August 12, 2014
Good literacy skills are believed to be the foundation of all learning, making it critical to encourage reading in kids at an early age. An article in Guardian Liberty Voice features the efforts of a nonprofit organization to foster love of reading in young kids.
The Reach Out and Read Program is a not-for-profit organization promoting literacy and academic preparedness in pediatric offices in all 50 states. They provide free books to parents for their children and offer guidance about reading aloud to their children. A reading program in Louisville, Kentucky offers a 1,000 Books Before Kindergarten Challenge as a technique to encourage parents and their children to read more together.
If you lead a nonprofit organization devoted to encouraging childhood literacy, this example may inspire you and you can consider forming partnerships with the pediatricians in your area as well. However, you will have to raise money to purchase a sufficient amount of books for young kids, and one way to do that is to launch a nonprofit online fundraising auction. Here are tips for choosing the items that would be good to put up for auction:
It goes without saying that the most appropriate items for your online fundraising auction are books. The main advantage of books is that they have an unlimited and continuously growing market. They are also easy to pack, store, and ship.
To maximize the efforts that go into literacy-oriented online fundraising for nonprofits, nonprofit leaders like you must carefully choose the type of books to include in the online auction. The typical bestsellers in online sales are non-fiction books on subjects like art & photography, history, how-tos, cooking, and medical and legal issues. Rare books also sell well, like first edition spy novels.
Of course, you don’t have to take things literally (pun intended). There are novelty items that booklovers will find irresistible like book-style tissue boxes, book-shaped lights, and book-scented candles.
If it’s not possible for you to procure novelty items, take the DIY route and put handmade bookmarks for auction. This idea is economical too, and all you have to do is gather recycled materials like old greeting cards or the bottom of cereal boxes and have any of your art-inclined staff members work their magic.
To promote early literacy development, you can raise funds through an online auction. To attract more supporters, carefully select which items to put on auction and use secured online auction websites like the eBay Giving Works Program.
(Source: Vaccinate Children With Books, guardianlv.com, July 28, 2014)


Decorative Chinese lanterns are a key part of the annual Chinese new year celebrations. This fun and easy craft project is a great way for children to learn and talk about the world’s many different cultures. Our Chinese lanterns offer the opportunity for each child to get creative, with a large window for a water colour drawing or some authentic Chinese writing. This activity is easy to customise to suit the abilities and interests of your group and can be used for both preschool and primary school children.
To make Chinese lanterns you will need:
1. Take the coloured card, and cut a strip (3-4cm) off one of the short edges – this will form the handle.
2. Fold the remaining card in half lengthways, and starting from the folded edge, cut out the centre of the card leaving a border of around 3-4cm around three sides.
3. Unfold the card which will reveal an even rectangular border of card, with a large gap in the middle .
4. Now you’ll need to create the picture to go in the centre of the lantern. To do this, use the watercolour pencils and a little water to draw a picture of your choice on the tracing paper. Ensure that the picture will fit within the card border.
5. Attach the picture to the back of the card border using a glue stick, and fold the picture into a cylindrical shape with the picture inside the border, facing out. Fix in place using sticky tape, or with a stapler if required.
6. Attach the handle to the top of the lantern using sticky tape or staples.
7. Finally, decorate the borders of the Chinese lanterns with brightly coloured ribbon, glitter pens, or in any other colourful way you like.
Ask the children to add some writing to their pictures, perhaps writing their own names using some easy Chinese phrases.
EYFS learning goals supported by this project
ELGO1 Communication and language development: listening and attention
ELG02 Communications and language development: understanding
ELG04 Physical development: moving and handling co-ordination
ELG06 Personal, social and emotional development: Self confidence and self awareness
ELG10 Literacy development: writing
ELG12 Mathmatics development: shape, space and measures
ELG13 Understanding the world: people and communities
ELG16 Expressive art and design: exploring and using media and materials
ELG17 Expressive arts and design: being imaginative
Looking for more ideas? Check out our Chinese New Year page here or follow us on Pinterest.


If you look at occupational therapy programs in CT, it is not hard to find children who have been referred to such programs because of the difficulties they are having with proper handwriting. Occupational therapists will usually assess the affected children in a few key areas, including cognition, visual perception, visual motor integration, and fine motor skills. Once the underlying problem is identified, the next stage is to tap on useful ways to address the handwriting issue. Here is a look at ways that can help improve handwriting for these kids:
Guide the children by using lines
With papers that have lines, children are able to visualize how to proportionately write the letters. For example, you can teach the children to write the lowercase ‘b’ as half the height of the capital letter ‘B’. The children will also be able to use the lined space to write straight instead of downhill or uphill.
Improve their motor skills through games
A lot of parents do not understand that games are actually very effective in helping affected children improve their handwriting. Although games are not academically focused, they do require skills from the children to complete. For example, when you play Jenga with the children, you are actually training the children to develop better control with their hands.
With such motor skill development, the children can then control their pencil grips better. Other games can involve imaginative play such as pretending to be a movie star who has to sign a movie contract with their official names. In fact, there are so many games and activities that occupational therapists can use to improve handwriting for such kids.
Work on muscle memory in the fingers
You might not be familiar with this tip but many occupational therapists will always have this trick in their arsenal. Place a chopstick on a flat surface and then ask the child to only use the thumb, index finger, and the middle finger to rest on the chopstick. Next, get the child to use these three fingers to move up and down the chopstick. You can also get the child to speed up the ‘walking’ up and down the chopstick so that the little ones can build muscle memory in the fingers effectively.
Tap on verbal instructions
Sometimes, parents think that by simply demonstrating, the children are able to copy their actions and develop good handwriting. This is not true. Some kids do better by hearing verbal instructions. For example, some occupational therapists will give out precise instructions verbally on how to form letters – Start from the top, straight short line from left to right, straight line down, and straight short line from left to right again. This set of verbal instructions will be forming the letter ‘I’.
Using the correct equipment
When we talk about equipment, we are referring to ideal tables and chairs that provide a good height to maintain good posture when writing. It also refers to the kind of writing tools such as pens or pencils, because these tools must facilitate a correct pencil grip to aid the fluidity and speed of writing.


Start Up The Band
For some Denton families, the financial challenges of involving a child in band—renting a musical instrument, purchasing music and supplies, and paying a private teacher—are insurmountable. The College of Music is working to even the playing field by helping low-income students get a successful start in music through the Start Up the Band program.
Led by music education professor Darhyl Ramsey, Start Up the Band is a one-year program designed to provide band instruments and musical instruction for children with financial needs in the Denton Independent School District.
The program begins in the fifth grade and is designed to give the participants a head start in learning how to play a band instrument. Students who qualify are provided with an instrument and instruction on a weekly basis at no cost for one year prior to entering a middle school band program.
Instruction for the students is provided by UNT students. Graduate students are the primary teachers and undergraduate students are the assistants. This provides an opportunity for the UNT students to gain valuable experience in teaching prior to their student teaching semester in music education.
Numerous UNT music education students work with Start Up the Band, from graduate students who receive funding to design curriculum and mentor less-experienced teachers, to music education undergraduates who volunteer their time to teach. These teachers-in-training provide small group lessons and large ensemble experiences to help the fifth-graders get a head start on learning an instrument.
The kids gained confidence in themselves as they progressed, which was really exciting to see.
- Audriana Garcia, music education student


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ART IN Education
Transcript of ART IN Education
How might art in
Froebel, the father of kindergarten, believed that young children should be involved in both making their own art and enjoying the art of others.
To Froebel, art activities were important because they encouraged each child's full and all-sided development.
Looking At Art With Toddlers
ART IN Education
Control over materials they use
Autonomy in decisions they make
Builds self esteem
Opportunities express what they're thinking and feeling
Learn to accept criticism and praise
Taking turns, sharing, and negotiating for materials
Build a knowledge of the objects in the world around them
Make decisions and conduct self-evaluations
Represent real objects, events, and feelings in their artwork
Develop control of large and small muscle groups
painting or drawing at easel
build coordination and strength
cut with scissors, model clay, and draw or paint on small surfaces
develop fine motor dexterity and control
Art Education Partnership Study
In 2002, a report was released involving art and academic skills. The report was funded by the U.S. Department of Education and the National Endowment of the Arts.
According to the Report - Visual arts:
"Improve content and organization of writing; promote sophisticated reading skills and interpretation of text, reasoning about scientific images and reading readiness."
Center for Art Education
The report shows art plays a role in graduation rates.
Schools with the most art access for their students had a lower drop out rate.
The report even says:
"Participation in these activities has a quantifiable impact on levels of delinquency, truancy and academic performance."
"Neuroeduation: Learning, Arts, and the brain"
Report was done by John Hopkins researchers.
Students who try to master a certain art skill, increase their attention and focus levels.Thus improving "their fluid IQ scores."
Other scientific studies shows that involvement in art improves the students "social and intellectual development."
Art in Early Childhood Curriculum Connections
10 Salient Studies On the Arts in Education
WEBSITE 2: TheTeachingPalette.com
What do the statistics and research show?
WhY is it important for young children to experience and experiment with art?
Looking at and encouraging conversations about art, support visual perception skills and literacy in young children.
Young children learn to create new meanings through interaction with art.
Art at an early age can build interest and develop important skills that will last a lifetime.
Pre-School to College
Art lessons are organized by grade level, medium, subject, art period, artist, or integration
Latest art news
Submit your own art news
Art school, test, Art of Mexico, Art of India, Art for holidays
Art careers and jobs:
Fashion design, graphic design, illustration and etc.
Sorted by alphabet
Art lesson plans
K-5th grade lesson plans
6th-12th grade lesson plans
Different techs and app websites
With different art projects
Different websites: TeacherTube, Artsonia, Wordle, Shape Collage and etc.
Buy supplies and how-to guides
lesson plans based on ancient art, art around the world, great artists, and american art
Guides and supplies for teaching specific art skills
Art Color Books
printable coloring pages for different subjects and topics
Free Resources to use when integrating art into a class


Piktochart - infographics made easy
It is concern raised by researchers and education policymakers and school practitioners, who tend to agree that we are a visually illiterate society.
Visual literacy is defined by the International Society for Technology in Education (ISTE) as "the ability to understand, interpret, and evaluate visual messages". In short, visual literacy is all about accurately reading information presented in pictures, images, symbols, objects, and other forms of graphical presentations.
Like any other kind of literacy, visual literacy must be taught, and one strategy being currently used by teachers across the world in the incorporation of information graphics (infographics) into classroom activities.
An infographic is information, data, and knowledge presented in the form of images and graphics (with very limited text) in order to facilitate quick and clear understanding. One good tool that can help teachers to use infographics in the classroom is Piktochart.
WHAT IS IT?
Piktochart is a Web-based software used to create and edit infographics, presentations, posters, and other forms of visual information. The Malaysia-based company began in 2012 and today boasts over two million users worldwide. Most users access a free account, but approximately one-tenth of Piktochart users are registered as paying customers.
HOW DO YOU ACCESS IT?
This tool can be accessed by logging on to piktochart.com. Sign up for a free or paid account and instantly, you will have access to thousands of templates that you can use to create infographics, presentations, posters, charts, reports, and flyers.
HOW DO YOU USE IT?
When you have logged in, you will be prompted to choose the type of product you want to create, whether it is an infographic, a poster, etc. Once you have selected the product type, you are provided with a number of templates to choose from based on the productions of other Piktochart users.
You are able to modify the templates to include text, images, and graphics from the Piktochart library or from your own computer.
You can also share your Piktochart infographic via Facebook and Twitter or download in high resolution for scaled and large printing.
Your Piktochart can also be shared online with specific persons, or you can set your privacy options to ensure that only you can see your work. Users also have access to help features which, include live chat with a Piktochart representative and a large database of frequently asked questions and answers.
WHY SHOULD YOU USE IT?
It is obvious that Piktochart infographics are great for content sharing not just in the classroom, but in other contexts as well.
However, teachers around the world are using Piktochart and other software like it to create infographics that enhance the teaching and learning experience.
Infographics can be used to introduce lessons, stimulate discussions on specific topics, and as a starting point for student-led research. By themselves infographics have high engagement value, and given that Piktochart gives access to so many visually appealing templates, it is the perfect tool to 'jazz up' your classroom.
Older students can also be allowed to create their own Piktocharts, facilitating assessment. Teachers of younger children have found that Piktochart infographics help to develop visual literacy, and the response of the students validates the theory that children are more visual learners. Among older learners, the use of infographics is said to aid memory and improve cognition as well as develop critical thinking.
Classification: Data Visualisation and Presentation Tool Location:
Visual literacy development
Memory and cognition aid
Cost: Free - US$40
- Gen Clacken is an educational technologist with 15 years' experience in online education.
She can be contacted at email@example.com.


In many parts of Kenya, special needs children struggle with barriers to education. In 2015, when Meru public librarians visited special needs schools, they found that the schools had limited educational resources and no computers for the children to use.
THE INNOVATIVE PROJECT
With a small matching funds grant from the EIFL Public Library innovation Programme (EIFL-PLIP), Meru Public Library created the ‘Promoting inclusive education through training of children with special needs’ service.
The service takes tablet computers pre-loaded with educational content related to the Kenyan primary school curriculum to help the children to study, and e-readers with over 1,500 books to special needs schools. Librarians teach the children to use the technology to study, to do their schoolwork and to practice reading.
In May 2016, after consulting with parents and carers, the library launched the service in four schools: Kaaga School for the Deaf; Thimangiri Rehabilitation Centre for Children with Autism; Meru GK Prison’s nursery for children, and Ark international Children’s Home, which supports orphans, homeless and other vulnerable children.
Impressed by results, enthusiastic parents formed a Special Needs Support Club to raise funds in the community to expand the service. In July 2016, funds raised by parents enabled the library to include two more special needs schools, Mwithumuiru and Gikumene.
Librarians responded to particular needs at different schools. For example, at Kaaga School for the Deaf, librarians taught children to use the tablet computers and e-readers to access the educational content and books. Using sign language learnt from Kaaga teachers, they test the children’s knowledge in fun activities like quizzes. At Thimangiri school for autism, librarians used tablets, because they found the children enjoyed interactive stories and games.
“After being trained with the tablet computer, using the applications with phonetic sounds and songs, my son, started improving and right now he can write three-letter words like cat, bat, mat, and so on. His memory has improved gradually and I believe it will keep improving. I am asking the library to lend us the tablet so that he can use it at home with my guidance. - Evans Mutuma, parent
EIFL-PLIP PROJECT TIMELINE
May 2016 – March 2017
ACHIEVEMENTS AND IMPACT
The library’s educational outreach service -
- Pioneered a public library education service for children with special needs, reaching over 160 children in six schools, improving their communication skills and self confidence;
- Raised community awareness about the importance of inclusive education;
- Led to a special bond with parents: the parents’ Special Needs Support Club continues to meet in the library every month, and to fundraise to sustain and expand the educational service. One of the parents, a special needs teacher, now volunteers at the library to work with special needs children.
- Created and resourced a ‘Special Needs Corner’ in the library - a dedicated space where children can use computers and e-readers, and where teachers, parents and carers can find information in print and online about issues affecting special needs children.
- Built librarians’ skills in working with special needs children.
- Inspired two other libraries - in the towns of Kilifi and Thika - to start similar outreach services for special needs children in their communities.


Around the school, an attractive and well-stocked library is often an indicator of effective support for pupils' wider reading and information retrieval skills. Ofsted (2011)
A lively, welcoming and well-resourced school library gives pupils positive experiences of books, computers and other media. It shares the ethos and values of the whole school, is an effective and economical shared resource and a centre for learning and literacy development. IT is an integral part of this learning environment. At our school we strive for such expectations and will aim to provide our students a library which fulfils these expectations.
Our school library will promote equality, diversity and inclusion. Its role will be to help create confident, enthusiastic readers and engage children in life-long learning. There is a clear link between the quality of a school's library and the general well-being of the pupils and their literacy levels.
Visiting the School Library Students are able to take advantage of our library books and online resources and up-to-date study facilities.
At the School’s Library you’ll find the latest books, journals and research articles. Students and staff can all access the library during the school day to use the computer facilities, to find a quiet place to study or to catch up with today’s newspapers from around the world.
The school library is open during the school day, five days a week for our students and staff. The library will be closed during school holidays and during the National holidays.


Following the excellent foundation set in Grade R, our Grade One children enter formal education where the focus is on developing fundamental Literacy and Numeracy skills. In order to make learning relevant, an integrated curriculum is followed throughout this phase. We follow a comprehensive, multifaceted Literacy programme, which incorporates international best practice. Language is central to learning and consequently reading, written and oral skills are promoted within this programme in order to develop creative and critical thinkers who can read fluently and communicate confidently both verbally and non verbally.
Children today need to be equipped to participate in an increasingly numerical world and therefore it is crucial for the learners in this phase to gain a strong foundation in basic numeracy. The teaching of Mathematics is integrated with other learning areas and the children are required to apply their numerical understanding to real life situations in order to develop sound problem solving skills.
Our Life Skills curriculum provides the context for the teaching of Literacy and Numeracy and consists of Life Orientation (including Bible Education), Natural Sciences and Social Sciences. Arts and Culture comprises of Drama, Music and Visual Arts lessons which are taught by specialised teachers. Regular physical activity forms a vital part of the curriculum and in the early years of Grade One and Two, an Integrated Day serves as an excellent introduction to the various sport’s codes.
By the end of Grade Three our learners have experienced a creative and well balanced curriculum which adequately prepares them to apply their learnt skills to all learning areas offered in the Intermediate Phase.


Download Full Text (7.9 MB)
Dust was an experimental student publication printed in January 1934 by two students under the direction of a local printing company. It includes several short stories written by students and illustrated with wood and linoleum cuts created by other students.
Providence, Rhode Island
RISD, art school, art college, student publication, student publications, 1934, 1930s, wood engravings, woodcuts, short stories
Architecture | Art and Design | Art Education | Creative Writing | Esthetics | History of Art, Architecture, and Archaeology | Music | Theatre and Performance Studies
Students of RISD, "Dust" (1934). All Student Newspapers. 24.
Architecture Commons, Art and Design Commons, Art Education Commons, Creative Writing Commons, Esthetics Commons, History of Art, Architecture, and Archaeology Commons, Music Commons, Theatre and Performance Studies Commons


A special education teacher often has students with varying learning, mental, physical and emotional disabilities. Teachers whose students have mild to moderate disabilities may work with the children in a regular classroom alongside the classroom teacher. In other situations, the special education teacher may have her own classroom. Some special education teachers teach lessons similar to those of regular education students, while other special education teachers teach students independent living skills.
A special education teacher must have a bachelor’s degree and a state license to teach in any of the states. Certification varies by state and by subject taught. Some states require special education teachers to have training in general studies, such as elementary education, while other states allow special education teachers to have a major in a content area, such as communication arts. As part of the training to become a special education teacher, a student spends at least one semester in the classroom learning the responsibilities of a special education teacher.
Special education teachers must be mindful of the rules and regulations imposed on them and their school district by federal laws, such as the Individuals with Disabilities Education Act, IDEA, of 2004. Special education instructors must also protect the privacy of their students under the guidelines of the Family Education Rights and Privacy Act, FERPA. Each special education student in the district has an individualized education plan, or IEP, customized to his disability. The special education teacher serves on the IEP team, along with parents, administrators and other teachers, to see that the IEP’s goals are met.
Resource Room Teacher
The special education teacher’s primary task is to meet each of the goals established in his students’ IEPs. The teacher who works with special education students in a separate classroom creates lessons geared to meet those objectives. The classroom setting, which is sometimes call a resource room, also provides the teacher the chance to work with his students on life skills and behavior modification techniques.
In most instances, IEPs seek to place special education students in regular classrooms as much as possible. In that situation, the special education teacher attends classes with her students. She gives her students modified homework that covers the same topics covered in the daily lessons. The special education teacher may work with small groups of students who may or may not qualify for special education, and she may team-teach the entire class with the regular classroom teacher.
- Jupiterimages/Brand X Pictures/Getty Images


Mad Scientist Potion! Kids Experiments!
Cool Science for Kids- How to Make a Microscope. It really works!
You’ll be just as fascinated by the bouncy, transparent eggsperiment. | 24 Kids' Science Experiments That Adults Can Enjoy, Too
Magic Tea Bag Rocket - awesome Science Experiment for kids!
Science Fun for Kids - lots of fun hands on science experiments for kids to explore the world around them. Great for preschool, kindergarten and homeschool elementary kids.
Science Project: How to Make a Lemon Clock #scienceforkids #scienceexperiments #homeschoolscience
Try this simple science experiment and watch how different liquids impact magnetic force. #ScienceExperiment #Science #CoolScienceHQ
Learn about transpiration in nature with this colour changing (dying) flowers experiment from Go Science Girls.


Previous studies of labor market outcomes such as employment and wages have mostly been limited to investigating the impact of formal schooling only and, as a consequence, have seldom considered skills or alternative routes to acquiring skills, such as adult literacy programs, or other types of education. This paper examines these issues for Ghana, by estimating the joint effects of formal schooling, literacy and numeracy skills, and adult literacy programs on employment and wage outcomes. Wage and employment status equations are estimated jointly, allowing employment status to be endogenous. Substantial returns to basic cognitive skills are established, while the education system -especially the lower levels of formal education - is found to be relatively successful in creating these skills. At the same time the results hint at there being substantial returns to skills other than basic literacy and numeracy. These skills appear to be produced mostly from technical and vocational education and training and at higher levels of formal education. Adult literacy participants are less likely to be economically inactive and more likely to be self-employed, hinting at the income-generating activities component of these programs having indirect effects on wages through its effect on labor market participation, especially for females, individuals with no formal education, and in urban areas.
Wage equations employment status human capital literacy and numeracy cognitive and non-cognitive skills formal education adult literacy programs Ghana


Maharashtra has shown a remarkable growth in the field of primary education. Primary education in Maharashtra has come a long way in the last two decades. According to the Census 2011, Maharashtra has the literacy rate of 80%, keeping in pace with states like Kerala and Mizoram. Maharashtra Government has introduced several schemes and laws to encourage primary education in the state.
Development of Primary Education in Maharashtra:
Development of primary education has always been a top priority for Maharashtra State Government. In the year 1951, the Government took upon itself to initiate primary education in the rural areas in Maharashtra. Soon primary education was made compulsory in the state. Since then there has been a steady rise in the numbers of students enrolling in primary schools. Free textbooks were given out to students of first and second standard. Merit scholarships were introduced to encourage and support students. A plan was introduced to improve the primary education system in Maharashtra. The major objective of the plan was to:
- Transform and change the current educational system and relate closely with the aspirations of the students and fulfill their requirements.
- To improve the process and standard of imparting education.
- To spot, recognize, and develop talent.
- To improve and increase facilities for students and teachers alike.
- Prevent absenteeism and dropout. Attract more students.
- Introduce mid-day meals to keep students interested in school.
- Work towards encouraging girl students to attend school.
- Provide free school supplies including meals, uniform, textbooks, slates, etc.
New methods of teaching were introduced and up gradation of courses and curriculum was initiated. Emphasis was given on more technical and professional ways of teaching. Teachers were encouraged to experiment and apply modern methods of teaching in schools. The format for examination was also changed.
Currently Maharashtra has around 106403 government schools. Most of these schools have both primary and upper primary grades. Maharashtra has a total enrolment of 8845062 students at the primary level. 47.9% of the total enrolment comprises girl students, which is quite impressive as compared to other states.
Sarva Shiksha Abhiyan in Maharashtra:
After the introduction of Sarva Shiksha Abhiyan, the flagship program of the Government of India, primary education in Maharashtra has taken a giant leap for good.
Sarva Shiksha Abhiyan ensures elementary education of all. According to the program, elementary education in India is free for students belonging to the age group of 6-14. Primary education in India is the fundamental right of every child.


Easter Counting Mats from Living Life and learning
Easter is right around the corner and you can have a great time counting with these super adorable Easter counting mats. These math worksheets will get your child thinking about numbers but tie in the theme of Easter as well. This set includes counting cards, counting mats from 1-10 and then 3 number puzzles that your child can put together…
Easter Kindergarten Math Worksheets from Living Life and Learning
These kindergarten math worksheets are great for a fun Easter themed learning. These math worksheets are great for your kindergarten or grade 1 student. There are 2 counting pages, 2 addition and 2 subtraction pages, 2 patterns. 2 fill in the blanks and 2 ten frame pages as well. They all include fun Easter characters to make learning fun and hopefully they won’t realize that they are doing school work.
Montessori Ukrainian Easter Egg Printable from Montessori in Training
Easter is a wonderful holiday to be celebrated in the Montessori classroom; there are beautiful signs of spring, bright colors, energetic children, and the excitement of the school year ahead. If you are searching for Montessori Easter activities, why not introduce your class to Ukrainian Easter eggs? Also called Pysanky, they are a unique art form that celebrates a rich culture. This post has Ukrainian Easter egg information and activities that can be used in both preschool and elementary classrooms, as well as a complimentary printable that you and your students will love working with!
Easter Craft Ideas from The Organised Housewife
Here are tons of printable activities to download and print.
You’ve Been Egged! A free printable… from Fab ‘n Free
This is how it works, print one of these out (download is located below the pictures), and hide 12 filled eggs in a friend or neighbor’s yard (make sure to leave one empty), and tape the printable to their door. It would be perfect for a Family Home Evening night near Easter time, what a good reminder of what Easter is all about…
Counting Eggs: Bird Emergent Reader Freebie from Jennifer Hier on Teachers Pay Teachers
A Spring bird emergent reader for your preschool, pre-k or kindergarten class.
This fun freebie is also included in my Hello Birdie! Activity Bundle for Preschool and Early Childhood Learning . It will be a great addition to your preschool, pre-K, kindergarten or special education classroom and will be a perfect addition to your thematic units on birds, eggs, spring, life cycles, trees, and even Easter, Enjoy!
Easter Printable Pack from Gift of Curiosity
Inside this pack you will find more than 80 activities focused on skills such as creative expression, shapes, colors, sizes, same vs. different, patterning, puzzles, fine motor, mazes, math, and literacy. Several activities have multiple versions so you can tailor the difficulty of the activity to your child’s skill level…
Mrs Ritenour’s Easter Craft Ideas
Here are tons of printable activities and crafts for Easter.
Easter Egg Sight Words- Dolch Primer words from Tessa Maguire on Teachers Pay Teachers
This is a set of color by word Easter worksheets. There are 6 different worksheets and a blank one for you or your students to create your own. The words are from the Dolch primer word list. The words include are: all, are, ate, came, eat, get, good, have, into, like, must, new, now, our, please, pretty, that, they, this, under, well, went, what, will, with.
Easter Coloring Pages from Make and Takes
Download these free simple printable coloring pages. Each printable coloring page is available for your own personal use courtesy of Make and Takes.


New Videos on "Music for the Young Child" a 3-video set: "Kinderharp / Kinderlyre," "Mood of the Fifth" and "Music for the Young Child, Grade 1." All three for only $25! Learn more or order here. Featured Video: "KinderHarp/KinderLyre" (56 min.) New from LifeWays and the Association for Waldorf Music Education (AWME) with Sheila Johns (AWME) and Bianca Lara, Director of the LifeWays Training in San Diego. This video will get you started with your kinderlyre and expand your ability to use it with children from birth through age six. Learn how to string and then tune your kinderlyre as a practice in developing listening and sensitivity to pitch. Holding the lyre and fingering are demonstrated to produce free tones, progressing from using single tones or streaming with simple songs; Johns uses a Choroi kinderharp, but her demonstrations can be adapted to other models. She also demonstrates using fifths when tuning or accompanying songs and how to use both hands to play more advanced songs. The kinderlyre can support you in your sensitivity to tone, in your singing, and in creating songs for your children. Bianca provides examples from how she has used the kinder lyre throughout the year, including how she uses it to prepare the space in her LifeWays program, to support her singing with the children, and to help with naptime. A valuable video for beginners and those who have had a kinderharp for a long time! The set includes two more bonus videos for Waldorf teachers and homeschoolers: "Mood of the Fifth," with Sheila Johns (1hr.19min.)provides a detailed explanation of the pentatonic scale, where the notes come from and why it is especially suited to children before the 9-year change. "Music for the Young Child, Grade 1" with Andrea Lyman, President of AWME (55 minutes). The first half of this video presents a singing and movement circle as it would be done with a first grade class. The second half is a discussion of music and how it progresses from the mood of the fifth in first grade to the more familiar diatonic scale by the end of third grade. Learn more or order here.


Autism is a developmental disability that makes learning language and social skills a challenge. However, these challenges can be overcome with early and intensive behavioral therapy to provide solid habits. By teaching young children with autism foundational skills for learning and socializing, JumpStart Autism Center is able to improve the quality of these children’s lives and give them the best chance for success.
Our Autism Diagnosis Services
We provide autism screening and diagnosis for children between 1 and 10 years of age. An earlier diagnosis provides the best opportunity for early intervention and effective treatment, which is why the American Academy of Pediatrics recommends that all children be assessed for autism at 18 and 24 months of age.
Diagnosis takes place through a psychological assessment. We will observe the child’s behavior and also review his or her medical, developmental and behavioral background to identify potential signs and symptoms of autism. We compare these findings against diagnostic criteria to see if a diagnosis of autism spectrum disorder can be obtained. Our diagnosis is considered a medical diagnosis; however, most schools accept our evaluations as the foundation for an educational diagnosis.
Autism is just one of many potential developmental, learning and intellectual disabilities that may affect a child. In addition to screening for autism, we will also assess a child for the potential of other factors that could coexist with autism or mimic its symptoms. Completing a full psychological assessment helps us to provide an accurate diagnosis, which is crucial to determining the appropriate treatment for any child.
If you would like to learn more about autism and its treatment, or if you wish to inquire about having your child assessed for autism at our center, please call us today. We are happy to provide resources and information when we can so that you can make the best informed decisions about your child’s future.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
As a student, there were times when I was positively certain that the musical notes on my newest lesson pages decided to get up and move around the grand staff as I headed home after my piano lesson! When I sat down to practice, I just could not get that music to sound as good as it had at my teacher's house - it didn't even look the same. Do you ever feel that way? Here are some simple, but important steps, to remember as you begin to practice your new piano piece at home for the first time...
Split your piano music into several sections. (No, I'm not suggesting that you tear up your music pages!) Try to find several different sections within the music. Perhaps you can learn it line by line. Or maybe the song easily divides into phrases. You can always ask your teacher for help if you're stuck!
Learn each hand one at a time. For most of us, our hands need to learn to work together at the piano! Once each hand is comfortable playing it's part, then you can slowly put them together.
Sing as you play! If you know the melody of the song you are trying to learn, don't be afraid to sing as you play. Singing will help you know if you're hitting the right notes and if you're using the correct rhythm.
Don't try to play the entire piece at once. We all like to be able to sit down and play our piano piece successfully from beginning to end, but that's not usually possible with a new piano piece. So, don't get frustrated! Take those sections that we mentioned earlier, and learn them one by one - then, put them together one section at a time. It's like a puzzle!
Okay, go and apply those ideas to your newest musical assignment! Join us again tomorrow, when we discuss more tips on learning a piano piece for the first time.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


|English Composition||Spring 2009||Palomar College|
This cognitive distortion consists of seeing the positive results of your actions as smaller than they really are and the negative results of your actions as bigger than they really are. It is sometimes called "catastrophizing" or, more informally, "making a mountain out of a molehill." Like all-or-nothing thinking, it is a favorite cognitive distortion of perfectionists. It seldom fails that early on in the semester a student who has produced an excellent essay will come up to me and sheepishly apologize for handing in such unadulterated trash. Often such students will give lengthy and sorrowful explanations for why their elementary education was a failure or why they were horrible students in high school or why work or childbearing had driven everything they once knew about English right out of their heads. Surprisingly, these declarations often come after I've told the student that he or she produced a good essay. I've had several students actually drop the course after doing nothing but good work. People who apologize for good work are almost always magnifying and minimizing. They see six comma splices as more important than five pages of clear argument and sound evidence. They look at their errors through binoculars, but when they look at their virtues, they turn the binoculars around and look through the big end.
© 1996 John Tagg
Go to All or Nothing Thinking
Go to Cognitive Distortions List
Discovering Ideas Table of Contents
This page was last edited: 01/05/09


Kayleigh-Scarlett Hopper, a rising senior in elementary education, took a course about student cultures and diversity in the classroom this past semester. This May she saw what she learned in action when she and seven other undergraduate students in the College of Education traveled to New Orleans, Louisiana, with two faculty members. The cultural immersion trip was designed to help them better understand the role culture plays in education and how major events and catastrophes can affect a school system.
Over four days, they talked with researchers at the Cowen Institute for Public Initiatives about the impact Hurricane Katrina still has on local education and the workforce. They met with University of New Orleans faculty members. They visited three charter schools. And they explored the vibrant city to experience New Orleans’ rich culture firsthand.
What stood out to Hopper: just how different the New Orleans school system is from North Carolina’s. In the post-Katrina era, for example, New Orleans is primarily a charter school system. Instead of placing students in schools based on their addresses, a computer algorithm places students into charter schools based on student assessments and family preference.
“This trip showed me how different school systems can be and prepared me to enter any school system open-minded in the future,” Hopper said. “I think it also prepared me to be more flexible when applying to jobs and when I am teaching.”
The cultural immersion trip and school visits also showed how New Orleans culture is incorporated into education, whether it’s through mathematics word problems about beignets or the emphasis on arts-related elective classes. “The school visits taught me how important a student’s culture is to them, and that a classroom should recognize these cultures,” Hopper said.
Jenni Davis, a junior in elementary education, appreciated the new perspective that meetings with University of New Orleans professors and Cowen Institute researchers provided. “I am now able to better understand how the aspects of transportation, funding, testing, applications and performance grades all play important roles in school systems,” she said.
The free time to explore New Orleans was also essential. There was music, dancing, juggling or some other form of entertainment on every corner, Davis said. “Just walking through the French Quarter was valuable. We were able to fully engage in and appreciate the culture in the area, but we were also able to see the effects that Katrina had on the city.”
Moving forward, the College of Education hopes to continue providing trips like these for students, said Regina Gavin Williams, the college’s director for student engagement and diversity coordinator who organized the trip with Tiffany Davis, a teaching assistant professor of higher education.
Cultural immersion programs are especially important for pre-service teachers because participants gain fresh perspectives on education, student Jenni Davis said. “Trips like these allow us to think about many different aspects of schooling systems. Learning about all of these different views will help me in the future when it is my turn to find a school that I will call home, and it will help me make a positive impact on our school systems.”


History & Social Studies
With more than 100 pieces of public art in downtown Portland, and dozens of other pieces on display in parks around the city, Portland has become a leader in the development of art and art education. In this course you will learn dozens of ways to energize your classroom instruction by incorporating local art.
Through a downtown Portland walking tour and visits to two downtown museums, you will become familiar with Portland’s ‘Percent for Art Program’. You will study historic murals, bronze and stone sculptures, paintings, carvings, ceramic tile work, sidewalk inscriptions, culturally diverse art displays and living art works. Along the way you will learn how to develop classroom art lessons and projects that can be incorporated with other subject areas.
This class is designed to make teachers more aware of the variety of art in Portland, and to provide ideas for strengthening existing art programs. Focused on making art a part of your daily curriculum in a variety of subject areas, this class is applicable for Elementary teachers, as well as Secondary Art and Social Studies teachers.
|We advise you to review and download a summary of the course syllabus before registering.||Summary|
$25 material fee for Course Workbook is to be paid directly to the instructor after registration. Text fees will vary depending upon your choice of books and bookseller.
You Might Also Be Interested In
Course No. ED464e, ED564e


Creating a Working Outline An outline is a systematic way of organizing your ideas for your paper. Any list can be Here is an example of the beginning of an outline for an imaginary essay: Example: Hospitality. Chefs; Hotel Management.
Schoffstall, Donald G., "The benefits and challenges hospitality management Paper . sharing common hospitality and tourism elements: restaurants, hotels, travel, attractions, . The writing and referencing format follows the.
A Diploma in Hospitality Management equips graduates with the skills needed to work in the world's leading businesses such as: boutique hotels, resorts, luxury.
Table starting: Hotel and Hospitality Management create an essay outline
|COMPUTER PROGRAMMING REDDIT PLAGIARISM
|Science subjects for college write review paper
||Research involving some 400 subjects on college campuses mla format helper
|Hotel and Hospitality Management create an essay outline
||Elementary Education subjects to be told in college bible studies
Work from your thesis statement. The International Journal of Hospitality Management discusses major trends and developments in a variety of disciplines as they apply to the hospitality industry. After day by day, some of them might feel impatience and boring to answer the question. If they are late they need to buy or book a ticket for next time and journey of them also will be delay. Publishing Ethics Resource Kit. The foods that they provide to the customers should be good foods which is not expired or spoiled.
Hotel and Hospitality Management create an essay outline - will
Furthermore, another factor is, the technology develops until the passengers or the customers can get the information of the travel and tourism industry in internet. Other than this, in hospitality service employees is important for the hotel because without them hotel might cannot run smoothly. Whether you are developing a topic outline or a sentence outline, keep the following points in mind: Outlining is not the only prewriting activity you can try. Other than this, they need to well prepare themselves and patience to overcome the customer problem and internal management issues. Because of the hotelier irresponsible, they may ignore the complaint from guest and won't take action to those employees who are irresponsible to the guest. They provide services with the standard level such as the rooms that they provide the foods that they provide.


It goes without saying that the last few years have seen some of the greatest economic growth since the 2008 downturn. Just last week, it was announced that close to 295,000 new jobs were created in the month of February. But with the growing economy has come a growing problem.
New attention is now being paid to what has been coined the skills gap in our country. The skills gap is growing disconnect between the skills that employers deem important to the workplace and the skills that new workers bring with them.
A January 2015 article in the Washington Post entitled, “Why so many college students are failing to gain job skills before graduation” pointed out that employers find recent college graduates are “severely lacking in some basic skills, particularly problem solving, decision making, and the ability to prioritize tasks.” Research done into the skills gap shows that while many college students believe they are prepared with these skills, their employers disagree.
We’ve reached a point where many of the newly created jobs are going unfilled. Even with years of technical training and specialized education, workers are lacking some of the most foundational skills required to be successful in the workplace.
Here in Jamaica Plain we are taking the skills gap head on. Skills are at the core of what we do at Apprentice Learning. Last week I observed our Apprentices at the Wyss Institute at Harvard University learn more about nano-materials and DNA then most of the people in my college graduating class, and that was only the orientation. An apprenticeship at the Wyss Institute for Biologically Inspired Engineering is a parallel work experience, meaning that the apprenticeship is designed to mimic the work experience of professionals in the field. After their orientation, the Apprentices get right to designing. With just a set of bottle caps and magnetic chips, the Apprentices lived through a typical Wyss project. With far less formal education or training, the 8th graders used excellent communication skills and teamwork to accomplish their goal, the same kind of work skills that the highly trained scientists and engineers in the room use on a daily basis.
This kind of skills practice is true across all of our sites. An Apprentice at First Literacy practices organization while at the Game Engagement Lab at Emerson College they practice attention to detail. Helping customers at Boing Toy Shop entails good communication; while attentiveness and kindness is essential in the care of young children at Horizons for Homeless Children.
Employers in all fields believe these kinds of skills are essential employee success. I am proud to say that our 8th grade Apprentices are getting a head start. When they are at work, the experience they gain may not be specialized training in game development or bioengineering. Instead, they practice skills most valuable to the workplace, communication, punctuality, teamwork, and reliability, skills that will matter for life.


Thinking about thinking : metacognition for music learning
- Carol W. Benton.
- Lanham : Rowman & Littlefield Education, A division of Rowman & Littlefield : published in partnership with NAfME: National Association for Music Education,
- Copyright notice
- Physical description
- xiii, 165 pages : illustrations ; 24 cm
Education Library (Cubberley)
|MT1 .B525 2014||Unknown|
- Benton, Carol W., 1950- author.
- Includes bibliographical references (pages 153-163).
- Chapter 1 Thinking about Thinking: What is Metacognition? Chapter 2 Metacognition for Music Learning Chapter 3 Metacognition and Self-Regulation for Music Learning Chapter 4 Metacognition and Self-Reflection for Music Learning Chapter 5 Metacognition and Self-Evaluation for Music Learning Chapter 6 Socially Shared Metacognition: Thinking Aloud for Music Learning Chapter 7 Metacognition for Independent Music Practice Sessions Chapter 8 What Can Teachers Do? Bibliography.
- (source: Nielsen Book Data)9781475805123 20160613
- Publisher's Summary
- Thinking about Thinking: Metacognition for Music Learning provides music educators with information, inspiration, and practical suggestions for teaching music. Written for music educators in multiple content areas and grade levels, the book sets forth guidelines for promoting the use of metacognitive skills among music students. Along with presenting an extensive overview of research on the topic, Dr. Benton shows how ideas gleaned from research can be put into daily practice in music classrooms and studios. General music teachers, directors of choral and instrumental ensembles, applied music teachers, future music educators, and music education collegiate faculty will find useful ideas and information here. In the current educational climate where all teachers are required to demonstrate that they encourage higher order thinking among their students, Thinking about Thinking: Metacognition for Music Learning gives music educators the tools they need to accomplish the task.
(source: Nielsen Book Data)9781475805123 20160613
- Supplemental links
- Table of contents
- Publication date
- Copyright date
- 9781475805116 (cloth : alk. paper)
- 147580511X (cloth : alk. paper)
- 9781475805123 (pbk. : alk. paper)
- 1475805128 (pbk. : alk. paper)
- 9781475805130 (electronic)
- 1475805136 (electronic)
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If You Want To Learn Everything 100% Faster, Try This Science-Backed Approach
For most people, no matter what new skill they want to acquire, learning consists of hard work that is repeated daily for many hours until the skill is mastered. The same principle is applied to learning to play the piano, for example, or learning a new language. Hard and constant work plays an important part in mastering any skill, yet, as one study finds, our success in learning can be much faster if we vary our practice slightly.
The varying practice approach
Together with his fellow researchers, Pablo A. Celnik, M.D., professor of physical medicine and rehabilitation at the Johns Hopkins University School of Medicine, conducted research among 68 people on the effects of modified practice when learning computer-based motor skills. The conclusions they came to speak in favor of the varying practice approach, since the performance level of the group using this approach almost doubled the performance level of the group that used the regular learning approach. Celnik explains how a process called reconsolidation, in which new information and knowledge help recall existing memories, can now help motor skill development. He emphasizes the importance of the findings for helping patients with neurological conditions to recover lost motor function. “The goal is to develop novel behavioral interventions and training schedules that give people more improvement for the same amount of practice time.”
How it works
In the fast paced modern world we live in, it seems like time is our most valuable resource, and most of us seem to lack it. With the developments in technology happening rapidly, most of us are forced into learning new skills constantly and quickly. The varying practice approach is so effective, simply because it actually saves our precious time and helps us cope with demanding tasks in a more productive way. Based on the reconsolidation process, the approach provides faster learning that requires:
1. Practicing the activity
2. Taking a 6 hour break (which is the time needed for the reconsolidation of memories)
3. Repeating the activity with minor modifications
It is very important not to alter the practice entirely, as it won’t have any effect on the performance. As Celnik suggests: “If you make the altered task too different, people do not get the gain we observed during reconsolidation. The modification between sessions needs to be subtle.” Based on our ability to reconsolidate memories, the approach works in a way that helps our learned skills be remembered much quicker, and upgraded. When we slightly alter the practicing activity, it triggers our existing memories and helps imprint the new ones faster than during a regular approach consisting of repetition of the same activity.
Additionally, changing things up as we learn a new skill can enhance our creativity. As earlier studies have shown, our creativity levels become stale if we keep repeating the same process over and over. Instead, we can see the benefits to our creativity, even from making the slightest alteration, such as changing our every day route to work.
How to implement the varying practice approach
As most of us struggle with time management when it comes to learning new skills, applying the varying practice approach will most certainly prove beneficial to many people. The implementation principle is quite simple, actually. Similar to the regular practice approach, it requires hard work and dedication, yet the rewards of the learned skill won’t take that long to be achieved.
If we take learning how to play tennis as an example, our practice should follow the mentioned pattern with two practicing sessions, with a 6-hour break in between. Minor alteration in this case would be, as Celnik suggests, changing the size or weight of a tennis racket in between practice sessions. With subtle variations, our practicing sessions become twice as effective.


In many ways, a major is like a contract between you, the student, and the school you attend. By declaring a major, you agree to perform certain work (i.e. classes) in exchange for a college degree. In looser terms, a major is simply an organized collection of classes, either revolving around a subject (e.g. mathematics), theme (e.g. media studies), or professional field (e.g. pre-med, pre-law, engineering, etc.) Northern Michigan offers more than 180 different majors from which students can select.
Do you know what the most popular college majors are around the U.S.? Last year's top ten included:
- Business management
- Elementary Education
- Secondary Education
- English Language and Literature
- Computer Science
- Political Science


A broad, liberal arts and sciences education allows students to develop important skills, establish a well-rounded knowledge base and learn without boundaries.
“If science trains the students’ mind, art trains their heart and appreciation for other people’s work,” said Victor Gonzalez, director of anatomy in the College of Liberal Arts & Sciences.
In fall 2014, Gonzalez presented a new, extra credit challenge to his students and was overwhelmed with the results. The assignment required students to present an anatomy-related project through their choice of medium – an art piece, video, research paper, game, scrapbook or anything else they could dream up. More than half of the students presented an art piece.
“I wanted to give students the opportunity to have fun while doing something related to the class,” Gonzalez said. “I received more than 200 art pieces and nearly all are anatomically correct. That means students have to know the structures to be able to represent them artistically. Some students have told me that they had fun doing the project and this assignment helped them to reinforce a topic covered during class.”
Impressed by the amount and quality of work he received, Gonzalez decided to host an event titled “ARTnatomy,” showcasing the students’ submissions. From an apron illustrating the digestive system to detailed paintings of brains and hearts, dozens of projects were displayed in the hallway of Haworth Hall in April.
Elaine Krzystowczyk, a student in the course and sophomore majoring in exercise science, said that through this extra credit assignment she learned more about the course material and enjoyed herself in the process.
“I’ve always loved making crafts and projects and I enjoy putting a creative twist into my learning. And extra credit points for something I would have fun doing? Sign me up,” Krzystowczyk said. “Combining arts and science definitely helped me; I think it should be done more often. Art is a great way to learn!”
Krzystowczyk drew on her passion for nail art through the assignment, creating a set of false nails representing a different type of cell on each finger. Using
nail polish and acrylic paint she sketched neurons in the brain, bone cells, red blood cells, inner ear hair cells and skeletal muscle cells. In order to ensure accuracy in the project, she spent time outside of class researching the different cells and learning more about their structure.
Halle Magid, another student in the course and a sophomore in pre-nursing, created a painting of an anatomical heart.
“I liked the idea of getting to use my interest in art to fulfill the requirements when I don’t often get this opportunity in science classes,” Magid said. “I see great value in a broad arts and sciences education. The combination of two contrasting subjects very much complements each other.”
Senior majoring in art education, Hannah Sroor, said she decided to take this course because she wanted to explore other disciplines and enjoyed her science classes in high school. She also felt that this course would not only be interesting, but would help to inform her artwork as well.
“I think an arts and science education helps students to be well rounded,” Sroor said. “I think they can both inform one another, and to have a good understanding of both art and science ultimately allows us to better perceive the world that we inhabit.”
Sroor created a painting of skin cells for the assignment, detailing the epidermis and dermis layers.
“I felt that my artistic background helped inform the piece through the color choices and composition, while my scientific background helped me to think about how these different parts work together,” Sroor said. “I think this painting displays how the body is truly a work of art and that beauty can be found in unlikely places.”


STANFORD, CALIF. —
Nashville may be known as “Music City” in the United States, but on the west coast, some folks might argue Silicon Valley is just as worthy of the moniker.
Audio and music technology companies like Dolby Laboratories, Pandora and Smule are just a few of the businesses that call the region home. For musically inclined techies who hope to eventually work in the industry, one non-profit is shedding light on the opportunities available beyond singing and performing.
“Music technology is applications of STEM subjects like electrical engineering and computer science to music and audio applications,” said Priya Shekar, program director at non-profit Real Industry, “That could be everything from designing new music apps, all the way to designing filters and effects that are used in audio production, to designing new instruments,” she added.
Through a series of online courses and in-person workshops, Real Industry connects tech students, recent graduates and professionals with mentors in the music and entertainment industries. Participants get firsthand access to executives from companies like Sol Republic, Turtle Beach and Sonos.
More than 6,000 students from around the world have participated in the online courses and more than 200 have attended workshops in California.
“You’re actually learning about the insides of these companies and the products they build,” said Shekar. Real Industry has also partnered with universities like Stanford, the University of Michigan and New York University to have courses like “Careers in Media Technology” on campus.
“I think a lot of jobs and responsibilities and careers go unexposed; they kind of stay behind the scenes of these companies,” said Shekar, who is an electrical engineer herself, with experience creating music education applications. “Having exposure lets [students] bring context to what they’re learning in school and all their other classes, but also help them prepare for life after school.”
For industry executives, the experience provides invaluable feedback.
“Industry folks are learning about what the next generation is learning, being able to tap into all of that fresh innovation and all these fresh ideas from these young kids who are users of products and fans of their products,” Shekar noted.
For Shekar, who is originally from New Zealand, the experience is not unlike her journey to Silicon Valley. “It’s about knowing where to take that first step. A lot of people just don’t even know where to start.” For music technologists hoping to break into the business, the answer might just be Silicon Valley.


I am delighted to be finally creating a resources page for you all. As you can imagine, I have lots for children's book people. I'm going to start with some of my articles on children's picture books, some of which might be helpful, while others might be a bit academic. Pick and choose what you like. Over time I'll be adding more and more resources.
Reisberg, M. (2008a). Finding value(s) for a currency of caring: Exploring children’s picture books, a dollar bill, and fine art sources. Art Education, 61(6), explores the illustrations in Harvesting Hope and their many important real and symbolic elements.
Reisberg, M. (2008c). Social/ecological caring with multicultural picture books: Placing pleasure in art education. Studies in Art Education, 49(3), 251-267.
Reisberg, M. (2008c). Maya Gonzalez: Portrait of the artist as a radical children’s book illustrator. Visual Culture and Gender 3, 48-62. www.emitto.net/visualculturegender/ A digital film, article, and transcript.
Reisberg, M. & Han, S. (2009). (En)countering social and environmental messages in the Rainforest Cafe, children’s picture books, and other visual culture sites. International Journal for Education and Art 10(22) 1-24. http://www.ijea.org/v10n22/
Books on Writing and illustrating Children's Books
Writing Picture Books: A Hands-On Guide from Story Creation to Publication by Ann Whitford Paul
The Writer’s Guide to Crafting Stories for Children by Nancy Lamb.
Writing Bestselling Children’s Books: 52 Brilliant Ideas for Inspiring Young Readers by Alex Gordon Smith
Writing Children’s Books for Dummies by Lisa Rojany Buccieri and Peter Economy
Yes! You Can Learn How to Write Children’s Books, Get Them Published, and Build a Successful Writing Career by Nancy I. Sanders
Writing with Pictures: How to Write and Illustrate Children’s Books by Uri Shulevitz.
Illustrating Children’s Books: Creating Pictures for Publication by Martin Salisbury
Illustrating Children’s Picture Books by Steven Withrow and Lesley Breen Withrow
The Encyclopedia of Writing and Illustrating Children’s Books by Desdemona McCannon, Sue Thornton, and Yadzia Williams
Books on Publishing
SCBWI publication guide
Children’s Writer’s & Illustrator’s Market
The Complete Idiot’s Guide to Publishing Children’s Books, 3rd Edition by Harold D. Underdown.
The author is both an editor and author and knows his stuff.
The Business of Writing for Children: An Award-Winning Author’s Tips on Writing Children’s Books and Publishing Them, or How to Write, Publish, and Promote a Book for Kids by Aaron Shepard
Websites and Blogs
There are so many websites and blogs out there on children’s book writing, illustration, and publishing that it would take another book to explore them. Here are a few to get you started.
The Write Routine
Banana Peelin': The Ups and Downs of Becoming a Children's Writer
Writing for Kids (While Raising Them): PiBoIdMo (Picture Book Idea Month)
Julie Hedlund, 12x12 Author Freelance Writer
Tim McCanna: KidLit Writer
November Picture Book Month: A Celebration!
Writing Picture Books: The Basics by Margot Finke
Writing Picture Books: Writing Tips for Children's Writers by Bethany Roberts
So You Want to Write a Picture Book: Hints by Mem Fox
20 Tips for Writing Children's Books by Pat Mora
There's also my free video Mondays with Mira teaching children's book reviews right here and soon I'll be adding recommendations as well!
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The Steck-Vaughn Pre GED® Test Preparation series, available in English and Spanish, is designed to help GED® credential candidates develop the foundation needed to pass the GED® Tests. Each of the four subject-area books includes a pretest and posttest to help students identify strengths and weaknesses. This product is available in English and Spanish.
Language Arts focuses on the three major skill sets that appear on the GED® Reasoning Through Language Arts Test.
- Reading Comprehension
- Students will read a variety of fiction and nonfiction texts and develop important reading and critical-thinking skills
- Writing an Extended Response
- Students will analyze sources and use evidence from the sources to support their arguments
- Language Conventions and Usage
- Students will learn about the conventions of standard English and usage and practice editing passages
Mathematical Reasoning is divided into five units that focus on the basic skills needed to understand the more advanced content areas covered on the GED® Mathematical Reasoning Test.
- Whole Numbers
- Ratios, Proportions, and Percents
As students work through the units in the Mathematical Reasoning book, they will learn important problem-solving strategies and foundational skills, including probability, geometry, and data analysis. In addition, students will learn how to use the calculator that appears on the GED® Test of Mathematical Reasoning.
Science focuses on the three major content domains that appear on the GED® Science Test.
- Life Science
- Earth and Space Science
- Physical Science
As students work through the units in the Science book, they will develop important reading and critical-thinking skills. In addition, they will apply important science practices, such as reasoning from data and evaluating conclusions with evidence, that are necessary for success on the GED® Science Test.
Social Studies focuses on the four major content domains that appear on the GED® Social Studies Test.
- United States History
- Geography and the World
- Civics and Government
As students work through the units in the Social Studies book, they will apply important social studies practices, such as integrating content presented in different ways and evaluating reasoning and evidence, that are necessary for success on the GED® Social Studies Test.
GED® and the GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.


Experimental learning theory as a Lens in a Research Study
Experimental Learning theory was developed by C Rogers and ‘refers to applied knowledge’ in contrast to cognitive learning. Using the experimental learning theory as a lens for an art education research project would provide many guidelines.
The first would be in defining constructs of the study, for example art education as a construct in a study. With Experimental Learning Theory as a lens, the focus in defining art education would be on applied knowledge or experimental learning instead of other forms of learning. Using Experimental Learning Theory as a guide for the study would also imply that experimental learning is superior to cognitive learning.
During the analysis portion of the study, Experimental Learning Theory would guide determination of success of learning and educating. Successful learning or effectiveness of an art education program would be determined by the components of Experimental Learning, in which:
1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. (“TIP: Theories.”)
Successful educating can also be defined with the Experimental Learning Theory. Experimental Learning Theory considers the educator as a facilitator and successful facilitating includes:
(1) setting a positive climate for learning, (2) clarifying the purposes of the learner(s), (3) organizing and making available learning resources, (4) balancing intellectual and emotional components of learning, and (5) sharing feelings and thoughts with learners but not dominating. (“TIP: Theories.”)
In addition the theory suggests a power relationship that can guide the study. The theory states that the facilitator should not be dominating and suggests a more equal interaction between facilitator and learner. This idea can be applied to data collection of a study in which the researcher is not dominating but participates in a more equal power relationship with the subjects of the study.
Another important facet of Experimental Learning Theory that would guide a study is the idea that ‘all human beings have a natural propensity to learn’ which seems to cross cultural boundaries. This idea suggests a commonality in the research no matter what location is being studied.
In interpreting data the researcher would also be focused in on the internal drive of the subjects because experimental learning emphasizes the internal aspects of learning. Threat to self may decrease the ‘natural propensity to learn’ which would guide the researcher in how he or she interprets the data – is there a threat of self to the subjects of the study and how has this impacted data (“TIP: Theories.”)
Furthermore, because the theory is based on applied learning (learning with a purpose), the study may also be looked at in terms of applied learning. Instead of performing a study to produce knowledge for knowledge sake, it would seem to make sense that the study itself would be applied to current situations and have a significant purpose.
“TIP: Theories.” Theory Into Practice (TIP). Web. 27 Sept. 2010. <http://tip.psychology.org/rogers.html>.


During the time that my youngsters attended a Waldorf School I was amazed at the constructive influence it had on our family. I have read quite broadly in philosophy and that is just a few of the ones which were most meaningful for me through the years. He asserted that education is a natural course of; its perform is to not remark the nature of the kid by forcing on him the normal or customary mind-set and doing. This way of thinking has given a brand new course and a new objective to all instructional actions and programmes. This philosophy of schooling goals to have a responsible citizen particularly in choice making based mostly on studying experiences.
Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the particular person and create a harmonious person. Education and learning require self-discipline and the federal government, for its own causes, has preferred to dodge that problem. Feminist philosophy explores questions surrounding gender, sexuality, and the physique including the character of feminism itself as a social and philosophical movement. I suppose education is going to turn into the ANC’s Achilles heel – the worst facet of the dearth of service supply.
The two instructional theories that I really feel mirror my views as a academics can be progressivism and constructivism. It additionally examines the totally different partners of college like the community and the completely different methods like the tutorial freedom in attaining the visions of the brand new society within the Philippine education. I. The purpose is that, the nature and methodology of training and its curriculum is determined by what we take the nature of man to be”. After analyzing pragmatism, we feel that this philosophy finest describes our educating style.
During his personal musical schooling he practised and practised and became actually fairly good however he never discovered instructional concept. Thomas Brickhouse and Nicholas Smith supply a nuanced account of Socratic instructing and Socratic method, while Amélie Rorty argues for the tutorial significance of creativeness and sketches methods for creating it in the classroom. Idealism is a well-liked philosophy of life represented by such thinkers of past and current of Socrates, Plato, Berkley,Fechte, Hagel, kart, Spinoza, gentile, Guru Nanak, Tagore Gandhi, Vivekanda and Radhakrishan.
Montessori further believed that the romantic philosophy of training typically did not cultivate the kid’s prospects for skill mastery and mental achievement” (p. 275). He also said that the primary and an important part of education, exactly that which all the world neglects is that of getting ready a baby to obtain training. Greater stress needs to be laid upon the observation of nature and the education of science.


“This database provides scholarly research and information to meet the needs of education students, professionals, and policy makers. It covers all levels of education — from early childhood to higher education — as well as all educational specialties such as multilingual education, health education, and testing.”
See also Education Index Retrospective (1929-1983)
"Education Index Retrospective™: 1929-1983 indexes more than 800 periodicals and yearbooks, and cites approximately 850,000 articles, including book reviews."
See also Education Source
"The database provides information on societal trends affecting education, including segregation, multiculturalism, feminism, and economic developments. Subject coverage includes adult education, continuing education, literacy standards, multicultural/ethnic education, teaching methods and much more."
ERIC is the most complete index to articles and reports on educational topics.
ERIC is available from several database vendors, including ProQuest. UCF students are advised to use ERIC in EBSCOhost, which provides many links to full text and allows users to search multiple education databases simultaneously. Users who are not UCF students are advised to use ERIC from DOE because no login is required.
"Teacher Reference Center provides indexing and abstracts for 280 periodicals."
"96% of journals indexed in the database are peer-reviewed. Topics include: Assessment, Best Practices, Continuing Education, Current Pedagogical Research, Curriculum Development, Elementary Education, Higher Education, Instructional Media, Language Arts, Literacy Standards, School Administration, Science & Mathematics, and Teacher Education."


Kids Projects Video for Kids
Enjoy watching this cool hand-picked and really simple to understand Kids Projects science facts for kids video:
Kids Projects Video Summary
This video is about some paper folding kids’ projects for arts and crafts. By watching this video, you will learn how to make a paper doll chain. You will be able to see the step by step methods on how to make your paper doll chain. Kids will also learn about the accordion fold, which can be used for other paper arts projects, not just for paper doll chains. The video will also suggest some creative ways on how to make the chain more fun and unique.
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Service learning in music education: Participant reflections.
Reynolds, A.M., Jerome, A., Preston, A.L., & Haynes, Holley. (2005). Service learning in music education: Participant reflections. Bulletin of the Council for Research in Music Education, 165: 79-91.
The researchers conducted a qualitative study of a service-learning music-education partnership between a mid-sized university and a large public elementary school that did not have a music specialist. As part of the project, pre-service music teachers provided music classes over a seven-week period to first grade children who did not receive any regular music instruction. The purpose of this study was to better understand the impact of the partnership on selected participants, including ten pre-service music education teachers, twelve first-grade teachers and the elementary school’s principal.
Researchers examined pre-service teacher perceptions of their reflective practice, classroom teacher observations of the service-learning arrangement, and how the service-learning program contributed to arts activities at the elementary school over the project’s five-year period.
Researchers concluded that pre-service teachers in the program benefitted from the real-world experience and that classroom teachers enjoyed watching their students learn in new ways. The impact of the music program on children was also noticeable with the first-graders using music during non-music times. Over the project’s duration, classroom teachers noticed campus-wide changes in the role of the arts in the school including the hiring of a full-time music specialist.
Related to the study’s primary research questions, findings reflect pre-service teacher, elementary school teacher, and school-wide outcomes.
Pre-service teachers were interviewed about their reflective practice in relation to their music-teaching service learning experience. Researchers found that:
- Authentic teaching experiences fostered reflective practice throughout the project period.
- Pre-service teachers actively prepared for lessons.
- The project fostered many opportunities for in- and out-of-class reflection.
- Pre-service teachers transitioned from being students to actively seeing themselves as educators.
The project’s participating elementary school teachers were also interviewed about their experience as observers and evaluators of pre-service teachers. Teachers reported that:
- Having pre-service teachers in their classrooms promoted their own reflection, providing them with insights about their students and the potential role of music in other class activities.
- Children integrated music into their daily expression (i.e. singing, writing about music activities) and life perspectives (i.e. thinking about being a music teacher).
The principal was also interviewed, revealing that the partnership benefited children and teachers alike, which ultimately led to the hiring of a full-time music teacher at the school.


If you haven’t already, listen to classical music with your young children. The exploration of various musical genres is part of a well-rounded global education as it provides insight into other cultures and fosters appreciation of diversity. Experts agree that learning about music provides many benefits. Check out these twelve benefits of music education.
Before your kids are convinced by their peers that classical music is boring or out-of-style, introduce them to some of the amazing lives and music of the great classical composers from around the world.
After experiencing the wonderful sounds of the classics with your kiddos, find books and educational resources that will pique their interest and open their minds and hearts to this delightful genre of music!
I’m always on the hunt for unique children’s books that teach about culture, so when the publisher of Franz Schubert, First Discovery – Music, contacted me and told me about the book, I knew I wanted to review it and share it with my readers.
It is a wonderful introductory-level read about the life and music of Schubert. The book is part of a series that includes titles on Bach, Beethoven, Chopin, Debussy, Handel, Mozart, Purcell, Schubert, Vivaldi. The series appeals to young children by introducing them to the lives of the great composers in pictures, music and words.
The Schubert book explores his captivating childhood and his short, yet very musically productive life. Included in the book are lovely illustrations, (a combination of drawings, photos and famous paintings), and biographical data about Schubert. The book comes with an audio CD which is a narrated version of the story, and high-quality recordings of the great composer’s music.
Another fun element about the text is that there are the little inserts on every other page which provide additional information about Schubert and music, in general, such as how music is relatable to human emotions.
I love how the book and CD uses pictures, music and words to tell the story of Schubert’s life in a child-friendly manner. The CD is an added bonus in that children can learn from the story and enjoy the accompanying classical music again and again.


Capstone Project (Open Access)
Bachelor of Arts (B.A.)
Music & Performing Arts
Music therapy has been a viable means of treatment for various medical conditions such as; treating PTSD, mental illness and even used alongside cognitive behavior therapy practices. Since the 70’s licensed therapists have been utilizing music therapy to combat the effect of addiction caused by substance abuse disorders. Addiction impacts the lives of one in ten Americans and only eleven percent seek help in forms of addiction treatment centers or 12-step-programs. With the combination of music therapy, addiction patients can discover feelings and emotions that have been suppressed through years of substance abuse. Forms of music therapy being examined for the purposes of this paper include; writing lyrics, improvisational percussion, instrumental practice and group practice. By explain a brief overview of Alcoholic Anonymous and interviewing members if the program, the reader will see how the practices have helped anonymous members maintain sobriety for various lengths of time. Popular musicians, such as Eric Clapton and Mike Ness, have also utilized music in their own sobriety to continue to live a life of sobriety and thus allowing them to create music to this day. I also use music therapy practices in my own sobriety and hope to learn more about the music therapy field as I continue to pursue a career in music education. Music as a form of therapy allows patients to tune into their feelings in a new creative way while addressing the reasons behind their addiction.
Bishop-Williams, Justin, "Music Therapy’s Impact on Substance Abuse Recovery" (2017). Capstone Projects and Theses. 104.


Do I need a referral?
No, but many individuals are referred.
When is the best time to attend?
The earlier the better and when you have a concern.
Doesn’t most children’s speech get better with time?
For some this may be the case but for others it does not. Difficulty communicating with young children can lead to frustration, anxiety, poor interaction with others, withdrawal and eventually may lead to literacy and learning problems at school.
Is stuttering normal?
Many children between 2 and 4 years of age often pass through a period of normal “disfluency” often repeating words perhaps 2-3 times without any great effort (eg, “Mum, can can I have a drink and and an ice-cream?”). However many other children display other types of stuttering behaviour, such as repetition of parts of words (eg “c-c-c-can”) or elongations of sounds (eg “ssssssome), facial grimacing, eye blinking, frustration.
Conclusion: Seek an opinion early.
Do poor speech and language skills mean poor reading skills?
There is certainly a connection between literacy development and speech/language development. Good reading skills are helped enormously by good speech / language skills.
Conclusion: Read lots of stories together with your child from the earliest of ages.
Should I correct my child’s speech errors?
Provide good speech models from time to time, especially after your child makes some sound/language “errors”. Say the correct word/sentence a few times after your child but don’t necessarily ask your child to repeat it back. Be careful not to do too much of this or your child may get upset.


Withdrawing from lessons and classes at Passion Academy is simple, but please consider these insights first…
Music Education and your Child
Your 10-year-old daughter decides she doesn’t want to take piano anymore after you’ve invested in years of lessons and the spring recital is right around the corner. Your 12-year-old son wants to quit the guitar but begs to take up the drums. And you’re wondering when is it right to push your child to press on or agree to let him quit?
While there’s no one answer that’s right for every child, there are several factors to consider regardless of your child’s activity. When your child begins an activity, create a supportive environment at home. This may help to keep her interest from lagging.
When it comes down to quitting or pressing on, the decision will depend on the child, her level of talent, the length of time she’s been involved in the activity and her reasons for wanting to quit.
Create the proper environment at home for your music student.
Musical children are not born — they are raised. It all begins by creating a musical environment at home by exposing them from an early age to different kinds of music. If you play a musical instrument yourself, let your child see you playing and express your love for music. Kids see what parents value. If music is a part of your life and you value it, they will see that.
Prepare in advance for the end of the honeymoon period.
For most children who start playing an instrument, there’s a honeymoon period when they are excited and anxious to play at every opportunity. Parents are often tricked into thinking their child loves the instrument, but actually it’s just a new toy to them. From the beginning, parents need to prepare for the time when their child is no longer in love with the instrument. They should not take the child’s interest for granted. They should set realistic goals, which should not be time-goals like ‘practice for a half-hour each day’ but rather music goals like ‘play four measures of this piece.’ If you wait to put goals in place as your child starts to lose interest, it may be too late.
To avoid nagging, set a regular practice time.
Having a set time for practice each day to avoid arguing with your child who might say, “I don’t feel like it now; I’ll do it later.” If your child knows that at 4 p.m. everyday she is supposed to practice, there will be less need to nag. It’s also OK to acknowledge that practice is not always a lot of fun. Music is not all fun. It’s hard work and there’s nothing wrong with that.
Don’t rely on the upcoming recital or performance as an incentive.
Reminding your child about the upcoming recital or performance doesn’t necessarily keep them engaged. That could be light-years away, as far as your child is concerned. It’s much better to have more immediate, easy-to-achieve performance goals. Organizing a mini-recital where your child can perform in front of a few family members and friends can be easy to arrange and becomes both a goal and a reward.
It’s OK to switch instruments or teachers.
Letting a child switch instruments is really smart as long as they aren’t switching every few months. They may discover their gifts and talents on the new instrument. Maybe they aren’t ‘clicking’ with their current teacher. Often times we find that students who lose interest thrive when they switch to another instrument and/or teacher.
If you’re convinced that withdrawing is necessary, please fill out the form below.
- Passion Pulse Vol 1 Issue 2 August 11, 2017
- Passion Pulse Vol 1 Issue 1 July 12, 2017
- Thankful and Grateful November 22, 2016
- Why Practicing Practicing from an Early Age Is So Important October 25, 2016


At the end of the first week of our course, Teaching Music in a Common Core World, we received the following prompt:
Read through the workbook, then write a narrative and explain how the National Association for Music Education Guidelines compares and contrasts to the current teacher evaluation system at your school?
Our teacher evaluation system is based around Charlotte Danielson’s Framework for Teaching. Our district calls it the Professional Growth Model, involving a culture of professional learning communities (PLCs), weekly professional development, peer review, SMART goals, collection of evidence, observations, and conferences over a period of three years.
In my fifth year of teaching, second year in my district, I am considered a career educator in the professional growth model. I am responsible for developing an Individual Teacher Professional Development Plan (ITPDP) with individual goals for student academic and behavior achievement that:
- aligns with building goals
- includes 2-5 Danielson components
- connects with Iowa Teaching Standards.
These individual goals may be the same as learning goals set by our PLC or behavior goals set by our building.
As part of this process, I collect evidence to show proficiency in meeting Iowa teaching standards. I also participate in a peer review process with my PLC which is made up of the five instrumental music educators in our high school’s feeder system. I am observed a minimum of two times per year and evaluated on the Danielson rubrics I have selected to align with my ITPDP. These walk-throughs have pre- and post-observation conferences to discuss goals and progress. There is also a fall conference to approve my ITPDP and a spring conference to approve my collected evidence.
Here is a sample of a goal from my ITPDP:
The National Association for Music Education Guidelines are quite similar to our current teacher evaluation system. I have detailed the comparison and contrast in the following chart: