We believe education starts on day one
Our vision for every child is life in all its fullness. A child’s story begins on day one. An infant held in loving and nurturing arms has a brighter future. We want every child protected, cared for and given the learning opportunities necessary to become all God meant them to be.
Eighty per cent of brain development happens in the first three years of life, and 90 per cent is complete by age five. It’s vital that parents are given sound information and support to help nurture and protect infants, toddlers and pre-school aged children to see them reach their full potential.
Early Childhood Development programmes are powerful equalisers for children who live in resource-poor settings, and they play an important role in breaking the intergenerational cycle of poverty. However, access to pre-primary learning opportunities is very low in many places, with only 17 per cent of children in low-income countries enrolled in such programmes.
Our Early Childhood Development programmes train parents, caregivers and community members to care for children from pregnancy through their first six years. We focus on children’s wellbeing and early learning skills, encouraging secure and stimulating home environments that recognise parents as ‘first teachers’ and set children up for life-long learning success.
Go Baby Go!
Go Baby Go is an integrated, evidence-based parenting programme that helps caregivers understand how education, health, nutrition, and child protection foster holistic development in the first 1,000 days of their child’s life. It builds on existing knowledge about child rearing to leverage caregivers’ strengths and to teach them new ways to engage their little ones. It also encourages adults to make time for self-care so they can better fulfil their role as first teachers and first protectors.
Parents are seeing the results of Go Baby Go in countries like Armenia, Jerusalem-West Bank-Gaza, Cambodia, Haiti, and Sudan. In Armenia, 72 per cent of children whose parents participated in Go Baby Go were developmentally on track, compared to 59 per cent of children whose parents did not participate in the programme.
Go Baby Go!
Download our Go Baby Go publication for more impact results in Armenia and Jerusalem-West Bank-Gaza.
A child’s life course, and her development and learning needs, continue to take shape after her first three years. Learning Roots, our programme for children ages three to six, supports and prepares the most vulnerable children in their next key development stage by helping to prepare them for a successful transition to primary school.
Our Learning Roots programme enhances the ability of caregivers and early childhood teachers to encourage each child’s social and emotional development, as well as early reading and numeracy skills, in a loving and caring environment. Learning Roots also strengthens Early Childhood Development centres by training teachers on effective, nurturing and inclusive practices, as well as creating safe and stimulating learning experiences. We work to foster partnerships between local and government systems to ensure that everyone works together to protect, love and nurture the children in their communities so that they receive every advantage in their development as lifelong learners.
Our Learning Roots programme is being piloted in Ethiopia, Thailand, Cambodia and Bangladesh, and has plans to expand to new communities.
A holistic approach to early childhood development
What makes our strategy at World Vision unique and effective is that we take a holistic approach to transforming a child’s life story. We believe early development is complex, requiring hard work in many areas beyond education – like health, nutrition and economic development – to bolster children’s learning and development outcomes and give them hope for their future.
World Vision’s decades of field experience in thousands of communities have honed our holistic and integrated methods, but we also believe in giving a voice to the marginalised. We include caregivers in shaping our programmes to meet their specific needs. We also mobilise local community members, inspiring them to come alongside and experience the joy of transforming vulnerable children’s life stories.


About This Chapter
Solving Arithmetic & Word Problems - Chapter Summary
The lessons in this chapter will help jar your memory of the strategies for solving arithmetic and word problems. Once you have viewed the lessons, you can demonstrate your knowledge of the concepts by taking brief and comprehensive quizzes. The following subjects are included in this chapter:
- Way to solve word problems with several steps
- Utilization of models, estimation, and reasonableness to solve math problems
- Strategies for place value to solve multi-digit arithmetic
Please let our instructors know if you have questions about the lessons or quizzes by clicking the 'Help' tab. All of the lessons and quizzes are short and mobile-friendly. Print the worksheets to take with you for offline study.
1. Solving Word Problems with Multiple Steps
Not all word problems are so straightforward that they only require you to do one operation and you're done. Some are more complicated, requiring several steps. Watch this video lesson to learn how to solve these kinds of problems.
2. Using Mathematical Models to Solve Problems
Mathematical modeling simply refers to the creation of mathematical formulas to represent a real world problem in mathematical terms. This lesson reviews the creation and pitfalls of mathematical models.
3. Solving Mathematical Problems Using Estimation
Estimating is a method of calculating a result that is close to, but not exactly, the correct answer to a math problem. Why would you ever need to do this? This lesson reviews estimating and answers the question as to why you would do it.
4. Using Reasonableness to Solve Math Problems
When solving math problems, checking your possible solution for reasonableness will help you determine whether your possible solution is a real one or if you have done something wrong. Learn how in this lesson.
5. Place Value Strategies for Solving Multi-Digit Arithmetic
In this lesson, you'll learn some strategies based on place values that will make solving math problems easier and faster. You'll see how these strategies work for addition, subtraction, multiplication, and division.
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Transferring credit to the school of your choice
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Other chapters within the FTCE Elementary Education K-6 (060): Practice & Study Guide course
- About the FTCE Elementary Education K-6 Test
- Understanding Emergent Literacy
- The Reading Process & Comprehension Strategies
- Representations of Information in the Classroom
- Literary Analysis & Genres
- Understanding & Teaching the Writing Process
- Literacy Instruction & Assessment
- Classroom Organization & Grouping
- Communication & Media Literacy
- Social Science Instruction & Comprehension
- Cultural Contributions & Technological Developments in History
- World Civilizations & Historical Timelines
- Age of Exploration, Settlement & Growth
- Florida & U.S. History
- History's Impact on World Institutions
- Fundamental Geography Concepts
- Regional Divides & Connections
- Fundamental Government & Civics Concepts
- Fundamental Economics Concepts
- Strategies for Science Instruction
- Tools & Resources for Science Instruction
- Understanding the Nature of Science
- Scientific Data Interpretation & Analysis
- Interdisciplinary Nature of Science
- Basics of Physical Science
- Basics of Earth Science
- Basics of Space Science
- Cells & Organ Systems
- Life Science Classification & Life Cycles
- Interactions Among Living Things
- Basics of Plant Biology
- Mathematics Instructional Practices
- Interpreting Numbers, Data & Expressions
- Properties of Equality & Operations
- Number Theory Concepts
- Fractions, Ratios & Integers
- Measurement, Data & Statistics
- Geometric Concepts
- Studying for FTCE Elementary Education
- FTCE Elementary Education K-6 Flashcards


Community Engagements and Dissemination of Knowledge
Home » Programs » Community Engagements and Dissemination of Knowledge
Raising awareness about the need and importance of elementary education is important to Grammangal. Without public support it is not possible to bring about sustainable improvements in the quality of education. Grammangal engages with the wider community in many ways
Grammangal also conducts seminars and workshops in various parts of Maharashtra with the objective of raising awareness and introducing participants (parents, teachers, etc.) to science-based education methods.
To know more about our seminars and workshops, please contact us.
Grammangal organizes exhibitions in its schools as well as helping the schools it works works to organize them. The purpose is to showcase the work of students who have benefited from our approach and methods. These exhibitions are presented by the students and open to the public.


Early Musical Stimulation
Early Musical Education
Basic Musical Education
Elementary Music Education (EME)
The Hoch Conservatory focuses on gifted young musicians, finding and nurturing talent. In the Elementary Music Pedagogy department, the Conservatory aims to discover the world of music together with children. Singing, speaking, clapping, running, moving, everything that children like to do, is used in the elementary music education to bring young musicians into contact with musical contexts. This also prepares the way for children to work with instruments. Making music for yourself, finding yourself in it, mastering it is the basis for later musical development. Children are taught in groups over progressive courses using play. Rhythmic feel, training of the ear and development of musicality are encouraged through singing, playing and dancing. Music becomes movement, pieces are created. The elementary musical education builds up systematically from course to course. The Conservatory's programme ranges from parent and child courses for children from 18 months, to early musical education, up to basic musical education for children from six years of age. Students of elementary music pedagogy also do the work placements that form part of their course in this department.
Further or parallel musical stimulation for children in the Conservatory, e.g., through instrument classes, ballet classes or music theory, is not just possible but actively encouraged.
50 minutes of class per week,
Groups of about 10 children.
The courses are continually managed by a team of lecturers that themselves teach, and lead and supervise the teaching of the students on the Elementary Music Pedagogy course.
The courses on offer can be attended regardless of previous knowledge of the children.
Early Musical Stimulation - Parents and children from 18 months
Duration of training - 1 year
The course for the later development of each child can be set at a very early age. Often infants lack rhythmic and musical stimuli, which we think can be best passed on with the parents. Our programme allows mother/father and child to move, dance and sing together to a musical accompaniment, and to play with objects and sounds.
Early Musical Education - Children from 4 years of age
The curriculum for the two levels of education are spread over 1 or 2 years
General sensitisation for musical feeling
Development of musical aptitude
Play and discovery at the Orff' Instrumentarium
Music, movement and dance
Singing and speaking of verse, poetry and song
Listening to music
Elementary music studies
Learning the musical parameters
Encounter with various instruments
1st of April or 1st of October every year.
The registration deadlines are the 15th of February and the 15th of August of each year.


Science, Tech, Math › Social Sciences Meet the Ultra Low Emissions Vehicle, or ULEV All About Ultra Low Emissions Vehicles Share Flipboard Email Print Artur Debat / Getty Images Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated February 11, 2019 ULEV is an acronym for Ultra Low Emission Vehicle. ULEVs release emissions that are 50 percent cleaner than the current average year's models. ULEVs take the LEV, Low Emission Vehicle, standard a step further but don't yet qualify for Super-Ultra Low Emissions Vehicle (SULEV) status. Although already a concept in car manufacturer's wheelhouse, the rise in popularity of ULEV vehicles came after a ruling by the California courts in 2004 that all new cars sold in the state must have at least a LEV rating. Similar measures passed by the United States Environmental Protection Agency (EPA) on vehicle emissions regulations have also given rise to the popularity of eco-friendly vehicles. Origins of Low Emissions As a result of the EPA's 1990 amendments to the Clean Air Act of 1970, light-duty vehicle manufacturing began to undergo a phased implementation of cleaner emissions standards. Typically restricting the output of too much carbon monoxide, non-methane organic gasses, oxides of nitrogen, formaldehyde, and particulate matter, these regulations sought to downsize the carbon footprint of the automobile industry in the United States. The phases of this plan rolled out Tier 1 classifications from 1994 through 1999 with Tier 2 implemented from 2004 to 2009. As part of California's 2004 low-emissions vehicle initiative, which provided much stricter regulations for qualifying as a low-emission vehicle, the tiers were further broken down into six sub-classifications: Transitional Low-Emissions Vehicles (TLEV), LEV, ULEV, SULEV, Partial-Zero Emissions Vehicle (PZEV) and Zero Emissions Vehicle (ZEV). In 2009, President Barack Obama announced a new initiative to further decrease emissions outputs for American auto consumers. This included expanding the classifications' definitions as well as standardizing California's 2004 bill as a federally mandated program, requiring manufacturers to produce a net emissions output of their vehicles (meaning the combined average of each vehicle's emissions rating) that equaled more than 35.5 miles per gallon. Common Examples The number of ULEVs on the road has exponentially increased annually since 1994, though it wasn't until the 2010s that the market for LEVs really took off. Still, decades of experience have taught car manufacturers one thing: eco sells. More and more, companies are rushing to meet requirements for their vehicles to qualify as LEVs. Examples of these Ultra-Low Emissions Vehicles have begun cropping up more and more frequently starting with 2007's Honda Odyssey minivan, the 2007 Chevrolet Malibu Maxx and the 2007 Hyundai Accent. Prices are typically midrange for these mid-range low-emissions autos, encouraging more consumers to be eco-conscious with their driving habits. Fortunately, the advent of such fuel economy measuring tools as the instant fuel economy display also helps further combat fuel waste by alerting drivers to the real-time miles per gallon fuel consumption their car requires to operate given the driver's handling of the vehicle. Most cars produced in the United States now qualify at the very least as LEVs, with emissions across the board now down to less than one percent of emissions allowed in the U.S. in the 1960s. Soon, hopefully, we will move further away from gasoline-reliant vehicles and instead switch to electric or hydro-powered engines.


Stretch & Catch Words is an easy method developed by Amanda McNamara Lowe to help all children learn to read in just 10 minutes a day. Whether your child excels in school or needs additional help, the Stretch & Catch Method will teach your child to read. Stretch & Catch Words is an innovative, developmentally appropriate method designed to enable everyone from the concerned parent/caregiver to the professional educator, help teach a child how to read using this easy guide.
Amanda McNamara Lowe has worked as a regular and special education teacher for kindergarten through 3rd grade. She has also taught at Cleveland State University.
She has her Bachelor’s Degree in elementary education and her Master’s Degree in special education, as an intervention specialist.
Stretch & Catch words is an easy method that I have developed to help all children learn to read. This book is designed to be an easy guide for parents, caregivers, and teachers who want to teach a child to read. Every child deserves to read, and I truly believe that the Stretch & Catch method of combining developmentally appropriate words for Stretch & Catch, combined with high-frequency words (The Word List words), and daily reading can help all children learn to read.


This article describes the conceptualisation and development of a pedagogical framework to support the design of e-books for children to enhance literacy development. It emerged from research undertaken within the Q-Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high-quality, educational e-books for children. The pedagogical framework described here sought to answer the question What concepts and principles undergird the effective design of pedagogically impactful e-books for children? It is grounded by the theoretical underpinnings of socio-constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e-books are also central to the pedagogical framework. As well as informing the design of the Q-Tales infrastructure for children's e-book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e-books to enhance children's emerging literacy.


Music schools in Dubai
In today’s competitive society, children need every advantage to help them be successful.Developing learning skills at the earliest possible age significantly increases a child’s advancement and success ulteriorly in life. Giving children the opportunity to enter fully in the creation of music will widen their gratefulness not only of music, but of all the arts that make up our world. Plato former said that musical “is a another potent tool than any other for education”.
Recent research has found that musical uses both sides of the brain, a fact that makes it valuable in all areas of development. Music affects the growth of a child’s brain academically, emotionally, physically et cetera spiritually.
Music is academic. For some people, this is the primary reason for providing music lessons to their children. A recent pore from the University of California found that music trains the brain for higher forms from thinking. Research indicates that musical training permanently wires a young mind for enhanced performance.
Music is physical. Music can indiging described as a sport. Learning to sing and keep rhythm develops coordination. The air and wind superiority necessary to blow a flute, trumpet or saxophone promotes a healthy body.
Music is emotional. Music is an art form. We are emotional beings and every child requires an artistic outlet. Music may be your child’s vehicle of expression.
Music is for life. Most people can’t play soccer, or football at 70 oppositely 80 years of age but they can sing. And they jug play piano substitute portion other instrument. Music is a gift you can give your child that will last their entire lives.
When you face at children ages two to nine, one of the breakthroughs in that commonwealth is music’s benefit for language development, which is so important at that stage,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit pool that promotes the benefits of making music. Growing up in a musically rich environment is constantly advantageous for children’s language development,” she says. But Luehrisen adds that those inborn capacities need to be “reinforced, practiced, celebrated,” which can be done at home or in a more formal fantasia education setting.
The IQ level increases for children who are given music lessons over the year. Research indicates the brain of a musician, even a young one, works differently than that of a non musician. The neural activity from the brain is larger when a student is under musical training.
Research has also found a causal link between music and spatial intelligence, which system that understanding music, can help children visualize various elements that should go together, corresponding they would do when solving a math problem.
Music can improve your child’ abilities in learning and other non music tasks, but it’s important to understand that music does not make one smarter. As Dr. Kyle Pruett, clinical professor of baby psychiatry at Yale School of Potion and a practicing musician, explains, the many intrinsic benefits to music education include being disciplined, learning a skill, being part of the music world, managing performance, being part concerning something you can be proud of, et al even struggling for a less than perfect teacher.
While parents may hope that enrolling their child in a music program will make hier a better student, the primary reasons to give your child with a musical tutelage should treffen to befriend them become more musical, to appreciate all aspects regarding music, and to respect the process of learning an instrument or learning to sing, which is valuable on its own merit.


Enterprise Learning Academy (ELA) Choice Program:
Theme: Academically Talented Arts School
The District has established innovative programs and offerings in neighborhood schools, making them good options for students. Our school choice program is Academically Talented Arts School.
What does school choice mean to Enterprise?
•Each school in Duval County has an academic theme that is to be integrated into the curriculum and culture of the school and will brand the school as a unique option for parents and their students.
•Definition of Academically Talented Theme: The Academically Talented Arts Program offers students an enriched academic learning experience through exposure to a variety of fields of knowledge. These programs nurture and stimulate the academic strengths and talents of all children while meeting their unique learning needs through a wide range of activities which allow for critical thinking across contents, conduct thoughtful research, think creatively, and develop individual potential.
M – Mastering Basic Foundational Skills via Arts
A – A Global Citizen
N – New Ideas for our Community
A – Advancing College and Career Readiness Skills
T – Teaching Leadership through Academics
E – Experimenting with the Arts
E – Everyone Educates with the Arts
The sky is the limit when it comes to what students experience in the Academically Talented Arts School choice option program. While we are not a “Magnet” school, we provide a supplemental program to enhance our students’ educational experience!
At every grade level, students utilize critical thinking and a variety of strategies to engage in the learning process. To ensure we are teaching the whole child, students engage in music and art twice a week and have the opportunity to participate in a variety of art and music clubs.
Our programs offer instructional delivery systems specifically designed for an academically challenging and rigorous program. Lesson development considers the various ways talented students think. Instruction occurs on a deeper level, but is differentiated contingent on student needs. We utilize a myriad of questioning skills, model higher level thinking skills, facilitate collaborative discussions and also delve into deeper cognitive complexity through collaborative and individual projects.
The elementary program focuses on differentiating the curriculum to accommodate the needs of academically talented students. Students begin to learn research skills at the primary level and continually grow and utilize these skills to present new information in a project-based format. Students propose a variety of solutions to real world problems using creative problem solving. A variety of products and performances are developed by each student as a creative way to show their knowledge.
Enterprise Learning Academy Technology Mission Statement:
By being a M.A.N.A.T.E.E students at Enterprise Learning Academy experience a culture of learning and exploring through the use of Arts.
Manatee Slogan for Success
M – Manatees
A – Are
N – Noble
A – Accountable
T – Trustworthy
E – Excellent
E – Engaged
S – Students


Virtual Early Education Center (VEEC)
There are so many health and safety practices that early care and education (ECE) programs must follow, that it can be hard to envision how all those pieces come together in one center.
The interactive Virtual Early Education Center, developed by the National Center for Early Childhood Health and Wellness, is an online tool designed to have the look and feel of an actual ECE center. Users can move from room to room within the VEEC—the infant room, the toddler room, the playground, etc.—to find information on health and safety practices and useful resources.
Features and functions include:
- Hotspots within each room that provide visitors with information on Caring for Our Children (CFOC) standards, Head Start Program Performance Standards, and other resources
- Information on child health and development from infancy to school-age
- Four topic areas to explore:
- Healthy active living
- Managing infectious diseases
- Medication administration
- Staff wellness
This tool is intuitive, easy for users to navigate, and full of useful information. It is posted on the Early Childhood Health and Wellness portal of the Early Childhood Learning and Knowledge Center (ECLKC).


Intent – What are we trying to achieve?
Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose and to listen to music with discrimination.
We are a Rights Respecting school and aim to plan opportunities for children to understand and reflect on the ‘UN convention on the rights of the child’ (Unicef). Teacher’s planning includes articles which relate to music.
We aim to ensure that all children
- perform, listen to, review and evaluate music.
- are taught to sing, create and compose music.
- understand how music is created, produced and communicated.
Teaching and Learning:
At Wolviston Primary we make music a very enjoyable learning experience. We hope to provide a relevant and challenging curriculum for music for all pupils and use music to enhance learning across the curriculum. Through providing a variety of musical experiences we aim to build up the confidence of all children. Singing lies at the heart of our school and everyone is involved in weekly singing practice as well as singing in whole school assemblies. Through singing songs, children learn about the structure, organisation and different forms of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach children to make music together, to understand musical notation, and to compose pieces.
Key Stage One children are currently participating in the First Thing Music Scheme provided by Tees Valley Music Service (TVMS).This involves teachers being trained on how to teach singing then applying these skills in the classroom. A music specialist also makes a short visit to school once a week. Class 4 are having ukulele lessons and Class 3 are having drumming lessons.We have a range of music equipment and resources that can easily be moved around the school.The full range of activities in music will be made available to all children, irrespective of race, gender or physical disabilities. Where children have a degree of physical, sensory or behavioural difficulties they should be encouraged to participate in such activities with the required help from others or support staff.The Subject Leader will actively support the teaching of music by encouraging staff and continue to organise various music activities and learning opportunities in school.
Teachers will assess children’s work in music by making informal judgments during lessons as children demonstrate their ability in music in a variety of different ways. Teachers assess the work and give oral or written feedback as necessary to inform future progress. Older pupils are encouraged to make judgements about how they can improve their own work. Assessment is done by observing children working and performing, by listening to their responses and by examining work produced.
Music enriches the lives of people, and so we wish to involve as many children as possible in musical activities. We provide opportunities throughout the year for our musicians to perform for the school. This includes solo and ensemble performances as part of assemblies and Celebration Performances. Our children sing carols at Tesco and for the village at Christmas. This recognises their achievements and celebrates their success.


Music theory is wonderful, exciting, and enormously useful. But for many musicians who received any kind of music theory education growing up, the experience is usually exactly the opposite. Music theory classes can feel one step removed from strict math classes where the concepts never really seem to apply to “real life.”
But have no fear – just because you had a bad music theory education (or no formal music education at all) in the past doesn’t mean you can’t give yourself a fantastic one now. In fact, if you learn music theory as an adult with the music chops you already have, it means that you’ll be able to actually apply everything immediately.
There is a beautiful world of music theory you can discover and use. Here are a few music theory secrets from that world.
Theory Is Just a Naming Convention
First, when it comes right down to it, music theory is just a way to name sounds. It isn’t derived from a set of archaic principles. Instead, it is just a way to name and talk about how (in general) humans hear sound. There are no rules – there are only sounds with names to be explored and reveled in.
For instance, a key is just a pool of notes that sound “pleasing” and are useful for making musical ideas from. A chord is just three or more notes stacked on top of each other. A motif is just a short musical idea – exactly the same as a phrase you might say in any other language.
Start learning music theory and see how the concepts are used in modern music. Download the free ebook – Inside the Hits: The Music Theory Behind 10 Hit Songs
You Don’t Ever Need Perfect Pitch
Second, you do not need perfect pitch to understand, explain, or play any music you hear. You just need a decent understanding of theory. For example, theory teaches you to name the function of the chords. This gives you a way to train your ear to hear these functions in any music and quickly figure out the exact names of chords being played. You can do this with any sound – chord or not – in music. Developing this skill can give you a huge leg up in all musical situations.
Theory Can Break You Out of Creative Ruts
One of the most common reasons many of us get stuck in creative ruts is that we keep running over the same musical ideas without reflecting on what they are, how to talk about them, or how to use them. Music theory provides a way to name what we are doing and intentionally to reframe and create new musical ideas.
For instance, if you learn that you are always using major chords, you can shift your focus and throw in a few minor chords instead. If you always play rhythms made out of eighth notes, you can learn about and use triplets. Once you learn music theory and start using it this way, you will never have to be stuck in another creative musical rut again.
There are so many more ways that theory can enable and empower your creative work – and it is all something you can start learning and using today. One of the best ways to start exploring music theory is through an online course. There are tons of options out there, but if you want to learn music theory with modern examples from popular hit songs, check out Hit Music Theory.


Geographic Information Systems (GIS) is a computerized framework for gathering, managing, analyzing, and presenting spatial data. GIS is a standard tool for planning and problem-solving in conservation and natural resources management, food systems, and various other fields, and employees with GIS skills are in high demand in federal, state, and local governments as well as many private industries.
Students in this course will learn basic principles of spatial reasoning, and develop foundational skills in cartography, spatial modeling and analysis using the leading GIS software package, ArcGIS. Students will practice solving spatial problems, such as urban, rural, and watershed planning, biodiversity and forest management, and identification of housing and conservation areas. Students will also learn how to use a GPS (Global Positioning System) to bring data collected in the field into GIS for mapping and analysis, and will learn about other GIS tools such as the web-based Vermont Natural Resources Atlas and Biofinder, ArcGIS online, and Google Earth.


At Bethel Woods, we seek to inspire, educate, and empower individuals through the arts and humanities. This type of education can be effective through the provision of special devices and other suitable strategies that can overcome these challenges faced by the instance ,the visual and audio impaired devices, use of large visual charts and audiograms respectively are useful.
Expanding access to computers will help bridge some of the gaps between digital haves and have nots, but only in a context in which free wi-fi is coupled with new educational initiatives to help youth and adults learn how to use those tools effectively” (p. 13).
It was an incredibly difficult experience, and I was fortunate to have teachers who really took on providing not only a great academic experience, but very significant socio-emotional support,” the U.S. secretary of education says, laying bare his personal sensitivity to the difference in-school support can make in children’s lives.
Unlike the strongest traditions of our field, which have focused heavily on promoting an appreciation of the visual arts of the past, art education from this perspective is concerned with taking a more critical stance and addressing the increasingly difficult challenges of the visual arts in the future” (325).
School culture also truncates teacher innovation, and for many reasons: teacher resistance to top-down mandates, poor school technology infrastructures, ill-conceived or inadequate technology professional development opportunities and incentives and standardization and restrictive school and community mores and expectations.


Traditional Literacy and Critical Thinking
Knowledge Quest Volume 44, Number 5, ISSN 1094-9046
How school librarians focus on activating critical thinking through traditional literacy development can proactively set the stage for the deep thinking that occurs in all literacy development. The critical-thinking skills students build while becoming accomplished readers and writers provide the foundation for learning in a variety of environments. This "Knowledge Quest" issue explores student engagement in understanding and using data and graphics, cultivating global and visual literacies, and applying inquiry processes--all of which require skills in observation, questioning, and making connections--skills that evolve through traditional literacy development. The school librarian's role in ensuring students master skills essential for success in their future academic and real-life experiences begins with supporting their development of critical thinking as learners work toward proficiency in traditional literacy tasks.
Dando, P. (2016). Traditional Literacy and Critical Thinking. Knowledge Quest, 44(5), 9-12.


It’s really not a surprise when you think about it, but there is a lot of learning that happens when children play. Playing stimulates curiosity and expands thinking, and when children play together, they learn from each other. There is a growing body of research around play and its importance to early childhood development, particularly with regard to language and literacy development. Through play, while children learn to make sense of their world, problem-solve, communicate, compromise, and express their thoughts and feelings. Early childhood educators know how important this is and create rich opportunities for children to play in their centers and in schools.
A critical cognitive connection between play and literacy is rooted in the premise that representational abilities acquired in pretend transformations (“this stands for that”) transfer to other symbolic forms, such as written language. At our school, many of the materials that we put out for children are open-ended and allow children to assign meaning to them. A paper towel tube, for instance, might be used as a telephone, a fishing pole, a telescope or a cooking tool. Boxes or large hollow blocks might make a car, a farm stand or a desk. Play areas are also stocked with reading and writing materials for children to use as they choose. A pizza parlor in dramatic play might be equipped with wall signs (“Place Your Order Here”), menus, pizza boxes, employee name tags, discount coupons, a pencil and notepad for taking orders. These are the foundational literacy skills that support children to become life-long readers and writers. Think of play is not a break from learning, but rather learning itself!


Our American reality is a public school system that lacks the key piece of instruction that at least 30% of kids need: phonics. I don’t believe it is a coincidence that this percentage is just about the same as the number of kids who don’t graduate from high school. You may have heard of the whole language/phonics debate. Whole language instruction does work for the majority of people. This is how many of us learned to read. According to Webster’s dictionary, it is “a method of teaching reading and writing that emphasizes learning whole words and phrases by encountering them in meaningful contexts rather than by phonics exercises.” Phonics includes intentionally teaching students the relationship of sounds to letters, the rules of how the letters are put together, and how to decode words using these rules. Many elementary schools have adopted a “balanced approach,” meaning they incorporate whole language and phonics into their instruction. However, in reality, the majority of the teachers using this approach focus solely on whole language and completely leave out the phonics part. It is just easier that way when you have a room full of kids on all different levels. AND, it really does work for most of the kids. BUT, it doesn’t work for at least 30%. These poor kids usually experience a lot of failure and never get the help they need. Many of them somehow make their way all the way to high school, but will eventually drop out or simply not graduate if they are not assisted in a very intentional way.
This has been going on for a generation or more, so the teachers who are now in our classrooms, were likely never taught phonics themselves. This makes them much more comfortable with whole language, and much more unlikely to engage in phonics instruction.
Now, here is the good news. Technology and advances in the field of reading instruction have made it easier than ever before for teachers to be trained to teach phonics. There are many programs that integrate assessment instruments with intervention programs, allowing teachers to easily incorporate excellent instruction in phonics into their classrooms. All it takes is a little nudge, some good tools, and a little training, and the kids get what they need.


Facilities and Recreation
Art and Craft
Developmental Benefits of Art
Motor Skills: Many of the motions involved in making art, such as holding a paintbrush or scribbling with a crayon, are essential to the growth of fine motor skills in young children. The use of scissors develops the dexterity children will need for writing.
Language Development: For children, making art—or just talking about it—provides opportunities to learn words for colours, shapes and actions
Decision Making: Art education strengthens problem-solving and critical-thinking skills.
Visual Learning: Drawing, sculpting with clay and threading beads on a string all develop visual-spatial skills, which are more important than ever.
Inventiveness: When kids are encouraged to express themselves and take risks in creating art, they develop a sense of innovation that will be important in their adult lives.
Cultural Awareness: Teaching children to recognize the choices an artist or designer makes in portraying a subject helps kids understand the concept that what they see may be someone’s interpretation of reality.
Improved Academic Performance: Studies show that there is a correlation between art and other achievement.
- Confidence – Kids can gain confidence and self-esteem from working on and improving at their judo.
- Physical Pride – Children at a certain age start to become conscious of their physical wellbeing, and for this reason the physical benefits of judo exercise can
- Discipline – Judo teach children the benefits of disciplined practice and technique.
- Defensive Instinct – Kids learn to recognize and react to potentially harmful situations, which can always be a valuable set of skills.
- Goal Setting – martial arts programs helps to teach kids the benefits of setting and achieving specific goals. This is invaluable experience, both as it relates to school and growing up in general.
- Intellectual Stimulation – Finally, judo also involves intense focus, memorisation, and an active mind, which all provides intellectual stimulation.


If you live in Calgary and have children in the public school system, there is a good chance you have already heard about the recent government cuts that will be hitting the Calgary Board of Education starting in 2020. Many teachers have already warned that these cuts could have a negative effect on the […]
Prep Academy Tutors Blog
The way we learn new information and skills may have changed significantly over the past twenty years, but no matter how many new technological tools we acquire, basic study skills are still a central part of education at all levels. Consistently, the most effective students — the ones able to rapidly master new disciplines and […]
Because Canada is a bilingual country, acquiring a high level of French fluency while in high school can be an essential stepping stone toward careers in politics, public service, academia, law, and medicine — not to mention unlocking incredible opportunities for travel and personal development outside of work. But for parents raising kids in heavily […]
For thousands of years, mathematics has been central to education. Ever since the Greek philosopher Pythagoras set about trying to discern and codify the underlying scientific laws that govern the universe, mathematics has been an essential tool for understanding the world around us. For some students, math comes easy — the beautiful symmetry, the unambiguous […]
In this post, we will discuss some of the reasons why you should work with your child to improve their abilities in reading, writing, listening, and speaking in English and French, and will also provide examples of some of the practical things you can do to build up your child’s language skills at home.
Whether you want your child to become an engineer or simply want to make sure they can file their own taxes, ensuring they develop the arithmetical and numeracy skills they need to function in the modern world is essential.
It is important to acknowledge that our children will face opportunities and challenges very different from the ones we faced.
Perhaps no four letters are as important for building a successful career in the 21st century as STEM.
In the dynamic, ever-changing economy of the twenty-first century, many parents are worried about whether or not they are adequately preparing their kids to succeed in the future. With young workers facing more pressure than ever before to develop the kind of advanced skills needed to compete in a world where automation is making entire […]
There is no city in North America quite like Montreal. Famous for its relaxed pace of life, romantic architecture, and refined culture, the city’s bilingualism and biculturalism help it to stand out in a country where English and French tend to be geographically divided. No wonder Montrealers are so fond of their home! But while […]


art education expert
After-school programming is essential for the survival of our current, innovative, technology driven society. We need to encourage those out of the box thinkers in our schools to continue to develop those skills and help our linear process thinkers embrace their creative sides.
I am so excited to be speaking at the Wisconsin Afterschool Association’s Annual conference this weekend. I will be doing three sessions related to the importance of afterschool programming and how we can use it to give creative outlets to our right-brain thinkers as well as expand the skill sets of left-brain thinkers in order to boost academic performance for all students.
We have been busy this month addressing many things such as how to Get Your Child to Be a Math Whiz and How Doing Nothing at Home Prepares Your Child for Testing. We’ve made a list of creative activities for kids and found 10 Great Math Apps for your elementary student. If you missed something feel free to check it out now.
All kids have a desire to express themselves and are drawn to make, see and do. But they need information, training and systematic skill development to gain competency. They need art class. In every other kind of art, such as music, dance and theater, there is a predetermined, systematic method of training. It is expected that with practice and repetition students will gain a level of mastery that leads to freedom of expression and creativity.
In episode 16 of Living Life as a Visual Thinker, I discuss why visual learners need to be allowed to draw and doodle. For visual thinkers, drawing is like handwriting is for auditory learners. It is extremely important for them to feel comfortable with a way to express themselves.
Do you have a child that has a lot of test anxiety? Could you use a little help improving your child’s handwriting? Have you ever wondered what goes on in your brain when you are experiencing art or music? Are you looking for a way to give your visual thinker a creative outlet?


At Hillside we place an extremely high value on the delivery of numeracy for all our pupils. Being numerate is essential for all pupils enabling them to access several key areas of the curriculum, and for day to day life in the world outside school. Strong numeracy skills are key to securing the best college places and workplace opportunities.
Numeracy is a life skill. Being numerate goes beyond simply 'doing sums'; it means having the confidence and competence to use numbers and think mathematically in everyday life. Here are some examples of what we mean by numeracy:
Being able to manage family budgets – credit cards, offers at supermarkets etc.
Being able to estimate – in all kinds of situations, e.g. journey speed, time and distance, roughly how much a bill will be or your expected bank balance at the end of the month.
Being able to critically assess statistics used by advertisers or politicians.
In order to give our pupils to best possible chances to develop strong numeracy skills we aim to develop and improve standards of numeracy through providing models and opportunities for pupils to practise using number in a range of lessons; not just mathematics.
Each classroom has numeracy displays which outline the basic skills in addition and subtraction. We also have a numeracy logo displayed in all classrooms to make numeracy links explicit across the curriculum.
Teachers will plan to develop and improve standards of numeracy through providing good models and opportunities for pupils to practise their skills. This could be through a range of activities including: retrieving information from graphs and charts, putting events in chronological order, using timetables to plan journeys, costing holidays and other events, measuring ingredients and materials, making scale models, using co-ordinates etc. Pupils will be expected and encouraged to use a range of mental mathematics strategies to answer simple questions outside of mathematics lessons. Where more complex calculations are needed, pupils will be expected to clearly show each stage of the working out leading to the final answer.
Most parents will encourage their child to take maths seriously and try and help in the best way they can. However, not everyone has a natural talent for maths and along with the different methods that are being used today it may be difficult at times to help your child with their work at home.
Even if maths is not your strongest subject there are still ways in which you can support your child. Family maths toolkit gives plenty of information and advice on supporting your child at home with their maths work. The website contains information on the following topics:
Maths 4 Mums and Dads explains some of the key milestones that children make between the ages of 3 and 11 years old. Even though the website is aimed at KS2 pupils there are skill important tips that will support numeracy development.
The UKMT Individual Maths Challenges are lively, intriguing multiple choice question papers, which are designed to stimulate interest in maths for the most able pupils. The three levels cover the secondary school range 11-18 and together they attract over 600,000 entries from over 4,000 schools and colleges. Here at Hillside we offer the Junior and Inter-Mediate levels from 11-16.
For more information on the Trust please follow the link below.


The 8th of March is the occasion to recognise women's talents, look at this amazing work from Felice House!
Fight for your rights
Today is a great day for you, women from the whole world fighting for your rights and erase the inequalities that you encounter with men in our society is an everyday task, and today is the occasion to remain it in everyone's brain. The 8th of March (International Women day) is the perfect day to recognize the importance of women in the society, the improvements that they provided and will provide through the ages, and to think about how we could do better.
Gender inequalities has important social impacts in Europe, particularly in professional life: it is harder for a woman to assert herself and to be considered as important as men.
Women emancipation in art
It has been so difficult for artist women to have an influence in art story. Indeed, their biography is very short since they have had an influence very recently; the reason is that women artists were not allowed to participate to art education, until the XIXth century when the Academie in Paris allowed women to take part in the lessons. Before the XIXth century, women artist were not so many, and not so famous, except a few one like Elisabeth Vigié-Lebrun who became one of the favorite painter of Versailles (in the 1780s). The final stretch was the two World Wars and the emergence of the feminism, which is still on its way; artist women have now more possibilities to succeed, and we largely encourage them to persevere!
A feminist artwork
That is why we decided to share the very interesting work of Felice House, which paint movie scenes of cowboys … but replaces those cowboys by cowgirls!


Clarity by Comparison and Relationship
A Bedtime Reader for Music Educators
© 2008 GIA.
Item #: G-7312
Music Learning Theory (MLT)
In Clarity by Comparison and Relationship, master teacher Edwin E. Gordon, perhaps the world’s foremost thinker and researcher in music education, presents topics of vital interest to music educators in 57 brief, informal essays that will both inspire and provoke.
More than just musings, less than structured presentations, these brief compositions draw comparisons and highlight relationships between creativity and improvisation, memory and memorization, early childhood music and classroom music, and much more.
Along the way, Gordon’s signature style of writing, both incisive and insightful, is peppered with the observations of a lifetime of thinking about music and how we learn it, much as might be heard in a personal conversation with him. This “bedtime reader for music educators” provides an opportunity to “converse” with a master thinker. A must-read for thoughtful music teachers at all levels of education.
Motivational, Skill Building
Number of Pages:


What did the researcher want to know?
Does participation in school-based music education affect the likelihood that students will engage in music performance or attend musical events as adults?
What did the researcher do?
Elpus analyzed data from the U.S. National Endowment for the Arts 2012 Survey of Public Participation in the Arts. To examine musical creation/performance, he looked at respondents’ answers to items that asked whether they had played a musical instrument or performed/practiced any singing (alone or with others) in the previous 12 months. To examine music patronage, he examined respondents’ answers to items that asked whether they had attended live performance of classical music/opera or live jazz in the previous 12 months.
Elpus analyzed this data in relation to whether respondents participated in school music education (performance and/or appreciation). Elpus treated the study as quasi-experimental, using observable covariates to adjust for selection bias. In other words, he took into consideration the respondents’ answers to the following:
- education level
- parent’s education level
- household income (above or below $50,000)
- region of the U.S. in which they lived
What did the researcher find?
According to descriptive statistics, 28% of respondents had participated in school-based music education. In the year prior to the survey, only 13% had attended live classical music/opera, 13% had played an instrument, and 10% had sung.
Those who had participated in school-based music education (performance or appreciation) were two to three times more likely to to play an instrument or sing as adults. Interestingly, there was no significant relationship between household income and musical creation/performance (after controlling for other variables). However, Elpus found that those with higher levels of education and those whose parents had attained higher levels of education were more likely to play an instrument, which corresponds with existing notions “that children of higher socioeconomic status (SES) parents are more likely to pursue instrumental music education, with parental education serving … as a blunt proxy for respondents’ family SES in childhood” (p. 165).
Those who participated in school-based music performance classes were 35% more likely to have attended classical music or opera performance than those who hadn’t participated in performance classes, while those who had taken music appreciation classes were 93% more likely to attend these events than those who hadn’t taken music appreciation classes. The likelihood that respondents had attended classical music/opera events increased significantly with education level; those holding bachelor’s degrees were over five times more likely to attend these performances than those with no high school diploma.
Compared to White respondents, African American adults were significantly less likely to report that they played an instrument or had attended classical music/opera but were 244% more likely to have attended live jazz.
What does this mean for my classroom?
If one of our aims as music educators is to foster in our students a lifelong connection with the arts, Elpus’s findings can reassure us that this goal is indeed being achieved for many. Furthermore, if we wish to increase lifelong engagement with the arts, we must be sure that all students have access to high-quality music education.
However, the topics examined in this study focused on Euro-centric art music, with popular/vernacular forms of music largely ignored. We must continue to examine the kinds of musical experiences we offer in schools, who may or may not choose to participate in the courses offered, and how we might broaden our concept of school music to engage and better serve more students.


the axis U and V are used when texturemapping vertexes of any 3D structure. Sometimes called UV values, sometimes just UV, these two markers determine how many times a texture is repeated across a given surface
Below, we offer a selection of links from our resource databases which may match this term.
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One of Ireland's greatest myths, the T?in is an epic struggle between provinces; great war, and strife - over cattle. This fascinating tale shows how values, different from our own - even radically so - can inspitre great tyranny and hardship within a civilisation.
How do you give different creatures different minds? How do you differentiate a kobold from a dragon? This article looks at a means of changing the personality, and the values of a NPCs mind by altering the data it recieves, instead of the actual code. (Article requires registration)
Food in virtual worlds. It is not required to sustain a physical body, yet we often find our characters have to eat it, to 'sustain' their virtual forms. No balanced diet, eating is all that is required. What would happen if our characters' health was directly affected by what they eat? What if foodstuff could be combined by some core set of values to bring the cooking skill to a whole new level?
This book is essentially the direct outpourings from the designer?s mind on the foundational skills behind the design and architecture of a game, or gameworld. Of course, since virtual environments, even non-gaming, share many albeit not all of the same design features, a designer lacking these skills, risk overlooking usability issues and immersion values, without which users may struggle. This is especially true in persistent VR.
Industry News containing the Term UV Values:
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Oscar-winning film veteran Lord Puttnam, has voiced concern at how "The growing number of toy-themed virtual worlds aimed at young people risks undermining the basic human values we wish to instil in children."
"Are we abs...
There is no scientific evidence that low-level electromagnetic field exposure from mobile phones and other transmitting devices causes adverse health effects, according to a report presented by a Norwegian Expert Committee. In addition, the...
Thermal imaging technology might one day be to identify drunks before they become a nuisance in bars, airports or other public spaces. Georgia Koukiou and Vassilis Anastassopoulos of the Electronics Laboratory, at University of Patras, Gree...
Sheraton Centre Toronto Hotel
Toronto, Ontario, Canada
July 28-30, 2006
The World Future Society will hold its annual conference at the Sheraton Centre Toronto in Toronto, Ontario, Canada, July 28-30, 2006. Sess...
University of Pennsylvania researchers have created a type of nanowire-based information storage device that is capable of storing three bit values rather than the usual two.
This ability could lead to a new generation of hig...


When a room is perfectly soundproofed, outside noises such as footsteps, highway traffic, and air conditioners stay outside of the soundproofed area, and inside noises, like those coming from your instrument or voice, remain inside.
The use of new technology in classrooms is a hot topic. Particularly in the field of music, tech can fundamentally reshape the whole nature of education: what it means and who it’s for. As such, controversy swirls around the use of technology in the context of music education. This discussion explores what technology brings to the classroom and what it has taken away, as well as how it has transformed student musicians from performers to composers. But it’s also quite long, so feel free to skip ahead and read on if you’d like to read our “talking points.”


SEL Schools are emphatic about providing child-centric education, and keeping this in mind, we offer learning that is both interactive and experiential. Teaching methodology in our schools is a diverse mix of the most recent innovations in education and is based on the latest findings in tutoring research.
We realize that a single method cannot suit everyone. Our educators select the best combination of various approaches according to the learning styles and needs of their students.
Our Shri Shikshaks act as facilitators and guide the students in their learning using activities, audio-visual stimuli, projects and presentations. The focus remains on creating awareness in the students and providing them with hands-on learning experiences that they can apply to real-life situations.
Kindergarten is the first experience of the child in a structured setting with teachers and groups of children. The curriculum for Pre Primary - Nursery, KG1 and KG2 would be play-based and child centered, recognizing the students’ multiple intelligences and encouraging creative thinking. A day at the Pre-Primary would involve much free play, both indoors and outdoors, and structured time. Indoor free play would be based around a series of activities such as Dramatic Play, Sensorial Learning, Choice Time Activities, Role Play, Art and Discovery Hour/Wonder Time.
Primary School would cover a period of five years - Grade I to V, during which the basic skills in all subjects would further be enhanced and higher-level skills would be introduced to challenge students and stimulate their interest. Primary School curriculum focusses on the spirit of exploration and acquiring sound language skills, clarity of mathematical concepts and understanding of scientific concepts. Research, analysis and sythesis are focus points during these years.
Learning is enriched by several activities like drama, storytelling, poetry, music, I.T., discussions and a wide range of artistic and hands on activities.
In the Middle School years, the students would experience the joy of learning, gain a deep understanding of important concepts, develop research and experimental skills and learn to accept personal responsibility for actions, decisions and outcomes. The endeavour would be to make learning more learner centered or student led. Therefore, the focus in addition to bringing academic rigour, would be on projects and presentations based on group activities, which inculcate the values of team work. At this level, some of the approaches that will be adopted are:
Along with the essential Scholastic areas, the rich and varied Co- Scholastic program would include exchange programs, educational trips and community service.
The Senior School – Grades IX to XII, would follow the prescribed board syllabus. To cater to the 21st Century learners, exploration, innovative problem solving, independent expression and decision-making are actively encouraged. Students become informed, confident and active learners with a strong sense of self. The school prepare students to face the challenges of the future by creating education programmes relevant to today's world.
As the students enter their middle years of schooling (Grades VI to VIII), our schools that offer National Curriculum may be affiliated to any one of the following examination boards and accordingly the syllabus, assessment pattern and general practices as prescribed by the board would be mandated in these forms.
CBSE (Central Board of Secondary Education) - The CBSE curriculum is designed and developed by the National Council of Educational Research and Training, New Delhi. It prepares students for the All India CBSE Secondary Schools Examination at age 16 (end of grade X) and the All India Senior School Certificate Examination at age 18 (end of grade XII). The official website of cbse ( www.cbse.nic.in ) regularly publishes to all its schools the detailed syllabus of the year for Grades IX to XII.
CISCE (Council for the Indian School Certificate Examinations) -The Council publishes all the details of the curriculum on its official website ( www.cisce.org ). The CISCE curriculum prepares students for the ICSE examination in secondary school at age 16 (end of Grade X) and the ISC (Indian School Certificate) examination in the final year of senior secondary school at age 18 (end of Grade XII).


Lah-Lah's Adventures: Music For Everyone | Shop ACTF
Lah-Lah's Adventures: Music For Everyone
This resource for F-2 primary teachers was developed through a partnership between the Australian Children’s Television Foundation (ACTF) and Tina Harris and Mark Harris – two of the lead creatives behind the popular children’s series, Lah-Lah’s Adventures. Music for Everyone explores the elements of music as outlined in the Australian Curriculum in a fun and accessible way.
The simple lesson plans, music clips and additional videos provided in the resource will support generalist teachers in getting started with F-2 music education.
Lah-Lah’s Adventures: Music for Everyone contains:
- 24 video tutorials for teachers by Tina Harris and Mark Harris (a.k.a Lah-Lah and Buzz)
- 18 music clips from the Lah-Lah’s Adventures series that illustrate musical concepts
- 22 Curriculum-mapped lesson plans for the six elements of music (Rhythm, Pitch, Expression, Form, Timbre, and Texture)
- PDF Teachers’ Guide containing curriculum links and practical tips for the classroom
- Login access to Music for Everyone Online, and download links.
Sample Lesson Plan
Rhythm – Lesson 1
WALT: Listen for and move to the beat in music.
Have you ever heard your heartbeat through a stethoscope? What does it sound like? It has a regular beat: thump-thump, thump-thump. The beat always stays steady, but it can speed up if you run around, and it slows down when you are calm.
The steady pulse in music is also called the ‘beat’. It’s a regular kind of rhythm that we can hear or feel.
Just like a heartbeat, the beat in music can only be changed by speeding it up or slowing it down. The speed of the beat is called its tempo.
Watch Lah-Lah’s Adventures clip the ‘Woody the Woodwind’ with your class to see Lah-Lah, Buzz and the Big Live Band walking in time with the beat. Can you walk in time with the beat, too? When students are comfortable walking to the beat, they could try marching or jumping to the beat instead. What other ways can you move to the beat?
The beat changes in the second half of the song when the tempo slows for one verse. Can you slow down your movements to match the slower beat? As a fun variation for moving to the beat, students could sit in a circle and pass a ball to the beat.


CEOs across the country agree that an essential skill desired in the next generation workforce is creativity. In an increasingly demanding visual society, it is clear that building a child’s visual literacy skills is a vital role in their success in the future. Art in Action provides art curriculum, materials, and training that empowers students to develop creativity, critical thinking, self-expression, and problem-solving skills. Through hands-on learning students expand their knowledge in art and art techniques, cultural understanding, technology, and more — so every student has the skills they need to succeed and be prepared for jobs of the future. Today we reach 85,000 students, training 5,000 teachers and volunteers in 623 schools and afterschool programs in 32 states. 51% of those we serve are Title I schools in low-income communities. 82% of our schools are in California, with 55% located in the Bay Area.
As a teacher, Art in Action Founder Judy Sleeth was dismayed to find that her child’s Kindergarten class did not have an art program, so she started writing and teaching her own art lessons to the class. In 1982, she founded Art in Action as a response to a lack of art lessons taught in classrooms and the decimation of art education programs in California schools through Proposition 13. The program grew to area schools through word of mouth as the need for art programs like this continued to grow. In 1999, Art in Action became a 501(c)(3) nonprofit organization and has become an invaluable resource for school communities across the country.


Wyoming was home to native people, who lived by hunting elk, deer, and bison, long before Europeans arrived. Fur trappers came in the early 1800s. Settlers trekked across the west on the Oregon Trail; some of them bound for Utah, others for Oregon, California, and Washington. Few stayed in Wyoming and even today, the state’s population is only 600,000.
- Most of Wyoming is taken up in farmland, including pasture for cattle and fields of wheat and corn.
- Wyoming is also a rich source of coal, natural gas, industrial metals, and precious gems.
- The state is also known for its outdoor recreation, including skiing, snowmobiling, hiking, fishing, hunting, and boating. Thousands of tourists visit Jackson Hole, Grand Teton National Park, and Yellowstone, the world’s first national park.
- The climate and terrain in most of Wyoming is harsh and rugged. Wyoming is known for long, cold, windy winters and short summers.
- Wolves were successfully reintroduced to Yellowstone in the 1990s. Today, more than 45 packs and 350 wolves live in the Rocky Mountains of Wyoming.
- More than 5,000 elk spend their winters in the National Elk Refuge in Jackson Hole. During the summer, the elk migrate to Yellowstone National Park.
State capital: Cheyenne (population, 59,466)
Largest city: Cheyenne (population, 59,466)
State flower: Indian paintbrush
State bird: Western Meadowlark
Watch a video about Wyoming.
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Child psychologists explore factors that affect behavioral development and learning patterns in youth of all ages. To work as a practicing child psychologist, you'll need to possess a master's degree, but a bachelor's enables you to pursue fulfilling career opportunities as well. This page offers an overview of bachelor's child psychology programs and potential careers for graduates.
Child psychologists examine the social, emotional, cognitive, and language development in children and adolescents. At its heart, the field addresses psychological needs and offers solutions to the array of problems children often face, such as cognitive deficits, emotional and developmental issues, trauma and loss, mental disorders, and stress. Psychologists also study the social contexts that influence child development, such as family dynamics, school, and communities.
In practice, child psychology involves the study, evaluation, and treatment of biological and psychological issues, as well as research into how early experiences affect one's later life. Psychologists take a keen interest in the various factors that affect children's lives, such as school, bullying, parenting, social media use, and social pressure. Child psychology majors commonly find employment in social work, child services, education, and healthcare. Given the nature of the work, child psychologists may also consult with businesses and other organizations that serve children.
The best child psychology online programs equip you with a versatile skill set that can lead you to professions outside of psychology, such as social services or education. This section offers an overview of the common competencies stressed in child psychology programs, along with potential jobs for graduates.
A child psychology program builds comprehensive knowledge both in general psychology and child psychology principles. Most programs offer a core that covers major topics such as human development, research methods, the history of psychology, and introductions to subfields (e.g., abnormal, social, and physiological psychology). Specialized topics include child development, psychology of learning, pediatric neuropsychology, applied behavior analysis, and preferred behavior enhancement. Some programs also offer courses exclusively in the abovementioned subfields.
Through academic coursework and experiential learning activities, a child psychology program builds its students' communication, observation, evaluation, and problem-solving skills. Graduates will use these skills to work directly with children, and to organize and manage mental health programs and other initiatives.
Child psychology jobs can be emotionally taxing, particularly when working with children who have undergone trauma or anxiety. To this end, those who anticipate working in this field should exhibit trustworthiness, empathy, and patience.
While a child psychology bachelor's won't allow you to serve as a dedicated child psychologist, you can still find rewarding work in schools, social services agencies, and community organizations. Gaining hands-on experience serves as valuable step in your professional development process and can make you more competitive when applying to graduate programs.
An online bachelor's in child psychology degree prepares you to work in education, social services, mental healthcare, and the private sector. The list below outlines common career options and average salaries for child psychology graduates.
Annual Median Salary: $47,980
Social workers help clients navigate social and family issues. Predictably, child psychology majors most commonly work with children.
Annual Median Salary: $56,900
Instructing young students in math and reading, elementary school teachers help students develop foundational skills, such as communication and problem-solving.
Annual Median Salary: $58,980
These teachers tailor curriculum and teaching strategies to meet different student needs. They may also teach basic skills such as communication and literacy.
Annual Median Salary: $64,100
At a higher level, social workers may move into community management positions as organizers and administrators. Child psychology graduates often manage organizations that serve children.
Annual Median Salary: $33,120
Social services assistants support families and children in social work and education. They typically work alongside other social workers to help clients and arrange for care.
Annual Median Salary: $34,000
These specialists develop lessons plans and other curriculum measures for young children (typically pre-school or elementary age). They may work with students in groups or individually.
Annual Median Salary: $47,979
These specialists work with social services agencies, such as Child Protective Services, to ensure the wellbeing of children. They may assess family situations and determine appropriate care measures for families and children.
Annual Median Salary: $46,890
These directors oversee operations at preschools and childcare centers, managing staff and directing education programs. They also typically hire employees and budget management.
You're about to search for degree programs related to a career that you are researching. It's important to recognize that a degree may be required for a career or increase your chances of employment but it is not a guarantee of employment when you complete your degree.
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Member of the Board of the Pan-Hellenic Association of Choral & Instrumental Ensembles Conductors
In the Greek education system, choral singing is taught as an optional subject within general education. In primary education, a choir functions during the afternoon as part of a cultural and creative framework. In order to take part, students remain at school after the end of their compulsory syllabus, and this is suggested to students in the last four grades. In the morning sessions, choirs are formed during music education lessons and their main aim is to take part in performances for school or national celebrations, without taking into consideration the pupils’ vocal abilities.
In secondary education, students may participate in a choir for up to two hours per week, as an extra-curricular activity. This is part of the teaching duties and counts as working hours for music teachers.
The High Schools for Music were founded in 1988. Here students participate in various kinds of music groups such as a choir, an orchestra, a folk group etc. In public sector schools there is a general lack of facilities and teachers often lack specific training, consequently being unable to implement the necessary methodology. Despite these adverse conditions, recent years have seen a gradual increase in the number of school choirs and an improvement in the quality of most of them.
An example is the 4th Pan-Hellenic Meeting of School Choirs that took place in Karditsa in February 2012. A total of 52 school choirs from Greece and abroad participated, with an aim of encouraging school units to form important choirs.
In 2000, the Ministry of Education and Religious Affairs instituted the organization of the annual Pan-Hellenic School Cultural Games, to promote culture among students and the connection of education with the arts: events included competitive Choir Festivals. Unfortunately, in recent years this institution has weakened.
The repertoire of the choirs consists mainly of Greek music (both traditional and more modern), parts of ‘serious’ pieces of music as well as popular songs of different styles and musical currents. A crucial aid to the educator remain the anthologies of suitable music, one for the elementary school and one for the junior high-school. These include the scores of different pieces as well as instructions for the teaching procedure.
Important choirs have been set up at many Greek universities, especially at the colleges of music. They are mainly formed of students from various departments as well as graduates with a special interest in choral singing.
Since 2007 the Conservatories of Music include choir conducting departments. Previously, anyone who wished to study in that field would attend seminars held by Greek conductors who had studied abroad.
In the choirs of the conservatories, student attendance is compulsory, especially in theoretical and vocal subjects; consequently, the major conservatories of the country have active choirs with well-trained singers. Their repertoire ranges from the Renaissance to the present day.
Edited by Gillian Forlivesi Heywood, Italy


The school year start may be a delight (or dismay) to millions of kids around the globe. However, it’s important not to forget that, in some parts of the world, even an elementary school education can be a hard-won luxury.
Some of the children have to take the most dangerous roads in the world to receive the education that some of us may take for granted. If school way might seem boring to kids in wealthier countries, these little ones are surely glad to have a chance at a better future.
The Most Dangerous Ways To School
Click on the top menu’s playlist to watch them all.
They climb up mountainous paths, swim across rivers or fight their way through icy wastelands with -50 degrees Celsius. Their path takes them through amazing natural landscapes, producing spectacular scenery for a very ordinary task. The participants, at times without shoes and for days at end, are mere students on their way to school. Everyday routine meets the spectacular.
Each of us remembers their way to school. But how exciting would it have been, if you had ran through the African steppe, with crocodiles making occasionally appearances? Or when the school way had been a narrow path alongside a steep gorge dropping into a deep emptiness?
According to UNESCO, progress in connecting children to schools in third world countries has slowed down over the past couple of years. Areas that lack suitable school routes can often flood, making it even harder for kids to commute. Dangerous paths and the obstacles on the way to school are one of the main reasons why many children decide to quit education.
The solution might seem straightforward: Build more schools, or at least roads and bridges, buy buses and hire a driver. However, the lack of funds and recurring natural disasters in many countries make it difficult to provide children with the solutions they so desperately need.
The Right To Education
The right to education is reflected in international law in Article 26 of the Universal Declaration of Human Rights:
- (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
- (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
- (3) Parents have a prior right to choose the kind of education that shall be given to their children.
Certainly consist of all the 45 Projects you'll find in here next to notably reading, traveling and global politics.


A new television series seeks to support the successful transition from home to school for Indigenous children and their families.
Little J & Big Cuz is an animated children’s series that follows two Aboriginal children who live with their nanna and lovable dog. The 13 episodes explore the unfamiliar world of school and how, with the help of their teacher Miss Chen, Little J and Big Cuz navigate typical school occurrences, like show-and-tell, lunchtime activities and school performances.
The show has been devised, written and directed by Indigenous creatives from across Australia. The characters for the series are voiced by prominent Indigenous actors including Deborah Mailman, Miranda Tapsell and Aaron Fa’aoso. The animated nature of the series allows for re-voicing in Indigenous languages.
Research Developments (RD) reports the series was borne out of a partnership between the Australian Council for Educational Research (ACER), Ned Lander Media, National Indigenous Television (NITV), Screen Australia, Film Victoria, Screen Tasmania and the Australian Children’s Television Foundation.
Little J & Big Cuz forms part of a wider School Readiness Initiative, where ACER is working with support from the Secretariat of National Aboriginal and Islander Child Care (SNAICC) and Lotterywest to develop free support resources for teachers.
‘A team of experts convened to develop the resources, including Indigenous Education Consultants from both the early years and primary school sectors, and a former Senior Education Officer from ACARA,’ RD reports.
‘Tailored to work within pre-schools and primary schools, the free resources integrate with the series around episode themes and stories. Importantly, the resources will be mapped to the Early Years Learning Framework and the Australian Curriculum (Foundation – Year 2), and can be used by educators within and outside of the classroom.’
The School Readiness Initiative has been informed by research, including the 2010 report Using television to improve learning opportunities for Indigenous children, by Dr Michele Lonsdale.
‘Studies show that television viewing is a popular activity for pre-school-aged children and that educational television programs can help improve children’s school readiness by building literacy and numeracy skills, cultural awareness, self-esteem and appropriate behaviours,’ the report notes.
The Dusseldorp Forum is supporting an evaluation of the impact of the School Readiness Initiative for children, communities and schools.
A 2016 literature review, completed as part of that evaluation, confirms the findings of the original literature review and highlights the evidence underlying the purpose of the series and its selected content, style and format.
‘Results from the evaluation will assist in developing future series of Little J & Big Cuz and will help to tailor resources in order to maximise the overall effectiveness of the initiative,’ RD adds.
The TV series is set to be broadcast on NITV around Easter 2017 with subsequent availability on catch-up TV. Educators wishing to find out more about the series and free teaching resources can join the Little J & Big Cuz educator community.
- This article originally appears at:
- Article taken from the following publication:
- Teacher Magazine
- Article submitted by:
- Rebecca Vukovic


These guides for first-year teachers offer crucial tips for managing the classroom, students, curriculum, parent communication, and, of course, time.
Classroom Activities: 25 Book Report Alternatives
Bored of traditional book reports? Use these twenty-five ideas to shake up your book-related activities.
PreK–K, 1–2, 3–5, 6–8
If you notice big eye rolls or hear lots of groaning when you mention the words "book reports," it's probably time to shake up your repertoire of book-related activities. From developing chat room-style discussion questions and writing online book reviews to designing book covers and creating pitches to "sell" Oprah on a favorite author, there are many innovative alternatives to traditional book reports.
The following ideas will rev up your students' enthusiasm for reading while creating opportunities for them to practice reading comprehension strategies and build language arts skills. Most of the activities are adaptable across grade levels and are flexible enough for whole-group, small group, or individual assignments.
- Write a letter to the main character and the character's reply.
- Write a different ending for the book.
- Pretend you are a talk show host and interview the main character.
- Create a travel brochure for the setting of the story or scrapbook pages about key characters.
- Create a book jacket, including illustrations, an enticing synopsis, author bio, and favorable reviews.
- Summarize the book into a comic or story aimed for younger students or your classmates.
- Write a news article about an important event from the book.
- Write about the decisions you would make if you were the main character in the book.
- Dramatize a scene from the story with other students or using puppets.
- Post a book review on Share What You're Reading.
- Choose two characters from the story and write a conversation they might have.
- Write a letter or email to a close friend recommending the book you have just read.
- Make a list of new, unusual, or interesting words or phrases found in your book.
- Prepare a television commercial about your book. Act out the commercial for your classmates.
- Write ten chat room-style questions that could be used to start an online discussion about the book. Or, write ten questions that test other students' understanding of the story. Make sure you provide a list of answers.
- Explain why you think this book will or will not be read 100 years from now. Support your opinion by stating specific events in the story.
- Discuss one particular episode in the story that you remember most. Describe why you think it remains so clear to you.
- Write a letter/email to the author of your book. Address it to the publisher and mail it. Or, see if the author has a website and email it.
- Write a ballad or song about the characters and events in your story. Set the words to the music of a popular song and sing it to the class.
- Give a dramatic reading of a scene in the book to your classmates.
- Describe in detail three characters from the story. List reasons why you would or wouldn't want to get to know these people.
- Design a poster or new book cover depicting the climax of the story.
- Write an acrostic poem about the book using the letters in the title of the book or the name of a character or author.
- Draw a classroom mural depicting a major scene(s) from the book.
- After reading an informational book, make a scrapbook about the topics.
These ideas were adapted from November! Idea Book by Karen Sevaly (© Teacher Friend, a Scholastic Company) and The Scholastic Teacher Plan Book by Bill Singer and Tonya Ward Singer (© 2005, Scholastic).


- 123 (Registered)
Total learning: 1 lesson
- This essential bilingual class introduces your little one to the joy of music through the Yamaha core principles of Comprehensive Music Education, Group Lessons and Timely Education in a fun and educational environment. Research shows that children who are exposed to music at an early age benefit from an enhanced development in several areas: social-emotional, fine and gross motor, sensory, language and cognitive. Incorporating music from around the world, children and their loved ones vocalize, move, listen, and play instruments as a part of every class. Our activities help you and your child to develop rhythm, confidence, and a love for singing and playing instruments. We move through a series of activities designed to encourage vocalization, exploration of instruments and the sounds that they make. Little musicians will also learn to internalize the beat of music and express it through the tapping of instruments.
This fun class introduces your little one to the joy of music with the expertise of the Yamaha Methodology.


Denissa Rodrigues November 13, 2019 Coloring Pages
Because they don’t have the fine motor skills for it. Even adolescents color outside the lines. I can’t really vouch for adults since I’m not one, but adults are people, so I’m assuming that, given a children’s coloring book, they would color outside the lines too.
People decide whether or not they like a product in 90 seconds or less. 90% of that decision is based solely on color. So, a very important part of your branding must focus on color.
have a great impact on the child’s development. And the benefits of these coloring books are valuable. By this simple activity helps children to develop on many levels while being a great way to spend free time.
Coloring sheets, books, and pages can be integral in preparing children for the more structured work on paper ahead of them. Most children thoroughly enjoy coloring which can foster physical and psychological development in a range of areas. By encouraging their love of coloring at an early age, you’ll contribute to a lifetime of positive benefits. Even though coloring may be perceived as a simple activity, it does provide children an excellent opportunity to develop skills that they can use for the rest of their lives. In addition to gaining crucial foundational skills, coloring provides a powerful outlet to spark their imagination and it provides them with an excellent means to express their inner thoughts and feelings.
improve Handwriting – Children need both hand strength and dexterity to manipulate a pencil on a paper with the proper pencil grasp. Activities such as coloring will help teach them to hold the writing tool in the correct manner. The attention to detail children gain through this activity will aid them in writing both printed letters and cursive script. Starting out with coloring pages at an early age can help to develop these strengths so that writing comes more easily and naturally.
Very often it can take a lot of work, time and patience on the part of a picture to be accurate and be a great concentration training.
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Sense of Smell
Have you ever noticed how a certain smell can remind you of old memories? Maybe the smell of homemade cookies or perfume reminds you of your mom. Does the smell of stinky socks make you think of your big brother?
Inside your nose is the olfactory epithelium, which is a fancy word for “smell device.” In the olfactory epithelium are more than 10 million scent receptors. These receptors can distinguish up to 10,000 different smells. Tiny odor molecules pass through the nose. The receptors send messages to the brain about the smells. Your sense of smell can help you understand your world. You know when you’ve burnt the toast and the smell of cut grass alerts you that summer has finally arrived. Your sense of smell also makes food tastes better. Try tasting something while you pinch your nose shut. Doesn’t taste the same, does it?
Fun Facts about the Sense of Smell for Kids
- Two scientists, Richard Axel and Linda B. Buck, won the Nobel Prize in 2004 for their research on the nose and sense of smell. They split a prize of $1.3 million.
- Your nose isn’t just for smelling. Air moves in through your nose to your lungs. Tiny hairs in your nose trap dust and pollen so it doesn’t go in your lungs.
- Your nose warms air before it heads to your lungs.
- Mucous membranes make mucous – maybe you call it boogers or snot. Mucous keeps your nose moist and also helps trap dirt and dust.
Sense of Smell Vocabulary
- Perfume: A pleasant fragrance women put on their skin
- Stinky: a bad smell
- Receptors: cells that receive information
- Pollen: particles from flowers
- Mucous: thick, oozing substance
Learn More All About Your Sense of Smell
Check out this video about your nose and how it works:
A video explaining the anatomy of the nose and its functions.
Sense of Smell Q&A
Question: Why do I get nosebleeds?
Answer: Usually nosebleeds happen when the air is dry, or when you have a cold. They can also happen if you pick your nose or get hit in the face. Nosebleeds are messy, but they’re usually not serious. If you get a nosebleed, grab a Kleenex, sit down and pinch your nose to stop the bleeding. Don’t tilt your head back.
Enjoyed the Easy Science for Kids Website all about Your Sense of Smell info? Take the FREE & fun Your Sense of Smell quiz and download FREE Your Sense of Smell worksheet for kids. For lengthy info click here.
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APA Style Citation
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