeping - Why and How Blog post on the importance of taking notes during writing conferences. I know many teachers at WES have been working to incorporate status of the class or a grid for notes from daily conferences. Your notes can be used to create small groups for instruction.
Self Assessment Blog post with tips for helps students to set goals and self assessing progress.
Writing Portfolios Blog post with questions and suggestions for creating portfolios with your writers. "Shoving a bunch of student writing into a folder and calling it a portfolio will not strengthen writers. The key to any portfolio system is reflection."
For more blog posts related to writing instruction, check out the Two Writing Teachers blog!


Pursuing an English degree involves the advanced study of literature, writing, and linguistics. Through master's curriculum students are provided the opportunity to not only perfect their reading and writing skills, but they are also able to focus on acute development of their critical-thinking and communication skills. The qualifications obtained through an online English master's may lead to advanced high-level positions in publishing, public relations, or community college or secondary education. Upon completing a master's degree, students are prepared to advance their career or pursue a Ph.D. in this subject.
Why a Master’s Degree?
Master’s degree graduates in English are qualified for top jobs in a variety of fields. A number of diverse industries ranging from the creative arts to law, are in-need of highly-skilled candidates trained in the English discipline. The master’s program can typically be completed in as little as two years and involves curriculum that prepares students for far-reaching practical application of their expertise and experience. For instance, the Bureau of Labor Statistics (BLS) reports that many of the most established public relations managers working in this industry held a master’s degree. While a bachelor’s may be a widely-accepted standard for many entry-level jobs requiring these skills, getting an English master’s online can provide an advantage to candidates pursuing senior-level positions.
Inside an English Master’s Degree Program
The master’s in English is typically a two-year, 33-36-credit program. Master’s curriculum demands full immersion in the study of English literature, composition, semantics, and linguistics. The course schedule for the master’s student may include intensive subjects like theories of teaching writing, great American poets, topics in Shakespeare, English syntax, linguistics study, and advanced semantics, among many others. Students typically complete their master’s with a thesis or advanced writing project.
There are many options for English students to get their master’s online. The curriculum offered to e-learners is typically the same as on-campus coursework, however, students who are already working or have especially busy schedules may appreciate the convenience of a flexible distance program. Online English students receive all assignments electronically and are able to log in for multiple sessions as opposed to having to finish each lesson in one take. Correspondence is done almost exclusively through email so students are able to practice their communication and writing skills while using new media platforms. Online programs prepare students for a career using a wide variety of English tools and training, and also familiarize students with cutting-edge tech they may use in their future occupation.
What’s Next for English Master’s Degree Holders?
There are a range of jobs available to English master’s grads. Graduates of a master’s program may be eligible for high-level marketing, advertising, and business positions, having mastered advanced communication and language training. Master’s-level English grads may also be eligible to teach secondary school or community college.
There are also various opportunities to pursue an English Ph.D. online. Ideal doctoral candidates are those working toward a career involving teaching at a college or university, or students pursuing scholarly research work in high-level academia. Some candidates who have received their master’s may decide to pursue an additional master’s or further graduate studies in a closely-related subject or specialty area, such as history, technical writing or elementary education.


Our mission is to provide scholars with a quality education that prepares them to SOAR ASAP (Academically, Socially, Artistically, and Physically!)
Our vision is to create an environment of excellence for our students. We will strive to develop the maximum potential of our children shaping them into model students, future professionals, and productive citizens in our community.
Eagle’s Nest Academy has adopted an early childhood learning curriculum that emphasizes an “active learning” approach. Active learning means students have direct, hands-on experiences with people, objects, events and ideas.
1) Interaction with materials, people, and/or ideas
2) Student choice and shared control
3) Students communicate their thinking
4) Adult support for optimal student learning
5) Early exposure to intense reading, math, science, and social development skills
ENA Learning Model
Eagle’s Nest Academy is proud to become an Expeditionary Learning school, following the EL Education learning model which is cultivated by ten design principles:
1) THE PRIMACY OF SELF-DISCOVERY – Learning happens best with emotion, challenge, and requisite support
2) THE POSSESSION OF WONDERFUL IDEAS – Teaching in Expeditionary Learning schools fosters curiousity about the world
3) THE RESPONSIBILITY FOR LEARNING – Learning is both a personal process of discovery and a social activity
4) EMPATHY AND CARING – Learning is fostered best in communities where students’ and teachers’ ideas are respected and where there is mutual trust
5) SUCCESS AND FAILURE – All students need to be successful if they are to build the confidence and capacity to to take risks and meet increasingly diffucult challenges
6) COLLABORATION AND COMPETITION – Individual development and group development are integrated so that the value of friendship, trust, and group action is clear
7) DIVERSITY AND INCLUSION – Both diversity and inclusion increase the richness of ideas, creative power, problem-solving ability, and effect
8) THE NATURAL WORLD – A direct and respectful relationship with the natural world refreshes the human spirit and reaches the important ideas of recurring cycles of cause and effect
9) SOLITUDE AND REFLECTION – Students and teachers need time alone to explore their own thoughts, make their own connections, and create their own ideas
10) SERVICE AND COMPASSION – Students and teachers are strengthened by acts of consequential service to others
The Seven Principles of Nguzo Saba:
Umoja (Unity)– To strive for and maintain unity in the family, community, nation, and race.
Kujichagulia (Self-Determination)– To define ourselves, name ourselves, create for ourselves and speak for ourselves.
Ujima (Collective Work and Responsibility)– To build and maintain our community together and make our brother’s and sister’s problems our problems and to solve them together.
Ujamaa (Cooperative Economics)– To build and maintain our own stores, shops, and other businesses and to profit from them together.
Nia (Purpose)– To make our collective vocation the building and developing of our community in order to restore our people to their traditional greatness.
Kuumba (Creativity)– To do always as much as we can, in the way we can, in order to leave our community more beautiful and beneficial than we inherited it.
Imani (Faith)– To believe with all our heart in our people, our parents, our teachers, our leaders, and the righteousness and victory of our struggle.
ENA Board Members
Mr. Glenn Cotton-Chairperson
Ms. Vivian Palmer-Secretary
Dr. Kimberly Leverette-Member
Mrs. Gwendolyn Muldrew-Member
Ms. LaShanda Osborne-Member


We have made a list of some of the software which we consider to be essential when teaching people with special educational needs. This is not a definitive list and we will update it periodically, We think these programs are fantastic.
- Clicker 6 is an award winning literacy tool which is brilliant for supporting pupils learning to read and write. It can be personalised so that a pupil can be enabled work independently improving their reading and writing skills. There are too many features to list here so check it out for yourself. It is excellent.
- Big Bang, Big Bang Patterns and Big Bang Pictures : Excellent cause and effect software
- Choose It! Maker: This program allows you to create your own choice-making activities tailored to suit your pupils' needs. The program is extremely user-friendly and will allow you to help switch users to learn to scan and make choices.
- Counting Songs 1 and 2: Our pupils love these programs. The images are great, as are the songs. We have made a screenshot of the title pictures and the children choose their favourite by exchanging the picture. We use it to teach turn-taking, picture-exchange and, of course, counting.
- IT Mouse Skills: This is one of the best mouse-skills programs that we have come across. Our pupils love it.
- Slideshow Maker: This program allows you to easily make a slideshow with music which can be accessed using a switch, mouse or touchscreen. This is used in many different ways in our school, for e.g. some teachers use it as their goodbye activity using pictures of the children set to a goodbye song.
- Switch It! Maker 2 enables the user to create switch-accessible slideshows and/or stories and allows the user to add text which is a really useful feature. We use this program in so many ways from showing the steps in a cookery lesson to documenting a day trip. It is a must-have!
- Switch It! Jigsaw Maker allows you to create online jigsaws made from images. A popular activity in our school is to use photographs of the staff and pupils. The pupils really enjoy pressing the switch to complete the puzzle. Very easy to use!
- Target and Touch Music/Patterns: these are two really useful programs which support locating and tracking objects on the screen. We have found these to be excellent for children who have visual difficulties. Very well thought-out programs.
- Out and About SeriesThis series of titles is designed to teach life-skills to older learners. The activities are really well thought out. Users can record their own commentary. It has a useful record-keeping feature as well as printable resources.
- Switch It! Series is a brilliant set of programs which are really useful for language development. The activities are motivating and great fun. They have earned a place in probably every classroom in our school. They cover lots of useful themes such as hygiene, people who help us, weather and more. Check them out. You will not be disappointed!
- WordShark teaches the serious business of reading and spelling in an enjoyable way through a series of motivating games.It can be tailored to the needs of individual learners.It is suitable for all ages and works brilliantly on an interactive plasma screen as well as individual PCs. It has a useful record-keeping feature, which is great in a busy classroom.
- NumberShark is an excellent program for improving and fine-tuning numeracy skills in a motivating and enjoyable way. It covers all 4 number operations. It can be personalised to the individual learner and is great on an interactive whiteboard. Records can be kept and printed out. You can vary the speed of the games also to suit the pupil. It is highly recommended!