Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Craft and Structure 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Integration of Knowledge and Ideas 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- Range of Reading and Level of Text Complexity 10: Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
- Text Types and Purposes 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Research to Build and Present Knowledge 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Research to Build and Present Knowledge 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Vocabulary Acquisition and Use 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Comprehension & Collaboration 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Place, and Environments
- Theme 5: Individuals, Groups, and Institutions
- Theme 6: Power, Authority, and Governance
- Theme 10: Civic Ideals and Practices
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Some Sanity-Saving Tips about Collaboration in the Self-Contained Classroom
As you may or may not know, planning and preparing for a self-contained classroom can be a bit much. Between phonics, grammar, comprehension, writing, vocabulary, math, science, social studies, and guided reading plans PLUS all of the manipulatives and station work you have to create, it is exhausting and will take over your life if you let it. BUT I have good news…team collaboration can restore your sanity. I joined the 1st grade team at Treadwell Elementary in 2016 and we LOVE working together. I’m going to share how we collaborate, but there are a couple of things that I feel I need to say before explaining how our team works together:
- You HAVE to trust your team members before you begin collaborating.
- You HAVE to do your share of the work or everyone will hate you.
- Collaborating looks different on every team in every school, every year.
The first thing my team did was create a Google Drive for our grade level (see pic below). EVERYTHING we buy or receive goes on the drive. It is organized by subject and skill. There are a million folders, but it makes sense and is easily accessible by all. Our entire grade level is on the drive as well as our ESL teacher, librarian, principal and PLC coach. They check our lesson plans right in the drive, no emailing or drop box for us!
During the 2016-2017 school year, each teacher took a subject to plan…ELA, Math, Science, and Social Studies. We uploaded the plans to the drive, including PowerPoint presentations, Smart Notebook slides, worksheets, videos, etc. Each teacher only prepared one subject (TIME SAVER), but we had access to everything and could learn each plan for ourselves. Obviously, we all want the best possible instruction for our students, but creating solid lesson plans requires time. We learned that if we focused on one area and shared, then we had solid lesson plans for EVERY subject and still had time to have a life outside of school.
The 2017-2018 school year looks a little different because of curriculum changes. At the end of summer, we came together for math and bought a huge Smart Notebook presentation that follows the Engage NY curriculum perfectly. So now we spend our collaboration time annotating lessons in our manuals and creating manipulatives. For ELA, we still have one person writing the foundational skills plans and another writing the meaning-based plans. While one person is writing, others are offering suggestions, and looking up activities, worksheets, and videos. Science and social studies are now incorporated into the meaning-based plans.
Again, collaborating is not perfect, it requires a ton of communicating, and it looks different at every school, but it is so worth it for you and your students.
It would be a shame if I wrote this blog and didn’t give a major shout out to my mentor, Becca Bowers, and the incredible 3rd grade team at Kingsbury Elementary who taught me a lot about collaborating with your grade level. As they helped me and my team, I hope that you and your team can gain some tidbits of inspiration and some sanity-saving tips.
– Kristen Shoulders


Learning an instrument and playing in a band enhances diverse methods of thinking and cognizance. This is a severely underrated benefit that children gain when they are introduced to music at any time during their childhood. Yet, this is not the only overlooked benefit that children gain from music. In this article, we will take a look at the skills and traits developed by music education.
Music lessons Singapore programs are packed with formative comments and evaluation, where educators constantly evaluate and offer comments during the learning procedure. The consistent specialist exhibition, feedback, and dialogue establish a powerful learning relationship that ensures self-efficacy and drives to learn.
Music develops cognitive capabilities
Music classes supply a means for students to come to grips with feelings and learn how to share them as they grow. They experience teamwork and an awareness of collective good and how to develop it, including goal setting, motivation and aspiration and how to acquire it, and artistic creation for its intrinsic worth.
The “neurological benefits of music education and its contribution to personal and skills growth” were showcased in the ABC TELEVISION series ‘Do not Stop the Music’. The support and advancement of this production were aided by the Australian Society for Music Education (ASME), the top body supporting music education and advocacy nationwide.
Further, my research on the learning processes involved in acquiring improvisational music abilities shows how efficient music education establishes layered metacognitive capabilities for learning and creativities across individual, teacher-to-student, and group/ensemble tasks.
Other benefits of learning music
Music training helps create language and thinking
Pupils who have early musical training will establish the regions of the mind related to language and reasoning. The left side of the mind is better built with music, and songs can aid imprint information on budding minds.
A proficiency in recollection skills
Even when playing with sheet music, pupil musicians are frequently utilizing their memory to perform. The ability of recollection can offer pupils well in education and learning and beyond.
Students learn to boost their work
Learning music supports workmanship, and trainees learn to desire to create good work rather than mediocre work. This wish can be applied to all topics of research.
Similar to playing sports, playing, and dancing to music helps kids cultivate their motor abilities. Making music involves more than just the voice or fingers; you also make use of ears and eyes, as well as large and small muscles, all together. This assists the body and the mind interact.
Success and discipline
Learning music educates youngsters to work towards temporary goals, establish habits, and practice self-control. Allowing regular time for practice establishes dedication and perseverance. Mastering a new piece of music brings about a feeling of satisfaction and success and helps children to learn the value of self-control.


According to a national report by Egale Canada Human Rights Trust...
64% of LGBTQ2SA+ secondary students report feeling unsafe at school
As an educator, I have found Kate to be a wonderful resource when learning how to approach gender in the elementary classroom. Her research and insight into what constitutes a truly safe and welcoming environment for all has shaped the way I interact with my students and approach education as a whole."
- Brittnee M., elementary school teacher
Let's work together
Let's not wait until junior or senior high school to address the above statistics. Elementary schools offer a unique opportunity to teach students about gender and sexual diversity when they're young, to change the culture around LGBTQ2SA+ & gender diversity for the next generation.
Most districts and schools have policies and guidelines in place to demonstrate their commitment to anti-bullying and the creation of safe spaces, particularly for marginalized students. While a step in the right direction, these kinds of approaches to change often do not confront the reality of structural and pedagogical influences within the education system that strengthen and reproduce harmful understandings of binaried gender and heteronormativity.
Anti-oppressive, queer affirming education for grades K-6 is my purpose and passion. Consultation and support for schools and educators is grounded in research and best practices to address a variety of topics and concerns including:
Classroom lesson plan creation, support, & facilitation
Workshops, training, and follow-up support to increase knowledge and awareness of LGBTQ2SA+ and gender concerns in elementary education, while providing educators with resources and strategies for creating more inclusive and welcoming environments
Support for elementary GSAs & QSAs
Support addressing parental concerns, with the latest research to back you up
Strategic planning to explore current policies, guidelines, and school practices to help create more affirming learning environments for LGBTQ2SA+ and gender diverse students, their families, and staff
Consultation packages are available for schools and administrators. Please get in touch to discuss options.


Throughout the school year, students take a variety of tests in and out of school. Some are required by the Commonwealth of Pennsylvania and others are optional and related to the college application process.
Click on the links below for details about for each test, including the purpose, schedule, registration information and resources to prepare.
Required in-school tests:
Tests related to courses in school:
- Advanced Placement exams are administered each year in May and represent the culmination of a rigorous, college-level (AP) course. AP exams test students' ability to perform at a college level. Students that score well on the test may earn college placement and credit. AP courses utilize college-level curricula developed by the College Board for high schools.
- International Baccalaureate program exams
Tests related to college admissions:
- PSAT/NMSQT - The PSAT/NMSQT is a standardized test co-sponsored by the College Board and National Merit Scholarship Corporation (NMSC). The test is administered to all LMSD tenth & eleventh graders in October as practice for the SAT. The District uses PSAT results to help prepare students for college admission testing in their junior and senior years. The test also serves as the qualifying exam for National Merit scholarship opportunities for juniors. The PSAT/NMSQT measures critical reading skills, math problem-solving skills, and writing skills.
- SAT - The SAT is a product of the College Board that tests the subject matter learned by students in high school and how well they apply that knowledge-the critical thinking skills necessary to succeed in college. The SAT is a globally-recognized college admission test taken by most LMSD students during their junior or senior year of high school. It test critical reading, math and an optional writing section. For more information, visit sat.collegeboard.org.
- SAT Subject Tests - Subject Tests are hour-long, content-based tests that allow students to showcase achievement in specific subject areas where you excel. For more information, visit sat.collegeboard.org/about-tests/sat-subject-tests.
- ACT - The ACT is a national college admissions examination that consists of subject area tests in English, Mathematics, Reading and Science. The ACT Plus Writing includes the four subject area tests plus a 30-minute writing test. ACT results are accepted by all four-year colleges and universities in the U.S. For more information, visit http://www.act.org/.
- Test of English as a Foreign Language (TOEFL) - The TOEFL test measures the ability of non-native English speakers to use and understand English as it’s read, written, heard and spoken in the university classroom.


Purposeful Design Publications
Language Arts Series Overview
Weaving Oral & Written Language with Biblical Worldview
The NEW Language Arts
series, K-Grade 2, weaves together the wonders of oral and written language with a biblical worldview. This research-based series has been developed using the guidelines of The Fountas & Pinnell Literacy Continuum
as well as national and college-and-career readiness standards.
Integral components include systematic phonics instruction as well as spelling with vocabulary instruction. Students will be exposed to a variety of literary genres through decodable and leveled readers and will practice grammar and writing. Teachers will appreciate reader guides for the decodable and leveled readers as well as the literature guides for the suggested read-aloud story books.
The Language Arts kit is sold separately, and its items are frequently used in the Language Arts program. Great kinesthetic learning opportunities abound through the use of alphabet cards in print and cursive, alpha tiles, multi-purpose placemats, blends center cards, textured letters, and more.
This series includes the following:
- The teacher edition with phonics, spelling, vocabulary, reading, grammar, and writing workshop lessons all included
- Reader guides and literature guides for teachers
- Student edition for phonics and grammar practice
- Spelling for Language Arts student edition (Gr 1-2)
- 12 decodable readers, multiple stories in each reader
- 18 leveled readers, multiple stories in each reader
- Teacher resources including blackline masters, digital masters, diagnostic tests>
SELECT A GRADE LEVEL FOR MORE INFORMATION.


In free play time, Cynthia took a wooden block from building corner and a handsaw.
First, she tried to cut the wooden block with handsaw. But then, she thought twice and realized that it would look real if she put together two wooden blocks and pretend to cut where the two pieces come together!
More children started participating in her activity, by stacking blocks against the wall and creating a spontaneous workshop.
It was a symbolic play children started themselves and which helped them further develop their imagination, creativity, fine motor skill development and cooperation. Plus having fun, of course!
(by Evangelia Nteka, teacher in toddlers’ class in Athens)


Amy Herman teaches people how to see. Her tools of choice are famous artworks from major art institutions all over the world. Her typical pupils? Cops, FBI officers, medical students, and first responders.
Herman teaches a class, Art of Perception, that helps people fine-tune their observational skills–which often prove critical in, say, solving a crime or conducting open heart surgery. She started offering course in the early 2000s while she was the head of The Frick Collection in New York City–first to medical students, and then to NYPD. Since then, she’s expanded it for an array of different professions–anything from IT technicians to architects–and has given a popular TED talk on the subject.
This month, her book Visual Intelligence–a fascinating narrative that merges scientific research, anecdotes and practical how-to–reveals her strategies for anyone and everyone to use.
Art, Herman says, is the perfect medium for teaching people to sharpen their visual perception. Most people who take her classes don’t have a formal art education, or even visit museums regularly. In fact, it’s often easier if they don’t come in with former knowledge, biases, or preconceived notions. “Ninety-nine percent of people who are taking these classes have not studied art professionally, but they don’t need to have a subtext or prior knowledge or art: it’s a complete set of data,” she says. “I believe when you change your environment and when you change what you’re looking at, when you go back to your field you have cleaner lenses.”
She doesn’t ask her pupils to talk about brush stroke, palette, or historical context, and she doesn’t compare artists to one another. She merely asks her students to observe the paintings and then articulate what they see. She teaches them to notice the details that are hidden in plain sight and pick up on subtle contextual clues. The pieces she choses are tailored to her audience, but the methodology always stays the same.
A sample exercise from her class goes a bit like this. Take a long look at pop artist James Ronquist’s 1981 painting House on Fire. The painting includes three panels, each with its own seemingly unrelated subjects–a grocery bag, a red bucket and lipstick–but there is a strong thread of color throughout. Come up with a cohesive narrative to describe the painting. You need to describe the painting in objective terms, and with clarity and precision.
Depending on the class, the attendees will either describe the answer verbally or write it down (for intelligence agents, for example, Herman usually assigns writing projects to practice for writing highly detailed case reports). Herman stresses that she’s not looking for an interpretation of the artwork, but an objective work of what you see–a woman holding a piece of fruit, maybe, or a mahogany table–and the more details the better. “People will say they don’t ‘get modern art,” she says. “Well the truth is I don’t care if you ‘get’ modern art or not. Can you talk about what you see in it?”
Herman’s classes vary based on who she is teaching and the dialogue she hopes to inspire. For people who aren’t used to art, she starts with portraits, because she finds that it’s easy for people to describe other people. The Rembrandt and the Old Masters portraits she was surrounded by when she worked at The Frick are good for that. Rothko and Ellsworth Kelly are great for office workers who want to practice their communication. “I use abstract art a lot because how many times do you have to talk about abstract concepts in the workplace? The ability to communicate abstractly is a hard skill. We practice by describing abstract works of art.”
Though the class was designed to teach professionals to be better at their jobs, Herman says that many came back to her and described how the skills she taught them were helping them become more observant in their day-to-day life, talking to their children, for example, or their partner. “The book draws the distinction between seeing and observing, but there’s an analogous distinction between hearing and listening and these are everyday life skills,” she says. “We have to think about situational awareness; we have to think about where we are and what’s happening. Those skills are not just used for your professions, they’re used in so many different ways and the ability to observe rather than see and communicate clearly can be used in your personal life as much as in your professional life.”


Common Core State Standards
College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text
- Reading 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
- Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12
- Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Places, and Environments
- Theme 4: Individual Development and Identity
National Standards for Music Education
Core Music Standard: Responding
- Select: Choose music appropriate for a specific purpose or context.
- Analyze: Analyze how the structure and context of varied musical works inform the response.
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
- Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.


Quality Analysis of English Writing Skills Competency among Grade Four Students
Writing is one of the most important strands of the English curriculum generally a pre-conceived difficulty even among the language teachers in Bhutan. Although no action research (AR) has been done to validate this topic with writing difficulties in the research school, this AR seeks to find out particularly the standard of English of grade four children and to analyze the factors affecting quality writing. Writing is considered the most important skill for language production. However, students face many challenges in quality writing due to the consideration of language difficulty. Therefore, this AR analyzes the writing quality of grade four children through error analysis (EA) and to study effective methods to improve quality writing. For this purpose, two sections comprising of 30 students each from four sections were chosen for analyzing the quality writing through EA. Writing samples were collected from 60 students to investigate the major problems in their writing through a diagnostic test. After the analysis of EA, the intervention program was designed with different strategies to improve quality writing. Furthermore, the target groups were evaluated on intervention effectiveness through the post-test. The findings exhibited that the major problems among grade four students were appropriate command over the use of tenses, word order, vocabulary, spellings, capitalization, and lack of ideas in the writing process. Besides, the study analyzed the factors affecting quality writing through focus group discussions and free form questionnaire provided to language teachers as the informants.
Al-Khasawneh, F. (2015). The Patterns of Vocabulary Learning Strategies Employed by EFL Learners at Jordan University of Science and Technology. A PhD Thesis, University Utara Malaysia, Kedah, Malaysia.
Bhutan Council for School Examination and Assessment (BCSEA). (2013). A Study of Student Achievements in English Literacy and Mathematics Literacy at Grade X. Thimphu: Ministry of Education.
Byrne, D. (1996). Teaching writing skills. UK: Longman Group.
Dorji, J. (2005). Quality of education in Bhutan: The story of growth and change in the Bhutanese education system. Phuntsholing, Bhutan: KMT.
Gould, J.S., & Gould, E.J. (1999). Four Square: Writing Method for Grades 4-6; A Unique approach to teaching basic writing skill320s. Dayton: Teaching and Learning Company.
Grundy, S. (1995). Action research as professional development. Occasional Paper. No.1. Canberra: Innovative Links Project AGPS.
Hasyim, S. (2002). Error analysis in the teaching of English, (1), 42– 50.
Maxwell, T.W. (2003). Action Research for Bhutan. Rabsel the CERD Educational Journal, 3, 1-20.
OECD.(2017). OECD Work on Education & Skills, OECD. Retrieved from http://www. oecd.org/education/Directorate-for-education-and-skills-brochure.pdf
Okogbaa, V. (2017). Preparing the Teacher to Meet the Challenges of a Changing World. Journal of Education and Practice, 8(5), 81-86.
Ridha, N. (2012). The Effect of EFL Learners' Mother Tongue on their Writings in English: An Error Analysis Study. Journal of the College of Arts. University of Basrah, 60, 22-45.
Rietdijk, S., Janssen, T., Van Weijen, D., Van den Bergh, H., & Rijlaarsdam, G. (2017). Improving writing in primary schools through a comprehensive writing program. Journal of Writing Research, 9(2), 173-225. doi: 10.17239/jowr-2017.09.02.04
Tandika, P. (2016). Primary School Teachers’ Practices in Developing Pupils with Writing Competency. Journal of Elementary Education, 27(1), 107-122.
Wee, R., Sim, J., & Jusoff, K. (2010). Verb-form errors in EAP writing. Educational Research and Review, 5(1), 16-23.
White, R., & Arndt, V. (1991). Process Writing. Essex: Addison Wesley Longman Ltd.


Music Production Analysis and Studio Design
3 Required Courses to Complete this Certificate
This course presents a framework and vocabulary for analyzing music that will support your work in the program, in addition to your professional career. You will dissect music for its use of various production techniques, including arrangement, instrumentation, performance, mix considerations, and more.
You will learn how speech and music signals are transformed from physical activity in the environment, to sensations in the ear, to psychological perceptions in the brain. You will also explore the relationship between a sound and its perception in terms of the underlying mechanisms and limitations of our hearing system.
This course will prepare you to understand, design, and implement a professional music production environment for the projects you embark on. You will complete a production studio design as a final project, which will include essential acoustic and architectural design criteria.
Proof of a Bachelor's Degree
Ready to submit an unofficial copy of your transcript?Submit Transcript
Upon Completion of this Certificate Program, You'll Receive:
- Professional credential from the world leader in music education
- Credits that may be eligible for transfer toward a Master's degree program
- A physical certificate from Berklee College of Music
- A verified, digital certificate that you can share


As Textbook Prices Rise, Open Educational Resources Provide an Alternative Option for College Students
By: Kelly Clark, CTE MEd
January 16, 2020
Graphic image of a book morphing into a laptop for e-learning.
It is no secret that textbook prices have grown exponentially in the last decade. According to the U.S. Bureau of Labor Statistics, the cost of textbooks increased approximately 190% between January 2006 and January 2018! The average price of textbooks and instructional materials is $1,200 per academic year (College Board, 2019).
Baker College is committed to finding ways to make education more affordable for our students. One way Baker College is accomplishing this is through the adoption of Open Educational Resources (OERs) for courses taken by most students early in their studies – courses like Economics, English, and Psychology.
OERs are totally free and openly licensed educational materials that are used for teaching, learning, and research purposes. They include textbooks, course lessons, images, digital software, virtual reality spaces, presentations, and articles. They also come from the same places as print materials – researchers, authors, experts, and faculty at colleges and universities all over the world. OERs are textbooks and other learning materials that are accessible online and downloadable for offline viewing at no cost to students. In many cases, there are also very low-cost options for a print version. The primary benefit of OERs for students may be cost savings; however, recent studies have indicated that students are performing at the same or higher levels than those using traditional textbooks.
By implementing these online resources, Baker College saved students $93,500 in textbook costs across just eight courses in 2019, and in January 2020, two more courses are implementing OERs. Because Baker College is continuously improving programs that educate leaders in Healthcare, Business, Social Sciences, Nursing, Engineering, Informational Technology, Occupational Therapy, and Education, expect to see more courses engaging with these resources in the future.
The OER movement is gaining more and more momentum each year nationally as traditional course material prices continue to rise, and as additional educational institutions become aware of Open Educational Resources. Baker College is building the awareness of OERs by encouraging the adoption of these instructional materials in their courses. The Instructional Design team is collaborating with librarians, researchers, and faculty to promote the use of OERs for the courses in which they will have the most significant impact. By doing this, we hope to provide opportunities for faculty to customize materials to meet students’ needs in order to increase student success and to decrease the cost of earning a degree.
Kelly Clark, CTE MEd, has been with Baker College for 12 years as an Instructional Designer. Before that, she ran an educational center for a General Motors facility. While working for a school district and GM, she taught high school juniors and seniors. Clark holds a Bachelor of Science in Business Administration, an Elementary Education certification in mathematics and social sciences, and a Master's in Education. She currently serves as the Director of Instructional Design for Baker College, is a Certified Quality Matters Master Course Reviewer and a Certified Quality Matters Program Reviewer. She is one of six board members of the MI OER Network leading the OER charge for the state of Michigan. She is also leading the charge for Baker College, along with the BC librarians.


Dollar Sense? The Relationship Between Numeracy, Financial Management and Estimation of Cart Total After Shopping
- Lucy Cui, Psychology, UCLA, Los Angeles, California, United States
AbstractOur sense of space, time, and number is well documented, but do we have a similar sense for money? Like the ability to sense the passage of time, can we sense the accumulation of expenses and make accurate estimates? The present study investigated the ability to estimate grocery cart totals, and whether it relates to number sense and financial management behaviors. Participants were asked which of two options (same product: one bigger, one smaller, with different price-to-amount ratios) they would purchase. Afterwards, participants completed the Abbreviated Numeracy Scale as a distractor task. Participants were then asked to estimate the total cost of all the items they chose during the decision-making task. We found that greater numeracy skills and financial management behaviors predicted better estimation skills. Those with greater numeracy skills were also more likely to consider price-to-amount ratios during decision-making and to choose the better deal.
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As the name goes Toddlers of St. Joseph’s are the uniquely trained learners at our kindergarten who are raised in line with the teachings of Joseph our patron saint. At their tender age, the toddlers are taught to embrace the core values of family, friendship, humility and respect for diversity. The training at our kindergarten focuses on building the young learners into empathetic members of the family who have mastered the skills of building relationships based on mutual respect in the community.
The kindergarten school offers an instinctive learning experience for our youngest learners. Children aged between 3 and 6 are exposed to a fun learning environment and through our creatively crafted programs are able to develop key literacy and numeracy skills. At the end of Nursery school our pupils are able to master basic language skills, do basic counting and identify common objects. The learning is crafted such that sports, music and games are the core methodology of learning in order to make the process at all times interesting and exciting. We at St. Joseph’s believe leaders are not only born but also nurtured. We challenge our young learners from the tender age to develop key leadership skills including confidence, communication skills and accountability. At the very tender age children are taught that all our actions inevitably have consequences and responsibility is to be able to own the results of our actions.


GATE (Gifted and Talented Education) - The District is committed to enhancing the intellectual development of our students by providing opportunities for increased student learning. In addition to extension opportunities within the general education classroom, GATE students as Heritage participate in dedicated extra curricular lessons and activities on an almost weekly basis. Click here to learn more about our District's GATE structure.
DLIP (Dual Language Immersion Program) - Heritage School offers a Dual Language Immersion Program for grades K-6th. The goal of our program is to develop Bilingualism and Biliteracy. Students acquire high levels of English and Spanish language proficiency while meeting academic content standards in both languages. Students develop understanding and appreciation of other cultures in our society.
The Model: Our DLIP is a 90/10 model K-6th that is aligned to successful research studied instructional models. Additional information is available here.
Makerspace - Heritage is proud to offer a Makerspace! This classroom has been converted into a collaborative space for students to invent, learn, and explore. Students walks into the Makerspace and use it as an extension of the learning that has taken place in their classrooms. Currently in our Makerspace we have Osmos, Spheros, Snap Circuit Kits, Legos, a Green screen, and engineer materials. With these materials, students are learning the foundational skills for coding, engineering, and audio visual arts.Students are challenged to use their knowledge of societal problems to develop innovative ways to use technology to create solutions. As we continue to expand our Makerspace, we will continue to give students authentic experiences connecting to the world of work and will continue to develop the skills that will be relevant to careers of the future.


“Bringing Academics to Life through Creative Performance”
The goal of the Music Department is to foster creativity in the student body while maintaining focus on four (4) areas of music education set forth by the Department of Education.
- Music literacy blends dynamic and tempo terminology in foreign languages with the mathematical ability to read a musical chart .
- The second area understands the foundations of the composition and the history behind it.
- The third aspect of music is the ability to critique one’s own work as well as the work of other performer’s.
- The last area is to ensure the students can identify the powerful psychological impact of music.


Information about Geology Degrees
Geology is a sub-field of environmental studies and earth sciences that analyses the history and physical structure of the earth, its constitutive materials and the processes shaping it. Geology studies the chemical and physical properties of earth materials including minerals, natural gases and water. It also deals with earth hazards such as volcanic eruptions, earthquakes and floods.
Geologists combine applied tools from the fields of maths, physics, chemistry, or biology to study the geologic environment and its impact on human life. They often specialise in a particular geological research area such as earth processes, earth materials or earth history. Professionals also use their expertise in assessing environmental problems and identifying means and ways to solve or minimize those issues.
Academic programmes in geology present several specialization opportunities, with majors ranging from palaeontology, geological hazards, to petroleum geology, geo-informatics and economic geology. Besides theoretical knowledge, students also gain a strong understanding of field methods and data-collection practices. They interpret the results in lab sessions, use modern technology for research and improve their numeracy skills.
Graduates in geology work in a variety of settings, with the most common being industrial companies, environmental consulting firms, government agencies and non-profit organisations. Example job titles include: geo-hydrologist, engineering geologist, geophysicist, seismic interpreter, palaeontologist, petroleum geologist, etc.Read more


Engaging with prescribed texts
Since curriculum in schools is focused on prescribed textbooks, children are invited to engage with the texts in the language textbook by creating their own entry and take off points by which they can connect with their contexts and imaginations. Children are encouraged to absorb the given texts, and intervene in it with their own retellings through open-ended questions that allow for multiple answers to a question. Different media are explored for retelling texts and themes. Children’s creative expressions are circulated in the school.
Plural Sites of Learning
While structures for learning are important, they also need to be opened up to ensure that learning does not remain confined to them. Plural sites of learning beyond the classroom, such as the corridors, walls, courtyard, and playgrounds are activated through events and acitivites. Mobile structures and platforms such as bioscope, machan are used to invite children to share their oral narratives and writing.
Neighbourhood as Resource
To enrich teaching-learning experiences, we attempt to connect the school with the skills and craft of neighbourhood work. The artisans, the self employed and the technicians from the locality are presented as practitioners who have knowledge to share with school students.
Bachelor of Elementary Education Department, Delhi University
Ankur takes the colloquia on ‘Story telling and children’s literature’ with students of Bachelor of Elementary Education. The sessions aim to communicate that the role of storytelling and children’s literature is not just to develop reading-listening skills but to promote agency within the learner while they are listening and reading. Active listening and active reading involves encouraging learners to make meaning. To help learners go through such a process, the teacher trainees go through the processes themselves. Some of the themes include what is children’s literature, children as authors, drawing upon children’s literature as a resource in class-room,


Kindergarten is a term which was introduced by the German educator Friedrich Froebel (1782-1852). In general, its meaning is equivalent to what is known as reception in England, and represents the first year of formal education. However, Froebel had a very specific idea about what kindergarten should involve. Of primary importance, was the opportunity for lots and lots of play. In his The Education of Man (1895), Froebel talks at length on the importance of allowing the child free activity and expression, as these were the tools with which to learn. He was also very keen on respecting the child as an entire person, rather than seeing her as a set of individual abilities to be monitored and supported. It’s fair to say that Froebel would definitely frown upon concentrating on language or motor skill development at the expense of encouraging the child as a whole.
Froebel opened his first early education establishment in 1839 calling it the Play and Activity Institute. The new name came to him a year later, where he cleverly combined the words for children (kinder) and garden (garten). The site of the original building had a garden at the back which allowed each child his/her own patch of land to cultivate as he/she wished. In 1839 there were almost 50 children registered and by 1940 it had become the Universal German Kindergarten and comprised an all female staff. This was pioneering as teaching had previously been a male dominated profession.
In addition to founding kindergarten, Froebel is also very well known for his book – Mother Play and Nursery Songs (1844). In this text he presents a number of nursery rhymes and finger/activity songs to be sung between caregiver and child. They are accompanied by notes to the mother with suggestions for interactions between the two. Froebel was a great believer in the power of song and rhyme to promote loving bonds as well as supporting the development of the child.
With thanks to Peter Weston (2000). Friedrich Froebel, His Life, Times & Significance.


Structure of a Seed
A seed can be defined as the reproductive structure of a plant. The Structure of a Seed contains different parts that are used for various purposes. In actual fact, a seed is a fertilized mature ovule. It possesses an embryonic plant covered in a protective coat. There may be some differences in the shape, size, color or surface of the seed but they produce along the same plan.
The size of a seed ranges from as small as a dust particle to as large as the size of a coconut. The type of surface also varies from one seed to another. It may be smooth, wrinkled, striate, ribbed, pulpy, and hairy.
Structure of a Seed: –
- A completely mature seed contains the plant embryo.
- It also has reserved food material for the growth of the plant and covered with a protective layer called seed coat.
- These seeds are attached to the fruit wall by a small stalk. This small stalk is known as the funiculus.
- When the seed reaches maturity, a narrow scar becomes visible. This scar represents the point of attachment of the seed and the stalk. It is known as the hilum.
- A minute pore is situated close to this hilum. It is known as micropyle. Micropyle is used mainly for water absorption during seed germination and then the radical comes out through this.
- The embryonic root is known as the radical that grows and develops into the root system of the plant.
- The protective layer of the seed is made up of two distinct seed coats. The fleshy outer coat is whitish in color, called testa and the inner thin and membranous covering is known as tegmen. Seed coats provide protection to the embryo.
- Some special structures besides the basic structures may arise during seed development. For example, a fleshy whitish tissue develops in castor bean.
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Declan, Tobin. " Structure of a Seed Facts for Kids ." Easy Science for Kids, Nov 2020. Web. 30 Nov 2020. < https://easyscienceforkids.com/structure-of-a-seed/ >.
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Tobin, Declan. (2020). Structure of a Seed Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/structure-of-a-seed/
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Information Literacy – Core instruction and assessment platform provides libraries with a powerful new tool for teaching foundational skills in any setting. Information Literacy – Core supports educators in their efforts to:
- Teach valuable information literacy skills in one-shots, courses, and at the point of need
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ARCT5511 Utopia/Disaster and Imagining the City
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Cities have long provided a means for thinking about human identity, society and values. Likewise, the destruction of cities through various means, the consequence of divine wrath or human frailty, has given historical and narrative form to diverse and often opposing values governing ethical conduct and the virtuous life, individual desires and collective responsibilities. We need to look no further than our television screens and cinemas of late to see that this is true. The destruction of cities depicted in films and real-life events, such as the collapse of the Twin Towers, the bombing of Baghdad and the 2004 tsunami devastation in Southeast Asia, reinforce the immensity of human suffering accompanying such disasters. This option unit considers how films, along with other philosophical and literary sources, serve as vehicles for questioning our seemingly precarious relationship with nature and expose fears for our common urban future. The unit draws on longstanding traditions, particularly from biblical, allegorical and Victorian sources, for moralising about fallen cities, but casts this phenomenon as uniquely modern, emblematic of contemporary concerns for the environment and the means we adopt, technical and urban, for living with it.
- Students are able to (1) develop an understanding of the influence of idealism and utopianism on the history of cities and (2) gain an understanding of how urbanism has been affected by longstanding philosophical and literary traditions depicting the destruction of cities as these traditions afford an understanding of human identity and values.
- Indicative assessments in this unit are as follows: (1) a major essay; (2) a critical response (essay); and (3) seminar exercises. Further information is available in the unit outline.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Professor William Taylor
- Contact hours
- lectures and seminars: 3 hours per week for up to 11 weeks
- Enrolled students can access unit material via the LMS (Learning Management System).
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Unit readings, including any essential textbooks, are listed in the unit outline for each unit one week prior the commencement of study. The unit outline will be available via the LMS and the UWA Handbook. Reading lists and essential textbooks are subject to change each semester. Essential textbooks can be purchased from the commercial vendors to secure the best deal. The Student Guild can provide assistance on where to purchase books if required. Books can be purchased second hand at the Guild Secondhand bookshop (second floor, Guild Village), which is located on campus. Copies of textbooks and other readings will be made available for students to access from the Library, online wherever possible as well as in print.
- If this unit is offered as on-campus face-to-face study only, students who are presently unable to enter Western Australia and whose studies would be delayed by an inability to complete this unit, should contact the unit coordinator (details given on this page) to ascertain, on an individual case-by-case basis, if alternate arrangements can be made to support their study in this unit.


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This resource is aimed primarily at learners who are already working in retail or who want to find out more about working in the sector, but will appeal to any learners who need to talk about processes, prices or career development. The resource uses authentic sound recordings as a springboard for practice in listening, speaking, writing and numeracy skills within this context.
In a negotiation, it’s very important to know when to speak, when to ask and when to listen. Here students rank and discuss the stages of negotiation, do a reading activity and look at negotiations vocabulary, examine question types, then finish with a role play to practise clarifying, summarising and responding.


The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music
teachers, researchers, policy makers, and music teacher educators to take up that challenge.
Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education


Type of Culminating Activity
Graduate Student Project
Master of Arts in Art Education
The purpose of this M.A. Art Education project is to explore the reasoning, methods and justification for integrated art curricula in K-12 education, drawn from the belief that art is essential and inseparable from academics. In Idaho, the need for art teaching resources is especially great, as present funding circumstances and educational mandates have shifted away from the arts. Teachers do not always have access to resources and high-quality curricular materials. They do not always feel that they possess the knowledge, skills or confidence to successfully implement art lessons within their classrooms. The rationale and methods used to develop a curricular resource for K-12 teachers in Idaho entitled “STEM+Visual Art” are explained in this paper, alongside research-based advocacy for art education.
The history of recent educational policies and their effects on the marginalization of art education in the public school system have coincided with the emergence of science, math, and technological education through the STEM movement. STEM, an acronym for science, technology, engineering, and math, is currently being emphasized in schools as a way to engage students in experiential, project-based learning to better prepare them with 21st century skills for career and economic purposes. The argument for art as an integral process for preparing students as innovative and creative thinkers, as well as the ways in which art overlaps with STEM subjects, is presented. The philosophy for integrated curricula that promotes art as a viable, valuable subject of its own merit is discussed and debated. Further, an inquiry-based strategy for teaching art integrated content is defined and examined.
The STEM+Visual Art curricular resource includes content derived from the study of these topics, including a philosophy for integrated curricula, catalogue of artist examples, lesson plans, and teaching resources. The research methodology involved critical feedback from teachers to shape the content and design of the resource. Further, pilot lessons were used to effectively evaluate whether the intended purposes of the lesson were clearly communicated by both the teacher and author. The outcomes of this process showed that teachers are willing to take time to plan and teach art lessons when resources are made available. The results emphasize the importance and need for art integrated resources such as this M.A. project. Last, recommendations for improvements and further study related to this topic are suggested.
Williams, Drew Elaine, "STEM + Visual Art: The Development of an Art Integrated Curricular Resource for K-12 Educators in Idaho" (2013). Art Graduate Theses and Projects. 5.


The American Variety Stage
A multimedia anthology selected from various Library of Congress holdings.
This collection illustrates the vibrant and diverse forms of popular entertainment,
especially vaudeville, that thrived from 1870-1920. Included are 334 English-
and Yiddish-language playscripts, 146 theater playbills and programs, 61 motion
pictures, 10 sound recordings and 143 photographs and 29 memorabilia items
documenting the life and career of Harry Houdini.
Chordify is an online music education service – made for and by music enthusiasts – that transforms music from YouTube, Deezer, SoundCloud, or your private collection into chords. Their service automatically recognizes chords from an audio signal and aligns them to the music in a simple and intuitive player. Chordify uses cutting-edge technology to help both novice and trained musicians play the music they want to play. Has both free and paid levels.
Favorite Classical Composers
Your favorite classical composers... the orchestral thunder of Wagner? A quiet and thoughtful piano piece by Chopin? Schubert's quaint and colorful songs? This site has everything you want to know about the greatest composers and their beautiful creations!
Full-Text Music Databases
Full-text databases are compilations of documents or other information in which the complete text of each referenced document is available for online viewing, printing, or downloading.
Music Gear Reviews, Buying Guides, & More. Helping musicians pick the best music equipment since 2017.
GuitarPlayerZen.com is focused on delivering and sharing creative lessons, advice, and insights that will take your playing and musicality to the next level. Definitely Not your ordinary lame guitar tab site filled with tons of horribly wrong tab that will only make you dumber, worse of a player, and less of a human being. Oh, and don't worry, Membership is FREE.
History of Classical Music
Alex Johnston's series of articles outlining the history of classical music - with accompanying Spotify playlist.
Music Resources on JSTOR JSTOR is an online digital library of academic journals, ebooks, and primary sources. The collection of music content on JSTOR includes more than 70 journals and 50 academic ebooks and covers many interdisciplinary subjects, overlapping with areas such as African-american studies, education, and the performing arts. A group of titles ranging from African music to folk music to Asian music provide in-depth resources for cultural and regional studies. Music content on JSTOR is strong in musicology, ethnomusicology, music theory, and music education. Key titles include Musical Times, Music Educators, Music and Letters, and Popular Music, among many others from leading publishers (American Musicological Society, Music Library Association, and the Society for Music Theory).
A list of sites devoted to providing help and information for musicians.
They provide recordings, sheet music, and textbooks to the public for free, without copyright restrictions. Founded in 2012, Musopen is a 501(c)3 non-profit based out of San Francisco, CA. We work to increase access to music education by providing free music recordings, sheet music, apps, and educational materials. They have a free and two membership levels. Over 90% of every membership dollar goes directly to increase the size of their music library, and as a registered non-profit 501(c)3, your membership is a tax deductible donation.
National Music Museum - The University of South Dakota
The National Music Museum (NMM) and Center for Study of the History of Musical Instruments is one of the great institutions of its kind in the world. Its renowned collections, which include more than 14,800 American, European, and non-Western instruments from virtually all cultures and historical periods, are the most inclusive anywhere.
Public Domain Music
A reference site to help identify public domain songs and public domain music.


Kiwis – The National Bird of New Zealand
The small, isolated island of New Zealand is home to many unusual animals, including the kiwi. These small birds are the national bird of New Zealand and this is the only place in the world you’ll find them, outside of zoos.
Kiwis have very long beaks. The beaks have nostrils at the tip, which help the birds find food. The kiwis eat worms, spiders and other bugs. Kiwis have wings, but they are so small that the birds can’t fly. Because kiwi can’t fly, they are easily hunted by cats, stoats and dogs. Kiwis will scratch, kick or run away from predators.
Fun Facts about Kiwis for Kids
- Kiwis have a strong, musty smell. Predators can smell them from faraway.
- Kiwis have brown feathers to blend into the ground.
- These small birds are nocturnal. They sleep in burrows under the ground or old logs during the day.
- Kiwis are about the size of a chicken. They lay huge eggs, though. The eggs can weigh 1 pound each!
- Both males and females sit on the eggs. When the chicks hatch, they can hunt for their own food.
- Isolated: alone, faraway
- Predator: an animal that hunts other animals.
- Musty: stale, damp, moldy
- Huge: very large
Learn More All About Kiwis
Watch this intriguing documentary video about them:
A documentary about the nature of kiwis.
Question: Why are kiwis so unusual?
Answer: Kiwi birds have feathers that seem more like hairs. They also have a strong sense of smell, and no tail. In some ways, they seem more like a mammal than a bird.
Question: Are kiwi birds cute and shy?
Answer: Kiwi birds are actually very aggressive. They’ll attack other birds entering their territory and fight back against predators.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Kiwis Facts for Kids ." Easy Science for Kids, Nov 2020. Web. 23 Nov 2020. < https://easyscienceforkids.com/all-about-kiwis/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Kiwis Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-kiwis/
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The challenge: If a child is not reading at grade level by the third grade, that child will not finish high school.
Disadvantaged children are the most at risk for not acquiring the ability to read by that crucially important time: third grade.
Dropouts not only fail to succeed in society, they are more likely to get into trouble and may even spend time in prison.
Some of these children come from homes where no English is spoken, adding to the challenge for both students and teachers.
A proven solution: The Read With Me Volunteer Program
In 2004, Roberta and Clay Klein became aware of the problem facing the disadvantaged children and started what is now the Read With Me Volunteer Program. Working with schools, churches, and community leaders, they recruited volunteers to be English-speaking role models, tutors, and mentors. They started sending volunteers to the most challenged school in the district.
After just one year, the school principal could see the difference. She noticed major changes in the children who were helped in the program. Teachers were revitalized because the volunteers were interested in helping them.
According to Coachella Valley Unified School District Superintendent Dr. Darryl Adams, "The evidence is overwhelming and clear that the program works as the data speaks to the improvement in students' reading comprehension and standardized test scores. Even more convincing is the bond created between the volunteers and the students."The challenge: We now know that if a child is not reading at grade level by the third grade, that child will not finish high school.
An ingenious solution: Read With Me brings together our most underutilized asset -- educated senior citizens, to inspire and help our most underdeveloped asset -- children from disadvantaged homes. The results?
What principals say: “I was truly not prepared for just how much of a positive impact this program could have on a school-- site.” - Principal Mike Williams, Las Palmitas Elementary School
What teachers say: “The volunteers are of great value to my students because their mentoring nature affects each child’s developmental growth, self-esteem, and foundational skills needed to become highly successful individuals.” - Maria Sauter, Implementation Specialist, Incline Village, Nevada
What volunteers say: “As a "newbie" volunteer, I honestly came with no real expectations. Having now completed five years of wild and wonderful experiences, it is I who have been continually amazed at the wonder of these young learners.” - Elaine H. Schleisman, Mecca Elementary School volunteer
This book is your guide with everything you need to start a Read With Me Volunteer Program:
~ Introducing the program to the school district ~ Working with teachers and school staff ~ Recruiting capable volunteers ~ Volunteer orientation ~ ~ Tutoring protocol ~ And much more, including forms, samples, and what to expect along the way.
About Roberta E. KleinREAD WITH ME PROGRAM WEB SITE


Today’s school-age children have many choices of after-school activities. Here is a list of the benefits of piano lessons that may convince you to sign them up. Your child may not become the next Tori Amos or Chris Martin of ColdPlay, but he or she will enjoy improvements in many areas of his or her life. Read on to discover some of the benefits of music education.
Developing discipline, being part of the music and arts world, and acquiring skills that your child can be proud of are some of the many benefits to music education.
Improved School Performance: One of the most important benefits of piano lessons helping children do better in school. Research has shown that math and music are actually intertwined in the brain. While feeling and hearing the beat and working out the rhythm of a piece, and playing scales and intervals, children are intuitively learning how to divide, understand fractions, and recognize patterns. It appears that music wires children’s brains to help them better understand other math concepts as well.
In 2000, Francis Rauscher published research indicating that classroom keyboard lessons cause “enhancement of the spatial-temporal reasoning abilities of children.” (Early Childhood Research Quarterly, 15, 215-228). This simply means that piano lessons improve a child’s understanding of concepts that underlie science, math, and even engineering.
Learning a musical instrument also introduces a child to basic physics. For instance, by plucking the strings on a guitar or violin, children learn about harmonic and sympathetic vibrations. Even non-string instruments, such as piano and drums, give children the opportunity to intuitively explore these scientific principles.
Greater Hand-Eye Coordination: Piano lessons help develop fine motor skills, coordination, and dexterity in both hands. Music lessons in general promote coordination and timing, which are valuable preparations for other activities, such as dance and sports. Writing and other related skills are also improved.
Increased Focus And Concentration: Reading music and translating written notes into the correct tempo and rhythm require focus and concentration, and piano lessons provide an indispensable opportunity to develop these skills.
Neuroscience research has found that music stimulates areas of children’s brains that aren’t stimulated by other mental activities. This suggests that children involved in music lessons have more brain activity than those who are not.
Sharpened Memory: Music lessons offer opportunities to improve short-term and eventually their long-term memories. Children instinctively memorize their lesson songs incorporating ear training to help remember what to play.
Enhanced Music Appreciation: Learning different music styles, the history and development of Western music, and understanding how musical notes, phrases, rhythms and styles make up our culture’s musical compositions cultivates an understanding of the intricacies of music and composition. This fosters a lifetime of music appreciation for all types and styles of music.
Valuable Confidence: Effort, dedication and concentration are learned skills that are required to master any musical instrument. These learned skills also motivate an all-around drive toward excellence in other areas of a child’s life, giving a child’s self-esteem a considerable boost.
Performance, whether in public or in family settings, is an excellent competency which easily transfers to public speaking. And when children become advanced enough, they will possess musical skills that will help them stand out among their peers.
The benefits of piano lessons prove that they should be considered more than a fun, extracurricular activity. They should be considered as important as any other academic school subject and hopefully will become a vital part of your child’s education for a long time.
Piano lessons are a gift that parents can give to help their children do better in school, feel good about themselves, and add a bit of music to the world.


Sit Down and Listen! On the other hand, some financial aid funds are reserved for specific functions, like helping certain groups succeed, or encouraging academic excellence in specific areas.
Teachers are also sometimes confused about how to teach essay writing and in what grade they should teach students essay writing.
The truth is that much of what students write in both elementary school and middle school can be, and should be, considered essay writing. Aldous Huxley, a famous essayist said this: Essay writing is a little easier to understand when you compare it to other types of student writing, especially reports and stories.
Report — Informational, fact-based writing, usually based on research. Fiction story — Story from the imagination. Short answer — Usually gives an answer to a specific question; a short answer can be anywhere from one word to possibly a couple of paragraphs; short answer questions are often comprehension questions.
Poetry — Artistic use of language. Narrative essay, personal narrative essay, cause and effect essay, descriptive essay, compare and contrast essay, argumentative essay, definition essay, five-paragraph essay, expository essay, evaluation essay, persuasive essay, classification essay, formal essay, informal essay, and personal essay.
What is an Essay? Is an Essay a Story? And Is a Story an Essay?
As a rule, a personal narrative essay makes a point or communicates a lesson learned, and as such, may rely on expository structure as much as it relies on story structure. The author creates the story using a plot based story structure and uses clearly defined story elements.
As you can see, these are both stories. Although they are both stories, they are not both essays. Notice that the Fiction Story is not an essay.
About Pattern Based Writing: If you teach elementary school writing, or if you have struggling middle school writers, be sure to check out the writing curriculum on the home page!This essay discusses the importance of elementary education.
Education can be considered to be the most vital asset that the society has because knowledge is the priceless wealth that people will never mislay under any circumstances, and the further the knowledge gets shared, the further it will advance.
fact opinion lesson plan essay writing paragraph outline english basic worksheet teaching primary learning quiz words topic examples define rule students elementary. Part I: Introduction--What inspired my argumentative response?
For decades, too many high-school teachers have been instilling persuasive writing skills by teaching students the five-paragraph essay. 30 Ideas for Teaching Writing.
Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers Distinguished Achievement Award for Instructional Materials.
The DBQ will consist of two parts. In the first part, students will be required to answer a key question on each document. This generally involves interpreting the .
Education Building , KaaVonia Hinton, Chair. The Department of Teaching and Learning offers programs leading to the Master of Science in Education Degree with majors in Early Childhood Education, Elementary Education, Reading, and Secondary Education; and the Doctor of Philosophy in Education Degree with a concentration in Curriculum and Instruction that .


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• Development of literacy and numeracy skills
• Music and movement
• Psychomotor development and physical education
• Creative play
• Character formation and social development
• Stimulating early learning activities
This last element is a special feature of the Hill House Early Learning Programme, and is a particularly effective ‘exercise’ for the developing brain. The children are offered educational ‘bits’ of information and introductions to new experiences or concepts. These activities reinforce previous learning, stimulate interest in learning more, and exercise the memory and the ability to handle concepts.
Early Learning Programme
STIMULATING EARLY LEARNING ACTIVITIES
The Arts and Physical Development
Music plays a vital role in the curriculum. The children learn about pitch and tempo and are encouraged to take an active part in musical activities. They experience a wide variety of music styles and periods and by developing their listening skills and their ability to distinguish different sounds, the musical programme at Hill House has lasting benefits which extend beyond the area of music and help the children to be good listeners in general.
The children are encouraged to experiment with different art media in the art classroom, such as paints, charcoal, pastels, and clay. They are able to develop their skills through fun art activities and are also provided with plenty of opportunities for free expression.
A WHOLEHEARTED COMMITMENT TO PERSONAL ACADEMIC, CULTURAL AND SPORTING EXCELLENCE
Along with their love of learning we also encourage the children to develop a real sense of enjoyment and personal satisfaction in physical activities. Our physical education programme is designed to develop both their motor skills and coordination. The children learn to be aware of the space around them and to take part in physical activities with confidence. By focusing on basic skills and encouraging a sense of fairness the children develop a firm foundation on which to build their future sporting interests. The emphasis at this stage is firmly on enjoyment and taking part so that the children are able to develop good lifelong habits of health and fitness.


Student Learning Objectives (SLOs)
"Student Learning Objectives," or SLOs, specify the Indiana Music Standard, lesson objective, and concept(s) the students must master. The SLOs also specify how much of the class must show mastery and at what mastery level before the class will progress to the next stage or objective.
SLOs exist at multiple levels in Mr. McBride's Music class:
- District SLOs - formal assessment of individual students with specific, district-level data analysis and reports by all district elementary schools. Grades are posted on report cards and online Gradebook.
- Formal SLOs - formal assessment of individual students. Grades are posted to report cards and online Gradebook.
- Informal SLOs - informal assessment of classes with "checks for understanding" and visual or aural analysis of student understanding. Grades may or may not be officially reported though data may be taken to track progress.
- Experience-based SLOs - non-assessed experiences that aid, support, or clarify specific standards, skills, and concepts. These enhance the educational foundation and students' enjoyment of music.
Also refer to the Indiana Academic Standards for Music Education.
Choose the grade level below to view the respective SLOs.


(born 1946). When George W. Bush was elected the 43rd president of the United States, his wife, Laura Welch Bush, noted that she was already familiar with the White House due to frequent visits there during the presidency of her father-in-law, George Bush. Although she and mother-in-law Barbara Bush shared many of the same interests, Laura Bush promised to define the job in her own way. A former teacher and librarian, she used her position to promote education in the United States and worldwide.
Laura Lane Welch was born on Nov. 4, 1946, in Midland, Tex. Her parents placed a high priority on the education of their only child and fostered her interest in reading. She attended public schools in Midland and graduated from high school in 1964. After earning a bachelor’s degree in elementary education from Southern Methodist University in 1968, she taught in public schools in Dallas and Houston. She received a master’s degree in library science from the University of Texas in 1973 and later worked as a librarian in Austin.
Although George W. Bush and Laura Welch attended the same middle school for one year and even lived for a brief period in the same apartment complex in Houston when he was in the Texas Air National Guard, they did not meet until 1977, when they were introduced by mutual friends at a barbecue. Three months later, on Nov. 5, 1977, they married—but reportedly only after George agreed that Laura would never have to give a political speech on his behalf. Laura then resigned her job as a librarian and did volunteer work at a Dallas hospital. In 1981 she gave birth to twin daughters, Barbara and Jenna, who were named after their grandmothers.
After George was elected governor of Texas in 1994, Laura became a popular first lady, working to improve literacy and raising funds for public libraries. Notably, she initiated a collaborative effort with the Barbara Bush Foundation for Family Literacy and organized the Texas Book Festival, which raised nearly $900,000 for Texas public libraries during its first four years. She also promoted breast cancer awareness and women’s health issues.
In 1999 George W. Bush announced his candidacy for the Republican presidential nomination. Although Laura Bush had earlier resisted giving public campaign speeches, she became an avid campaigner, even addressing the Republican National Convention in 2000. As first lady of the United States she continued her focus on education, establishing a foundation to raise funds for libraries and organizing a national book fair featuring American authors. She also served as an advocate for her husband’s administration on such issues as democracy, women’s rights, and health. The Bushes returned to Texas after leaving the White House in 2009.


The Malta College of Arts, Science and Technology (MCAST) has introduced embedded learning, benefitting learners with negative school experiences.
MCAST, the largest public VET provider in Malta, introduced a Level 1 programme in October 2010. This programme is aimed towards students who would want to further their learning opportunities and later on gain access to employment which may include a further element of training. Such a programme can also be the starting point for students to further their education and training in their area of interest. Teaching the key skills to students with negative attitude towards learning is by no means an easy task. The motivational factor is in fact the greatest challenge to overcome – key skills such as English, Mathematics and Maltese have to be presented differently to the students’ previous experience of these subjects.
Research has demonstrated that students following embedded courses achieved better results than those on non-embedded ones. This was apart from the fact that learners developed a more positive attitude towards the key skills subjects. Our experience confirms that introducing embedded learning has benefitted learners and one hopes that the system may be further developed to include an even bigger number of vulnerable learners.
During an embedded lesson, two lecturers deliver the lesson together, usually in a laboratory or workshop. The vocational lecturer may be considered as the one responsible for the technical content of the lesson while the key skills lecturer is required to intervene whenever necessary to expound on the language and literacy skills and expose the student to the required grammatical structures in such a way as to facilitate comprehension on the part of the learner. The same approach is used for the embedding of mathematics whereby the lecturer intervenes to explain certain simple calculations which are relevant for the vocational component. Numeracy skills, which are a necessity in every field of work, are thus imparted with a direct and more practical approach.
The Level 1 programme offered introductory courses to most MCAST Institutes. After being tried and tested for one academic year, interviews with students who attended such courses show that their attitude towards learning and the way they speak about their abilities has changed and their self-confidence has been strengthened. These students claim that this type of course methodology was a lot easier and more interesting to handle than their previous experience of schooling methods since, through the vocational subjects of their choice, they simultaneously managed to progress very well in their key skills.
Through the Level 1 programme, MCAST has proved that education and training can be really and truly accessible and responsive to the needs of the individual.


Date of Award:
Doctor of Education (EdD)
Eldon M. Drake
The purpose of this study was to determine whether the attitudes of Elementary Education students and Secondary Education students toward children and teaching differ significantly prior to and after student teaching and whether these attitudes show a significant change as a result of the student-teaching experience. The study was also concerned with correlation between attitude change and the subject which the student teaches and correlation between attitude and the student ' s performance grade in student teaching.
Subjects for the study were 33 Elementary Education students and 67 Secondary Education students at Utah State University who did their student teaching during the winter quarter, 1975. Secondary Education students were distributed in six areas as follows: Arts/Humanities, 11; Business Education/Distributive Education, 12; Math/Science, 5; Vocational Education, 23; Social Studies, 7; and Physical Education/Health, 9 .
Students participating in the study were tested on the Minnesota Teacher Attitude Inventory (MTAI) before and after student teaching. They were rated by university supervisors on Part I of the Instrument for the Observation of Teaching Activities (IOTA) during the final weeks of student teaching.
Analysis of variance and analysis of covariance were used to compare group means on the pre- and post-tests of the MTAI. Analysis of variance was also used to compare mean group scores on the IOTA .
Pearson's L product-moment correlation was used to determine significant relationships between student teachers' attitude scores on the MTAI and performance scores on the IOTA.
1. Prior to student teaching, Elementary Education student teachers had a significantly less realistic attitude toward children and teaching than Secondary Education student teachers had . Significance was at the .01 level.
2. After student teaching, there was no significant difference between t he mean attitudes of Elementary Education and Secondary Education students toward children and teaching.
3. Elementary Education students and Secondary Education students had more realistic attitudes toward children and teaching (significant at the .01 level) after student teaching.
4. There was no significant difference in the mean attitudes toward children and teaching , before and after student teaching, of Secondary Education students who taught in five of the six Secondary Education teaching areas. Students who taught in the area of Vocational Education had a significantly more realistic mean attitude toward children and teaching after the student teaching experience. Significance was at the .01 level.
5 . There was no significant difference in mean performance scores on the Instrument for the Observation of Teaching Activities (IOTA) for Elementary Education student teachers and Secondary Education student teachers.
6. There was no significant correlation between mean attitude scores and mean performance scores on the IOTA for Elementary Education student teachers and Secondary Education student teachers.
7 . There was no significant correlation between mean attitude scores and mean performance scores on the IOTA for students in five of the six Secondary Education teaching areas. Students teaching in the area of Physical Education/Health had a significant correlation between their mean attitudes prior to and after student teaching, and their mean performance score on the IOTA. Significance was at the .01 level.
Rhoades, Sylvia Lynn, "The Effect of Student Teaching on Attitudes of Selected Elementary and Secondary Education Students at Utah State University" (1975). All Graduate Theses and Dissertations. 3182.
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New Delhi: At least 27 per cent students do not have access to smartphones or laptops to attend online classes, while 28 per cent students and parents believe intermittent or lack of electricity is one of the major concerns hindering teaching-learning, according to a survey by the NCERT.
The survey with over 34,000 participants, including students, parents, teachers and school principals from Kendriya Vidyalayas, Navodyaya Vidyalas and CBSE affiliated schools, has pointed out that lack of knowledge of using devices for effective educational purposes and teachers not being well-versed with online teaching methodologies, caused hindrance in the learning process.
“Approximately 27 per cent of the students mentioned the non-availability of smartphones and laptops. The maximum number of stakeholders have opted for mobile phones as a medium for teaching-learning during the COVID-19 period,” the survey by the National Council of Educational Research and Training (NCERT) said.
“About 36 per cent of the students used the textbooks and other books available with them. Laptops were the second most favoured option amongst teachers and principals. Television and radio were the least utilized devices for the teaching-learning in the pandemic situation. The absence of enriched interaction between the teacher and the students was one of the reasons as identified by the stakeholders,” it added.
The survey noted that almost all of the responsive states use physical (non-digital) mechanisms to track the progress of learners with the majority of them either practising home visit by teachers or systematic parental guidance via phone calls.
“About half of the students stated that they did not have the school textbooks. Although the e-textbooks are available on NCERT website and DIKSHA, the probable reasons behind this feedback are that students are used to studying from the hardcopy of the textbooks, there is lack of awareness regarding the availability of the e-textbook and paucity of devices with students and teachers,” it said.
The majority of the stakeholders pointed out that mathematics as a subject was difficult to learn via online medium.
“Since, mathematics contains several concepts which require interaction, continuous support, monitoring from the teacher and these aspects were lacking in the online mode of teaching”.
“Next to Mathematics, Science was identified as the subject of concern since it contains several concepts and practical experiments which could only be done in the laboratory under the supervision of the teacher. A few stakeholders also found Social Science as a difficult subject to grasp through online classes,” the survey said.
It said that around 17 pc of students identified languages as being a difficult subject to learn through online medium.
“Many students and parents felt the need for Physical Education classes through online mode, as physical fitness is the need of the hour to combat this pandemic. Arts education can help to reduce stress and boredom. Around 10 per cent of the stakeholders mentioned art education as a subject of concern,” the survey said.
Universities and schools across the country have been closed since March 16, when the Centre announced a countrywide classroom shut down as part of measures to contain the COVID-19 pandemic.
A nationwide lockdown was imposed on March 25. While several restrictions have been eased, schools and colleges continue to be closed.
The prolonged closure of educational institutions has mandated a shift from classroom teaching to online learning.
Based on the NCERT survey findings, the Ministry of Education has formulated Students’ Learning Enhancement Guidelines.
“The guidelines will help children, who do not have digital resources to get learning opportunities at their homes, with their teachers or volunteers. Apart from this, it will also help in our efforts to overcome the learning deficiencies of all those students who are learning at home through various alternative ways using radio, television or smartphone,” Union Minister of Education, ‘Nishank’ said.
The minister informed that the guidelines and models are suggested for three types of situations.
“Firstly, in which students do not have any digital resources. Secondly, in which students have limited digital resources available. Lastly, in which students have digital resources available for online education,” he said.


If you’re the parent, teacher, or therapist of a young child with Down syndrome, you should know that Applied Behavior Analysis (ABA), the evidence-based, gold-standard method for teaching children with autism, is an equally effective strategy for teaching children with Down syndrome! In Off to a Good Start: A Behaviorally Based Model for Teaching Children with Down Syndrome, a two-book set, the authors share the compelling research about the benefits of using ABA methods with children with Down syndrome, describe ABA principles and procedures, and provide the ABA-based curriculum they’ve used for nearly 20 years to successfully teach infants through kindergarteners with Down syndrome. With these books, readers will learn ABA practices for teaching children the all-important foundational skills in motor, social-communication, cognitive, and self-care development.
Book 1: Foundations for Learning is the starting point for parents and professionals with little or no knowledge of ABA. It covers:
- an overview of ABA and how to apply its principles and strategies to teach skills
- background information on the characteristic learning profile of children with Down syndrome and how strengths (such as visual learning abilities and the desire to interact with others) can be used to overcome weaknesses
- the importance of inclusion and high expectations
- how to choose target skills to teach and set up learning opportunities
- using prompts and reinforcement to shape desired behavior and skills
- the importance of generalizing skills learned in one setting to another
- how to minimize behavior which interferes with learning
- tracking and evaluating progress
- how to build a team of caregivers and professionals to teach using ABA
Check out Book 2: Teaching Programs to learn how to teach hundreds of essential skills and address challenging behaviors.
Written by Emily A. Jones, Ph.D., BCBA-D & Kathleen M. Feeley, Ph.D.
Emily A. Jones, Licensed Behavior Analyst, New York, is Associate Professor in the Department of Psychology, Queens College and The Graduate Center, City University of New York. In Dr. Jones’ research she examines interventions to improve outcomes for children with developmental disabilities and their families.
Kathleen M. Feeley is Professor in the College of Education, Information, and Technology and the founding Director of the Center for Community Inclusion at Long Island University. Dr. Feeley has dedicated her career to examining interventions that enable children with disabilities to be successful alongside their typical peers.


Why are music and movement important for early childhood education?
Everyone knows that children love to run, dance, scream, and shout. And while parents may sometimes wish they had an off switch, there’s a common misunderstanding that this is simply blowing off steam. In fact, much like any other topic studied at school, music and movement are essential parts of a child’s development.
Early childhood education is commonly agreed to cover the age ranges from birth through to around eight or nine. During this period, a child’s surroundings have a significant impact on the kind of person they will later become.
For this reason, high-quality early childhood education has shown to have a positive influence on the graduation rates among postsecondary students, in addition to even influencing success in future careers.
So, if we consider this to be a critical period of development within a person’s lifespan, then we should also consider music and movement to be critical to their success.
Why Is Music Important in Early Childhood Education?
Music within early childhood education is not simply a means of bringing some fun and positive atmosphere to the classroom. Rather, it has a significant impact on a child’s learning processes.
According to a 2016 study conducted by the University of South California, the presence of music and varied experiences with music in early childhood can have a positive impact on the speed of brain development. This was especially notable in skills such as reading and language acquisition.
What’s more, the NAMM Foundation (National Association of Music Merchants Foundation) has highlighted how learning the intricacies of a musical instrument can have a beneficial effect on a child’s performance in both mathematics and their SAT scores.
In addition to influencing performance in math, music education has even been shown to improve English language and reading skills, and can improve one’s retention and recall of spoken information.
Unfortunately, when budgets are cut or time runs short to deliver everything contained within a curriculum during a term, performance and arts subjects are often the first to go. However, if we are to heed the above studies, or any others associated with this area of education, we should be giving the same weight to music in an early years curriculum as we would English or mathematics.
Why Is Movement Important in Early Childhood?
According to Michigan State University, encouraging movement at an early age can help to improve memory, perception, attention, language, and decision-making skills in children.
What’s more, combining movement and language together can increase learning as much as 90%. This isn’t a new concept either; many studies have shown that physical actions and exercise can enhance our memory and recall.
Motor control is largely associated with the cerebellum in the rear of the brain, but it has also been linked to other areas of the brain that handle memory, spatial perception, and attention. Essentially, the area of the brain that tells us when and how to move is also responsible to a large extent for our learning processes.
Given the high amounts of energy possessed by children, those responsible for curriculum design should always keep in mind the positive effects of movement on a child’s development. Children love to move and will largely appreciate activities that place an emphasis on this, as opposed to simply sitting behind a desk and memorizing information.
Why Is Movement Important in Music?
Movement is an important part of any music lesson. Aside from the individual benefits already highlighted, when children move around to a soundtrack, they benefit from improving their hand-eye coordination, concentration, balance, and cognitive skills. Essentially, they further develop the areas of their brain responsible for languages, reading, writing, and fine motor coordination.
The combination of music and movement releases endorphins into the brain — otherwise known casually as ‘feel-good chemicals’ — which help to maintain energy levels and interest in an activity. Essentially, this type of activity helps keep children motivated, attentive, and ready to learn in all other areas of their education.
How Do Preschools Teach Music and Movement?
Thankfully, there is a broad range of activities that can be incorporated into an early childhood curriculum. Common activities focus on teaching new songs to children, such as the ‘ABCs’. Others, like ‘Heads, Shoulders, Knees, and Toes,’ incorporate movement into the song, which, if the studies above are to be heeded, can be even more beneficial to a child’s learning.
There are other types of activities, too. A class could learn to play musical instruments, imitate animals, sing as they complete a particular activity, or dance with regalia, such as ribbons.