This is a guest post by Art Teacher and VoiceThreader, Hannah Zecher-Freeman.
Everyday students come into my classroom afraid to create. The art of making has become insignificant in the shadow of standardized testing and rigorous curriculum standards. How do you engage students in the making process, when they are afraid and see it as obsolete? During my 1st year of teaching I realized I needed to engage with students at a level they understood. What do todays students understand more than anything? Technology. I began implementing technology into my classroom by having students design shoes using a stylus and a drawing app on their computer. I taught this lesson for two years; splitting between teaching whole group direct and independent work on our devices.
This year I have had to rethink the way I am teaching in many ways. When I began this school year it was a battle to keep a specific grade quiet during whole group and keep them engaged in independent work; even though I was teaching the same lessons, the same way I had in the past. The first time I heard about VoiceThread was at a meeting when a colleague mentioned how she used VoiceThread every day to deliver her instruction. Instantly when I got home, I began trying to figure out how I could incorporate VoiceThread into my instruction. I contacted my STAT teacher for help and got to work.
It was a slow start but the more I learned about VoiceThread, the better my instruction was using it. The longer we have used it, the more engaged my students are in their learning. One aspect I really love is the ability to video record myself on top of an image slide. For example, this allows me to upload an image of my objective and project examples and simultaneously have a video of me playing. In the videos I will read the text to my students and explain any imagery shown. The video helps show them, this is still me teaching you, just in a different way.
VoiceThread also allows students to learn at their own pace. In art, demonstrating the technique is vital to student acquisition. By having VoiceThread available in front of them, they can go back and review any demonstration they need clarification on, as many times as they need to. Since implementing VoiceThread, students have 30-40 minutes of work time, up from 10-20 in previous years. They now come in and instantly start on their work. There is no time lost waiting for students to stop talking to begin instruction. When they only have 50 minutes of art time a week, even a minute is a lot to waste. Their time is utilized more effectively, and they are producing higher quality work at a faster pace than previous years.
Their ability to create incredible artwork has only grown since I began using VoiceThread. They are more comfortable approaching new topics and techniques. VoiceThread has allowed a group of students that were afraid and unengaged to become excited and not just engaged but excited by what they are creating.
Shoe Design Project: Guided by instruction via VoiceThread, created digitally.
String Art: Guided by instruction via VoiceThread, works in progress
Instructional VoiceThread link: https://voicethread.com/share/13414197/
About the Author:
Hannah Zecher-Freeman is a K-5 Art Teacher at Riverview Elementary School in Baltimore County. She is a Towson University alum, with a degree in Art Education and Art & Design. She is currently working on her Masters Degree in Art Education. You can find her on Twitter_ @MsFreemansArtRm_


The design and use of a learning progression of emergent numeracy to support the instruction of students with intellectual and development disability
AffiliationMelbourne Graduate School of Education
Document TypePhD thesis
Access StatusThis item is embargoed and will be available on 2021-01-08.
© 2019 Dr Jane Strickland
This study developed an assessment to support teachers’ planning for emergent numeracy instruction for students with intellectual and developmental disability. It was conducted in response to reports of poor learning outcomes for students with disability in Australian schools, and reports that teachers required improved support to cater for the diversity of student learning needs (e.g., Senate Committee, 2016). Assessment can point teacher attention to student learning needs, although for students with disability it is commonly used to diagnose the type and extent of impairment, often to determine resource allocation. In contrast, assessment using rubrics (Brookhart & Chen, 2014) and criterion-referenced interpretation (Glaser, 1981) have been used to make consistent judgements of student behaviour, focusing on what students can do and identifying their place on a skills progression (Masters, 2013). Building on research into resources to support instruction of skills such as communication and literacy for students with disability (Woods, 2010), this study developed an assessment of emergent numeracy. It examined the potential to map student outcomes on the assessment to a progression of increasingly difficult numeracy skills and investigated the utility of such a progression to support teachers’ instructional decision-making. The research followed Wolfe and Smith’s (2007a, 2007b) instrument design and validation protocols, and drew on specialist teacher expertise to help develop a criterion-referenced framework to guide observation of student numeracy skills. Instrument design consisted of drafting items presented in a partial credit format (Masters, 1982) to describe levels of numeracy skill. Draft items were trialled with 2597 students aged between two and 24 years, and representative of students with diverse abilities and disabilities. After analysis using partial credit item response modelling (Masters, 1982), subject matter experts suggested changes to draft items, and a revised pool of items was trialled with 1818 students from four to 22 years of age. Analysis demonstrated that the instrument had good item and person fit and that items could be mapped to a single underlying continuum. The continuum was compared to the hypothesised framework developed during instrument design as one source of evidence for construct validity, then divided in a manner interpretable by subject matter experts to represent increasing levels of numeracy skill. A final research activity investigated the instrument’s consequential validity, as 45 experienced special education teachers examined the learning progression’s potential to support their instructional planning for students described in case studies. The study found that emergent numeracy of students with intellectual and developmental disability could be reliably measured using the instrument, and student outcomes were interpretable as a learning progression. Further, 76% of teachers reported that the progression helped them recognise the current and likely next skills of students, and 87% of teachers demonstrated partial use of the learning progression to support their instructional planning for students described in case studies. The findings offer an empirical progression to support identification of learning goals in emergent numeracy for students with disability, and provide an impetus to further investigate the optimal presentation of learning progressions to support teachers’ instructional planning.
Keywordslearning progressions; numeracy; inclusion
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Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.
Bennett, D., Macarthur, S., Hope, C. A., Goh, T., & Hennekam, S. (2018). Creating a career as a woman composer: Implications for music in higher education. British Journal of Music Education, 35(3), 237-253. https://doi.org/10.1017/S0265051718000104


The Anyone Can Teach Art Book
“Me? Teach art? I don’t even know how to draw!!”
Many of us started there.
- We felt a total lack of confidence in teaching art.
- We wanted to give our children all the benefits of art in their education but didn’t know how.
- Some of us did a few colorful hands-on projects with our children, but we could see they weren’t really learning the basics of art.
- We had never learned the basics of art ourselves.
But then, after a few years of teaching art with the classical model of education, we realized that teaching art can be as simple as teaching any other subject and we can learn it alongside our children!
Now we’ve condensed our knowledge here for you. Instead of a how-to-draw book, Anyone Can Teach Art presents the scope and sequence of a classical Christian art curriculum for K-12 students. In this book, we break it all down for you. By the end of this book you’ll know:
- Why art should be included in everyone’s education
- What are the basics of art creation and art appreciation
- How to use the ancient, amazingly effective, classical model of education to teach art
- Which simple drills and exercises to include in art projects to help students advance their skills
- How to proceed in art education once your students have mastered the basics
Learn the basics and follow the plan in this book and you’ll realize how easy it really is to teach art.
What’s stopping you from including art in your child’s education? Grab this book and get started today!
What People Are Saying
“This book teaches the average person how to bring art knowledge and instruction into their home classically. Abels covers all aspects of the Classical model of education. Abels’ description and explanations of famous art rivals that of my college art history class. She elegantly weaves the importance and necessity of art in education with easily understandable ways to make it happen at home. Principles of design, art history and specific examples of how to incorporate it into school are covered. She really does make teaching art approachable. I’ve taught classically for years, and have studied many of these methods, but I am so excited about this resource!”-Jessica Sibley
This book is so great, it’s almost unbelievable. It actually does teach you how to teach art! It’s well organized, easy to understand, and best of all it isn’t just a big list of projects. It teaches you the method. It breaks the whole process down of how kids (and adults!) learn art into steps which takes away all the mystery or necessity to be a talented artist. I especially like that she explains how you can take her method and apply it whatever to you happen to be doing. So you don’t need to just follow her lesson plans (although you could). You learn what steps to do to make your own lesson plans!
And if that’s not enough, she does this by clearly explaining the classical method of how kids learn. It’s here applied to art, but honestly, it’s helped me in general look at how I’m teaching other subjects. As a classical homeschooler myself, I’ve read a lot on what classical education is… and it can get really murky and confusing. But this art book has one of the best explanations of classical education in general, and honestly would be worth getting it just for that!
Really, I would highly, highly recommend it!– Steph Shipley


IPA and its partner organization J-PAL are working to improve the quality of education in post-conflict areas. Learn more about one recent experiment in this important field, and the successful results we found, here.
Access to quality education, particularly primary education, is a crucial development component, especially in post-conflict areas. Conflict-affected countries are the furthest from achieving the six Education for All (EFA) goals and the Millennium Development Goals. More than 28 million children of primary school age living in conflict-affected areas do not have access to education, accounting for 42 percent of the world's out-of-school children.[i] Although in recent years school enrollment rates have increased in many post-conflict countries, reading, writing and numeracy skills are still below expected levels. One of the major challenges still facing the education sector in these areas is the struggle to determine ways to improve the quality of education once children do enroll in greater numbers.
With this challenge in mind, Poverty Action Lab is leading the way in the effort to identify effective interventions to improve the quality of primary education in these areas. To address the pervasive quality-issue of teacher absenteeism, Esther Duflo lead an experiment in sixty rural schools in India, where each day a student used a camera with a tamper-proof time and date stamp to take a photograph of the teacher in the classroom. The results of the experiment were very successful, with teachers in the program schools showing to have had half the absentee rate of those in comparison schools. Other success metrics, such as improved test scores, were also reported.
Read more about IPA's work on education-based initiatives in post-conflict areas, including Afghanistan.


STEM is one of the latest educational buzzwords making the rounds, but it is quickly being elbowed out of the picture by STEAM education. This acronym includes arts education in the mix. Science, Technology, Engineering, Arts and Mathematics is an integrated approach to teaching students through collaborative and creative experiential learning activities.
Defining STEM Education
By now, every educator knows the STEM acronym, but what does it really look like in a classroom setting? At its heart, STEM education marries these different disciplines and applies academic concepts to hands-on, real-world activities. It is preferable for STEM lessons to connect to some aspect of the world outside the classroom. For example, students could work in teams to find better ways of containing oil spills or capturing solar power.
Understanding STEAM Education
STEAM is the same integrated approach with the same topic areas as STEM, but with a nod to arts education. The growing popularity of STEAM acknowledges the importance of creativity, innovation and imagination in developing and implementing STEM-based projects. Of course, it is not necessary to include each subject area in every activity. Teachers can combine an artistic approach with a science project, for example, or students can use technology to develop artistic designs. STEAM students can even partner with real-world companies and initiatives to develop solutions to problems. For instance, students can partner with medical tech companies to create a series of artistic posters that reflect the pathophysiology of melanoma in order to raise community awareness about skin cancer.
Understanding the Need for STEAM
Some people remain unconvinced that STEAM can really be beneficial to students. After all, students take art classes along with math and science, so why do these subjects need to be integrated? For starters, because the world is continuously changing, education should change right along with it to meet the demands of new generations. Students today are far more tech-savvy than the Gen Xers before them. They stream entertainment online, read books on a screen, and give voice commands to digital assistants. But there is something lost in all that technological innovation—the search for a higher truth. Artistry and beauty, when integrated with STEM curricula, speak to students on a deeper, more meaningful level.
Triggering Student Engagement
Plenty of people today acknowledge that, despite the surge of interest in STEM, there still are not enough students who are pursuing STEM education. A 21st century workforce needs STEM-educated innovators, and perhaps one way to attract more students to STEM fields is to entice them with the arts. Liberal arts majors who have never taken a college-level science course before might be more willing to give chemistry a try if it has an artistic or design component to it. When combined with an artistic approach, science, technology, engineering and mathematics seem more accessible and intriguing to creatively inclined students.
Grand Canyon University is the school of choice for aspiring and current educators. One of our degree programs at the College of Education is our Bachelor of Science in Elementary Education. You can find out more by clicking on the Request More Information button on this page.


GEOG2206 Social Geography and Planning
- 6 points
Availability Location Mode Semester 2 UWA (Perth) Face to face
- Details for undergraduate courses
- Level 2 core unit in the Human Geography and Planning major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 2 elective
- This unit further develops key concepts and principles in human geography and planning by examining how socio-spatial differences (in terms of socioeconomic status, ethnicity, gender and age) manifest within urban contexts, and how planners and policymakers respond. It provides students with an opportunity to critically reflect on the core theoretical perspectives in social geography and planning, and how these have been applied in different geographical contexts. Students are also introduced to analytical techniques such as indices of spatial segregation, as well as critical interpersonal tools for effective practice in urban policy and planning.
- Students are able to (1) describe the common sociospatial processes shaping modern cities; (2) analyse the causes and policy/ planning implications of major urban social issues such as racial/ethnic difference and conflict, poverty and demographic diversity; (3) critique the competing theoretical perspectives on social geography including their strengths and limitations; (4) interpret sociospatial data from a range of sources such as population censuses and planning reports using qualitative and quantitative techniques; and (5) demonstrate proficiency in reflective and written communication skills for effective planning practice.
- Indicative assessments in this unit are as follows: (1) essay; (2) workshop assessment; and (3) examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Sarah Prout Quicke
- Unit rules
- Contact hours
- lectures: 2 hours per week; labs: 2 hours per week
Knox, P. and Pinch, S. Urban Social Geography: an Introduction, 5th edn: Pearson/Prentice-Hall 2006
A comprehensive reading list is supplied at the beginning of the unit.
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Fun Eagles Quiz – FREE General Knowledge Quiz for Kids Online
Enjoy this Easy Science for Kids Eagles Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Eagles. You need to answer all the questions to be able to get your score. You can do this fun Eagles quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the Eagles.
About the Eagles Quiz & our FREE Science Quizzes
Our easy quiz questions for kids are a free science general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Eagles quiz helps your kids learn fun facts about Eagles while enjoying this FREE interactive online quiz.
If your child is enjoying home-schooling, or is in a science enrichment class, with reading comprehension benefits for 1st – 5th grade kids. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this fun and free science quiz on Eagles.
As a reading comprehension fun activity for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you set a restriction on the number of times they can read about the quiz topic, before they do the actual quiz games we offer on our easy science for kids website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Eagles quiz answer they think is correct, and at the end you get the quiz score. Your child can try again and again doing the Eagles quiz, till he or she gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Eagles Quiz – FREE General Knowledge Quiz for Kids Online - ." Easy Science for Kids, May 2020. Web. 24 May 2020. < https://easyscienceforkids.com/fun-eagles-quiz-free-general-knowledge-quiz-for-kids-online/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Eagles Quiz – FREE General Knowledge Quiz for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-eagles-quiz-free-general-knowledge-quiz-for-kids-online/
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Music on your mind
Registered music therapist DEVIN BROOKS explains how music therapy “reaches into the corners of the brain”, and can have a transformative impact on children, adults and whānau. By KATE BARBER.
Beyond merely providing pleasure or transporting us to a different time and place, music can change the brain, and impact positively on our lives, and those of our children.
Devin Brooks radiates passion and warmth as he speaks of his work with Stand Tu Māia and the Stand for Children’s services, using music therapy to support children who’ve experienced significant complex trauma.
“My job is to support these children to feel safe in the world, to build positive and trusting relationships, to feel loved and cared for, and to support them to regulate and express their thoughts and emotions. We aim to transform their trauma experiences so that they can grow up to be strong and resilient adults, living positive and fulfilling lives,” says Devin.
Through the purposeful use of music, Devin can help change children’s threat arousal states, because, he explains, music can reach the brain’s natural alarm system, the amygdala gland.
“One cannot reason with someone through words to snap out of a fight, flight or freeze response, but music is able to reach and co-regulate an individual to a more regulated and calmer state,” states Devin.
Devin explains that “neuroplasticity” means that our brains can keep learning and adapting, and that, “these experiences of co-regulation and feeling safe can effectively rewire the brain’s responses to threat”.
If music has this capacity to “reach into the corners of the brain” and, potentially, to alter how it is wired, then music therapy offers evidence-based therapeutic support to many different groups of people: those recovering from brain injury, or conditions such as Parkinson’s disease, and those with intellectual disabilities or mental illness.
When it comes to our children, Devin explains that there is significant research showing the effectiveness of music therapy in supporting children with Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder (ADHD), as well as mental health and wellbeing issues, and communication and social challenges. Music therapy is also being used to support positive parent/whānau relationships.
“Music therapy has the ability to bypass cultural, intellectual, physical and emotional barriers, and reach people in such engaging, positive and meaningful ways,” states Devin.
The gift of music
From language and motor skills development to improved memory and concentration, music offers numerous lasting benefits to the brain, explains Director of the Christchurch Music Academy, KATIE ANSTISS.
When a child learns to play an instrument, says Katie, the auditory and motor regions of the brain ‘light up’. When learning to internalise rhythm, which is integral to music education, the brain is supported in its cognitive function and concentration. Katie could sing from the rooftops about the far-reaching neurological benefits of music. What’s most exciting, she says, is that these benefits are “embedded for life”.
The Christchurch Music Academy offers a comprehensive, innovative and fun programme of music tuition for children of all ages, based on the listen-sing-play-read-FUN philosophy. As well as offering sessions for preschoolers and piano/musicianship group classes for school-aged children, the Academy offers specialist tuition in drums, vocals and guitar, as well as choirs, ensembles and bands – with expert teachers who are passionate about passing on the gift of music.
03 377 3778 / chchmusicacademy.co.nz


Science seems to play a much greater role in the primary school curriculum than it did when I was a child. Back then, science before age 11 seemed to consist of having tadpoles in the classroom and growing an indoor plant. Now, primary school teachers are expected to teach a whole series of scientific concepts to their pupils, and find time for plenty of experiments too. By secondary level, the pressure increases to pursue the sciences, with the humanities reduced to second-rate cousins.
This seems indicative of a sort of ‘scientism’ in our education system (and culture generally) which holds that science is by far the most important subject. From a Catholic perspective, I would argue that subjects which treat of the fundamental metaphysical realities concerning God and man are of greater importance than those which deal only with the material world. This doesn’t mean we avoid science (in fact it’s important to approach science boldly and debunk thoroughly the popular idea that somehow science and faith are incompatible): it simply means that we do not treat it as the most important subject. My own thoughts on the position which the material sciences should hold in a Catholic curriculum (relative to those which pertain to the fundamental truths about Man) are neatly summed up by Samuel Johnson in his work on Milton:
“The knowledge of external nature, and the sciences which that knowledge requires or includes, are not the great or the frequent business of the human mind. Whether we provide for action or conversation, whether we wish to be useful or pleasing, the first requisite is the religious and moral knowledge of right and wrong; the next is an acquaintance with the history of mankind, and with those examples which may be said to embody truth and prove by events the reasonableness of opinions. Prudence and justice are virtues and excellences of all times and of all places; we are perpetually moralists, but we are geometricians only by chance. Our intercourse with intellectual nature is necessary; our speculations upon matter are voluntary and at leisure.”
The age-specific schedules offered are closely based on the National curriculum for Key Stages 2 and 3. I cannot imagine anyone – at home or in school – covering everything listed here: it seems very ambitious and much of what is scheduled for earlier ages could easily be covered later. So, don’t be overwhelmed by it all: just take what you want from the many ideas on offer. If your child loves science and wants to go further, the ideas are here; if your child isn’t keen, cover the basics and leave the rest for later.
GCSE All science GCSEs contain assessed practical elements, so home-educators opt for IGCSEs which are exam only. Within IGCSEs there are several options: you can take each of the three sciences separately, or you can sit a Double Award in which you study all three sciences in less detail and are awarded two qualifications (depending on which you specialise in); or you can take Combined Science in which you study all three in less detail and end up with just on IGCSE overall. These correspond pretty much exactly to the Core, Double and Triple science offered by the schools at GCSE level. In CIE, the problem of sitting a practical test is dealt with by the provision of an ‘Alternative to Practical’ paper in which the pupil must describe the equipment and methods needed for a specified experiment
Discussions about nature, look at library books, Art and craft, nature walks, seasons


Can you imagine spending 5 or 6 years in primary school without learning how to read? Sadly, this is a reality for many children around the world today. Globally, two-thirds of children (approximately 68 percent) will reach the last grade of primary school–but will not achieve minimum proficiency levels in reading.
This is a critical problem–a learning crisis. Reading is a foundational skill that is a gateway to learn other subjects such as math, history, and science. Without the ability to read, millions of children are missing out on studying subjects that can further their education. Not only that–they are missing out on the simple joy of reading!
Each year on September 8th, the world celebrates International Literacy Day. This day is an opportunity to recognize the importance of literacy and to raise awareness about the challenges around global literacy development. This year, the theme for International Literacy Day is “Literacy and Multilingualism.” In alignment with the UN’s designation of 2019 as the International Year of Indigenous Languages, this theme acknowledges the significance of language in learning to read.
Reading in Your First Language
For a majority of children worldwide, encountering books in a language they can speak and understand is extremely rare. Despite a multitude of research showing that children learn best in their first language, many education systems around the world insist on only one or a few languages of instruction. Often times, these are not a child’s first language, but a colonial or regional language. In fact, this is a common educational barrier we come across in indigenous communities where FH works–across all our regions! For example, did you know the following?
- In Ethiopia, there are over 83 languages and 200 different dialects.
- In India, there are 22 major languages in 13 different scripts, with over 720 dialects.
For education systems that do have favorable policies for children learning in their first language, the availability of books and learning materials in those languages is limited.
FH has been working to alleviate this problem through translating books into indigenous languages throughout the places we work. Through the Global Digital Library’s online database, FH participated in a book translation sprint in October 2018. As a result of this effort, 462 individual books were translated into 10 different languages!
Children and families in Burundi, Indonesia, Cambodia, Uganda and India are finally reading books in languages they speak and understand. For some staff in Burundi, this experience provided them and their children with their first experience with a book in their first language of Kirundi.
Providing Reading Resources Worldwide
FH promotes early reading between parents and children as important for cognitive growth and positive caregiver and child interaction. For example, in Guatemala, FH designed sets of simple flashcards in different indigenous languages such as Ixil and Mam. For the first time, parents are using these flashcards to tell stories to their young children in their own language!
FH is also increasing access to books at the community level, through the setup of community libraries filled with books in national and indigenous languages. Increasing access to books in indigenous languages preserves cultural and linguistic heritage, facilitates the acquisition of reading skills, and promotes a culture and love of reading.
Join with FH in celebrating International Literacy Day by:
- Giving early readers and other resources through the gift catalog to provide an education to someone in poverty.
- Reading a book with your kids in your first language.
- Finally, learning more about worldwide literacy through the stories below!
These Story Books Will Change the Next Generation in Burundi
4 Ways to Celebrate International Literacy Day
Education is a Privilege, Not an Obligation
A Victim of Child Marriage finds “Happily Ever After” in Literacy Programs


Music and Drama
Music is a great gift from God and each CCS student can develop his or her own musical abilities and talents to glorify God throughout life.
The music program at CCS offers students a wide variety of avenues to express themselves musically and creatively. The foundation of music education at CCS is audiation, or “musical thinking.” Students’ audiation is bolstered by exposure to a rich musical vocabulary and participation in movement-based learning. In addition to learning audiation, CCS students receive a well-rounded musical experience. Students learn about myriad styles, cultures, and time-periods; experiment with new instruments, tonalities, and meters; and move through different levels, spaces, and pathways. In addition, the CCS music program grants students the opportunity to improvise, read music, compose, and perform. Through these methods and techniques, students learn that, though entertaining, music is a discipline and art worthy of respect and diligent study.
The primary goal of the CCS music program is to give students musical skills that they can use for a lifetime, skills that will transform students into competent, literate musicians who have an understanding and appreciation for music no matter what the musical environment. Through formal and informal music training, CCS students will develop a meaningful and lasting appreciation of music.
All elementary CCS students attend a general music class once a week where they sing, chant, move, and play a variety of percussion instruments. As students progress in their music education, they are exposed to music history and theory. Each year CCS students participate in the Christmas and Spring concerts where they perform a variety of music. All CCS students and their families look forward to these exciting events.
Middle school students select art or music each semester. In addition, middle school students have the opportunity to select from a variety of music electives, should they wish to gain a deeper understanding and focus in a core area.
Fall and Spring Musicals
5th through 8th grade students practice and perform a Fall and Spring musical number each year that is open to the public.


As we prepare our students for future success, we recognize that numeracy is an essential life skill. It’s no longer acceptable for students to graduate from high school thinking, “I’m not good at math,” because we also know that that’s just not true; everyone can be good at math.
“Math is always a hot button subject. Parents think back to their own experiences of math – some positive, some negative – and now see their children going through school and they don’t want them to have a negative experience,” says Mrs. Julie Harris, a math teacher and program specialist at the Middle School. “Parents also refer back to how they were taught and see that it’s different now. This brings up questions like, ‘Why is it different? Is it still rigorous? Is my child really learning?'”
Math at St. Michaels University School is about engaging all styles of learning and helping students develop the skills to persevere through problem solving.
“We want students experiencing success and feeling some joy in math so that they have a positive mindset moving forward. What’s key to that mindset is that they need to experience a bit of struggle in math because these short-term struggles bring long-term success. We want all students to feel the joy of solving a problem that is attainable but not routine,” Julie says. “This prepares them so that when they face other problems down the road they can draw on that positive experience in math saying, ‘This is hard, this is a struggle, but I can do this because I know how to come at this problem in a few different ways.'”
Julie calls this “normalizing the struggle” in math and she equates it to an Albert Einstein quote: “It’s not that I’m so smart, it’s just that I stay with problems longer.”
“In math we used to be considered smart if we could solve problems quickly and easily. However, we don’t praise kids for doing things easily; we praise effort, struggle and perseverance because we learn by being challenged,” she says. “We’re developing skills and a mindset that shows students that they can be successful if they’re willing to work hard and persevere.”
Hands-On Learning in Math Class
No two Middle School math classes are alike. Classes are dynamic and 50-minute blocks are a balanced mix of instruction, and both independent and collaborative work.
Take a recent Grade 6 class as an example. Mr. DeMerchant created a hands-on math experience that involved solving combination locks. Students learning about the order of operations (BEDMAS) worked to answer math problems that helped them determine the correct lock combinations.
“When students are working on math in an engaging context they will be willing to struggle longer and persevere in order to get to that tangible end goal,” Julie says.
The newly renovated math classrooms at the Middle School – complete with movable furniture and whiteboard walls – were appropriately designed for this active way to learn math. Communicating thinking and making learning visible is essential in math. It allows teachers to assess how well a student understands the math, but it also allows students to work together to share different strategies with one another.
Math Information Evening
On Tuesday, May 7, the Middle School will host a Math Information Evening for parents from 6 to 8 pm in the Chapel.
Parents will hear about why and how the provincial math curriculum has changed and how the subject is taught at SMUS, with some interactive and collaborative math problem-solving for parents. Parents will also learn how to support their children at home when they’re working on math problems.
“What we give time to is what we value. We can’t say, ‘You should read every night’ but not give students time in class to read,” Julie says. “In order for students to be successful in math, we show them that we, as a school, value it and that it’s important, and that you learn and grow when you work hard and persevere.”


There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.
|Advisor:||McDowell, Theresa, Cavanagh, Tom|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/06(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, English as a Second Language, Elementary education|
|Keywords:||Curriculum, English language learners, Kindergarten, Mathematics, Teachers' perceptions|
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General Learning Programme
Outdoor, we offer playing facilities where children are given the opportunity to engage in physical activities. Muscle development and muscle co-ordination can be promoted only through the muscle movement of a child.
Games are organized in such a way that there is an opportunity for climbing, crawling, walking, jumping and running. Touch perception is enhanced by sandpit play and different textures found on the playground namely: grass, leaves, and a variety of textured sand.
We offer learning programs for all kids consisting of planned lessons throughout the year, developed in 7 categories:
- Memory Skills
- Logical Thinking
- Life Skills
Strong emphasis on emotional skills such as:
- Daring Deed
- Goal setting
- Self image
orientation such as:|
Different skills are stimulated, developed and evaluated to ensure that any slight or serious developmental problems are identified and aid is given timeously. Learners with a high learning capacity are encouraged to develop a higher standard and to further their potential.
A maximum of 20 learners are accommodated at a time, ensuring individual attention. Lessons are presented in an enjoyable, upbringing manner in a relaxed atmosphere, in the known surroundings of the centre.
Reports are issued twice a year based on continuos assesments and evaluation done during the term. Continual feed back is given by teachers as to the progress of learners, and their development.
OUR PROGRAMMES INCLUDES
1. Personal, Social and Emotional Development
- A positive self image, recounting own experiences
- Discussing own experiences
- A positive self image - encouragement to be independent
- Independent feeding and toileting.
2. Physical Development
- Perception - auditory and visual
- Body awareness
- Refining of basic skills
- Physical activities daily (Gross Motor Skills)
3. Communication, Language and Literacy
- With specific emphasis on our weekly theme, their vocabulary is expanded in order to gain more knowledge and experience of the world around them. This is enhanced by regular trips and outings as well as visits from people in the community.
- Stories and reading
4. Development of Critical and Creative Thinking Skills
- Art - development of fine motor co-ordination and creativity
- Water and Sand play activities
5. Cultural Development
- Music - Encouraged to participate in choirs, encouraged to perform solos
- Art festival bi-yearly
- Regular puppet shows
- Flagship events.
- Well balanced,nutritious diet provided
- Vaccination and routine check-ups
A deep rooted cultural instinct to express emotional feelings by means of Art, dated from the beginning of the existence of mankind. The exposure of toddlers to Art Instruction ensures holistic development and provides for an outlet for the lack of the spoken and written word and serves also as a launching platform in addressing his/her explorative mind.
Art education stimulates cognitive development, the corner stone on which all intellectual development is dependent. The development of creative thinking processes, such as problem solving, relationships and details, are thus provided for. Early identification of special art talents is of utmost importance. Our fully equipped facilities ensure a high standard throughout.
Music is one of the most important performing arts and can have a great effect on a child's total development. Children participating in music, achieve some or other form of success, considering that it is experienced individually. This success leads to a sense of confidence and self-worth and gives the child courage to attempt more difficult learning tasks.
In order to give a child a well-round education, music is included as a basic subject. Children who participate in music have acute listening skills, are better focused and mentally more advanced.
Music is one of the most potent performing arts and can have a great effect on a child's total development. Music
generally makes children happy! Nurture your child's musical ability, it will lay a foundation to be utilised for the rest of his/her life.


Ehren, B.J., Lenz, B.K., & Deshler, D.D. (2004). Enhancing literacy proficiency with adolescents and young adults. In C.A. Stone, E.R. Silliman, B.J. Ehren, & K. Apel (Eds.),Handbook of language and literacy development and disorders (pp. 681-701). New York: Guilford Press.
Topic: Content Literacy Continuum
Subcategory: Big Picture
Summary: This chapter describes the dire consequences of low literacy levels in our society and lack of attention to literacy instruction for adolescents, then suggests key principles to help dispel prevailing myths related to literacy and older students. The chapter incorporates many aspects of the Strategic Instruction Model and Content Literacy Continuum.


Life Span Motor Development, Sixth Edition With Web Study Guide, uses the model of constraints in discussing reasons for changes in movement throughout the life span, Focusing on assessment more heavily than previous editions, this updated edition encourages students to examine how the interactions of the individual, environment, and task bring about changes in a person’s movements. The principles of motor development are presented in an accessible manner so that even readers with minimal movement science background will comprehend the material.
A key component of the sixth edition is an improved web study guide featuring revised lab activities and better functionality. New to this edition, lab activity record sheets and questions are available as fillable documents so that students can complete and submit them electronically, resulting in increased efficiency and reduced paperwork for instructors. In several labs, guided assessments teach students to observe video and categorize movements accurately. These assessments cue students to look at particular parts of the movement and guide students through questions, answers, and feedback. Then students are provided opportunities for unguided assessments via video clips or live observation, putting into practice what they have learned in the guided assessments. There are also over 100 new video clips in the web study guide, including a comprehensive video diary of the motor development milestones in the first nine months of a baby’s life.
Life Span Motor Development, Sixth Edition, contains several other updates that are appealing to instructors and students alike:
• A new full-color interior provides for a more engaging presentation of the material.
• Updated research includes Generation R studies and connections to fitness and motor skills.
• An updated presentation package and image bank, plus a test package and chapter quizzes, are included.
• An instructor guide includes recommendations on using the lab activities in the web study guide both in and out of class.
• Multiple learning exercises that were previously part of the web resource have been moved to the book to allow the video-rich lab activities to occupy students’ learning time when they are online
As in past editions, students understand how maturational age and chronological age are distinct and how functional constraints affect motor skill development and learning. It also covers normal and abnormal developmental issues across the full life span, especially in the formative years. The text shows how the four components of physical fitness—cardiorespiratory endurance, strength, flexibility, and body composition—interact to affect a person’s movements over the life span. It also describes how relevant social, cultural, psychosocial, and cognitive influences can affect a person’s movements. Significant updates focus on assessment, including new figures that help to explain in detail the functional constraints approach to assessment.
Life Span Motor Development, Sixth Edition, not only provides students with the observational skills necessary for assessing motor development, but it also expertly ties the information to real life. The text continues to emphasize the application of motor development concepts to the real world by beginning each chapter with an example of a common experience and then revisiting that experience at the end of the chapter, allowing readers to apply the material to the example. The book also retains the objectives; running glossary; and key points, sidebars, and application questions throughout each chapter.
Life Span Motor Development, Sixth Edition, encompasses the most current research in motor development. It is enhanced with practical online resources for instructors and students, making the concepts of motor development come alive. The text gives students a solid foundation not only for beginning their studies in motor development but also for applying the concepts to real-world situations.
Category: Anatomy & Physiology
Author: Kathleen Haywood
Pub Date: 7/16/2014
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Hazardous Areas Awareness
Face to Face
Aims to train various personnel on the risk of operating in high-risk flammable and combustible environments.
Areas where gases, vapours, mists and dusts occur in dangerous quantities are classified as hazardous areas. Therefore, precautions must be taken to ensure that when working in these areas you are adequately protected and trained, so as to reduce the likelihood of the ignition of an explosive atmosphere. People who carry out work in these areas require an understanding of the potential for ignition to occur, and appropriate control measures to ensure the safety of all personnel. Our Hazardous Areas Awareness training course addresses these issues.
This course is suitable for anyone working in a hazardous area, including cleaning staff, HSE staff, trade personnel and management.
Participants will receive a Statement of Attendance. This Statement is issued by Pinnacle Safety and Training (RTO 40496).
This Hazardous Areas Awareness course aims to train various personnel on the risk of operating in high-risk flammable and combustible environments. It will equip personnel with the skills to identify risks and implement suitable control measures to reduce the hazard to acceptable safe levels.
- Identifying standards, codes of practices and legislation relating to hazardous areas
- Defining and identifying different hazardous area zones
- Defining hazardous area zones, including signage and classification layout drawings
- Defining conditions and sources of ignition
- Identifying properties of flammable materials
- Identifying equipment that may produce arcs and sparks
- Explaining the requirements for equipment that may produce arcs and sparks
- Identifying requirements for maintenance and installation works in hazardous areas
- We supply all equipment necessary for you to undertake training.
- Training conducted by experienced industry experts.
Each Trainee Must Provide
- Be at least 18 years of age
- Have at least a Year 10 level of numeracy, literacy and communication skills
- Have the ability to read and write English
- Please contact us if you have any concerns about your level of language literacy or numeracy
For online training, participants must:
- Use a device that meets the minimum System Requirements of Pinnacle’s e-Learning system (we officially support and recommend modern desktop or laptop computers running Google Chrome web browser). Other personal devices (e.g. phones and tablets) may be compatible, but due to the variety available, we do not officially support these devices.
- Have a stable internet connection.
- Use a device that can play sound.
- Working at Heights - Online Theory + Half Day Practical
- Height Safety Equipment Inspection
- Fire Warden Training
- Certificate IV in Work Health and Safety
- Diploma of Work Health and Safety
- TAELLN411 Address Adult Language, Literacy and Numeracy Skills
- Asbestos Awareness
- Safely Access the Rail Corridor
- Provide First Aid Training
- Manual Handling Training
- Silica Awareness
- Hazardous Areas Awareness
- Chain of Responsibility
David is by far one of the most professional, inspiring and personable teachers I’ve ever had. Thank you for making what could’ve been a very stressful day, informative and interesting!


Science Electricity Fun Science Worksheets For Kids
Science Electricity Worksheet for kids – Our Fun Science Worksheets For Kids are FREE to download and use at home or in the classroom. This Electricity worksheet for kids has a section with missing words game and a section with a fun words search puzzle.
You can download and print the Electricity worksheet for your kids to enjoy! With the Electricity hidden words science activity sheet, kids can play while learning fun facts about electricity. It’s perfect for elementary school kids and kindergarten kids.
Who discovered electricity? What is electricity? This form of energy is greatly useful to us, but it can be dangerous and deadly. Let your kids find out more about electricity with this FREE downloadable and printable electricity for kids worksheet!
You can get many more free worksheets in our Easy Science for Kids website – the premier online teacher science resource.
Free Science Electricity Worksheet for Kids
[sociallocker]Download the fun worksheet about science electricity.
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You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Science Electricity Fun Science Worksheets For Kids - ." Easy Science for Kids, Jun 2020. Web. 02 Jun 2020. < https://easyscienceforkids.com/science-electricity-fun-science-worksheets-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Science Electricity Fun Science Worksheets For Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/science-electricity-fun-science-worksheets-for-kids/
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By Teachers, For Teachers
If you are feeling that mid-year slump, you are not alone. Keeping your students enthusiastic about school mid-year can be quite a struggle. You do not have to follow that old adage “This, too, shall pass.”
Instead, you can get up and do something about it. You can enliven your classroom mid-year by trying some new teaching strategies, including a new activity, trying something different and unexpected, and taking a break from your normal routine. Here are several teaching strategies that do just that.
You have most likely been doing the same activities all year long so far. So this is the perfect time to dig out one of your old favorites that you learned in college or from a colleague. Find an activity that you love teaching, and that you know your students will love doing. If you loved the strategy “Sketch-to-Stretch,” where students visualize the text and interpret it through drawing, then try it. “Harold and the Purple Crayon” by Crockett Johnson is the perfect book to use this strategy with. When you try something new, you will be able to feel the energy in the room brighten.
Elementary students love to have a book read to them, so you should dig out your favorite children’s book and read it to your students. If you have an upper elementary school grade, and you think they would rather read themselves, then you can change things up and have them choose a book instead of your choosing the book for them. Some great mid-year read alouds are “Charlie and the Chocolate Factory,” “Charlotte’s Web,” and “Little House on the Prairie.”
Mid-year is the perfect time to try something different that you have never tried before. If you have always wanted to try brain breaks in your classroom, then now is the time. Elementary students would love a break to get up and get moving, and Go Noodle is just the thing to try. It’s a fun and interactive way to get kids moving. If you have always wanted to try choice menus in your classroom, but never have gotten the chance, now is the time. Be creative and design a choice menu where students get to choose how they will learn the topic you are teaching.
One of the best and easiest ways that you can re-energize your students is to get their input on what is going to make them happy. Design a mid-year survey where students can give their suggestions on what, and how they will learn. Your students will love that you value their opinion and that in itself will help re-energize your classroom.
Introduce the unexpected to re-energize your classroom. Routines are beneficial, especially to the little ones. They always know what to expect which in turn provides a nice classroom flow, and helps deter any classroom misbehavior. But by switching up your daily routine you are re-energizing your classroom, which is a real effective way to enliven your students mid-year. Think of a way to really wow your students. You can surprise them with a movie mid-day, switch their morning meeting or bell work until the end of the day, or just take a break from your regular routine altogether.
These are just a few ways that you can re-energize your classroom and avoid the mid-year slump. Getting students up and out of their seats, while trying something new will allow them to gain some much needed perspective for the rest of the school year. It is also essential that teachers show their enthusiasm for school. By keeping your energy and excitement up mid-year, you will show students how to follow suit.
How do you re-energize your classroom midyear? Do you have any tips or tricks that you use? Please share your thoughts in the comment section below, we would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


“I would teach children music, physics & philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning.” –Plato
SPRING 2018 LETTER WRITING CAMPAIGN
Two recently proposed Michigan education bills, SB 0198 and HB 4349, will ensure that all elementary students are provided with a basic music education experience. If enacted, this ESSA-aligned legislation would authorize best practice guidelines for K-5 general music contact time and teaching environment, and would ensure the preservation and continuous development of high quality music education experiences for all Michigan students. We encourage you to communicate with the legislators from your home district and let them know how important music education is to you and your students.
Let’s stand together as we work for quality music education opportunities for all Michigan students!
Why music education matters:
- Music classes provide places where ALL students can be successful
- Music allows students to be creative & innovative
- Participation in an ensemble promotes teamwork
- Participation in music helps develop the WHOLE student
- Participation in music empowers students to appreciate artistic works
- MUSIC MATTERS! Please join us in preserving it for all students, now & in the future.
5 ways parents can support their school music programs:
- Get involved in your music booster group and/or volunteer in the classroom. Your teachers have ideas, and you could be the answer.
- Thank your school principal for supporting your child’s music program and music teacher. “Thank you” is not something they hear every day. And it shows you’re paying attention.
- Write your local/national newspaper a letter-to-the-editor about what music has meant for your child. It only takes 80 to 100 words, but it can go a long way. Lawmakers and other decision-makers are keeping track of what constituents want.
- Invite your school board members, county/district supervisors, state/national lawmakers to your child’s school concert. No, really! They may see it as only a public relations opportunity when they come, but when they leave, they’ll understand why music matters in all schools.
- Reach out to local media. Whether on radio, TV, or in print, your school music program has a story to tell. See the “Public Relations 101” resource for advocates below for more ideas.
- As seen at http://www.nafme.org/take-action/5-ways-to-support-your-music-program/?platform=hootsuite
20 Important Benefits of Music in our Schools:
Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument. But despite this almost universal interest, many schools are having to do away with their music education programs. This is a mistake, with schools losing not only an enjoyable subject, but a subject that can enrich students’ lives and education. CLICK HERE to learn why music education is so important, and how it offers benefits even beyond itself.
Resources for Educators:
Advocating for your program–practical tips Here are some great ways to advocate for music education in your community.
Proud Member Statement, Programs 2013 Looking for a way to show your support for MMEA in your concert programs? Use this print-ready statement with logos in your concert programs, handouts, etc. Please use this graphic to show YOUR support for MMEA!
Legislative Asks 2017 (MI Adv Day) Take a look at our legislative asks from the 2017 Michigan Music Education Advocacy Day.
Advocacy Talking Points, Spring 2017 Interested in learning more about our current advocacy platform? Read here to see what we’re working on, & feel free to share with anyone who might be interested.
Position Statements (certification, evaluation & fieldwork)
Coming soon: letter templates
- LETTER TEMPLATE DOCX – 13 KB
- Advocacy Talking Points, Spring 2017 PDF – 278 KB
- Legislative Asks 2017 (MI Adv Day) PDF – 5 MB
- Advocacy Talking Points, Fall 2016 PDF – 468 KB
- Music Teacher Certification Statement, MMEA & PMEPD (final) PDF – 337 KB
- NAfME-Teacher-Evaluation-Position-Statement PDF – 117 KB
- MISMTE Position – Statement Teacher Eval – Final PDF – 245 KB
- MISMTE Position Statement, Fieldwork PDF – 442 KB
- Legislative Asks 2016 (MI Adv Day) PDF – 637 KB
- Proud Member Statement, Programs 2013 PDF – 111 KB
- Advocating for your program–practical tips PDF – 207 KB


Pythagorea Level 12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 Solution/Answers
Pythagorea is android/iOS app developed by Horis International Limited. Solutions hints and answers to pythagorea are available in this post scroll down to find solutions to all the levels.
This game is mostly focused on geometric puzzles and construction. the workspace is divided into grids to draw lines. You should know all the basic Math operations. All lines and shapes are drawn on a grid whose cells are squares. Most of the game levels can be answered using natural intuition and bye some basic laws of geometry.
You have to connect points on the grid using straight lines to construct an element, you can even use intersection points to draw. some levels are very easy some are of medium difficulty and some are very hard to solve, that’s why I am providing solutions to all the problems.
If you have forgotten basic course you did in your elementary education, this game is for you to revise all the concept using a single game or if you don’t know any of the geometry this game features “i” button from where you can learn about all the shapes and geometry and then play this game to enhance your geometry skill.And do not miss your chance to familiarize children with mathematics. Pythagorea is an excellent way to make friends with geometry and benefit from spending time together.
Download link for Android devices: https://play.google.com/store/apps/details?id=com.hil_hk.pythagorea
Download link for iOS devices: https://itunes.apple.com/us/app/pythagorea-geometry-on-square-grid/
If you are here for levels other than ‘Point Symmetry’ Go to directory of all other levels at : https://www.puzzlegamemaster.com/pythagorea-all-answers-solutions/
Pythagorea Level 12.1: Reflect the point across the point O.
Pythagorea Level 12.2: Reflect the segment across the point Ο
Pythagorea Level 12.3: Construct the center of symmetry of the given figure.
Pythagorea Level 12.4: Reflect the polyline across the point O.
Pythagorea Level 12.5: Reflect the polyline across the point O.
Pythagorea Level 12.6: Reflect the triangle across the point O.
Pythagorea Level 12.7: Reflect the triangle across the point O.
Pythagorea Level 12.8: Select two points that are symmetric with respect to the point O.
Pythagorea Level 12.9: Reflect the figure across the point O.
Pythagorea Level 12.10: Reflect the polyline across the point O.
Pythagorea Level 12.11: Construct the Center of reflection of the given figures.
Pythagorea Level 12.12: Construct the Center of reflection of the given figures.
Pythagorea Level 12.13: Construct the Center of reflection of the given figures.
Feel free to comment below if you have any doubts regarding the solutions. I will try to help you guys. All other levels are posted on this blog please visit them too.


In the nucleus of every cell in your body are 23 pairs of chromosomes, one from each of your parents. These pairs of chromosomes contain genetic material that determines your development, such as the color of your eyes and hair. Sometimes, chromosome 21 gets an extra copy. When this happens, a child is born with Down syndrome.
- Every child is different, but most children born with Down syndrome have some obvious physical characteristics. Their eyes might slant upward and they might be small. They might have a deep crease across the palms of their hands.
- Children with Down syndrome often have developmental delays. It might be harder for them to learn to walk and talk. They might need extra help learning to dress themselves or use the bathroom.
- Down syndrome was often mentioned in art, literature, and music, but it wasn’t until 1866 that it had a scientific definition and name. A doctor, John Langdon Down, first described it in a published article.
- Down syndrome is the most common genetic disorder. About 1 in 700 babies in the U.S. have Down syndrome, or about 6,000 every year. Older women are more likely to have a baby with Down syndrome. Very rarely, the condition runs in a family.
- During pregnancy, women can opt to go through tests to determine if their baby has Down syndrome. After birth, a doctor might notice physical symptoms that might indicate Down syndrome. Genetic tests can confirm the diagnosis.
- One hundred years ago, a child with Down syndrome might live to be only nine. Today, people with Down syndrome are living longer and are enjoying healthier, happier lives.
- Genetic: dealing with cellular traits inherited from our parents
Frequently Asked Questions
Question: A child in my class has Down syndrome. How should I treat her?
Answer: Just like you would anyone else. Children with Down syndrome like to play sports and games, paint, play music, and have friends just like everyone else. She might need extra time to learn new things or do her school work. Be patient. Offer to help her. Sit with her at lunch and invite her to playdates and birthday parties. Don’t ever call a child with Down syndrome retarded, which is very hurtful.
Watch a video about Down Syndrome.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Down Syndrome facts for Children ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/down-syndrome/ >.
APA Style Citation
Tobin, Declan. (2020). Down Syndrome facts for Children. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/down-syndrome/
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Mathematics is one of the most important subjects for students from the start of their academic year. It is useful in so many purposes, including our daily life encounters. As much as many students must face difficulties in understanding the concepts of it. As we are heading towards a digital world, why not make use of our phones and tablets, which are now a part of our daily lives productively.
The Incredible 8 Apps for Mathematics
So taking a step ahead for making students lives more comfortable and convenient here are some of the best math applications that are widely used and are helpful for students:-
Star Dash Studios is an application that is made to help your numeracy skills by engaging gameplay combined with educational content. This game is designed for students in their late teens, and early 20’s who struggle to see the purpose of math in their day to day lives. Star Dash Studios takes place on a movie set -the player is a runner, this game is linked to real-life situations and help players to see the value of math in their workplace. It makes it interesting for users because it’s constantly engaging for them to do more in a new way, and without realizing, players will gain plenty of knowledge from this app.
The next exciting application is Sumaze. It is a problem-solving puzzle game that involves arithmetic, inequalities, the modulus function, indices, logarithms, and primes. This game is fit for A level mathematicians and can also be played by players who don’t have any previous knowledge of these topics. There is an update to this app named Sumaze 2, which deals with fractions, percentages, decimals, primes, and digit. It is suitable for children of age 14-16+.
Khan academy is a well-known app not only for mathematics but for other subjects as well. This app is student-friendly and has videos related to the NCERT/CBSE curriculum. It has over 10,000 videos and explanations to build a strong conceptual understanding of the subjects by engaging them with quizzes, unit tests, and weekly homework. It is beneficial for boards, CAT, GMAT, IIT-JEE. Not only do they provide a unit test, they also recommend exercises to focus on and step by step videos. It is a widely used app for students to be tutored from home free of cost and with their own time and convenience.
Photomath is another resourceful application. It works by either scanning text through your mobile camera or can type equations by its scientific calculator. The best part of this application is that it breaks each problem into steps with explanations making it easier for students to understand the logic behind each equation and problem. It is an offline application and supports over 30 languages making it very efficient for users around the world.
Calculators are essential in solving mathematical problems and equations. To make it much more comfortable and accessible, a digital calculator, namely Mathway, is the world’s smartest calculator. It instantly solves your problems, from basic algebra to complex calculus. It covers topics that are pre-algebra, algebra, trigonometry, calculus, and statistics. It acts as a private tutor solving problems step by step and providing instant answers to your questions.
Graphing calculator is a scientific graphing calculator that is designed to replace massive and costly graphing calculators with efficient and virtual calculators available on your android phone and tablet. It works as a scientific, graphic, fractions, algebra, probability & statistics, and matrix calculator. It is very efficient for learning how to plot graphs and solve equations accordingly.
Geometry is a vital aspect of mathematics; that is why an application named Geometry Pad makes a student’s life easier. With Geometry Pad, you can make shapes, explore angles, change the way, and calculate metrics. Snapping is deeply integrated into the application. Snap-to-grid and snap-to-objects allow for precise constructions. Snapping can be easily turned on/off in the quick snapping settings window. You can insert images, draw free-hand, and can save documents. This app makes construction and calculation of shapes easier through in build shape metric properties.
Lastly, the most used application for our entertainment purposes that is YouTube can also help study mathematics. YouTube has various channels where people put various informative, resourceful details and can be accessed by anyone.


By staying up-to-date on elementary classroom practices, you can be better Consider an elementary education course to help you make an even greater. now evaluates methods coursework for both English and mathematics routes in .. Methods and the middle: Elementary and secondary preservice teachers'.
Materials and methods of instruction in mathematics for grades P-5 with Learning Outcomes: Upon completing this course, students will be. This course combines elementary mathematics content with elementary mathematics methods in a coordinated way through the completion of a Teacher Work.
Students in this course will engage deeply with the most relevant research on effective teaching methods in the higher education context, while refining their own. This course allows participants to get to know, experiment and practice the most relevant innovative teaching methods - such as project-based learning.
This online methods course satisfies California requirements for teachers who want to add Single Subject Physical Education to their current general education . HHPK – Teaching PE Methods II. COURSE SYLLABUS: Spring Instructor: Steve Prewitt, PhD. Office Location: Field House H. Office Hours.
Criminal justice administration courses on criminology, foundations of the Consider an elementary education course to help you make an even greater not all courses are available in all locations or in both online and on-campus formats. Methods of Teaching in Elementary Schools. EDUC X This online methods course satisfies California requirements for credentialed single subject.
Definition of Methods Courses: University courses during a teacher licensure program that relate to the teaching methods of a particular content area. IRES requires that each PhD and Master's student takes at least one methods course. The course is to be chosen in consultation with your supervisor(s) and.


Partnerships for Literacy is an academic intervention that schools can implement to boost their students’ early literacy outcomes. It was developed by the Ohio Statewide Family Engagement Center. It is not a classroom-level intervention, rather, it builds infrastructure within a school to develop/improve family engagement practices that have an impact on how families, school staff, and community partners support literacy development.
The intended result is improved home and school supports for early language and literacy development for young children through:
- the implementation of a locally developed plan, aligned with the school’s reading plan and linking to community resources,
- a sustainable, representative, family-teacher team that is linked to the school’s building leadership team and focused on the needs of all families through family and community engagement practices, and
- teachers who practice more effective family engagement.
All of Ohio’s State Support Team offices have at least 1 coach trained to support Partnerships for Literacy in Ohio schools. Materials are available in Spanish, Chinese, Somali, and Arabic, so that a representative set of families can participate on Partnerships for Literacy teams.
Learn more on our Partnerships for Literacy Resource Page for Schools.


Teacher podcast sight words!
In this teacher podcast episode, Deedee and Adam talk about a new approach to teaching sight words in elementary classrooms. Based on the research, they discuss how sight words can actually be part of your explicit phonics instruction! They will give you a few ideas that you can use in your own sight word instruction.
A Fresh Look at Phonics by Wiley Blevins
This is Balanced Literacy by Douglas Fisher, Nancy Frey, and Nancy Akhavan
About this Teacher Podcast
The Classroom Collaborative Podcast is a show about teaching, classroom, and education. We tackle new classroom tips and tricks in every episode.
About Your Hosts
Deedee Wills is an early childhood educator, instructional coach, and international educational consultant. She is also the author of the award-winning blog, Mrs. Wills Kindergarten.
I hope you enjoyed this episode! See you on the next one!
Deedee & Adam


Key Stage 2
Ages 7 -11
The Maths Week London Contest from Sumdog
We are inviting schools from across London to take part in the Maths Week London Contest, hosted by Sumdog.
It’s free to take part & is a fantastic way to motivate children & build their confidence.
Key Stages: 1,2,3
A good Maths Club gives pupils the opportunity to experience maths outside the normal classroom environment, and should make maths engaging and enjoyable. The club should raise the profile of maths in school and support your pupils to:
- Improve their subject knowledge
- Improve their attitudes to maths
- Increase self-confidence.
Following a three year project involving 26 primary schools across London looking into best practice, we have created this practical Toolkit to help you and your pupils get the most out of your Maths Club. It contains all the information and resources you need to start your own Maths Club in your primary school, including downloadable activity guides, worksheets, videos and case studies.
Key Stages: 1, 2
LGfL’s Search and Rescue with HM Coastguard
Maths doesn’t get more real than an HM Coastguard search & rescue mission. Featuring exclusive footage of real‐life rescues at sea, lifeboat and helicopter searches, and rescue coordination at the National Maritime Operations Centre, pupils can see mathematical problem‐solving in action – real life, with real consequences.
Topics covered include Bearings, Pythagoras and Trigonometry, Algebra, Vectors and Speed, Distance and Time.
Key Stages: 2 & 3
Maths on Toast
Maths at Home
Create, craft and explore with hands-on maths activities from Maths on Toast. See Maths on Toast at Home.
Watch and do with Maths on Toast Bites ‘how-to’ creative maths videos. Watch the videos.
Festival of Triangles is a week-long, whole-school celebration of shape culminating in a family event to construct a huge Sierpinski tetrehedron! Find out more.
Just2easy Maths Week London Games
Just2easy are launching some Maths Week London resources for J2blast!
Key Stages: 1,2
A range of resources and games to improve children’s confidence in maths and encourage a positive attitude.
Key Stages: EYFS, 1, 2
The Mathematical Association ‘Challenges Resources’
The MA provides two exciting opportunities per year for primary children.
The First Mathematics Challenge; aimed at years 3 and 4 offers an exciting and engaging maths Challenge paper. The Primary Mathematics Challenge, aimed at years 5 and 6 is designed for ‘outside the box’ thinking and a Bonus Round for high scorers!
Key Stages: 2
Association of Teachers of Mathematics
ATM have made a set of FREE mathematical activities available to download for teachers and parents to support Maths Week London.
Key stages: EYFS – KS5
DoodleMaths: Lesson Starters and One Month Home User Subscription
DoodleMaths is the multi-award winning programme that raises standards, builds confidence and accelerates progress. Get a taste of DoodleMaths with this collection of over 350 primary school curriculum maths topics, each including explanations, examples and sample questions from our DoodleMaths app that you can use during lessons.
Key Stages: EYFS, KS1, KS2


The Great Depression
The Great Depression was the economic crisis in the 1930s. It lasted from 1929 to 1939. It was the longest, deepest and most pervasive depression in American history but its effect was felt in all corners of the world.
It did not happen overnight. The price of everything escalated on almost a daily basis. It began soon after the stock market crash of October 1929.
This depression peaked between 1932 and 1933. It was the time approximately 15 million Americans were unemployed and half of the banks had failed.
Quick Facts: –
- October 24th 1929 is known as ‘Black Thursday’ when 12.9 million shares were traded and October 29th 1929 is known as ‘Black Tuesday’ when 16 million shares were traded.
- The circulation of money was so low that the U.S. didn’t mint nickels in 1932 or 1933.
- Approximately 6,000 street vendors in New York City tried to sell apples for 5 cents each.
- The Empire State Building, the Chrysler Building, the Golden Gate Bridge were all built as a part of depression era worker relief program.
- Bing Crosby’s song “Brother, Can You Spare a Dime” was the most popular song in 1932.
- Hebert Hoover was the President during the Great Depression..
- The Wall Street Crash of 1929 was one of the main causes of the Great Depression.
- Approximately 3 million children left their schools.
- The average annual income of an American family fell from $2,300 to $1,500.
- The ‘Three Little Pigs’ was seen as a symbol of the Great Depression.
- The board game Monopoly was released in 1935 and became very popular.
- The Dust Bowl during the Great Depression led to extensive migration.
- Franklin D. Roosevelt became President in March 1933. He promised a ‘New Deal for the American People’.
Cite This Page
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The new elementary school principal could hardly believe what he was hearing - an eighth-grade student struggling to read a fourth-grade book! "He must be severely handicapped," the principal thought. Upon investigation, however, he found that the reader was a typical 14 year-old boy. Except for one thing - he couldn't read.
I was that school principal, and I soon discovered that those students were not alone; half the adults in the United States can't read simple instructions like those on a job application or a medicine bottle. Canadians fare only slightly better.
So why can't these students read? In desperation I sought an answer from the district's experts. They sent me 2,000 miles away to a reading specialist with a Ph.D. I hung on every word she spoke, but returned to my school no wiser for the effort.
Over the next twenty years I examined every reading instruction methodology that promised even a glimmer of hope, but none provided the answers I so desperately needed. Although some of the methods seemed to help some of the students, there were always large gaps that left many unable to read.
Years later new scientific research on the complex functions of the brain revealed that all the reading instruction programs used in schools - even those that include basic phonics instruction - are predicated on faulty assumptions. They attempt to teach reading to an area of the brain that can't process language in any form. It is the old "Dick and Jane" whole-word method. The entire system was destined to fail from the start.
Armed with the latest research, I began designing a step-by-step protocol that would gently guide students through all the complexities of reading. It had to work in harmony with the brain's sophisticated neurological architecture, and it had to include everything needed to enable students to read and comprehend written English. It must transfer the information on the printed page to the brain smoothly and logically, and result in an orderly, one-way flow of information. Nothing like this had ever been done before.
The new strategy proved itself the very first time it was used. The student was a sixth-grade girl who was stuck at third-grade reading level. After only 28 hours of instruction she advanced to eighth-grade level. Her parents and teachers were shocked at the change. Some called it a fluke. Others called it a miracle in reading instruction. It was neither. It was a simple matter of putting all the complex components of reading together in a logical, easy to understand sequence.
Following that initial success, other students soon responded very much like the first student had. Some were taught individually or in small groups, while others were taught in regular school classrooms. They typically gained between two and six years in total reading skills after only 30 to 60 hours of instruction.
Many of these students had severe learning disabilities. The new method could not cure their disabilities, but it helped them to develop strategies for bypassing some of the defective parts of the brain. In so doing, they suddenly discovered that reading was no longer a problem. Today learning centers, clinics and schools around the world use the reading instruction method. Thousands of students of all ages who were previously doomed to a life of failure and frustration have seen lifelong barriers crumble.
One California school used the method in their first- and second-grades. While other schools in the area failed to reach a 50-percent literacy rate, the first-graders of that school scored an average of 3.7 [third-grade, seventh month] in reading while the second-graders averaged 6.2 [Sixth-grade, second month]. Every student scored at grade level or higher.
A severely dyslexic 55 year-old woman said upon completion of the course, "I feel that I've lived my entire life wandering in a long, dark cave, and now I'm in the sunshine for the very first time." Her reading level rocketed from fourth-grade to college level.
The reading instruction method has proven effective at every stage of learning from preschool to adult level, as the primary mode of instruction as well as remedial instruction for the learning disabled. It is called the Academic Associates Reading Course .
It is extremely satisfying to know that so many students have been saved from a lifetime of failure and frustration because of this simple, yet effective method of teaching reading, which any good teacher can use.
[If Dick and Jane were around today they would probably be held back a grade or two, so ineffective was the reading methodology with which they were taught.]
Using this method also helps with spelling difficult words.
Sign up for our complete reading instruction program now.


Welcome to Project ARTiculate: Visual Art Lessons for K-8 Educators!
Subjects / Standards
This website provides art lesson plans for teachers. All lessons have been developed and time-tested by the specialists at the Art Center in the Fairbanks, Alaska public schools. Although developed for a specific grade, all lessons are easily adaptable to others levels. Many of the lessons developed for 4th and up are easily relevant for middle school art students. Please keep in mind that these lesson plans are designed to be taught with an ‘Art Kit’ and may not be easily usable without the visuals in the kit.
The Fairbanks North Star Borough School District (FNSBSD) and the Alaska Arts Education Consortium (AAEC) are partners in this grant–supported effort to expand the role of art education in Alaska. Project ARTiculate is funded by a 3–year U.S. Department of Education Development and Dissemination Grant from the Office of Innovation and Improvement.
Training is available for teachers. Visit the Alaska Arts Education Consortium’s Arts Education Institutes page for more information.


Minnesota’s babies and children are increasingly diverse, which means a growth in the population of Dual Language Learners at early childhood, preschool, and elementary education levels. A new study from the Migration Policy Institute looks at the population of DLL children in Minnesota and the implications for Early Childhood Education.
“Minnesota’s DLL population grew by 77 percent between 2000 and 2011-15, when there were 136,000 DLLs across the state. These DLLs exhibit a much higher degree of racial and ethnic diversity than the non-DLLs in Minnesota and are thus driving much of the diversity of the state’s young child population. Minnesota’s DLL population is also significantly more racially and ethnically heterogeneous than DLLs at the national level, a population of about 11.5 million children. Hispanic DLLs are the largest DLL group in Minnesota at 32 percent, followed by AAPI DLLs at 28 percent, Black DLLs at 21 percent, White DLLs at 18 percent, and Native American DLLs at 1 percent….
The study looks at “diversity within diversity,” such as is evidence by this example:
“Minnesota’s 39,000 AAPI DLL families are the fastest-growing racial group in the state, and represent a broad spectrum of backgrounds and experiences. This group includes relatively well-off immigrants from India and China, as well as diverse groups of refugees from Southeast Asia who are more likely to live in low-income households.”
The study looks at “super-diversity,” which includes ethnicity, country of origin, languages spoken, immigration status, education, age, and cultural norms, among other factors.
A Worthington banker is enthusiastic about his community’s immigrant population and their contributions to southwestern Minnesota. Greg Raymo, president of First State Bank Southwest in Worthington, sees immigrants as great entrepreneurs and committed homeowners.Their contributions have kept Worthington vital and growing:
“Notably, the town reversed a decades-long decline beginning in the 1990s and has been growing ever since while rural towns across the country have faced aging citizenries and declines in the sort of economic opportunities that encourage young people to stay….”
MinnPost spotlighted Andrea Duarte, a Worthington native and the daughter of immigrants, who is returning home after college with big dreams. She has already started a project to tell the stories of immigrants in Worthington, and now plans to work in local government for at least a few years before heading to grad school
The Minneapolis city council took a big step forward this week, voting unanimously to move ahead with planning for a municipal ID program, which would be a major benefit for undocumented city residents. People need IDs for all kinds of tasks of daily life: picking up children at school, renting an apartment, opening a bank account, picking up prescriptions at a pharmacy. Municipal IDs would make these tasks easier, as well possibly serving as a library or transit card. To get a municipal ID, a person would need to prove identity with a document such as a passport or consular ID card, and also to prove Minneapolis residence.