Oxygen Facts for Kids Video
Take a few moments to enjoy the coolest chosen and really easy to understand Oxygen Facts science for kids video:
Oxygen Facts Video Contents
Watch this short video and learn some fascinating facts about oxygen gas. In this video, you will learn what oxygen is, how it makes up around 21% of the air around us, and how it supports life and combustion. You will find facts like how oxygen does not burn or explode, how oxygen can exist as a liquid at temperatures below -182 degrees Celsius, how ozone is a form of oxygen being O3, how ozone is highly toxic at too high pressures or too high concentrations, what hyperoxia and hypoxia are, how oxygen is a powerful oxidizer and more interesting facts. Learn all about oxygen gas just by watching this short video.
Watch this excellent Oxygen facts for kids video and considerably widen all your children’s basic understanding on Oxygen Facts.
This Oxygen Facts video is fun to watch for young kids, from those partaking in early learning programs for pre-Kindergarten kids, all the way to 5th grade, obviously likewise suitable for preschool youngsters and kids in far-off boarding schools.
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Richard J. Roberts Biography, Life, Interesting Facts
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Richard J. Roberts was born in Derby, Derbyshire, England on September 6, 1943. He is an English biochemist and molecular biologist. He received the Nobel Prize in Physiology or Medicine for his discovery of the mechanism of gene-splicing.
Richard J. Roberts was born on September 6, 1943, in Derby, England. He was born to Edna Allsop and John Roberts. His father was an auto mechanic, and his mother was a homemaker. His family moved to Bath when he was four years old. He attended the Christ Church Infant School. He later attended St. Stephen’s Boys’ School. He developed an interest in logic and mathematics as a student. He finished his elementary education and joined City of Bath Boys’ School. He developed an interest in chemistry as a teenager. He later joined the University of Sheffield where he graduated from with a Bachelor of Science Degree in Chemistry in the year 1965. In 1969, he obtained his Ph.D. Degree from the University after he did a thesis in phytochemical studies of neoflavonoids and isoflavonoids.
In 1969, Richard began research work into molecular biology at Harvard University under Jack Strominger where he stayed until 1972. In 1972, he went to Cold Spring Harbour Laboratory where he worked under James Dewey Watson. James was a co-discoverer of the DNA. At the laboratory, he made preparations of Endonuclease R and other restriction enzymes that were known then. He found superlative success in restriction enzyme by 1973. In 1974, he collaborated with Richard Gelinas in the characterization of the initiation and terminations signals for an Adenovirus-2mRNA. In 1977, Richard came up with an experiment that displayed the split structure for Adenovirus-2mRNA which proved to be accurate. He and Richard later collaborated with Louise Chow and Tom Broker in visualizing the split structure. In 1992, he moved to New England Biolabs where he became a chief consultant. He was later promoted to the rank of joint Research Director.
Awards And Achievements
In 1993, he received the Nobel Prize in Physiology or Medicine together with Phillip A. Sharp for their discoveries of split genes. In 1994, Richard received an Honorary Doctor of Science Degree by the University of Bath. The following year he was elected as a Fellow of the Royal Society.
Richard married Jean with whom he has four children, Alison, Christopher, Amanda, and Andrew. In 2005, the Chemistry Department the University of Sheffield was named after him.
Robert Bruce Merrifield
William Howard Stein
Edwin G. Krebs
Richard Laurence Millington Synge


Traditional Swiss Sports Worksheet – FREE Hidden Words Puzzles Printable Earth Science for Kids
Traditional Swiss Sports Worksheet – Get our entertaining FREE FREE Hidden Words Puzzles Printable Earth Science for Kids.
Our FREE worksheet about Traditional Swiss Sports comes with a fun search a word puzzle as well as a hidden words puzzle for your kids.
This educational but fun printable Geography worksheet about Traditional Swiss Sports is completely FREE for parents and teachers to download absolutely free and you are allowed to use the Traditional Swiss Sports worksheet as many times as you desire for your classroom kids or for your kids at home!
Our printable word puzzle on Traditional Swiss Sports is a great way to gain your child’s interest while taking part in a science enrichment class, homeschooling, distant learning lessons, regular school science classes or while participating in early learning activities.
The FREE Traditional Swiss Sports fun geography activity sheet is perfect for Elementary school kids who are in 1st Grade to 5th Grade. However, younger kids in Kindergarten or even kids in Preschool will also easily learn from this printable Traditional Swiss Sports word search game.
Your children will enjoy to learn fun facts all about Traditional Swiss Sports while playing the science worksheet for kids.
Primary school kids from first Grade to Fifth Grade can use our Traditional Swiss Sports worksheet as a reading comprehension exercise.
Your kids will learn well about Traditional Swiss Sports because your kids will most likely end up needing to read several times the Traditional Swiss Sports fun facts to identify all the missing words. This hidden words game isn’t merely a good way to increase children’s science knowledge, but also enhances the brain’s memory and also improves their reading skills.
Pre-K and Kindergarten kids who can’t read and write can benefit from the free fun facts Traditional Swiss Sports worksheet as an interesting listening comprehension tool.
Parents or Educators can read to the kids the fun facts about Traditional Swiss Sports. Next, they can help the kids to recall what they reckon are the missing words. Additionally, the kid learns to recognize words and find them in the Traditional Swiss Sports free school activity sheet.
Parents doing early learning activities with their kids can use our Traditional Swiss Sports worksheet to gain their kids interest in science.
Teachers and private tutors are free to use our FREE Traditional Swiss Sports worksheet to add to the regular science classes at school and interest children in learning all about Traditional Swiss Sports. Most beneficial is to utilize our free science worksheet for children on Traditional Swiss Sports combined with the free interactive online quiz with score on Traditional Swiss Sports.
Our Fun Science Website offers hundreds of FREE printable fun Geography worksheets for children and kids science worksheets. Download and use our fun science word puzzles to make learning science fun for your children!
What do you know about Traditional Swiss Sports? What is the traditional Swiss Sports that was reintroduced in 1805? When does a player lose at Schwingen? Who participates in the yearly competitions?
Learn more fun facts about Traditional Swiss Sports by downloading our free fun facts about the Traditional Swiss Sports worksheet for children!
FREE Traditional Swiss Sports Worksheet for Kids
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Declan, Tobin. " Traditional Swiss Sports Worksheet - FREE Hidden Words Puzzles Printable Earth Science for Kids - ." Easy Science for Kids, Oct 2020. Web. 30 Oct 2020. < https://easyscienceforkids.com/traditional-swiss-sports-worksheet-free-hidden-words-puzzles-printable-earth-science-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Traditional Swiss Sports Worksheet - FREE Hidden Words Puzzles Printable Earth Science for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/traditional-swiss-sports-worksheet-free-hidden-words-puzzles-printable-earth-science-for-kids/
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Transition from Preschool Services to Kindergarten
See also: Practice Improvement Tools: Transition
National Centers, Studies and Specialized Projects Resources
Children's Defense Fund
- Full-Day Kindergarten in the States (2012) reported by the Children's Defense Fund (CDF) will be updated annually.
- Transition Practices from Preschool to Kindergarten (2011), a Research Brief published by the Curry School of Education (CASTL) at the University of Virginia describes pre-kindergarten teachers' use of kindergarten transition practices. (2013)
Frank Porter Graham Child Development Institute
- Preschool-to-Kindergarten Transition Patterns for African American Boys, Snapshot January 2014
- Preschool to kindergarten transition patterns for African American boys, Full Study
- Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten (2012)
- The Transition to Kindergarten: A Review of Current Research and Promising Practices to Involve Families (2002)
University of Pittsburgh Office of Child Development
- Ready Freddy Pathways to Kindergarten Success website
- A New Approach to Transitions: Welcoming Families and Their Ideas into Kindergarten Classrooms, by Ken Smythe-Leistico, featured in the Harvard Family Research Project.
- Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework, by Ken Smythe-Leistico, Collen P. Young, Lauria A. Mulvey, and Robert B. McCall. (2012)
Resources from the National Early Childhood Transition Center (NECTC) are now hosted by this project. NECTC investigated and validated practices to enhance the early childhood transition process and support positive school outcomes for children with disabilities.
This training tool developed by SERVE Regional Educational Laboratory is designed to help teachers, principals, parents, and other stakeholders improve their transition processes through more effective planning, implementation, and evaluation. The training package includes a trainer's guide, a participant's guide, a CD with all the transparencies needed, and a copy of all the handouts necessary for the training.
W.K. Kellogg Foundation
W. K. Kellogg Foundation's initiative entitled SPARK (Supporting Partnerships to Assure Ready Kids) (2009)
Pre-Elementary Education Longitudinal Study (PEELS)
The Pre-elementary Education Longitudinal Study (PEELS) funded by the National Center for Special Education Research at the Institute of Education Sciences is a multi-year study examining preschool special education transition to kindergarten. (2012) The report entitled Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study (2009) provides selected findings from the first three waves of data collection.
- Colorado: Kindergarten School Readiness Guidance
- Georgia: Bright from the Start includes materials with suggestions for pre-K staff on classroom activities, parent workshops, and maintaining documentation.
- North Carolina: Terrific Transition: Ensuring Continuity of Services for Children and their Families (2005)
- New Jersey: New Jersey Kindergarten Implementation Guidelines (2011)
- A Parent's Guide to a Successful Kindergarten Transition (2007) is a 2 page color brochure available from the National Education Association.


This mixed media winter collage provides experience with watercolor techniques, tearing, cutting, gluing, and printmaking. Layering all of these processes into one artwork creates a finished artwork that looks more sophisticated than any of the simple parts of which it’s made!
Follow along these simple steps. Apply them to create a winter collage as we did or use the same techniques and create from your own mind and heart!
What exactly is a medium….
The word (or words) of the day are “mixed media.” In art class the “medium” is whatever you are using to make your artwork. Mixed media is just a fancy way of saying that there is more than one art material involved.
There are a couple of reasons I love mixed media projects like this winter collage project.
One, it exposes your student to several processes and materials. To me one of the most important aspects of art education is to expose kids to a wide variety of materials and techniques. Try a lot of things.
Two, combining new and different parts together is how all innovative things are made. Whether it’s art or engineering encouraging kids to think outside the box about how they use everyday materials is good practice.
The pretty paper….
We started this lesson with a handful of awesome textured watercolor paper from a previous lesson. See this post on watercolor techniques if you want to give it a try.
All you need are some pan watercolors, like the classic Crayola ones, and some household basics like salt and wax paper.
We painted on watercolor paper which helps create the awesome white edge we make later in this collage lesson.
As always my mantra is “Use what you have.” If you don’t have time to watercolor today but would like to try the rest of the lesson, make it work. Scrounge for past artwork that your child is no longer attached to, or use newsprint, magazine pages, scrapbook paper, patterned tissue paper, or anything you’ve got!
For this winter collage project we used one interesting paper for the snow, one for the trees, and anchored it all on a black background.
Tear strips of paper to become the ground. If the paper you’re working with is on the heavy side you’ll get an awesome white edge that’s perfect for snow.
Glue the layers of snow down, one on top of another. Not all strips have to stretch from one edge to another.
I love the contrast of ripped, imperfect edges, and sharp, scissored edges. Use your second color of paper to create trees.
We snipped simple triangular trees but feel free to get as fancy as you want.
Tuck them into the layers of snow. Depending on the age of your kiddo you might talk about how trees that are close will appear larger than trees that are far away.
Add some printmaking….
I love printmaking. It’s my fave and I add it anywhere I can.
This part is easy but oh so easy and kids will love it. Dip the edge of a small scrap of cardboard into white paint.
Print it on the black background once, twice, three times to create a “snowflake” shape.
This collage lesson combines multiple elements to make a winter scene. I love giving the parameters above as guidelines, suggestions. Kids will have their own ideas and that’s okay! Actually it’s better than okay- encourage it!
Don’t let these ideas limit you. Try this lesson and see where it leads you!
If you enjoyed this mixed media winter collage please share it on your favorite social media channel!
Every share helps me to grow the Kitchen Table Classroom a bit and bring you more fun projects and free printables!


The first edition of this bestseller was featured in The New York Times and The Boston Globe for its groundbreaking research on the positive effects of art education on student learning across the curriculum. Capitalising on observations and conversations with educators who have used the Studio Thinking Framework in diverse settings, this expanded edition features new material, including:The addition of Exhibitions as a fourth Studio Structure for Learning (along with Demonstration-Lecture, Students-at-Work, and Critique).Explanation and examples of the dispositional elements of each Habit, including skill, alertness (noticing appropriate times to put skills to use), and inclination (the drive or motivation to employ skills).A chart aligning Habits to the English Language Arts and Mathematics Common Core.Descriptions of how the Framework has been used inside and outside of schools in curriculum planning, teaching, and assessment across arts and non-arts disciplines. A full-colour insert with new examples of student art. Studio Thinking 2 will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching and assessment practices, and assist educators in other disciplines to learn from existing practices in arts education.
Author: Lois Hetland
Publication Date: 30 Apr 2013
Edition: 2nd Revised edition
This book aims to ensure that students in any field of higher education have a...
This pack contains 1 copy of Human Anatomy & Physiology, Global Edition, 1 copy of...


My 13 Art and Math Projects for Kids post has been doing pretty well on my site lately, so I decided to keep the art integration going with Science! Check out these awesome ways to teach science using art below.
There are tons of projects out there online that integrate art and science, but the science is mixing a sensory goop. Those are so fun, but I left them out for this collection. I only choose science and art activities that teach specific science concepts as this post is about teaching science using art rather than teaching art using science.
Before reading on, check out this book by MaryAnn Kohl, Science Arts: Discovering Science Through Art Experiences. I love her books and have several of them (but not this one! I need to remedy that.) If you like the science and art activities below, I’m sure this book won’t disappoint! Please note, this post includes Amazon affiliate links. As an Amazon Associate I earn from qualifying purchases.
Rainbow Paper | Color Science for Kids by The Science Kiddo
This is so cool! I almost stopped writing this post to go try this with my kids. Basically, you use clear nail polish, water, and paper to capture rainbows on paper. So neat! You could use this as a great little activity to help explain to children how rainbows exist.
The Art & Science of Leaf Rubbings by Edventures with Kids
Texture rubbing is a staple in the art classroom, and I like how Jacquie incorporated the science of trees with her kids. I know I will definitely be using this activity in my homeschool!
Leaf Relief by Cassie Stephens
While we are talking about leaves, check out this project. It is pretty freaking amazing. It does require a little heavier involvement with the teacher, but the results are so beautiful! This definitely takes leaf printing to the next level.
Exploring Absorption with Watercolors on a Texture Board by Fun at Home with Kids
Art & Science for Kids: Watercolors & Oil by Babble Dabble Do
Sweet Science – The Study Of Seed Crystals Growth (Rock Candy) by Fancy Shanty
I love posts that make me want to drop everything and do the activity. This is one of those! I love this. Stacey and her boys made crystals/rock candy. It looks like a lot of fun. She added some cool color experiments at the end which give it an art twist.
Explore Nebulae Through Art by Mosswood Connections
Exploring Sunography: Making Sun Prints by In the Playroom
Flower Petal Fingerpaint by The Chaos and the Clutter
Love. This. So. Much. This is a science, art, history extravaganza, and it’s fabulous. Sharla and her kids took flowers and made paint from them. I would probably use this more in an art history lesson rather than science perhaps studying textiles from South America or something like that, but however you teach it, it is such a great activity.
Exploring Sound: Making a Kazoo by Buggy and Buddy
Make a musical instrument and learn about the science of sound. I love how the blogger included discussion questions and scripted out some things to say when you do the activity with your kids. Helpful!
Connecting Art and Science with Hokusai’s The Great Wave by Pragmatic Mom
This is one of my favorite artworks. I’ve always loved it! In this post, Mia at Pragmatic Mom shares some great books and resources about the artwork and also describes how to use this artwork to teach about the science of Tsunamis. I’ve written about this artwork and others like it on my post of Japanese ukiyo-e prints as well as my Japanese prints Montessori-inspired lesson for kids.
Jupiter Art and Science Lesson by Adventures in Mommydom
In this project, students make a watercolor painting of Jupiter. I love how Ticia at Adventures in Mommydom teaches the science as the project goes on–the gas storms, why Jupiter has a red spot, Jupiter’s moons, etc. She also has a cool science project idea for Jupiter in a later post as well.


Part of the series Hape Home Education.
Create designs using the transparent bead boards over an image. Children are challenged to stay organised when applying the beads. By keeping the beads on the opposite side of the dominant hand, children will cross over the mid-line of their bodies while selecting beads. This action corresponds to left and right brain motor skill development and is also soothing to the mind. Ages 4yrs+
|Product Type||Games & Puzzles, Maths & Science Equipment,|
|Year Level||Early Years,|
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Chemistry is the study of substances, what they are made of, how they interact and what role they play in living things. From the moment you are born and throughout your life you are surrounded by chemistry; in the air you breathe, the food you eat and the clothes you wear.
Chemistry, in educational terms, is considered the central science: While chemistry is central to studies in the engineering/technology field it is also a core subject in medicine, veterinary medicine, pharmacy and many pure science courses.
It is important to understand that chemistry is a compulsory requirement for Veterinary Medicine in Ireland and is also a compulsory subject for admission to the medical school in UCC and to Pharmacy in TCD.
“Keep your Options Open with Chemistry” is advice often given by guidance counsellors when asked about choosing a science subject at Leaving Certificate level.
You have an aptitude for Leaving Certificate Chemistry if you:-
- Have an Enquiring Mind
- Enjoy Practical Investigations in the Laboratory
- Have shown reasonable ability in Junior Certificate Science & Mathematics
- Are Good at Numerical Calculations
The Course:The Leaving Certificate syllabus has been revised recently. It is designed to provide a relevant and modern course for those who will end their study of chemistry at Leaving Certificate level. It is also designed to provide a foundation course for those who will continue to study chemistry or related subjects at third level. The student practical work specified on the syllabus will help to ensure the development of important skills in laboratory procedures and techniques.
Activities include numerous teacher demonstrations, computer simulations, data-logging, internet information searches, presentation of project work and student laboratory investigations such as the chemical analysis of water samples, the manufacture of soap, the extraction of essential oils from plants and thin layer chromatography. The pupils, working in pairs, carry out 28 mandatory experiments. In Transition Year the emphasis is on basic chemical numeracy skills, laboratory skills and project work.
Career opportunities with chemistry are vast, and not all confined to the laboratory. From developing life-enhancing drugs to designing a new liquid crystal display, from law to the environment, from health to manufacturing, from aviation to finance, chemistry and chemists make an impact and play a vital role in, our daily life and routines.
Chemistry is a creative science: from inventing new compounds to increase crop yields – to giving fireworks more ‘ooh – aah’.
Please check out some of our Science videos on Youtube


SPRINGFIELD, Ill. (WCIA) — The Illinois State Board of Education has released data from Fall 2019’s Kindergarten Individual Development Survey (KIDS), showing two straight years of increases in readiness.
According to the KIDS data, 29% of students began kindergarten in 2019 meeting readiness benchmarks in the following developmental areas: social-emotional, language and literacy and math. This follows 26% showing readiness in 2018 and 24% showing readiness in 2017.
“That shows they have the foundation for learning, that they’re entering kindergarten with the skills and knowledge that’s going to help them reach their third grade benchmarks,” ISBE’s Carisa Hurley explained. “So, we have 29% of children demonstrating readiness in all three developmental areas. That’s good, because that shows they’re on track for learning and I’m hopeful that they will meet their third grade benchmarks.”
KIDS measures those skills during the first 40 days of kindergarten through observation of how students interact with one another each day while playing, doing schoolwork, communicating and following directions.
ISBE studied 118,854 kindergarten students in 2019. According to the data:
- 29 percent demonstrated readiness in all three developmental areas, up from 26 percent in 2018 and 24 percent in 2017;
- 37 percent did not demonstrate readiness in any developmental area, down from 39 percent in 2018 and 42 percent in 2017.
Data showed improvements in each of the three main developmental areas as well:
- 56 percent demonstrated readiness in social and emotional development, up from 53 percent in 2018 and 49 percent in 2017.
- 47 percent demonstrated readiness in language and literacy development, up from 46 percent in 2018 and 44 percent in 2017.
- 35 percent demonstrated readiness in math, up from 33 percent in 2018 and 30 percent in 2017.
ISBE also studied readiness across various income groups, races, ethnicities, Individualized Education Programs (IEPs) and English Learners.
The data will help iSBE determine what kinds of early childhood programs to invest in, how schools can adjust curricula and how families can help students grow while at home.
The KIDS data will appear on the Illinois Report Card for the first time this fall.
Governor JB Pritzker’s FY 2020 budget added $50 million to the Early Childhood Block Grant to expand early childhood programming, with his FY 2021 budget maintaining funding at $543.7 million.
“As a former kindergarten teacher, I believe that it is important to do everything possible to support Illinois children in those critical early years,” State Superintendent Dr. Carmen I. Ayala said in a statement. “I want every child in the state to enter kindergarten with the cognitive skills to read, remember, pay attention, and solve problems, and the social-emotional skills to communicate, connect with others, display kindness, and cope with challenges. Governor Pritzker’s commitment to early childhood education has helped more and more children enter kindergartenwith the skills they need to be successful. While we only have three years of KIDS data so far, we are seeing incredibly promising results.”
To see the 2019 KIDS report, click here.


What does a bank manager do?
As a bank manager, you’ll be responsible for a team of people and for increasing sales of financial products. You’ll have to deal with customers – finding them the most appropriate financial product for their needs. You’ll be dealing with money on a daily basis and as such will need to have good numeracy skills. You may be required to develop a business plan for your own bank.
What do I need to do to become a bank manager?
There are a number of ways you can become a bank manager. You could work your way up and gain experience in a bank, you could complete a higher apprenticeship in bank management, or you could join a graduate scheme. For the last of these options, you will need to have already completed a degree.
To do a degree, you will usually need five GCSEs (A-C) including maths, English and science, plus three A levels or an equivalent level 3 qualification. Check with universities for exact entry requirements, vocational courses are acceptable for some degree courses but not all.
Relevant degrees for banking include: business, economics, finance, management or marketing.
There are no specific A levels required, but business, economics, statistics and maths would all be useful.
A level 3 vocational qualification in business would be most relevant. Entry may be possible without five GCSEs at grade C ,with an equivalent level 2 qualification. Alternatively, it may be possible to progress into bank management through an apprenticeship.
- Level 3 qualification in business
- A level business
- A level economics
- A level maths
- A level statistics
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The Sound Explorations project, led by the Consortium for Innovation and Transformation in Music Education at Arizona State University, is in the process of developing six connected music learning playlists organized around the following themes:
- Building instruments and interfaces:
- Coding and programming music
- Connecting music and culture
- Jamming: Solo and Groups
- Making beats
- Producing original music
Sound Explorations: Creating, Expressing, and Improving Communities, the full title of our project, gives a sense of the types of engagement we will encourage. Each playlist's multiple pathways will guide youth along experiences addressing national Core Arts Standards artistic practices of creating, performing, responding, and connecting through interest-based musical practices. Learning experiences will emphasize creativity and self-expression, encouraging youth to consider and act upon how music can improve people’s lives.
The goal of the playlist set is to provide rich musical contexts that connect formal (i.e. middle and high school music programs) non-formal (i.e. community or after-school music programs), and informal (i.e. homes or libraries) settings.
Playlists will foster musical inquiry and creativity, deepen musical skills and understandings, and strengthen participants’ sense of selves as musical people who make a difference in their communities and society.
So far we've identified several design challenges and opportunities that we are thinking through as we continue our work. Some examples include:
- How might we design and facilitate learning experiences with an ethic of inquiry and project-based learning in a playlist format?
- How might we support opportunities for rich, playful, and satisfying musical engagement through the learning experiences even if the learner has limited access to resources?
- What type of structures make the most sense for learners to navigate and engage with learning experiences (XPs) that are organized in varied ways that enable multiple pathways within the same playlist?
We are collaborating with partners such as NYU's MusEdLab, Today's Future Sound, and Rosie's House: A Music Academy for Children, consultants with content expertise, pre-service and in-service music educators, teaching artists, community youth organizations, and youth to help us answer these and other questions that emerge.
I'll provide an update to some of these issues in the next post.
In the meantime, feel fee to participate in the development of our music learning playlists through our crowdsourcing initiative with the following form (and share widely):


Phonics help can be an intrinsic intervention strategy for beating dyslexia.
Watch this video as an alternative to reading the page.
The phonic alphabetic code chart is such an important tool for literacy development. It was created by the wonderful people at Phonics International.
This chart shows you which sounds go with which combinations of letters. Every person dyslexic or not should have a copy of this chart.
As you know, there are 26 letters in the alphabet. However the English language is made up of 44 sounds (speech sounds called phonemes). When we break a word down into its smallest units of sound these are its phonemes. For example the word ‘blue’ can be broken down into three sounds (see graphic).
With this simple example you have a four letter word with three sounds (phonemes).
The same example is also made up of three graphemes. The graphemes are the letters used to represent each sound. They can be a single letter or a combination of letters. Click here for Phonic Spelling Help.
In the English language there is usually several ways of writing each sound. To give you an example let’s compare (see graphic):
With these two words you can hear they have the same sound (phoneme) at the end of both words. However it is written
in two different ways (graphemes).
This is what the phonic alphabetic code chart is all about. There are only 150, or so, graphemes used to represent the 44 sounds in the English language. Using the 150 graphemes you can spell any word. Click here for The Truth about How to Spell.
Each line of the chart shows you the different ways to write a single sound. The most common way of writing each sound is on the far left of the line. They become less common as you move right.
The problem is there is almost always several different ways to write each sound. Once you start using the code chart you will realise there is no sound you can't match up to the letters. Click here for Why I Hate the English Language.
The phonic chart gives you the foundations to spell sound by sound. You will realize that the language is simply sounds represented by letters or combinations of letters.
Treat it like you are learning the basics again, going right back to the start. Click here for more treatments and interventions.


Get outside and enjoy some fresh air while practicing letter recognition with this Garden ABC Letter Hunt. It’s a low prep activity with a lot of potential for fun and learning as kids learn the alphabet and letter sounds. When my little ones were toddlers we loved doing this over and over again with the letters only. Then as they got older we decided to incorporate a bit more writing into the activity with a recording sheet. You can use the free printable ABC scavenger hunt at the end of this post with preschoolers and kindergarteners to do this, too!
We recently updated our flower beds in the front yard, and the kids want to play there all the time. You can use any outdoor setting for this activity, your yard, a garden, or even a local park. One morning I took our foam letters and hid them all around the flower garden. I also placed a large basket on the sidewalk for the kids to place the letters in as they found them.
I told the kid there were two “rules” of the game. They couldn’t step on any plants, and they had to say the name of the letter they found (or get help saying the name if needed). You could also ask kids to name the letter sound or a word that starts with the letter depending on the skill focus.
After naming the letter then they could place the letter in the basket and find another.
They searched and gathered and called out letter names with enthusiasm. I helped the little ones who are still learning letter names.
Once they thought they found all the letters they worked together to put them in order from A to Z to make sure no letters were left in the garden.
Depending on the age and ability of your kids you may need to modify this part.
When we did this as a multi-age activity with the toddlers and preschoolers, I helped the toddlers find the letter they needed and they would put it in the line of letters while saying the letter name.
When the preschoolers did this on their own, I simply sat back and observed as they worked through how to figure out what letter comes next, who would go first, and such.
This process of self-checking was very helpful, and I loved to see them discover when a letter was missing and work together as a team to track it down in the garden.
I knew this activity was a hit when the kids asked to do it four more times the morning I introduced it and then pulled it back out again that afternoon when we came back outside to play. Now we’re keeping a set of foam letters outside for more phonics fun whenever the kids are ready.
Extend this ABC Scavenger Hunt with a Free Printable Recording Sheet
Another way to make sure you’ve gathered all of those letters and reinforce letter recognition is to use our free printable recording sheet. Kid can color or rainbow write inside each letter as they go through the ones they found during the scavenger hunt.
Use Alphabet Mats to Learn the ABCs
ABC letter mats can be a versatile tool to use in early childhood learning. They can be laminated and used over and over again for letter formation and writing activities. They can also be used to create alphabet books, posters and more. Letter crafts and process art activities related to a letter you are learning can be a fun way for kids to make connections between a letter and something that starts with that beginning sound. In our Alphabet Letter Mats set you’ll find two full sets of alphabet mats to use and tons of ideas for using them. There are over 140 ideas for using the alphabet mats in meaningful ways to reinforce letter recognition and learning letter sounds.
This 181-page resource pack contains the following:
1) Suggestions for Using the Letter Mats-These ideas include ways to use the mats for small group and center activities and can be done for any letter of the alphabet.
2) Process Art Ideas for Each Letter of the Alphabet-60 ideas!
3) Collage and Texture Art Ideas for Each Letter of the Alphabet-54 ideas!
4) Complete sets of alphabet mats in two different font options.


In Fight Against Dropouts, ‘The Meat Of The Sandwich Is Middle School’
In the battle to keep students in school, experts often target the ends of the educational spectrum: early childhood, when kids pick up basic skills, and high school, when most dropouts happen. But some are starting to look in a different direction – the middle.
“Really, the meat of the sandwich is middle school,” says Timothy Hise, the principal at Ann Richards Middle School in East Dallas. “And if we can make kids more successful at this level they’ll have those foundational skills and be prepared for higher level work in high school.”
Research shows Hise is on to something. The stats are dramatic:
- One in four Texas kids drops out.
- African Americans and Hispanics are roughly twice as likely to leave school without graduating than white students.
- Studies also show that if educators focus on problems in middle school - usually grades 6, 7, and 8 – more students graduate high school.
- If a student’s middle school attendance drops below 80 percent, or behaves badly, or fails a class, there’s a 75 percent chance that student will eventually drop out.
That last number comes from Kerri Briggs, director of education reform at the George W. Bush Institute. She’s more than a year into a multiyear, multischool project called Middle School Matters, designed to help educators find dropout solutions before high school. She says one solution is pairing adult mentors with middle school students.
Principal Tim Hise says that’s why every one of his nearly 1,000 middle school students has at least one adult role model. And he often looks outside the school for community mentors. As far away as a local golf course.
“And the kids, when they went, they were skeptical,” Hise says. “Most of them, if at all, never had any exposure or interest in golf. I was informed that when they came back they wanted to go on their own. They could partner up with the golf instructor. They teach them golf, but they teach them good character and sportsmanship at the same time.”
Sixth-grader Isaiah Smith is one of the kids who’d never played before.
“That’s what’s really fun, because I don't know how it might turn out,” he says.
Another technique that Hise’s school uses is the “advisory class.” Once a week, each teacher has a smaller class, 15 to 17 students.
“We discuss different things in that class, such as college-ready skills, and behaviors,” Hise says. “The more developmental assets, they have, the more likely they are to experience success in life.”
Principal Hise knows his kids face challenges. The new middle school principal runs a brand new campus, with lots of first-year teachers including many from Teach for America. He calls himself an old-school educator who’s wanted to teach middle school – just like his mom - since he was 5, But he also embraces modern education reforms championed by the Bush Institute.
“The conversation has to be about data,” Hise says. “We can talk about kids all day long. But the data typically doesn’t lie.”
And the data for his school is sobering: Ninety-nine percent of his students qualify for free or reduced lunch. Most are minorities. And his campus already starts “behind.” He says recent tests show his students fall 10 points below the district average, and Dallas Independent School District scores fall below the state average.
Hise says the challenge is huge. But he’s setting his sights high.
“Our goal is to move kids ahead two grade levels in reading in one year’s time,” he says.
Otherwise, Hise fears his kids won’t learn what they need to set that solid middle school foundation necessary to graduate high school.


One of the metaphors that I often use when I’m training is that of a toolbox. And as a result we often talk about the tools that go in your teaching toolbox.
This idea of toolbox extends to the work that you do with your learners as well. As an educator you should be helping your learners develop the right tools they need for their toolbox. An educator’s toolbox has teaching tools. A learner’s toolbox needs to have learning tools.
Some of the best tools you can help your learners with are the tools they need to read more effectively. These are sometimes called reading comprehension strategies.
So… what we should all be trying to create in each learner is a Great Comprehender [queue Freddy Mercury singing…]
There’s nothing mysterious about comprehension strategies (if you’re a good reader) and they’re totally teachable (if you have learners who aren’t good readers).
Let’s look at a couple of different adult readers:
- Poor Comprehender – Step 1: John struggles with reading material for his course. His only strategy when reading new material is to start at the top. When he gets to the bottom he doesn’t understand what he’s read. So he starts again and keeps going top to bottom. In terms of the Reading Progressions that we use in the adult sector, he’s step 1.
- Good Comprehender – Step 3 or 4: Mary has a few more clues about what’s she’s doing when she’s reading. She knows what to do when her understanding starts to break down. For example, she’ll put her hand up and ask the tutor a question. Also, when she reads she generally has a question in her mind about what she’s reading. Sometimes this is a specific question, and at other times it just a sense of “Am I understanding?” running in the back of her mind. In terms of the Reading Progressions, Mary is likely to be a step 3 or 4.
- Great Comprehender – Step 6: Sam is really clued up about his own learning and reading. He thinks a lot about what he’s reading and actively and self consciously uses a wide range of strategies including just reading the first word of every sentence, predicting what’s coming next in the text, and googling new or difficult words. Sam also regularly draws on his knowledge about the world, both from his experience and other things he’s read. John’s most likely a step 5 or 6 on the Reading Progressions.
More on this shortly…
[hat tip: Damon Whitten for inspiration on this]


What Happens When Young People Don’t Want to Be Teachers?
Why would young people today want to become teachers? Or perhaps more importantly, why wouldn’t they?
We all recognize teaching as an opportunity to change lives and remember the teachers who made a difference for us. But weigh that intrinsic satisfaction against low wages, little public respect and an ever-growing workload, and the minuses often win out. And now that a rebounding economy offers more professional options, our country faces a serious challenge to educating the next generation.
New analyses by Education Week and the ACT, presented at an Education Writers Association conference panel on April 20, detail the troubling state of affairs.
By the numbers
Stephen Sawchuk, an Education Week associate editor who moderated the event, analyzed enrollment in teacher preparation programs. He found declines in the key states of New York, Texas and California, where the number of teaching candidates went from 44,692 in 2009 to 26,231 in 2012. This comes amid imminent Baby Boomer retirements that will create more teaching vacancies and new state policies that make it harder to enter teaching in the name of raising standards.
There’s also a mismatch in what types of teachers are prepared and what school districts need: Colleges of education prepare far too many elementary teachers, and not nearly enough candidates for special education and high school math and science. And far too few want to teach in high-poverty schools, where the work is more demanding.
ACT vice president Steve Kappler presented these grim findings that corroborate the Education Week conclusions:
- Fewer students are interested in teaching. Only 5 percent of the 1.85 million U.S. high school graduates who took the ACT in 2014 said they intended to pursue a career as an educator. That’s down from 7 percent in 2010.
- Teaching is failing to attract top talent. Students interested in education have below-average achievement on the ACT, particularly in math and science.
- Prospective educators don’t reflect the diversity of American classrooms. Nearly 75 percent of those interested in teaching — and almost 95 percent of those interested in early childhood and elementary education — are female, and 71 percent are white.
La Vonne Neal, dean of the college of education at Northern Illinois University, pointed out that the pool of teaching candidates is automatically limited by the fact that only 52 percent of black males and 58 percent of Hispanic males are graduating high school at all. (She cited data by the Schott Foundation for Public Education.)
Neal, who recently co-authored a book with recommendations to diversify the teaching workforce, noted the origin of the national teacher shortage: In the decade after the landmark Brown vs. Board of Education desegregation order in 1954, approximately 38,000 black teachers and administrators lost their jobs because of racism. (White parents didn’t want their kids to have black teachers.) Teaching was once one of the few professional options for African-Americans, and for all the resources that segregated schools lacked, they often had excellent instructors.
Catherine Brown, vice president of education policy at the Center for American Progress, noted that the United States pays its teachers only 60 percent of what other college-educated workers earn. Her organization found that in many states, teachers who are the main breadwinners in their families earn so little they qualify for public assistance.
While compensation is a “huge” factor in determining career choice, Brown said, schools also need to be attractive places to work. Often they are not. Teachers come out of preparation programs that sometimes let almost anyone in the door. They get very little useful feedback on their instruction, and they have “virtually no opportunity to distinguish themselves for excellence” through pay increases or promotions.
“It’s not the kind of job that, frankly, many millennials or high-achieving young people see themselves going into for their career,” Brown said. She sees a big opportunity for schools to restructure themselves and work better with their neighboring colleges of education to prepare the right candidates well. This is local business, after all: She noted that 61 percent of teachers get jobs within 15 miles of their hometowns.
If attracting teachers is an escalating problem, retaining them is another.
Robert Floden, an associate dean of education at Michigan State University, gave perhaps the most disturbing statistic of the day. What’s the most common number of years of experience among American teachers? One.
“It’s a very real change in the demography of the occupation,” Floden said. “There are a lot more people with very little experience.”
For the future of the country, the implications of that change are staggering.


Classroom management is an essential issue regarding a better classroom learning environment. It includes classroom rules, classroom ideas, and classroom management strategies. Classroom management strategies help and support the students in making up their academic performance. Study support requires a better classroom set up along with other audio-visual aids. Managing a study provoking classroom to
Category: Classroom Management Strategies
Classroom decoration ranked high learning places in civilized societies. They play an important role in child learning process and development. Humanity focuses on the role of classrooms in history. A Short History of Classroom Decoration In the ancient civilizations of Roman, Greek, and Arabian origin, the classroom organization got focal importance in the academic scenario.
Defining quality in kids’ education is a crucial and challenging task. Preschool classrooms set up play an important role in improving the quality of education. In fact, quality in early education prepares the kids for success in elementary education. The kids will not be able to face the social and academic challenges in latter life
Kindergarten literally means garden of kids’. It is an education system for young children age 3 to 6. The kindergarten teacher is the backbone of this education system. This system was firstly introduced in the USA. kindergarten education system comprises such methods, activities, and skills which are necessary for the children at an early age
Teaching strategies are techniques to convey information to students. Some strategies work very well to boost learning performance in the classroom. The teacher should care about students’ performance and results. Teachers are key players who shape the learning environment and motivate students to learn. Teaching strategies make a teacher great. Many teachers want to become
Early childhood education is considered the primary and fundamental right of every child across the world. In fact, children are the future of every nation. The quality of early childhood education plays a key role to improve the living standard of families and communities. It opens the door of success for all boys and girls.


Scribbles and Messes – Your Little Picasso
When you ask your child, “What was your favorite thing you did in school today”, art and music consistently ranks high on the list. Why? Because it’s simply fun!
But art also supports free play and the freedom to manipulate different art materials in an unstructured way allowing for fun experimentation. For example, when a child mixes paints, they learn to understand that adding just one color to another color can make big changes. And when they use paints, glue, markers or other artistic materials, they proudly make one of a kind masterpieces.
The best way to introduce art to your child is to present them with age appropriate art materials that they will be working with and let them explore these materials in their own unique way with a few easy guidelines from mom and dad. It may look like a lot of scribbles, uneven lines and big messes to you as an adult, but it’s a way for your child to express their feelings and ideas through creativity. Grasping pencils, crayons, chalk and paintbrushes can also help your child develop their fine motor muscles. Studies also show that art education strengthens critical thinking and problem-solving skills.
Children’s Factory knows the importance of early childhood art. Their high-quality products are designed to give kids an inspiring and safe place to think freely and experiment outside the lines. In today’s digital world, this special hands-on creative time for kids is just what the doctor ordered. Art can provide children a calming activity and instill a love of art that lasts a lifetime.
So, start encouraging your little Picasso to create their own unique masterpieces and let their true colors shine!
View more Classroom Furnishings at www.childrensfactory.com


Register for Free edWebinars Below
Join live or receive a link to the recording and earn a CE certificate
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Supporting Preschoolers’ Brain Development through Engaging Music Activities
Tuesday September 12, 2017 @ 3:00 pm - 4:00 pm EDT
Presented by Lili M. Levinowitz, Ph.D., Professor Emeritus of Music Education at Rowan University and Director of Research for Music Together Worldwide
Sponsored by Music Together
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Research continues to emphasize how important the first five years of a child’s life are for brain development. Active music-making can be an easy and enjoyable way for educators who work with infants, toddlers, and preschoolers to support the development of important structural changes, neurological processes, and skills during this very active time of brain development.
In this edWebinar, Dr. Lili M. Levinowitz shares some recent research in the fields of music and brain development, review key concepts, and show attendees new music activities and techniques that can be used to naturally support young children’s brain development—all while having fun! Come away with a deeper understanding of music’s impact on the developing brain and how they can strengthen this impact through specific musical interactions. This recorded edWebinar will benefit educators working with toddlers, preschoolers, and kindergarteners.
About the Presenter
Lili M. Levinowitz, Ph.D., is Professor of Music Education at Rowan University. She is the coauthor of the early childhood music and movement program Music Together and Director of Research Music Together Worldwide. Lili is considered a national authority on early childhood music and is actively involved in teaching very young children as well as graduate students. Her articles appear frequently in professional journals and popular magazines. She received her M.M. and Ph.D. from Temple University; her B.M. from Westminster Choir College.
Join the Music in Early Learning community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, view past edWebinars, take a quiz to receive a CE certificate for a past edWebinar, and access free resources.
At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to “speak music”—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that’s what Music Together is all about.


Our educational approach, aimed at children from 0 to 3 years old, is that of a school that is open, active and alive, close to the reality of the child and to the individuality of each one.
Our project is based on a Finnish pedagogy that involves care, education and hygiene habits, food and rest, combined with the development of a series of projects that arise from the child’s interest throughout the course.
In addition, we carry out other types of activities giving use to the different areas around the school: the motor skill development room, the vegetable garden, the henhouse, the music room, the art corners and the multisensory spaces.
Family-school communication is always present in our approach and among the activities that complement our project, “Fun Club” is formed by our students family members to participate in different types of workshops: costume workshops, sensory workshops, celebrations…
One of our peculiarities is without a doubt the teaching of the second language, English, carried out through a linguistic immersion and through pleasant situations created for the child, such as their daily routines, story telling, songs, and especially games.
The principles and values that characterize and define our Nursery school are:
• Educate and model children within an environment of affection, trust, respect, empathy and emotion, in order to encourage the development of their self-esteem, creativity, cooperation, teamwork, personal autonomy and multiple intelligences.
• The child is the main character and author in their educational process, creating an active mind. The educator is there to guide them.
• Allow the child to “learn by doing”, as through handling, experimentation and observation of everything around, we spike the child’s interest in his or her surroundings.
We give great importance to the natural environment, as well as looking after it, as for us, the outdoor space we have is a classroom also, a dynamic and lively space that draws the child’s attention, bringing them closer to nature and with it a degree of curiosity that invites the child to explore, experiment and therefore to learn.
“When a child experiments to discover, something can get dirty, broken or mixed up that was not planned”.
Our main objective is to make children happy, offering quality, creative and innovative teaching based on observation, experimentation and association through play.


his resource provides a summary of how dual language learners (DLLs)* are represented in state early care and education guidelines and standards in two tables:
A Snapshot of Dual Language Learners (DLLs) in State Early Learning Guidelines is an at-a-glance table that lists where DLLs are referenced in state and territory guidelines, standards, and supporting documents.
References to Dual Language Learners (DLLs) in State Early Childhood Guidelines and Standards includes portions of text from the state’s and territory’s guidelines or standards that refer to supporting dual language learners. Many states have more than one document that addresses early learning. Some of these are supporting and/or complementary documents to their standards.
State guidelines, standards, and frameworks vary in format and content. Some include benchmarks and indicators as well as examples of what each might look like for children, and some have strategies caregivers might use in working with DLLs. Titles for state guidelines or standards may include: guidelines, framework, standards, foundations, and/or indicators.
Source: Early Childhood Learning and Knowledge Center


Education is a key aspect for any potential human achievement towards a better world encompassing liberty, equality, welfare, and development. India has always stressed upon the need for equitable, quality and value-based education to achieve a respectable position on the global stage in terms of social justice, economic growth, scientific progression, human integration, international engagement and culture. The talent pool of each country needs strategic nourishing through an inclusive vision and resource utilization to create critically thinking, rational, responsible, better informed and ethical individuals who serve humanity over myopic considerations and self-interest.
Indian visionaries like first PM Pandit Nehru pioneered an inclusive agenda for India to enhance lifelong learning opportunities for every citizen in a bid to secure the future of the country during an era of rapid scientific and technological advancement, digitalisation, data revolution, artificial intelligence, specialized skill development and multi-disciplinary research.
Creative reforms must be undertaken within our system to overcome various challenges we encounter in the way towards addressing the aspirations in the sector of education. Fresh ideas, thoughts and methods must evolve to aggrandize the art of learning and building everyone’s capability to absorb the content to think critically and solve problems via innovation. Freedom of thought, emotional strength, scientific temper, reason, critical thinking, inclusiveness and orientation towards humanitarian principles should be the fundamental center of any reform.
We adopted the National Policy on Education in 1986 and later modified it in 1992 with a prime focus on the issues of access and equity. The Right of Children to Free and Compulsory Education Act was passed by the UPA government led by Dr Manmohan Singh in 2009 to establish legal underpinnings for achieving universal elementary education.
Today, it’s clear that a blatant attempt of the state is underway amidst a deadly pandemic to commercialize education by destroying the public institutions and universities through rigorous fund cuts, ideological coercion and attacks. The latest decision of the Modi government to impose a New Education Policy (NEP-2020) unilaterally—without respecting the valid observations of states, academia, teachers and the student community—is completely in the line of capitalist interest and centralisation.
A deceitful perspective intended to centralize, privatize and commercialize the whole education system will have extensive impacts upon the future learning, individual personality and the great values upon which the nation is established. A few positive aspects of the new policy cover the dangerous agenda of the ruling right-wing to distort India’s true history and legacy.
In this age of global socio-political turmoil, we must stick with the constitutional principles, and inclusiveness is the fundamental aspect behind it. Unfortunately, the new policy has no content of such pivotal qualities. India has over 800 universities and 40, 000 colleges to reflect its sociocultural diversity and energy. A pluralistic and heterogeneous consideration is quintessential to exhibit the complete potential of such institutions, since we are not a nation of monolithic identity or structure.
Majoritarian goals to rewrite history and culture through ‘revivalism’ and distortion of perspectives could be achieved through the latest policy. A system proposed to make students job-ready through training, from the school level itself, will limit the vision of education by making mechanical human beings for a materialistic industrial world. This will act as an assault upon the fundamental aim of education and the vision provided by the stalwarts who gave life to independent India. The current policy has not addressed the importance of ensuring education to all, especially for the marginalised sections, through state support and affirmative action.
The NEP 2020 has overthrown the state regulatory bodies that managed the education and human resource sector over the past years, while encouraging inputs from the private sphere. Many initiatives proposed in the policy are not feasible as per the system followed by the states, since it requires a huge raising of funds for land, infrastructure and other amenities.
The spending on education has fallen from 4.14% in 2014-15 to 3.2% in 2020-21 under the NDA government. The Government of India must provide more clarity about the funding and operation of the proposed higher education institutions. Any unstructured plan of action may further privatise education to turn it into a commodity.
The most problematic content of the policy is the creation of a Rashtriya Shiksha Aayog with Prime Minister as its chairman to manage education sector of India. The sanctity of academia is paramount and any political intervention within the sphere could harm it. The education policy must become a tool to revive India as a country of reputed scholars, critical thinkers and philosophers.


In knowledge-building classrooms, students can read and comment on each other's work with the Knowledge Forum software. It requires addressing individual differences and providing a range of activities and experiences to facilitate learning.
This component is split into three categories: Guest lecturers review student work and advise on career opportunities.
It is in this stage that the blueprints of the design phase are assembled. Wondering about the credibility of this website, he examines the Founder page and learns that the website is authored by a person with authority.
Constructivism assumes that learners are not empty vessels to be filled with knowledge.
Justifying one position over another and selecting theories that are more viable leads to a better theory. Introduction to Curriculum Theory. However in social sciences and specifically education, the term gender also focuses on the social, cultural, and psychological distinctions between boys and girls.
For example, teachers may entice children with stickers or promises of class parties. In the Classical Indian Philosophy there is a learning theory viz.
Online students are more likely to be intrinsically motivated if they: There have been many criticisms of behaviorism, including the following: Behaviors are strengthened by positive reinforcement. In any event, the reality is that constructivism is rarely practiced in schools.
Another major influence on the field of Cognitive Science is Noam Chomsky. Every brain simultaneously perceives and creates parts and wholes.
The evaluation phase consists of two parts: Dewey invented the method of progressive education in North America. International Journal of Scientific and Research Publications, Volume 3, Issue 12, December 1 ISSN thesanfranista.com Educational Research on “Constructivism” - An Exploratory View.
Piaget's Learning Theory in Elementary Education - Piaget’s Learning Theory in Elementary Education In order to support children’s growth educators try to provide a stimulating classroom environment.
Learning through real-world experiences with others allows students to grow and understand things more easily. In this lesson, we'll examine constructivism in depth, including social learning, the.
Help design the future of 21st-century education by becoming a leader in curriculum and instruction. Develop advanced skills in content and pedagogy and improve student outcomes.
Constructivism in Education: An overview of contributions to the literature research on teaching, the “social curriculum,” professional development and brain research.
The article also provides an annotated bibliography theory for progressive (ie. learning-centered) education based on pragmatic philosophy. “The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses).An overview of the theory of constructivism and its impact on teaching and learning curriculum


District Preschool Program
The District Preschool Program provides a year-round parent-funded preschool and prekindergarten program serving children aged 3 years to 5 years old. Our program emphasizes kindergarten readiness skills as well as social, emotional, physical and creative development. Children have the opportunity to learn individually and in small and large groups. All children must be able to use the bathroom independently with few reminders.
Healthy, nutritious prepackaged snacks are served daily in the morning and afternoon.
Staff to child is 1:12.
Hours and Days
Hours of operation are Monday through Friday, 7:30 am-5:30 pm. Half-day programs operate from 8:30am-12:00pm. Three and five day, full and part-time schedules are available.
Our District Preschool Program uses the High Scope Curriculum approach to teaching and learning. Research based and child focused, the High Scope Curriculum uses a carefully designed process - called "active participatory learning" - to achieve powerful, positive outcomes. The High Scope Preschool Curriculum not only helps young children excel in language and cognitive learning but also promotes independence, curiosity, decision-making, cooperation, persistence, creativity, and problem solving - the fundamental skills that help determine success in adult life.
A daily routine is a consistent framework for the day that provides a balanced variety of experiences and learning opportunities. Our daily routine includes time for indoor and outdoor experiences as well as time for child-initiated and teacher-initiated activities. A High Scope Daily Routine includes the Plan-Do-Review sequence, as well as Small Group and Large Group experiences.
Unique to the HighScope approach, this sequence includes a 10–15-minute small-group time where children plan what they want to do during work time (the area to visit, materials to use, and friends to play with); a 45–60-minute work time for carrying out their plans; and another 10–15-minute small-group time to review what they’ve done and learned with an adult and other children. Children are very active and purposeful during “do” time because they are pursuing activities that interest them. They may follow their initial plans, but often, as they become engaged, their plans shift or even change completely.
Teachers develop intentional lessons to implement during small-group that emphasize one or more content areas. A group of 6–8 children are free to experiment with materials and solve problems with the support of an adult. The length of small group varies with the age, interests, and attention span of the children. At the end of the period, children help with cleanup.
- Social and Emotional Development
- Language and Literacy Development
- English Language Development
- Cognition-Math & Science
- Physical Development–Health & Nutrition, Music & Movement
If you are interested in enrolling, please fill out the FCE Application on SCUSD Online Enrollment. As space becomes available, a staff member will contact you to start the enrollment process.
For more information, please contact:


The primary role of a school counselor is fairly straightforward: to guide students through both their personal development and their academic performance. But in practice, that can vary greatly by the student and by the school environment. In particular, the school counselor may have to deal with unexpected, even tragic situations that disrupt morale and distract students from their academic pursuits. One of the most harrowing examples is a school shooting.
The Role of the School Counselor
It can be challenging for some students to truly thrive in their academic setting. The counselor is tasked with working closely with students who are undergoing problems, either with their studies or their personal lives, helping them to develop strategies for overcoming hurdles to academic excellence or to healthy, personal development.
What School Counselors Do
School counselors can serve the diverse needs of the student body in numerous ways, including:
- Providing direct instruction to students, focusing on subjects such as test-taking and individual study habits
- Helping students take stock of where their strengths and interests lie, planning for the future accordingly
- Counseling students during seasons of heightened stress, whether due to traumatic issues at home or at school
- Consulting with parents or with other educators to ensure that students are receiving the support services they need
- Referring students and their families to additional resources in the community, as needed
Responding to Crises
As the counselor helps students to reach their full potential, it may become necessary to address crises that appear in their lives, hindering or distracting them from their academic goals. One important role of the school counselor is to not only identify these issues but also help students develop strategies to minimize their effect. Some common issues include:
- An abusive home environment
- Learning disabilities
- Issues involving substance abuse
- Personal grief or loss
- Sudden tragedy, including school shootings
School Counselors and School Shootings
The specific strategies that a school counselor employs may vary by student and by circumstance. In the tragic event of a school shooting, counselors must follow a few important steps.
One of the most important things a counselor can do following a school shooting is to help the student body, as well as the faculty, to return to a sense of normalcy. Routine can be an important source of comfort, and school counselors play a unique role in encouraging everyone in the school to return to their typical activities.
Following a school shooting, students will naturally be hungry for answers; they’ll want to know who did it, why it was done, how law enforcement is responding and what kind of damage was done. It’s important for information to be provided, but also for students to be shielded from overstimulation: Receiving too much information can be overwhelming, especially in the sensitive moments following a school shooting. School counselors can work with administrators and teachers to determine what should be shared, and in what manner.
The role of a school counselor always involves listening, and in the aftermath of a tragedy, listening becomes all the more important. Counselors must make themselves available to listen to students’ fears, anxieties and concerns as much as possible, offering a safe space to air worries and grievances. Additionally, counselors can play a positive role in helping students to rebuild relationships and attachments both at school and within the community, providing a structured way for students to talk, reconnect and remind one another of their commonalities. This can be a critical way to help students cope, reminding them that they’re not alone in their sense of loss and that the world is still a good place.
The Core Skills of Counseling
For counselors to help students in the wake of a school shooting, it’s vital to have a well-defined counseling skill set. The skills needed include advanced listening skills, interpersonal skills and analytical ability. Being able to communicate clearly and compassionately is also important, as is having empathy.
Wake Forest University’s online Master of Arts in Counseling – School Counseling program provides a curriculum that will help cultivate each of these skills at the highest level. The program offers foundational skills in collaborating with school administrators and faculty members, designing environments in which students can flourish. Through an emphasis on relationship building, career and lifestyle development, and student appraisal, the program teaches enrollees how to be compassionate advocates for students in their care.
Prepare for the Role of the Counselor
Today’s students may face many unpredictable challenges to their academic success, including the grief and confusion that attend school shootings. It often falls to counselors to help them to develop a path around these obstacles. Consider Wake Forest University’s online Master of Arts in Counseling – School Counseling program as your starting point in this meaningful career path.


Because 90% of the brain is developed by age five, access to high-quality early childhood learning experiences is critical for a child’s exploration of the world around them as they reveal their personal passion for life-long learning.
This is why the LAUNCH Flagstaff Early Learning Network is committed to increasing equitable access to high-quality learning experiences for every child in Flagstaff between the ages of 0-8 years. We know that the positive outcomes from this effort impacts every corner of our community from improved lifelong health to lower crime rates and improved economic vitality.
Teams of subject-matter experts and early childhood educators are meeting and focusing on two areas of impact.
WHAT WE’RE CURRENTLY WORKING ON
FLAGSTAFF PRESCHOOL EXPANSION PROJECT
Too few children in Flagstaff have equitable access to high-quality preschool. This condition is unsatisfactory and is an obstacle for advancing world-class education for every child in Flagstaff.
COORDINATION OF LITERACY RESOURCES
Literacy in language and mathematics during early childhood is a primary indicator for life-long learning success. Improving equitable access to high-quality literacy opportunities is our primary objective.
Arizona’s young children will demonstrate school readiness through the Essential Domains of Language and Literacy development, Cognition and General Knowledge (including early mathematics and early scientific development), Approaches to Learning (curiosity, initiative, persistence, creativity, problem-solving and confidence), Physical Well-Being and Motor Development and Self-Regulation of Attention and Emotion (including Social and Emotional Development). Intentional development of skills and knowledge in these domains establishes a critical foundation for children to engage in and benefit from opportunities to learn.
The Arizona Department of Education (ADE)
Arizona School Readiness Framework
QUESTIONS FOR FUTURE CONSIDERATION
- How are the pockets of poverty in Flagstaff impacting access to high-quality learning experiences?
- Can improving resiliency in children improve literacy?
- Are ACES in early years more significant than in later years?


Bauhaus: Art and Design for the Future
Dr. Susanne Riedel, Associate Professor of Art History, UNM
January 12, 2020
The BAUHAUS is one of the most innovative, interdisciplinary, and influential art schools of the 20th century. Artists from international backgrounds and with broadly diverse views worked together to shape a new way of living and use art to evoke a new way of thinking for the modern world. Established in Germany in 1919 and closed by the Nazis in 1933, the BAUHAUS was short lived – but the principles of BAUHAUS education and artistic approach define art education and design for the future to this day. Art education in the US is strongly defined by the BAUHAUS curriculum as many BAUHAUS members fled from the Nazi threat to be welcomed by American universities. Susanne Riedel will take us on a historical journey of BAUHAUS artists and ideas and address how BAUHAUS influenced art, architectural trends and art education in the decades since its demise.
Dr. Susanne Riedel is Associate Professor of European Art and Assistant Chair at the Department of Art at UNM. She received her M.A. from Freiburg, Germany, and her Ph.D. from UCLA concentrating her research on French art of the 18th and 19th centuries. Dr. Anderson-Riedel has extensive international experience, studying and working in Germany, France, and Italy, as well as publishing and presenting her research in the US and abroad. She has been awarded several research scholarships including a Mellon Fellowship. Dr. Anderson-Riedel’s book, Creativity and Reproduction: Nineteenth Century Engraving and the Academy, tells the story of printmakers at the French Academy to be accepted as fine artists and supported by the state.


The true beneficiaries of the training that 100% of St. Andrew’s teachers receive in Mind, Brain, and Education Science is each Pre-school through 12th grade St. Andrew’s student. The expectation is that each St. Andrew’s teacher will use his or her training to inform and transform the design of their class and work with each individual student in his or her current areas of strength and areas of challenge. Most importantly, because every St. Andrew’s teacher knows about brain plasticity, the ability of the brain to change both naturally and through deliberate practice by the student, St. Andrew’s teachers use research informed whole-class and personalized strategies to help each student become more confident, efficient, and independent learners throughout his or her learning journey.
The CTTL works with every St. Andrew’s student, including our most sophisticated thinkers, to become more independent, efficient, confident, and self-aware learners. Advanced students—many of whom would do “just fine” in less innovative classrooms—learn to work more efficiently in their best subjects and find confidence and success in areas outside their perceived strengths. For example, a highly skilled math student can learn how to apply her visual-spatial strengths to expository writing, improving her performance in English class. Students who experience difficulty in certain areas of the curriculum often find their confidence and the quality of their work improves greatly when they understand how they best learn and how, through deliberate practice, they can change their brain.
Here are ways St. Andrew’s teaching and learning has been transformed through the CTTL:
Teachers receive guidance on integrating educational technology in their distance learning classes. (The CTTL designed EdTech Guides to support teachers – here is the Middle and High School version, and here is the Elementary Education version).
Mindfulness training for Lower School teachers and students.
Teachers use varied forms of assessments. In certain middle and upper school classes, students have the opportunity to choose what type of year-end assessment would be best for the way they demonstrate cumulative understanding.
Transformation of grades 6-12 final exam schedule so that students have a deep opportunity to reflect on their performance, receive oral feedback from their teachers, and to establish strategies for future improvement.
The advisor program educates students about the neurodevelopmental demands of learning focusing on enhancing attention, memory, executive functioning, and time management.
Launch of new, research-informed daily schedule in fall of 2019
More frequent formative assessments for all grade levels
Elevation of memory strategies such as the spacing effect, testing effect, and interleaving.


Manatees – The Sea Cows
What’s brown and grey and looks like a floating baked potato? Manatees. Manatees are gentle, slow-moving water mammals sometimes known as sea cows. These large animals propel themselves through rivers and coastal waters in search of grasses, algae and water plants. In fact, they spend most of the day grazing.
Unlike sea lions or seals, manatees never leave the water. Weighing as much as 1,300 pounds, manatees lack strong front flippers to move on land. Like all mammals, they need air to live. They can stay underwater for as long as 15 minutes, but usually come up every three to four minutes for a breath.
Fun Facts about Manatees for Kids
- Manatees are found from Florida to Brazil, as well as in the Amazon River and the coastal regions of western Africa.
- Manatees live alone or in small groups.
- Manatee calves are born underwater. The mama pushes the baby up to get a breath of air.
- Previously hunters hunted manatees for their skins and oil. Today manatees are protected.
- Gentle: peaceful
- Algae: water plants
- Graze: eat
- Flipper: paddle-like hands or feet
- Coastal: near the beach or coast
Learn More All About Manatees
Watch this cute documentary video about these gentle creatures:
An educational video about the Crystal River manatees.
Question: Are manatees good swimmers?
Answer: Manatees can swim up to 20 miles per hour. Usually they swim slowly. They can turn somersaults and do tricks.
Question: Do manatees communicate with each other?
Answer: Manatees make chirps and squeaks to communicate. Mothers and babies communicate the most.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Manatees Facts for Kids ." Easy Science for Kids, Oct 2020. Web. 29 Oct 2020. < https://easyscienceforkids.com/all-about-manatees/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Manatees Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-manatees/
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Emergent literacy is the development of early reading and writing concepts that receded actual reading. It begins at birth and continues throughout the preschool years. During this early period of language development, children learn important skills that contribute to the development of reading.
Encouraging Emergent Literacy
Children begin to develop concepts about print at a very young age, even as early as infancy when babies begin to make connections between words and their meaning. Parents and caretakers can foster a lifelong enjoyment for reading by supporting emergent literacy development by being sensitive to opportunities to teach emergent literacy skills. Some of the following ideas can be overlapped via age group.
The Development of Emergent Literacy
- Begin reading to your child at a very young age. Children love books that have brightly colored pictures, rhyming, and that relate to their own experiences.
- Repeat your child’s babbling and add to them.
- Talk to your child during daily routines around the house. Explain what you are doing.
- Reread your child’s favorite books.
- Talk, sing and play with your child. Do finger plays.
- Ask your young toddler to name objects and people.
- Point out words on signs and logos on food boxes and games. Click here for my post about environmental print.
- Introduce new vocabulary words during holidays and family celebrations.
- Give simple definitions to new vocabulary in books, then encourage your child to use that new vocabulary.
- Point out details in illustrations and talk to your child about them, or have your child describe what is happening in the picture.
- Teach your child the letters of the alphabet and encourage your child to point out letter he/she knows while reading.
- Allow your child access to writing and art materials, and give your child daily opportunities to write and draw.
- Encourage your child to tell a story and write down the words. Then, read it back to your child.
- Allow your child to explore nonfiction books of interest.
For Further Reading:How Parents Can Help Enhance Emergent Literacy Among Preschoolers by B. W. Otto What is Emergent Reading by M.R. Jalongo Emergent Literacy: Early Reading and Writing Development by Froma P. Roth, PhD, CCC-SLP|Diane R. Paul, PhD, CCC-SLP Early Literacy Instruction: Research Applications in the Classroom by Chia-Hui Lin Stage 1: Let’s Learn Our ABC’s (roughly 2-5 years old) by This Reading Mama
I am Sarah, an educator turned stay-at-home mama of five! I am the owner and creator of Stay At Home Educator, a website about intentional teaching and purposeful learning in the early childhood years. I’ve taught range of levels, including preschool and college, and a little bit of just about everything in between. Right now, my focus is teaching my children and running a preschool from my home. Credentials include: Bachelors in Art, Masters in Curriculum and Instruction


Six dice, a piece of paper and a pencil is everything you need for this game. Dice Bingo is a fun pastime, but also a subtle way to practise numeracy skills. As a bonus, my kids called out the numbers in three languages (German, Croatian, English) and made the game even more entertaining.
Interesting facts about bingo:
- Bingo cards were first used by the Germans in the 1800s as an educational tool.
- US bingo cards have 5×5 squares while UK bingo cards have 3 rows and 9 columns.
Our cards are 6x6. And this is how we made and played our Dice Bingo. OK, we still play it and it seems as if the game is here to stay.
- 6 dice
- pencil and paper
Step 1.Step 2.Put marks in the squares under each number you get. Marks can be whatever - we had dots, crosses, and pirate skulls. Yes, waiting for your kid to draw those skulls can take forever.
Unless you got all six numbers in the first roll, you're still in the second row. How many empty squares have you got? That many dice you roll in your next turn.And that's it. Super easy to make, fun (and sometimes frustrating) to play.


Juniper Elementary School
At Juniper Technology Magnet School (JTMS), our vision is to create a learning environment that uses best practices and 21st century instructional tools to support academic excellence and create future-ready students. Using technology maximizes student engagement, increases feedback for growth, extends differentiation, and prepares our students for the changing future. Like any traditional school, we teach foundational skills in reading, writing, and math using paper and pencil, but overlay a computer science curriculum in all grade levels which maintains a healthy balance of targeted screen time. Specifically, we use Code.org which is set up to create an engaging and relevant class that helps students uncover and develop the knowledge they need. The teacher acts as the Lead Learner whose role shifts from being the source of knowledge to being a leader in seeking knowledge. These experiences empower students to become creative, productive, socially responsible, life-long learners, and problem solvers who successfully contribute to a culturally diverse and technologically evolving society. Additionally, students participate in a devoted tech week once a month and a unique tech buddy program, where older and younger students learn together. Many students have digital tools through the Bend-La Pine Schools digital conversion initiative. JTMS stands apart by implementing a CS curriculum and devoting increased professional development to enhance our tech fluency as Lead Learners.
JTMS was identified as 2015 Model School and received the highest rating — a Level 5 — from the Oregon Department of Education. JTMS is also an Apple Distinguished School and currently has one Apple Distinguished Educator on staff, in addition to the 2016 Oregon Teacher of the Year. Juniper is a Title I school with a diverse community of approximately 500 students.
Technology opens the door to the world. It's up to us to walk through it in a meaningful and respectful way.
"Technology is not just a tool. It can give learners a voice that they may not have had before" George Couros
Get caught up with how Juniper integrates technology into education!


Week two we delved further into understanding the Mathematics NSW Syllabus and also the Early Years Learning Framework. Initially looking at the NSW K-6 Syllabus I felt overwhelmed. It has a lot more happening behind the lesson plans than I had realised. There are the three strands- Measurement and Geometry, Number and Algebra and Statistics and Probability. Within these headings there is then strands and sub strands. To require an in-debt knowledge of the content and outcomings under each of these heading’s, I feel I will need to spend a lot of time studying and preparing for this.
We looked at the EYLF learning which looks a little different. The elements of this is based on three headings Being, Becoming and Belonging, three sub strands of principles, practice and learning outcomes. Lastly it has five outcomes from these. There seems to be more flexibility under this curriculum compared to K-6.
We also looked into the concept of numeracy and how important it is to engage in society (ACAR, 2020)
Numeracy can be used in the real world as recognising and relating numbers to mathematics’. Reflecting back on my own experience of maths, I did not realise there was such a big difference between having maths skills and numeracy skills. I feel that being a mature student I have forgotten the basic elements and difference between the two.
Children as young as one start to develop numeracy skills. How well they grasp this can predict how successful they will be in later academic and career life (Baroody, Eiland, Reid & Purpura, 2015)
Maths is so important in the world outside the school classroom. As a future educator I hope to use this knowledge for my teachings. This week’s reading had the phrase “it takes a village to raise a child”(Attard, 2017) this really hit home for me, as a parent I need to take more responsibility for the improvement of maths education alongside the teachers and anyone who has any influence on a child.
Australian Curriculum Assessment and Reporting Authority (2020). Retrieved 19 March 2020, from https://www.australiancurriculum.edu.au/media/3635/national-numeracy-learning-progression.pdf
Attard, C. (2017). Mathematics education in Australia: New decade, new opportunities?. Retrieved 23 March 2020, from https://engagingmaths.com/2020/01/21/mathematics-education-in-australia-new-decade-new-opportunities/
Purpura, D. J., Reid, E. E., Eiland, M. D., & Baroody, A. J. (2015, March). Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties. School Psychology Review, 44(1), 41+. Retrieved from https://link-gale-com.ezproxy1.acu.edu.au/apps/doc/A435358917/AONE?u=acuni&sid=AONE&xid=76d6edb3


Developments in the direction of a more technology-focused and multimedia approach to education demonstrate a correlation between an online learning environment and performance improvement. How is multimedia as an educational tool trending toward permanence in the academic landscape?
Multimedia devices that have interactive learning and entertainment apps can connect instructors and students outside formal digital academic communities. Vine, Instagram and other multimedia platforms can give students and teachers the opportunity to interact in fun and interesting ways. Video platforms provide more dynamic teaching and learning relationships facilitated in ways never before envisioned in the more traditional brick and mortar educational milieu. The creation of educational apps is a lucrative trend with more mobile choices offered for both students and teachers. For example, the Oxford Picture Dictionary is a full 4,000-term dictionary you can access anywhere. School Fuel is another app teachers can use to connect with students remotely to answer student questions and give guidance.
Why Digital Learning?
As online education becomes more prevalent, multimedia and digital concentration will also increase in use in accredited postsecondary programs. For example, those who pursue an Early Childhood Education degree online at Penn Foster can experience the following advantages:
- It’s cheaper—73% less than an average online or traditional institution.
- It’s practical. Knowledge and skills for promoting language and literacy development and activities that are mentally and physically stimulating are applicable for a prosperous educational career.
- It’s flexible and convenient. Learn at your own pace while you fulfill other responsibilities.
- It’s a stepping stone. Skills (and credits) are transferrable, which is helpful as you progress.
It’s becoming clearer that your ultimate success is contingent upon your familiarity with the basics of video, multimedia presentation and communication. With these education programs, you’re just beginning to explore the tip of an ever-expanding monolith in technology, something that you may decide to pursue in more depth in the future.
Joys of Learning
Let’s face it, there’s a significant amount of book learning in any educational program. It doesn’t have to be dry, boring or fraught with colorless ambiguity. The multimedia element in education is a way to incorporate your life into your learning process, and then encourage your future students to do the same with their own personal experiences. It’s a way to put your passion back into education, colorize the frames in all the sessions and engender a more dynamic and diverse atmosphere than you may have ever thought possible.
Teachers who incorporate different platforms in their process will have a better chance of engaging students. Multimedia classrooms also hold students accountable, keep curriculums organized and offer greater opportunities to learn and apply.
Antonio Maurice Daniels
University of Wisconsin-Madison
- Internet -Based Multimedia Resources for Online Learning (katrinahillblog.wordpress.com)
- My Thoughts on Muti/Hypermedia (klewisblog.wordpress.com)
- Week 4 Assignment:Blog Assignment:Interne-Based Multimedia Resources for Online Learning (larryb93138.wordpress.com)
- Importance of Technology in Education (gladysabian.wordpress.com)
- Portable multimedia creating a classroom outside of the classroom (mandellj2150.wordpress.com)
- Benefits Using Multimedia in the Classroom (jglhdc.wordpress.com)
- Technology Shifting Teaching Methods (jglhdc.wordpress.com)