Creative Experiments since 2010
Inspiring kids to think like artists and inventors.
Schoolhouse, The TK-5 Arts Education Curriculum
The TK-5 Arts Education Curriculum
Integrates with National Core Art Standards, encourages self-expression, and nurtures the whole child.
Hundreds of lessons with downloadable PDFs, videos, and calendars.
Welcome to TinkerLab, an oasis for childrenâs creativity and discovery, designed to ignite curiosity, imagination, and a passion for learning in children of all ages. At TinkerLab, weâre dedicated to providing captivating, hands-on art and STEAM activities that spark young minds and help them grow in confidence and skill.
TinkerLab was founded by Rachelle Doorley, a dedicated educator with over 20 years experience in classroom art education and museum learning. She brings her passion for helping children discover their full potential into every aspect of TinkerLabâs offerings, from innovative courses and membership programs to best-selling books and an inspiring blog. Her unwavering commitment to fostering creativity and exploration has shaped TinkerLab into a trusted and cherished resource for families, teachers, and children worldwide. Join us today and embark on an enchanting journey of imagination, discovery, and growth!


Elementary English Language Arts/ Reading
Alachua County serves approximately 13,000 elementary-aged students in its public schools! English Language Arts includes reading, writing, language (vocabulary and spelling), speaking, and listening. Strong literacy skills are essential to all citizens living in the 21st Century. Our department works closely with all schools to provide them with the support and resources necessary to prepare our students to be successful now and into the future.
For more information, contact us at (352) 955-7622 or by emailing berrykj. (All SBAC emails end with @gm.sbac.edu)
Online Resources are all available through My Portal.
Audio Book Cloud is an online audio book library collection. You have unlimited streaming access to the entire collection. Just click and listen.
BrainPop and BrainPop Jr. are a group of educational websites with over 1,000 short animated movies for students in grades K-12 (ages 6 to 17), together with quizzes and related materials, covering the subjects of science, social studies, English, mathematics, engineering and technology, health, and arts and music.
CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 3-12. Our resources are flexible, research-based, aligned to the Common Core State Standards, and are created by teachers, for teachers.
Discovery Education Provides videos,interactive lessons, homework help, and virtual experiences designed to help students research topics of interest and complete teacher assignments.
Gale Jr. Ed is a research site with thousands of articles on many areas of interest.
Khan Academy is a set of short lessons in the form of YouTube videos that help educate students.
PBS Learning Media offers phonemic awareness skills games and bilingual games.
Pearson Learning provides students access to their online textbooks.
The Learning Network offers rich and imaginative materials for teaching and learning using New York Times content.They offer new educational resources based on the articles, photographs, videos, illustrations, podcasts and graphics published in The New York Times â all for free.
TumbleBook Cloud is an online collection of eBooks and read-along chapter books, non-fiction books, graphic novels, educational videos, and audio books! This database is a great option for adventurTumblous readers.
World Book is a full encyclopedia resource.
This handout explains all Elementary myPortal resources.


The primary school Singapore math syllabus is one of the best curriculums in the world. Find out more about the history of Singapore math and why it is so successful!
The history of Singapore math
The Singapore math curriculum was curated by the Singapore Ministry of Education. Singapore math focuses and emphasises the mastery of specific concepts by learning them in greater detail.
The development of Singapore math began in the 1980s when the Singapore Ministry of Education developed its own mathematics textbooks that focused on problem-solving and developing thinking skills.
The benefits of Singapore math & why it is successful
1 â Builds strong mathematical foundation in early years
In primary school, students start to build a sturdy foundation for their maths concepts. The main focus of Singapore math is to ensure that students understand the concepts thoroughly.
This helps students to build on their existing concepts as they move forward, requiring little to no need for re-learning the topics.
2 â In sequence
The curriculum is structured in a sequence that allows students to learn easier. They will be able to build on the knowledge that they already possess. Students can also connect the dots easier for learning new concepts faster.
Hence, it will allow learning to be accelerated without the need for additional or supplementary work.
3 â Mastery of concepts
Secondary and tertiary mathematics requires students to have a strong foundation in their primary school math. Hence, students have to master their foundation topics to be able to excel in their secondary and tertiary math.
The curriculum ensures students learn the topics in greater depth, rather than covering many topics. The curriculum also carries out assessments to ensure that students are grasping the concepts.
Primary school math is extremely important for future progression. Hence it is crucial to focus on your childâs foundation knowledge when they are young.
Tutopiya is a Singapore 1-1 Live Online Tuition that offers online tuition for the primary school curriculum and PSLE preparation.
Tutopiyaâs tutors are screened and trained to provide high-quality online tuition. They are experienced and able to provide your child with the help they need.
We offer a FREE trial lesson for all new student sign-ups! The curriculums offered by Tutopiya:
4 â Visual aids
Students solve mathematical problems with visual aids such as bar models, graphs etc.
This helps students to improve their understanding and comprehension skills as they can connect the dots to solve the problem.


NZ School Journal Level 2 and 3 Set: Minibeasts Follow-Up Activities
NZ$0.00 incl GST (NZ)
Weâve put together a set of reading response activities for a range of NZ School Journal Level 2 and 3 texts around the broad theme of Minibeasts. Our NZ School Journal Level 2 and 3 Minibeasts resource has everything you need to explore this important topic further. Lesson plans and comprehensive follow-up activities are included.
The School Journal Level 2 and 3 texts that we have featured are:
School Journal Level 2 May 2017 Bugbix for Breakfast
School Journal Level 2 May 2019 Why is the Wasp a pest?
School Journal Level 2 May 2019 The Striped Invader
School Journal Level 2 August 2019 WÄtÄ
School Journal Level 3 May 2019 Unwanted Visitors
School Journal Level 3 November 2019 Ollyâs Cicadas
1. Six x Lesson plans
A lesson plan is provided for each story or article covered in this resource
2. Six x Follow Up Activity Sheets
A one-page activity sheet is provided for each article covered in this resource.
Each activity sheet contains a range of reading comprehension strategies including:
Use prior knowledge
Share opinions (evaluate)
Each activity sheet contains links to further activities and ideas. These links help students explore the topic of the article further and can give context to the words they read. QR codes and web links are provided so students can visit websites, and watch video clips.
A creative activity is also included.
These activities challenge students to use higher-order thinking to synthesise their knowledge and create something new.


Education is a human right, a public good and a public responsibility. The United Nations General Assembly proclaimed 24 January as International Day of Education, in celebration of the role of education for peace and development.
Without inclusive and equitable quality education and lifelong opportunities for all, countries will not succeed in achieving gender equality and breaking the cycle of poverty that is leaving millions of children, youth and adults behind.
Today, 244 million children and youth are out of school, and 771 million adults are illiterate. There is a crisis in foundational learning, literacy and numeracy skills among young learners. 617 million children and adolescents cannot read and do basic math; less than 40% of girls in sub-Saharan Africa complete lower secondary school and some four million children and youth refugees are out of school. Their right to education is being violated and it is unacceptable. It's time to transform education.
2023 celebrations The fifth International Day of Education will be celebrated on 24 January 2023 under the theme âto invest in people, prioritize educationâ. Building on the global momentum generated by the UN Transforming Education Summit in September 2022, this yearâs Day will call for maintaining strong political mobilization around education and chart the way to translate commitments and global initiatives into action. Education must be prioritized to accelerate progress towards all the Sustainable Development Goals against the backdrop of a global recession, growing inequalities and the climate crisis.


The purpose of this project is to convey the basic vocabulary and concepts of plant biology in the most simple terms. The foundational concepts are that plants grow in dirt and that fruits and vegetables come from plants. Preoperational learners will not be able to conceptualize the seed-to-plant-to-harvest life cycle of a garden plant. They must learn more foundational skills before they can conceptualize such things, such as âWhat is soil?â and âWhat is a plant?â The basic vocabulary to instruct here is:
These are the basic materials of a container garden. Teaching the vocabulary for these materials is good by itself, but itâs meant to actually lay the foundation for a larger concept that plays out of time. The story continues with:
How to approach teaching vocabulary to a preoperational learner about a concept that plays out over the better part of the year is tricky. Remember how much your learner will grow and evolve over that same period of time. You should be able to anticipate an increase in his/her sophistication and ability to master more complex concepts by the time your self-watering container garden comes to harvest, particularly if you continue to use it as an on-going learning experience and give the seed-to-harvest cycle a chance to play itself out before your learnerâs eyes.
To start, however, you need to put everything on the table at once. Teach the vocabulary by showing your learner real containers, real soil, real plants, and real food. If you can show your learner the same kinds of foods that the plants will eventually produce and explain that the plants make the food using clear, simple language like, âThis is a tomato. Tomatoes come from tomato plants. This is a tomato plant. It will make more tomatoes,â you will go a long way towards laying the foundation for your learnerâs eventual comprehension of these concepts.
The ongoing gardening experience will allow you to reinforce that learning by pointing out things like, âOh look! Your tomato plant has flowers on it! They can turn into tomatoes!â and âOh look! The flowers on your tomato plants are turning into tomatoes!â and then âOh look! Your tomatoes are ripe and ready to eat. Letâs pick them!â
As your learner progresses towards concrete operations, he/she will begin to make reliable predictions about how the world works with respect to things that can be concretely demonstrated to them. By teaching these early concepts during their preoperational phases, you usher in the next developmental milestone with a structured, logical framework upon which more sophisticated learning can then be added as your learner matures and grows.


Assessment is a cornerstone of Strong StartÂ® literacy programs. Children that participate in our Letters, Sounds and Wordsâ¢ program and our Get Ready for Schoolâ¢ program are assessed before and after the program, and their gains are measured. Our summarized findings are shared on the following pages. Our year-to-year comparison of results help ensure our programs continue to make a consistent impact on young childrenâs early literacy development.
Our programs are based on sound educational research, techniques and strategies. Our Letters, Sounds and Words program was designed by retired elementary school principal, Lynda Silvester in consultation with other members of the education community. Our Get Ready for School program was developed through the research of Dr. Iuliana Baciu, as she completed her PhD thesis at Wilfrid Laurier University. For more information on the development of our programs, please visit our History page.
Letters, Sounds and Words
Our Letters, Sounds and Words program is designed in 4 strands to help children in Senior Kindergarten, Grade 1 and Grade 2 learn the names of letters, a sound each letter represents, how to recognize words by sight, and how to build a word using the sounds of its letters. Our results consistently show that over 95% of the children enrolled are making considerable, excellent or outstanding gains in their early literacy skills.
Get Ready for School
Our Get Ready for School program focuses on helping preschool children increase their vocabulary, letter-sound knowledge and readiness for a classroom learning environment. Children are assessed by trained assessors on 6 literacy measures and on 1 behaviour measure, with results consistently showing a significant improvement on all measures from pre-test to the post-test.
Baby ConnectionsÂ® is a free community program that helps families develop literacy and language skills with their babies. Parents and caregivers receive coaching and carefully-selected literacy resources to use with their infant to support brain development and lay the pathways for language and literacy development. The Baby ConnectionsÂ® program is delivered through various organizations and agencies.


Fyodor (Fidelio) Antonovich Bruni (Russian: Ð¤ÑÐ´Ð¾Ñ ÐÐ½ÑÐ¾Ð½Ð¾Ð²Ð¸Ñ ÐÑÑÐ½Ð¸; 10 June 1799 â 30 August 1875) was a Russian artist of Italian descent who worked in the Academic style.
10 June 1799
|Died||30 August 1875 (aged 76)|
|Education||Member Academy of Arts (1834)|
Professor by rank (1836)
|Alma mater||Imperial Academy of Arts|
|Patron(s)||Alexei Yegorov, Andrey Ivanovich Ivanov, Vasily Shebuyev|
His father, Antonio, was a Swiss Italian painter and art restorer who relocated to Russia in 1800 to work on a project at Saint Michael's Castle for Tsar Paul I. At the age of ten, he was enrolled at the Imperial Academy of Arts, where he studied with Alexei Yegorov, Andrey Ivanovich Ivanov and Vasily Shebuyev. He graduated in 1818 with the title "Artist Class XIV".
His father, believing that a Russian art education was insufficient, sent him for further studies in Italy. At the age of twenty-two, he created his first large-scale work ("The Death of Camilla"), which was exhibited in the Capitol. Ten years later, when the painting was shown in Saint Petersburg for the first time, it earned him the title of Academician. In the early 1830s, he began a monumental painting of "Moses Exalting the Brazen Serpent", but before its completion he was recalled to Saint Petersburg to work on a project at Saint Isaac's Cathedral and teach at the Academy. He arrived in 1836 and produced several works for the Kazan Cathedral as well. Mikhail Botkin and Arseny Meshchersky were among his first students at the Academy.
In 1838, he was able to return to Rome to finish his work on Moses and the Serpent. Two years later, it was completed and moved to Saint Petersburg where it was exhibited in one of the halls of the newly restored Winter Palace. It is now the largest canvas on display at the Russian Museum. Returning to Rome for a third time from 1841 to 1845, he produced twenty-five sketches that would be the basis for frescoes at Saint Isaac's Cathedral. Some of the frescoes were executed by Bruni himself, others by various artists under his direction. The work was completed in 1853 and the originals are now stored at the Russian Museum.
In 1849, he became the custodian of the gallery at the Hermitage Museum and was sent abroad twice to acquire paintings for the collection there. Six years later, he became Rector of the Department of Sculpture and Painting at the Academy.
As he grew older, however, he became reclusive; even distancing himself from his own students and disappearing for weeks at a time. In his efforts to sustain the academic tradition, he began to openly express his dislike for younger artists and was forced to resign in 1871 because of his behavior. By the time of his death, he was an honorary Professor at the Florence Academy of Fine Arts and the Accademia di San Luca in Rome.
Further reading Edit
- Bryan, Michael (1886). Robert Edmund Graves (ed.). Dictionary of Painters and Engravers, Biographical and Critical. Vol. I: A-K. London: George Bell and Sons. p. 191.
- A.I. Somov, "Fyodor Bruni", in ÐÑÐµÐ»Ð° (The Bee, illustrated magazine) A. Prahova (St. Petersburg, 1875, #35)
Media related to Fyodor Bruni at Wikimedia Commons


I can utilize simple machines in the solution to a "real world" problem.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Simple machines are used to make work easier to do. This lesson describes the most common simple machines. Then, students are given a problem to solve using their knowledge of simple machines. Students will work in small groups.
NGSS: 3-5-ETS1 Engineering Design
Students will be able to define the uses and types of simple machines and utilize simple machines in the solution to a "real world" problem.
Students will review the different types of simple machines: levers, inclined planes, screws, wedges, wheels, axles, and pulleys.
A design task is presented. Students will need to help Mary get candy that is taped high on her bedroom wall down. They will have three rounds to brainstorm and test their designs with materials gathered beforehand.
To complete the design task, you will need:
- any type of candy individually wrapped (e.g., M&M's, Skittles, Fruit Roll-Ups) 1 per student
- 1 roll of masking tape per team
- 5 large paper clips per team
- 2 rubber bands per team
- 1 roll of strong string per class (you may add a length constraint)
- 1 medium-sized paper cup per team
- 6 full sheets of newspaper per team
- 2 pairs of safety goggles per team
- 1 worksheet per student
Prior to students arriving, tape to the wall one bag of candy per team. Ideally, there should be two students on each team, but base this number on your students' abilities and needs. The bags should be taped with two pieces of masking tape close to ceiling height. Test to make sure that a moderate pressure will knock it down. If you tape them too lightly, there's no challenge. If you tape them too securely, it's too difficult. Make sure you allow some distance between the bags to avoid crowding. Organize materials per number of teams.
Kick off the task by asking students to look around the room and point to anything unusual they might see. Tell them the candy goes along with a letter you received inviting them to help out a younger student from another class.
Read them the client letter with the project task on Slide 10. Pass out the materials to teams in whatever way you feel comfortable.
Again, review the task: Design and build a simple machine to retrieve the candy that can be presented to the client.
Allow the students 10 minutes to brainstorm several ideas together using the BRAINSTORMING page found on Slide 11, or you may decide to have them brainstorm independently by teams. Students can brainstorm on the worksheet (linked on title slide).
Make sure students DRAW & LABEL each new design before testing it out.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Question Kids on the Case!
Helping your kids develop questions for reading comprehension
You know the drill, parents. When children start to talk, after declarations like âNo!â and âUp!â come the onslaught of questions. What is lady doing? Where go sun? Whyâ¦EVERYTHING!
Iâve observed many parent-child question interactions in the library over the years, but my favorite happened in the bathroom. A young (and query-focused) child had many questions about the sink and the footstool. His parent answered them all with patience and care. And then, looking at the new paper towel contraption that spit out towels with the wave of a hand, he asked: âHow do it do that?â
The parent stopped, thought about it, and instead of giving a long answer about motion sensors and other science-y things, answered, âMagic!â
Iâm here to tell you thereâs a germ of truth in that answer: Asking questions is magic in literacy development and, later, reading comprehension.
When you help your children become âQuestion Kidsâ â open to asking questions because you patiently answer them as best you can â you are doing much more than responding to them in the moment. You are developing their capacity to think, wonder and expand their knowledge while reading.
What are some ways that you can support this question-making behavior?
1. Ask many questions yourself, particularly about books you are reading together.
The five main question words to use are âWhat?â âWhen?â âHow?â âWhere?â and âWhy?â You can even write down these words on a post-it note to yourself and see how many times you can use each question word as you read.
2. Look at a picture and write questions together.
This is particularly good when you are exploring a nonfiction topic together and already have some basic knowledge about the topic. For example, find a picture of a three-toed sloth. Questions you can write (especially if youâve already read about sloths) include âWhy do sloths hang upside down?â and âHow often do sloths move?â and âWhere do sloths live?â
3. Give a question word and a topic and see if your child can come up with a question.
Remember those five question words? Play a game with your child and see if they can create questions with just a question word and a topic. âWhat/my birthdayâ â âWhat are we going to do for my birthday?â âHow/Grandmaâs houseâ â âHow will we get to Grandmaâs house?â
Some great question-based childrenâs books to help:
The Owl Who Asks Why written by Michelle Garcia Andersen and illustrated by Ayesha Rubio. Owls usually ask âWho?â, but in this book, Little Owl actually wants to ask âWhy?â while Little Wolf really wants to know âWhen?â This lightly philosophical story underscores that all questions are valid.
Ask Me written by Bernard Waber and illustrated by Suzy Lee. A great model for parents about the ease of asking and answering questions with children! (Itâs also a lovely and gentle story with beautiful illustrations.)
Thatâs How! written and illustrated by Christoph Niemann. See if you can stop laughing at these imaginative guesses about how different vehicles work.


|Course Service ID||1391|
|CITB Subsidised Amount||$290|
|Competency Standard||BSBLDR413 Lead effective workplace relationships|
|Prerequisites||Suitable English reading, writing and numeracy skills The ability to research, access and interpret complex documents Knowledge of building terminology|
1. Collect, analyse and communicate information and ideas
This unit describes the skills, knowledge and outcomes required to use leadership to promote team cohesion. It includes motivating, mentoring, coaching and developing the team and forming the bridge between the management of the organisation and team members.


If youâre a music teacher, and these are your students, you should know that the place of classical music in our cultureâs future is largely dependent on what you teach â and donât teach â your students.
I recently had an interesting chat with the violinist Barry Shiffman â who runs the Young Artist Performance Academy, and also the Glenn Gould School, at Torontoâs Royal Conservatory of Music â about music education. And in our conversation he emphasized the effectiveness of musical training in a studio environment.
I have no doubt heâs right: while music history, theory, ear-training and some other subjects can be taught in a classroom, nothing beats the private lesson for developing a studentâs performing skills.
But more than just skills are taught in the private studios. One-on-one instruction also has a powerful influence over a studentâs musical values.
More than anywhere else, itâs in this environment that students are often taught respect (perhaps too much respect) for the printed page, and to value perfection over creativity. As well, impressionable young students may be taught to idolize the pantheon of âgreat composersâ â Bach, Beethoven, Brahms, et al. â as though they were an extinct race of gods.
This view of music history (especially the âextinctâ part) is often taught in a passive yet remarkably effective way. While there may be some teachers out there who make a point of fostering an interest in the new, I suspect that many are content to say and do nothing, where contemporary music is concerned.
Yet that kind of nothing isnât really nothing. On the contrary â it sends an implicit message thatâs clear and strong. By treating contemporary music as though it doesnât exist, teachers encourage their students to adopt the same view. Through a kind of osmosis, many students come to believe that contemporary music canât be any good, and isnât worthy of their interest or effort. And this kind of prejudice is one of the most daunting obstacles composers face nowadays.
So I have a few questions for the music teachers of the world. Do you encourage your students to seek out recently composed music, to listen to contemporary works and take an interest in the direction(s) of new music? Do you challenge them to sift through the vast array of composers active today, decide which ones they like, and learn to play some of their works? Are you sufficiently well versed in contemporary composers and styles to make useful recommendations to your students?
Or do you implicitly teach them that the history of classical music is âoverâ? And if youâre conveying the idea that contemporary composers donât matter, how does that benefit your students, or strengthen classical musicâs place in the present and future?
And by the way, when I speak of contemporary composers, Iâm not talking about Schoenberg, BartÃ³k, Britten, Prokofiev or Shostakovich. They wrote some splendid music, but theyâre long gone. Iâm talking about composers who still have a pulse.
Â© Colin Eatock 2012


The Clark recently acquired a letter to Oscar Wilde from Charles Godfrey Leland, American author, arts educator and folklorist, written during Wildeâs North American tour in 1882. Leland (1824-1903), the founder of the Public Industrial Art School of Philadelphia, was writing to Wilde to thank him for discussing the school during a recent lecture, in which he held up institutions like Lelandâs as the ideal for creating future artisans and craftspeople.
According to an article in the Montreal Daily Witness (May 15, 1882), Wilde told his audience: âI would have a workshop attached to every schoolâ¦ I have seen only one such school in the United States, and the was in Philadelphia, and was founded by my friend Leland. I stopped there yesterday, and have brought some of their work here to show you.â On the first page of his letter, shown above, Leland tells Wilde:
You made a great sensation among all those in Philad[elphi]a who knew anything of the school. As soon as your lecture had ended a flock of young artless-Artfull female dodgers â who had heard you came directly to the school which they had never visitied before. Nothing has occurred since my return to America which has gratified me as much.
Born in Philadelphia in 1824, Leland had a widely varied and extremely interesting life and career. After attending Princeton, he studied in Heidelberg, Munich and Paris, where he constructed barricades and fought in the streets during the 1848 revolution. Returning to the US soon after, he worked for a short time as a lawyer before embarking on a career as a journalist at several national periodicals. In 1857, he published the first of his âHans Breitmannâ poems, humorous works written in broken English and German for which he became quite well-known. Leland also became increasingly involved the abolitionist cause in the years preceding American Civil War and coined the term âemancipationâ as an alternative to the word âabolition.â After serving with the Union army, he became increasingly interested in folklore, folk dialects and the occult and traveled widely throughout North America studying and living with native groups. In 1870, he moved to England in order to further study the Roma (Gypsy) people, their languages and culture. While in England, he came under the influence of William Morris and the English Arts & Crafts movement, and opened the Public Industrial Art School in 1881, after his 1879 return to the US. Originally intended to teach decorative arts and crafts to underprivileged children, the school became much more well-known after Wildeâs lecture, as the above quote from Leland attests. In the 1870s and 1880s Leland also co-authored several works on art and art education. In 1883, Leland returned to Britain to further study the Roma and the Irish Travellers, and later moved to Italy, where he studied Italian witchcraft and folklore, publishing multiple works on all of these topics. He died in Florence in 1903.
A companion letter to this, written by Wilde and addressed to Leland is housed at Yale. In it, Wilde says:
When I showed them the brass work and the pretty bowl of wood with the bright arabesques at New York they applauded to the echo, and I have received so many letters about it and congratulations that your school will be known and honoured everywhere, and you yourself recognised and honoured as one of the great pioneers and leaders of the art of the future.
This letter is a lovely addition not just to our Oscar Wilde collections, but to our collections related to William Morris and the decorative arts communities in the late 19th century.
Charles Godfrey Leland, Letter, 1882 May 11, Philadelphia, to Oscar Wilde. ba MS.2011.001. William Andrews Clark Memorial Library, University of California, Los Angeles.


Music Lessons â Why It Matters to Public Education
In the summer of 2013, the Toronto District School Board voted to cut $2 million from their budget to help alleviate their overwhelming debt. On the chopping block: Toronto music schools from across the city, joining an increasing majority of schools in Ontario. In fact, the nonprofit organization People for Education has found a 16 percent drop in elementary music classes over the last 14 years. Approximately 33% of children in Ontario do not get the chance to play a musical instrument or join a music group.
Music lessons were the last thing that should have been cut from the budget, considering the overwhelming evidence for the benefits to development, cognition, education, and academic performance. The very thing that the school board should want to protect while making deep budget cuts â the quality of education â has been shortsightedly slashed and students across Toronto will lose. some of the following benefits of music programs.
Benfits of Music Lessons
In 2004, The University of Toronto at Mississauga conducted a study that demonstrated a three-point average increase in the IQ score of children who were given music lessons. In contrast, this increase was not present over the same period of time in the group that received drama instead of music, nor the group that received nothing.
Better Academic Performance
Arguably (very arguably) kids with higher IQs do not necessarily perform better academically. However, comparing students in low-quality music programs to high-quality music programs demonstrated that, regardless of socioeconomic factors or school districts, students in high-quality music programs scored higher on standardized tests â 20% higher in Math and 22% higher in English. standardized tests. Other studies have noted musicâs influence on higher graduation rates, sharper memory skills, left-right brain harmony, enhanced ability to learn across multiple subjects, especially math, reading, and language, and advanced cognitive development.
How are gains like these made? Quality music lessons lead to higher concentration levels help bring down the incidence of ADHD in the classroom and improve student performance. Basic memory recall, particularly through auditory learning, which fits nicely with the millions of teachers who you know, lecture. Needless to say, the music education helps enhances test performance again.
Increased Brain Function
Children in music lessons have increased neural activity. Perhaps because scans demonstrate that playing music involves activity in nearly all of the cerebral cortex and neural networks associated with fine motor tasks and sound discrimination. Simply â adequate music programs increase the capacity of the brain, and not just for musical gains.
Social & Behavioral Improvements
Kids who are involved in music lessons have notably better attention spans than their non-musical counterpart. Music is also linked to higher emotional maturity and higher self-confidence levels. Even better, they possess a higher level of empathy and greater ability to work as a team. Each of these factors are linked to behavioral problems in school, such as acting out in the classroom and bullying. Instead of cutting money from music programs and invariably increasing the costs of necessary to address these gaps, we should be spending this money on positive measures that will have lifelong effects.
The situation is less than ideal for our children. Music lessons in schools allow students some of the greatest gains over other perceived non-essential extracurricular activities. In fact, music should not be extracurricular. It should be part of the basic curriculum with benefits like these. Nonetheless, The Toronto District School Board has cut music funding and could easily do it again. When we all understand the vitally beneficial role of music lessons in Toronto schools, our children will get the best education possible and go on to be highly competitive in the global market.
Hereâs some creative ways to bring music to students everyday in school!
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The earliest examples of art in Assam (300BC-100AD) are the Mauryan stupas discovered at Suryapahar in Goalpara district though the 6th century AD first provided glimpses of intricate stone and terra cotta art. A beautiful doorframe at Da-Parbatia in Tezpur bears testimony to the influence of Sarnath School of Art of the late Gupta period. This is awarded to the interaction between the kingdoms of Kamarupa and Magadha.
Ancient temples and ruins such as Madan Kamdev near Guwahati portray divine figures, demigods, animals and erotica adhering to various art forms. But the finest artwork probably came with the advent of manuscript painting in the 15th century. Initiated by Sankaradeva, these manuscripts were aesthetic and had spiritual undertones. Hastividyarnava (treatise on elephants) and chitrabhagawat were the most significant That phase coincided with the reign of the Ahoms, under whose patronage an ornate style of manuscript paintings evolved incorporating art forms of Bengal, Rajasthan and of Rajputs and Mughals of western India.
British rule impacted Indian art. Besides providing a window to western styles, it initiated the formal pursuit of art through methodical study of painting sculpture and other art forms. But Assam remained immune to this change, and its art movement stagnated in the medieval mold. The 20th century dawned with a new breed of painters like Mukta Bordoloi, Suren Bordoloi and Jibeswar Barua honing their skills in art institutions in Kolkata and opening the region's first art school. But the art of these 'new wave' missed the local flavor.
Some artists without formal training developed distinctive styles drawn from traditional art forms. They include Mitradev Mahanta, Bishnu Prasad Rabha, Jugal Das, Ashu Dev, Sashi Bordoloi and Lambodar Hazarika. The next batch of artists like Shobha Brahma, Benu Misra and Nilpaban Baruah had a Vishwabharati background but strove for unique strokes. Brahma took over from fibeswar Barua in providing art education, helping establish the Government College of Art and Crafts aonpoud or an assembly line of talented artists. Misra, whose illustrations, sketches and sculptures are legendary, played a major role in founding the Gauhati Artists' Guild in 1976.
Another contemporary batch went to Mumbai for a different kind of schooling. It included Pranab Barua, Gouri Barman and Pulak Gogoi, artists with unusual concepts. Pranab Barua started an art school in Nagaon, the central Assam district that has yielded many an artistic talent.
Today, a number of established and young artists have taken Assam-flavored art to the world beyond. And they have been experimenting with mediums different from those of their mentors - graphic, psychedelic, installation and three-dimensional art for instance.


At Tetherdown, we believe that Art is an important part of a childâs entitlement to a creative broad curriculum. Art provides our children with not only the opportunities to develop and extend their skills, but also a chance to express their individual interests and ideas. Art, craft, and design embody some of the highest forms of human creativity and we strive to deliver a high-quality art education that engages, inspires, and challenges pupils; equipping them with the knowledge and skills to experiment and create their own works of art. As pupils progress, they should be able to think critically, evaluate and develop a more rigorous understanding of art through appreciation lessons that span a wide range of art movements, artists, styles, and forms as they move through the school. They will learn to value art and design, understanding how it has both reflected and shaped our history, and contributed to the culture, creativity, and wealth of our nation.
- Produce creative work, exploring their ideas and recording their experiences
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques
- Evaluate and analyse creative works using the language of art, craft and design
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
At Tetherdown we follow the âGenerating ideas, Making, Knowledge, Evaluationâ approach to teaching Art, which is supported by NSEAD (The National Society for Education in Art and Design). In every year group, children will learn about a variety of artists and the artist will underpin the style of art the children will study.
After learning about a particular artist, children will invest time in developing their arts skills in that area, with a clear progression of skills seen in their sketchbooks. At the end of the unit, children will plan and create a final piece of art in the style of or inspired by the artist and reflect on the skills they have developed throughout the unit. Regular opportunities to share their creations with other members of the school are present.
What it Looks Like
Art learning is recorded in sketchbooks, we encourage children to treat their sketchbooks like journals and their thoughts and learning are recorded in a format that they would like to use. Each child is unique, and each sketchbook should be unique, enabling children to develop their independence and creativity.
Teachers assess childrenâs knowledge, understanding and skills in Art by making observations of the children working during lessons. Feedback given to children by their peers or teachers is in the form of discussions. Children are also encouraged to be critical of their own work, filling in evaluations and developing their own next steps.
Our children enjoy the self-expression that they experience in both Art. They are always keen to learn new skills and work hard to perfect those shown to them. The childrenâs art is used to help them express feelings and emotions, as well as show their knowledge and understanding of other subjects such as history, geography, and science. Through their art and design, the children are able to reach out into the community, with our pupilâs artwork proudly displayed in school and beyond.


Young childrenâs motor skill development in outdoor experiences
MetadataShow full item record
Â© 2010 by World Scientific Publishing Co. Pte. Ltd. All rights reserved.Many studies show how physical activities can affect fundamental motor skills as well as how fundamental motor performance can also influence the participation of sports and physical activities. Parentsâ and/or guardiansâ perception of motor skills development is equally important for the interest and participation in sports and physical activities by young children. This chapter provides an overview of the development of motor skills of young children in the Asia-Pacific region with a focus on recent research in Singapore. A portion of the paper addresses research on preference and performance, and how these affect young childrenâs motor performance. The importance of outdoor physical experiences and the constraints of space, and the implications for childrenâs sports and physical experiences in Singapore are discussed.
Showing items related by title, author, creator and subject.
Understanding motor coordination and its cognitive, academic, and psychosocial correlates in an adolescent normative sampleRigoli, Daniela (2012)Over the past three decades, increasing attention has been paid to the importance of motor competence in relation to other areas of a childâs development, including cognitive functioning, academic achievement, and emotional ...
The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesisMancini, Vincent; Rigoli, Daniela; Roberts, Lynne ; Heritage, B.; Piek, Jan (2017)Â© 2017 The British Psychological Society. Background: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various ...
Rationale, design and methods for a randomised and controlled trial to evaluate "Animal Fun" - a program designed to enhance physical and mental health in young childrenPiek, Jan; Straker, Leon; Jensen, Lynn; Dender, Alma; Barrett, Nicholas; McLaren, Sue; Roberts, Clare; Reid, Carly; Rooney, Rosanna; Packer, Tanya; Bradbury, Greer; Elsley, S (2010)Background: Children with poor motor ability have been found to engage less in physical activities than other children, and a lack of physical activity has been linked to problems such as obesity, lowered bone mineral ...


Phonics Review might be used with children in second or third grade who have already had some phonics instruction, but who need review and reinforcement. It might also be used with ESL students or older students who might have received spotty instruction in phonics. It moves much too quickly for younger students who are just learning to read.
It skips the introduction to the alphabet and how to blend letters into words, assuming that content will have already been taught. Lessons begin with identification of initial and final consonants in words. While a book for younger students would use three-letter words for such lessons, Phonics Review used lengthier, more complex words such as trash and triangle. Consonant blends are also covered in the first unit.
The next two units review short vowels and long vowels, respectively. The fourth unit covers other vowel sounds. Unit five deals with suffixes and prefixes. The sixth and final unit is a grab bag covering concepts such as the phonograms dge and tch, homophones, synonyms, antonyms, and contractions. The last five units each include a small storybook for reading practice, a storybook that is created by removing and folding a page from the worktext.
While some exercises require students to simply check the correct answer or match columns, many exercises direct students to fill in the blanks and write complete words. Occasional pages include writing prompts for students to write a paragraph.
The 258-page worktext is illustrated in full color with a font size and writing lines that should work well for students who have already learned to print or write. While they are still relatively large, they are smaller than we usually see in kindergarten and first grade phonics workbooks since Phonics Review assumes students have already been practicing handwriting and have developed enough control to write on smaller lines.
Instructions are included in the worktext so students can work independently. However, struggling readers might need assistance to read the instructions. A Phonics Review Student Answer Key is available, but answers should be obvious to most parents or teachers, so the answer key is not essential. However, one exercise on page 188 assumes student familiarity with stories from the Old Testament, and parents, likewise, might need to know about Adam and Eve, the Red Sea, David, Naaman, and Jonah or else they will need to check the answers with the answer key. While this makes it sound like there could be a lot of biblical content in Phonics Review, Christian and biblical content is actually very limited.
While there are other phonics workbooks that can be used both for those just learning to read and for review and remediation, Phonics Review nicely condenses the essentials into a single book that is easy to use while still providing thorough coverage and plenty of practice.


I can multiply numbers that are multiples of ten using mental math.
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In this lesson, students use mental math to quickly solve equations with multiples of ten like 40 x 80. First, they will solve the basic fact, then they will count the zeros and write them in after the answer to the basic fact.
Students will be able to identify basic facts and use them to quickly multiply numbers that are multiples of 10.
The lesson begins with a review of mental math multiplication facts. Students will try to beat a timer to answer several basic facts before reviewing the multiples of ten.
Students learn how to multiply numbers that are multiples of ten by first finding and solving the basic fact and then counting and adding the zeros. Students will practice this skill by identifying basic facts, answering questions in two steps, and dragging the basic fact then answering equations. Students will also have the opportunity to practice with larger numbers as well as word problems.
Students respond to true/false and multiple-choice questions as well as a fill-in response.
The lesson concludes with a true/false game in which students work in teams to decide if a question and answer is correct or incorrect. If they choose correctly, they score points for the team. Bonus points are earned for correcting an incorrect answer.
Students may have trouble with basic facts that have a zero in the answer, like 4x5=20. The lesson reminds them to write the answer to the basic fact first, then count the zeros.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


ERIC Number: EJ1020217
Record Type: Journal
Publication Date: 2013-Sep
Mastering Fact Fluency: Are They Game?
Godfrey, Connie J.; Stone, Jamalee
Teaching Children Mathematics, v20 n2 p96-101 Sep 2013
Math games can be powerful tools in helping students achieve automaticity in basic addition and related subtraction facts if both teachers and students use them purposefully. According to the National Council of Teachers of Mathematics (NCTM 2000), developing a solid mathematical foundation is essential for every child in prekindergarten through second grade. This grounding must include a strong number sense as well as computational fluency in basic addition and related subtraction facts where both addends are less than ten. The Common Core State Standards for Mathematics document (CCSSI 2010) suggests that first-grade students be fluent in all combinations to ten. Second graders must use mental strategies to fluently add and subtract within twenty. By the end of second grade, students should know all sums of two one-digit numbers from memory. If math games are played purposefully, with discourse and a goal of fact mastery in mind, they can help children build number sense, fact fluency, and confidence in their mathematical abilities.
Descriptors: Mathematics Instruction, Mathematics Skills, Educational Games, Arithmetic, Early Childhood Education, Primary Education, Elementary School Mathematics, Numeracy, Addition, Subtraction, Academic Standards, Core Curriculum, Mental Computation
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: email@example.com; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Guides - Classroom - Teacher
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A


How should schools prepare students for the future?
The Study International Staff answers this question with the report by PricewaterHouse Cooper. The report findings emphasize the importance of students developing soft skills prematurely in life in order to adapt to automation, robotics and artificial intelligence (AI).
The advice that Blair Shepard, Global Leader in strategy and leadership development at PWC gives students is to âadapt, engage with others in the process and retain sense of identity and values.â
At Ayara, we believe that by providing parents and educators information, tools, and a space to collaborate, we will together create a world where our children have the foundational skills needed to thrive in the future. Join our movement today!


Phonics instruction is a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) and how to use this letter/sound relationship to read and spell words.
Systematic instruction is a method of teaching students all of the major letters and sounds by using a logical scope and sequence. This includes short and long vowels, blends, and consonant digraphs (oi, ea, sh, th, etc.) This plan is carefully thought out, strategic, and designed before activities and lessons are developed.
Systematic phonics instruction is a method of teaching students how to connect the graphemes (letters) with phonemes (sounds) using a clear and well-thought-out scope and sequence to teach kids how to read and spell.
Lessons are built on previously taught information, from simple to complex, with clear, concise student objectives that are driven by ongoing assessment:
- Consonant and short vowel sounds
- Digraphs and blends
- Long vowels and other vowel patterns
- Syllable patterns
Most teachers are acquainted with several approaches to phonics instruction, including those listed below. The distinctions between approaches are not absolute, and some programs of instruction combine approaches.
Synthetic phonics: Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words.
Analytic phonics: Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.
Analogy-based phonics: Children learn to use parts of word families they know to identify words they donât know that have similar parts.
Phonics through spelling: Children learn to segment words into phonemes and to make words by writing letters for phonemes.
Embedded phonics: Children are taught letter-sound relationships during the reading of a connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.)
Onset-rime phonics instruction: Children learn to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).


Early Childhood Teacher
Name of Center
Baer Family Early Childhood Learning Center
5151 NE 14th Terrace,
- Create and maintain a classroom that meets the physical, intellectual, social, and emotional needs of both the individual and the group of children assigned.
- Ensure that the environment is warm, inclusive, safe, orderly, clean, and appealing, and, which permits the children to explore and grow.
- Create and maintain a daily routine of cleanliness in the classroom to prevent illness/the spread of contagious illness. This includes: frequent handwashing, sanitizing toys, cleaning tables, etc.
- Daily âwell-checkâ of students at arrival time and throughout the school day.
- Meet with other teachers of the same level to plan lessons in advance, in writing, based on the developing skills of young children and the curriculum outline provided. To be sent to the Director or Assistant Director and to parents.
- Supervise and train the Early Childhood Assistant Teacher. Provide assistant with the opportunity to be a part of the planning and execution of lessons.
- Interact with the children and encourage their curiosity, interest and involvement. Edit lesson plans/unit plans as needed to meet the needs and interests of the children.
- Follow the Discipline Guidelines of the center using appropriate and positive discipline techniques.
- Observe, record and report individual and group behavior as required by the center.
- Maintain records and files as instructed (i.e. attendance, behavior records)
- Establish a positive partnership with parents through newsletters, daily reports, theme lesson plans and parent conferences as required by the center.
- Attend staff orientation, staff meetings, class programs such as Open House.
- Keep inventory of classroom supplies and notify the office when supplies are needed.
- CDA, AA or AS in Early Childhood Education
- Ability to relate joyfully and sensitively to children
- Complete the state required 45-hour Child Care Training course and all background screenings/coursework required for our Apple Accreditation
- Keep all credentials current and on-file with DCF and with the center


Edwin E. Gordon is widely regarded as one of the most influential figures in the field of music education, and his groundbreaking Music Learning Theory (MLT) remains one of the most significant and effective approaches to teaching music skills and content to students.
Navigating Music Learning Theory, by author and educator Jill Reese, is an accessible and practical guide for general music teachers interested in incorporating the innovative concepts and ideas of Music Learning Theory in their own instruction.
The book is divided into three parts. In the first part, Reese provides an overview of the core pedagogical principles of Music Learning Theory, including a breakdown of its foundational Skill Learning Sequence. The second and third parts take a detailed look at Learning Sequence Activities (the tonal and rhythm patterns used to teach skills and content) and Classroom Activities (applying skills and content to songs, chants, and recordings).
Central to this resource are over one hundred pages of scripted lesson plans designed to guide teachers in presenting tonal patterns, rhythm patterns, songs, and chants with efficient and pedagogically sound language. The scripted materials are intentionally flexible, allowing teachers to use them as written or to modify them for their unique teaching context.
In keeping with Edwin Gordonâs ideas, Reese emphasizes the importance of balancing class instruction with individualized instruction and provides a number of tools and opportunities for assessment and tracking toward individual differences between students.
Regardless of a teacherâs experience or familiarity with Edwin Gordonâs ideas, Navigating Music Learning Theory is certain to help any teacher design and implement a robust music curriculum with engaging lessons that will maximize the musical potential of each student.
Dr. Jill Reese is Associate Professor of Music Education at The State University of New York at Fredonia. She is also on the teaching faculty for the Gordon Institute for Music Learning (GIML). She holds degrees in Music Education from Temple University (PhD), University of Michigan (MM), and Michigan State University (BM).


Recent updates to our solutions bring more support to help teachers reach every student and foster meaningful growth. In Unique Learning System, new and improved Benchmarks offer greater insight into individual needs and new math courses offer evidence-based practices to develop studentsÃ¢â¬â¢ foundational skills. Inspire has new ELA courses that present reading comprehension strategies to students who need intervention. Positivity adds premade behavior strategies and SymbolStix PRIME adds premade communication boardsÃ¢â¬âall easily customizable. And students get to pilot a drone through an obstacle course in a new L3 Skills game.
Strengthen your understanding of each unique learnerÃ¢â¬â¢s needs, make data-driven decisions on instruction, and ensure compliance with a variety of data. The latest Benchmarks in Goals, Preferences, and Skills (GPS) are Science of Reading aligned and inform studentsÃ¢â¬â¢ Present Levels of Performance. Flexible administration options mean every student can show what they know, whether led by a teacher, via Student View, or using printouts.
New Math Courses with Assessments
For students assessed on extended standards, our courses Identifying Big and Little and Sorting by Size provide targeted, foundational math support across all grade levels. These supplemental courses engage students with interactive games and activities, helping them build vocabulary, conceptual understanding, problem-solving skills, and more. And every lesson plan has evidence-based practices embedded that support effective instruction.
New ELA Courses with Assessments
For students assessed on general education standards, weÃ¢â¬â¢ve added three new courses that include pre- and post-assessments that automatically collect and report data. Main Idea and Details courses help students develop strategies for reading and understanding literature using fourth- or fifthâgrade content. Craft, Structure, and Integration provides remediation in fourth-grade skills, such as identifying text structure and using it to assess meaning in informational texts. In fact, you can assign Inspire courses to learners in any grade who have deficits in these skills. Scripted lesson plans offer research- and evidenceâbased practices that support positive outcomes for any student who needs intervention.
Additional Customizable Strategies
Promote prosocial behaviors with premade, customizable strategies that can be used at school, at home, and in the community. The latest include decision trees focusing on sequential order to support following procedures and workflow. ItÃ¢â¬â¢s easy to edit the strategies to meet individual needs.
Additional Customizable Boards
Provide engaging ways for students to practice sequencing, spelling, and more with our newest boards. Use three new linear scale boards to teach visual representations of ordering. Give learners ways to work on spelling three-, four-, five-, or sixâletter words with four new spelling boards. All boards can be assigned in Student View and completed online using interactive tools or printed out and completed.
Drone Racing Game
Students fly their own drone through an obstacle course in this exciting new game! Players start by choosing which drone they want to fly, then they are challenged to follow directions to navigate safely. After they finish, players get visual and auditory reinforcement: Ã¢â¬ÅNice flight!Ã¢â¬


Fulfilling jobs that pay a living wage and facilitate economic mobility contribute to healthy, secure lives and financial security that extends across the lifespan. Productive, rewarding work also contributes to happiness and has a positive impact on families and communities â and financial security is critical for well-being.
Increasing access to banking and financial resources â especially for people with lower incomes and people from under-represented racial and ethnic groups â helps convert the value of work into savings that support resilience and build generational wealth. Further, removing systemic inequities will provide more paths to small-business ownership, access to capital, and other knowledge supports, contributing to equitable opportunity for careers and individual and community wealth that enable inclusive thriving.
Meaningful Work and Wealth includes:
- Family and community wealth
- Good-paying and fulfilling jobs
- Job (re)training
- Savings and limited debt
- In 2018, about 28 million people in the United States worked in occupations that didnât pay a living wage.
- 4 in 10 Americans say they would quit their job or start a business if they had the tools and resources to do so.
- 43 million people in the United States lack the basic literacy and numeracy skills needed for work.


Tongan Myth: The Rat and the Octopus Activities
NZ$0.00 incl GST (NZ)
Your learners will love our differentiated Tongan Myth activities for The Rat and the Octopus. This pack includes a shared reading passage, follow-up activities, and discussion questions. This resource is suitable as an entry point to Polynesian history or a study on myths and legends from around the world. It would be great as part of Tongan Language Week.
In The Rat and the Octopus Tongan Myth pack you will receive:
1. One shared reading discussion passage:
â The Rat and the Octopus
2. Discussion questions including reading comprehension strategies such as summarising, prior knowledge, and finding specific details.
3. Differentiated follow-up activities to dig deeper into the story â two activity sheets.


According to abbreviationfinder, the acronym âMUUâ does not have a widely recognized or established meaning that I am aware of. However, I can speculate on potential meanings based on common uses of acronyms and context. Keep in mind that meanings can vary depending on the field, industry, or subject matter in which âMUUâ is being used. Without specific context, Iâll explore several possibilities for the meaning of âMUU.â
- Municipal Utility Unit (MUU): âMUUâ might stand for âMunicipal Utility Unit,â indicating a department or division within a local government responsible for managing public utilities such as water, electricity, or waste management.
- Moose Jaw Municipal Airport (MUU): In aviation, âMUUâ could refer to the Moose Jaw Municipal Airport, an airport located in Moose Jaw, Saskatchewan, Canada. It might be used as an identifier in aviation communications and navigation.
- Magnetic Unit (MUU): Within the field of physics or electromagnetism, âMUUâ might stand for âMagnetic Unit,â relating to the measurement or description of magnetic properties.
- Mobile User Unit (MUU): In telecommunications or mobile technology, âMUUâ could signify a âMobile User Unit,â referring to a device or equipment used by a mobile user to access wireless networks.
- Multipurpose Unmanned Underwater Vehicle (MUU): In marine technology, âMUUâ might represent âMultipurpose Unmanned Underwater Vehicle,â referring to a type of remotely operated vehicle used for various underwater tasks, such as exploration, research, or surveillance.
- Music University Unit (MUU): âMUUâ could refer to a unit or department within a university that offers music education and training, including music theory, performance, composition, and musicology.
- Manchester United Update (MUU): In sports or entertainment, âMUUâ could stand for âManchester United Update,â potentially referring to news, updates, or information about the Manchester United football club.
- Mandatory User Upgrade (MUU): âMUUâ might indicate a âMandatory User Upgrade,â suggesting a required update or upgrade for users of a particular software, system, or service.
- Medical Ultrasound Unit (MUU): In the medical field, âMUUâ could represent a âMedical Ultrasound Unit,â referring to a department or facility that provides diagnostic ultrasound imaging services.
- Microbiological Unit (MUU): âMUUâ might signify a unit or laboratory dedicated to microbiological research, analysis, or testing.
Itâs important to emphasize that these interpretations of âMUUâ are speculative and may not accurately represent the intended meaning without proper context. When encountering abbreviations like âMUU,â itâs crucial to consider the surrounding context and seek clarification from reliable sources or experts in the relevant field to accurately understand its intended meaning. Additionally, if âMUUâ has gained specific significance or meaning, I recommend checking the most current and reliable sources for accurate information.


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to add and subtract numbers to 10, in which they add or take away 1 or 2.
It is important to be able to do this, to determine how many you have when you add to or take away 1 or 2.
Ask students to stand in a circle. Have students pass a ball around. The first student starts at 1, and the next counts one forward. Continue to 10 and then have students count backward back to 1.
Using the images on the interactive whiteboard, explain to students how to add using the flags. You count the total number of flags, drag one more to the row, and then count the total again. Explain to students that since you are adding one more, you count one more. Repeat this with demonstrating adding with the apples. Tell students that you do the same when adding two to a number. Then explain to students that you can also take 1 and 2 away. Show the fish in the pond. Count the fish, and then drag one fish into the bucket and then count the fish again. Repeat this explanation with the bottles. Tell students that you do the same when subtracting two from a number. To check that students are able to add and subtract one or two to a given number with visual support, ask them to solve the problems on the interactive whiteboard individually or in pairs. Finally show students that they can also solve these problems when just numbers are shown. Emphasize to students that you are adding by counting one or two forward, and subtracting by counting one or two backward.
To check that students understand how to add or subtract numbers to 10 with one or two, you can ask the following questions:
- What does + mean?
- What does - mean?
- What do you do if you want to know how much 5 + 1 is?
- What do you do if you want to know how much 8 - 2 is?
Students are given subtraction problems with visual support that they can count. They are then given abstract problems with only numbers to solve. They are given addition and subtraction problems in which they add or subtract 1 or 2.
Discuss the learning goal with the students and remind them that being able to add or subtract numbers to 10 by 1 or 2 is useful so you can figure out how many you have. The interactive whiteboard then shows a few slides with abstract math problems, with two kids who give answers. Ask students to determine which of the kids on the interactive whiteboard has the correct answer. Ask students to explain their strategy.
Students who have difficulty with this learning goal can be supported by the use of manipulatives, like blocks or tokens to use to physically add 1 or 2 or physically take 1 or 2 away.
Optional: blocks, tokens, or other manipulatives
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Frog Street is an early childhood learning solutions company. Our goal is to help guide the next generation of children to success through research-based early childhood curriculum,
digital resources, and professional development.
An infant is typically defined as a child in the early stages of development, usually from birth to one year of age. This stage is characterized by rapid growth and significant developmental milestones. Infants are highly dependent on their caregivers for their basic needs, such as feeding, changing diapers, and providing comfort and security.
We ensure that your toddler's basic needs are met. This includes providing a safe and clean environment, nutritious meals, regular sleep patterns, and maintaining good hygiene practices. Establishing consistent routines can provide a sense of security and help toddlers understand what to expect. Set regular times for meals, naps, playtime, and bedtime.
We focus on providing a structured learning environment that promotes social, emotional, physical, and cognitive development. They aim to enhance early literacy, numeracy skills, and school readiness. We typically include activities that support language development, pre-reading skills, basic math concepts, fine and gross motor skills and social interaction.


The Design of the Art
Making and saving work for an Art Portfolio is important to an artist for several reasons. One reason, being it is a record and account of work that an artist has done. Many work forms that we see in museums and in recorded history have been preserved in some way. It is important for an artist to learn how to archive. Archiving is also a good way to reference old material. Another reason is for attending school, for employment and to apply for contests or scholarships. This process of any application can be the most influenceable on employers, schools and other organizations. For example, many people apply for grants in photography and need a viable and exciting portfolio to express their work. A scholarship is another great example to keep a portfolio. If an artist ever wanted to reference and use material that he/she created to included, in a book is also another good example. Here are some examples of focuses that an artist can have while and during building a portfolio: âArchitecture, Art Education, Art History, Ceramics, Film, Fine Arts, Graphic Design, Interior Design, Painting, Photography, Printmaking, Sculpture, Writing (usually programs focused on poetry, fiction writing, screenwriting)â(PrepScholar) Whether or not you focus on Drawing for example and focus more on photography, you still want to keep your best work and your best reference work (like a value scale) nice and preserved in a portfolio.
What type of portfolio are you building?
Have a focus.
âVariety and Versatilityâ, what does that mean? This work should show off your best skills, but also give the viewer a good idea of the range of skills that you have.
How long will this take? Everyone is different, some people have a time frame to work with, have due dates and deadlines, but others may take a year to create a good portfolio. Make sure you review any deadlines with the professional at your school, organization, or hiring managers. Then choose 10-20 pieces to include.
-âShow your Originalityâ; show what it is about art you like and what you are good at
Make sure the works that you have chosen are in good condition, if not is there anything you can do to fix them, if not, leave them out and try working on something similar
No torn edges, use spray fixative with drawings and charcoal, to reduce or eliminate smudging
On the back make sure you write in pencil your name and address, phone number, email-in case of misplacement
Photograph them well; things like sculptures will probably be photographed, now-a-days, most every portfolio is photographed, so you want to make sure the photograph has good lighting
(a. use warm light not cool light-on the back of the light bulb box when you buy it is where you can find the information of that light bulb pertaining to the warmness or coolness of the light-you donât want the light to be too, warm, though, or photo will turn out yellowish),
b. make sure the photograph is clear and not blurry and is cropped, the camera should be a high quality camera, at least a pixel range of 600X600 or more, there should be no shadows cast on the work and work with one light source, the background can be a solid neutral color like black white and gray and should be mainly cropped out, unless otherwise specified by organization to leave the edges in, the photograph should not crop out any of the artwork itself, though.
c. A good test of color, is to ask, do the color look like the actual piece?
In-Person: do not include frames, make sure there is a case, or professional portfolio carrier used in transporting and showing, if clear covers are available, leave them inside.
Note: never just hand over your work, like originals. Make a master set of everything, and offer them copies if they want to keep them for a period of time. A flash drive, printed copies, duplicate copies of photographs, or slides. (You may have to pay for postage, but itâs worth keeping your originals in a safe place.)
Also note, there are many resources, on the internet to help you have a web version of everything you make, and design portfolios:
This also may be a good way to keep track of everything as you go.
(âComplete Expert Guide: How to Make an Art Portfolio for Collegeâ; Copyright PrepScholar 2013-2018; accessed October 8, 2019; blog.prepscholar.com)


Shared book reading strategies not only enhance a childâs literacy development, but their language development as well. When reading aloud or along with your child, you can incorporate strategies to help your children learn new vocabulary, understand how to answer questions, practice articulation targets, and promote higher level thinking by drawing connections between characters and actions within the story.
Utilizing shared reading strategies increases engagement in story time, as your child is actively participating in the story rather than just sitting back and listening. Research shows that being an active participant in the activity helps the brain process, learn, and remember the information.
Here are some tips you can use when participating in shared reading with your child:
Discuss key vocabulary words
- Having a discussion with your child about key vocabulary or unfamiliar vocabulary words before reading a story will support their comprehension of the story content.
Discuss story elements:
- Identifying the characters, setting, feelings, problem, actions and more within your shared book can help your child learn key elements of a story in order to support story re-tell or even personal narrative formulation.
Answer wh- questions:
- Providing your child with wh- questions to answer during a story teaches them new vocabulary words and also allows them to focus on key details of the story.
- Are you working on the /d/ sound with your child? Pick a book with plenty of words that contain this target and practice them as you read! For example, Dizzy the Dinosaur would be an excellent choice to practice /d/ articulation targets.
Infer and predict:
- When participating in shared reading, ask your child to predict future events in the book. This will allow them to make connections between information in the text to anticipate what will happen next. Predicting encourages children to think ahead and ask questions. It also allows them to actively interact with the text.
In conclusion, reading with your child can target a multitude of speech and language goals, beyond just literacy.
Stay tuned for more reading strategies you can use when engaging in shared reading at home.
Hi, I am a Speech-Language Pathologist at South Shore Therapies. I am passionate about planning and delivering creative, individualized treatment designed to meet the unique needs of each of my clients. Our mission with SSTâs social media platform is to empower, educate and inspire families to take on lifeâs challenges while promoting an optimistic outlook and a brighter future.


TOP LIBRARY RESOURCES FOR KIDS
Animals (including dinosaurs) and social studies sections of this early literacy and learning tool. Easy-to-navigate visual interface for emerging readers.
A collection of TumbleBooks (animated, talking picture books), TumblePuzzles, TumbleQuizzes and TumbleResources for Teachers. TumbleBooks are created from existing picture books which have been licensed from children's book publishers and converted to the TumbleBook format.
Is an interactive website for your child to learn math, reading, and so much more! To access the site, log in using the following information:
Enjoy reading 1,000 books with your little one!
1,000 Books is a national program developed to encourage early literacy development by reading to young children. The program is simple. Log your reading and earn badges and prizes along the way. 1,000 books may sound like a lot, but by reading just one book a night, you could read over 1,000 books together in just three years!
View book lists and staff suggestions for what to read next.
FEATURED NON-LIBRARY RESOURCE
The Michigan Learning Channel (MLC) is a statewide public television partnership offering instructional content to support the education of students and to provide alternative resources for families and teachers. The instructional content is aligned with Michiganâs educational standards and follows widely accepted sequences for mastering skills.
The Library is pleased to provide several resources with streaming and downloadable content tailored for kids. Get started exploring by browsing the resources to the right.


Play Group (Age group: 2 â 3 years)
Children in this age group explore and identify objects from their immediate environment. Along with pre-literacy and pre-numeracy skills, picture reading, identifying primary colors and discovering a concept of the self forms the base of the curriculum. Early experiences in the first few years of life are critical for acquisition of skills as maximum brain development happens during this period.
We built the conceptual learning of the child very strong and Encourage positive peer interaction.
- Oral time :
Eng- A-Z(with phonic sound), Maths -1-20, Hindi â (a to ah)
- Concept Of :
Colors, vegetables, fruits, transport, emergency vehicles, farm animals, wild animals, sea animals.
- Activities :
Story telling, circle time, puppet theater, flash card, magic box, audioâvisuals etc


Beginning in early 2020, the COVID-19 pandemic disrupted education methods throughout the world, affecting practically 1.6 billion learners in additional than one hundred ninety international locations. Closures of faculties and different learning areas have impacted ninety four p.c of the worldâs scholar population, as much as ninety nine p.c in low and lower-middle income international locations. As of 30 September 2020 there have Education been 27 nations that had localized school closures. In the United States, an estimated 55.1 million students were compelled to cease in-person instruction as of 10 April 2020. A swap to a virtual studying expertise is especially challenging for families that canât afford the correct technology, corresponding to laptops, printers, or a reliable Internet connection.
- Some say itâs the acceptable self-discipline for sure kids when utilized in moderation as a end result of it units clear boundaries and motivates children to behave at school.
- Software and cloud-based companies topic to an Educational license or subscription could also be used byeligibleusers solely forEducational Purposesand shall not be used for commercial, skilled or another for-profit purposes.
- Due to systemic discrimination and attacks on affirmative action, faculty enrollment for Black men has dropped by 14.8%, and Latino menâs enrollment decreased by 10.3%.
- NSW Department of Educationâs data on curriculum taught in NSW faculties, Aboriginal education and communities & personalised support.
- To sustain, adolescents should have the ability to seize opportunities and confront challenges.
We Should Teach It That Way One educator fell in love with Black historical past while seeking to learn extra about himself. Hereâs What Districts Can Do Lead and different chemical compounds pollute water college students drink every single day. But sturdy testing and installing filtered stations can make a difference. Weâre seekers of knowledge who seek to cultivate awareness of new pedagogies, raise questions which are designed to spark dialogue, and have interaction authentically with the worldâs most passionate educators.
Contact Education Scotland
Another categorization is dependent upon the age group of the learners and contains childhood education, adolescent education, grownup education, and aged education. The distinction can also be based on the subject, encompassing fields like science education, language education, art education, religious education, and physical education. The term âvarious educationâ is sometimes used for a extensive range of academic strategies and approaches outside mainstream pedagogy, for example, just like the emphasis on narration and storytelling present in indigenous education or autodidacticism. Forms of education can be categorized by the medium used, for example, as distance education, like on-line education, e-learning, or m-learning, in distinction to regular classroom or onsite education.
The latest news from the Texas Education Agency is out there throughnews releases,online correspondence,mailing lists, and different posted data. Why Student Data Privacy Is a Civil Rights Issue Data privateness issues in faculties could be disproportionately hurting particular teams. New Sign-Language Terms Could Boost Scientific Literacy Scientists are creating a sign-language lexicon of scientific phrases for deaf and hard-of-hearing college students. Oxford Schools and Staff Have Immunity in Shooting Lawsuits, Judge Rules A decide ruled that employees at Oxford High School canât be sued for a capturing that killed four students and wounded seven others.
Tdoe Highlights Studying 360 Household Literacy Events And Community Partnerships
Explore where the World Bank supports nations on both the financing and information fronts. Teachers are the single most essential factor affecting how a lot students learn. We face huge challenges to assist the worldâs poorest people and make sure that everyone sees advantages from economic growth. Data and analysis help us perceive these challenges and set priorities, share knowledge of what works, and measure progress. Explore and obtain information and find out about education-related knowledge and analysis. Find federal education laws, rules, steering, and other coverage paperwork.
Primary faculties are often subdivided into toddler colleges and junior colleges. Formal education happens in a structured surroundings whose specific objective is educating students. Usually, formal education takes place in a school setting with classrooms of multiple students studying along with a trained, licensed trainer of the topic.


First Colony Montessori is closely to the Montessori Method. This method was developed by Italian educator, Dr.
Maria Montessori, in the early twentieth century. The Method is built upon the idea that children develop and think differently than adults, and that they are competent beings, capable of self-directed learning.
To encourage this capability, Dr. Montessori developed and refined numerous objects and tools that facilitate every phase of development, from motor skills to concrete knowledge to abstraction.
Language, mathematics, spatial learning, self-discovery, music and art - they're all incorporated into the Montessori approach.
We encourage children to work at their own pace in a non-competitive atmosphere, to gain an understanding of themselves and develop a sensitivity to others.
Children may work alone or in groups, all in an atmosphere of courtesy and respect.
Student Body Type
% Students of Color
State avg.: 41%
Students by Grade
Academics and Faculty
Total Classroom Teachers
Student : Teacher Ratio
National avg.: 13:1
Tuition and Acceptance Rate
None / Rolling
Source: National Center for Education Statistics (NCES)
Frequently Asked Questions
When is the application deadline for First Colony Montessori?
The application deadline for First Colony Montessori is rolling (applications are reviewed as they are received year-round).
The Evolution of Early Reading Strategies for Children
Explore the journey of early reading strategies from the 17th century to the present day, uncovering the evolution of tools, methods, and technologies that have shaped how children learn to read. This article delves into the historical milestones and contemporary approaches that offer a fascinating look at literacy development in children.
The Evolution of School Choice: A Focus on Vouchers
Explore the history and evolution of school choice, focusing on vouchers. This article provides an in-depth analysis of vouchers' origins, growth, benefits, and criticisms as part of the broader school choice movement, along with a look at current trends and future outlook.
August 11, 2023Admissions Matters: Following Up, The Competition, & Deadlines
Navigating the complex landscape of private high school admissions requires expertise and insight. This article delves into essential areas that every school should master: inquiry follow-up, standing out in a competitive market, and choosing between rolling admissions and fixed admissions deadlines.


This Week, âThe Right Approachâ is back with part two of the Right to Education blog which covers the provisions entailed under the Right to Free and Compulsory Education Act, 2009.
The right to Education was made a fundamental right under part III of Indian Constitution guaranteeing free and compulsory education to all children, notwithstanding gender, religion, class, caste and disabilities, between the ages of 6 to 14 years in neighbourhood government school. All the children are to be treated alike without denying admission on such grounds. The onus is on the State Government to make neighbourhood schools accessible and near to the children within the prescribed limit.
The education offered under RTE is free and no kind of fee or donations can be charged in government schools and includes free textbooks, uniforms, learning materials for both children and children with special needs. The step has been taken to reduce the burden of funds on and in schools. It is a matter of right that minimum 25 % of the total students enrolled in a government aided schools to have access to education without costs. Parents have the option to send their children to attend schools other than government schools. Even if a school is private in nature, they have to declare 25% seats reserved for economically and socially disadvantageous groups. However, students in a private institution can only secure admission in Class 1 or at a pre-primary level and they are not subject to take tests or interviews to get in schools. Also, any kind of capitation fees or donations cannot be charged. Children cannot be denied admission on the ground of age or missing age proof. Being over age is not an excuse to deny admission and such older children are to be admitted in an age-appropriate class. The RTE mandates no loss in the education of children and children have a right to transfer within or outside the state, to a government or government aided school.
The state government along with local authorities have to prescribe courses and curriculum for elementary education. They have to maintain the record of each child and ensure admission, attendance and completion of elementary education. The act mandates to not discriminate between children and the burden to provide equitable treatment is to the government by supporting in building and developing infrastructure.
School Managing Committee is also known as SMC are required to be formed by all government and government aided schools. It mandates that 75% of the SMC members have to be from the parent body with a provision to provide adequate representation and education to these parents. It has to be taken into note that 50% of the total members must be women. One-third of the remaining 25% is from elected representatives of the local authorities, one-third among the teachers and one-third from local educationist. The teachers have to be regular and punctual, ensure curriculum within a regular frame.
- The Right to Free and Compulsory Act, 2009
- The Constitution of India


In this paper, we propose a prototype of music visualization system that captures and records the music component into digital data form, and then displays the data in visual form for children with hearing impairments. The analog sound data of music played physically is scaled into a binary matrix and scalar values that is then used as data structures for transcribing the output. We designed a system that detects tune and speed from a physical violin, and demonstrated three tangible music visualizations that children see in their daily lives, employing a flowerpot, plants and a picture of frame. We describe how the data captured from physical musical instruments can be seen through these objects, and suggest future possibilities for interactive sound visualization in music education for children with hearing impairments. Copyright is held by the owner/author(s).


Turning Over a New Leaf
8 tips for beating the summer reading blues
By DANA KLOSNER
SCHOOLâS OUT! The final school bell has rung, and itâs time to welcome the long, warm days of summer!
With so many fun things to enjoy outside-camp, pools, beaches, hanging out with friendsâyour children may not give a thought to reading. Yet, some of them may have summer reading assignments, and, as parents, we know itâs important that they continue practicing this skill. Research shows that thereâs a âsummer slide,â where kids regress in their reading ability, if they donât continue to read for those three months between school years (see Education, page 11). If your children read consistently, however, they can maintain and even increase their ability.
What if you canât seem to get your children to open a book once the backpacks are tossed into the closet? Never fear! There are fun ways to foster a love of reading this summer. 1. Visit your local library. Most libraries across the country have reading incentive programs that offer children prizes based on the number of books they have read in a certain amount of time. âReading incentives work,â said Nina Lindsay of the Association
for Library Service to Children, a branch of the American Library Association, adding that libraries often offer book discussion groups geared toward children of various ages. 2. Make the reading experience interactive. Ask questions as you read with your kids or even after they have read independently. You and your children even may enjoy acting out your favorite scenes from the book. Also, try reading aloud. Reading out loud and talking about pictures and words in age-appropriate books can strengthen language skills, literacy development, and parent-child relationships, according to the American Academy of Pediatrics. There are also library programs where teens earn community service hours by reading to younger children. âItâs a win-win,â Lindsay said. 3. Try audiobooks. If you find yourself cooped up in the family car for long distances and the kids donât feel like opening a
book, or perhaps donât like reading in the car, pop in an audio book instead. âKids can listen on their own, or you can listen together and talk about the book,â Lindsay said. 4. Take books on outings. Enjoy reading together outside in the grass as part of a picnic, or bring books to ballgames and family barbecues for something to do when there is downtime. 5. Encourage reading at home. Snuggle in bed, under the covers, and enjoy a good book. Or turn off the television one day a week and let the children spend the time reading instead. 6. Find reading opportunities in activities your children enjoy. For kids who are reluctant to read books, try finding reading opportunities in video games, board games, and comic books that they love. Point out words, pronunciations, and derivations. Many libraries also offer craft and movie programs that encourage learning, reading, thinking, and sharing experiences. 7. Keep reading material in the house. Have novels, newspapers, magazines, or whatever types of reading material you enjoy at hand. Children are apt to pick up something to read if itâs available to them. âWe encourage parents to put opportunities in front of their child over and over again. Let them choose what they want to read,â Lindsay said. 8. Model good reading habits. Simply put: If your children see you reading, then it will encourage good reading behavior in them.
Keep in mind that, even with the best suggestions and intentions, reading isnât always fun and games, and itâs not something that youâre kids are going to want to do all the time, particularly if they have a looming summer reading assignment. âIf your child isnât enjoying reading an assigned book, read it with them, and talk about it,â Lindsay said. âSometimes it helps to talk about a book you donât like. Tell them itâs okay not to like a book. Then promise them they can pick the next book.â
For more information and reading suggestions, visit your local library and the American Library Association at ala.org/alsc.
20 June 2017/Family