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Click below to play a sample Core Video from our Praxis II Elementary Education Online Prep program. This particular video focuses on important terminology you may encounter on the exam that describes the basic structure of the Earth, including the four "spheres" that comprise the Earth's surface, as well as the four layers that make up the Earth's internal composition.
When you purchase any of our Praxis II Elementary Education Online Prep programs, you'll get Core Videos like this one covering every key Earth science, life science, and physical science concept you need to pass. You'll learn the same key subject matter you would in our live classes, as well as strategies for success on the various multiple choice question types you can expect on the exam. Then, once you are confident with the underlying subject matter, you can watch our Smart-STEM Virtual Tutoring videos, in which a tutor will show you how to apply your knowledge to the specific question types you are most likely to encounter on the actual test.
Both our Core Videos and Smart-STEM Virtual Tutoring videos are included in all our Online Prep programs!
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These Core Videos Are Included in All Our Praxis II Elementary Ed. (Science Section) Online Prep Programs...
Below is a complete list of the Core Videos that are included in all our Praxis II Elementary Education (Science Section) Online Prep programs. These videos have been created by our industry-leading team of Teachers and Subject Matter Experts based on the official Content Specifications published for the Praxis II Elementary Education: Content Knowledge (0014/5014) and Praxis II Elementary Education: Multiple Subjects (5031-5035) exams, along with research and feedback from students and test takers, so you get an engaging, easy-to-use, and highly-focused program that makes the absolute most of your study time and teaches you the exact content knowledge and strategy you need to pass the exam.
- Structure of the Earth System (You are currently viewing this free sample video.)
- The Rock Cycle
- Plate Tectonics and Effects of Plate Movements
- Bodies of Water
- The Sun, Solar System, and Galaxy
- Eclipses, Lunar Phases, and Tides
- The Calendar and Seasons
- Characteristics of Living Things
- Organ Systems
- Genetics, Evolution, & Heredity
- Regulation and Behavior
- Physical Factors Affecting Organisms
- Categories and Traits of Familiar Organisms
- Ecosystems and Relationships Between Organisms
- Basics of Matter
- Chemical Changes, Physical Changes, and Mixtures
- Motion and Related Concepts
- Basics of Energy
- Temperature, Thermal Energy, and Heat
- Simple Machines
- Electricity and Magnetism
- Light Waves and Sound Waves
- Personal Health
- Science as a Human Endeavor
- Unifying Processes of Science
Enroll in Praxis II Elementary Education Online Prep, and you can begin watching all these Core Videos right now! You'll also get instant access to a host of other great features, including Smart-STEM Virtual Tutoring Videos in which an expert tutor will discuss each question from the science section of your full-length, Praxis II Elementary Education (Version 1) Practice Test, teaching you proven strategies for applying the subject matter knowledge you've gained from our Core Videos to the specific types of questions you are most likely to encounter on the real exam.


Deepak Kulkarni served as coach to a group of elementary school students participating in a national math problem-solving contest: the Noetic Learning Math Contest. In the Fall 2012 competition, the team that Deepak Kulkarni coached was the best-performing California team for fourth graders, winning national honor medals and national honorable mention awards.
BACKGROUND: Recreational mathematics can be used to stimulate mathematics enthusiasm in students. A very good example of recreational mathematics is the Sector 33 App game developed by NASA’s Smart Skies Education program. The Sector 33 App game teaches mathematics in the context of air traffic management. Another good example is a book Deepak has written on learning math problem solving with KenKen. Deepak has used both the Sector 33 App game and his KenKen book in successfully stimulating love for math in students. A survey of students found that students view his classes to be as much fun as other recreational activities.
NASA PROGRAM FUNDING: NASA Education Program
Contact: Deepak Kulkarni


The 2012-2013 school year marks the beginning of the third year that elementary students in the Fairfield-Suisun Unified School District have been without music or arts due to budget cuts.
While students and parents question this cut, the State of California has made it clear that music and art is only “suggested” curriculum in elementary schools.
As an alternative, some elementary schools within the Fairfield-Suisun Unified School District are keeping the music alive by partnering with a local non-profit group, called the Young Artists Conservatory of Music, to offer students a program called Music Matters.
This is a tuition based program that is “designed to inspire and retain young musicians in ongoing musical education and performing arts throughout our community.”
The program offers students lessons in band, strings, chorus and guitar.
In the classroom of Dan Peckham, band teacher at Green Valley Middle School, musical notes are as important as words, math calculations and test scores. He said that the cuts have affected his program at the elementary school in more ways than one.
“Interestingly, my enrollment has increased instead of declined. With that though, the skill level of the students is lower coming into middle school. So, I'm dealing with a greater percentage of beginners with larger class sizes. We are moving slower to get to an expected proficiency at the age level of the students.”
At a recent visit, about one-third of the students raised their hands when asked if music cuts had affected them directly.
While partnering with programs such as the conservatory appears to be a reasonable alternative, there are some who oppose saying that even this option separates those who can pay from those who cannot afford to pay for lessons.
Wanda Cook, Artistic Director at the Conservatory, has addressed this by saying that they are currently “working to fund a district wide program through aggressive grant writing."
Still many say that music in the classroom is not necessary for students. There are valid arguments for both sides of the issue.
An article in ehow.com points out that there are a few possible downfalls of having music in schools. It states that loud music can be a distraction to other classrooms, that exclusively offering music conveys a bias to other programs such as film making or acting and that children with difficulty understanding music may receive poor grades which would adversely affect their grade point average.
On the flip side, there are several studies which identify music as a worthwhile endeavor for all schoolchildren.
In Rhode Island, a group of first-graders who were identified as underachievers, were given music and visual-arts training. In less than one
full school year, these students had not only caught up in reading but had also surpassed their peers in math. Additionally, teachers saw improvement in both attitude and behavior in these same students.
According to the
Children’s Music Workshop, a private company which offers music programs to students in the Los Angeles area, “Experts
have proven that music education not only enhances a child's academic
performance in math and science, it also engenders teamwork, communication and other social skills that are critical to success as an adult.”
Now we place the question to the readers of Suisun Patch. How important is music education in the classroom. Is this something that students can do without? Why or why not?


I really like the Choice Based or TAB approach. It is directed
toward elementary art and a good companion to Studio Thinking
which is more suited to Secondary.
With Choice Based it is so natural to integrate learning technology.
I love the Davis book too that focuses on Big Ideas, Interdisciplinary and
Authentic Assessment. It is a simple and interesting read. My undergraduates
understand this book. My graduate students who do not have a strong
curriculum background like the book too.
I wish there was one book that could be used that would cover
all the various philosophies or approaches. And, provide a critique of them
and examples for how to use them in the classroom. In all my
years of teaching art education methods, I have found the lack
of adequate textbooks a real problem.
I do use Emphasis Art and Kathy's book for my pre-service elementary art education majors.
The state has so many requirements for us to meet and holds our programs to 120 hours. It is
difficult to cover everything in just two courses.
I use Emphasis Art for pre-service elementary classroom teachers. I tried using Children & Their Art.
It is just too academic for these students.
I don't know if you ever got a copy of Boxes with Fires article. That article described how to integrate
technology into the Choice Based or TAB Art program. The Choice Based approach fits so
well with social constructivist or student centered learning.
> to teaching was a combination of Comprehensive Arts and
Choice Based. DBAE
> (Discipline Based Art Education) got a bad rap by
teachers doing it wrong.
> DBAE originally included aspects of
Comprehensive Arts (but that part was not
> done very well by most
I highly recommend that any art methods course include Choice
Art Education. Students need ownership of their art. The work must
their ideas! I hear all the time about the woes of students
artwork behind. Did they ever ask themselves the question
> "Why?" When
the artwork is their idea, they can't wait to take it
You folks are so lucky now! There is a very affordable - easy to
"textbook" (In quotation marks because book is only around 100
Many textbooks are huge - full of stuff you don't need -- smiles.
need this book) for Choice Based Art Education!
> Through Artmaking: Choice-Based Art Education in the
Classroom ~ by Katherine
> M Douglas and Diane B. Jaquith.
Teachers College Press ISBN
Yes - that is our "Two Ducks" Kathy ("Quack-Quack" to
> you Kathy, if
you see this post).
> back, I helped out answering a survey on art teaching methods.
The more I
> answered, the more frustrated I got. Good art teaching can
not be channeled
> into one approach. There must be art history content
(what they wanted was
> DBAE approach there), social awareness - art's
role in society (can't
> remember what they called that approach now),
how the arts relate/interact
> (Comprehensive Arts - which their survey
omitted) - and student centered
> (Choice based). Oh and don't forget
"Brain Based". I think that approach came
> out of Iowa in the early
90's - but don't remember for sure now...... Then
> there was also
"Visual Culture". Good art teaching does all of that. Save
students almost twenty years. Teach this right from the
(smile). Actually, I kind of came full circle. My first
experience was mainly Choice Based - but then I wasn't as good
integrating art history and the other arts. Certainly couldn't
it on my measly salary of $8,000 a year (chuckles).
> if you reply to this message, remove my email address
before you click


> The teacher has it
> figured out, and is a resource and guide to helping
> the student learn the aspects from their own
> initiative, direction, and outcome.
I would like to respond to this quote above from Esa Tipton.
I humbly believe one of the basic tenets of constructivism, is that the
teacher does "not" have it figured out. As a matter of fact, the teacher is
a learner along side the students. Perhaps and granted the teacher is a more
sophisticated learner and more experienced, but nonetheless, the teacher is
always learning within a constructivist approach.
The main goal of constructivism is to create a dynamic learning community.
This includes students, the teacher and the community at large. A
"constructivist" teacher who believes they have figured it out and is serving
as a guide to help their students figure it out, is not really a
constructivist. This is known better as Discovery Learning. This is what
separates Discovery Learning approaches from Constructivism. No one ever
figures it out in the constructivist approach. The journey that one goes
through on the way to try to figure things out is what constructivism is
about for me. Discovery Learning is really helping students try to figure
out what the teacher had in mind all along. Discovery Learning is quite
different from constructivism.
To me this is why constructivism is really a revolution in the way we think
about learning. This kind of conception about learning has never ever been
realized in any large capacity within our past and present educational
system. Even though many people trace the idea back to Socrates, the ideal
of constructivism has never really been realized. Our own bureaucratic
structures, tradition and our lack of understanding as yet about how peopl.e
learn keeps the education enterprise in its current state of ineffectiveness
As part of the educational establishment, I regret this condition. However,
I must recognize that our own educational establishment, myself included. is
a major part of the problem about the current ineffectiveness of education.
I regret to say that even though I see my own and our profession's blind
spot, I am probably not the best person to fix it. Revolutions usually
happen from outside a profession.
However, that is not to say that I am giving up. I am just realistic about
our chances about implementing the ideals of constructivism. So I continue
to try to provide a "pure" constructivist approach as best I can within my
own art education methods courses. I am hopeful that over time (30 or 40
years) education will realize a more constructivist ideal. I am hopeful that
constructivism doesn't just go the way of all the other so-called trends. I
hope it continues through time. Of course, time will tell.
> Do You Yahoo!?
> Yahoo! - Official partner of 2002 FIFA World Cup
> http://fifaworldcup.yahoo.com >


Common Core has become a household phrase for those involved with the school district. Across the nation schools are adopting more rigorous curriculum, and changing the way information is presented in the classroom. The Common Core State Standards Initiative is the name for the national education movement, but Kodiak Superintendent Stewart McDonald said not all states were required to adopt those specific standards.
“They had to have standards as rigorous as the common core state standards or their equivalent. And some standards opted to go with their equivalent. The new Alaska standards are essentially the common core standards with some significant differences. In language arts they made some adjustments in the earlier grades to make sure that developmentally those standards were appropriate. But in mathematics, the new Alaska standards that are common core based are actually arranged differently and broken into a better sequence through kindergarten through fifth grade. But after that they are essentially t he same thing as the common core state standards.”
Jenny Schauf is the curriculum coordinator for the district and said the idea is that each grade level builds upon the one before, and students will be required to demonstrate knowledge learned in all previous grades, in addition to whatever they are learning for a particular academic year.
“So if you look at the kindergarten standards in reading, for example, standard one in reading is looking at text based evidence. At the twelfth grade level it is also looking at text based evidence, but it’s scaffolded. So at an early level the foundational skills are put into place so kids are specifically taught or expected to learn certain things so that when they get into the upper grade levels they are allowed to focus more on the content and not the foundational skills that are needed.”
While the federal or state government isn’t mandating how
things are taught in a classroom, the new standards are definitely
shaking up the way information needs to be presented in order for
students to meet the new requirements. McDonald said teachers are having
to rethink how they help students understand subject matter because
they will have to demonstrate the knowledge in different ways.
“So if a standard only asks for you to use rote
memorization: know something or actually write a sentence that contains a
noun and a verb, that sort of thing, than all you’re doing is, the
level of instruction is – well, like the level of instruction we all
received growing up. But when the standard itself is asking for higher
level application to demonstrate meeting the standard, it’s the game
changer. This is what is significantly different about these new
standards. They ask for things to be measured in their application. Not
just do you know, but can you actually apply it, and then to what degree
are you applying it.”
He said the shift toward this type of learning and testing has been
coming to the whole state for some time, and Kodiak has been slowly
implementing it in various grade levels.
“The communication between the state and school districts
over the last couple years has been tough. It’s not been real clear.
There hasn’t been a single piece of paper, outlining and bulleting the
requirements in a very plain, user-friendly way to read it and
communicate with the public. So most people and most school districts in
the state think that this is stuff each district is dreaming up, or
they’ll find a district that hasn’t decided to move on these things yet
and they’ll say well that district isn’t doing it so why do we have to.
Well I mentioned procrastination, I believe if people don’t like what’s
happening here today, what’s happening in those districts that are
waiting will even be worse.”
McDonald said Kodiak has had to fast track these teaching
and learning methods into the classroom because now the federal
government is looking to measure how students are doing with common
core. He said students will be taking pilot tests this spring that will
do just that.
While the new state and national standards have certainly
changed curriculum for students, they’ve also changed how that
curriculum is graded. Tune in to KMXT’s newscasts tomorrow to hear more
from Superintendent Stewart McDonald about grading policies have
changed, and how teachers are adapting.


"It's not every day that you get to trample through wetlands and get your hands dirty, literally, in the soil," said Michele Concienne, a second-year elementary education major from Broomfield, Colo. "It's been awesome because I've learned something from being here, and I've also gotten to teach the kids some things."
"This has been great because when I become a teacher, I'll already have experience teaching in an outdoor setting," said Gina Julian, a third year elementary education major from Spooner, Wisc. "Today I've been able to see what works, and what doesn't, with the kids."
Concienne and Julian were just two of 25 undergraduate MSU students who volunteered their time to be part of Longfellow Elementary School's annual Wetlands Festival. This is the fourth year MSU has collaborated with Longfellow, though the festival itself has been in existence for about twice as long.
At her station, Concienne and her co-teacher taught about wetlands soil. By examining soil taken from different depths below the ground, the two MSU students helped children differentiate between organic and mineral soils based on color and texture.
It was challenging but fun to run the station, Concienne said, adding that she had to adapt the lesson to suit the personalities of each group of students who participated.
At another station, Julian and her students examined cattails with a magnifying glass, learned about the different parts of the plants, inspected cattail habitat, and even made cattail dolls - which was especially popular with the students.
"Oh, yea!" one exclaimed after hearing she was going to get to create a doll.
During the three-day event, approximately 275 students from Longfellow Elementary's kindergarten, first, second, third and fifth grade classes spent time moving through various stations at several wetlands near Bozeman, including the Cherry River Fishing Access site and Langohr Park. Longfellow's fourth grade students are slated to participate in a different wetlands experience in October.
At those stations, students learned about a variety of wetlands-related topics, including insects, soil, water quality, pollution and the effect humans have on the environment.
Festival teachers emphasize an interdisciplinary approach to learning about wetlands, and even include time for art and writing throughout the day, said Randy Walthall, Longfellow Elementary's principal.
By approaching the material through many different lenses, he said, students start to see connections.
He said the festival is important simply because it can help children learn that wetlands are essential to a community.
"Our students live here," Walthall said. "This is their community, their watershed. It's important that our students know why the wetlands are important. It's important that our students understand the wetlands so they can take care of our very special valley."
The festival is also a good opportunity to get young children hooked on science and the outdoors, said Mary Leonard, an education professor at MSU who helped coordinate the MSU student volunteers.
"We need to keep trying to get kids into nature," she said. "To hook them on science is key, and the opportunity to experience a wetlands just might do that. There are some things you just can't learn in a classroom.
"Children are naturally interested in science," she added.
And for MSU students studying to become educators, she said it's also a wonderful opportunity to experience teaching in the outdoors.
"It can be hard for students to get in enough time teaching," Leonard said. "It's almost like no (amount of practice) would ever be enough. So it's great because the students get to prepare the material and then teach it five times throughout the day. It's a very hands-on experience for them."
Mary Leonard, (406) 994-2336 or email@example.com


Elementary Education Major Requirements
I. Major and Professional Education Program Requirements
- ED 102 Foundations of Education
- ED 212 Teaching Mathematics in the Elementary School
- ED 228 Children’s Literature
- ED/PSY 229 Educational Psychology
- ED 245 Diversity Field Experience
- ED 305 Classroom Management
- ED 312 Elementary Science and Social Studies
- ED 320 Art Education in the Elementary School
- ED 323 Teaching the Communication Arts I
- ED 324 Diagnostic-Based Interventions in Literacy Instruction
- ED 325 Teaching the Communication Arts II
- ED 329 Music Education in the Elementary School
- ED 405 Education Seminar
- ED 410 Student Teaching
- ED 412 Measurement and Assessment in Teaching
- HPE 109 Techniques of Basic Skills in Physical Education
- HPE 314 Physical Education in the Elementary School
- SPED 300 Introduction to Exceptional Children
II. Other Program Requirements
- AN/SO 218 Introduction to Native American Studies
- CS 103 Instructional Media and Technology
- MA 201-202 Mathematics for Elementary Education
- HPE 214 The School Health Program
- PSY 227 Child Psychology or PSY 105 General Psychology and PSY 203 Developmental Psychology
- One semester of earth science (EAS 201, ES 121 or AS 102). Lab is required.
- One semester of life sciences (BI 101 or BI 102). Lab is required.
- One semester of physical sciences (CH 111 or PHYS 103). Lab is required.
- A United States history course
- All degree students should review requirements for graduation as described in this catalog.
- Courses in economics, anthropology, and American national government are highly recommended.
- All elementary education students must have a minimum 2.5 cumulative grade point average. All Major, Professional Education Requirements and Other Program Requirements must be completed with a grade of “C” or better.
III. Acceptance Into Teacher Education Program
All students in programs that lead to teacher licensure (elementary or secondary education) should review requirements for acceptance into this program


Literacy Development in the Early Years:This book emphasizes both constructivist and explicit strategies for teaching literacy to young children within an integrated language arts approach. With a thought-provoking and rich presentation, renowned author Lesley Morrow explores literacy development as an active process between children and adults to create meaning and real purpose. The Sixth Edition presents a theoretical and research-based rationale for its contents, as well as extensive practical applications to help readers grasp the scope and the complexity of early literacy development. This Sixth Edition embraces integrated language arts and an interdisciplinary approach to literacy development as it addresses developing writing, reading, and oral language in the home and in school curriculum. The use of expository and narrative selections of children's literature is emphasized, as well as motivating children to become lifelong readers. This edition spends more time with strategies for preschool literacy and skill development in grades Pre-K through three. Both constructivist problem-solving teaching techniques and more explicit systematic instruction are discussed. Key to this Sixth edition is the expanded coverage in the assessment chapter of the importance of assessment-guided instruction. In addition, differentiation of instruction has been made a high priority, and much more attention has been paid to dealing with children from diverse backgrounds. There are also more practical examples of how teachers can put strategies into practice than in other editions, especially with the new supplementary perforated pages that can be torn out of the book for actual use with children.


Infants and Toddlers
- Early Childhood Learning and Knowledge Center.
- The Center
offers relevant, timely information, knowledge, and learning to Head Start programs and the early childhood community in an easy-to-use format. It is a comprehensive resource for anyone involved with, or interested in, early childhood education, health, and wellness.
- Early Childhood Obesity Prevention Policies
- Limiting TV and other media use, encouraging infants and young children in preschool and child care to spend more time in physically active play, and requiring child care providers to promote healthy sleeping practices are some of the actions needed to curb high rates of obesity among young children (birth–age five), says this 2011 report from the Institute of Medicine.
The report recommends steps that should be taken by child care centers, preschools, pediatricians’ offices, federal nutrition programs, and other facilities and programs to shape children’s activities and behaviors. Policymakers, health care providers, and child care providers can counsel and support parents in promoting healthy habits in the home, the report adds.
- Indian Health Diabetes Best Practice: Breastfeeding Support.
- The 2011 Indian Health Diabetes Best Practice: Breastfeeding Support [PDF – 234 KB] describes clinical tools and technical resources to effectively support breastfeeding. The target population to be covered by the best practice is ultimately the breastfeeding dyad—mother and baby.
- Infant Nutrition and Feeding.
- This handbook
provides an overview of topics related to infant nutrition and feeding and answers some common questions on feeding infants. Chapter topics include: the nutritional needs of infants; the development of feeding skills; breastfeeding; formula feeding; the introduction of complementary foods; oral health; obesity; and physical activity and motor skill development. It is available as a PDF.
- An Easy Guide to Breastfeeding for
American Indian and Alaska Native Families.
- This 28-page booklet
[PDF – 1.3 MB] is for all American Indian and Alaska Native women and their families who choose to breastfeed. The booklet covers healthcare benefits, planning, workplace accommodations, and the father’s role in an easy-to-read text, designed to answer women’s and families’ questions.


The Davis series "Art Education in Practice" includes Marilyn Stewart's
user-friendly "Thinking through Aesthetics." My students like this book and
it seems to help them get a grasp on the topic.
An older book that stimulates aesthetic thinking is "Puzzles about Art: An
Aesthetics Casebook" by Batlin, Fisher, Moore, and Silvers (St. Martins
Press). This book has aesthetic scenarios to contemplate.
I have used other more advanced books for senior-level and graduate-level
aesthetic courses, but these two have worked the best for beginners.
I think what Diane is suggesting for a thread of discussion is the
aesthetics of visual culture which would likely be difficult for beginners
until the understand the basic concept of aesthetics in general.


It has been my experience that lessons that are based upon the elements and
principles are the least effective. This is not to say that elements and
principles are not important because they are the foundation of what we
teach, however, I believe that substantial art lessons do not end with the
elements and principles. What we teach is much deeper than that.
One way to approach this is to ask yourself the question that Jerome Bruner
posed in "The Process of Education" (1960), "For any subject taught., we
might ask [is it] worth an adult's knowing, and whether having known it as a
child makes a person a better adult."
With this idea in mind, we might ask "How is knowing about line (or shape or
form or any e/p) worth an adult's knowing? How can knowing about line make a
person a better adult?"
If line or whatever e/p is to be explored in a lesson, why not explore it
from a broader sense? For example, How do artists use line to represent
time, place, etc? How is meaning expressed through line?
A concrete example is found in the work of Hundertwasser who used curved
line as an element of nature. Simply looking at the curved line in his work
is meaningless, but exploring why he used curved lines and how curved lines
represent nature deepens the lesson. This sort of lesson impacts lifelong
learning because the curved line leads the viewer to explore ecology and
global issues that affect us all. It's a way of addressing and solving
I am sure many of you will disagree with my stance, but I hold firm to this
Join us in June 2006 for Paris, Avignon, and the French Riviera
Space is limited --- E-mail this address for details
For art teaching resources, professional development, & travel, visit:
For information about the NAU art education program:
Pamela G. Stephens, PhD
Northern Arizona University
P.O. Box 6020
Flagstaff, AZ 86011-6020
928.523.2432 (voice mail) 928.523.3333 (fax)


AutoCAD Certification and Certificate Program Information
Learn about training programs for AutoCAD software. Find out what students learn in these programs, and read about some popular career options for AutoCAD professionals. Check the certification process in this field.
AutoCAD is a design tool used primarily by engineers and architects, although other designers sometimes rely on it as well. Many architecture and engineering programs feature AutoCAD classes among their course loads, but a few schools and online organizations offer separate AutoCAD certificates. The majority of AutoCAD certificate programs last just one course, or three credits, and take 6-12 months to complete. Online AutoCAD programs may take even less time.
The basic purpose of an AutoCAD certificate program is to provide aspiring designers, engineers, and architects with a working knowledge of the most recent AutoCAD design software. Students enrolled in an AutoCAD certificate program learn the basics of the software, as well as how to control efficiency tools, working layouts, complex objects, and image files. Students also learn how to customize AutoCAD to fit their specific career needs, whether they aspire to work in mechanical engineering or aeronautical design. Certification is available for AutoCAD users at two skill levels.
Most AutoCAD certificate programs are offered to any students who wish to sign up; there are rarely educational prerequisites. For the most part, applicants to an AutoCAD certificate program need only have a working knowledge of basic computer systems and a desire to learn about design and engineering software.
Several instructional topics and hands-on skill sets are taught to students within an AutoCAD certificate program. Some of these are:
- Drawing with AutoCAD
- Designing complex objects
- System setups
- Working layouts
- CAD standards
- Drawing setups and utilities
- Productivity with AutoCAD tools
- Object types
- Introduction to 3D
- AutoCAD customization
Popular Career Options
While a certificate program in AutoCAD can in no way replace the training of a bachelor's or master's degree program - and therefore cannot successfully prepare students to enter careers in engineering or design - it can provide extra tools and skills necessary to become successful as:
- Commercial architects
- Residential architects
- Civil engineers
- Mechanical engineers
- Electrical engineers
- Metal fabrication technicians
- Aeronautical engineers
- Automobile engineers
Autodesk, the company that develops the AutoCAD software, offers two certification levels: AutoCAD User and AutoCAD Certified Professional. Earning certification involves passing an examination. These timed exams combine multiple-choice questions with questions that require hands-on use of the software. Though experience and training in AutoCAD is not required to become eligible for the exams, test-takers are unlikely to succeed without it. Autodesk recommends that User candidates have 50 hours of experience using AutoCAD, as well as knowledge from an AutoCAD course from between 2011 and 2014. Certified Professional candidates should have taken a 2014 course and have 400 hours of experience.
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The other week Jay Matthews of the Washington Post took issue with the hit TV show, “Glee.” He has a strong distaste for its lack of emphasis on actual classroom learning and the fact that students are never shown studying, or worrying about studying for that matter. Well, "Glee" may not show students studying and worrying about school, but it does teach something that is critical for students to be able to succeed in school. The same concept that is crucial in helping dyslexic students learn to read.
Recently ASCD (Association for Supervision and Curriculum Development) presented a webinar titled: “How to Promote a Learning-Receptive Emotional State.” It discussed the same concept that "Glee" teaches us about how to help students succeed, especially struggling students. The webinar emphasized that in order for students to succeed academically they need to be in an emotional state that allows them to learn. If students are distracted because other students (or even teachers in the case of Sue Sylvester) are bullying or making fun of them, it is going to be difficult for them to focus and learn the things they need to learn. Students will have a much easier time focusing in school if they feel safe and accepted.
One group of students this concept greatly helps is dyslexic students. Although we hate to imagine it, there are dyslexic students (and other struggling readers) that are mocked for their difficulty with reading. And even if they aren’t being bullied by other students, they often bully themselves. They know that they are struggling. They know that other students aren’t having the same difficulty they are having. It is easy for them to be hard on themselves and doubt their own self worth. Repeatedly we have heard struggling readers say that their biggest fear in life is being asked to read aloud. And why is that a fear? They are afraid they will be judged. As long as they feel this way, the stress that comes with reading will detriment their ability to improve their reading skills.
In Reading Horizons recent webinar, Dyslexia: From Symptoms to Solutions, Dyslexia Specialist Shantell Berrett repeatedly emphasized that the most important thing to teach any student that is coping with dyslexia is that there is nothing wrong with them, they simply learn differently. She repeatedly said that is the most important thing to let dyslexic students know. Until they understand this, their negative emotions will keep them from success.
I work part time in a psychiatrist office and the order that we always work to remediate problems is: first physical, second emotional, and then mental. This is because it is difficult for someone to focus on improving their mental functioning as long as they are having an emotional or physical issue. Thus, in order to help dyslexic students, we need to first help them overcome their emotional issues.
So, although "Glee" does not emphasize academics, it highlights the problem that often prevents students from thriving academically: emotional insecurities. In order for you to be able to help your dyslexic students learn to read, you must first help them overcome their emotional insecurities. ________________________________________________________________
FYI: Once dyslexic students have overcome the emotional issues that may come with their reading difficulties, they will have the most success learning to read through explicit and systematic phonics instruction.


I think that there is a great need for such a resource, but not just for us
art educators who would very much appreciate this book...but for those K-2
regular classroom teachers who do not have the benefit of having an Art Specialist
at their school and are soley responsible for their student's Art education.
With an approach to teaching Art by connecting it with so many other
subjects, this type of curriculum book can show the general classroom teacher/special
ed teacher/music teacher/etc, that Art is a comprehensive subject not to be
scared of if they have no formal art training. I know that my primary classroom
teachers are very apprehensive of any Art type project, (painting, gluing,
cutting, sculpting), that they ask for my "consultation" every step of the way.
What about those teachers who do not have an art teacher to consult?
There are not many resources out there for younger children that
deomonstrates the complete package for Art. I can find you holiday and seasonal craft
books galore....but a true Art curriculum with connections to other subjects and
disciplines. A book like this, in my opinion, would be a treasure. Make sure
it is not only available in art catalogs, but classroom teacher curriculum
catalogs as well! Show it with the math, science, social studies, music and
drama curriculum resources, let all of those classroom teachers know how Art can
connect all subjects even at the younger ages.


We know that a number of you are gearing up for back-to-school. In Georgia, where Jan lives, schools start in early August with pre-planning beginning for some next week! Whether the return to school is imminent or still a few weeks away, educators always spend their summer “vacations” thinking about next year’s students. Undoubtedly, you are already thinking about room arrangements, lessons, and texts.
As you begin to think about curriculum and the Common Core State Standards, we wanted to give you a tool that could help you pull the big ideas of the standards into one place. We developed this “Periodic Table of the Common Core” because we noticed the need for a one page reference to all the English Language Arts standards. While we have revised a few of the images and added images and nicknames for the Foundational Skills, most of the graphics and the nicknames for the standards come from our illustrations and metaphors for the Common Core, originally published in our most popular series of blog posts. These are currently available in a print version through the Classroom Library Company.
Enter your name and email address to download Periodic Table of the Common Core State Standards for English Language Arts
We are spending this “last” week of summer working on our book. So we are taking a hiatus from the blog to concentrate our energies. Please feel free to download the Periodic Table for the Common Core Standards and we hope that you have a great rest of the week. We look forward to “seeing” you again when we resume our regular blogging schedule on Monday, July 30.


Title: Let the Games Begin! Supporting Literacy at a Play-Based Laboratory Preschool
Abstract: This multimedia presentation will focus on the interactions of three-,
four-, and five year-olds enrolled in a play-based, laboratory
pre-school learning environment. The presenters assert that these
children are abundantly prepared to read and write, although formalized
literacy instruction is not part of the school’s curriculum. During a
20-minute slide show, this evidence is captured by video and still
photographs of play activities that reveal children’s engagement with
literacy. In addition, interviews with children, their parents, and
their teachers will communicate the importance of play and its!
critical role in literacy development.
Audience level: Parents, teachers and early childhood students
Equipment needed: Equipment to display powerpoint and audio for powerpoint
Presenters:Karen Russo and Susan Straut Collard
e-mail: email@example.com and firstname.lastname@example.org
Phone: 718.940.5687 and 718.940.5689


Piano Chord Calculator
1. Introduction and Sample
More of this Feature
If you are teaching people how to play the piano (or another keyboard instrument) then one thing that you will cover is chords. Now I know very little about music myself but with the kind assistance of Music Education Guide Espie Estrella I have managed to create a piano chord calculator script that allows all of the basic chords to be highlighted on a keyboard drawing on the web page either by selecting the chord to be displayed from a couple of selection lists or by entering the formula for the chord into a text input field.
With a copy of this calculator on your music education web site your students and potential students will be able to check out which key to press to get the different chords directly from your site.
Here's a complete working copy of the script:
If you would like to place a copy of this on your own music education site then just follow the instructions to install the Piano Chord Calculator script.


Effective reading strategies can range from questioning and visualizing to pre-reading and decoding. Reading strategies are used to help students become effective readers. To see improvement in a student’s reading ability these skills need to be mastered. Decoding is one of the most important foundational skills. Many times if there is a comprehension problem, at the root of that difficulty is a decoding problem. Teaching students proven decoding strategies provides them with a strong foundation to ensure reading success.
What is decoding?
Decoding is the process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes) and recognizing the patterns that make syllables and words. There is an area in the brain that deals with language processing and does this process automatically. Statistically speaking, about 30 percent of students do not access this part of their brain automatically and therefore must be taught decoding strategies very explicitly and systematically. This means that we start with the simplest sound/letter concept and build to the more complex. This method of phonics instruction has been proven to be the most effective in helping students gain decoding skills.
Why are decoding strategies important?
Decoding is important because it is the foundation on which all other reading instruction builds. If students cannot decode words their reading will lack fluency, their vocabulary will be limited and their reading comprehension will suffer. Teaching higher-level reading strategies to students stuck at the word level is ineffective and frustrating.
How can I teach decoding?
Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills. Phonics can be taught both implicitly or explicitly. Implicit phonics begins with a whole word and then looks at beginning sounds, ending sounds and context clues. Explicit phonics does the reverse by building from a single letter to a word. Because of poor results with implicit phonics, phonics instruction has been given a negative connotation—phonics is not really effective unless it is taught explicitly and systematically. Phonics taught any other way could be compared to an alphabet soup of sounds. The way it is taught is what determines the level of success, particularly for those with learning disabilities such as dyslexia.
Presenting phonics and instructing it in a logical sequence, in which one concept builds upon the next, is another essential component of teaching phonics and decoding. This systematic approach helps students to master skills quickly and move to the next concept seamlessly. Teaching phonics using a multi-sensory approach reaches all learning styles in a classroom and gives those struggling readers the visual and hands-on instruction they need. When phonics is taught according to these guidelines, students will be able to find decoding success and it will quickly become an automatic process for them.
Automatic recognition of individual words leads to fluent reading of strings of words, which in turn leads to full comprehension—the goal of reading instruction. When this process is automatic and efficient then additional reading strategies can be taught to help the students understand more from what they read and have a successful and fulfilling experience with text. As a teacher or parent what more could you want?


The Developmental Psychology of Music
This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.
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absolute pitch adults analysis approach artistic aspects assessment associative Beethoven behaviour Chapter child classical cognitive cognitive psychology complex composers concerned consonance and dissonance context contour creativity culture described developmental psychology distinction divergent divergent thinking drawings effects empirical essentially evaluation example experience experimental aesthetics explain familiarity forms Gardner groups Hargreaves important improvisation individual influence intervals inverted-U investigated jazz judgements Konecni learning levels listening mass media measures melodic originality melodies music education music psychology musical ability musical development musical preferences musical taste musicians organisation patterns performance Piaget Piagetian pieces play pop music popular produced programmes proposed psychology of music psychometric ratings reinforcement relationship responses to music rhythm rhythmic rock music scales scores sequences Shuter-Dyson skills social class social psychology songs specific spontaneous stage studies styles subjects suggests tasks techniques tests theoretical thinking tonal types variables


30 minute Junior Masterchef cooking class with our Centre Chef and Teaching Staff
Children will learn basic cooking skills essential to later life skills and a healthy lifestyle.
What will your child be doing in Junior Masterchef class?
The children will:
• Learn to prepare and cook fresh food.
• Learn to follow recipes.
• Learn about kitchen safety and hygiene.
• Have lots of hands on experiences.
• Communicate with other children.
• Gain confidence and new skills
• Classes will provide a wonderful outlet for creativity and a chance for to have FUN!
The skills and learning abilities that kids develop in the classes include:
• Sensory learning: Tasting, hearing, smelling and seeing.
• Motor skill development: Hand, eye, mind coordination.
• Mathematical concepts: Counting, measuring & following directions.
• Safety: Using equipment safely and developing sound hygiene habits.
• Social skills: Working with others, sharing & learning to cooperate.
• Language skills: Lots of new word and communication experiences.
• Children also develop time management skills and a better understanding of nutrition


Aims & Ethos
Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered.
In the mathematics department we aim:
- To set challenging targets with high expectations for all pupils.
- To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
- To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at School.
- To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.
At the end of his/her mathematical education in this school, each pupil will be able:
- To perform basic numeracy skills
- To perform the basic mathematical skills needed in his/her chosen career or for entry to higher or further mathematical education
- To understand mathematics likely to be encountered in daily adult life
- To reason clearly and logically, and to set out a rational argument
- To identify patterns encountered in diverse situations and to extrapolate from these
- To approach problems systematically, choosing appropriate techniques for their solution
- To follow logical instructions clearly expressed
- To experience satisfaction in the enjoyment of his/her mathematical achievements
- To obtain any formal mathematical qualifications needed for his/her chosen career
- To obtain his/her best possible results at KS3 and KS4.


We, at KSStech have developed an excellent interactive collection of children's activities,
to learn the basics of Marathi, Hindi and Gujarati in a fun filled way that you and your children
will enjoy.They have a longer attention span for the interactive games, which can challenge them in a
positive way. These are the CDs filled with a wide
range of games and challenges. more >>
Keyskills & exposure to :
Devnagri letters, barakhadi, usage of barakhadi letters, beginning sounds, word building, numbers, colors, stories, names of common objects, poems & songs, musical instruements, indian dresses.
We want to hear from you. Please click here to give us your feedback.
Dr. James Cummins (University of Toronto), a leader in second language learning and literacy development research in the world says:-
The level of development of child's mother tongue is a strong predictor of their second language development. Now most of us agree
with the above research. But how do we keep our child interested in learning his or her language? The answer to this
problem is this CD you are looking at. We have developed an excellent interactive collection of children activities,
to learn the basics of Marathi, Hindi and Gujarati in a fun-filled way.


Our classroom programs include English, Mathematics, Science and Technology, and the study of Society and Environment.
English is the subject of greatest emphasis in our school. Students at Serpell study English and communication skills through the areas of Speaking & Listening, Reading and Writing. Ten hours per week are allocated to this vital subject, with the prime hours of 9am - 11am daily devoted to classroom teaching of literacy skills. In addition to the traditional skills in literacy, Serpell P.S places strong emphasis on students acquiring sophisticated skills in IT literacy, critical thinking and public speaking.
The teaching of numeracy skills is a program of critical importance and is taught for 5 hours per week, with one hour per day allocated from classroom teaching time, normally from 11.20 - 12.20. Mathematics covers the areas of space, number, measurement, reasoning & strategies and chance & data.
Science and Technology Science
This is a high profile subject at Serpell, which explores the fields biological, chemical, earth & space and physical science. The students learn to observe, investigate, analyse, reason, question and seek solutions. The Prep students have their own Environmental Science Garden to observe weather changes and the life cycles of plants. At Years 5 & 6 level, the school has a relationship with the Murdoch Institute to introduce the study of Genetics. Links in this program are made between science, ethics and society. The school is also actively developing the Problem Based Learning approach to thinking skill development.
The study of Society and Environment
In this subject, students learn to explore and develop knowledge and understandings of their community, society and natural environment.


“If music be the food of life, play on.” ~ Shakespeare
According to The NAMM Foundation, a nonprofit organization with the mission of advancing active participation in music-making across the lifespan, music has a positive effect on the social, emotional and physical well-being of individuals. The emerging scientific data about music’s relationship to brainpower and wellness is positively encouraging!
Music can be truly mind-altering:
1. Playing a musical instrument can reverse stress at the molecular level.
2. Making music can help reduce job burnout and improve your mood.
3. Playing music increases human growth hormones.
Music is fun and beneficial for children:
1. Music positively affects the development of cognitive skills in children.
2. Music builds confidence and self-discipline.
3. Playing music can increase productivity and help connect socially with peers.
Music is fun and beneficial for adults and seniors:
3 things you many not know about the benefits of making music:
1. Music majors are the most likely group of college grads to be admitted to medical school.
2. Self-esteem is improved in the students who are given piano instruction.
3. The world’s top academic countries place a high value on music education. Hungary, Netherlands and Japan stand atop worldwide science achievement and have strong commitment to music education.
Possibly, even more remarkable than all those glowing accolades, is how music feeds creativity and the soul. Music is a new book by photographer and filmmaker, Andrew Zuckerman. In this highly entertaining trailer for the book (via SwissMiss), hear what musicians across the disciplines feel about making music:


| Explorations in Economic History
Big BRICs, Weak Foundations: The Beginning of Public Elementary Education in Brazil, Russia, India, and China
Our paper provides a comparative perspective on the development of public primary education in four of the largest developing economies circa 1910: Brazil, Russia, India, and China (BRIC). These four countries encompassed more than 50% of the world's population in 1910, but remarkably few of their citizens attended any school by the early 20th century. We present new, comparable data on school inputs and outputs for BRIC drawn from contemporary surveys and government documents. Recent studies emphasize the importance of political decentralization and relatively broad political voice for the early spread of public primary education in developed economies. We identify the former and the lack of the latter to be important in the context of BRIC, but we also outline how other factors such as factor endowments, colonialism, serfdom, and, especially, the characteristics of the political and economic elite help explain the low achievement levels of these four countries and the incredible amount of heterogeneity within each of them.
Growth and Development;
Middle School Education;
Developing Countries and Economies;
Data and Data Sets;
Public Administration Industry;


ResearchProcess and Terminology
Terminology and comprehending field specific terminology is crucial no matter what field a person is in. Terminology field is specific in differentiate terms that might find associations to other fields of study or the spoken English language. Experts...
(National Standards for Arts Education) In this essay I will first describe the four areas of emphasis in art education and then provide recommendations of how the four areas of emphasis could be taught based on current research studies and theoretical constructs related to art.
Quantitative research methods in educational planning
Series editor: Kenneth N.Ross
T. Neville Postlethwaite Institute of Comparative Education University of Hamburg
Educational research: some basic concepts and terminology
UNESCO International Institute for Educational Planning
customer needs. The course focuses on basic marketing concepts, the role of marketing in the organization, and the role of marketing in society. Topics include market segmentation, product development, promotion, distribution, and pricing. Other topics, which will be incorporated into the course, are external...
manager be a person who has learned to learn. He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it - a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job...
the conclusion of this unit, you should be able to:
demonstrate and describe the role of psychology in various areas of life
demonstrate an understanding of psychology as a social science
use basic terminology and concepts of psychological theory
apply psychological theories...
Designing Effective Projects: Thinking Skills Frameworks
Bloom’s Taxonomy: A New Look at an Old Standby
Traditional Hierarchy of Thinking Processes
In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive Domain, and his
six-level description of thinking has been widely adapted...
REVIEW OF LITERATURE
An essential step in any research project is the literature review. The function of the literature review is to provide background information on the research question, and to identify what others have said and/or discovered about the question. It may well be that in the course...
the police, the courts, and the correctional system, as well as the philosophy. Additionally, career opportunities and qualifying requirements, terminology, and constitutional limitations of the system will be covered.
Faculty and students will be held responsible for understanding and...
Researchincludes any gathering of data, information, and facts for the advancement of
knowledge. Those interested in the study of criminology and criminal justice has a wide range of
research methods. Following the researchprocess will strengthen the chance of obtaining a
use of a national language has been often associated with one’s nationalism. The Philippines is an example of a diverse country- rich with history from the times of the Spanish and American occupation. Amidst the cultural diversity is a variety of ethno-linguistic groups whose sub-groups oftentimes...
1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 Describe the focus of the Howard Sheth model Explain the various variables used in the model Comment upon the working relationships in the. model Analyse the way the choice process has been explained by the Model Comment upon the evaluation...
Confessions of a
COLLEGE STUDENT . . .
BREE SCHIPPER, 29
Kalamazoo Valley Community College
reading college textbooks more challenging than reading high school texts or reading for pleasure? College texts are loaded with concepts, terms, and complex information that you are expected to...
I. Description: In this introduction to psychology, students learn the language, methods, theoretical perspectives, and research of the discipline. This course introduces students to a range of topics within psychology, such as the biological and social bases of behavior, as...
medical terminology is, where it came from, and how it is applied to medical assistant careers as well as how it is applied to medical administration careers. I will give examples of the importance of medical terminology and specific examples of where medical careers use medical terminology on a day...
2006 by University of Phoenix. All rights reserved.
This course provides students with the basic theories, concepts, terminology, and uses of microeconomics. Students learn practical applications for microeconomics in their personal and professional lives through assimilation...


Encourage your kids to participate in physical activities like preschool sports!
Kids are naturally active and energetic especially during their preschool years (2-6 years old). As a parent, you may want to make sure that your kid?s energy is dedicated to activities that will benefit them. According to National Association for Sport and Physical Education, preschoolers should have at least an hour each dedicated to structured and unstructured physical activities for kids and no more than an hour dedicated to sedentary activities, sleeping not included. . Enrol them to preschool classes that include preschool sports and preschool games in their lesson plans so that they would have a fun learning environment.
Encourage your kids to foster an appreciation for music. Get them to participate in preschool music classes!
Music education is essential in a kid’s early learning. They learn to speak and understand their native language through songs and nursery rhymes. Not everyone will grow up to be great singers, composers, or musicians, but every kid should be taught how to sing and to appreciate music in general.
Get your kids to start preschool dance!
Develop your kid’s potential in dancing while they are young. Young kids learn easily especially when they participate in hands-on kids activities like creative dance games where they can have fun while learning. Encourage your kids to dance to the tune of the songs they love!
Encourage your little horse riders to join gymkhana events! If your kids are into equestrian, then they most likely want to try gymkhana, which is an equestrian event focused on speed pattern racing and timed games.
A fantastic way to spend the winter holidays with your tots is a seasonal sport such as cross country skiing for kids. Cross country skiing is a good way to improve your kids and your family’s overall health because of the health benefits you will get from it.
Are your children fascinated by martial arts films? Have you caught them doing a karate chop in the backyard? If so, a combat sport could be the perfect kids activity for them! They build strenght and self esteem with less risk of injury than team sports.
Your feedback is very important to improve our website. ActiveActivities strives to provide the best solution in the industry to help parents and carers easily find great activities for their kids. Let us know how we could improve our website.


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Arts: Music: Lyrics: Kids
Arts: Music: Marching: Marching Bands: Youth
Arts: Music: Styles: C: Classical: Orchestras: Youth Orchestras
Kids and Teens: Arts: Music: Theory
Reference: Education: Early Childhood: Subjects: Music
Shopping: Children: Recordings: Music
Children's Music Web
- Nonprofit organization offering music education links for teachers and parents.
Dallas Symphony for Kids
- Games, music, classroom activities, and information about going to the symphony.
DataDragon: Music Education
- Provides tutorials and guides, on musical styles, music history, and instruments, with audio examples.
Kindermusik International, Inc.
- Publishes curricula and licenses schools in more than 30 countries to teach music and movement to children from infants to age 7. Founded in Germany, now based in North Carolina. History, instrument and publication sales, school locator.
- Arkansas company offering home school music instruction and workshops for early childhood music teachers at Arkansas Tech.
Music for Young Children
- Instruction in keyboard, singing, solfege, rhythm, ear training, sight reading, theory, history, and composing for children to age 11 at schools in North America, Asia and Oceania. Teacher list.
- Early childhood music program stressing adult involvement in mixed-age classes involving singing, moving, chanting, listening, and exploring musical instruments, founded in 1987. Locator, history, articles.
The Musical Brain
- Explains the brain's reaction to music in terms suitable for both children and scholars. Brightly colored illustrations, bibliography.
- Offers training for early childhood music teachers in North America and Asia. Studios, instruments, classroom materials, and workshops.
Opera for the Young
- Engages and educates children about opera with professional, school-based performances, involving students in performance and production. Available throughout US although specializing in Midwest area.
Pratt's Educational Resources: Children's Music
- Features children's songs, lesson plans, musical instrument crafts, activities and related links.
So This Is Opera
- Michigan-based lyric soprano and music educator Yvette Lewis performs program introducing children to opera in schools. Testimonials and press, artist-in-residence program, links.
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Head Start plays a key role in preparing our children for school. Our teachers and classrooms, combined with supervised interaction with other children, help a growing child develop important social and emotional skills, as well as a healthy concept of their personal identity. We know that social and emotional well-being in early childhood predicts favorable social, behavioral, and academic adjustment into middle childhood and adolescence.
To prepare children for school, our teachers design curriculum that encourage individual development for each child in three key areas: language development, which is fundamental to learning; literacy skills that lay the foundation for reading and writing, as well as familiarizing our children with books and other learning tools; and mathematics knowledge and skills, including understanding numbers, shapes, measurement, patterns, and other traditional mathematical problems. We know that math skills developed during the early years help children to connect ideas, develop logical and abstract thinking, and to question, analyze, and understand the world around them.
Physical well-being, health and motor skill development in a child are critical to the success of any educational program. With this in mind our Head Start classrooms provide our children with the guidance to develop healthy habits that will support a lifelong foundation for a healthy life. We encourage play and exercise activities that develop strong motor skills so that Head Start children can explore and function in their environments, while they gain confidence in their physical abilities.
Head Start volunteers play a significant role in our classrooms by ensuring that each child receives the time and guidance necessary to become a well-adjusted and engaged student, ready to take the next step forward.
- In a recent study funded by the U.S. Department of Health and Human Services, Head Start children performed better on cognitive, language, and health measures than their comparison-group counterparts.
- Head Start children have also been found to have higher achievement test scores, respond more favorably to grade repetitions, and graduate more often.
- Head Start children participate more fully in school and are less likely to be identified as children with serious academic problems than those not enrolled in early childhood education programs.
Information compiled from www.acf.hhs.gov.
- September 2, 2014 2:29 am – Home Visits
- September 3, 2014 2:30 am – Home Visits
- September 4, 2014 2:30 am – First Day of School
Quality Initiative Program of AchievementSalt Lake CAP Head Start was named as a Quality Initiative Program of Achievement recipient by National Head Start Association
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“M” is for music, and March is for Music In Our Schools Month (MIOSM). A celebration honored since 1985, MIOSM has grown from a week-long celebration to a month devoted to music and music education on a national level.
The National Association for Music Education (NAfME) deserves a round of applause for their efforts in spreading awareness about the importance of children receiving a well-rounded education that includes music and the arts.
Schools, students and parents all around the country are using their creativity to come up with unique and exciting ways to observe MIOSM. From organizing flash mobs to honoring community teachers with awards of musical excellence, there is a plethora of ways to get involved with the rest of the country celebrating MIOSM. Even though the month is winding down, it’s not too late! Here are a few things you can do for your children and students:
- Work with local groups to dedicate every local music event during March to encourage support for music education.
- Encourage public performances in the town square, on the sidewalk, etc.
- Hold a music showcase/instrument drive.
- Host an open house for family members to involve themselves in music classes.
- Spread the word! Encourage everyone you know to participate in the month-long celebration.
With increased budget cuts to schools nationwide, and music and arts programs being pulled apart like a frustrated composer would pull apart his or her sheet music, it is now more than ever that the appreciation of and participation in MIOSM is needed. It becomes imperative to supplement the offset of music in our schools with sources like private music lessons to ensure your child receives the education that they need and deserve. I think that NAfME would agree with me in saying that nurturing your child’s life-long love for music is so important in their upbringing. Where would we be without music education and what sort of world would we live in?
In support of students of music and music educators everywhere, I encourage you to be proactive and participate in Music In Our Schools Month. I want to know what your plans are! What are you doing to get involved with other schools around the country partaking in MIOSM? Leave a comment below!
- Dylan M., TakeLessons staff member and blogger
Photo by J Brew


MindConnex Learning, an award winning global provider of digital learning solutions, has launched the first six titles in their brand new product series of interactive phonics-based readers for Kindergarten and Grade 1 students.
The Word Monsters uses phonics, interactive animation, activities, and additional optional instruction in a quirky narrative environment to give children a rich and engaging introduction to reading. Each "book" is developed in accordance with modern literacy pedagogical standards while still remaining appealing to today's children.
Aligned to Common Core State Standards – every screen in The Word Monsters features optional supplementary instruction around phonemic awareness, print concepts, reading comprehension, vocabulary and sight words. Every book also includes three activities that address each of the main strands of the Common Core Standards: Literature, Foundational Skills, and Language.
Key features include:
"Most introductory reading programs focus purely on covering the requisite decodable words with little attention given to themes or characters that truly engage children at this age-level," says MindConnex CEO, Michael Cordner. "At MindConnex, we believe that stimulating interest in young readers is vital to ensure they develop competency in reading. Our aim with The Word Monsters is to create a series of decodable readers that not only helps young children learn to read, but engages and delights them, while kindling a lifelong love of reading."
The Word Monsters series is designed for use at home or in a school setting. The first six books of the Kindergarten series are now available in the Apple App Store and the first book is free!
About MindConnex Learning (www.mindconnex.com)
MindConnex Learning is a global provider of digital learning software solutions aimed at the school education sector. MindConnex Learning offers an easier way to learn and teach using rich, contemporary multimedia designed to engage the senses and create empowering, relevant and personalized learning experiences, available in easily downloadable software programs that can be used on virtually any platform – Tablet, PC, Smartphone or online.


This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre
Use of ICT (opens a new page)
In low-income countries
- Effective teachers of literacy have a wide and varied repertoire of teaching practices and approaches (e.g. scaffolding, where support in learning is initially provided by the teacher and then gradually withdrawn as the pupil gains in confidence; integrating reading with writing; differentiated instruction; and excellent classroom management skills).
- They can intelligently and skilfully blend these approaches together in different combinations according to the needs of individual pupils.
- They are especially alert to children’s progress and can step in and utilise the appropriate method or practice to meet the child’s instructional needs.
- They use an eclectic collection of methods which represents a balance between the direct teaching of skills and more holistic approaches. This means that they balance direct skills teaching with more authentic, contextually-grounded literacy activities.
- They avoid partisan adherence to any one sure-fire approach or method.
- They promote pupil engagement, on-task behaviour and self-regulation.
- They build links with parents and the local community.
In low-income countries
In the multilingual contexts of developing countries, children with low proficiency in the school language are disadvantaged particularly because strong foundations in oral language are essential to enable fluent reading with understanding. Literacy-related assessment in the early grades has focused on symbol knowledge, and to a lesser extent phonological awareness, but not on the critical skills of vocabulary and grammar. Interventions targeting language skills are beneficial for literacy development and, if delivered early, can provide a scaffold for learning across the curriculum.
1. A systematic review of effective literacy teaching in the 4 to 14 age range of mainstream schooling (2003)
2. Literacy, foundation learning and assessment in developing countries (2014)


PE Studies 1: Motor Development and Skill Acquisition
|Course code EDUC1014||Units 10||Level 1000||Faculty of Education and ArtsSchool of Education|
This course provides students with an opportunity to gain knowledge, understanding and skills in movement skill acquisition to facilitate the planning, assessment, implementation and evaluation a fundamental movement intervention program in a primary school setting.
Students will gain valuable theoretical and practical experience while attending lectures and participating in tutorials as well as learn a variety of planning, assessment and teaching techniques for the implementation and evaluation of a fundamental movement skills program in a primary school setting.
Available in 2014
|Objectives||On successful completion of this course, students will be expected to:|
1. demonstrate knowledge and understanding of the processes of motor skill acquisition in children and adolescents;
2. demonstrate knowledge and understanding of the principles of growth, development and motor behaviour in children and adolescents;
3. gain knowledge, understanding and skills to detect motor skill deficiencies and design programs to correct and evaluate the motor skills of children in a primary school setting;
4. demonstrate skills, knowledge and understanding of relevant content and pedagogy enabling the application of content in ways which are responsive to the particular characteristics of learners, curricula and teaching environments;
5. document the progress of the learners, the process of implementation and complete an evaluation of the intervention program; and
6. become familiar with recent research and understand the implications for motor skill acquisition in children and adolescents.
|Content||- Growth and developmental stages in children and adolescents.|
- Principles of motor skill acquisition.
- Nature and classification of motor skills.
- Research and trends of motor development of Australian children.
- The learning process - attention, practice, memory and feedback.
- Measurement and analysis of motor skills.
- Practical performance of motor skills and pedagogy for motor skill development.
- School-based motor skill assessment, programming and evaluation in a primary school setting.
|Transition||Transitional Arrangements will be managed on a case by case basis according to the needs of the student.|
|Modes of Delivery||Internal Mode|
Experience Based Learning
|Contact Hours||Lecture: for 1 hour(s) per Week for Full Term|
Tutorial: for 2 hour(s) per Week for 12 weeks
|Timetables||2014 Course Timetables for EDUC1014|


Regardless of the impact of technology on education, handwriting skills continue to be required for written communication in the majority of curriculum areas in education and in everyday living (Graham & Harris, 1997). Handwriting produces a visible language that permanently records functional difficulties (Sassoon, 1990a). Thus, some students with handwriting difficulties can express their thoughts and ideas verbally; however, they are unable to reproduce those ideas in written text. Frequently these students may be described as lazy. This results in low self-efficacy and anxiety about writing. Additionally, they may develop secondary behavioural difficulties in an effort to mask their failure (Levine, 1987, 1994).
The task of writing requires a student to synchronise the demands of ideation, planning, transcription, spelling, punctuation, grammar and self-monitoring, thus necessitating the simultaneous execution of cognitive, metacognitive, language and motor functioning (Graham & Weintraub, 1996; Hooper et al., 1994; Levine, 1994). Due to the cognitive demands of this complex skill, successful writers must be able to write letters and words at a level of automaticity in order to allocate attention to the higher level processes of composing and editing (Berninger, 1994; McCutchen, 1996). Research over the past decade has acknowledged that automaticity in handwriting influences the quantity
and quality of written language (Berninger, 1994; Berninger & Richards, 2002; Graham et al., 1997). Additionally, research indicates that the script style used in handwriting may influence the speed and legibility of writing (Graham, 1998; Graham, Berninger, Weintraub, & Schafer, 1998).
Study 1 investigated the relationship between handwriting and the ability to generate written language in a longitudinal study of students from Year 2 to Year 7. It also investigated this relationship in a cross-sectional study of 677 students entering their first year of secondary school. Data indicated that there was a consistent positive relationship between fluency in handwriting and the
ability to produce written language. Fluency in handwriting accounted for 63% of the variance in written language skills for Year 2 students through to 34% of variance for upper primary grades. A significant relationship between automaticity in handwriting and the quantity and quality of written language was also observed in the study of secondary school students. Girls outperformed boys in both measures of handwriting and written language for these primary and secondary school students. Students who used a mixture of script styles were slower in handwriting than students who used either print or cursive exclusively. In Year 7 and Year 8, more students used print for writing than students using cursive or mixed scripts.
Study 2 compared two instructional approaches for teaching young children to write. It involved 30 teachers and 381 students in the first year of formal schooling. Teachers were given a brief professional development program about handwriting and written language that focused on different instructional strategies. The experimental program focused on providing students with explicit instruction in handwriting to enable the production of written language regardless of individual fine motor skill development. The control program focused on traditional instructional methods that require individual skill development of precise fine motor control to learn to write accurate letter formations in appropriate line spaces. The results indicated that students in the experimental program produced handwriting that was significantly faster than students from the control program. The students in the experimental program who developed automaticity in handwriting were able to write more
words in a given time and used more accurate spelling. These students were also more able to produce handwritten language that communicated meaning. In the experimental program boys scored as well as girls in both measures of handwriting and written language, however in the control group, girls outperformed boys in both measures.


Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities, Projects, Ideas, Technology. Cool math 4 kids - math games, math puzzles, math lessons - designed for kids and fun! Australian Academy of Science - PrimaryConnections. Victorian Institute of Teaching. Primary Resources - Free teaching resources, lesson plans, teaching ideas & worksheets for primary and elementary teachers. 1000s FREE printable K-3 primary teaching resources - kindergarten, reception, primary school, printables - SparkleBox Australia. Free maths games - Sumdog. Education. Academic Resources. K-3 Teacher Resources - Free Elementary Lesson Plans and Teaching Ideas Page.
Department of Education and Early Childhood Development. Australian Academy of Science - PrimaryConnections. Victorian Essential Learning Standards - VELS. Teachers TV | Free education videos and resources for professional development.


It is wonderful to be back here at Science Sparks to share some Sciency bits and pieces. Normally I blog over at Red Ted Art where I love to get crafty and Life At The Zoo which is all about stories from our family life (and lots of cake). So it is great to have a little science-y outlet too! Today we are looking at why we get dizzy.
Do you like to go on Round Abouts? Do you like whizzing around and around and around? Do you get dizzy? Do you have to hold on tight? Did you ever think about what may be happening to you?
Well.. next time you go to the park. Go and have a go at the round about and see what happens. You can even take a tennis ball with you and do some experiments.
Round abouts are GREAT for learning about science….
But first. What IS the science?
There are two parts – one about the feeling you get of being “pushed out” (which is why you hold on so tightly) and the second is about why you feel dizzy!
Holding on – Centrifugal Forces:
There are lots of “forces” in the world that make us do things. There is gravity, which is what makes things fall down. There is a reactive force when someone pushes us. And then there is something called a “centrifugal force”. When something is rotating around itself or an a central axis, a force is create which pushes things in an outward motion. This “force” is created by the fact that the round about is constantly changing direction.
This is why you have to old on really tightly on a round about, else you would “fly off”. At our round about, you can see my daughter, Pip Squeak holding on tightly – she is on a “new design” round about, with a safety rail behind her. As the round about goes round and round, she is pushed against it. But she won’t fall off, as the rail has been place in such a way that it holds her in place.
Here is your expermiment: Take your ball and put it on the floor of the round about. Start turning the round about. First slowly and then faster and faster. Can you see happens to the ball? [It will fly off!] Why don’t you experiment – what happens to a small ball (say a marble) vs a big ball (say a football). Will a banana fly off too? [It may not at first] Why not? [oooh now we have another topic friction….].
Part Two – Dizziness
Why do you feel dizzy? Well.. blame it on your ear! My ear? I hear you shout. What does my ear have to do with anything?
Basically, when we walk or stand upright our body is constantly balancing. It is figuring out how to stay up, without falling over. The way it does this, is by a clever mechanism that is inside our ears. We have some liquid, bones and fine hairs in the ear that pick up any movement and changes of direction. They send this information back to our brain, telling us what we need to do, to keep our balance. When we spin round and round really quickly, the liquid is sloshing around in our ears and telling our brain what is going on. When we suddenly stop the liquid carries on sloshing for a bit longer making us feel like we are still moving, even though our eyes know we have stopped. This makes us feel quite strange.
Well. I think you have now deserved a trip to the playground! Have fun.
Make sure you check out some of our other fun science for kids posts.


Hey, y’all! This packet can be used in so many different ways! It was initially designed with kindergarten RTI in mind, specifically to meet the needs of students struggling with number sense. Additionally, it could be used to support your numeracy instruction in pre-K or K, for small group activities, for ESL/ELL students, or for remediation in first grade. Of course, please use it to best meet the needs of your students!
Each activity provides students an opportunity to reinforce these numeracy skills. I’ve also provided a suggestion for organization, a sample lesson plan, and an option to help you keep data!
Thanks so much for your purchase and I hope you and your students benefit from this pack!
For the numbers 0-20, you will find each of the following activities...
1. Focus Number Page
2. Flash Cards (number, rectangular array, number word, pictorial representation)
3. Number ID activity
4. Read numerals
5. Read number words
6. Write numerals and number words
7. Show What You Know (assessment, one on a page)
9. Show What You Know (same assesment, two on a page)
Please ask any and all questions before purchasing.
This pack is editable only in the event of error.


“The Next Generation of Music” involves transforming music education from how it has been taught the last 100 years and making it relevant, rigorous and interesting for today’s students. Typical elective music courses will be overhauled into courses where students perform popular music genres like hip hop and electronica, compose music, produce and record music—all while still learning music theory, performance, listening and evaluation skills. Students will be able to perform on non-traditional instruments, such as turntables and electric guitars; record, produce and engineer music in a real-life recording studio; and compose and write music with the use of the notation software Finale and the recording software, Logic and ProTools. With the opportunity to create music videos, blog, design websites and they will create their own musical problems to solve. The students will also work together as a team to compose, perform in small ensembles, record and produce. Additionally, they will share their music online with parents and other schools.


Art, Industry, and Women's Education in Philadelphia
Separate education for American women in the arts began in the mid-19th century as an innovative vehicle for middle-class women to move into a new and genteel profession. The 20th century evolution of the Philadelphia School of Design for Women, lone survivor as an autonomous school of many similar institutions founded at the same time, presents an unusually well-documented case study of meeting the changing needs of women students.
The first American institutions devoted to women's professional art education, design schools appeared in industrial northeastern cities in the 1850s, modeled on Philadelphia's pioneering School of Design for Women, which opened in 1848. Sponsored by business leaders and philanthropists, design schools gave women unprecedented access to craft skills, and eventually helped professionalize the work of women as art teachers and practicing artists. Separate education in the arts constituted an innovative vehicle for expanding Victorian-era middle-class gender prescriptions into new professional opportunities. Through the 20th century, the Philadelphia School of Design and its successor, Moore College of Art, survived as the nation's only autonomous women's art college, offering new educational options for women.
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Creating the School of Design
Illustrations FIGURES 1 Advanced drawing class 1875
Designing Women as Students
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During our daily subway commute to and from Health Blog HQ, we’ve noticed posters telling us exactly how far we’d have to walk to work off various sugar-sweetened drinks.
Now a study just published online by the American Journal of Public Health makes us think that the NYC Department of Public Health, which is behind the posters, may be on to something.
Researchers wanted to know what would happen to sales of sugary drinks including soda, sport drinks and fruit drinks if they posted calorie information about those drinks on beverage cases at corner stores in Baltimore. They were also curious about whether the way that calorie information was presented would make a difference.
So they rotated three different signs through four different corner stores. One sign pointed out that a bottle of soda or fruit juice has about 250 calories. Another pointed out that such a drink has about 10% of a person’s daily calories. And another pointed out that working off a bottle of soda or fruit juice takes about 50 minutes of running.
The researchers collected data for about 1,600 beverage purchases by black teens — who are more likely to drink sugary beverages and to be obese — across the different information strategies and, for comparison, a baseline period.
Giving any type of calorie information lowered the likelihood of a sugary-drink purchase by about 40% compared to no signs at all, says Sara Bleich, an author of the study and an assistant professor of health policy at Johns Hopkins Bloomberg School of Public Health. The study also found that giving information about the physical activity equivalent lowered the likelihood of a sugary-drink purchase by about 50%.
Bleich says that her sense is that Americans in general have bad numeracy skills — and a bad understanding of what calories actually mean. “Even when you say it has X calories, that doesn’t resonate” if you don’t know how many calories you should be consuming, she says. But even if someone doesn’t know much about nutrition, they may know they don’t want to run for 50 minutes, she adds.
Bleich says more research will be done to get more details on what sugar-sweetened drinks, in particular, saw lower sales associated with the signs and what drinks were bought instead. This study couldn’t tease out those details, though it did note that sales of iced tea and sport drinks went down significantly and sales of water went up.
The study was funded by the Robert Wood Johnson Foundation.
In a statement, the American Beverage Association noted it is already providing information on the number of calories in drinks on the front of beverage containers through its Clear on Calories initiative.
Update: Adds ABA comment.


Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school.
Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral.
Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read.
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