“Autism, according to the Autism Society “is a complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others.”
In addition, according to the Autism Society, “Autism is defined by a certain set of behaviors and is a “spectrum disorder” (Autism Spectrum Disorder or (ASD), that affects individuals differently and to varying degrees.”
The term “spectrum” according to The National Institute of Mental Health (NIMH) “Refers to the wide range of symptoms, skills, and levels of impairment or disability that children with ASD can have. Some children are mildly impaired by their symptoms, while others are severely disabled.”
In March 2014, the Centers for Disease Control and Prevention (CDC) issued their Autism and Developmental Disabilities Monitoring (ADDM) autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 68 births in the United States and almost 1 in 54 boys. The spotlight shown on autism as a result of the prevalence increase opens opportunities for the nation to consider how to serve these families facing a lifetime of supports for their children.
There is no known single cause of autism, but increased awareness and funding can help families today.
For example, “The Autism Society estimates that the lifetime cost of caring for a child with autism ranges from $3.5 million to $5 million.
Camp C.A.N.O.E. is open to children with autism from Kindergarten through the 12th grade. It is a summer day camp designed specifically for children with autism and other abilities.
Camp C.A.N.O.E. is located at Camp DaKaNi, a beautiful 33-acre wooded campground in Oklahoma City. A program called Camp Fire Heart of Oklahoma (Camp Fire USA) has owned and operated both camps for more than fifty years.
The mission of Camp Fire USA and Camp C.A.N.O.E., according to their website, “Is to build caring, confident youth and future leaders.” To accomplish these goals, counselors at Camp C.A.N.O.E. “Offer a variety of outdoor activities to enhance the development of social, motor, and sensory processing skills.” Most important, “The safety of campers is a top priority.”
In addition, “Every counselor will have an assistant counselor and a maximum of only five campers. All counselors have received standardized camp training plus specialized Camp C.A.N.O.E. education.”
Camp Fire Heart of Oklahoma is the home of adventure learning and character development for thousands of young men and women for almost ninety years! As a national organization, we are more than 101 years old.
Camp DaKaNi, means “a day in the out-of-doors. As previously stated It is owned and operated by Camp Fire Heart of Oklahoma and located on 33 wooded acres in the heart of Oklahoma City.
Camp Fire camping gives young people a chance to learn how to live and share with others and to become closely involved with the natural environment. The well-being and safety of campers is our first concern.
Camp DaKaNi, in its 57th year as a day camp, is open to all boys and girls, ages 5-18, regardless of race, gender, creed, religion, national origin, sexual orientation, disabilities* or economic status. Campers do not have to be members of Camp Fire.
*Camp DaKaNi programs are available to persons with disabilities. We will make every effort to meet the needs of all those who wish to apply.
Some of the stated “Benefits of Camp C.A.N.O.E.” include:
- Team-Building Skills
- Communication & Social Skills
- Independent Thinking
- Physical Activity
- Fine and Gross Motor Skill Development
For more information, please contact:
Penn Henthorn, Director, Camp C.A.N.O.E.:


Science, Tech, Math › Math What Is Geometry? Share Flipboard Email Print Gunther Kleinert/EyeEm/Getty Images Math Geometry Math Tutorials Arithmetic Pre Algebra & Algebra Statistics Exponential Decay Functions Worksheets By Grade Resources View More By Deb Russell Math Expert Deb Russell is a school principal and teacher with over 25 years of experience teaching mathematics at all levels. our editorial process Deb Russell Updated September 04, 2018 Simply put, geometry is a branch of mathematics that studies the size, shape, and position of 2-dimensional shapes and 3-dimensional figures. Although ancient Greek mathematician Euclid is typically considered the "Father of Geometry," the study of geometry arose independently in a number of early cultures. Geometry is a word derived from Greek. In Greek, "geo" means "earth" and "metria" means measure. Geometry is in every part of a student's curriculum from kindergarten through 12th grade and continues through college and postgraduate study. Since most schools use a spiraling curriculum, introductory concepts are re-visited throughout the grades and advances in the level of difficulty as time goes on. How Is Geometry Used? Even without ever cracking open a geometry book, geometry is used daily by almost everyone. Your brain makes geometric spatial calculations as you step your foot out of bed in the morning or parallel park a car. In geometry, you are exploring spatial sense and geometric reasoning. You can find geometry in art, architecture, engineering, robotics, astronomy, sculptures, space, nature, sports, machines, cars, and much more. Some of the tools often used in geometry include a compass, protractor, square, graphing calculators, Geometer's Sketchpad, and rulers. Euclid A major contributor to the field of geometry was Euclid (365-300 B.C.) who is famous for his works called "The Elements." We continue to use his rules for geometry today. As you progress through primary and secondary education, Euclidean geometry and the study of plane geometry, are studied throughout. However, non-Euclidean geometry will become a focus in the later grades and college math. Geometry in Early Schooling When you take geometry in school, you are developing spatial reasoning and problem-solving skills. Geometry is linked to many other topics in math, specifically measurement. In early schooling, the geometric focus tends to be on shapes and solids. From there, you move to learning the properties and relationships of shapes and solids. You will begin to use problem-solving skills, deductive reasoning, understand transformations, symmetry, and spatial reasoning. Geometry in Later Schooling As abstract thinking progresses, geometry becomes much more about analysis and reasoning. Throughout high school there is a focus on analyzing properties of two- and three-dimensional shapes, reasoning about geometric relationships, and using the coordinate system. Studying geometry provides many foundational skills and helps to build the thinking skills of logic, deductive reasoning, analytical reasoning, and problem-solving. Major Concepts in Geometry The main concepts in geometry are lines and segments, shapes and solids (including polygons), triangles and angles, and the circumference of a circle. In Euclidean geometry, angles are used to study polygons and triangles. As a simple description, the fundamental structure in geometry—a line—was introduced by ancient mathematicians to represent straight objects with negligible width and depth. Plane geometry studies flat shapes like lines, circles, and triangles, pretty much any shape that can be drawn on a piece of paper. Meanwhile, solid geometry studies three-dimensional objects like cubes, prisms, cylinders, and spheres. More advanced concepts in geometry include platonic solids, coordinate grids, radians, conic sections, and trigonometry. The study of the angles of a triangle or of angles in a unit circle forms the basis of trigonometry.


- Relate addition and subtraction to length.
- Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
- Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
Other foundational skills:
- Number sense
- Math fluency
- Ability to locate important information within the conceptual models and cover up visual clutter
- SMART Board
- Conceptual models can be manipulated on the SMART Board.
Functional Skills from the Expanded Core Curriculum (ECC) can be incorporated:
- Assistive technology: Learn to use her touch screen and iPad as needed.
- Independent Living: Use real life word problems or money to represent 1s and 10s.
- Students with low vision or CVI (Cortical Visual Impairment) may have difficulty shifting gaze between two pictures to discriminate differences. Once the student is able to locate the difference (either with prompting or independently) he or she may lose sight of the difference and have difficulty circling the difference. Therefore when presenting materials during instruction, minimize the visual clutter. To prevent visual clutter, images and words can be covered with overlays or a sheet of paper.
- Worksheets can be enlarged, depending on the specific needs of the child
- An iPad can be used to view information that is presented on the SMART board. The use of the iPad allows many students with visual impairments to view the information as a “whole”, especially if they have limited visual fields.
Operations & Algebraic Thinking
2.OA.A.1 - Represent and solve problems involving addition and subtraction. - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparin...


Collins Easy Learning Maths 5-6 develops numeracy skills. Collins Easy Learning Maths Age 5-6 supports year-by-year school learning, providing practice and guidance in maths at KS1. This practice book develops numeracy skills and includes helpful tips and answers to support learning at home. * Easy to use - clear guidance in learning mathematics on every page for parent and child * Easy to learn - colourful and engaging activities keep your child's motivation levels high * Easy to remember - information and activities organised in clear, memorable chunks to develop maths skills
Why buy from World of Books
Our excellent value books literally don't cost the earth
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us.


Rivers Quiz – Fun FREE Interactive General Quiz Questions for Kids
Enjoy this Easy Science for Kids Rivers Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Rivers. You need to answer all the questions to be able to get your score. You can do this fun quiz about Rivers again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Rivers.
Rivers Quiz – FREE Earth Science Quizzes
Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Rivers Geography quiz helps your kids learn fun facts about Rivers while enjoying this FREE science quiz questions for kids.
If your kid is being home-schooled, or is doing after-school education, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades. Kids will enjoy competing against their classmates and friends, to see who scores highest, doing this free general quiz for kids on Rivers.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can limit the number of times they can read about the Rivers quiz topic, before they do the actual Geography quiz games we offer on our easy science for kids website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Rivers quiz and our other fun interactive online quizzes, as a listening comprehension activity; you read out to them about the topic and then read the interactive quiz questions and answers. You will select the Rivers quiz answer they think is correct, and at the end you get the quiz score. Your child can try multiple times doing the Rivers quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free interactive general quiz about Rivers? Check out all our other fun Quiz Questions for Kids at Easy Science For Kids.com. Visit our Natural Science for Kids Website all about Rivers page. Get lengthy info here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
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APA Style Citation
Tobin, Declan. (2020). Rivers Quiz – Fun FREE Interactive General Quiz Questions for Kids -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/rivers-quiz-fun-free-interactive-general-quiz-questions-for-kids/
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CNC Operator Training
According to the U.S. Bureau of Labor Statistics, there is a growing shortage of CNC operators, and there are not enough skilled and knowledgeable individuals to fill the many jobs available. Thus, CNC operators are expected to have excellent career opportunities through the coming decade.
Computer numerically controlled (CNC) machines are programmed to perform hundreds of different functions. They drill, cut and shape highly precise items that are used in numerous industries, such as the automotive and aerospace. Computer control operators utilize programs to perform the operations that drive these machines, which include laser cutting equipment, drill presses, milling machines and lathes.
The Workforce Development CNC Operator Training program will give you the foundational skills to safely perform the essential functions of CNC operations. Students will receive classroom and hands-on training in the machine shop and metrology lab. Skills covered include blueprint reading, CNC programming, machine set-up, operation, tooling, and trouble shooting. The basics of metrology and inspection of parts as per standard will be presented. Successful completion of this course will prepare you for an entry CNC operator position. In addition, you will have the opportunity to earn a National Career Readiness Certificate (NCRC), a credential of your foundational work-related skills, which adds credibility to your job resume. All materials and supplies and the NCRC assessments are included in the course fee. View course details.


You probably find different ways to teach things to your toddler every day, and usually in an informal manner. However, have you ever thought about using a more formal lesson plan to help teach your toddler certain things? The more your child can learn before kindergarten the better off she will be in her education. Simple math, science, penmanship, spelling and arts concepts can be fun for your child to learn and will benefit her greatly as she enters into kindergarten. Take a look at these 25 blog entries to gather some ideas for teaching your preschooler at home.
You use math every day, often without even realizing it. You use math when you’re telling time, measuring out recipes and counting out change. To help your child learn some basic math skills, include her as you do these things. Teach her to count and do simple addition. These five blog articles will give you examples to get you started teaching your child basic math skills.
- Big and Small: Toddler Math Lesson Plan
- Everyday Math Play in Preschool
- Skills for Telling the Time
- 5 Great Pre-K Math Activities
- Early Math Lesson Ideas
Science may seem like magic to young children, which is important because it helps capture and hold their attention. There are several simple science projects you can do at home, and many require ingredients that are already in the house. For plenty of science experiments you can do at home, check out these five blog posts.
- Exploring Science in Pre-K with Ramps
- Tornado in a Bottle: Easiest DIY Science Lesson Ever!
- Math and Science Activities for Kids and Mom’s Library #42
- Science for Kids. Or Men
- Science Activities for Preschoolers
With the rise in popularity of texting and keyboarding, some schools aren’t focusing as much on teaching good handwriting. If you still feel that it’s important for your child to be able to print his letters and write a letter if he needs to, however, then you may want to work through these five blogs for tips that will get your preschooler ready to not only hold a pencil correctly, but also learn to write with it.
- Handwriting Alphabet Worksheets
- Teach Your Child How to Write for Free: For Ages Preschool and Up
- Free Preschool Alphabet Worksheets
- 18 Ways to Teach Your Preschooler to Write
- “M” is for Monkey Bars: Getting Ready for Writing
Before you begin teaching your child how to spell, start by helping her learn the alphabet and what sounds each letter makes. Once your child has mastered this, have her work up to three letter words. Kids can often spell before they can write. Use these five blog entries to learn ways to make spelling fun for your child.
- 18 Tactile Spelling Activities
- Fun Ways to Learn Spelling Words
- The Kids’ Picture Show: Days of the Week Spelling w/ Cute Dancing Kitten (Fun & Educational)
- Miss G Learns Her Name… The Fun Way!
- Create a Clothespin Alphabet
Have some fun with art and music with your preschooler. You can start by teaching your child to find the beat in a song, then have her clap or march to the beat. Kids typically love to sing songs, so teach her some simple songs to sing. On the days you don’t teach her music you can do art projects to ignite his inner Picasso. To find out more about teaching toddlers art and music, look at these five blog posts.
- S is for Seeds : Playful Ways to Teach Young Kids about Seeds
- Preschoolers and Art: It’s More than Coloring in the Lines
- Land Art Lesson
- Quick Tips Music Activities for Preschoolers
- Toddler Music Activities: Tap the Beat


My Hands and Fingers
'Songs and activities with a focus on hands, how they look, move and what they can do.'
From the Bounce and Sing Curriculum for 1-3 year-old children. Part 6 in the series - Bouncing on the Bed.
Musical Child is a publisher of music education resources to stimulate early learning through music. We provide all you need to teach music to toddlers and preschoolers. Why? Because researchers have proven that 'every child is a musical child' and if you don’t engage them after they turn one they might lose their natural musicality.
Bounce and Sing with 200 songs is a complete curriculum for children aged 1-3. Sing and Play with 170 songs is a complete curriculum for children aged 3-5 or even older.
The best way to teach music to young children is through activities such as playing small instruments, finger plays, bounces, tickles and hand games, mimicry and movement, dance, drama and games. Resources available from our website include full descriptions of proven activities. In addition we provide a rationale and learning outcomes in language development. We also provide lyric charts for screen or wall.
Our songs and activities are used by teachers, childcare professionals and parents who understand that they are their child's first and most important teacher.
One teacher writes: "Let me start off with thanking you – your Musical Child series has been IMMENSELY helpful in my starting up a music programme for nursery schools here in Dubai. I was thrown in the deep end with a high school teaching background and suddenly having to create a constructive music lesson for preschoolers. I have purchased just about the entire Musical Child series and I find it to be an AMAZING teaching resource. I have also just come across your blog and will be spending the next couple of days reading through it."


Art class taught with an emphasis on the interests of the students presented in a way that enhances their education. *Home School credit may be obtained*
In every assignment, students give personal expression to their artwork, learn to make choices, identify opportunities, and solve problems creatively.
Art refutes the idea of education as collecting and storing knowledge. Instead, the fun is creating and inventing and finding solutions.
Each class incorporates:
Introduction to Art Styles
Art Media and Techniques
Art Education Resource provides Art classes incorporating the advatages of traditional settings in a more personal environment. Educational concepts are given relevance by being tied to Art principles in these fun and informative classes. The student has the opportunity to determine which topics will be the focus of his or her own art education.
Drawing in Various Media
Foundations in Clay
Introduction to Fiber Arts
Art Education Resource also incorporates local artists and studio spaces where additional hands-on experience can be obtained.
The cost is $149 per 6 hours, with all materials included. Please call or email to set up a time and day of the week that works with your schedule.


Dabbledoo Music for Primary Teachers
This course will introduce teacher to a specially designed online resource for primary music education. With these free online resources, the participants will have all they need to fulfil the requirements of the primary school music curriculum with confidence. The course and all its resources are designed to be accessible and engaging for teachers with all levels of musical experience and it is based around a fully interactive, resource website which will ensure participants to learn actively at every step. The resource website has been designed specifically for use with interactive whiteboards. It encourages both teacher and students to engage with ICT in the classroom.
· Become familiar with the online resource and its technical setup in the classroom
· Gain confidence with a range of instruments, including the voice
· Learn how to organise group performance and assess the groups musical progress
· Become comfortable with composition and collaborative music making through the interactive online activities
· Learn how to integrate listening, composition and performance into every music class.
Facilitator: Shane McKenna
Date: Tuesday 15th October
Time: 4.30 – 6.30 pm
Venue: Dublin West Education Centre
|Course Date||15-10-2019 4:30 pm|
|Course End Date||15-10-2019 6:30 pm|
|Registration Start Date||02-09-2019 12:00 pm|
|Location||Dublin West Education Centre|


In her new book Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature, author Deborah Appleman relies heavily on the pedagogical metaphor of scaffolding to describe the support we can offer students as they develop as readers in our literature classrooms.
Appleman notes that while “primary school teachers may not as easily question the need to explicitly model and scaffold reading processes, teachers of adolescents all too often assume that their students already possess the knowledge to become successful readers” (16-17). As a secondary English teacher, I have come to understand the need for such support, but I’m afraid that I’d never really thought too much the implications of the metaphor behind that word scaffolding. I hadn’t considered the limits—the rigidity, uniformity, and linearity—such a “building” metaphor might imply, leading to one-size-fits all, teacher-directed support in the classroom.
It’s fitting then, that it’s a paper by Anne Haas Dyson—whose work focuses largely on early literacy development—has recently challenged my understanding of scaffolding and helped me appreciate more fully the challenge and promise of supporting adolescent readers in the ways Appleman describes in her new book.
In “Weaving Possibilities: Rethinking Metaphors for Early Literacy Development,” Dyson explains that “[w]hile scaffolding is a vertical metaphor, one that represents how more skillful others support [students’] progress within one activity, weaving has a more horizontal dimension. It suggests how [students’] progress in any one activity is supported by their experiences in varied activities.”
Many of the excellent examples of scaffolding that Appleman describes benefit from being re-thought in Dyson’s terms. When Appleman describes an American literature teacher who responds to students’ interests in digital literacies by having students explore war-related blogs and complete an assignment called “The Apps They Carried” before reading a short story by Tim O’Brien, she is acknowledging the nonlinear, student-centered ways teachers can support students as readers across a variety of contexts.
When Appleman discusses a group of students reading the short story “The Boy without a Flag,” she tells of students performing a close reading of The Pledge of Allegiance, writing their own pledge, and composing collaborative poems based on the sentence frame “I am a ___ without a ___,” she’s exploring another model of support that is enhanced by metaphorical re-examination. Enacted ineffectively or without clear intention and purpose, these activities may end up seeming disconnected from the reading activity. In the carefully managed, responsive classroom Appleman depicts, these activities “allow us to see and allow space for the diverse intentions and resources of [students]” as they grow as readers and interpreters of text (Dyson).
When I first read Dyson’s critique of scaffolding, I didn’t know quite what to make of it—after all, the unchallenged term has become a staple of the teaching lexicon. But as I read each of Appleman’s cases of teachers tapping into linguistic and non-linguistic resources, school-sponsored and out-of-school literacies, and diverse life experiences of our students, its value started to make sense.
It’s not a rigid set of “before, during, and after” activities—and certainly not scripted curricula and more oppressive standardization (even that which nominally includes “scaffolding”)—that our students need. They need teachers who are supported and encouraged to learn more about their students and more about the ways to match their students’ needs with effective pedagogical practice that will give us a chance to weave success with adolescents as they face increasingly challenging text in and out of school.


The International Association for Jazz Education originally started in 1968. Located in Manhattan, Kansas, many believe that it got its start in a smaller area of Kansas. The organization was known by the name of the National Association for Jazz Education and went by the acronym NAJE from 1968 until 1989 when it changed its name officially to the International Association for Jazz Education.
The International Association for Jazz Education or IAJE originally focused their attention on the United States. By the end they had over 8,000 members worldwide and at least 40 countries represented in their ranks. The purpose or mission of the association was to spread the word of jazz through outreach programs. They also focused on educating others about jazz in the hopes of helping the music grow and develop.
The group was entirely voluntary, with members volunteering to hold the more important seats and they were also listed as a non-profit organization. They ran programs throughout the year, which were used as a way to show the history and heritage of jazz, as well as help others learn how to appreciate the music. They also worked with educators by helping them determine the appropriate curriculum and setup performances in their school.
The International Association for Jazz Education also worked with students interested in jazz music and artists working in the jazz genre. They provided information and helped those interested in a number of ways. They also gave those interested the appropriate resources when needed. Every year in January they held their annual conference, which was known throughout the world. This conference used performances and workshops as a way of helping spread the word of jazz music.
Organizations similar to the IAJE include:
The IAJE no longer exists, but the above organizations work on the same goals that they once had. The National Association for Music Education also works with educators, students and artists, but on all types of music and not just one specific genre. The closing of the organization came as a shock to many.
On January 9, 2008 the IAJE held their 35th annual conference, which took place in Toronto, Canada. The conference was a huge success and members looked forward to the next event. Instead the IAJE shut down on April 18 of that same year. They closed their office and announced that they were filing for bankruptcy. Not long after, they filed Chapter 7 and announced that all upcoming events were gone from the schedule. As of March 15, 2009 the organization no longer exists. Former members claimed that the organization lost money on their last conference and were no longer receiving donations, which led to the closing. There are still many who miss the organization today.


Parent & Educator Resources
Boston Children's Museum has been creating curriculum, activities and other resources for educators and parents for 100 years. These resources are used in every state in the United States and in over 100 countries around the world, and are rooted in decades of understanding how children learn most effectively, and how adults can best support that learning.
The resources below include the multiple–award winning "Beyond the Chalkboard" website, which was named "Best of the Web – Education Website" and is used by tens of thousands of afterschool professionals all around the world; the STEM Sprouts Teaching Guide, which offers ideas and activities for early childhood educators who teach science, technology, engineering and math; guides for afterschool educators working with English Language Learners and children with autism; and BCM Home Edition – a book of 26 activities that families can try together at home. Each of these resources is available for free to any parent, teacher or other caregiver that wishes to use them. Click on the links below to find out more.
The STEM Sprouts Teaching Guide is the product of collaboration among National Grid, Boston Children’s Museum, and WGBH. The goal of this guide is to assist preschool educators in focusing and refining the naturally inquisitive behaviors of three- to five-year-olds on science, technology, engineering, and math. It includes general information on how young children explore science topics as well as specific activity suggestions that align with the Massachusetts state guidelines for STEM teaching in early childhood. Click below to download this free PDF.
Boston Children's Museum's mission is to engage children and families in joyful discovery experiences that instill an appreciation of our world, develop foundational skills, and spark a lifelong love of learning. But these kinds of engaging experiences don't only happen at the Museum…they can happen at home as well. BCM Home Edition was created to encourage families to explore, learn and grow together through activities that are fun and inspiring and that any family can try at home. Click below to download this free PDF and bring the Boston Children's Museum home with you!
National Grid Tinker Kit Educator Guide
Tinker Kit Activity Sheets


’Many Pak children have inadequate early literacy skills’September 2, 2015
Karachi: Interventions to remedy early literacy difficulties that can have an impact on a child’s successful learning at school and later in life, will need to involve parents as well as teachers stressed researchers of a three-year project on early literacy interventions at the Aga Khan University’s Institute for Educational Development.
“In Pakistan, many young children have inadequate early literacy skills – the ability to read and write,” said Dr Almina Pardhan, Assistant Professor, AKU IED and principal investigator of the Early Literacy Research Intervention Project. “We wanted to understand, assess and support early literacy development within the home and school environments.”
The study involved children from government, not-for-profit and private schools in the rural and urban areas of Karachi and Gilgit: 200 children, between four to five years of age, 30 families and a number of teachers.
Family members were coached on ways to develop literacy skills, on how to help their child improve their vocabulary and listening skills, and basic reading and writing based on the Family Literacy in Action guide developed at the University of Toronto’s Ontario Institute for Studies in Education. The guide was made more relevant to local needs by including Urdu songs, stories and reading handouts that would appeal to young children.
“My daughter and I participated in the Family Literacy workshop. When we borrowed storybooks from the workshop and took them home to read, my other three children also got interested in reading. Before this workshop, we were just telling them stories orally. But after this workshop, we learnt how to read to them from the storybooks at home, to ask them questions and talk about the pictures. I can feel a growing interest and curiosity among my children to read,” said a mother whilst sharing her experiences.
Eleven teachers underwent an intensive early childhood education teacher-training programme and, in turn, trained 150 more teachers. Strategies and instructional material used in the teacher training complemented those in the family literacy programme and were offered through blended learning – face-to-face instruction as well as a web-based online learning.
“The project’s initial findings suggest that combining home and school literacy interventions is helpful and crucial in bridging the gap between children’s home and school-based reading and writing literacy practices. We found that training families and teachers had a substantial impact on developing the reading and writing skills of children,” added Dr Pardhan.
The research team has recommended a number of interventions to develop these essential early literacy skills in young children.
• Parents need to be involved as active partners and their own development supported through structured training programmes.
• Pre-primary classes, with dedicated learning spaces, need to become an integral part of the formal government school system.
• The government needs to commit resources to support capacity and programme development for children, teachers and parents.
Dr Mir Afzal Tajik, Director, AKU IED; Dr Mohammad Memon, Chairman, Board of Intermediate and Secondary Education, Hyderabad; Alam Thaheem, Director, Non-Formal and Literacy Education Department, Government of Sindh; and Bilqees Baig, Director Education Female, Government of Gilgit-Baltistan also spoke on the occasion.
The Department of Foreign Affairs, Trade and Development, Canada funded this collaborative project between AKU IED and the Ontario Institute for Studies in Education.


A range of approaches and course offerings are incorporated at different levels and schools in order to enhance the core curriculum. Some of these are:
The Reggio Emilia curricular approach has been hailed as the best approach to early childhood education by Newsweek. It was developed for municipal education programmes serving children below six in the Italian city of Reggio Emilia and requires children to be seen as competent, resourceful, curious, imaginative, inventive who possess a desire to interact and communicate with others.
Enhanced Learning Environment (ELE)
The key objective of the ELE programme is to use technology to enhance the delivery of the Early Years curriculum.
As a fundamental part of the programme, each classroom is equipped with tablet PCs and multimedia projectors. The schools are also equipped with digital cameras, scanners, printers, interactive white-boards, and a host of other technology to help children explore and learn in more meaningful ways than before.
Children can use specialised software to compose their own music, create custom animations and capture digital images of the world around them to create vibrant multimedia photo stories. Basic concepts such as mathematics, creative development, and communication language and literacy, are much easier to develop with the versatility provided using specialised software. The software provides immediate feedback to students and assists in acquiring these key concepts in a dynamic and engaging way. The overall classroom environment is improved through air conditioning and installation of custom flooring to create a more comfortable learning environment.
Personal, Social, Health Education (PSHE)
The curriculum at Beaconhouse aims to provide students with not only academic success, but also a holistic environment so that they can develop life skills to enjoy a more balanced life. Keeping the needs of modern and practical life in focus, the management introduced the new subject PSHE (Personal, Social, Health Education) in the curriculum for all classes. This specialised curriculum is offered through a dedicated weekly class period. Students develop the knowledge, skills and attributes necessary to manage their lives and relationships, now and in the future. These skills and attributes help students to stay healthy, safe and prepare them for life and work in the modern world.
Beaconhouse currently offers four foreign languages – Arabic, French, German and Mandarin. Learning a foreign language improves communicative competence, develops a deeper understanding of diverse cultures and opens doors to a wider range of opportunities, thus producing globally aware citizens who are able to function in today’s ever-shrinking world.
Beaconhouse also introduced the Robotics Curriculum in 2016 which encourages students to collaborate, create and solve real life challenges by making model robots that move and respond to their commands. Robotics represents the future of humanity. It provides opportunities for students to explore the powerful process of design-thinking and develop a love for invention and appreciation for the world they live in.
A robust in-house music curriculum addresses various dimensions of music education including development of skills, understanding and appreciation. The Beaconhouse music curriculum is aligned with our mission statement and Learner Profile. It incorporates specifications from globally recognised curriculum frameworks. The music curriculum is not only academic but includes cultural, personal, social, spiritual and physical development and growth. Music education at Beaconhouse fosters creative and aesthetic development, and enhances the growth of reasoning through the use of investigative techniques in a musical context. Singing, playing instruments, creating & composing, notation and listening & appreciation are the five strands of the Beaconhouse music curriculum, offering musical experiences that are joyous opportunities for students.
Select Beaconhouse schools offer Media as a subject, providing facilities that support learning in a range of areas including animation, video-making, audio recording, image manipulation and 3D graphics.


- Qualification:Cambridge Primary
- Author(s):Cherri Moseley, Janet Rees
- Available from: No date available
Cambridge Primary Mathematics is a flexible and engaging course written for the Cambridge Primary Maths Curriculum.
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Cambridge Primary Starters are complementary activity books which are specially designed as preparatory activity books before children embark on the Cambridge Primary curriculum at Grade 1. The Starters provide a range of activities which will help children acquire the vital numeracy skills they will need for primary school, such as numbers, counting, identifying shapes and comparing sizes and quantities. They include discreet activity guidance for teacher or parent as they support their child in completing the activities.
Specially designed preparatory activity books to prepare children for the Cambridge Primary Mathematics Curriculum in Grade 1.
A range of activities to help children acquire the vital numeracy skills they will need for primary school.
Include discreet activity guidance for the teacher or parent as they support their child in completing the activities.
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Mathematics is the abstract science of quantity, number and space, it is all around us and is used in our everyday lives. It is a core element for everything from architecture and engineering to mobile phones and art.
Mathematics focuses on how to break down complex problems into simpler ones. It uses methodical processes and is based on deductive reasoning.
There are two main branches: pure mathematics and applied mathematics. Pure mathematics is the study of mathematical concepts that are separate from anything else. Applied mathematics is the application of mathematical processes and methods in different fields, such as science and engineering.
Mathematics has a variety of fields and areas that you can study, each essential to different aspects of everyday living. Some of these fields include:
Mathematics is a highly interesting and challenging subject with many different reasons to study it at university:
Discover a subject which is crucial to improving and sustaining everyday life. Mathematics is a core element in all of the physical sciences and increasingly in biological science. You can help design a bridge or cure a disease, all thanks to mathematics.
Studying mathematics at university is interesting and challenging. You will advance your logical reasoning and problem-solving skills, and gain a different perspective when it comes to tackling real-world challenges.
You will develop in-depth and advanced numeracy skills from studying a degree in mathematics. You will finish your degree with a strong understanding of the main areas of mathematics and an incredible range of mathematical methods you can apply in the workplace. Numeracy skills are desired in a variety of industries, so you will have great career prospects.
Choosing to study mathematics at Durham University means you will be taught by some of the top international leaders in mathematical research. You will learn in the Department of Mathematical Sciences, renowned for its high-quality research, where you will have the opportunity to explore many important areas of cutting-edge mathematical thought and application.
There is a wide range of research areas you can get involved in, including pure mathematics, numerical analysis and mathematical physics.
Durham University will help you develop the skills and knowledge required to have a successful career. In 2016, 87% of Durham Mathematical Sciences graduates secured employment or went on to further study within six months of graduating.
Studying mathematics at university will give you a number of skills that will help you succeed throughout your degree and your chosen career:
For those who would like to study mathematics at university, then BSc (Hons) Mathematics at Durham University gives you the opportunity to study a variety of mathematics topics, such as statistics, calculus and dynamics, with a large choice of modules. You will cover the background of a range of specific areas through your first year and then in year two and three, you will be able to choose the areas you want to specialise in. You can fully specialise in one area, or choose to study a broader selection of modules.
There is a variety of modules covering pure mathematics, applied mathematics and statistics.
If you are interested in studying more than one subject, then you can choose a Joint Honours degree such as BSc (Hons) Mathematics and Natural Sciences or BSc (Hons) Computer Science and Mathematics.
Our International Foundation Year in Science and Engineering prepares international students for a mathematics degree at Durham. Through a mix of core modules and designated modules related to your degree in mathematics, you will develop the English language and study skills needed to succeed at university.
for Mathematics (The Times and The Sunday Times Good University Guide 2020)
Find out more about the International Foundation Year in Science and Engineering.
Find out academic and English language requirements for the International Foundation Year
With the desirable and advanced skills you will gain from studying mathematics at university, you will have plenty of career options. You could also choose to further your studies with a Masters degree.


One head and one plan for a group of activities with the same objective 6.
Not many managers use a singular theory or concept when implementing strategies in the workplace: They commonly use a combination of a number of theories, depending on the workplace, purpose and workforce. Contingency theory, chaos theory and systems theory are popular management theories.
Theory X and Y, which addresses management strategies for workforce motivation, is also implemented to help increase worker productivity. A manager takes appropriate action based on aspects most important to the current situation.
Managers in a university may want to utilize a leadership approach that includes participation from workers, while a leader in the army may want to use an autocratic approach. Systems Theory Managers who understand systems theory recognize how different systems affect a worker and how a worker affects the systems around them.
A system is made up of a variety of parts that work together to achieve a goal. Systems theory is a broad perspective that allows managers to examine patterns and events in the workplace. This helps managers to coordinate programs to work as a collective whole for the overall goal or mission of the organization rather than for isolated departments.
Chaos Theory Change is constant. Although certain events and circumstances in an organization can be controlled, others can't. Chaos theory recognizes that change is inevitable and is rarely controlled.
While organizations grow, complexity and the possibility for susceptible events increase. Organizations increase energy to maintain the new level of complexity, and as organizations spend more energy, more structure is needed for stability.
The system continues to evolve and change. Theory X and Theory Y The management theory an individual chooses to utilize is strongly influenced by beliefs about worker attitudes. Managers who believe workers naturally lack ambition and need incentives to increase productivity lean toward the Theory X management style.
Theory Y believes that workers are naturally driven and take responsibility. While managers who believe in Theory X values often use an authoritarian style of leadership, Theory Y leaders encourage participation from workers.
References 2 Mind Tools: Theory X and Theory Y About the Author Madison Hawthorne holds a bachelor's degree in creative writing, a master's degree in social work and a master's degree in elementary education.
She also holds a reading endorsement and two years experience working with ELD students.
She has been a writer for more than five years, served as a magazine submission reviewer and secured funding for a federal grant for a nonprofit organization. Hawthorne also swam competitively for 10 years and taught for two years.John C.
Pine is the Director of the Disaster Science and Management, Professor-Research with the Department of Environmental Studies and Interim Chair of the Department of Geography and.
Many chaos theorists (as do systems theorists) refer to biological systems when explaining their theory. They suggest that systems naturally go to more complexity, and as they do so, these systems become more volatile (or susceptible to cataclysmic events) and must expend more energy to .
MANAGEMENT DEVELOPMENT MANAGEMENT THEORISTS In a three-part series, Dilys Robinson looks at ten influential theorists and assesses their influence in business today Thinkers for the 21st century? sacrifices and personal contributions far beyond material rewards.
Historical and Contemporary Theories of Management theorists have developed a manager who took management practices to their next level of evolution.
Contributions to Modern Management. Scientific management helped bring about many modern management techniques for manufacturing companies. You can see its influence in task specialization and the. Contributions Of Traditional School Management Theorists Understanding low customer retention and their inefficient management giving.


We talk about the benefits of woodworking classes for kids quite often. From an emotional and social perspective, woodworking provides children with a sense of competence, confidence, and responsibility. It also offers plenty of opportunities for hand-eye coordination and fine motor skill development, as well as strengthens their mathematical thinking, engineering skills, creativity, and inventiveness. Here at The DIY Joint, we teach kids how to make a handful of classic projects in our summer camp and after-school program that strike the right balance between all of these benefits. Let’s take a look at five of our favorites below.
Kids Woodworking Projects
There is something so satisfying about building something with your hands. It is even more satisfying when your creation distributes tasty treats like a classic gumball machine. This project provides kids with the opportunity to create and measure a design for their machine and then create it with just a few pieces of lumber and a couple of tools. It is by far one of the kids’ favorite projects.
If your child expresses an interest in woodworking, you might be tempted to buy them a toolbox to show your support. Why not let them build one? In our woodworking classes for kids, your child can do just that. Though it might seem like a simple project, it requires quite a bit of math, measuring, and joinery to ensure all sides fit together as they should. It’s more challenging than you think!
We believe in providing children with woodworking classes that evoke their creativity and provide them with something practical when the project is complete. This is why we love teaching kids how to make beautiful, sturdy shelves in our classes. From choosing lumber to selecting a finish, your child gets to enjoy the fulfillment and satisfaction that comes from making something incredible with their hands.
Any type of wood furniture is bound to be a classic kids woodworking project. In addition to teaching children how to make beautiful shelving, we love walking them through the steps of creating stools that are durable and functional. It can be challenging to create a piece that is balanced and stable, which allows your child to flex their mathematical abilities and problem-solving skills.
Last but not least, we love teaching kids how to make storage chests because it allows children to express their personalities in ways that they may not be able to with other pieces. The hardware that they choose, the stain they select, and the details they add with a pyrography tool all lend themselves to a one-of-a-kind creation that is perfect for keeping in their room or giving to someone as a thoughtful gift.
Woodworking Classes for Kids in NJ
Are you in need of a quality after-school care program or summer camp in New Jersey? Would your child enjoy making one of the classic projects above? If so, enroll your child in woodworking classes for kids through The DIY Joint! Not only will your child learn the fine art of creating things with their hands, but you’ll rest easy knowing that your kiddo is in an environment that offers supervision while encouraging fun and creativity. Contact us today to learn more about our enrollment process.


As I’ve said previously we are currently working on developing a signal-split device: that is, we want something that takes one input and creates a copy of it. Or in other words one marble in, two marbles out. Below is the design we settled on for our first physical prototype of the signal split toggle.
We cut one out and mounted it. Here is video of it at work.
It works pretty well! It’s not perfect, we’ll have to keep working on it. The tough part at this point is that we don’t know whether faults in our prototypes are due to faulty craftsmanship or faulty design. We will have to make several prototypes and carefully observe them in operation to figure this out. My lack of any schooling or experience in engineering and woodworking is becoming a hindrance at this point.
Blogs I Follow
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Kodály Music Program
Fort Street Public School
in collaboration with the
Conservatorium High School
The Conservatorium High School and Fort Street Public School share a common vision: they want to see many more children in NSW making music together, experiencing the delight of singing, and benefitting cognitively from the proven, sequenced learning that distinguishes the internationally renowned Kodály method of music training. To that end, they have committed themselves to work collaboratively towards establishing a best-practice, K-6 Kodály music education program. By drawing on the Kodály expertise at the Conservatorium High, Fort Street’s Kodály program will position the school as the locus of best-practice in primary music teaching, a K-6 music demonstration school for our State.
* * * *
A quality music education should be the right of every child because it is fundamental to the development of the whole child, intellectually and emotionally. That was the firmly held belief of the great Hungarian composer and music educator, Zoltan Kodály. Classroom music education based on Kodály’s philosophy now incorporates 21st century thinking and learning skills. It reveals its true potential and achieves best results when it is implemented regularly, in a sequential manner over the course of a child’s schooling.
A Kodály-inspired music program organises content into a sequence of learning activities that target a student’s zone of proximal development through scaffolding and careful questioning. Furthermore, by following of a sound-before-symbol approach, students learn to ground their symbolic abstractions of musical concepts and elements in practical experiences of performance and social interaction. Kodály-inspired teaching employs pedagogical strategies that develop music knowledge, skills, problem- solving, and critical creative thinking as outlined in Marzano’s theories of the self-system, metacognitive-system, cognitive system, and knowledge domain. Finally, this teaching demonstrates qualities of best practice and high-impact teaching as outlined in Hattie’s “Visible Learning”. This includes an increased awareness of teacher impact on student learning, the constant striving for genuine learning challenges, and a focus on learning and the language of learning.
For many people, learning music is synonymous with playing a musical instrument. In fact, the most effective way to develop children’s natural musical abilities is through singing and active music-making in the classroom. Instrumental learning is introduced once foundational work has been done to connect the developing musical imagination with the voice. This is the pedagogical approach employed at the Conservatorium High School. To achieve optimal results, this carefully sequenced methodology should start with primary-age children so that their aural abilities and musical creativity develop in tandem with their general cognitive maturation.
Leading practitioners of the Kodály approach to music education are invariably highly trained musician-teachers who have developed this special expertise through years of specialised training at the Kodály Institute in Hungary or affiliated institutions. The Conservatorium High School employs three of Australia’s most accomplished Kodály teachers: Ms Réka Csernyik, Dr Michael Bradshaw, and Ms Carla Trott. Ms Csernyik was educated in Budapest, Hungary. Before taking up her permanent appointment at the Conservatorium High she was on the staff of the University of Queensland. Dr Bradshaw was raised in Japan. He completed his Kodály training in Hungary and took a doctorate in musicology at the University of Queensland. Ms Trott holds a BMus in cello performance, and a Graduate Diploma in Secondary Education from Griffith University. She is also a graduate of the Australian Kodály Music Educators Institute and the recipient of the Queensland College of Teachers’ 2019 Excellence in Teaching Award. All three teachers are in high demand here and abroad.
- ‘Every Day Music’ program (20-30 minute class) for Kindergarten and Years 1-2
- One guest teacher, last week of each term, working with early child whole school (including kindergarten) and liaising with class teachers on the enhancement of learning (eg. phonics) that an integrated school Kodály program provides
- Years 3-6 have expanded musical activities including integration of instrumental (strings, band and recorder) and choral programs
- One teacher (Fort Street’s RFF Music-Drama) being mentored
Vision for the program
- fully integrated K-6 Fort Street + Con High Music Program established as best-practice K-12 demonstration Kodály-based music program for the NSW Department of Education
- expansion of the mentoring program via distance education learning technology in association with Aurora College


Willow Creek’s overall curriculum is based on several key ideas.
1. Children learn through play, their learning experiences and environment.
2. The teaching staff uses developmentally appropriate practices in the classroom and takes advantage of teachable moments.
3. Daily routine and meaningful experiences enhance children’s learning.
4. The teaching staff makes adjustments in their teaching for the needs and interests of individual children.
5. Children develop every day; socially, emotionally, cognitively and physically.
6. Literacy and language development are emphasized daily in the classroom.
7. Positive reinforcement and guidance is necessary for building relationships with children.
Our infant program was created to offer infants a safe and loving atmosphere to grow and develop away from home. We understand that each baby grows at his or her own unique pace. It is for this reason that we have designed the environment to provide infants with a variety of developmentally appropriate activities and toys.
Infants by nature are on their own schedule. This allows for their own temperament and patterns to guide their day. They choose when to eat, sleep and play. One of our goals with the children is to optimize our interactions with them by using their daily care and routines as a time to communicate. Diapering, eating or (drinking) and playing with toys are examples of teachable moments of learning. Language development is an ongoing focus in the infant classrooms as we communicate and converse with the children throughout the day. Music and signing are important aspects at this age and are a part of each day as well. Through simple games like peek-a-boo and reading stories, our loving teachers begin the foundational work for later learning.
There is no doubt that toddlers are often a bundle of energy. We welcome that energy and excitement because we know that it’s a natural part of growth and learning. Our teachers channel that energy into positive learning experiences, giving them plenty of room to move and explore.
Social emotional development is one of the focuses of a toddler classroom. Toddlers are learning about themselves, others and how to relate to each other. Learning to work through their emotions and frustrations is a constant challenge. Classrooms environments are nurturing, stimulating and offer a variety of materials to aid in learning to communicate and share.
A predictable daily schedule and routine help toddlers work though their fears and insecurities. Art projects, music and physical activities are favorites of this age and are prominent in these classrooms throughout the day. The teaching staff strives to build confidence in their toddlers by celebrating their many accomplishments.
Your child is opening his or her eyes to the wider world and taking an active role in it. Independence is critical in the twos. Children at this age want to attempt and complete as many tasks as they can independently. Due to this drive for independence, two year olds tend to get frustrated frequently and expend a lot of energy learning how to identify and cope with their feelings.
We emphasize your child’s development rather than specific age because all children grow and learn at their own pace. Activities are designed to address the individual needs and abilities of each child, in each classroom. Small and large group times are incorporated in their daily schedule to prepare them for the older preschool classrooms. Introduction to shapes, colors, letter and numbers as well as other basic concepts advance their active learning. Our teachers get to know each child, learn their interests and plan developmentally appropriate, engaging activities that pave the way for lifelong learning.
Our three through five year old classrooms are designed to help your child make significant developmental gains, communicate more successfully and work well both independently and in group situations. We offer activities to develop literacy, mathematical thinking, problem solving and creativity, focusing on foundational skills such as:
✓ Pre-reading skills
✓ Pre-writing skills
✓ Math skills
✓ Physical coordination skills
✓ Social skills
You can feel confident knowing lesson plans are customized to meet each child’s developmental needs. Teachers provide regular updates, ongoing portfolio collections and twice-yearly parent teacher conferences, to ensure that your preschooler is progressing on his or her journey of Kindergarten preparation.
A nutritious hot lunch is available through Aldo’s Catering for $2.25 per day. Individual menus are distributed to every child’s cubby for families to complete and return to the office with payment by the due date. You must provide a cold lunch for any day that you have not ordered a hot lunch. A lunch from home must meet state requirements and include: a meat or meat alternative, two fruits and or vegetables and a grain or bread. Willow Creek provides 1% and whole milk for all meals and snacks. Willow Creek is a peanut-free school.


Bacteria Growth Video for Kids
Bacteria are tiny, single-celled microscopic creatures that present almost everywhere, even in the human body. They are the simplest of all known life forms. They are not visible to the naked human eye. There are more than 1,000 species of these microbes. All the bacteria in human body collectively weigh around 4 pounds. They can be found in different shapes and size like the ball shaped, rod-shaped and spiral shaped. The term bacterial growth means growth of a group of bacteria not only a single cell. The growth depends on various factors like – moisture, pH, and temperature etc.
Fast Facts: –
- The human body has 10 times more bacteria cells than human cells.
- Most of the microbes are harmless and some of them are even helpful in normal body functions.
- A special type of microbe called Actinomycetes is responsible for the smell of rain.
- Most antibiotics are made from bacteria.
- Gonorrhea bacteria are known as the strongest living organism on the planet as they have the capability to pull 100,000 times of their own body weight.
- Bacteria can live in some of the harshest possible conditions that we can even imagine.
- Microbes that enter our body and do not belong there invade cells and release poison. This poison causes illness.
- Some supplements like Zinc and Vitamin C support the immune system and help to fight the infection.
- These microbes were around before dinosaurs. They also left fossils like dinosaurs.
- Scientists claim to have found bacteria more than 3.5 billion years ago.
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Lesson Intentions: This kit will guide your child/student in understanding and applying the following concepts: nomenclature of the circle and its parts including: sectors, arcs, circumference, chords, radius, diameter, pi, and semi-circle; understanding and applying the pi equation using a hands-on approach; and understanding and applying equations to figure out the surface area of a circle and the sectors of a circle. This lesson kit is great for grades 3rd through 7th. For younger grades, you can start with the first few activities and then save the future activities for future years. Happy Pi Day (March 14th)!
K through 8th: You will bake a pi and work through the following lessons:
Lesson 1: A circle and its parts (before pi day on 3/14)
Lesson 2: Exploring sectors in a circle (before pi day on 3/14)
Lesson 3, activity 1: Circumference practice and Pi day, this lesson is meant to be done as a group or with the teacher/parent. (on or near pi day)
Lesson 3, activity 2: Happy Pi Day, this lesson is also meant to be done as a group or with the teacher/parent. (on or near pi day), older grades can work independently or in partners.
Older grades 3rdthrough 8th: You will continue to work through the following lessons.Younger students should wait for future years. Advanced younger students can observe a teacher/parent doing the lesson at the teacher/parent’s discretion.
Lesson 4, activity 1: Area of sectors of a circle
Lesson 4, activity 2: Area of sectors of a circle with quarters
Lesson 4, activity 3: Area of sectors of a circle with sixths
Kit Includes: Illustrated lesson plan with seven different activities, an 8 x 12 in. cork board, 3 geometry sticks, eight different sized circles, 20 sheets of 7 x 11 in. white paper, 14 sheets of colored cardstock paper (1 yellow, 1 dark blue, 1 pink, 1 red, 2 purple, 2 light blue, 3 orange, and 3 green), a ruler, a small tin container with 5 push pins, a paper with a straight line to use for lesson three, string, a journal, color pencils, wood burned pieces (C, A, d, r, x, =, and 𝝅), 4 red laminated exponents (2), a laminated 3.14 label, and plain labels to use to write down measurements.
Creator: Lesson Plan and follow up work prepared by: Caroline Moulsdale, Owner and Lead Educational Consultant of ABC Crate, LLC, with Credentials in Early Childhood Education (Preschool and Kindergarten) from CMTE/NY, 2001; Elementary Education I (grades 1st to 3rd) and II (grades 4thto 6th) from Delaware Institute for Montessori Education, 2015; BS from The University of Delaware; Lead Teacher in Montessori Education for 18 years, and Parent Education Director for 8 years.


New technology continually emerges and revolutionizes the way students learn. Every subject experienced some form of change, and now the same can be said for music education. With Learn Pharrell Williams’ Happy, music classes are never going to be the same.
Music education is an enriching and fundamental part of learning. It is one of the few areas that actively promotes creativity in many unique ways, but it also enriches other areas of life many do not consider. Research has proven that learning music helps cognitive functioning, specifically in language and literacy. When compared to their non-musically trained peers, students engaged in music education developed higher rhythmic, tonal, and practical skills. The content this group produces is also generally more creative than their peers.
Making music entails quite a bit of effort, often simultaneously. Whether using your voice as an instrument or fingers to play notes on a trumpet, you are activating your ears and eyes, as well as large and small muscles. While crafting music through GarageBand won’t require much muscle use, it will stimulate the most important organ of them all: the brain.
Many activities require primary use from either the left or right side of the brain; however, creating music engages both. As we discussed in our blog post, “Music: The Heart of Education,” mathematics are essential in the creation process, but so is creativity. So while the left side of the brain actively engages in the math portion of music creation, the right is responsible for the creativity behind it.
Now that students are capable of producing music in the palm of their hands, it is our hope that everyone reaps the benefits of music education. While at first it can be a little overwhelming, stick with it. If you are passionate enough and make it through our book, you can create music just like Pharrell. Who knows, maybe one of you reading this is the next music sensation.


Students at all ability levels benefit from this programme with our Adelaide year 8 maths tutors, which helps pupils progress to the best of their ability in secondary maths.
The program covers all operations, fractions, decimals and percentage, geometry, algebra and equations, as well as strategies for solving both routine and complicated word problems. The main aim is to develop number sense.
Students who do well in higher levels of mathematics have a well-developed number sense, and can easily see the relationships between numbers. Students who become dependent on calculators for arithmetic tend to lose their numeracy skills and so generally students will not use calculators until at least Year 9.
Monday 6.30pm-7.30pm with Paul
Tuesday 6.30pm-7.30pm with Paul
Wednesday 6.30pm-7.30pm with Ron
Thursday 6.30pm-7.30pm with Ron


(PS1): The Value of Play and the Play Spectrum (2 hours ECE-TRIS credit)
This workshop examines the history of play-based learning and the spectrum of play strategies that support healthy child development through outdoor play. It provides an overview of current research into play while focusing on specific strategies that lead to incremental improvement of outdoor play environments. Participants will learn how to select from among a number of options and strategies as they seek to match their play environments to the philosophies and objectives of their organization. The format for the workshop blends presentations, small and large group discussions and hands-on group activities. The goal is to empower early childhood educators to explore best practices in play-based learning.
- The history of play in early childhood learning.
- An overview of current research in play-based learning and resources for accessing that research
- Outdoor learning environments
- Exploring risk and the benefit of risk in development
- The role of loose parts in play
- Natural materials in play
- Planning natural play spaces
- Be able to describe the spectrum of play
- Identify and know how to navigate two reliable sources for research-based information about the role of play in child development
- Articulate three reasons for the gradual shift away from play-based learning
- Articulate five research-supported reasons for the thoughtful inclusion of play-based strategies in your classroom
- Describe the following terms and how they relate to play based development:
- Loose Parts
- Non-Prescriptive Play Materials
- Natural Materials
- Natural Play Environments
- Participants will be able to differentiate between risk and hazard and be able to explain why the appropriate exploration of risk is a valuable part of child development
- Name three different types of play
- Describe three things that adults can do to support healthy play-based learning for children at home
- Understand how to communicate with parents about the play-based approach to your classroom/school
- Explain how to partner with other teachers and administrators to work toward incremental improvement in your approach to play
- Use photographs to provide constructive criticism regarding play environments
How does this training relate to early childhood education?
As educators explore the expanding research into the value of outdoor play environments for healthy child development, there is an increased desire to reimagine the possibilities for existing play spaces. This workshop provides educators with a broad background while also focusing on specific examples and easy-to-accomplish first steps in improving play environments.
For more information on costs and scheduling click here.


Day 339 of #LiveWell2017
Yesterday we gave a chance at life by donating vaccines to kids. Today, we switch gears to give a the gift of music education to enrich the lives of young people. Unfortunately, education is not as equitable as we may think, and where a child lives should not determine what a child learns. Every child deserves to have access to the arts as part of their education, but many schools are having to cut music and art programs due to shrinking budgets. You can help.
Here are some charities that help provide access to music education, instruments, and inspiration so that all kids can have music in their lives and schools. If you think it’s important for every kid to have music education, please consider giving to one of these charities.
The Give a Note Foundation provides grants to school music programs and builds awareness of the importance of music education in schools across the USA.
Music Unites’s mission is to raise academic achievement for at-risk public school students y providing ” unique music education partnerships and programs”.
Mr. Holland’s Opus Foundation provides new and used instruments to kids in school music programs.
VH1’s Save the Music Foundation has been working to save music education programs nationwide since 1997.
There may be local foundations in your area that support music and music education for kids. If you want to keep your donations close to home, ask a local music teacher or school how you can help.
Note: As with any charity donation, be sure to shoose the one that best fits your giving goals and spends more dollars on programs and impact than on administrative costs. You can check their ratings on Charity Navigator and Guidestar.


Wednesday May 24 | 5:30pm - 8:30pm | Georgia Avenue Community School Nanaimo
Facilitated by Chris Wright | Physical Literacy Coordinator at PISE
Sport for Life’s “Inclusive Physical Literacy” workshop will help participants to understand the importance of physical literacy development for participants with disabilities. This workshop will take participants through what universally accessible programs are and how to plan and create them. It will also help participants to develop their adaptations to fundamental movement skills to allow for different disability types to participate and have a quality first involvement experience. Ideal participants: Rec leaders and administrators, teachers, coaches, occupational therapists, physiotherapists, supported child development staff, parents, community members, students.


Don't Ban the Smartphone from Class, Work It Instead; Could Wales' Problems with Basic Numeracy and Literacy Skills Be Improved with Better Integration of Technology in the Classroom? in the Week That Cardiff Council Announced a Plan to Provide Every School with Tablet Computers for Pupils, Brynley Davies, Principal of Ystrad Mynach College, Argues That Teaching Methods Need to Evolve If We Are to Tackle the Skills Challenges We Face
WALK down any high street and it seems that everyone has technology at their fingertips.
Smartphones, tablets and MP3 players are ubiquitous - in fact more than half of the UK population owns a smartphone, with this number rising in younger age groups.
At the same time, there is a persistent issue with basic skills in Wales. Half of the working-age population lacks basic numeracy skills, and a quarter lack basic literacy skills.
Last month, Welsh Government Education minister Leighton Andrews said: "Nothing is more important than ensuring all of our young people have the skills they need to read, write and communicate.
"The challenges ahead of us are very clear. It is vital that we see a step change in literacy and numeracy standards."
I believe one of the answers to this educational challenge lies in the very technology that young people enjoy in almost all other areas of their lives.
By embracing more imaginative deployment of technology in - and outside - the classroom, we can improve engagement by delivering education in a more modern, relevant and engaging way to young learners.
Over the past few decades we have witnessed a digital revolution, with increasingly fast and powerful technology enhancing and revolutionising every aspect of our lives.
From social interaction to shopping, from dating to banking - more and more everyday activities are now carried out online.
However, with an abundance of technology readily available, we have yet to see it being utilised to its full potential in the learning environment.
The vast majority of students in colleges now have access to smartphone technology. I believe educational institutions are missing a trick in not encouraging students to use these devices as part of the learning experience, choosing instead to blanket ban the use of personal technology in the classroom.
It is time that learning providers changed their approach to teaching to allow more independent learning and encourage "connected learners" to make the most of the vast range of information and tools available to them on the internet.
More effective use of ICT has the ability to empower learners and teachers, moving away from passive learning to more student-centric, independent learning.
This has been proven to enable students to develop and improve their basic skills - including literacy and numeracy, and also to develop valuable self-regulatory characteristics, such as resilience, emotional intelligence, courage and self-belief. This enables pupils to continue to develop as successful learners and as skilled and committed workers in later life.
Businesses continue to express concern at the lack of not just basic literacy skills in the emerging workforce, but also of the lack of individuals' abilities in areas such as communication, problemsolving, self-motivation and time management. …


Movin’ & Groovin’ Part 2
In Moovin’ and Groovin’ Part 1, we talked about General Movement tips and Fun movement. Now, we will look at purposeful movements and how this benefits our students.
- Excercise. Movement, especially those to develop gross motor skills, often looks like exercise. However, when paired with music, it develops the child as a whole. In music class, we call exercise “body engergizers,” it is still exercise. (smile) Music Teachers need movement and Physical Education Teachers need music. The two go hand in hand. The following quotes are as published in Early Child Connections.
Music evokes movement, and children delight in and require movement for their development and growth.
Developmentally appropriate music activities involve the whole child-the child’s desire for language, the body’s urge to move, the brain’s attention to patterns, the ear’s lead in initiating communication, the voice’s response to sounds, as well as the eye-hand coordination associated with playing musical instruments
- Steady Beat Movements. Movement helps to find the steady beat. This is also a precursor to pitch. Yes, you read that correctly. It really works! Developing steady beat will develop coordination and pitch in children. Read the post on Pitch here to learn more. One of the most important points to remember when teaching steady beat is that you need to allow the focus to be on the beat. Children, even though they are the same age, can be at different stages of development. One child can sing while they are working on steady beat. Other children need to concentrate on one or the other. So, if you focus is steady beat, then don’t correct wrong words, just focus on the steady beat.
Early in my teaching career, I taught a First Grade Choir – ten boys and two girls. Pitch was scarce. I tried every trick I had been taught in my music education classes. Every activity and game we played, I tried to find an angle to teach pitch. Looking for some connection between pitch and some other developmental ability we would learn through music. Then I learned about Helen Kemp and her philosophy of steady beat being the basis for good pitch. So I revised my plan. Still using scale work and ear training, I became much more intentional about a steady beat. Finally improvement in the group as a whole. Steady beat improved, but so did their pitch.
- Choreography Movements. Choreography with children is never going to be perfectly in sync and crisp. However, there are a few things that we can do with our kids to clean it up. Make big movements hit on the beat. Or speak the movements in a rhythm that children can easily remember. For instance the steps may include placing arms straight up in the air, then out to the sides, then down by their sides. I would say on the beat, “Up, side, down, repeat.” What about arms and pointing different directions or the face that some elbows are straight and some are bent? This becomes and issue if you a holding the arms up for a length of time that the audience will have a chance to see the differences. If that is an important move that will be seen, work on it. Stand several children up front with arms bent all the different ways that they will do the move, so that the other kids can see how bad it looks. Everytime you rehearse that move, just choreography or with the song, make “much” about that move. (in a positive light of course.) I know the children in my class or choir have this, when I tell them that we are about to do “_____” song. Then I will ask them, what do they think I will tell them to watch or listen for. When they can repeat things like “straight arms, watch you for the cut off, etc.” then I know they have it.
- Time Signature moves. I love to use moves to teach time signatures. When we use arms, I always start with arms straight in the air. From there the arms always go straight down on beat 1. Next they could go in any manner of patterns to accomplish the time signature with which you are working. This allows for a very easy connection that when they are following the director, beat 1 is always straight down. When using legs, Beat 1 is going to be down, simply by the nature of a step.
Music is such a fun way to learn. Period. Take the extra steps to plan the movements you will use in children, whether it is a Brain Break, or something specific you are teaching. Using movement successfully will not feel chaotic. As always you can email with quesitons. Thanks for reading!
Keep singing, (and moving),


Literacy is for Life
As growing citizens in a world full of possibilities, we need to learn and foster powerful literacy abilities to ensure we will experience the benefits of being able to participate fully in society and in our workplaces.
Leading the Literacy Action Plan
Today’s students are preparing for a future where strong literacy and critical thinking skills will be essential. That’s why, with improving student outcomes in mind, PreK-12 literacy leaders are augmenting their literacy strategies and action plans. They’re doing their best to ensure every student has equal, effective access to a top-quality, comprehensive literacy curriculum.
ELA curriculum development and instruction continuously improve student results. Holistic literacy instruction, performance assessment, and professional expertise are helping districts reach their literacy goals and objectives.
Watch to learn how together we can ensure that the path to literacy is open to all because literacy opens doors and changes lives.
Literacy Curriculum Strategies
Partner with us to move towards your literacy goals by implementing three personalized instruction and adaptive learning strategies:
Advance curriculum development, leverage proven instructional resources, and accelerate achievement.
Improve diagnostics, assessment, and student performance.
Build teacher capacity by offering professional learning.
Originally broadcast by Education Week, this webinar provides some top strategies and principles for developing your unique, holistic PreK-12 literacy curriculum. Discover strategies for curriculum development, assessment, and professional learning, and explore three proven principles around core, intervention, and supplemental literacy curricula, designed for your literacy improvement plans.
Essential Literacy Resources
How does your PreK-12 literacy plan stack up? Compare it with the seven attributes of a high-impact curriculum strategy. View our eBook to discover ways to further advance your high-quality literacy instruction through the seven Rs that ensure the development of an effective literacy curriculum.
Check out all the program-based resources at your disposal.
Your Comprehensive Literacy Initiative
An effective school-wide literacy plan guides action on many levels and can help students’ bolster their reading, writing, and thinking skills. A comprehensive literacy strategy focuses on five key areas:
- Strengthening literacy development across key content areas
- Offering literacy interventions for struggling readers and writers
- Improving school policies, structures, and culture to support literacy
- Building overall leadership capacity
- Supporting teachers to improve instruction
Ideas in Literacy
Active Reading Skills #2: Becoming a Resourceful Reader
Explore what is means to be an active, engaged reader, and the literacy skills students need to develop active reading habits- in this blog learn how students can take ownership of literacy development by becoming a resourceful reader.Read More


I’ve been asked how to best supplement a reading program with additional books and texts. This question assumes that you HAVE a reading program, the nature of which varies considerably across this country. Wake County, the largest school district in North Carolina, uses a Balanced Literacy approach, which relies upon leveled texts (such as the Fountas and Pinnell system). (And yes, Wake County has beefed up its phonics instruction due to poor student performance.) Other districts use basal readers, as do many home school classes.
Regardless of the program or method being used, supplementary texts are often beneficial if students need additional practice on certain skills, want to read more on topics of interest, or benefit from materials to read at home. I use Raz-Kids combined with a Reading A-Z license to provide a vast supply of additional online books. For families without internet access, teachers can print take-home books from these sites. Other sources of inexpensive books include used book stores, thrift shops, and donations from school families. Public libraries offer free books and magazines, but may be difficult for some families to access due to work schedules or transportation issuessupplementar.
For shorter passages, Wonderopolis, Newsela, and ReadWorks provide terrific free online materials on a range of topics and reading levels.
I always suggest that my students use a five-finger rule for determining (roughly) if a book is at their reading level. They hold up one finger for each missed word on a beginning paragraph (although they may exclude proper nouns). If they reach five fingers, chances are good that the book is too hard.
Many thanks to K. Renae P. for her post that inspired me to check out Wonderopolis. She wrote a really good review, so I had to find out more!
Wonderopolis, a FREE educational site, was started in October, 2010 by the National Center for Families Learning (NCFL). Wonderopolis is massive, brimming with information on more topics than I can imagine. The reading level of the topics is about the same as that of daily newspapers (about 7th or 8th grade reading level), but all topics have a “listen” feature which allows student to hear a robotic-sounding voice reading the material. I typically read the articles out loud if they are above my students’ reading levels (which they all are). Topics are introduced with a question and accompanying video.
There are two main entry points for accessing the wide range of “wonder of the day” lessons. Teachers, parents, and kids can explore the daily question or search the vast resources by grade and subject. Today’s wonder is #1344: Who invented the first video game? Other topics range from “Why do you pick a banjo?” to “Why does it hail?” The second entry point to this site is Camp Wonderopolis, which is free but requires registration. If you sign up your student for this feature (email address required), they may select one of seven lessons on various “tracks,” including Wonder Zoo and Wonder Amusement Park.
Camp Wonderopolis has two interesting features. Students may earn digital “cards” for their camp wall by answering questions about the topic. The cards are printable (2-sided on 8.5″ x 11″ paper) and visually appealing. Students may also spin a word wheel for definitions of vocabulary used in the article.
Whether you explore a random topic or work through the Camp lessons, all topics include external links to photos, articles, and related information. Due to the rapid growth of this site, it is now possible to select topics which relate to typical classroom instruction. I have found that the topics are also useful for providing authentic uses of math skills. A topic on “which animal can jump the highest” is a springboard for measurement, ratios, and place value (pun intended!). Wonderopolis is definitely worth using!
Have you tried it out? What are your impressions?


Contact: Science Press Package
American Association for the Advancement of Science
Bacteria and ocean celebrities
If you were a marine biologist and hoped to learn how to protect coral reefs, whales and other "ocean celebrities," you'd need to study bacteria.
With the help of powerful microscopes and genetic-code readers, researchers are finding more and more big jobs managed by ocean microorganisms. For example, new research shows that bacteria help coral reefs remain healthy.
Scientists studying the chemistry of ocean life also found bacteria that break down the protective coating on the hard and beautiful skeletons of tiny water creatures called diatoms. Once the coatings are eaten away, the diatom skeletons dissolve back into the water. This skeleton recycling process is important for the growth of future generations of diatoms.
Diatoms are an important food source anchovies, which are eaten by sea lions. This snippet of a food web shows one way that bacteria are important for the rest of the ocean world.
Ocean bacteria also make themselves known outside the water. For example, the bacteria Silicibacter pomeroyi generate a chemical that moves from water to air. Once it is in the atmosphere, this chemical compound, called dimethyl sulfide, influences cloud formation.
This article about microbes, molecules and marine ecosystems appears in the 12 March 2004 issue of Science.
Back to Science for kids
Science is published by AAAS, the non-profit science society.


As a new parent or soon to be mom/dad, you have probably heard the terms, fine motor and gross motor development. These developmental skills are often referenced in magazine articles and even on toy packaging. But for those of you who hear these terms "fine and small motor, large or gross motor development" and find yourself wondering: ‘what’s the difference’? Then wonder no more!
According to the Encyclopedia of Children’s Health
, “Motor skills are actions that involve the movement of muscles in the body. They are divided into two groups: gross motor skills and fine motor skills.” Gross or large motor skills include any large movements that are made by arms, legs, feet or even the body as a whole. While fine or small motor skills are smaller actions that require the use of muscle groups like the hands, wrists, toes, fingers, lips and tongue. Usually both types of motor skills develop simultaneously, since so many skills require the combined effort of both small and large muscle groups.
Gross/Large Motor Activities
Activities that encourage gross motor or large motor development continue to change as the child grows and develops. Infant and baby activities that would be considered a gross motor skill include: rolling over, sitting up or crawling. As the child grows, additional skills continue to be added to the gross motor category, such as: walking, running or jumping.
Fine/Small Motor Activities
Just like large motor skills, small motor skills continue to change and evolve into new skills throughout the stages of development. As an infant, fine motor skills can include grasping objects or using the lips and tongue to taste various things. As the child grows, new skills get added to this category of development through actions like: holding a fork or learning to use a pencil or scissors.
Small and large motor skill development go hand-in-hand. Through each new skill children continue to master developmental milestones. Continued practice through play and other activities only encourages and supports a child’s ability to control each muscle group. Now that you know more about the types of motor development, here are some ways to support your child through play as they develop their motor skills.
Fine/Small Motor Skill Play
Gross/Large Motor Skill Play
- Grasping: Provide the child a variety of toys and objects that are easy for their little hands to grasp, such as the Skwish® or Winkel™
- Holding a writing utensil: Encourage drawing pictures and writing short stories with all sorts of writing utensils: pencils, markers, crayons or even a stick in the sand.
- Rolling over: Tummy time play is a great way to encourage infants to strengthen their neck muscles and use their entire body to roll themselves over. Toys like the Wimmer-Ferguson® Nursery Novel can be laid on the floor to provide visual stimulation while lying on their tummy.
- Crawling: Having a destination or object to chase after can encourage crawling. Soft balls and other easy to roll toys like the Peek-Squeak Ball™ are perfect for rolling across the ground to baby, or for providing something that baby can crawl after. As baby grows, this same toy can be used for mastering other skills like throwing and kicking.


The Impact of Social Transformation on Chines Language Education Reform
Available Online November 2016.
- https://doi.org/10.2991/metss-16.2016.11How to use a DOI?
- Social transformation, Talents cultivation, Multi-cultures, Chinese language education
- With the implementation of the open and reform policy, great changes have occurred in many fields like politics, economy, thought and culture, our society has entered into a complete transformation period, which accordingly has caused new challenges and impact on education. Elementary education reform is one of the most important measures in the field of education in this new era. Chinese language education, a very important part, has been deeply influenced. This is the social background of the "Compulsory Chinese Language Curriculum Standard" formation and revision. The various value conflicts, the penetration of social core value system, and mix of multi-cultures will inspire educa Social transformation, Talents cultivation, Multi-cultures, Chinese language education tors to develop new ideas, hence face different challenges in this special period.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Dongdong Fan PY - 2016/11 DA - 2016/11 TI - The Impact of Social Transformation on Chines Language Education Reform BT - 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016) PB - Atlantis Press SN - 2352-5428 UR - https://doi.org/10.2991/metss-16.2016.11 DO - https://doi.org/10.2991/metss-16.2016.11 ID - Fan2016/11 ER -