Nation's Report Card Begs Us to Get Back to Basics
Technology is changing the world faster than ever. While we might not be able to predict or even imagine what the jobs of the future will look like, we do know one thing: the jobs of tomorrow will require students and workers to know how to read and do basic math.
Sadly, the number of students who are on track to fill the jobs of tomorrow continues to shrink.results of the 2017 administration of the National Assessment of Educational Progress (NAEP), also known as our “Nation’s Report Card,” were released. The test, which measures reading and math, has been administered every two years to students in 4th and 8th grade for the past 50 years, making it the gold standard for tracking the progress of America’s students and future workforce.
The importance of reading on grade level by 3rd grade is well known: 3rd grade marks the critical juncture when students move from learning to read to reading to learn. It is also a predictor of success later in life, impacting a student’s likelihood of graduating high school, entering college, and holding down a job. Yet, according to the 2017 results, only 37 percent of 4th graders are reading on grade level, meaning that more than half of America’s students haven’t mastered the skills they need for success in school and in careers.
Even more disheartening, the test results showed a widening in the achievement gap between traditionally high-performing students and low-income, at-risk students. The scores of our lowest-performing students have declined across the country, with our most disadvantaged students showing the biggest decline in 4th grade reading scores, and the poorest states and districts performing the worst.Although scores remained relatively flat across all subgroups, only 13 percent of black students and 20 percent of Hispanic students can do math at 8th grade level. Not only do these numbers forecast a lack of proficient workers for future businesses, but they also show how we are failing to provide a valuable education and opportunities for the students who need it the most.
In keeping up with the increased need for technology skills in the 21st century workplace, 2017 marks the first year that the test was administered to students on a tablet. In discussing the results, some superintendents have blamed their state’s poor performance on the use of tablets, arguing that it disadvantaged students of color and students in rural communities. While the NAEP Governing Board adjusted the scores to account for the technology gap, the reality is that many students do not have access to technology at home to support their learning. Today, approximately 5 million households with school-age children do not have access to high-speed internet at home.
As our economy gets more and more sophisticated and our reliance on technology increases, the demand for students with math, reading, and technology skills is only going to increase. Today, there are 2.5 million open jobs in STEM fields, with this number expected to continue to grow.
A Call to Action
Last week’s NAEP results show that there are too few students equipped with the skills they will need to succeed in college and the workforce. With more than half of our 4th graders scoring below grade level in reading and math, the businesses of tomorrow will not be able to employ the students of today.
As policymakers engage in a dynamic conversation around apprenticeships and workplace learning, they must not lose focus on the importance of the foundational skills that have to be mastered to prepare all students for a competitive job market. Last week’s release of the “Nation’s Report Card” is a call to action, not just to those in the education system, but also to the larger community of policymakers and leaders who must do more to provide opportunities for all students.


How Do I Become a Music Teacher?
Becoming a licensed music teacher usually requires music ability and a bachelor's degree in music education. If you love music, you're likely to find a career as a music teacher rewarding because you are responsible for preparing the next generation of musicians. Read on to learn more about the background and education necessary to become a music teacher.
What Is a Music Teacher?
Music teachers can be found at the elementary, middle school, secondary and postsecondary levels of education. Depending on the level of education, these specialized teachers may teach the fundamentals of music, how to play various instruments, composing, music history and any other topic related to the study and creation of music. Based on approved curriculum they create lesson plans used to instruct students on this material. They also develop assessments used to assess students' understanding of the material and skill progression. Unique to teaching music, music teachers may also be in charge of band or choir programs. The table below provides some helpful details about this career:
|High School Teachers||Postsecondary Music Teachers|
|Degree Required||Bachelor's||Master's or Doctorate|
|Education Field of Study||Music education||Music education, Music|
|Key Responsibilities||Instruct students in music fundamentals, music theory and how to play instruments; create lesson plans||Help students further advance their music skills; advise students on their future careers|
|Licensure Requirements||Varies by state||Required if they are teaching future music teachers|
|Job Growth (2018-2028)*||4%||8% (for all postsecondary art, drama, and music teachers)|
|Median Salary (2018)*||$60,320||$69,960 (for all postsecondary art, drama, and music teachers)|
Source: *U.S. Bureau of Labor Statistics
Do I Need a Musical Background?
Before a prospective music teacher can receive any formal education on how to educate others, the aspiring teacher should have a significant musical background. Most schools, including Ohio State University, www.osu.edu, and Arizona State University, www.asu.edu, require students to complete a successful audition in order to be admitted into a music education program. You might get the necessary music experience by taking private lessons or participating in a band or choir through a school, church or community group.
What Training Do I Need to Become a Music Teacher?
Although anyone with musical ability can give private lessons in the community, the first step towards becoming a licensed music teacher is to earn a bachelor's degree in music education, according to the U.S. Bureau of Labor Statistics (BLS), www.bls.gov. Many schools, including Ohio State University, Arizona State University and the University of Florida, www.ufl.edu, offer bachelor's degree programs in music education. Music education programs focus heavily on music theory, music education and the psychology of education. The undergraduate curriculum at many schools requires prospective music teachers to complete a student teaching assignment before graduation.
While students can become licensed music teachers after earning a bachelor's degree in music education and meeting other state licensing requirements, most university music education programs require their professors to hold master's or doctoral degrees, reports the BLS. Ohio State University, Arizona State University and the University of Florida all offer master's degrees in music education. Some of these programs, like the one offered at Arizona State University, allow students to choose a specialization like orchestra, jazz or choral music. Graduate programs in music education usually conclude with a thesis on a topic of interest to the student.
What Are Some Related Alternative Careers?
Since music is a hands-on skill and music classes can prepare students for careers in the field, music teacher are comparable to career and technical education teachers. Career and technical education teachers teach students skills that they may use in a particular, often hands on, job. Another skill-based field of education related to teaching music is teaching art. Focused more on visual arts, art teachers teach students about artistic techniques, concepts and history. Also, the skills learned in an art class may be used to pursue a career as an artist.


What a better way to celebrate Earth Day, everyday, than by creating an activity with recyclables with your Little Pnut? Don’t toss those cardboard boxes to the curb…save them up and create some Giant Duct Tape Building Blocks instead!
What You Will Need
- A variety of sturdy cardboard boxes in different sizes. Diaper boxes work great for this activity as do Little Pnut Special Delivery Boxes.
- Several rolls of duct tape (we used a few different primary colors)
Creating the Blocks
To create your blocks, simply wrap each cardboard box tightly and evenly with duct tape. The duct tape adds enough stability so that if your boxes were sturdy to begin with, younger Little Pnuts can actually climb on them!
These fun, mega-sized blocks have infinite possibilities. Younger Little Pnuts will enjoy exploring the physical properties of the blocks by pushing, climbing, stacking, and sitting on them. Older Little Pnuts can add to the fun by building towers and using the blocks for imaginative play. Build some walls and drape a blanket across the top for a totally awesome fort! If you’ve used different colors, engage your Little Pnut in some fun color learning activities with the blocks. Building with blocks of any size is an excellent early math activity as well.
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Cognitive Development, Gross Motor Skill Development, Focus and Concentration, Sensory Exploration, Imaginative Play
—Stephanie Haass, Little Pnuts Early Childhood Activities Expert & Blogger, founder of www.two-daloo.com


Arizona's College and Career Ready Standards
AZ.K.RF. Reading Standards: Foundational Skills
Phonics and Word Recognition
K.RF.3. Know and apply phonics and word analysis skills in decoding words.
K.RF.3.c. Read 50 common high-frequency words by sight from a research-based word list.
AZ.K.L. Language Standards
Vocabulary Acquisition and Use
K.L.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L.5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.


At Kedron State School, we have a Special Education Program (SEP) designed to support students with diagnosed disabilities that meet the Department of Education and Training’s Education Adjustment Program criteria – that is, they have a diagnosed disability and require significant adjustments in place in the school setting.
Students are supported by special education teachers and teacher aides on a daily basis as well as visiting specialists as required, including a Departmental occupational therapist, physiotherapist, guidance officer and speech-language pathologist. Advisory visiting teachers, who have specialist knowledge and experience in Vision Impairment, Hearing Impairment and Physical Impairments may also support the students with disabilities.
Students diagnosed with disabilities at Kedron State School spend the majority of each day in mainstream classrooms where they benefit, not only academically, but socially as well. However, all students with disabilities are provided with individualized programs to meet their specific needs. These programs may include academic support with an emphasis on developing literacy and numeracy skills, life skills, gross motor and fine motor skills, social skills, and/or communication skills.
If you have concerns about your child’s development, in the first instance contact their class teacher for more information.
'Fairness means that everyone receives what he or she needs. Fairness does not mean that everyone receives the same.' Lavoie


Would you like to enhance your instructional activities through data assessments and analysis, as well as create new opportunities for instruction? Join Andrew Fitzgerald as he shares how you can use Microsoft Office applications to do just that! In addition to showing how you can create new opportunities for student learning, he will cover how Microsoft Excel can be used for assessment analysis and explain what you can do with the data once you've collected it. Andrew will also discuss how to integrate Common Core State Standards into elective classrooms, along with some music education.
This webinar has been brought to you by Microsoft. Learn more about how Microsoft can help every student achieve more at http://education.microsoft.com.


Foldable Inferencing Template
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A fun chatterbox template to help your students to review a book or narrative text.
A fun character profile worksheet set on a theater stage.
A fun stage-themed book review worksheet.
An activity to help students understand figurative language in poetry.
A worksheet that encourages students to create a book cover including a blurb on the back.
A set of reading awards for participating in Read Across America.
A beautifully designed, 26-page reading magazine specifically designed for Grade 6 students.
A set of QR code question cubes to use when working with reading comprehension strategies.
This English unit addresses the common elements of poetry and explores how these may be applied to shape poems, limericks, odes and simple ballads.
A 39-slide editable PowerPoint to use when reviewing parts of speech with your students.
An informational text planning template focusing on a musical act.
A board game where students identify the correct definition of multiple-meaning words.
A sorting activity for low and high modality words.
A worksheet for students to practice using persuasive devices in their writing.
A set of five literacy rotation task cards to be used in conjunction with the first edition of Teach Starter's Grade 6 magazine.
A worksheet that encourages students to create a new book cover for a shared class or independent novel.
A worksheet which helps students explore important scenes from a class novel.
A worksheet to assist students in making predictions before reading a novel.
3 worksheets to help students analyze the points of view of opposing characters in a literary text.
3 worksheets to assist with analyzing characters in a class novel.
A comprehensive resource pack helping students explore the concept of figurative language.
A set of 6 reading stamina posters that highlight strategies students can use to read for longer periods of time.
Choosing your country and state helps us to provide you with the most relevant teaching resources for your students.


August 7, 2013
2:00 pm Eastern Time
Childhood Education and Literacy Development
University of New York
This session is part of the Follett Growing Readers Series
Children today in the age of common core standards will need richer vocabulary and deeper content knowledge to comprehend complex text. This session describes what we know from recent research on improving vocabulary instruction, highlighting key principles that are related to reading improvement. It will also describe approaches that enable children to learn academic words and retain this information, enabling at risk children to be successful readers and comprehenders.
This session will focus on early literacy development, and highlight some of the recent research particularly focusing on vocabulary development. it will describe the important of academic language and how to teach content rich words which will prepare students for the common core standards.
Attend this session and you will be entered to win a CUSTOM Door prize!
When you attend the Growing Readers Series webinars, you will automatically have a chance to win a collection of books and/or other resources customized to your specifications with the personalized expert guidance of the literacy specialists at Follett Early Learning.
All sessions are 1.5 hours long, and include a brief announcement from our sponsor.
2:00 PM – 3:30 PM Eastern Time.
Take a look at the other webinars in the Early Childhood Investigations LineupSession Slides: Download
Session Recording: View


*This is part 3 of our Game-Based learning series. You can check out part 1 and part 2 here.
The Ultimatum Game is popular in Economics and Psychology courses but it can be applied to a variety of different course subjects like History, Math, and Literature. Below, you will see a few examples of how this game can be used in different educational contexts on VoiceThread.
How does the game work? … Continued
This is a guest post by 3rd Grade Teacher and VoiceThreader, Traci Blazosky.
Every year, my students celebrate Major League Baseball (MLB) day. This day happens in my classroom on opening day for the Pittsburgh Pirates. The entire day is devoted to baseball related activities that all align with the Common Core. For ELA, we read a poem by Ernest L. Thayer, titled Casey at the Bat and complete a comprehension activity. … Continued
This is a guest post by VoiceThread Certified Educator Curtis Izen.
In my online and f2f business information courses, I use VoiceThread for a variety of assignments. This includes an “ice breaker”, transforming discussion boards, group PowerPoint and using individual research assignments to be shared for the entire class to learn from.
This semester, I wanted to try an assignment utilizing a feature in VoiceThread that I have yet to explore. … Continued
This is our third post in the VoiceThread A to Z series. In the first post, we discussed ways to use VoiceThread for early semester activities and in the second post we discussed creating presentations. This post will focus on incorporating storytelling into your curriculum. Upcoming posts will focus on other innovative lesson design and assessment ideas. Stay tuned!
Which types of courses can use storytelling as a lesson design framework? … Continued
This is a guest post by Instructor and VoiceThread Certified Educator, Dr. Kathy Melago.
With modern technology, the job interview process frequently begins with a phone or video interview. As the head of our music education program, I work closely with our students as they look for jobs and prepare for interviews. While I have conducted live mock interviews in the past, one thing I had not done previously was to help students practice phone and video interviews, yet those are usually the screening interviews that actually get applicants to the in-person interviews. … Continued
This is a guest post by educator and VoiceThreader, Dr. Maureen Cuevas.
Teaching in an online asynchronous format for the national MSW program at Our Lady of the Lake University, I have come to depend on Voice thread in every class I teach. And as we redevelop our courses to make them more interactive, I recommend to every faculty member that they try to use the incredible power of this tool in each class. … Continued
This is a guest post by Boise State professor, Yu-Hui Ching.
I am an assistant professor of Educational Technology at Boise State University. I have been using VoiceThread for discussions and ice-breaking activities in my online courses for two years. My students and I enjoy VoiceThread because we can see and hear each other, which helps us build a more connected learning community.
In my recently published research article, I tackled a problem that concerns many online instructors – how to guide students to provide quality peer feedback. … Continued


In this post we turn to the fine hymn-writing tradition of Wales, with a look at ‘King of glory, King of peace’ by George Herbert, to the tune GWALCHMAI by Joseph David Jones. Both writer and composer were born in Wales, though in very different circumstances.
We’re looking at George Herbert (1593-1633) for the first time, but as he is regarded as perhaps the father of English devotional writing, we will no doubt return to his work in future posts. Herbert was born into a noble family in Wales, then attended Westminster School and Trinity College, Cambridge. While Public Orator of the University he attracted the attention of James I, and was destined for a political career at court. However, the king’s death in 1625 deprived Herbert of his major patron, and he instead pursued a life in the clergy. Herbert wrote most of his poetry while Rector of Bemerton, near Salisbury. However he suffered from prolonged poor health, and died of consumption only three years after his appointment. His verses were then edited by his friend Nicholas Ferrar, who had them published in a 1633 collection, The Tempest. Since then, they have been lauded as prime examples of seventeenth-century metaphysical poetry. But they took on a second, parallel life in 1902, when some were included in a hymn book produced privately for Wellington College. From here, they were picked up by Percy Dearmer and Ralph Vaughan Williams, editors of the English Hymnal, who included several in that book’s 1906 first edition. Herbert’s place as not only a metaphysical but a devotional writer has, since then, been assured.
Joseph David Jones (1827-70), the son of a Wesleyan preacher, was born into such poverty that – it is said – his parents could only afford one year’s schooling for him. So to the detriment of all other subjects, he immersed himself in music. He began to write hymn tunes in his teens, and had several published to some success. Finding nearby music education lacking, he decided to offer it himself, and in 1851 was appointed headmaster of the British School in Towyn, Denbighshire. While gaining a degree of success at various eisteddfodau with his compositions, today he is best remembered for his hymn tunes CAPEL Y-DDÔL (at least in Wales), and GWALCHMAI. The origin of latter tune’s name is obscure – it may refer to a town in Anglesey, which itself is the Welsh form of the name known from Arthurian legend as Gawain (today rendered as Gavin). It was first published in 1868, two years before Jones’s death – where at the time, he was headmaster of a school he had founded in Ruthin, Denbighshire.
Bujor Florin Lucian shows us on the reed organ:
This post’s downloadable descant is built on the existing harmony, to reinforce its antiphonal nature, and help those who like to sing it in a ‘call-and-response’ style. As ever, it’s free to download and use, so please do so, and let us know how you get on. And we’d be delighted to receive any audio or video of your attempts.
If you’re using George Herbert’s hymn in a lesson, try considering the following points:
- The life and career of the author.
- The hymn’s structure as an antiphon: how in each verse, the first half contrasts with the second half.
- The ideas of devotion (verse 1), redemption (verse 2) and service (verse 3).
- The uncommon yet regular metre of the text (74.74.D), how this reinforces the structure, and the suitability of the music in reflecting this.
- A comparison to other hymns with similar themes, such as ‘Let all the world in every corner sing’ (George Herbert), ‘All people that on earth do dwell’ (William Kethe), or ‘Let us, with a gladsome mind’ (John Milton).
Is this hymn one of your favourites? Touching in its simple devotion, or not nearly deep enough for your taste? As ever, do let us know your thoughts in the comments section below.


TODAY’S FOCUS To provide a general overview of the Kentucky Core Academic Standards document.
WHERE DID THE COMMON CORE STATE STANDARDS COME FROM?
WHAT’S IN A NAME? Is it Common Core State Standards? OR Kentucky Core Academic Standards ?
KWL Tell me what you already know about the Kentucky Core Academic Standards (KCAS). What do you think you need to know about the KCAS?
SENATE BILL 1 Focus on college / career readiness Revised standards Revised assessment system Collaborate across all groups / levels Improve the effectiveness of teaching and learning
KEY POINTS Part of SB 1 KCAS are based on the National Standards Focus on college/career readiness Adopted by 34 states Assessment begins 2011-2012 Addresses English/Language Arts and Math E/LA also includes Literacy Standards for History/Social Studies, Science and Technical Subjects
BCPS STATE NETWORK TEAMS Content Teachers Math –Kristy Tinelli (BEHS), Angela Rutledge (EMS), Leslie Fox, Patrick Durham (PGES) English / Language Arts – Susan Smuskiewicz (NBHS), Tonie Weddle (BLMS), Kristie Hayes (LJES) KLA – Christy Coulter (BCHS), Melissa Whicker (EMS), Staci Goedde (LJES) ISLN – Keith Davis, Greg Schultz, Dave Marshall, Terry Price
ENGLISH/LANGUAGE ARTS Anchor Standards – These ‘anchors’ define general, cross-disciplinary expectations that indicate readiness to enter college/workforce. There are 4 sets of ‘anchors’ which will be the same K – 12: - Reading - Writing - Language - Speaking/Listening Strands – The ‘anchors’ are divided into “strands” (i.e. Key Ideas and Details under Reading). Grade Specific Standards – These ‘standards’ define end-of-year expectations designed to guide student progression. Grade Bands – ‘Standards’ are divided into individual grade ‘bands’ (grades K-8) and two years bands for high schools (grades 9 -12). Appendices – These include exemplar texts, performance tasks and student work. “The focus of the new standards is on RESULTS rather than MEANS.”
ENGLISH/LANGUAGE ARTS Grade Specific Standards Grade Bands Strands
OTHER LITERACY POINTS Integrated Model, which includes research and media skills. Shared responsibility for literacy development. Science, Social Studies and Technical Subjects are addressed for grades 6 – 12.
MATH Math standards are organized by grade level K – 8. High school standards are arranged by strands: Number/Quantity Algebra Functions Modeling Geometry Statistics/Probability
MATH Mathematical Practices – describe varieties of expertise that mathematic educators at all levels should seek to develop. Domains – overarching concepts and topics: (e.g. Numbers and Operations in Base 10) Clusters – groups of related standards within each Domain: (e.g. Use place value understanding and properties of operations to perform multi- digit arithmetic.) Standards – define what students should understand/be able to do: (e.g. Use place value understanding to round whole numbers to the nearest 10 or 100.)
Grade 5/page 34 High School/ page 59 OVERVIEW PAGES Domains Clusters Standards Not on overview page
STANDARDS FOR MATHEMATICAL CONTENT Domain Cluster Standards
FUTURE CONSIDERATIONS What is the timeline and framework for the BCPS rollout? Who will be responsible for each component? How will we incorporate the ELA components into Social Studies, Science and Practical Living? How do we provide a bridge for teachers as we implement the new standards?
RESOURCES New standards and other resources are posted on KDE and OVEC websites. Also see www.commoncore.orgwww.commoncore.org from the Common Core Curriculum Mapping Project for units that address each standard.
EXIT SLIP Share three things what you have learned about Kentucky Core Academic Standards. What will YOU will do next?? Get on board because this train is ROLLING!


GRAMMAR - Word Central from Merriam Webster/
Welcome to the new Merriam-Webster's Word Central now reprogrammed for superior word power and language fun.
Introducing…Alpha-bot! The word-spelling robot hosts the latest amazing word game and challenges spellers of all ages.
Free educational games, online books and comics. More than 100 fun, interactive games that develop skills in math, reading, and literacy.
An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task.
Either way, your essay will have the same basic format.
If you follow a few simple steps, you will find that the essay almost writes itself. You will be responsible only for supplying ideas, which are the important part of the essay anyway.
Discovery Education - Math
If you get the Discovery Channel at home, you know that they provide great educational programs. Well, their website is just as good! You will find videos that walk through all of the basic math functions - addition, subtraction, multiplication and division. Check it out!
Math Maven's Mysteries
Calling all math detectives! Mysteries are popping all over town, and our chief sleuth needs your help to crack each case. Solve "the Cafeteria Caper", "The Pilfered Pizza", Mystery at the Peculiar Zoo", and many more!
Ask Dr. Math
Ask Dr. Math is a question and answer service for math students and their teachers. A searchable archive is available by level and topic, as well as summaries of Frequently Asked Questions.
Great graphics on this site, including animations of cells. There are some puzzles as well, and just let me warn you - they are addicting. I spent 15 minutes putting together the streptococcus puzzle.
Exploratorium - The Science of Baseball
You didn't think there was any science to baseball? Think again! Check your reaction time to see if you could hit a baseball thrown at 95 miles per hour. Other fun stuff including activities and experiments.
Earthquakes for Kids
A great site - from the U.S. Geological Survey. Everything you've ever wanted to know about earthquakes, including information about the latest quakes, science fair project ideas, the science of earthquakes, and earthquake ABC's.
There are even earthquake pictures, animatinos, and puzzles & games...check it out!
NASA SCIENCE For Kids
Here kids of all ages can have fun learning and exploring the world around us. NASA brings you an exciting way to look at our Sun and Earth, our solar system and the universe beyond.
Come and explore your world and beyond through NASA's eyes. Experience an inspiring view of science with games, activities, movies, and even resources to help you with your homework.
Type to search the Internet and explore! Kids Search is the safest & funnest way to search the Internet.
Fact Monster (from Information Please)
Very complete site, covering the world, the U.S., people, sports, science, math & money, words, and more. Has a special homework center, an almanac, an atlas, a dictionary and encyclopedia. There are games and quizzes to. Check it out!


Music Education Should be Compulsory in the Curriculum for Cognitive Development
This video explains the core principles as to why we have been using the Sound Sense programme at the David Mulhall Centre for decades.
Only 15 minutes long, it is worth watching whether you are a parent, expecting, experiencing any developmental difficulties yourself, or indeed even if you are looking to get that extra step ahead in your own life.
This talk was given at a local TEDx event, produced independently of the TED Conferences. Anita Collins shares how learning music influences our brain development, and what this means for musical education. Anita Collins was handed a clarinet at the age of 9, and it changed her life.
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- Jay’s Story
- 10 facts about your most important muscle; the Brain!
- Children with ADHD are more likely to have an eating disorder


Oceanic Whitetip Shark
Oceanic Whitetip Shark Belongs to the group of Requiem Sharks. It is also known as the Sandbar Shark, Oceanic White-Tipped Whaler, Brown Shark, Nigano Shark, and Silvertip Shark. This shark species has been described as the most dangerous of all sharks.
They prefer deeper ocean water and generally hunt at depths around 490 feet below the surface. This shark is a member of the genus Carcharhinus. It has a stocky build, a short, bluntly-rounded snout, and incredibly powerful jaws.
Quick Facts: –
- Oceanic Whitetip Shark is a slow swimmer. However they are capable of short bursts of impressive speed.
- These sharks often exhibit dog-like behavior so they have got a popular nickname ‘sea dogs’.
- Oceanic Whitetip Sharks are named for the distinctive white tips on their fins.
- The dorsal side of their body can be a brown, grey, or grey-bronze color and the underside is white.
- A counter shading effect gets created because of this specific coloration of these sharks.
- They prefer warmer waters with temperature between 68-82°F and they migrate to warmer waters when temperature decreases.
- They never sleep because they have to constantly swim to pump oxygen over their gills.
- They are highly valued by fisherman for their delicious meat. Their hyde is also used for leather.
- Their lifespan in the wild can reach 15 years. The longest known lifespan in the wild is 22 years.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts about Oceanic Whitetip Shark for Kids ." Easy Science for Kids, May 2020. Web. 30 May 2020. < https://easyscienceforkids.com/oceanic-whitetip-shark/ >.
APA Style Citation
Tobin, Declan. (2020). Facts about Oceanic Whitetip Shark for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/oceanic-whitetip-shark/
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Posted by Schooldays Newshound, on 27/08/2019. Tags: Teachers Education And Politics
Children’s Books Ireland is calling on the government to reinstate the school library grant which was abolished in Budget 2008. Valued at approximately €2.2m, the grant from the Department of Education and Skills was instrumental in helping schools to support their students’ needs in relation to literacy, numeracy and reading for pleasure.
Research has shown that reading for pleasure improves mental well-being, increases vocabulary, builds literacy and numeracy skills and is the strongest indicator of success at school and beyond. A lack of school libraries hits areas of socio-economic deprivation hardest and is particularly problematic for schools in rural areas, whose pupils will have more limited access to public libraries.
CEO of Children’s Books Ireland Elaina Ryan said: ‘Children’s Books Ireland welcomes and fully supports the call by The Society of St Vincent de Paul for the government to end voluntary donations and introduce free school books. Furthermore, our children need an appropriate selection of books to read for pleasure. We know that reading is linked with myriad positive outcomes for children, not least improved mental wellbeing. Many school libraries, where they exist, are stocked with dated, tatty, unsuitable books and some newly-built schools with dedicated library spaces have no books on their shelves. In numerous schools, teachers buy books with their own money, and cannot cater to the needs of students who use English as an additional language or who have learning difficulties.
As a nation that prides itself on its literary history and on having above average reading levels compared with our international peers, we need to invest in books and ensure that all children have equal opportunities to reap the benefits of having access to the joy of reading.’
Children’s Books Ireland’s vision is an Ireland in which books are central to every child’s life. The organisation works with corporate and philanthropic partners to ensure that all children have access to reading, including those most in need. In the last year, Children’s Books Ireland donated 5,500 books to schools and charities as well as bringing writers and illustrators into schools, training teachers and librarians to build a culture of reading and providing invaluable information to parents and carers about excellent books for their children. Preliminary results of a survey on school libraries and the needs of schools in relation to books, in partnership with University College Dublin and the School Library Association in the Republic of Ireland, will be published in the Autumn.
Children’s Books Ireland is funded by the Arts Council of Ireland.


Specialised Early Childhood Music Program
Specifically design for children aged 0-5 years using the Kodály concept, the Little Lane Early Learning Centre Music Program provides opportunities for each child to participate in weekly music classes, delivered by our highly skilled and trained Early Childhood music teacher.
Our specialised Early Childhood music teacher understands the importance and benefits of prompting developing speech, vocabulary, listening and memory skills through structured and planned music lessons.
The Kodály concept
Developed by the Hungarian composer, Zoltan Kodály, the Kodály concept is based on the premise that music facilitates emotional, spiritual and intellectual development and that every person is capable of being a musician when given the right music education. Kodály believed that music education is basic to the foundations of all learning and should start from the very beginning of a child’s learning journey.
The Kodály concept utilizes the voice, as the most accessible instrument, to teach young children about musical elements and develop their musical ear. The foundational elements taught through this method can then be transferred to learn how to play other musical instruments.
The Kodály concept promotes children’s natural learning through games, songs and fun, inviting them to explore the musical elements that are presented sequentially by a trained music teacher.


Behavior Exchange Early Start (B.E.E.S)
The Behavior Exchange Early Start Program is an early childhood enrichment and school readiness program designed for pre-school aged children. In B.E.E.S., children will not only learn important skills des igned to help them succeed in school, but they will also develop socially appropriate behaviors for interaction with peers.
B.E.E.S. Skills Include:
• Language skills
• Social skills
• Pretend play
• Motor skills
• Behavior skills
• Academic skills
How does it work?
• B.E.E.S. is group therapy structured like a pre-school or kindergarten. Each week is highlighted by a unique theme-based curriculum developed by The Behavior Exchange to encourage learning through fun activities, like circle time, music and movement, arts and crafts, and sing-a-longs.
• Heavy focus is on social, peer-to-peer interaction to help children make a smooth transition to school. The goal is to equip them with the necessary listening and communication skills they will need to be successful in a group social setting.
• Children learn about taking turns, following group routines, sharing, playing games, and communicating with one another. We also help them build foundational academic skills, such as learning about colors, shapes, numbers, letters, weather, the calendar and seasons, clothing, rhyming, and more.
• B. E.E.S. groups are usually limited to 2 or 3 children and led by one of our degreed ABA therapists.
Is it right for my child?
• B.E.E.S. is designed for pre-school aged children who have mastered basic foundational skills, such as instruction following, responding to their name, and motor imitation. They also possess basic language skills that enable them to answer simple questions, reciprocate greetings, and express their wants and needs.
• Children who may need help initiating conversation or play with their peers will also benefit from B.E.E.S.
• A child receiving one-on-one therapy may also have the opportunity to participate in B.E.E.S. activities with the help of their therapist. As a child masters skills on their individual treatment plan, we can and often incorporate small group activities to their therapy.
What can I expect?
• We make learning fun for children! Our therapists incorporate weekly themes, group activities, music, and games to help children build on their foundational language skills, social skills, and learning readiness.
• If your child starts B.E.E.S. accompanied by a one-on-one therapist, the goal is for that therapist to eventually “fade away”, so that your child is able to participate independently and successfully in B.E.E.S.
• All Behavior Exchange therapists are closely supervised by a Board Certified Behavior Analyst (BCBA) to ensure children are making progress and achieving their specific goals.
• You’ll receive daily reports on your child’s progress as well as monthly session summaries. You’ll also be able to observe your child’s therapy sessions, meet with your child’s BCBA to discuss any concerns you have, and participate in parent training to learn how to apply ABA techniques at home.
• As a B.E.E.S. graduate, your child will have the necessary tools to successfully complete school activities and interact with his or her peers.
Help for you and your child is only a few clicks away.
Just complete and submit this form, and we’ll follow-up to schedule a free consultation and tour. Buddy the Bee says: Attach digital copies of your insurance card and your child’s diagnosis report to the form to make the enrollment process even faster!
If you need help treating a child with an autism spectrum disorder, behavioral issue, developmental delays, or other special needs, to enable them to reach their full potential for school and related environments, please contact The Behavior Exchange located in Plano and Frisco. Call us at 972.312.8733.


This curriculum is designed keeping in mind the skills a bansuri player needs to possess to flourish in the music industry. Skills such as the ability to play from the murchana of different swaras, notation writing, creating harmonies, learning to accompany different music forms etc. The course will equip the students with advanced alankars based on the Merukhand and Chord-System as well.
Indian classical music is essentially called Raga Sangeet. This course is designed to develop a student as a performing artist in Bansuri (Maihar Gharana style). Various ragas will be taught as per the repertoire of Gharana, specialising in each aspect (anga) of its development, such as, aalap, jod-jhala, bandish ki badhat, taan, laykari etc. It also consists of training of ragas, which require technically advanced skills to be rendered on the bansuri and ragas suited for light classical forms such as thumri, bhajan, dhun etc.
Music theory will give an in-depth idea of concepts and terminologies in classical music. It consists of courses such as Gandharva Veda, research methodology, interdisciplinary studies, music education, cultural musicology etc. It gives a firm foundation for competitive exams like NET. Applied Theory focuses on writing notations and laykaris to perfect the practical skills which are required in the field.
As human beings march in their journey towards progress, through newer developments, they need to be guided by a core set of ideals and principles of living. In today’s context, these paradigms of living stem from recent ideas originating from the western world. While we have been making progress, there is also a wide-spread understanding that for every new solution and idea that we discover, more and more challenges and problems arise out of them. This potentially raises the need to look for alternative paradigms for the emerging world order. Indic Knowledge Systems (IKS) can potentially offer ideas for developing these. Knowledge of IKS is the first step in this process. Chinmaya Vishwavidyapeeth addresses this requirement through a foundation course.
IKS constitutes a vast majority of literature spanning across multiple perspectives. This includes ideas on fundamental premises related to one’s living as laid out in the Vedas, components of knowledge that help us develop a correct understanding of the Vedic literature, Puraṇas, Darsaṇas, Smṛtis, Upa Vedas and many more. This is typically referred to as Caturdasa-vidyasthanam.
Aimed at diversifying the knowledge of students, electives such as Introduction to Carnatic Music, Music Production and Arrangement, Music Education etc. may be offered to empower students with a wholistic approach to music
A student should complete all the core and foundational courses, along with the chosen minor course(s). In the last semester, students will be required to give a public performance as part of the Mega Project.


Fun Uluru Quiz – FREE Online General Knowledge Quiz for Kids
Enjoy this Easy Science for Kids Uluru Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Uluru. You need to answer all the questions to be able to get your score. You can do this fun quiz about Uluru 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 Uluru.
About the Uluru Quiz & our FREE Science Quizzes
Our easy science general knowledge quizzes are a free free online quiz for kids resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Uluru quiz helps your kids learn fun facts about Uluru while enjoying this FREE online general knowledge quiz for kids.
If your child is interested in science, or is enrolled in some extra-curricular program, then this is a fun activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this free and fun interactive science quiz on Uluru.
As a reading comprehension training for kids, you can set a timer to encourage kids to do the reading comprehension in a faster and more efficient manner as they train to remember what they read, or limit the number of times they can read about the quiz topic, before they do the actual easy science quiz.
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 Uluru quiz answer they think is correct, and at the end you get the Uluru quiz score. Your child can try doing the quiz multiple times, till gets the perfect score faster, as child learns 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 Uluru Quiz – FREE Online General Knowledge Quiz for Kids - ." Easy Science for Kids, Jun 2020. Web. 01 Jun 2020. < https://easyscienceforkids.com/fun-uluru-quiz-free-online-general-knowledge-quiz-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Uluru Quiz – FREE Online General Knowledge Quiz for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-uluru-quiz-free-online-general-knowledge-quiz-for-kids/
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Thanks to public health recommendations regarding COVID-19, many families are spending more time together than ever before. If that’s your situation, then you may be wondering how to maximize your time, especially with your kids. Have you considered taking this opportunity to develop their understanding and appreciation for God as the Creator of all things?
When they grasp that God is our Creator, it lays the foundation for every other biblical truth you’ll want to share with them, including the gospel. If you spend some of this unexpected togetherness teaching creation to your kids, you can rest assured this was time well spent.
Here are some simple and fun ideas you can try during this time of quarantine—and beyond.
Take a nature walk. You don’t have to go far to immerse yourself in God’s creation—even your backyard or neighborhood will do. Bring a magnifying glass or binoculars to help them spot details of God's design they might otherwise miss.
@ICRscience and @ICRdiscovery. Visit those pages to see some of the #ICRkids creation art we’ve already posted!
Take advantage of ICR’s free creation-based activity sheets. We’ve got a word search, color sheets, and educational games. Download them here!
Let your kids choose one That’s a Fact video to watch each day. Our free That’s a Fact videos share one truth about science and the Bible in two minutes or less. Access them here.
Enjoy ICR resources in bite-size amounts. If you have some ICR resources at home, see how you can integrate them into your creation teaching time. (If you don’t have any, visit ICR.org/store to order.) Books in our Science for Kids and Guide to series cover a new topic on every page. Consider reading it aloud together each day. Our DVD series, like Uncovering the Truth about Dinosaurs, are broken into 22-minute episodes. If they watch one episode daily, you can finish most series in just a few days.
Make this time a shared experience. Ask your kids questions, and give them the opportunity to ask you questions. I am amazed at the insightful questions even young kids can come up with. My six-year-old once surprised me when he asked, “If God sent the Flood to judge the world for sin, why do we still have sin in the world today?” If you don’t know the answer to a creation science question, we have thousands of articles on our website ICR.org. Take time to research it together.
I’ve done several of these activities with my kids already, and they seem to really enjoy the creation focus. When we look back on this chaotic quarantine time with our families, I pray we’ll see much good that came out of it. And if we’re intentional with this opportunity, we’ll all know our Creator better because of it.
*Christy Hardy is an editor at the Institute for Creation Research.
Teaching Kids About Creation During Quarantine
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In this episode of The Speech and Language Kids Podcast, speech-language pathologist Carrie Clark discusses what speech therapists can do to help with literacy (reading and writing) skills in children and adolescents.
What is Literacy?
- Pre-reading skills like phonological awareness and basic language skills
- Reading skills
- Writing skills
Why do Children with Speech and Language Delays have Trouble with Literacy?
- Children with repaired phonological (speech) problems still have underlying problems that can come back up with literacy skills (more likely to have reading problems later).
- Children with language delays are missing a grasp of how to use their language for a variety of different literacy tasks.
What Does ASHA Say About our Role?
Roles for Speech-Language Pathologists
Prevention—Communicating risk factors to teachers and parents, and working with them to develop programs to help children acquire explicit, age-appropriate knowledge, skills and strategies of the components of language that contribute to reading and writing development.
Identifying At-Risk Children—Assisting in development and implementation of screening (e.g., instruments and teacher observation checklists) and referral procedures for very young children, as well as older school-age children, including modifying procedures to reduce bias (e.g., dynamic assessment techniques and criterion referenced tasks) for culturally and linguistically diverse populations.
Assessing—Selecting, implementing, adapting, and interpreting assessment tools and methods to evaluate skills in spoken language, reading, writing and spelling.
Providing Intervention—Collaborating with teachers and families to plan intervention goals and activities, as well as modifying curricula to keep students progressing in the general education curriculum.
- Phonological Awareness Skills: https://www.speechandlanguagekids.com/ultimate-guide-phonological-awareness-pre-reading-skills/
- Literacy Activities and Guides: https://www.speechandlanguagekids.com/literacy-resource-page/
- Reading Comprehension: http://www.speechandlanguagekids.com/5-tasks-to-improve-your-childs-reading-comprehension/
- Writing Narratives: https://www.speechandlanguagekids.com/ultimate-guide-to-teaching-written-narratives-by-grade-level/
- Persuasive Writing: http://www.speechandlanguagekids.com/how-to-teach-persuasive-writing-for-children
Documenting Outcomes—Establishing a tracking system for identifying new or re-emerging literacy deficits and documenting outcomes of intervention goals and plans.
Program Development—Directing or participating in teams to develop school or system-wide strategic approaches to early identification and intervention for children with reading deficits.
Advocating for Effective Literacy Practices—Providing information about literacy development to state and local agencies that plan and evaluate curricula, establish comprehensive assessments and set related policies; educating them about relationships between spoken language and written language (i.e., reading, writing and spelling) and the benefits of collaborative instructional approaches.
Advancing the Knowledge Base—Conducting scientifically-based research on early literacy development.
Free Pre-Writing Organizers:
Need more resources for helping children with literacy? Check out our free pre-writing organizers here:
More Resources for Speech-Language Pathologists:
Looking for more therapy ideas and resources to help you provide the BEST services to your clients? Join us in The SLP Solution, our membership program for speech-language professionals! Inside the membership, you’ll find:
- Step-By-Step Guides for teaching a variety of speech/language/communication skills
- Pre-Made Worksheets and Therapy Activities for hundreds of different topics
- Training Videos for dealing with difficult disorders or problems
- Answers to Your Questions in our exclusive SLP community
- Tools and Resources to help you with your paperwork and admin tasks
- Continuing Education through our monthly webinars and webinar recordings
To join us in the full SLP Solution, or to snag a free membership, click on the button below!


Piano lessons are a fundamental way to gain a broad appreciation of music. However, the real benefits that arise from playing the piano are primarily non-musical.
A piano student learns to read two lines of music, use both ears, arms, legs, feet and all ten fingers, with the brain giving each body part a different assignment to perform simultaneously. No other activity allows a child to exercise all of these skills in such a constructive manner. Piano lessons, therefore, develop coordination in both mind and muscles, which transfers to many daily activities. This includes improved hand-eye coordination, greater enjoyment and ability in sports, and the full use of both left and right sides of the brain.
One recent MIT study determined that the cerebral cortex of a concert pianist is enlarged by 30% on average compared to people that are considered intellectuals, but who did not have instrumental music education. Another CA study found that 75% of Silicon Valley CEO’s had instrumental music education as a child.
Music training is also linked to enhanced verbal skills. It is not as important for a student to play a piece of music with perfection as it is for him or her to develop to the best of his or her abilities. The piano is an educational tool that can help accelerate a child’s development and help adults maintain and gain benefits in brain age.
Discipline, patience, determination and perseverance are some of the many other skills learned through piano training.


Patterns of reading difficulty provide an educationally useful way to think about different kinds of reading problems, whether those are mainly experiential in nature (those common among English learners) or associated with disabilities (those typical of children with dyslexia).
We look at how teachers can use assessments to identify various reding problems in children and help them overcome it.
Types of Reading Difficulties
the three common patterns (often termed profiles) of poor reading involve specific word-reading difficulties (SWRD), specific reading comprehension difficulties (SRCD), and mixed reading difficulties (MRD).
Children with SWRD have problems related specifically to reading words, not to core comprehension areas such as vocabulary or background knowledge. Those with SRCD have the opposite pattern: poor reading comprehension despite at least average word-reading skills. And those with MRD have a combination of weaknesses in word-reading skills and core comprehension areas.
Knowledge of these patterns is useful for helping students with many kinds of reading problems—not only those involving certain disabilities but also more experientially based reading difficulties, such as those sometimes found among English learners or children from low-socioeconomic-status backgrounds.
Determining Patterns of Reading Difficulties
The three types of difficulties mentioned in the preceding section involve underlying patterns of strengths and weaknesses in specific language and reading abilities, sometimes termed components of reading. Important components of reading include phonemic awareness, word decoding, fluent text reading, vocabulary, and listening comprehension.
The first step in determining a struggling reader’s pattern involves assessment of these abilities that underlie reading development.
Effective Instruction and Interventions for Each Pattern
Interventions differ in various ways. Children with SWRD typically require highly explicit, systematic phonics intervention. More advanced students with SWRD — those learning to decode two-syllable or multisyllabic words — often benefit from learning syllabication strategies and structural analysis.
Children with SRCD need interventions focused on the specific comprehension areas in which they are weak. Children with MRD need phonics interventions and opportunities to apply decoding skills in reading text, coupled with explicit teaching targeting their specific comprehension weaknesses.
Of course, most classroom teachers have very limited time for implementing interventions with struggling readers. However, information about common types of reading difficulties can still be helpful to general educators in differentiating classroom instruction.
A primary-grade teacher could differentiate instruction through small flexible groups, with one group to meet the most frequent needs of third graders with SWRD (e.g., additional explicit phonics instruction focused on syllabication and decoding of two-syllable and multisyllabic words) and another to meet the most frequent needs of those with SRCD (e.g., additional instruction in vocabulary and background knowledge).
Children with MRD might participate in both groups. This approach is unlikely to meet the needs of all struggling readers in a class, but it could still benefit many students.
Additional Information About the Patterns
Each pattern of reading difficulties may emerge relatively early or relatively later in schooling, with early-emerging problems generally defined as reading difficulties evident by grade 3 and late-emerging problems as those first manifesting in grade 4 or later.
Early-emerging reading difficulties often involve problems in decoding — that is, either an SWRD or MRD pattern (Leach et al., 2003)—because learning to decode is central to children’s early reading development.
- Identify a struggling or at-risk reader in your classroom.
- Consider available assessment data, and administer any additional assessments of language or reading needed to help you identify the child’s pattern of reading difficulty.
- Think about whether the child’s difficulties involve decoding only, comprehension only, or a combination of both areas. If the child has problems in reading fluency, consider whether those problems involve decoding, language comprehension, or a combination of both areas. Also, consider the child’s strengths.
- If you are struggling to identify exactly what aspect of reading is struggling with, refer them to an educational psychology assessment to help pinpoint the problem and advise the correct action plan going forward.
- Decide on the child’s pattern of reading difficulty.
- Use this information to differentiate instruction or plan an intervention. Also, decide the best way to monitor the child’s progress.
For more information about reading problems in children, or to book a consultation, contact Anel Annandale at 021 423 0739 or via email at firstname.lastname@example.org.


Healthy, balanced meals are important - but are you providing the means for a balanced body? The development of a balanced body in today's technology-focused society also includes the development of fine and gross motor skills in a developmentally appropriate way.
It is not uncommon to see a toddler wielding their pointer finger like a pro while entertaining themselves on their parent's phone or tablet. This is not the type of fine motor skill development that I am referring to. In fact, current research is showing that due to the absorbency levels of a toddler's brain and their small body size, screen exposure is causing health risks to the protective sheath that surrounds the brain's neurons. In November 2017, ABC Radio in Melbourne discovered that teachers are reporting a deficit in pencil grasp development due to the increase of tablet use in children.
You might not think about it this way, but those fundamental skills (like cutting a straight line) are setting the foundation for a future surgeon or tailor. Proper pencil grasp is necessary for our future architects and fashion designers. We need technicians with finger and hand dexterity that can do more than point on a screen. Children with limited fine motor skills have difficulty doing day-to-day activities that require dexterity and variable movement. You can have a young child develop a balanced body by withholding touchscreen time until a child is over two years of age. Provide blocks, crayons, markers, large lacing beads, age-appropriate scissors, paint brushes and other items that engage multiple hand parts to use. Even after two years of age, touchscreen devices should be limited in favor of hands-on, mentally engaging activities. Children learn much more from playing with actual blocks instead of scooting them around on a screen.
Make sure that you also provide time for children to develop gross motor skills. These are the "big muscle" activities such as kicking a ball, running, balancing and throwing an object. Gross motor skill activities are natural to young children. The key is to get up and move with them - they will want to follow you and will naturally engage in practically any activity that involves moving with an adult. And it's healthy for you, too! Try taking a walk in your neighborhood with intermittent races or balancing contests.
The last item in helping children develop balanced bodies is to make sure that they are eating balanced meals. Yes, this includes eating veggies. Make sure you lead by example by eating from all food groups. Try to eat "a rainbow" every day by choosing foods that are rich in diverse colors. No, white is not a color in the rainbow, so stay away from sugar, potatoes, white bread, pasta and white rice.
At Children's Lighthouse, we have designed our lesson plans and menus around building balanced bodies. Screen time is limited while fine and gross motor skill development is embedded into our curriculum activities. We have also designed healthy menu options for our schools that are full of foods rich in color and low in things like sugar and trans fats. Come by for a tour and hear about the nutritional options we offer.
Take on a "body building" challenge. Choose to do one thing every day with your child to help develop fine motor skills, gross motors skills and expand their taste palate. Eliminate screen time, get moving, and eat a rainbow!


Today’s bloggers are Samantha L. Strachan and Jillian Davis, who co-authored the article “Loud and Clear: The Importance of Telling the Stories of African American Male Preservice Teachers,” which appears in the latest issue of The Educational Forum.
Close your eyes for a few seconds and think about all the teachers who taught you.
How many of your teachers have been African American males?
If you thought about your past experiences as a student, and your answer was “none,” you are not alone. In fact, many students in today’s P–12 schools will never have the opportunity to be taught by an African American male teacher. While a number of programs and initiatives have been implemented across the country to place Black men in classrooms, there is still much work to be done.
Educational leaders and researchers alike have focused on several issues that impact the teaching profession. One issue that continues to make headlines is the absence of African American male teachers in P–12 schools. Currently, around 2% of all teachers in the United States identify as Black males (U.S. Department of Education, 2016). This dire statistic means that concerted efforts must be made to understand how these men can be recruited and retained in classrooms as teachers. Neglecting to do so will continue to result in their absence from the classrooms and from the lives of the students who most need them.
In our article in the current issue of The Educational Forum, “Loud and Clear: The Importance of Telling the Stories of African American Male Preservice Teachers,” we advocate for understanding the perspectives of African American men on the pathway to the teaching profession. We make an argument for placing the stories of Black male teacher education candidates front and center in education. We encourage understanding of why they decide to become teachers, despite not always having had good experiences in P–12 schools as students. We also discuss how, even as preservice teachers, men of color can experience challenges that, if not confronted, can continue to hinder them from fully participating in the teaching profession.
Transforming the Profession, One Story at a Time
Stories can be powerful. Like all teachers, African American men have stories that need to be shared and heard. These stories can provide the impetus needed to transform how they experience the teaching profession. However, their stories must be told and highlighted in a way that does not perpetuate stereotypes and negative notions, but instead will further how the education and research community could make changes to ensure that Black men can fully engage with the teaching profession. This is especially true for men in teacher education programs.
Since the stories of Black male preservice teachers are rarely highlighted, it is important to use their perspectives as a foundation for understanding the specific changes needed in the teaching field, and how these changes could be implemented in a manner that allows men of color to thrive in the profession.
African American male preservice teachers are uniquely positioned to provide insights that could be transformative to the teaching field. They have made the decision to become educators, and their perspectives, especially during training, can serve as reflections for teacher education and the teaching profession.
If we want to know how we can engage African American males as educators, providing spaces for them to share their stories will be important.
Not doing so will continue to sideline a group of educators whose impact in classrooms could be great.
- Department of Education. (2016). The state of racial diversity in the educator workforce. Retrieved from https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf
Dr. Samantha L. Strachan is Interim Chairperson of the Department of Teacher Education and Leadership at Alabama Agricultural and Mechanical University. She also serves as Director of the M.AL.E. (Males for Alabama Education) Initiative, a state-funded program focused on recruiting and preparing minority men for P–12 classrooms. Dr. Strachan’s research is focused on improving minority students’ participation in teacher education, particularly in the STEM fields. Her work also focuses on examining creative ways to diversify the teaching workforce. This includes sharing the stories, perspectives, and experiences of African American men on the teaching pathway.
Jillian Davis is a MEd candidate in Elementary Education at Alabama Agricultural and Mechanical University. Her current research explores the stories of African American male preservice teachers, discussing their personal experiences, understanding their perspectives, and raising awareness of their impact on education. Jillian’s interests include the study of social justice in education, inequality, and poverty. Jillian serves as a graduate assistant.


Wisconsin Academic Standards
WI.CC.K.RF. Reading Standards: Foundational Skills
Phonics and Word Recognition
K.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
WI.CC.K.L. Language Standards
Vocabulary Acquisition and Use
K.L.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
K.L.5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.


During my freshman orientation at college, I learned for the first time that there are different ways to read. Before I thought I had to read from the beginning to the end, word for word, no matter what. To do otherwise seemed like “cheating.” Today, it is clear that reading (both basic reading and knowing how to read for different purposes) is just the tip of the college preparedness iceberg.
Most students are ill-equipped for college and most pre-college education in its current state is unlikely to change that. We are seeing students who can demonstrate the knowledge and skills embodied in state standards (Common Core reading, writing, and arithmetic), and who are still grossly underprepared for college. (The fact that so many students aren’t even meeting those academic standards is, of course, even more concerning.)
What is missing? Let’s start with what this report on college readiness (as many others) will tell you. Skills like inference, analysis of data, interpretation of findings, developing hypotheses, defining alternative explanations, comparing and contrasting, developing cross-disciplinary insights, and providing relevant evidence for an argument are essential for post-secondary success. These skills are all about how complexly and deeply students can process, associate and evaluate information. It is about their skill in attaching meaning and weaving new knowledge into existing networks of understanding. We might label these thinking skills.
Another missing category of college readiness skills involves things like the ability to handle large amounts of work, and juggle a multitude of activities, assignments, and goals. This category also includes skills such as working in groups, recognizing when one needs help, and explaining what one has learned. These skills rely on social/emotional intelligence and metacognition. We might call this category of skills self-management.
Both thinking skills and self-management skills have as precursors the capacity of students’ basic cognitive processes, including the ability to sustain or divide our attention, to effectively hold onto information in short-term memory, to manipulate visual-spatial information, to have a sense of quantity, to keep information in a sequence. On those foundational skills, we build more “executive” skills – the ability to exert inhibitory control, to hold disparate information in working memory, to shift back and forth between different mind states. Students need the foundation of basic cognitive processes and executive functions in order to start to develop higher-order thinking and self-management skills.
None of this is part of the standards (Common Core or whichever other set of standards you use). Not cognitive processes or executive functions or self-management, or, strangely enough, even thinking skills. While standards may allude to higher-order skills, they do nothing to ensure that students have the underlying cognitive capacity to learn them or that teachers understand how to foster the development of these skills in their students.
The dilemma with our current educational system is that most educators have little knowledge of how students learn and how they come to know. They lack the fundamental understanding even of how brains develop – either at the most basic levels of processing – or at the higher levels required for operating and designing machinery, doing college-level thinking or managing oneself.
For all these underprepared young people, this is far more than an academic curiosity. It is a financial precipice. The impact of low educational attainment on our economy in general and on individual students’ outlook for success is well understood. But perhaps some of its implications are not. The cognitive capacity gap affects low-income students to a greater degree than their more advantaged peers. Unless all students are able to develop the cognitive foundation for learning, then only some will have what it takes to fully access and derive value from their education. This is an issue of access much like other access issues in our society. It may be that the cognitive capacity gap is the civil rights issue of our day.
#CognitiveCapacity #CogntiiveGap #CognitiveSkills
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Modern techniques in art education are used for training not only elementary school students but also students of a wide variety of ages. In this research project, we examined the development of expression in children by reviewing the characteristics and issues related to modern techniques in art education, organizing an actual workshop using these techniques in an outreach program at the University, and linking an activity involving modern technique-based emergence to art expression in children. Modern techniques used in the workshop included streamers, stamping, decalcomania, and spattering, which were then incorporated into collages to form animals. During this activity, colors and shapes created via the effects of these modern techniques were used as elements in the creation of the animals and contributed to the artists’ ideas on how to create their animals. Our observations suggest that the effects of each modern technique contributed to increased expressive potential on the part of the children in creating their animals.


Guitar 101 will focus on the group aspect of guitar performance. As Guitar 101 takes the student through the basics of their instrument and music theory, Guitar 101 will focus more on creating multi-part music as an ensemble, with the end result being a recording made in the studio and a performance at the end of the session. Students will learn and play together in a team-like atmosphere, motivating and encouraging each other to practice and perform. Beginners will learn drop D tuning and first position chords, advanced students will work with barre chords and inversions. Popular song forms will also be covered. The students will create their own songs based on I-IV-V and 12 bar blues forms. Related scales will be taught and the instructor will assist in creating melodies and harmonies. The songs will be selected based on the group’s skill level. The songs will consist of consist of a rhythm part, lead melody, accompanying melody, and a bass line. Solo sections and advanced progressions are introduced as the group progresses Students will also learn the basics of multi-track recording, including mic placement and achieving recording tones. This can be used as an introduction to the recording arts program.
- A well-balanced music education consists of Music Theory, Technique and Repertoire.
- Students learn faster playing music they like.
- Simplified versions of modern songs allow students to see results more quickly.
- Audio recordings of each simplified arrangement are available to students. This allows them to hear how their part should sound.
- Lessons are catered to the needs of each student's learning style.


Plamu art academy
Plamu Art Academy was established in 2006, and its curriculum is based on the British Museum education system. It is currently rated as the number one culture & art education center in Korea, and has now opened its first U.S. location in Irvine, CA.
“You need enough input to get a tangible output”
In order to foster creative thinking in our future leaders, Plamu’s museum education system puts great emphasis on developing the ability to ‘appreciate’ art in life.
Education based on repeated visual and intellectual stimulation is key to developing children’s creativity, character, cultural sensibility, and their ability to express ideas. Plamu lays a solid foundation for children to become creative future leaders who learn to use their cultural and artistic values in every part of their lives.
We endeavor to develop children’s Creative Intelligence, Cultural Intelligence, and Communicational Intelligence with a continuous study of our curriculum and quality lessons from our highly trained teachers.
1. Story Telling
Build visual experiences with famous artworks under different themes.
- Creative integration of history, science, culture and art.
- Building advanced knowledge and experience
- Developing ability to appreciate art
- Internal motivation
Get ready for art activities with workbooks
- Developing ideas and expressing them into a sketch
- Improving ability to critique art
- Encouraging logical thinking
Enjoy fun art activities that include drawing, crafting, and painting
- Diverse art activities: Drawing, cooking, making, performance, design.
- Developing high creativity and originality
- Improvng basic drawing skills
Art skill and technique improvement
Expressing opinions using pictures and words
Developing social skills and logical reasoning
Learning world history and diverse cultures


50+ iPad Lessons for Teaching Non-fiction Writing provides teachers with a broad range of innovative ways to use apps in order to support pupils’ understanding of non-fiction genres. Raising writing standards is a key issue in many schools and the 50+ series of books by Lee and Alan help teachers to integrate ‘cutting edge’ technology and literacy. With a wealth of exciting, practical activities the authors demonstrate how to develop an embedded understanding of both the structure and language features of non-fiction genres. All ideas in the book are fun and useful – a winning combination!
About the Authors
Alan Peat is a Fellow of both The Royal Society of Arts and The Historical Association.He is the director of Alan Peat Ltd, an international educational consultancy company with a reputation for practical, high-impact teacher training and the publishing company Creative Educational Press Ltd.
Lee Parkinson has worked as a Primary School teacher for 6 years specialising in ICT. He has a wealth of experience using technology to support and develop the whole Primary Curriculum.Lee has successfully deployed a class set of iPads across a whole primary school and worked alongside children from EYFS through to Year 6 discovering how iPads can enhance teaching and learning throughout the curriculum. Lee always puts learning first and is constantly looking for creative and innovative ways in which technology, such as the iPad, can be utilised effectively to positively impact on writing & reading skills as well as developing key numeracy skills. Lee has built a sound reputation as one of the leading advocates for ‘camouflage teaching’, encouraging reluctant writers using new, exciting and engaging methods. After a recent Ofsted inspection, his use of iPads within a Literacy observation was deemed “Outstanding with a phenomenal use of technology and an outstanding outcome to the lesson.”Alongside his expertise with iPads, Mr P also provides extensive training on how to use web based tools including blogging and considers the positive impact this can have in relation to the core skills of writing and reading.Lee has already supported many schools in using simple yet effective technology – from a real teacher with a wealth of practical ideas that really work!


By: Lili Levinowitz. Center for Music and Young Children Director of Research; Rowan University Professor of Music Education.
One of the joys I have as a Music Together teacher is watching the children I teach grow as music makers - from infancy through their preschool years - into basic music competence. Just as I love to watch my garden develop, I thrive on marking their music development on the path to singing in tune and moving to the rhythm. Many parents realize that reenrolling in Music Together classes is important to their child's emerging music intelligence. They are, however, faced with a sometimes overwhelming array of programming choices. Early childhood art, swim, gym, and preliteracy classes abound.
The impulse to introduce one's child to as many different disciplines as possible is a familiar one. As an educator, I am concerned that this can create a situation where many skills are sampled but few are truly developed. During the years from birth through age five, the brain is much more active than later on, making this a crucial time for "laying down the tracks" and "roughing in the circuitry" that will last a lifetime. The news from neuroscience clearly indicates that what doesn't get used during early childhood will be pared away by our efficient body/brain mechanisms.
Music development involves two systems with a crucial need for input during the years birth through kindergarten: the receptive and expressive systems. The receptive system primarily impacts music aptitude which is developing up until about age nine. During that time, music aptitude can fluctuate or atrophy from lack of quality stimulation. Furthermore, a child's expressive tools - the singing voice and moving body - are maturing at the same time as the "circuitry" is being laid down for these to receive the brain's signals efficiently. Thus, children learn to match what they perceive, evaluate what they sing or move to, and adjust to the changing music environment.
Continuing enrollment in Music Together ensures that your child receives the ongoing stimulation of rich, multicultural music as well as the opportunity for musical experimentation with voice and body. A single semester may open a window in your child's music development, but over time, a weekly routine of community music making in class with follow-through at home can provide a lifetime disposition for music making.
So, parents, please plan to enroll your children for all nine song collections. Deepen their music experience by repeating a collection they first learned or experienced as an infant or toddler. You and your teacher will share the ongoing pleasure of watching your child grow into basic music competence.


As work evolves, workers need the right mix of skills and continuous learning opportunities at all career stages. Training programs need to function well, and the market must enable a smooth flow of workers into and out of positions while ensuring lifelong learning.
While Canada’s K-12 education system is a world leader in equipping children and young people with the skills they need, training opportunities for workers in the labour force are scarce and unevenly distributed. Less than one-third of Canadians receive job-related, non-formal education. Those who do receive only 49 hours of instruction annually, below the OECD average of 58 hours. Worse, the people who most need additional training are the least able to receive it. Less educated, Indigenous and older workers, as well as those workers living in rural and remote communities, are less likely to receive workplace training.
A better skills and training system must address the reasons employers do not or cannot provide enough training and development. These reasons include cost; the fear that employees will take their new knowledge to other organizations; and information gaps in what skills and knowledge they may want their employees to acquire. Employers may also believe it is easier to poach skilled employees from other firms and to place pressure on formal education systems to produce skilled “work-ready” graduates than it is to train their existing employees.
Training models around the world offer lessons for Canada to improve its training systems and programs. In successful models, companies, educational institutions and other organizations work together to fund training initiatives that benefit workers and firms alike, as in Sweden’s job security councils, the Technology Apprenticeship Program that PwC in the United Kingdom launched with five universities, and the training and skills programs developed by Italian sports car manufacturers.
Canada can also improve and expand its existing policy instruments. Lifelong Learning Plans, which allow workers to draw from their RRSPs in order to fund new training and education for themselves or their spouses, could be revised to allow employers to contribute more to accounts and to provide additional federal funds to match contributions. The success of Quebec’s legislation that requires firms to spend at least one percent of revenues on employee training annually could be replicated by other provinces.
As Canada improves its systems of skill development, training and lifelong learning, it should:
- Emphasize foundational skills, without which workers struggle to learn new skills and knowledge;
- Improve equity and inclusion of training and skill development opportunities;
- Encourage cost-sharing among industry, workers and government;
- Encourage information-sharing among educational institutions, industry, unions and other stakeholders, and sound analysis of that information; and
- Track program effectiveness.
A highly skilled and educated population is essential to economic growth and social well-being. In the face of rising global competition and rapid technological change, effective and inclusive systems of training and development are essential for innovation, growth, employment and good incomes. To ensure that our innovation economy is strong and benefits everyone, changes are needed to make Canada’s skills, training and lifelong learning systems more accessible, inclusive and effective.


Union Jack (Flag of United Kingdom)
Officially known as the Union Flag, the flag of the United Kingdom is popularly known as the Union Jack. The full name of the United Kingdom is United Kingdom of Great Britain and Northern Ireland. Great Britain consists of England, Scotland and Wales.
United Kingdom is simply referred to as UK in common parlance.Wales is not currently represented in the flag of United Kingdom because it was part of England when the first version of the flag was designed.
The national flag of the United Kingdom is also known as the Union Jack. Some member counties of the Commonwealth also use the British flag in the corner of their flags.
When the first flag was created in 1606, it was known simply as ‘the flag of Britain’ or ‘the British flag’.
Designed over 200 years ago, the flag of the United Kingdom that we know today dates from 1801, the year in which Ireland was united with Britain. However, before 1603, the Union Jack was very different than today’s flag.
England, Scotland and Ireland were separate nations, each of them having their own individual flags.
The Union Jack, one of the world’s most recognizable flags, combines the symbols of England’s patron saint St. George (red cross on a white background), Scotland’s patron saint St. Andrew (diagonal white on blue) and Ireland’s patron saint Saint Patrick (diagonal red cross on white).
Wales is not shown on the flag of the United Kingdom because, when the first version of the flag was created in 1606, Wales was part of England. The original flag of United Kingdom was much larger in size than those of the US flag and the flags of many other countries.
Evolution of the British Flag
The Union flag has undergone many changes since the first official flag of 1606.After the death of Queen Elizabeth I of England in 1603, King James VI of Scotland became ruler of England and came to be known as King James I of England. Since Queen Elizabeth was unmarried, she wanted King James VI, her cousin to succeed her.
In order to represent the union between these two countries, King James I, hit upon the idea of commissioning a new flag in 1606. The first version of the British flag came into being in 1606.
When Ireland became a part of Great Britain in 1801, the British Flag was redesigned to include the Cross of St. Patrick, the patron saint of Ireland. It is in this form that the British flag that we know today exists.
In 1921, when Ireland gained independence from United Kingdom, the cross representing Ireland continued to remain on the flag because Northern Ireland was a part of Britain at that time.
When is the Union Jack flown?
The flag should be displayed on government buildings on days marking Remembrance Day, Coronation Day, Commonwealth Day, official birthday of the Queen and on the days of the prorogation of Parliament and State Opening.
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The courses in Health and Social Care offer students the opportunity to understand why quality care is important, the importance of clear communication and how health and social care is planned to meet the needs of individuals and a community.
The courses provide good preparation for life and for working within the sector.
Head of Department:
Examples of adaptations for vision impaired students
- Students can undertake relevant work experience when they do their work experience.
- They are taught to do efficient, academic research on the internet.
- Time is allowed for students to read larger amounts of text whether it is large print, Braille or electronic.
- Learning is active where lessons are carefully planned to encourage higher order thinking skills, working as a team and working independently.
- Each lesson is differentiated so individual students’ needs are considered for both learning and accessibility of resources.
- Different learning styles are accommodated and thoughtfully planned for – including visual learning, auditory and kinaesthetic.
- Literacy and numeracy skills are embedded and the correct use of English commented on when students are given feedback.
- Accessible tools are provided to students so they can plan, implement and reflect on their research.
Level 2 Vocational Award in Health and Social Care
Level 3 Certificate in Health and Social Care


The school principal’s role has been expanding since the onset of the standards movement. No Child Left Behind, enacted in 2002, requires principals to be not only managers of the building and staff but also instructional leaders responsible for increasing student achievement. Therefore, the task of being principal has become too extensive; principals need to share their responsibilities. Distributed leadership is an effective way to facilitate the sharing of responsibilities. According to Elmore (2000) and Spillane (2005), it is the most effective way to create leadership throughout the school; according to DuFour (2005), it promotes effective professional learning communities.
This study’s purpose was to investigate the relationship between leadership, as represented by distributed leadership dimensions, and student achievement at the elementary level in two urban school districts. Four dimensions of distributed leadership were investigated: (a) school’s mission, vision, and goals; (b) culture; (c) shared responsibility; and (d) leadership practices. Quantitative research was employed to determine a relationship, either positive or negative, between distributed leadership dimensions and student performance on statewide assessments.
Survey research methods and descriptive statistics were used to determine the relationship between distributed leadership dimensions and student reading and math achievement in two urban districts; principals and teachers ( N = 122) responded to the Distributed Leadership Readiness Scale (DLRS-1) (Gordon, 2005). Correlational analysis was utilized to determine the relationship between the independent variables (distributed leadership dimensions) and the dependent variable (student achievement).
The results revealed no significant relationship, either positive or negative, between distributed leadership dimensions and student achievement as represented in reading and math pass rates on statewide assessments. Conclusions from this study affect the study of leadership in general. In an era when researchers desire to find leadership practices that impact student achievement, they may influence the culture and learning environment of the school; however, quantitative research may not demonstrate a relationship with student achievement due to lack to qualitative substance. Distributed leadership shares the responsibility of decision making and encompasses effective educational strategies beyond the principal’s office, within the entire instructional environment.
|Advisor:||Lemasters, Linda K.|
|Commitee:||Choi, Jaewha, Harris, Christine|
|School:||The George Washington University|
|Department:||Education and Human Development|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 71/04, Dissertation Abstracts International|
|Subjects:||School administration, Elementary education|
|Keywords:||Distributed leadership, Instructional leadership, Leadership, Student achievement|
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Science For Kids
Fourth grade college students are very energetic and their span of attention or concentration is very small. We assessed the influence of political ideology, religiosity, ethical issues and science knowledge (measured with a science literacy test, consisting of true or false objects such as ‘All radioactivity is made by humans’, and ‘The centre of the Earth could be very scorching’) on participants’ responses to those varied measures.
Vinny can also be a Principal Investigator for Science Basis Eire and beforehand served as Dean of Analysis for the University, Head of the Faculty of Pc Science, Director of Postgraduate Teaching and Studying for Laptop Science and Statistics and Head of the Distributed Methods Group.
24: Science has modified the longstanding false notions of the folks, which aren’t supported by Scientific Details. Additionally, these results recommend that science skepticism can’t simply be remedied by increasing folks’s information about science. Science has adequately, energetically and productively advanced, changed, civilized, enhanced and progressed human life.
Science has brought sophistication to human life. Science permits kids to make play dough, cookies, slime and all sorts of other gross and fun things. By way of this mission, you’ll be taught that different light sources have completely different powers to challenge light right into a room.
Some 4th grade science initiatives which were completed previously embody seeing how worms react to mild, seeing if vegetation can grow when watered with liquids other than water (milk, juice, vinegar, and many others) and finding out if birds have a desire to what kind of material their homes are made out of (ex.