Literacy is a crucial aspect in the childâs overall development. Children with firm foundations in literacy are able to perform well and excel in their academics in the later years. In most cases, children between the ages of 6-7 years old acquire and develop basic reading skills. Prior to such a milestone, parents can opt for essential literacy activities with their children that will pave the way to the acquisition of a more complex skill set.
Pre-school curricula include ABC recognition, letter-sound correspondence, orthographic awareness, sight words, antonyms and antonyms, and basic reading comprehension. In the preceding year of your kindergartner, you can help build a good foundation for literacy by teaching the alphabet, reading simple stories, coaching familiarity with beginning sounds and rhymes and build their vocabulary.
Parents face significant obstacles in promoting their childrenâs early literacy development. These challenges include struggles in knowing letters, difficulty in pronouncing letter sounds, and eventually troubles in sounding out words. Moreover, various mental and psychological hurdles are present in early childhood education such as children getting easily bored, difficulty in communicating, and problems in listening skills. Fortunately for children and their parents in this digital age, todayâs technology has dramatically improved the education system by providing access to tons of learning tools that are more engaging and easier to understand. Interactive online apps such as Kids Academy: Talented and Gifted can help put your childâs cognitive and critical thinking skills to work any time, anywhere.
The Talented and Gifted Program by Kids Academy is a preschool app designed for children ages 2-10. Learning tools and content are curriculum based and developed in close partnership with professionals in todayâs digital education system. Equipped with various features, parents can enjoy a comprehensive systematic approach to their childrenâs literacy improvement while saving time, effort, and fees. Aligned with New York State Generation Learning Standards and Common Core State Standards, our content is streamlined with modern learning techniques for children in the preschool to Grade 3 levels. It also comes with a wide range of literacy activities to help boost and refine your childâs ELA skills â making Kids Academy a parentâs top choice for learn to read apps.
Kids Academy: Talented and Gifted Activities to Develop Literacy
Downloadable and printable worksheets are available to help children hasten their skills in various subjects. Kids Academy has a comprehensive inventory of worksheets that are easier to work on and very much relatable. Geared with amazing graphics, this proper learning tool increases a childâs engagement and interest to learn.
Quizzes help both parents and teachers acquire a more accurate understanding of the childâs learning progress. Interactive quizzes supplement the lessons in various subjects ensuring a higher quality of learning experience for your child.
Kids Academy: Talented and Gifted games strike a fine balance between learning and playing. These games are lesson oriented and are aimed at helping children understand and retain concepts longer in a more fun and engaging environment.
- Comprehensive courses developed in compliance with New York State Next Generation Learning Standards or Common Core State Standards;
- Friendly and cheerful interface;
- Covers all the main subjects of Preschool and Elementary school;
- A motivating reward system and an animated play store where students can dress up a cute elephant using the points earned;
- Optimal learn-play balance;
- Includes a course on chess basics;
- Weekly Progress Reports;
- No ads, no in-app purchases;
Missing features that weâre working on:
- No voice recording and pronunciation practice;
- No video subtitles (except for the nursery rhymes);
- The app is mostly targeted at native speakers. However, a new ESL course is being developed!
- The chess course only has 3 chapters. Yet, two more are on their way â Tactics and Opening Principles.


How Old Are Students in 3rd Grade
How Old Are Students in 3rd Grade?
Education is a fundamental aspect of a childâs development, and it is essential to understand the age range of students in each grade. In this article, we will explore the question, âHow old are students in 3rd grade?â by providing an in-depth analysis of the typical age range, FAQs, and other relevant information.
The Typical Age Range in 3rd Grade
In most educational systems, students enter 3rd grade when they are around eight or nine years old. However, the age range can vary slightly depending on the country, state, or district. Generally, students in 3rd grade are born between September 1st and August 31st of the previous year. This cut-off date ensures that the students in the same grade are roughly the same age, facilitating a cohesive learning environment.
FAQs: How Old Are Students in 3rd Grade?
1. Can a child start 3rd grade at the age of seven?
While it is possible for a child to start 3rd grade at the age of seven, it is relatively uncommon. Most students at this grade level are typically eight or nine years old. However, some children may start school earlier or skip a grade, which can result in younger students in the 3rd grade.
2. What if my child is older but still in 3rd grade?
If your child is older but still in 3rd grade, it might be due to various reasons. They may have experienced academic difficulties, learning disabilities, or other challenges that required extra time to grasp the necessary skills. Schools often provide additional support and resources to help these students succeed academically and catch up to their peers.
3. Can a child be younger but still in 3rd grade?
In some cases, a child may be younger but still placed in the 3rd grade. This can occur if they entered school at an earlier age or demonstrated advanced academic abilities. Schools may evaluate a childâs readiness for a higher grade based on their academic performance, maturity, and social skills.
4. Is it common for students to repeat 3rd grade?
While it is not common for students to repeat 3rd grade, it can happen for various reasons. Academic struggles, insufficient progress, or challenges in specific subjects may lead to the decision to repeat a grade. Educators and parents collaborate to determine the best course of action for the childâs academic and personal development.
5. What are the academic expectations for students in 3rd grade?
In 3rd grade, students begin to build upon the foundational skills learned in earlier grades. They develop stronger reading comprehension, writing, and mathematical abilities. They explore more complex topics in science and social studies, and their critical thinking and problem-solving skills continue to develop. Additionally, students in 3rd grade often begin to take on more responsibility for their learning and develop greater independence.
Understanding the age range of students in 3rd grade is crucial for parents, educators, and students themselves. While the typical age range for 3rd-grade students is around eight or nine years old, there can be some variation based on individual circumstances. It is important to remember that age is just one factor in a childâs academic journey, and each studentâs progress should be assessed holistically. By providing appropriate support and resources, students can thrive and succeed regardless of their age in 3rd grade.


You are bound to have crayons, paper, play dough and maybe even an art set in your home or classroom? Of course you do! You have little learners who are eager to learn! With these supplies, they create so many fantastic pieces. However, are you truly teaching art to your child?
The answer, in my opinion, is yes and no. When you provide your learners with materials that help the express themselves, creatively allows them to explore the world of art. But, there is much more to art than just a few cute crafts you can find on Pinterest.
Provide the Materials They Need
If you are teaching your learners to read, you probably wouldnât just hand them a book. You wouldnât expect them to read it. Sure, that is a great strategy to teach independent reading. However, your learners will need to be introduced to new skills. Phonics, reading strategies and sounding words out donât just happen overnight. Also, they need to develop these skills in order to become a successful reader.
The same applies to teaching art. You can provide your child with the materials they need. Give them ideas of what to create, but they still need to be introduced to skills,. For example, introduce different techniques and vocabulary. Also, they will learn the true knowledge of art through Art History.
Who Is the Best Fit?
I understand the importance of providing my learners with a well-rounded art education, but when it comes to teaching them all the art concepts and principles a classroom teacher might not be the best fit. Sure I can draw a stick figure and even a tree, but I know that my learners need more than what I can provide for them to truly develop as artists.
If you are homeschooling or art education is not being incorporated into your classroom, you might have the same feelings I do. You long to provide your learners with art lessons that are more than just creating a craftivity or directed drawing, but donât know how.
Sure, you could do a ton of research, take a continuing education class or bring in an art teacher once a week. But with all of your other responsibilitiesâ¦do you really have the time or energy? Probably not.
This is where many educators let art take a backseat to other subject areas. There is not enough time, and many teachers donât have the skills or resources to provide their learners with a well-rounded art curriculum.
Home Art Studio
I recently introduced a new art curriculum called, Home Art Studio to my son. This curriculum includes projects that model techniques famous artists used along with exploring a variety of materials to express art. Iâm excited to know it will provide my learner with the foundation in art education that I want for him to develop.
All I have to do is put in a DVD, grab the materials and let my son create with Ms. Volin. I know that he is learning important art concepts and principles while expressing himself creatively. He is learning to use new materials and being introduced to new skills that are age-appropriate.
My son is growing as an artist and looks forward to his next art lesson. He doesnât feel the pressure to create a perfect project and knows how to pause the DVD if he needs a little more time. Even better, he asks to create new projects based on the skills he is learning during his art lessons.
With one art lesson a week, he is growing as an artist and developing a love for art. I couldnât be more thrilled to provide my learner with an art education that will allow him to appreciate art, as well as, grow in his ability to create art.
I want to provide you and your learners with the opportunity to learn the art concepts and principles that Home Art Studio provides with a chance to WIN the Home Art Studio program!


When we think of video games, we often envision entertainment and leisure. However, in recent years, researchers and therapists have discovered the therapeutic potential of video games in promoting emotional well-being, enhancing cognitive abilities, and even aiding in physical rehabilitation. In this article, we will explore how video games can be used as a tool for therapy, harnessing their unique features to unlock healing and personal growth.
Video games offer a safe and immersive environment for individuals to explore and express their emotions. Through engaging narratives, characters, and gameplay mechanics, players can experience a range of emotions and learn to regulate them effectively. For individuals struggling with emotional challenges such as anxiety or depression, video games can provide a cathartic outlet for expression and a means to practice emotional self-regulation.
Certain video games, such as puzzle-solving games or strategy-based simulations, can stimulate cognitive functions and enhance mental acuity. These games require problem-solving, critical thinking, and decision-making skills, which can be particularly beneficial for individuals with cognitive impairments or conditions such as ADHD. By engaging in strategic gameplay, individuals can improve their focus, attention span, and cognitive flexibility.
Online multiplayer games create opportunities for social interaction and connection, which can be invaluable for individuals who may feel isolated or have difficulty forming relationships in traditional settings. Online gaming communities provide a platform for people to connect, collaborate, and build friendships based on shared interests and experiences. For individuals with social anxiety or autism spectrum disorders, video games can serve as a bridge to connect with others in a comfortable and inclusive environment.
Virtual reality (VR) technology has revolutionized therapeutic practices by offering immersive and controlled environments for exposure therapy. Video games utilizing VR can simulate scenarios that help individuals confront their fears, such as fear of heights, public speaking, or phobias. By gradually exposing individuals to these situations in a safe and controlled manner, video games can assist in desensitization and therapeutic progress.
Beyond mental health benefits, video games have shown promising applications in physical rehabilitation. Motion-sensing technologies like virtual reality or game consoles with motion controllers enable individuals to engage in interactive exercises and rehabilitation activities. This gamified approach to physical therapy can enhance motivation, engagement, and motor skill development, making the rehabilitation process more enjoyable and effective.
Video games have evolved from mere entertainment to powerful tools that can promote healing, personal growth, and overall well-being. From emotional regulation and cognitive stimulation to social connection and physical rehabilitation, video games offer a unique avenue for therapeutic interventions. As technology continues to advance, the integration of video games into therapy holds great potential to reshape the landscape of mental health and wellness. Embracing the therapeutic power of video games can unlock new possibilities for individuals seeking healing and growth in their lives.


We are exposed to music throughout our lives, from birth all the way through our adult years. Whether or not one pursues music as a hobby or a profession, this art form plays a role in every personâs life. This is not a new concept, but why is it so important? And as we tend to see less focus on music and the arts in school, why is it important for parents to expose their children to music at all ages?
âMusic is our social glue â it connects each human, one to another,â says Rachel Kramer, president of Music Learning Center, Inc., and CEO of AlivenArts in Cincinnati. âResearch validates that the human voice was used for singing a million-plus years ago as the first form of communication, and that this communication predates the use of spoken language.â
Letâs explore the language of music and how it impacts our children, as well as what parents can do to support music exposure and education in their childâs life.
Music is Integral to a Childâs Development
Music begins to play a role in a childâs life before they are even born. And of course, once they are in the world, music surrounds them. The connection to music is natural and is actually integrated in a childâs development.
âResearch shows that the exposure to music from early childhood onward helps children to speak more clearly, develop a larger vocabulary, and strengthen social and emotional skills,â says Julie Montgomery, executive director of Linton Chamber Music. Music education and appreciation are the focus of the Peanut Butter & Jam Sessions hosted by Linton throughout Cincinnati.
As a child grows, music continues to have an impact. âThe goal is to light that spark for enjoying and appreciating music,â Montgomery says. âWhen children enjoy classical music at such a young age, it can open their minds in so many ways.â
This impact, as well as introducing a form of self-expression, is an integral part of a childâs development, and music is one way we can encourage them.
Children of All Ages Benefit from Music
We often associate the benefits of music with babies and young children, but all ages can benefit from this exposure.
âPositively or negatively, music affects everyone,â says Amy Dennison of the University of Cincinnatiâs College-Conservatory of Music. âMusic can help a child understand a concept or idea. A child, who may feel something but doesnât have the vocabulary to express it, may use sounds to communicate. Without a lot of explanation, children will bring music into their lives and they will find ways for it to serve many needs.â
While this everyday connection to music can be wonderful, it does make a difference how children are exposed to music. Consistent and positive educational experiences are key. âStudies show that early musical training can actually improve executive functioning, a strong predictor of academic achievement,â Montgomery says. âBottom line: Music can enrich your childâs life!â
Parents Can Use Music To Support Their Childâs Development
Parents naturally begin to use music to support their childâs development from birth. âYoung children love to make sounds,â Dennison says, âso create opportunities for sound discovery.â
As children grow, exposing them to a variety of music is a great way to open their eyes and ears, as well as introduce them to a new form of expression. Parents can also consider encouraging music lessons, as there are many benefits, some of which are unexpected.
âIf your child shows an interest in learning to play an instrument, find a way to encourage it,â Montgomery says. âIf you can afford lessons, find a good teacher, and get them to practice each day. Learning an instrument teaches discipline, patience, persistence and builds confidence.â
While parents often encourage musical interaction at a young age, itâs also something to keep in mind as children grow older and begin to face stressful situations in school and everyday life, as music can be an outlet and a growing opportunity for them.
Music is indeed a universal language that we can all appreciate. A babyâs first sounds are more aligned with singing than speaking, and that connection to this art form doesnât stop there. Music is a form of expression, a way to learn and a tool to build confidence. Music is a part of our everyday lives and as parents, this art form can be supported and encouraged to further a childâs development.
âEquipping our humans, of all ages, with the necessary tools to be creative, curious and concerned with holistic living is most easily and readily available through music education and participation â where all are welcome, and everyone benefits,â Kramer says.


The primary campus offers the Victorian curriculum focusing on the acquisition of communication skills, mobility and positive social behaviors.
Incorporated into our programs is an Integrated Curriculum which focuses on building students knowledge, skills and behaviors.
Curriculum programs and student goals incorporate all levels of the Victorian Curriculum, commencing at level A. Goals are personalized to the needs of students and readiness to learn.
An integrated approach to teaching and learning is implemented to enhance student understanding, leaning and outcomes by making logical connections between curriculum areas, including Science, Humanities, Mathematics, English, Technology, The Arts, Personal and Social Capabilities and Health and Physical Education.
The English curriculum aims to ensure that students learn to listen to, read, view, speak, write, create and reflect on a variety of spoken and written texts. Students learn to appreciate, enjoy and use the English language in all its variations to evoke feelings, convey information, form ideas, and facilitate interactions with others in a meaningful way.
Our English curriculum is based on the Four Blocks Literacy Model: Working with Words, Writing, Guided Reading and Self-Selected Reading. The delivery of the learning area of English recognizes the individual learner and learning style. Programs are developed in collaboration with the Therapy team, responding to individual learning needs such as communication or sensory input.
The Mathematics curriculum aims to develop useful mathematical and numeracy skills for everyday life. Students see connections and apply mathematical concepts. The curriculum is organised by the three strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.
The Mathematics curriculum is used to develop understanding from the students point of need and is delivered to suit the unique learning needs and styles of each student. This is facilitated by the use of whole group, small group, peer learning and one-to-one aimed to target skill acquisition through modeled, guided and shared understandings.
The Science curriculum aims to ensure that students develop an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live. The curriculum is organised by two strands Science Understanding and Science Inquiry Skills. At the primary campus, science is highlighted as a termly sub-focus and integrated into classroom programs. Students are encouraged to experience science through their senses, making observations, predictions and gathering understandings from simple scientific investigations.
At the primary campus, the Humanities curriculum is organised by two strands: Geography and History. The humanities curriculum provides a framework for students to examine the modern world, in a context that is meaningful to their own lives and the lives of those around them understanding the uniqueness of cultures including Aboriginal and Torres Strait Islanders. Geography and History are highlighted as a major focus and integrated into classroom programs.
Health and Physical Education
Health and Physical Education focuses on students enhancing their own and othersâ health, safety, well being and physical participation in varied and changing contexts.
Health and Physical Education is integrated through a weekly timetabled session with a specialist teacher, and incorporated into daily classroom programs in consultation with the Therapy Team. The delivery of the learning area of Health and Physical Education recognizes the individual learner and their unique learning style. The Health and Physical Education program focuses on movement and physical activities, therapies, building social competencies, well being, healthy lifestyle and self-care.
Primary students have the opportunity to take part in weekly swimming lessons, a daily sensory motor program, and special events such as whole school footy day.
The Technologies provide a framework for students to learn how to use technologies for a range of purposes. The curriculum has been designed to provide practical opportunities for students to explore the capacity of information systems (e.g. Interactive Whiteboards, Computers and iPadâs) for the purpose of learning. Sunbury and Macedon Ranges Specialist School is an eSmart school where Students are encouraged to employ digital technologies safely and responsibly.
The Arts enables students to develop their creative and expressive capacities by learning about different practices, disciplines and traditions. Students are both artist and audience in the Arts.
At the primary campus Visual Art and Music Therapy are integrated through a weekly timetabled session with a specialist teacher. The Arts are also incorporated into daily classroom programs reflecting the needs of the individual learner and responding to each unique learning style.
Personal and Social Capabilities
SMRSS recognizes the individual learners and the need to teach students to understand themselves and others. Personal and Social Capabilities are taught within structured classroom programs and incidentally throughout the school day. This is facilitated by the use of whole group, small group, peer learning and one-to-one learning experiences, aimed to target skill acquisition through modeled, guided and shared understandings. Formal programs at the primary campus include: The Zones of Regulation, School-Wide Positive Behavior Support (SWPBS), and Respectful Relationships.


Date of Award
Honors College Thesis
The purpose of the present study was to determine which lesson from a social skills program would result in the greatest improvement in duration of social interaction for children with a diagnosis of Autism Spectrum Disorder (ASD) between the ages of five and fifteen. The Superheroes Social Skills Program (Jensen et al., 2011) includes lesson plans that focus directly on helping children with ASD develop communication skills in group settings. The data indicate that one specific lesson, Participation and Joining In, was responsible for the largest mean increase in duration of social interactions of participants. Social skills lessons were introduced in different orders for each participant. This is significant, because we were able to determine that the social skills lesson on Participating and Joining In is successful regardless of when it is introduced in relation to other lessons, suggesting that it is independently effective and may not require other foundational skills to improve duration of social interaction.
Copyright for this thesis is owned by the author. It may be freely accessed by all users. However, any reuse or reproduction not covered by the exceptions of the Fair Use or Educational Use clauses of U.S. Copyright Law or without permission of the copyright holder may be a violation of federal law. Contact the administrator if you have additional questions.
Whitley, Christiana K., "Socio-Emotional Development in Children with Autism Spectrum Disorder" (2016). Honors Theses. 426.


A phonics lessonplan is the foundation by which you can be better prepared to help your child to start to learn to read. You must be prepared in order to make the most of your time together and to make the most of your childâs attention span. With an early introduction to phonics, you are giving your child a head start on a lifetime of literacy. A lesson plan must be created with the objective of teaching your child the 44 sounds and the 43 phonics rules of the English language and how to appropriately apply them.
What lessonplan will most effectively accomplish this task? Thereâs numerous sites out there that will give you sample lesson designs for phonics instruction; however, in this editorial letâs speak about what you ought to look for in a powerful lessonplan. With a tiny bit of planning, you can help teach your child to become an accomplished and assured reader.
When evaluating any lessonplan, thereâs several items to think about. Ask yourself these questions:
- Is the plan creative, interactive and supportive of the early readerâs efforts?
- Does the lesson plan utilize a variety of methods, such as textual, visual, audio, etc, to teach the ideas of phonics?
- Are there multiple opportunities in the lesson for your child to learn, practice, play and repeat what they have learned?
It is through hearing and seeing the reading ideas in a variety of ways that your child will conceptualize and then utilize their newfound knowledge.
When our students were early readers, they utilized a lessonplan in which they created personalized booklets together. After they selected the letter they were going to study for the week, they cut the letter out of brightly colored card stock paper. They then made a small booklet by choosing several sheets of standard size card stock paper and stapling them together in the upper left corner. On the front page, they glued the letter for the week. Throughout the week, they looked through elderly magazines and selected pics of items that started with the same letter and sound as our letter of the week. They then glued these pics to the blank pages of our book and printed the word under the picture. This allowed us to reinforce the recognition of the letter and the sound of the letter. By the finish of the week, they regularly had to add additional blank pages because the children were so in to the fun of searching out those pics that matched the letter of the week. The booklet proved to be so valuable and became dog-eared from all the use.
Teaching phonics to your child only takes a dedication of time and a tiny bit of creativity. Looking for a good phonics lessonplan will take some time, yes, but when you listen to your child start to put sounds together and then start to read you will recognize it was time well spent ð


For our young children, writing serves as a window into their language and literacy development. We want them to feel comfortable and confident in expressing themselves through writing, so we provide a forum for them to take risks and explore written language. Handwriting and letter formation is an important dimension of children's early writing process.
Once children are starting to get comfortable with the global contours of written letters (straight lines, curves, and circles), begin to put these together to form letters. If you have a handwriting curriculum already in place, you can use that. If not, and you are looking for some guidance, get some ideas in Playful Activities for Reading Readiness: Laying a Foundation for Literacy like this activity that allows children to practice forming shapes and letters in "goopy bags".
In her book, author Latisha Hayes shares that you can first create a collection of âmovesâ you make forming letters, beginning in uppercase. For example, with A, you might say, âBig line. Big line. Little line across.â Or with I, you might say, âBig line. Little line top. Little line bottom.â Language needs to be consistent and used often. You donât want it to be too wordyâsimple is best. Let children have fun and explore creating these shapes and eventually letters with the fun texture of a "goopy bag."
- High-quality, sealable bag
- Colored hair gel
- Glitter or sequins
What To Do
- Add gel to the bag.
- Add sequins or glitter to the bag.
- If gel is not dark enough, you can add dye or food coloring. You want children to easily see the letters they make.
- Help children practice forming curves, circles, and eventually letters in the gel.


The second edition of Music Matters: A Philosophy of Music Education is divided into three parts (see the Table of Contents). In the coming days, as we build to our release date, we will be posting a summary of each of these sections. These will offer you a preview of the ideas and theories that we explore in the book.
Part Two: Musical Processes and Products in Contexts
In Part Two, we consider the natures and values of musical understanding, musical processes, musical products, musical experiences, creativity, and musical values. Among other proposals, we suggest that musical understanding depends on two inter-related and mutually supportive categories of embodied musical knowing: musicianship and listenership. The sixteen interrelated types of musical thinking and knowing that make up the musicianship and listenership of each musical praxis and each form of musical understanding allow musicers and listeners to perform, create, and express many kinds of praxis-specific musical products (compositions, arrangements, improvisations, performances of each and all, etc.).
From our praxial perspective, musical products can embody and communicate a wide variety of meanings, including artistic-structural, emotional, representational, cultural-ideological, narrative, autobiographical, and ethical meanings. Of course, what and how musical products embody and convey their meanings depends on the socially situated nature of the musical people, processes, products, and contexts involved. From this viewpoint, musical products offer musicers and listeners numerous ways of expressing, responding to, and making musical, personal, social, political, gendered, and other meanings during musical experiences and events.
Following our considerations of musical understanding and musical products, we focus specifically on the nature and values of musical-emotional experiences, musical values, and musical creativity.
Altogether, Part Two suggests that when school music teachers and CM facilitators engage with learners educatively and ethicallyâwhen we teach in, about, and through musicâmusicers and listeners of all ages, everywhere, gain multiple ways of pursuing their needs and desires for full human flourishing, or âeudaimonia,â which includes (but is not limited to) personal, artistic, social, empathetic, and ethical growth and fulfillment; lifelong and lifewide musical âparticip-actionâ with and for others; health and well-being for oneself and others; social capital; self-efficacy and self-esteem; happiness for oneself and others; and a means of serving oneâs community as an artistic citizen committed to acting artistically for social justice. In this view, participating in musical praxes is an exquisite way of growing, thriving, experiencing, and contributing constructively to oneâs worlds.
In addition to these values and âgoodsâ of musical praxes, musicing, listening, and musical products extend the range of peopleâs expressive, responsive, and creative powers. When music education and CM are carried out educatively and ethically, with care and respect, people have opportunities to formulate personal-musical expressions of their deepest feelings and cherished beliefs and give artistic-cultural form to their powers of thinking, knowing, and valuing.
Given the profound richness of musicing and listening, this praxial philosophy argues that musicing and listening are also significant insofar as musical products play an important role in establishing, defining, delineating, and preserving a sense of community and self-identity within social groups. Musical praxes constitute and are constituted by their cultural contexts and the social bonding that occurs in and through acts of musicing and listening of all kinds.
Additionally, teaching and learning a variety of Musics comprehensively, as music cultures (through a praxial approach), amounts to an important form of socially inclusive, democratic education. Entering into unfamiliar musical cultures activates self-examination and opens possibilities for self-growth and the transformation of oneâs relationships, assumptions, and preferences. During ethical processes of intercultural music education, guided by practical wisdom, or phronesis, teachers and learners can confront and reflect critically on their prejudices (musical, personal, social, cultural, political, and gendered) and face the possibility that what they believe to be universal is not. In the process of welcoming learners into unfamiliar musics, music educators and CM facilitators link the primary values of musics and music education to the broader goals of democratic-humanistic education.
Read the summaries of all three parts of Music Matters:
- Part One: Foundational Matters
- Part Two: Musical Processes and Products in Contexts
- Part Three: Music and-as-in Education


Enhancing Phonics Instruction for Autistic Students: An Exploration of Dual Coding Theory and the Chatta Approach
Proficiency in reading is fundamental to both academic success and life-long learning. Yet, 38% of disadvantaged 11-year-olds in England leave primary school below the expected reading standard (DfE, 2022), and 43% of English adults struggle with understanding basic health information due to inadequate reading skills (NHS). Amid global crises of learning poverty, austerity, and inequality, there is an urgent need for pedagogical innovations that ensure equitable education, particularly for students with disabilities. This study employs the dual coding theory and the Chatta approach in a 5-week intervention, aiming to enhance phonics instruction for 10 autistic students aged 7-9 in a UK special school setting. This personalised, multisensory instruction utilises visual aids and the Chatta software to create narratives using images and audio recordings, enriching phonics learning through letter-sound recognition and decoding skills. The impact on students' reading skills is assessed through pre- and post-intervention reading progression measures.
Further to the primary pedagogical benefits, this study also acknowledges the additional advantage of nurturing digital literacy from an early age, thus promoting the integration of technology in learning processes, an essential skillset in our increasingly digitised world. Emphasising the importance of intersectional approaches, the study highlights the potential of tailored teaching strategies in promoting educational equity and combating learning poverty. The anticipated long-term outcome is an improved phonics and engagement with reading among the participants, contributing to better life opportunities for autistic learner
- Has passed accessibility checks


Dr. Amy Campbell, counselor at the Rawson Saunders School for Dyslexia, shares powerful ideas for teaching gratitude and appreciation. Thank you, Amy for sharing this post.
âTis the Season to beâ¦Grateful
Many researchers believe that gratitude is not something that comes naturally to children, but instead it must be modeled, learned, and weaved into the fabric of childrenâs lives. Here is a framework for parents to keep in mind when approaching gratitude with kids: Discussing intent: somebody put you first; discussing cost: what someone gave of themselves to me (time, money, energy, etc); and discussing benefit: what you got out of it. For example: âHey Kelly, that was really kind of Jen to help you practice your spelling words when you were struggling (intent). It was nice of her to give up her recess time to help you (cost) and now you know your spelling list (benefit).
Also, here are some tips around gratitude with giving gifts any time of year:
Gift giving that helps children meet intrinsic goals. Gifts that provide personal growth or are shaped around kidsâ interests (i.e., dance lessons, a keyboard, pottery kit) are typically linked more to feelings of lasting gratitude versus more temporary feelings of appreciation.
Identifying want and need. Remind kids that things they want and things they need are two different things. When kids say, âI need that new video game,â you can rephrase it as: âYou need a new jacket. You want the new video game.â Some families give one want gift and one need gift.
The âgiftâ of volunteering. There is a multitude of research out there that displays the many benefits of children volunteering in their communities. These benefits include that children and adolescents are less likely to become involved in at-risk behaviors. Additionally, volunteer opportunities can provide real-life visuals of the many things children can be grateful for in their lives. One resource to learn more about volunteer opportunities for children in Austin is littlehelpinghands.org.
Amy Campbell â Counselor at the Rawson Saunders School for Dyslexia
Ph.D. Counseling and Clinical Supervision (University of Virginia)
M.A. Counseling and School Counseling (West Virginia University)
B.S. Elementary Education and Special Education (Salem International University)


Activating local study-groups for childrenâs learningâan equitable EdTech response?
By Tom Power, Open University
An equitable educational response to the COVID school closures must recognise that, in low and middle-income countries, as shown by UNICEF data most children affected by such closures do not have access to the internet. Policymakers and educators must then find ways to provide learning opportunities offline. Learning does not happen just by giving children educational materialsâchildren also need time, space and support.
For example, examining the educational response to the Ebola crisis in Sierra Leone, PLAN International found that âstudy groups provided much-needed space and time for girlsâin fact, it was often the only time girls got to study outside of the schoolâ. Without such support, most children did not have sufficient literacy and numeracy skills, confidence, motivation, or time for self-study. Without the help of adults or peers, children struggled with the language and pace of educational resources. Can we activate similar support for childrenâs learning, through local educators and caregivers, using available technologies and building upon existing relationships?
IGATE-T is a Girls Education Challenge project, funded by UK Aid and developed in collaboration with the Zimbabwe Ministry of Primary and Secondary Education, to improve literacy, numeracy and life skills for over 70,000 marginalised girls from 318 schools across Zimbabwe. While schools are closed during the COVID crisis, IGATE-T project partnersâWorld Vision, CARE and The Open Universityâare exploring how they can use adultsâ mobile phones to activate local study groups for children.
Building on existing relationships, they are using WhatsApp to recruit and support local Community Learning Champions who can share Daily Learning Activities with children and caregivers. This approach, developing support networks for the informal study of basic literacy and numeracy skills, is currently being trialled in four of the nine project districts with approximately 100 champions reaching over 1,000 children. In-depth research is about to begin.
The Daily learning activities were set up as simple games or challenges for use by community volunteers. Activities are made to benefit a wide range of learnersâbeing âlow threshold and high ceilingââand to prevent regression by actively maintaining existing knowledge and skills.
Figure 1, Example numeracy activityâImagine you only have 1c, 5c, 10c and 25c coins. Can you find 3 or more ways to make the amount of money below? 88câ¦
Identifying the right community learning champions
To explore what was possible, field staff identified volunteers with strong ties to the local community who were known to the programme and were reachable through WhatsAppâpeople who were literate and numerate, passionate about learning, and willing to help. The first group of 46 championsâincluding teachers, school committee members, community educators, and girlsâ education championsâwere identified from 8 schools in 2 districts. They were given âairtimeââa 220MB monthly data allowanceâand formed into support groups, all accomplished remotely through their mobile phones.
Over the last five weeks, daily activities have been shared with the community learning champions. Champions have used their community networks to share activities with parents and caregivers via WhatsApp, SMS or by copying out small handwritten notes for those without phones. Some have posted notes in public areas like boreholes and other meeting spaces. Older siblings have also been encouraged to help support children who are unable to read and write. Additionally, champions are doing daily activities with children who live nearbyâparticularly supporting children who donât have literate parents to help them. Group sizes have been limited to four or five children and champions are identifying solutions for reaching more learners within the constraints of the lockdown.
Figure 2, Example literacy activityâChoose an animal or bird. Imagine that you are that animal or bird. Write about your day. What do you do? What do you likeâ¦
This approach is one example of how The Open Universityâs International Teacher Education for Development (ITED) programme is working towards Retention of children as learners. The ITED programme is helping frame an international education response to COVID-19 around five interlinked priorities: Retention, Relationships, Refocussing, Reflection and Resilience. We are sharing ideas and ways of working that might be helpful for other education initiatives moving intoâor adaptingâOpen and Distance Learning modes of delivery through the COVID-19 crisis


Effective Use of Visual Supports
How can we best use visual supports? What exactly are they? Visuals can be pictures, objects, sign language or text. They can come in a variety of forms. Some examples of programs that generate visuals are:
Boardmaker (Mayer-Johnson) â This popular software generates Picture Communication Symbols (PCS) and other graphics. The draws are line drawings and not actual photos. Boardmaker does not work for every child because some children do not understand what the line drawings mean.
Communicate: SymWriter (formerly Writing with Symbols) â A different approach to writing, reading and literacy development, this program is a talking word processor that matches symbols to words to help students of all ages and abilities increase comprehension and fluency. Writing activities challenge students with a focus on creating summaries, biographies, letters, persuasive papers, reports and reviews. A great tool for students with limited spelling abilities or those who have trouble accessing a keyboard, SymWriter comes equipped with symbol-supported grids for writing, making independent engagement in assignments and projects possible for all students.
Visual Suite DVD â This is a new product that has thousands of photos in situations often encountered in everyday life, like chores, money, school supplies, whatâs different and many more.
These programs tend to be expensive and not everyone can afford them. Some alternatives to buying a pre-packaged product is to make your own visuals by taking photos with a digital camera or cutting out pictures from print media such as magazines or old calendars. Dollar stores can be a great place to find inexpensive visuals. A note of caution when taking photos â be sure to keep the background at a minimum and make the focal point the subject of the photo. If you take photos from too far away, the background tends to get busy looking and can become the focal point for people with autism.
There is a hierarchy to using visual supports. Start with matching an object to object, then object to picture, then picture to picture. You begin with using the actual object matching to the same object. Once that is mastered, then match an object to a picture. This helps the child understand that a picture can be a representation of an object. Finally, you can match a picture to a picture. I see people who do not use this progression and canât understand why the child doesnât understand a picture such as the ones generated by Boardmaker.
Here is the hierarchy for the visual supports themselves:
- Color Photos
- Black and White Photos
- Color Drawing
- Black and White Drawing
- Written Word
I am a fan of using the written word with all visual supports because no one can predict when understanding/comprehension of the written word will begin. Reading is a gradual process that involves years of skill building so itâs important to provide as much exposure to the printed word as possible. Some children read before they can speak, which was the case with my daughter. I discovered this quite by chance when Julia typed a Word document on the computer at age 4 with perfect spelling.
All of us use some sort of visual tool to create schedules and keep ourselves organized. We use iPhones, daytimers, desk calendars, and checklists. Use these tools to create visual schedules for our folks on the spectrum because they create predictability which lessens anxiety.
I am often asked the question, âWhen do I fade the use of visual supports?â The answer isâ¦you donât. Do you stop using your daytimer, calendar or Blackberry? Do you shop without a list? The answer is no, so donât stop using visuals with people on the spectrum. You can change what you use as the child ages because it may no longer be appropriate. A teenager using a Velcro strip visual schedule taped to his desk may make him stand out from his peers, but an iTouch helps him be like everyone else.
One final note â just because a person on the autism spectrum is highly verbal or intelligent doesnât mean they donât need visual supports. I know an adult woman on the spectrum who lives successfully on her own, but keeps checklists all over her apartment on how to do laundry, dishes, and when to take out the garbage.
Visual supports help with learning, retaining information, communication, and expression. To quote my good friend Leslie Broun, âAuditory information is transient â visual information can be fixed and permanent.â
Editorial Policy: Autism Awareness Centre believes that education is the key to success in assisting individuals who have autism and related disorders. Autism Awareness Centreâs mission is to ensure our extensive autism resource selection features the newest titles available in North America. Note that the information contained on this web site should not be used as a substitute for medical care and advice.


- Worksheets By Grades
- Worksheets By Topics
Your child will transition from solving calculations to advancing their representation and understanding of numbers as they reach the midpoint of their elementary education. Through Math 4 Championâs 3rd-grade math worksheets, your kid will understand the network of connections that numbers have with the real world, including clocks, charts, graphs, and more. Take note that these 3rd-grade math worksheets will help them further their understanding and serve as a basic guide to knowing the vital topics that will come again in their future education. With these math worksheets, it will become simpler for your third grader to know math. Hereâs the collection of third grade math worksheets we offer:Our Third Grade Fractions Worksheets are a big deal in this grade. Hence, make sure you give your learner a bit of practice identifying, modeling, and comparing fractions with our math worksheets. Topics like decimal to percentage often need a huge amount of practice to become a master in the topic. Teach your kid the basics of rounding, currency, and more with our Decimal to Percentage Worksheets. Letâs admit! Division skills are vital to become a math pro. Our Third Grade Division Worksheets will help your kid establish confidence in math while having a blast! They will love discovering division through word problems, fraction activities, and more! Aside from that, measuring is a crucial day-to-day life skill. Lucky for you, our 3rd grade Unit of Measurement Worksheets will introduce your kid to a wide array of measurement vocabulary terms, practices, and tools. With pictures and word problems, your child will learn how to use a scale, ruler, and clock to measure weight, length, volume, angles, and time.
Itâs time your kid goes beyond reading books with our printable Temperature Worksheets. You can prepare your third-grade learners to read temperatures on Fahrenheit and Celsius scales. Kids absorb the concept of measuring temperatures as they shade the temperature to signify a certain temperature. Graphs are the most typically used tools in educational text. Our Bar Graph Math Worksheet will enable your kid to practice reading and interpreting data presented in bar graphsâa crucial math skill. Apart from that, our Multiplication Worksheet is composed of the definition of multiplication and is followed by different multiplication practices and tables. You can teach your student how to multiply by whole tens and whole hundreds. Our 3rd Grade Math Worksheet for Addition includes practice in 2-step word problems, multi-digit computation, using addition to solve multiplication problems, and more! For third grade, our Subtraction Worksheet also includes subtracting 1-3 numbers, subtracting whole hundreds and tens, missing minuend problems, and others. Do you know the best part? Our Writing Numbers Worksheets for third grade continue numeracy development and present decimals, division, calendars, and new concepts in geometry and measurement. Our word problem worksheets assess skills in real world cases too. Ultimately, counting money and âmaking changeâ are useful applications of early math skills. Our Money Worksheets for third graders offer children practice in counting money and basic money word problems. Our third-grade math worksheets only strive to offer you worksheets and printable that offer fun, educational materials to help your kid hone their math abilities. Download these worksheets today!


Music: Style Guide(s) for Music
Music Research Portal
What is a Writing Style Guide and Why Use it?
- Style guides are used in academic writing as a shared language to create consistency across a wide variety of writing endeavors. Style guides are often connected to disciplines and the scholarly journals for that discipline: the American Psychological Association, for example, is the creator of the APA style guide.
- In the discipline of music, the general style guides most often used are APA (Music Education and Music Therapy) and Chicago (Musicology and other sub-disciplines). Chicago and APA will be discussed in this guide on the citations page.
- In the meantime, below, you'll find some writing style guides specifically for using when you write about music. They will help you be consistent with not only the mechanics of writing musical terms--is "Opus" capitalized?--but will give you insights into the regular types of music writing such as program notes.


The DaVinci Center applies the WHOLE MUSIC APPROACH to private and small group vocal/singing lessons. The student will gain exposure to a wide variety of music including opportunities for improvisational singing, harmonization and performance skills.
About Vocal Lessons at the DaVinci Center for Musical Arts
Beginning students are taught vocal technique including breathing, articulation, expressive communication, and stage presence. Advanced students build on this foundation and enhance their strengths and individuality.
Need a good reason before you make room among the ballet, soccer, karate, scouts, baseball and reading club to enroll your child in singing lessons? Here are a few.
Develop a valuable musical talent.
Shinichi Suzuki, the âgrandfatherâ of child music education and creator of the world-renown âSuzuki methodâ strongly advocated that children are not born with musical talents, but rather they are developed just like learning a native language through early-age training. By giving your child voice lessons, you will be giving the gift of singing and music appreciation that will become a valuable and medium for satisfying personal achievement and entertainment. In addition to the morale that the student gains from working diligently at a skill and succeeding, this fosters self-esteem and self-worth. In the course of singing lessons, students learn many study and memorization skills that easily transfers over to other subject areas to help them succeed in school and life. Regular voice lessons and practice sessions help students develop advanced levels of concentration, determination, self-discipline and responsibility.
Music instruction helps students develop practical science and mathematical skills such as counting, pattern recognition and recall, geometry, ratios and proportions, fractions, sequences, time keeping and pacing, acoustics, etc.
Studies have shown that students who study classical music develop stronger moral character, are much more likely to score high in their classes and standardized tests. As well as children who take private piano or voice lessons develop higher IQ scores than those who do not. Listening skills are increased, and improves speaking and communication skills. This is done by improving the quality of the speaking voice including improving clarity, tone, diction, and expression. Singing students also work on improving their facial and body expression, eye contact and confidence, and become accustomed to singing in foreign languages.
Vocal lessons can also develop presentation and leadership skills, develop creativity and artistic awareness, self expression, and music is a great tool to use in healing and self soothing methods.
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First readers, easy readers, leveled readers, beginner readersâ¦ they go by many names. These small books play a mighty role in your childâs reading development, but they can be mighty confusing as well. But fear not, grownups of growing readers! Today, Iâm here to give you an explainer.
Here at Heights Libraries, we try to do some of the leg work for you in figuring out which books are best for your childâs reading level. Our catalogers place these books into three categories: F-A, F-B, and F-C. The F stands for First, as in First Readers. These roughly correspond to the different aspects of language on which books focus.
F-A primarily focuses on letter sounds, letter combinations, and sight words. These are the absolute basics of language. F-A books have very few words per page and usually use only the simplest words. Theyâre often very repetitive, too. When your child is ready to try reading more independently, this is the section youâll want.
Some of my favorite F-A titles are The Adventures of Otto series by David Milgrim, the Otter series by Sam Garton, and the series by Candice Ransom including School Day!, Garden Day!, and Grandparents Day!.
F-B will use some longer or more complex words and include more words per page, but they still are very simple overall. When your child has strengthened their letter and word recognition skills and is ready for complete stories, itâs time to start adding in books from this section.
F-C will increase the length and complexity of words and stories, sometimes including multiple chapters or stories in one book. F-C books are for strong independent readers who are still growing. When your child is confidently completing F-B books on their own, youâll want to start looking in this section. These titles will get your child ready for their first chapter books and graphic novels!
These categories are not exact, especially since literacy development is not totally linear and quantifiable. The differences between each are more of a gradient, and transitions will be slow. You may be checking out books from two or more of these levels at once. Kids can become frustrated as their skills develop, so be sure to continuously offer support and continue reading to them.
Youâll notice that many first readers include popular picture book characters or stories from television shows, movies, and other franchises. Nonfiction first readers are also common, especially ones about animals or historical events. These subjects keep this challenging new skill exciting, but familiar. They also help new readers learn that books are a way to have fun and learn about the world. Depending on a childâs interests, they may have characters and subjects that follow them all the way from board books to chapter books, easing the transition at each level.
Whatever your childâs reading level or interests, there is a book out there for them. When in doubt, your youth services librarians are always here to help you find the right books for your child.


Students learn to understand what perimeter is.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
The students learn what perimeter is and when this happens.
Students will be able to tell what the concept of perimeter means (understanding).
On the interactive whiteboard there are two images. The students determine which is smaller in real life. The scooter is smaller than the car. After this you show three images. The students must state what the correct order is from small to large.
You first explain that the perimeter gives how long something is if you measure around it. Next you can have the students experience what perimeter is on their own by tracing an eraser and their hand to show their perimeter on a piece of paper. You explain that the line that they have drawn is the perimeter of the shape. After this you explain that the word perimeter means that you are measuring around something. You have the students determine which color the perimeter is for various shapes. Then you explain that when you use perimeter, that means you want to know what the lengths of all the sides of the shape are added together. For example, if you want to put a border with tiles around the edge of a swimming pool. The students determine if the statements about perimeter after this are true or false.
To check whether the students know what perimeter is and when you use it, you can ask the following questions:
- What color is the perimeter in this shape?
- Can you name an example of something that is a perimeter of something?
- What has the larger perimeter: a football field or a classroom?
The students test their understanding of the concept of perimeter through ten exercises. For some of them there is a shape given, and the students must indicate what color the perimeter is drawn in. The other exercises are true/false questions, in which a statement is made about the perimeter of something, and students must determine whether the statement is true or false.
You discuss again with the students that it is important to know what the perimeter is, because that is how you know when you need it. Next you show a number of shapes on the interactive whiteboard and the students tell which color the perimeter is on each shape. After this you have the students work in pairs. They take turns indicating the perimeter of an object. Have them come up with a few objects on their own for which they can indicate the perimeter. Discuss the perimeter of several objects together as a class, for which the pairs of students have indicated the perimeter.
When students have difficulty with understanding the meaning of the concept of perimeter, you can emphasize that perimeter means that you measure around an object or shape.
Erasers, books, and rulers
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Jada was a 3rd grade student who was behind in reading. The interventions at school werenât working. I praised her correct answers, thinking, as many American educators and parents, this would help her confidence. When she made a mistake, however, she had a meltdown, and her emotional reaction to a simple miscue took several minutes. Overall, I figured her meltdowns after miscues were consuming a lot of instructional time. 3 minutes here, 4 thereâ¦ it all added up. I had to figure out a way to resolve this.
I was typical. I praised correct answers. I offered encouragement whenever she made a mistake. This method deserved some reflection. Was it really effective? Does praising correct answers in hopes of avoiding errors really build self-esteem? From Jadaâs lessons (and from many other studentâs Iâd worked with), the answer seemed like a resounding no.
I began trying something different. I no longer praised her correct answers. Instead, I only praised her when she gave a correct answer AFTER making a mistake. I explained the importance of mistakes, that the clichÃ© that âwe learn from our mistakesâ rings true, especially in reading. Across several lessons, the meltdowns nearly disappeared. She no longer disparaged herself after making an error. Instead, she saw the error as an opportunity to improve.
Errors are important when learning to read
Dr. Nicole Anderson, scientist and senior author of âMaking Mistakes While Studying Actually Helps You Learn Better,â says, âOur research found evidence that mistakes that are a ânear missâ can help a person learn the information better than if no errors were made at all.â In sum, in reading, itâs better for a child to try to decode a word on his own, make an error, and then discover the correct answer. He might read âDanâ as âPam.â This slight error will help him analyze and learn to correlate the âDâ symbol with the /d/ sound.
âThese types of errors can serve as stepping stones to remembering the right answer. But if the error made is a wild guess and out in left field, then a person does not learn the correct information as easily,â says Anderson.
In phonics instruction, itâs best to teach kids phonics sounds explicitly. However, during reading time, the student needs to try to put into practice what heâs learned. Itâs very tempting to provide the answer when you believe the child will make a mistake. Itâs also tempting to provide a clue.
Letâs say the child is learning the e at the end rule as in âbake.â Do not provide the child with the clue,â thereâs an e at the endâ before she reads the word. Instead, allow her to make a mistake.
Never provide clues before the child has grappled with the word on his own. Trust that mistakes help kids learn.
There are cultural differences in how we view mistakes
In American classrooms, educators offer their students profuse praise. One study analyzed American and Japanese math classrooms by videotaping lessons. An analysis of the videotapes showed that American teachers excessively praised students, while Japanese teachers rarely praised students. Instead, Japanese teachers placed value on error correction.
While Americans may believe praise can boost self-esteem, it might not if itâs rendered excessively. Excessive praise makes children believe that the correct answer is what matters, not the trial and error process of learning. Should we really be praising kids when the answer comes easily? Or should we embrace the learning struggle and instead praise kids when they struggle through error corrections?
Overall, in math, Japanese students continually outperformed American students in the study.
Let the student make the error, guide him to the correct answer, then praise him.
When kids are learning to read, itâs normal to make lots of decoding errors. Let your students make errors. Never offer hints before he reads the words. If he does make an error, then guide him to the right answer. For example, if he reads âbakeâ as âbackâ you can ask him, âWhatâs at the end of the word?â Heâll likely notice the e. Then you can say, âWhat does the e do?â The student can then recall from lessons that the e makes the first vowel say itâs name. When he reads âbakeâ correctly, then itâs time to praise him.
âThe greatest mistake a man can ever make is to be afraid of making one.â -Elbert Hubbard
Reading Elephant offers systematic printable phonics books.


Manufacturing technology encompasses software-based systems, material forming equipment and processes, material removal tools and processes, tooling systems, automated systems and additive processes etc. It refers to any technology that shapes or influences the manufacturing processes. Manufacturing processes are defined as all the activities involved in translating raw materials into finished products through the use of labour, machinery, chemicals, formulation methods, or biological processes. This diploma aims to produce graduates with a sound foundation in manufacturing technology field. Graduates are equipped with the knowledge which are essential for their future employment.
January, May/June, November (Selected programme)
2 years 4 months
KL Main Campus
- Materials Science
- Polymeric Manufacturing Technology
- Casting Technology
- Fundamental of Green Manufacturing
- Metal Manufacturing Technology
- Mechanical Testing
- Heat Treatment
- Composite and Ceramics Technology
- NDT & Materials Characterisation
- Fundamental Mathematics, Mathematics for Technologist
- Measurement and Workshop Technology
- Computer-Aided Design and Drafting
- Computer Programming
- Physics for Technologist
- Welding Technology
- Electric Circuits
- Solid Modelling and 3D Printing
- CNC Programming and CAM
- Project Management and Finance
- Industrial Automation
- Quality and Safety
- Final Year Project
- Ethics and Professionalism
- Industrial Training
- Language, Mata Pelajaran Pengajian Umum (MPU)and Co-Curricular Courses: Integrative English, Progressive English, Pengajian Malaysia 2, Bahasa Kebangsaan A, Public Speaking, Civic Consciousness and Volunteerism, Co-curiccular
Minimum Credits: 92
Diploma graduates may be employed in a wide variety of manufacturing industries such as iron & steels, petrochemicals, electronics, ceramics, polymers, composites, automotive and aerospace industries as assistant engineers, metallurgical technician, quality control technician, service technician, testing technician, production technician, sales & marketing executive. Diploma graduates also can pursue further study in the relevant Bachelor of Technology programme.
Fees & Financial Aid:
Estimated Total Fees: (RM) RM18,400 (Malaysian Student), Rm 36,100 (International Student)
The estimated total fees may vary by 10%.
For more information on fees, click here.
To find out more, click here.
To find out more, click here.
For PTPTN, click here.
For Study Loan, click here.
For more information on Financial aid, click here.
The Programme Educational Objectives are as follows:
1. Graduates are competent technicians in the field of manufacturing technology.
2. Graduates are engaged in lifelong learning and professional development.
3. Graduates are committed to professionalism in technologistsâ practices and contribute to the society.
The nine programmes outcomes derived from the program objectives are as listed below:
1. Demonstrate knowledge in mathematics, science and technology fundamentals in manufacturing technology field to deal with well-defined work procedures and practices.
2. Adopt technical, practical-oriented skills and use of modern tools and technologies to resolve well-defined problems in the context of manufacturing technology.
3. Able to identify, formulate and solve well-defined technical problems in manufacturing technology and resolve through scientific investigation, experimentation and/or application of digital and numeracy skills.
4. Able to apply interpersonal and presentation skills either orally or in written form with the technologist communities and society.
5. Able to assess issues of cultural, environmental, safety, health, sustainability in context of technological development and meeting the societal responsibility in their work practices.
6. Acknowledge the need for and engage in continuous, independent and lifelong learning in the context of manufacturing technological change.
7. Demonstrate awareness of management, business practices and technopreneurship practices.
8. Understand and commit to professional ethics, responsibilities and norms of technology practices.
9. Function efficiently as an individual and in diverse team-based work and possess capacity to lead.


The combination of music and movement engages children in multisensory learning experiences that ignite all areas of development. Kindermusik activities are designed to enhance cognitive, language, physical, creative, and social-emotional development, while boosting school readiness.
Group musical play boosts healthy expression, empathy, relationship building, and inner balance.
Music education builds listening skills, promotes memory and recall, and strengthens executive function.
Playing instruments and doing fingerplays help strengthen the small hand muscles needed for critical tasks like writing.
Moving to music builds core strength, develops eye-hand coordination, and stimulates the vestibular system.
Group music making enhances a childâs ability to follow directions and understand language.
Vocal play activities boost phonemic awareness, while singing familiar songs enhances vocabulary and speech
Group music classes develop vocal skills, music appreciation, and a foundation for formal music instruction.
Instrument play, movement, and pretend play help children become better problem solvers and innovative thinkers.
Discover why teachers choose Kindermusik to instill confidence and joy in their students, and empower families to keep the learning going at home.


The Photomath app is a math problem-solving app that allows users to solve math equations and problems through the use of their smartphone camera. The app was first released in 2014 and has since become a popular tool for students and professionals alike.
- -Convenient: The app is incredibly easy to use and allows users to solve math problems in seconds by simply taking a picture of the problem.
- -Detailed Steps: In addition to providing the answer, Photomath shows a step-by-step breakdown of how the problem was solved, allowing users to understand the process.
- -Offline Capability: The app can be used without an internet connection, making it a useful tool for those in areas with poor internet connectivity or who don't want to use their mobile data.
- -Multiple Languages: The app is available in several languages, making it accessible to users around the world.
- -Free: The app is free to use with no hidden fees or in-app purchases.
- -Not a Learning Tool: While the app can be useful for solving problems quickly, it does not provide the user with the skills or knowledge to solve similar problems in the future.
- -Not Perfect: The app is not always 100% accurate and may occasionally provide incorrect solutions. Users should always double-check the app's work to ensure accuracy.
- -Only for Math: The app is only designed to solve math problems and is not useful for other subjects or topics.
The Photomath app is a useful tool for quickly solving math problems, especially for those who need a quick answer or who struggle with math. However, it should not be relied on as a learning tool, and users should always double-check the app's work to ensure accuracy.


Resources for EducatorsInternational Dyslexia Association Resources1) The International Dyslexia Association (IDA) has created several documents to define what all teachers of reading need to know and be able to do to teach all students to read proficiently. The IDA Standards were written for two main audiences: classroom educators and dyslexia specialists. Click here for more information. 2) IDAâs credentialing activities include the review and accreditation of university and independent teacher training programs and certification of individuals. For a list of university programs that have been accredited by IDA click here.3) The IDA issues certifications recognizing professionals with the knowledge and skills to teach individuals with dyslexia to read. The purpose of these credentials is to appropriately assess a professionalâs ability to provide the necessary remediation for individuals with dyslexia and offer information to the public to choose qualified professionals. For more information â click here.
Curriculum Materials and Ideas
- Florida Center for Reading Research
- M.A. Rooney Foundation
- Ascend Learning Center
- Understanding Foundational Skills
- Reading League Book List
- Reading Programs and Professional Development Websites
- Colorado Dept. of Education: Assessing, Preventing, and Overcoming Reading Difficulties
- Reading Rockets Modules â Reading Basics
Check out your local school to see if they partner with The Shadow Project. Shadow which has historically supported children within the special education classroom, is expanding its evidence-based programming to a more comprehensive model that serves children when they are in their mainstream classroom, after school, and at home. Shadow began working with principals, special education and teachers, parents and after-school providers at five K-8 Portland Public Schools to bring full-day reading support to children with print-related disabilities. Shadow supports children with dyslexia and other print disabilities by offering access to books on tape with Learning Ally.
Whatâs our vision? All teachers have the tools they need for their children to succeed, including students with dyslexia.
Specifically our vision includes Statewide training for both pre-service and in-service teachers on the following: The unique neurological and behavioral characteristics of dyslexia, teaching approaches and knowledge on accommodations that address the learning needs of students with dyslexia, and evidence-based reading instruction that are effective for all students, including students with dyslexia. Students with dyslexia need instruction with the following elements.


Description Middle childhood (usually defined as ages 6 to 12 is a time when children develop foundational skills for building healthy social relationships and learn roles that will prepare themâ¦
Middle childhood (usually defined as ages 6 to 12 is a time when children develop foundational skills for building healthy social relationships and learn roles that will prepare them for adolescence. CYCODE, equips kids with the ability to stick with a problem and work on finding a solution. This problem-solving technique is transferable to a lot of other fields.
Hundreds of millions of people lose their personal information to hacks, but by following good cybersecurity practices, you can stay safe. Itâs essential for any kids going online to understand the cybersecurity attacks that happen everyday. This course is perfect for kids of ages 6 to 12 as they start surfing the web, social media, playing video games, and more.
Also, programming teaches children (and adults) how to solve large problems by breaking them down into small achievable steps, giving them the opportunity to interact with technology . Coding with HTML and CSS helps children create technology, express themselves in new ways
What You Will Learn
- The Students will understand the basic concepts of Cyber Security.
- The Students will learn how to protect themselves from the predators of the Internet.
- Best practices on how to stay safe online with strong passwords, basic computer security, and more.
- Tips to stay safe when on social media or playing video games.
Create fantastic, professional graphic designs all with Microsoft Publisher.
Learn core design skills that are transferable to all of your design projects.
Design different fun and engaging projects, each in a very hand-on, practical way.
Create videos and awesome animations.
Code the basic HTML 5 structure used by every website on the web.
Style website elements with introductory CSS 3 concepts.


Reading intervention is a great way to help students improve their reading skills. The program teaches students to read by practicing at their level and using different strategies. The program also helps them develop self-esteem and learn study skills.
Students with learning disabilities or who have trouble in reading need specialized instruction that focuses on the major components of reading development. These include phonemic awareness, sound-symbol correspondence, phonics and comprehension.
It is based on the needs of the student
Reading intervention is a personalized approach to instruction for students who are struggling in the classroom. This process involves small group instruction, progress monitoring, and a focus on student needs. It can be used in conjunction with regular classroom reading instruction or as a supplement.
When students struggle, they are often frustrated and discouraged by their lack of success. Developing reading skills takes time and patience, so itâs important to set realistic expectations for your students. Providing positive feedback is also critical. When a child feels like they are succeeding, their motivation to keep working at it skyrockets.
In addition to reading comprehension strategies, there are a number of other tools that can help students improve their reading skills. These include: rereading, connecting knowledge and understanding the main idea, and reciprocal questioning. These tools can help students improve their performance in the Big 5 Reading Areas. They are often used in combination with other evidence-based interventions.
It is effective
Reading intervention is a highly effective way to help struggling students improve their reading skills. It provides personalized instruction to meet the needs of each student, and it is designed to be a long-term strategy. It also helps students overcome their language barriers and become confident readers. However, it is important to remember that every student learns at a different pace, and the results of a reading intervention may not be apparent right away.
The most effective instruction combines explicit guidance with multiple practice opportunities for the targeted skill. This type of instruction is characterized by the teacher providing clear explanations and modeling of the skill, followed by guided practice with corrective feedback. Students are then encouraged to apply the new skill independently.
Previous research syntheses have focused primarily on the effects of word recognition interventions on student reading outcomes. However, the findings for students in the upper elementary grades have not been disaggregated, and many teachers are unclear about how these results can be applied to their instruction.
It is a long-term strategy
Reading intervention is an evidenced-based approach that helps students improve their skills. It focuses on the areas of vocabulary, fluency, and comprehension. It also includes activities that target higher order language skills such as word analysis and meaning construction. It can be implemented at all levels of the multi-tiered system of support.
This type of instruction is critical for students who have not mastered basic literacy skills, such as decoding and spelling. Depending on the studentâs needs, the program may include phonics, spelling, and word identification lessons.
In some schools, the extra help is delivered in the form of tutoring or expanded after-school programs. However, it is challenging to find enough time for such interventions. A major obstacle is making efficient transitions between activities, which can take several minutes. Teachers need to be more efficient in their management of behaviors, which will free up more time for reading intervention. Teachers should also focus on limiting the number of transitions between activities and working on maximizing instructional time.
It is a good way to overcome language barriers
Reading intervention is a good way to overcome language barriers and help students become confident readers. This strategy focuses on the specific needs of students and allows them to learn at their own pace. However, it is important to remember that not all students will make progress at the same rate.
Poor readers tend to over rely on textual cues and have difficulty suppressing irrelevant information during reading, which limits their use of cognitive energies to gain meaning from print (Pressley, 1998). These students need opportunities to practice sounding out words in order to free up enough energy for comprehension.
A comprehensive program for preventing reading difficulties involves screening, assessment, and systematic intervention. Teachers should work collaboratively with other professionals to collect data that defines a problem in observable terms and determine what intervention strategies will be most effective. These strategies can include teacher observations, behavioral interventions, and reading fluency interventions. The results of these methods should be measured on a regular basis to track progress.


The authors assessed a battery of number skills in a sample of over 500 preschoolers, including both monolingual and bilingual/multilingual learners from households at a range of socio-economic levels. Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it. The first goal of the study was to describe entailment relations among numeracy skills by analyzing patterns of co-occurrence. Findings indicated that transitive and intransitive counting skills are jointly present when children show understanding of cardinality and that cardinality and knowledge of written number symbols are jointly present when children successfully use number lines. The studyâs second goal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs. bilingual contexts), separating these from well-documented socio-economic influences such as household income and parental education: Language context had only a modest effect on numeracy, with no differences detectable on most tasks. However, a difference did appear on the scaffolded number-line task, where bilingual learners performed slightly better than monolinguals. The third goal of the study was to find out whether symbolic number knowledge for one subset of children (Spanish/English bilingual learners from low-income households) differed when tested in their home language (Spanish) vs. their language of preschool instruction (English): Findings indicated that children performed as well or better in English than in Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than in English.


Winifred Berge is a passionate crafts lover and a devoted preschool educator. She holds a degree in Art Education and is a firm believer in integrating arts and crafts into her teaching curriculum. Winifred is convinced that art allows children to express their emotions and learn about their environment in a stimulating and enjoyable manner.
Hey there! When it comes to preschool education, there are several philosophies and learning programs that are highly recommended. These approaches provide a solid foundation for early childhood development and create a nurturing environment for your little ones to learn and grow. Let's dive into some of the best philosophies and programs out there!
1. Montessori Method: The Montessori Method focuses on hands-on learning and self-directed activities. It encourages children to explore their interests at their own pace, promoting independence and critical thinking. Montessori classrooms are typically filled with engaging materials that allow children to learn through their senses and develop a love for learning.
2. Reggio Emilia Approach: The Reggio Emilia Approach emphasizes the importance of child-led learning and creativity. It encourages children to express themselves through various forms of art, such as painting, sculpting, and music. This approach also values collaboration, as children work together on projects and investigations, fostering social skills and problem-solving abilities.
3. Waldorf Education: Waldorf Education focuses on nurturing the whole child - mind, body, and spirit. It incorporates a holistic approach to learning, integrating academics, arts, and practical skills. Waldorf classrooms often have a warm and natural environment, with an emphasis on imaginative play, storytelling, and hands-on activities.
4. HighScope: The HighScope approach emphasizes active learning, where children are encouraged to explore and interact with their environment. It promotes the development of problem-solving skills, decision-making abilities, and social-emotional competence. HighScope classrooms often have a daily routine that includes a balance of child-initiated and teacher-directed activities.
5. Bank Street: The Bank Street approach focuses on child development and social-emotional learning. It emphasizes the importance of play, hands-on experiences, and meaningful relationships. Bank Street classrooms often have a child-centered curriculum that incorporates children's interests and experiences, making learning relevant and engaging.
Remember, these philosophies and programs are not mutually exclusive, and many preschools incorporate elements from multiple approaches. It's important to find a program that aligns with your child's needs and your educational values.
At Preschool Playbook, we believe in providing a well-rounded education for preschoolers. Our website offers a wide range of resources, including fun crafts, engaging songs, and educational materials that can be incorporated into any preschool program. We have a monthly activities guide that covers themes and ideas for each month, including April activities for preschoolers and preschool activities about spring.
So, whether you're looking for the best preschool programs, fun preschool crafts, or preschool education resources, Preschool Playbook has got you covered. We're here to make learning fun and engaging for your little ones!
Remember, the early years are a crucial time for your child's development, so choose a philosophy or program that resonates with you and your child. Happy learning!


Wisconsin's Framework is adapted from the National Content Standards for Entrepreneurship Education (www.entre-ed.org) and focuses on four main areas: Traits and Behaviors, Foundational Skills, Entrepreneurial Process Skills, and Business Functions. Former State Superintendent Tony Evers sums it up this way, "Entrepreneurship Education...is about creating and nurturing a learning environment that promotes...(these) traits and behaviors."
The Framework for Entrepreneurship Education
identifies essential knowledge and skills necessary to prepare students to be entrepreneurs or entrepreneurial thinkers. This Framework builds on the National Content Standards.
The Action Plan for Entrepreneurship Education
The Action Plan
and a set of further considerations that are aligned to the framework will assist in locating, establishing and nurturing entrepreneurship across all schools and districts by providing a roadmap. This plan is intended for use at the classroom, school or district level in conjunction with the Framework.
The Self Assessment Tool for Entrepreneurship Education
The Self Assessment is a tool to assist teachers, schools or districts to reflect on their current practice and readiness as well as envision what they could implement to develop studentsâ entrepreneurial skills, knowledge and dispositions. Download the Self Assessment Tool.


The restored 1854 Pink School stands on park land on West Ash Street in Mason.
The Pink School was moved to the West Ash location in 1976 from the northeast corner of College and Columbia (Google Map https://goo.gl/maps/v3J79VCM3Dp) when the road commission requested land.
It was then turned over to the Mason Area Historical Society.
There are several stories explaining the school's pink color. One story has it that insufficient red paint was donated, so some white paint was added, making the color pink.
Because of its unusual color and notoriety, it was decided to keep it painted pink.
By Jean Bartlett for the Mason Area Historical Society as it appeared in the
March 17, 1997 Edition of the Mason Community News
The restored 1854 Pink School building now stands on Mason parkland on W. Ash St. In April, 1976, it was moved there from its former site at the northeast corner of College and Columbia Roads. It became the project of the Bicentennial Commission to save it from destruction as the road commission requested land to straighten the bend in Columbia Rd. Then it was turned over to the Mason Area Historical Society.
The schoolhouse was built by William F. Near for $299.95 in 1854, on less than an acre of land which was donated by Hiram Bristol, from what is now the Hall farm. It was heated by wood at 44 cents a cord. The building was 24 by 30 feet which included a narrow cloak hall across the front with a shelf for dinner pails at one end, and a bench for a water pail with a dipper. Each pupil had his own cup in his desk. Each morning a pail of water was brought from the nearest farm by an older boy. Because of its color, the Pink School was a landmark. One story has it that insufficient red paint was donated so some white paint was added making the paint pink. Because of its unusual color and notoriety, it was decided to keep it painted pink. There were times when the quality of pink paint was very poor and soon faded to nearly white, therefore it had to be painted frequently.
Miss Emeline Rowe was the first teacher beginning in June of 1854, for $10 a month, and âboarded aroundâ. Thirty-seven pupils enrolled that first summer, six were four years old and two were 14. Male teachers were hired for winter terms when the big boys came as there was less farm work for them to do. One hundred nine teachers in all are listed. Four generations of the Rowe family and a sixth generation of the Vaughn-Waltz family have attended this school. The building was remodeled twice, to a standard school in 1926, and again in the late 1930âs as a WPA project, a kitchenette was added with storage for planks and sawhorses to set up tables for community events. Now hot lunches could be prepared.
The women of the district organized in 1915 to promote school interests and for sociability. The first major project was to enlarge the playground to one acre, later landscaping and fencing were added as well as many inside improvements. This, the Pink Community Club, met monthly in homes, at holiday times at the school for a dinner and program. On the fourth of July, picnics took place on shady lawns nearby, often at the farm now owned by Coe Emens. One hundred fifty people who attended the 1917 homecoming included nine who had attended the first school session. The centennial celebration was a memorable occasion in 1954. After 109 years of use, the Pink School closed in 1962 when the area was consolidated into the Mason School system.
The building was then used for three more years for beginners and first graders who were bussed in, and taught by Martha (Freshour) Holmes who lived in the neighborhood. On the morning in June 1965, when Mrs. Holmes rang the bell for the last session of school at the Pink, as prearranged, Cora Bartlett stood at her porch within sight of the school. She had been directly involved for 26 consecutive years as her seven children were in attendance there. The bell rang for an extra long time.
The building was sold, but never used, and stood deteriorating for several years until it was moved to West Ash St. It is now used for Mason Area Historical Society meetings and early 1900âs school experiences for visiting groups of children. Editorâs note: E. Jean Bartlett taught in elementary education for 45 years. In 1997, at 90 years of age, she lived in Mason, near her beloved Pink School.


- Demonstrate a positive attitude toward the percussion section during full band or orchestra rehearsals.
- Demand the same level of musicianship from the percussionists as you do from all other ensemble members.
- ALWAYS REMEMBER: In concert band and orchestra, the percussionist is a soloist! Whatever you expect from your solo clarinet or trumpet you must also expect from your crash cymbal, triangle or tambourine player.
- Provide a secure area for storage when instruments are not being used for rehearsals.
- NEVER PERMIT FAKING ON ANY PERCUSSION INSTRUMENT AT ANY TIME!
- Study a full conductorâs score and have all percussion parts assigned before the first rehearsal.
- Post the order that the music will be rehearsed before the beginning of rehearsal.
- Have enough music stands and be sure all musicians have good eye contact with the conductor.
- Allow enough room for comfortable playing as well as for moving from instrument to instrument.
- NEVER PLACE A PERCUSSION INSTRUMENT ON THE FLOOR! Use trap tables or music stands. Cover a table or stand with a pad or towel to avoid non-musical, extraneous sounds.
- Rotate parts; let everyone get experience playing every instrument.
- Teach timpanists to match pitches (sing) and identify common intervals (hear and sing).
- Timpani must be tuned to their fundamental pitches for the pedals to work properly.
- Keep percussionists actively involved in the composition being played.
What role are they playing? Solo, equal, accompaniment?
Balance/Blend within section, with the rest of the band/orchestra.
Ask the percussionists to explain what is going on in the other sections of the ensemble while their part is playing.
- Require all percussionists to have their own sticks and mallets (including Bass Drum and Triangle).
- Snare Drums, Tom Toms and Keyboards should be high enough to permit comfortable/efficient playing.
- Active Preventive Maintenance:
Have protective covers and/or cases for all percussion instruments.
Lubricate all tension rods at least once a year.
Replace plastic heads at least every 2 years.
If one or two snare strands are stretched, cut them off with a wire cutter.
Always loosen wing nuts before changing the height or angle of a stand. NEVER use anything but fingers to tighten wing nuts.
Polish all metal at least once a year.
MAKE MINOR REPAIRS BEFORE THEY BECOME MAJOR!
Ben Miller is Professor of Music at Marshall University, Huntington, West Virginia, where he serves as Coordinator of Percussion Studies, Conductor of the Symphonic-Community Band and is a member of the M.U. Jazz Faculty. A native of Joliet, Illinois, he received his B.M.E. degree from Indiana University and M.A. and D.M.A. degrees from the University of Iowa. As Coordinator of Percussion Studies Dr. Miller teaches applied percussion, conducts the M.U. Percussion Ensemble and Steel Band and teaches percussion techniques classes for music education students. In addition to conducting the Symphonic-Community Band, he also teaches instrumental conducting. Dr. Miller is the former Timpanist and Principal Percussionist with the Cedar Rapids (IA) and West Virginia Symphonies and serves in a similar capacity with the Huntington Symphony and Pops Orchestras. A popular guest artist, conductor, clinician and adjudicator Dr. Miller has presented concerts and clinics throughout the United States. He is President of the West Virginia Chapter of the Percussive Arts Society (P.A.S.) and is a member of the International P.A.S. Education and University Pedagogy Committees. He is also the West Virginia Chairperson for the National Band Association and is a member of MENC and IAJE.