The Paleontological Research Institution and the Cornell Co-operative Extension hosted the “Best Practices in Marcellus Shale Education” Conference March 18 and 19, 2013, at Cornell University. The focus was education and outreach practices in communicating topics related to Marcellus gas drilling and other polarizing issues. Conference topics were the scale of energy in space, time and Earth systems, energy literacy development, strategies for teaching and learning about risk, socioeconomic issues, and local and global environmental considerations. Speakers at the conference included scientists, educators, and journalists. In the audience were professional educators from New York and surrounding states, who are striving to provide impartial education and outreach for issues on shale gas development.
Two scientists from PRI, Rob Ross and Don Duggan-Haas, presented and led discussions on what educators should know to teach about the Marcellus Shale and to help people understand the issue’s complexity. Duggan-Haas emphasized the public interest in Marcellus Shale issues is an opportunity for educators to help people learn more about how and from where they get their energy. By understanding the complex broader energy system, Duggan-Haas argued people could make more informed decisions about energy and see how the current scale of energy consumption is unsustainable.
The conference provided educators with an opportunity to share their ideas and experiences on how to best help people learn and encourage constructive conversations on energy when the topic is controversial. Reviews of shale gas drilling, policies and regulations were not discussed. The conference was hosted by the Paleontological Research Institution and the Cornell Cooperative Extension Marcellus Outreach Team and it was partially funded by the National Science Foundation.


Sent to the Taipei Times, November 3, 2011
Lii Ding-tzann (“Reading your way to true wisdom,” Nov. 3) argues that reading in a way that connects to your own life makes a powerful contribution to our intellectual development. Research strongly supports his position: Studies show that wide, self-selected reading is related to our literacy development, our knowledge of the world, and achievement: People who read more read and write better, know more, and accomplish more in life.
Creativity researcher Dean Keith Simonton has concluded that "omnivorous reading in childhood and adolescence correlates positively with ultimate adult success.” Strong evidence comes from cases of highly successful well-read individuals with little formal education: Famous examples include Thomas Edison, who profited from reading books in his father's home library as well as the Detroit public library, and Michael Faraday, who had the good luck to work for a bookbinder, and became an enthusiastic reader.
School can either encourage or discourage the development of a reading habit. The over-emphasis on testing, a disease that seems to spreading world-wide, inhibits intellectual development by not allowing time or opportunity for students to develop their own interests by reading widely. But school could help students by exposing them to many different ideas, allowing them time to explore their interests, and by providing access to a print-rich environment.
University of Southern California
Original article: Reading your way to true wisdom


HISTORY OF SCIENCE SERIES
Avant-garde Science, Avant-garde Art:
The Artistic Response to the Scientific Revolution of the 19th Century
Professors Michael J. Lewis and David Hewitt
This course is co-sponsored by the Pennsylvania Academy of the Fine Arts. The lectures will be given in the Historic Landmark Building auditorium located at 118 N. Broad Street.
LECTURES ARE HELD FROM 6:30 TO 8:00 PM
- Tuesday, January 29, 2013 - The Ordering of Nature
Tuesday, February 5, 2013 - Geological Time: The Challenge of Fossils
- Tuesday, February 12, 2013 - Insights from Exploration
Tuesday, February 19, 2013 - Architecture between Nature and Industry
- Tuesday, February 26, 2013 - Science and the Museum
Tuesday, March 5, 2013 - Art in the Mechanical Universe
Download the complete syllabus here.
The decoding of the human genome is widely regarded as research at the frontier of 21st century science, just as splitting the atom was in the last century. But in the nineteenth century, the borders of knowledge clearly lay outdoors, and field biology and field geology were the most dynamic sciences, pulling knowledge forward into unknown lands, and changing the way the world was seen, even as the world itself was changing.
This course, a discourse between an art historian and a biologist, will look at the way in which nineteenth-century artists and architects responded to the insights of the natural sciences. Among the topics to be examined are the Hudson River School; images of natural wonders (Niagara, Yosemite, the Andes); the artistic response to newly discovered flora and fauna; John Ruskin and the use of geology in architecture; the role of science in art education, from Charles Willson Peale to Thomas Eakins; and the use of botanical imagery by Philadelphia architects such as Frank Furness and Frank Miles Day.
This six-week lecture course will take place in the Pennsylvania Academy of the Fine Arts, and will also make use of its building and collections. Two optional tours will be scheduled for Saturdays during the course—an architectural tour of the Pennsylvania Academy of Fine Arts and City Hall looking at their sculptural programs and use of botanical imagery, and a gallery tour of the Academy looking at the treatment of science and nature in selected works. There will be a short, optional research paper.
This course is full.
To be placed on the waiting list, please call 215-763-6529 x23.


Welcome to STEM Saturday! We have changed the name of Saturday Science Blog Hop to STEM Saturday! Which means we will be writing about and sharing ideas for Science, Technology, Engineering and Math activities!
This week I am sharing a simple math game you can make and play with your preschoolers! I first learned about math grid games in the Sally Moomaw book More Than Counting. Math Grid Games with Stickers is an awesome way to teach preschoolers basic math skills including counting & one-to-one correspondence. It’s perfect to make for preschoolers because it can be customized to the interests of the child(ren) and it is a quick game that gets in a lot of learning in a short amount of time!
To make your own grid game you’ll need:
- Print two 9-Grids
- Colored cardstock
- scissors or paper-cutter
- small gems or other game board markers
To make the 9-grid board, I printed off two grid pages and trimmed them down to size. Then I attached it to some colored cardstock, added the stickers I chose and laminated them for added durability.
Caden is super into Transformers right now so I ordered some stickers and made a 9-grid game board. We used blue glass gems to represent the Transformers energon and roll the die to “help the Transformers get their power”. Caden loved this game and was very interested in playing and counting!
I also had some Cars stickers, so I made another 9-grid game set with those too! But instead of using glass gems, we used plastic nuts from Caden’s tools set. The idea behind this game is to “fix the wheels on all the cars”. Adding a story to math games gives preschoolers a sense of purpose and makes learning more interesting.
Another way to make math grid games is with felt, like I did for the Pumpkin Grid Math Game!
And now it’s time for the STEM Saturday Blog Hop & Linky!
Why Don’t Water and Oil Mix? | Colorful Bombs from The Science Kiddo
Water Sensory Science for Kids from Little Bins for Little Hands
© 2014, Stir The Wonder. All rights reserved.


ASK: Adapting Science for Kids
ASK is a professional development project funded by the National Science Foundation. The aim of the project is to study the effect of "adapting science for kids" (ASK) to teach and reinforce student skills in reading, writing, and other areas of the curriculum while learning science through hands-on inquiry. The original project participants include elementary school teachers from rural districts in Missouri and Iowa. As part of the project, this website was launched so that teachers nationally and internationally can share teacher lesson adaptations and video recordings of ASK lessons and discuss their ideas about local, state, or national standards.


Study Questions Principals' Tendency to Split Up Twins in Kindergarten
School principals overwhelmingly believe that twins should be separated in kindergarten to promote each individual's independence as well as academic achievement, but such decisions can have a profoundly negative impact on children, new research asserts.
Moreover, such beliefs are opposite of those held by parents of twins, kindergarten teachers, and twins themselves, wrote Lynn Melby Gordon, a professor in the Department of Elementary Education at California State University, Northridge, who is both a mother to fraternal twin boys and a former kindergarten teacher.
Her report, entitled "Twins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents and Twins," was published on January 27 in the journal Educational Policy and took into account the opinions of 131 principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins working and living in "a large urban school district in the United States."
She questioned the respondants by mail between 2005 and 2007, asking them about their experiences and beliefs regarding the placement of twins in kindergarten classrooms.
Forty-five percent of elementary principals reported they "always" or "almost always" separated twins in kindergarten; 46 percent said they "sometimes" separated sets.
Moreover, 75 percent of principals thought that doing so would be traumatic at some level for their students—but they did so anyway, Gordon said.
Such decisions were made based on "educators' prejudice against multiples, erroneous concerns about twin psychopathology and unfounded beliefs about excessive dependence problems in twins," the researcher wrote.
In fact, "studies tend to show either no difference in the academic achievement of twins placed together versus apart or that academic achievement tends to be better when twins are placed together," the report stated.
"School separation trauma can sometimes be profound," Gordon added.
That said, Gordon noted that some twins should be separated, especially if they together have behavior that is disruptive to the class or one another, or even "need space," from one another.
Gordon said in an interview that the quieter of her own twin boys requested separation for just that later reason.
Among other findings in the study:
81 percent of preschool and kindergarten twins want to stay together in kindergarten, but 58 percent of twins are separated into different classes in kindergarten.
3 percent of all twins who are placed in separate classes are "very traumatized" by kindergarten separation, and an additional 17 percent are "somewhat traumatized," according to their parents.
Female identical twins were the most likely to report wanting to stay together in the same class in kindergarten.
Most parents favor joint placement of twins in kindergarten.
95 percent of parents believe that they know their children best and believe that schools should try to honor their class placement requests for twins.
90 percent of kindergarten teachers would not mind having a set of twins in their class.
This information is especially important given the huge increase in multiple births in the United States, the researcher said.
The twin birthrate rose 76 percent from 1980 through 2009, from 18.9 per 1,000 births to 33.3, Gordon wrote.
Moreover, one in every 30 children is a twin and there is likely to be one half of a set in every American classroom, she added.
"Teachers," Gordon said, "have a 50- to 100-percent chance of having a twin in their class."


Get the Flyer (pdf)
Will Baby Crawl? Maybe yes, maybe no, says anthropologist David Tracer, whose study of children in Papua New Guinea supports the view that milestones of child development vary with culture.
The Au people of the Anguganak village live deep in the remote lowland rainforests of Papua New Guinea. David Tracer, a biological anthropologist specializing in maternal-child health, is the only researcher to have worked among the Au for the past 23 years. "They're people that I have really come to value both as research subjects and as friends," he says. His recent work among Au infants from birth to age 30 months challenges assumptions about what constitutes "normality" in early growth and development.
"Although we know a lot about patterns of growth in weight and stature in different populations, we know almost nothing about neuromuscular and motor skill development outside of the western industrial context," Dr. Tracer notes. Yet despite this lack of comparative data, standards of motor skill attainment based on the sequence and timing seen in the United States and Europe are widely regarded to be universal. "Part of the motivation for this project was simply that in over two decades of working among the Au, I had never seen an infant crawl" he says. "They also seemed to universally go through a 'scoot' phase, shuffling along in an upright position on their bottoms prior to walking. I became interested in why their pattern of early locomotor development was so different from our own."
He performed quantitative analyses of locomotor development on over 100 children. Some of the tests are administered to children while they are in an upright posture (e.g., sitting) while others are administered while they are in a horizontal posture (e.g., prone or supine). The pattern of test results that he noted was surprising...
Dr. Tracer will discuss his findings indicating that parenting behaviors and the risk of contracting parasites play a key role in channeling Au children's early locomotor development. He will also discuss his idea that crawling is a relatively recent novelty in the scheme of human evolutionary history.
David P. Tracer, PhD, is Professor of Anthropology and Health & Behavioral Sciences at the University of Colorado Denver College of Liberal Arts and Sciences and Professor of Public Health at the University of Colorado Anschutz Medical Campus. He received his BA in Anthropology from Brandeis, and MA and PhD in biological anthropology from the University of Michigan.
He writes: My main area of expertise is human ecology; that is, the reciprocal relationship between organisms, in this case, humans, and their environments understood within an evolutionary framework. For the human organism, the "environment" includes the diverse physical, behavioral, and wider sociocultural milieus within which they are found and to which they must successfully adapt. To date my research has examined aspects of both human biology and behavior within such a framework. In the biological arena, my research has focused on various aspects of maternal and child health including nutrition, growth and development, and determinants of fertility. Within the area of behavioral ecology, I have been interested in testing predictions derived from life history theory and parental investment theory as well as an examination of social norms such as reciprocity, altruism, bargaining, and punishment. All of these areas are represented in my two-decade long and currently still ongoing field-based research project among the Au lowland forager-horticulturalists of Papua New Guinea.


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


|About this Recording
9.70179 - BARTÓK, B.: For Children, Vols. 1 and 2 / The First Term at the Piano (L. Kertész)
Béla Bartók (1881–1945)
The Hungarian composer Béla Bartók was born in 1881 in a region that now forms part of Romania. His father, director of an agricultural college, was a keen amateur musician, while it was from his mother that he received his early piano lessons. The death of his father in 1889 led to a less settled existence, as his mother returned to work as a teacher, eventually making her home in Pozsony, the modern Bratislava, where Bartók passed his early adolescence, counting among his school-fellows the composer Ernő Dohnányi. Offered the chance of musical training in Vienna, like Dohnányi he chose instead Budapest, where he won a considerable reputation as a pianist, being appointed to the teaching staff of the Academy of Music in 1907. At the same time he developed a deep interest, shared with his compatriot Zoltán Kodály, in the folk-music of his own and adjacent countries, later extended as far as Anatolia, where he collaborated with the Turkish composer Adnan Saygun.
As a composer Bartók found acceptance much more difficult, particularly in his own country, which was, in any case, beset by political troubles, when the brief post-war left-wing government of Béla Kun was replaced by the reactionary régime of Admiral Horthy. Meanwhile his reputation abroad grew, particularly among those with an interest in contemporary music, and his success both as a pianist and as a composer, coupled with dissatisfaction at the growing association between the Horthy government and National Socialist Germany, led him in 1940 to emigrate to the United States of America.
In his last years, after briefly holding teaching positions at Columbia and Harvard, Bartók suffered from increasing ill-health and from poverty which the conditions of exile in war-time could do nothing to alleviate. He died in straitened circumstances in 1945, leaving a new Viola Concerto incomplete and a Third Piano Concerto more nearly finished.
Bartók’s For Children originally consisted of 85 short pieces in four volumes, the first two volumes based on Hungarian folk-songs and the third and fourth on Slovakian melodies. These were written in 1908–09 and represent something of the result of Bartók’s investigations into folk-song. In 1943 he revised the work, writing thirteen new pieces. The revised work was published in 1945 with 79 pieces in two volumes. The forty pieces based on Hungarian folk-songs present the original material with great clarity, generally with the simplest of accompaniments, which, as with the later 44 Duos for violin, written in 1931 for Erich and Elma Doflein, do much to present the melody in an original and revealing light. It has been pointed out that many of the melodies presented may already well have been familiar to Hungarian children, a fact that added to their relevance for young performers.
In 1913 Bartók brought together 48 pieces for beginners, to form part of Sándor Reschofsky’s Zongoraiskola (Piano School). Eighteen of these were revised for publication in 1929 as Kezdök zongoramuzikája (The First Term at the Piano). These progressive pieces, starting with both hands together, playing within the range of the five fingers, find a place also for folk-song, where this is appropriate. Later editions have included five more pieces and some versions have given titles to each piece.
For Children and The First Term at the Piano, with the 44 Duos and Mikrokosmos, bear witness to Bartók’s commitment to national music education in Hungary, a goal shared effectively with Zoltán Kodály, who provided a comprehensive master-plan for music education in Hungary, as Hindemith was to do, with less obvious results, in Turkey. Bartók’s simple piano pieces serve a double purpose in their novel approach to learning the piano and their preservation of many of the melodies that he had collected at a time when folk-music faced the threat of extinction, as traditions changed.
For Children Vols 1&2:
Wenckheim Krisztina Városfejlesztési, Kulturális és Környezetvédelmi Közalapítvány / Krisztina Wenckheim Foundation
The First Term at the Piano:
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Hardly a day goes by where some science activities are not taking place in our house. I love presenting science projects and activities to the kids at home in order to provide them with opportunities to explore the world around them and pique their curiosity. (You can find all our science experiments and explorations here.)
Quite a few times over the last year our science learning focused on the sense of sound. We’ve explored sound by conducing an experiment, creating our own instrument, and taking a walk in our neighborhood! I’ve listed these activities below. Just click on the title above each picture to learn more about it! (Be sure to link up your posts about any or all of the five senses at the end of this post!)
You can also find more science fun on my Science for Kids Pinterest Board.
We’d love for you to share how you
Discover and Explore: The Five Senses!
September 25– Pumpkins
October 2– Community Helpers
October 9– Halloween
October 16– Dinosaur & Fossil Fun
October 23– Creating with Natural Materials
Please read the following guidelines for sharing:
- Share family-friendly posts related to the weekly topic — kids activities, crafts, recipes, nature outings, printables, etc.
- By linking up, you are giving me permission to share your post including one photo in our weekly feature post and on social media channels.
- Visit 2-3 other posts that have linked up, find some new ideas & meet new friends!
- If you’d like, grab a button for your post — we love to share and want to find lots of great activities to highlight for you!
The linky will remain open for one week. Then all five co-hosts will feature activities in a separate post the Friday after the linky closes. All featured posts will be shared on the Discover and Explore Pinterest Board. (Be sure to follow so you don’t miss any features!)
Don’t forget to follow all my amazing co-hosts to see what they’re sharing this week!


Olin university chapter/Projects/Curriculum/summary
Things that we successfully touched upon in 7 weeks (from ___ list).
Braindump from 4-28-10, last day of "Computer Creations"
- Explosion of shared collaborative knowledge! -- once a cool thing is learned, very rapidly propogates to other
- Computers are kind of an unexplored space. Classroom is only things that teacher introduces, the opportunity isn't there.
- Are computers a necessary interface for this type of learning?
- to what extent is this type of teaching actually taking place in the classroom?
- Interesting REALLY really long term research project
- Sense of control over one's learning?
- tricky to know how hard to push kids
- B. as an example. Not interested in low level (name writing), but really took to more challenging projects, even if we did have to walk him through them to a certain extent.
- Same kind of true with M. -- really had to sit with him the entire class (2nd grader)
- It really helps to keep the grade levels the same! (noticeable difference between 2nd and 5th graders -- Nathan was also young, but he had a brother (5th grade) and family that was particularly supportive of the work)
- Degree of success is pretty high, considering that none of us have any teaching experience.
- Elsa planned out the progression of things we wanted them to learn. The activities were intended to get to those, but we never followed those. They got there semi-independently.
- Worked out very nicely -- but how much can you rely on this to work out nicely if you let them just do things on their own?
- Was this a fluke? (emphasis mine - Andrea's - as I'm particularly interested in the replicability of this approach)
- Would we have had better luck with something like Scratch? E-toys? Block programming as well (repeats, but maybe not variables)
- Easier to incorporate multimedia things
- Learning Scratch could potentially facilitate an introduction to TurtleArt
- Simpler to learn commands
- Etoys is likely too bulky for the XO (everything takes too long!)
If we were to do this again:
- Use mice (at least within an after school context)
- Number of activities we had on the computer was leading to distraction?
- We lost a lot of time to things such as "XOlympics" -- our group wasn't quite at a place where we could segue into a Python introduction.
- Music and art course next time?
Digression: music education
- if you take away the instrumental interface -- make purely tech.
- does it facilitate improvisation?
Usability issues that we encountered (needs more formal organization at some point, leave somewhere more accessible)
- journal, especially
- File interface ( deleting more than one, deleting things)
- Keep system - no feedback on whether its been saved
- Weird saving thing -- never know if it saved, etc, warning
- can't control mesh network you're on
- every technical person who has done system things -- this is a nightmare! (not necessarily a bad idea)
- but what shows this is a bad idea -- kids can't find their work, no encouragement to rename files, etc etc.


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|Home Principles of Learning|
Principles of Learning
Below are three universal principles of learning. This means they apply to all human beings.
(1.) Learning is a stratified process
The first principle of learning is that human learning does not take place on a single level, but is a stratified process. This is accepted all over the world as a didactic principle. The way in which school systems throughout the whole world are organized and structured is an acknowledgement of this. One cannot send a child to university first. He must start in the first class and then progress year after year to the higher levels of education. Unless he has mastered a sufficient amount of the knowledge to form a firm enough base on which to build the knowledge of the following year, he will not make progress in the next class.
Another simple and practical example is the fact that one has to learn to count before it becomes possible to learn to add and subtract. Suppose one tried to teach a child who has not yet learned to count, to add and subtract. This would be quite impossible, and no amount of effort would ever succeed in teaching the child addition and subtraction. This shows that counting is a skill that must be mastered before it becomes possible to learn to do calculations.
This means that there is a sequence that is to be observed in teaching. Certain things have to be taught first, before it becomes possible to teach other things.
The main objective of the Edublox programs is to practice and automate the skills that underlie reading, spelling, writing, mathematics and the learning of subject matter.
(2.) A “pyramid of repetition” has to be constructed
The importance of repetition in the learning situation cannot be denied. There is not a single person on this earth who learned to speak a language, learned to swim, skate, play golf, or drive a car, without repetition.
In recent years, neuroscientists have discovered that repetition is important in the “wiring” of a person’s brain, i.e. the forming of connections or synapses between the brain cells. Without these connections, the brain cells are as useless as batteries standing in a row next to a flashlight. Only when the batteries and flashlight are connected, can they make a shining light.
Mere repetition, however, is not the end of the story. A “pyramid of repetition” has to be constructed. This means that a learner must start by repeating a limited amount of material many times over and over. Gradually, less and less repetition will be necessary to master new skills and new knowledge. Without building this “pyramid of repetition” first, later learning will always be time consuming and prone to failure.
Edublox programs practice and automate the foundational skills of reading, spelling, writing and mathematics by systematically creating a “pyramid of repetition.”
(3.) Opportunities for application
The third principle is that there must be opportunities for application. While a person is learning to master the skills that form the basis of reading and mathematics, he should already be given opportunities to apply these skills. This greatly speeds up the process of automation.
An important point is that these three principles should be looked upon as a whole and should not be viewed in isolation.
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The String Project remains true today to its founding core mission from 1974: increasing teaching opportunities for undergraduate music education students and expanding access to music performance and the excitement of the arts for children from all socio-economic backgrounds.
A valuable initiative
Universally recognized as a model program, the USC String Project’s achievements ring clear. Hundreds of South Carolina students in grades 3 through 12 have received string instruction from music professionals and Carolina undergraduate students. The String Project enrolls more than 300 students, taught by 27 School of Music undergraduate string education majors and two graduate assistants each year.
The impact of your philanthropy
Your philanthropy makes the USC String Project possible. Donor support enables USC to provide undergraduate music students a modest stipend for their work to encourage participation.
Without funding support, teaching opportunities for university students would not be possible, and the door would be closed for lower-income families’ participation. That would result in fewer music teachers and less diversity in the arts and education.
Access to music instruction can often be divided along economic lines. The goal of the university and the String Project is to maintain the affordability of instruction to minimize this division. With philanthropy helping to keep costs down and fees low, hundreds of inner-city children in the Columbia area have participated in the String Project.
Philanthropic support comes from a symphony of individuals, foundations, national music groups and civic organizations including The Nord Foundation, Knight Foundation, and grants from Strings Magazine and the Junior League of Richland County.


Kellogg Community College provides supportive programming that can help you become a great teacher. We know from experience the work you do as an educator will deeply impact the quality of people’s lives for many years to come.
We are committed to helping you and your future students learn, grow and succeed. We do this by holding to our mission of offering you the best teacher instruction and career preparation available.
- Make a difference in people’s lives and help shape their future
- Impart knowledge about a subject that you are passionate about
- Improve society through positive role modeling and influence
- Have a career with many opportunities throughout your life
Education programming at KCC includes the following options, each of which is discussed in greater detail in the college catalog:
- Associate Degree in Applied Science in Early Childhood Education
- Associate in Elementary Education
- Transfer options for education to universities (including Secondary Education)
- Child Development Associate (CDA) Training
What is Early Childhood Education?
Early Childhood is the field of study which focuses on children’s growth and development between the ages of birth and 8 years. This is the time when a child’s progress depends upon her or his ability to explore the world and learn new concepts every day. Early Childhood professionals recognize that children have predictable stages of development, learn best through active play and by developing relationships with their peers and the adults around them.
What is Elementary Education?
An elementary school teacher may teach children in preschool through the sixth grade. An elementary teacher helps young children develop social skills and positive learning habits in an enthusiastic and positive environment.
What is Secondary Education?
Secondary school teachers instruct students in middle and high schools. They usually conduct classes in specific academic subjects, such as English and mathematics, or skills, such as accounting and woodworking. They spur students’ imaginations and intellects and prepare them for advanced education and jobs as adults.
Contact Academic Advising at 269-965-4124 or the Early Childhood and Teacher Education Office at 269-965-3931, ext. 2109.


Child Development and Education is a comprehensive child development text written specifically for educators. Focusing on concepts and principles that are important to developmental theorists and to educational practitioners, this text is uniquely useful to those interested in the educational implications of developmental scholarship.
Applies Developmental Theory to Classroom Practice: Development and Practice features offer concrete educational strategies for facilitating student development. Observation Guidelines tables help the reader develop skills in observing developmental nuances in children and adolescents.
Showcases Real Students and Their Work: The text extensively illustrates concepts and research with cases about and artifacts from real children and adolescents. Authentic case studies begin and end each chapter. The text also makes frequent use of actual artifacts from children's journals, sketchbooks, and school assignments.
Explores the Core Themes in Development: Every chapter examines ways in which development is the complex product of interacting forcesnature, nurture, and children's own efforts. The authors also spotlight universal developmental trends and areas marked with substantial diversity. Finally, the text analyzes developmental changes for their underlying nature: do they take the form of dramatic qualitative changes, or are they the outcome of many small, trend-like quantitative changes?
1. Making a Difference in the Lives of Children and Adolescents.
Child and Adolescent Development as a Field of Inquiry. Basic Issues in the Study of Development. Theories of Child and Adolescent Development. General Trends in Children's and Adolescents' Development. From Theory to Practice. 2. Developmental Research with Children and Adolescents.
Common Beliefs about Children and Education. Role of Research in the Study of Development. Key Features of Developmental Research. Data Collection Techniques. Research Designs in the Study of Children and Adolescents. From Research to Practice. Gathering Information in the Classroom. 3. Physical Development.
Nature and Nurture in Physical Development. General Principles of Physical Development. The Brain and Its Development. Physical Development across Childhood and Adolescence. General Issues in Physical Well-Being. Special Physical Needs. 4. Cognitive Development 1: Piaget and Vygotsky.
Piaget's Theory of Cognitive Development. Vygotsky's Theory of Cognitive Development. Comparing Piaget and Vygotsky. 5. Cognitive Development 2: Cognitive Processes.
Information Processing Theory. Development of Metacognition and Cognitive Strategies. Children's Construction of Theories. Neo-Piagetian Approaches to Cognitive Development. Critique of Information Processing, Theory Theory, and Neo-Piagetian Approaches. Exceptionalities in Information Processing. 6. Intelligence.
Defining Intelligence. Theoretical Perspectives of Intelligence. Measuring Intelligence. Hereditary and Environmental Influences on Intelligence. Developmental Trends in IQ Scores. Group Differences in Intelligence. Critique of Current Perspectives on Intelligence. Educational Implications of Theories and Research on Intelligence. Exceptionalities in Intelligence. 7. Language Development.
Theoretical Perspectives of Language Development. Trends in Language Development. Development of a Second Language. Diversity in Language Development. Exceptionalities in Language Development. The Big Picture: How Language Development Fits into the Larger Scheme of Things. 8. Development of Literacy: Reading and Writing.
Theories of Literacy Development. Literacy in the Early Years. Development in Reading. Development in Writing. Developing Literacy in a Second Language. Diversity in Literacy Development. Exceptionalities in Reading and Writing Development. Reading and Writing as Facilitators of Cognitive Development. 9. Personal and Emotional Development.
Early Attachments. Emotional Development. Development of a Sense of Self. A Life-Span Approach to Personal and Emotional Development: Erickson's Theory. 10. Social Understanding and Moral Development.
Social Understanding. Moral Development. 11. Development of Motivation and Self-Regulation.
Behaviorist Perspectives of Motivation. Social Cognitive Perspectives of Motivation. Trait Perspectives of Motivation. Cognitive Perspectives of Motivation. Critiquing Theories of Motivation. Fostering Motivation in the Classroom. Development of Self-Regulation. Effects of the Classroom Environment. 12. Families.
Socialization in the Family. Family Structures. Family Influences on Children. The Other Side of the Coin: Children's Influences on Families. A Look Inside: How Parents Conceptualize Childhood. Educational Partnerships with Families. 13. Interpersonal Relationships.
Development of Interpersonal Behaviors. Peer Relationships. Romantic Relationships and Sexuality. 14. Growing Up in Context.
Culture and Ethnicity. Historical Events. Religious Affiliation. Socionomic Status. Neighborhoods and Communities. The Media.


Science for Kids
Kids are naturally curious about science and the world around them. They wonder about how things are made, why animals do what they do, what makes the sun shine, and other complex questions.
For kids, science is just a question away.
Having a basic understanding of science is an important part of being a well-rounded person. Science can even become a career for some kids. Discover how you can use the world around you to teach your kids about science.
Kids get exposed to science in school every day, but the knowledge will set more deeply if you help them learn at home. So how do you make science for kids fun and interesting? Discover some fun ways to explore science with your kids. You never know what you’ll learn along the way. After you've looked below, check out our science experiments for kids foradditional tools to help you teach science to children.
Animals for Kids
Look for animals in your neighborhood or in rural areas nearby. Think about how many different types of animals there are. Howe do scientists group them? Some are grouped by general categories, like with a backbone and without a backbone. Scientists also group animals with very tiny details, like separating one type of plant spider from another. How is a dog like a bird? How are they different from each other? Which is more like an insect – a spider or an elephant? Why? Look at a dog show and notice that even one species (canine) can have a lot of variety within it. You can also incorporate animal coloring pages to make the learning even more fun.
Earth Science for Kids
What is the weather like today? Watch the evening news or the Weather Channel for descriptions of active weather in your area. Most meteorologists explain why things happen when they broadcast. Take a look at the dirt and geographical features near your hometown. What are they like? How did they get that way? How is it different or similar to other places you have visited as a family?
Human Biology for Kids
Has anyone in the house been sick lately? Talk about how germs work and the white blood cells attack. Ask them why washing hands and covering noses helps. Look at the back of someone’s hands and notice the veins and other blood vessels. Do they look like different colors? Tell them about oxygen from the lungs, blood moving everywhere taking care of each part of your body when you aren’t even thinking about it.
Physical Science for Kids
Show your kids how magnets work, how one side pulls and the other pushes. Describe electricity as a flowing river full of tiny charged invisible things. What makes a good electricity conductor? Wood? Glass? A metal pole? Everything in the universe is on the move, even molecules in so-called “solid” objects. How does a lever work (like a teeter-totter)? Heat can be created by causing friction. Rubbing your hands together will demonstrate this easily. Heat is energy moving around faster – ever wonder why you feel warmed up after you run fast?
Chemistry for Kids
Chemistry describes the “stuff” our world is made of and what it can do. That’s called matter. Anything and everything is made of matter. Randomly pick up 10 things in your house. What are each of them made of? Metals have different types of molecules than organic-based items like paper or food. What is water like when it is a solid, a liquid, and a gas? What else does that?
The lists above are just starting points for discussions about science for kids. Just a few new ideas will have your kids spinning off a full list of questions. When your child is exposed to these ideas early on, they will have an easier time when these concepts are taught in school. You may also unlock a lifelong curiosity about science for your child.


Baltimore County News
Youth Services Coordinator
Baltimore County Public Library
Do you want to climb a tree in Toddler Woods? Or crawl among the flowers in the Baby Garden? Or dress up as a familiar storybook character and perform a play in the Theatre? Go to Storyville!
You may have heard the saying “the early years are learning years.” Storyville at the Baltimore County Public Library provides our community with an ideal place to focus on this important age. We know through research that learning begins at birth and that the ages of birth to five are critical learning years. Children who are exposed to books, literacy activities and other learning experiences before they begin Kindergarten have a better chance for later school success.
Storyville is a unique early childhood learning center and library that was designed and created to foster school readiness skills, such as language and literacy, mathematical and scientific thinking, social studies, social and personal skills, physical development and the arts. These skills are integrated into Storyville’s themed learning areas: Baby Garden, Toddler Bay and Toddler Woods, Grocery Store, Mailroom, Puppet Stage & Dress up Theatre, House and Kitchen, Construction Zone and Library. Age appropriate books that support the play themes are included in each learning area.
Storyville is a place where books and purposeful play come together to provide valuable experiences that nurture young children and support parents and caregivers as their child’s first and best teacher as they read, play, and learn together.
Storyville is located in both the Rosedale and Woodlawn branches of the Baltimore County Public Library and is open during library operating hours. Storyville is for children ages birth through five and their parents and caregivers. For more information visit us at www.bcplstoryville.org.
Revised April 6, 2016


MTNA is a member of a consortium of music and legal organizations including the Music Publishers' Association of the United States, MENC: The National Association for Music Education, National Association of Music Merchants, National Association of Schools of Music, ASCAP Foundation, Copyright Society of the USA, National School Boards Association, U.S. Register of Copyrights and the American Bar Association, which has developed a comprehensive website devoted to all aspects of music copyright. This resource, entitled The United States Copyright Law, A Guide for Music Educators, provides information on the reproduction, recording, distribution and performance of music and the guidelines that govern these actions. In addition, forms to arrange music and obtain rights to reprint music are available for download. MTNA encourages its members to consult this digital document for answers to questions regarding music copyright issues. Click Here to access this website. For more a more extensive resource, please consult the Music Publishers' Association website at http://www.mpa.org/.
For the convenience of MTNA members, a short summary of the most important elements of copyright law pertaining to the music teacher is provided below.
Click here to read a FAQ document about copyright.
The National Music Council and Music Publishers' Association have created an Emmy Award-winning program to teach young students the consequences of disrespecting the rights of creators, and how activity such as appropriating the work of others without permission negatively impacts upon creators and stifles creativity in general.
The lesson plan, award-winning video and educational extension activities are available via a free website at www.IMadeIt.org.
To learn more about the National Music Council, visit www.musiccouncil.org.


A Theory for the Dissemination of Educational Change Founded on Development of Affective Values Using Adaptive Behavior
The problem. Research into the value of art education within the curriculum has evolved a mode of instruction based on developing the individual student and his critical sensibilities, referred to as aesthetic education. The mode of art instruction currently in wide use based on the beauty of the final product and facility in the use of a wide range of materials has proven resistant to change. The problem lies in changing from one philosophy of art education to another. Procedure. Literature in the areas of aesthetic education, creativity, the affective domain, and behavior modification were searched for relationships which would be useful in formulating a theory that would be effective in changing teaching behaviors while developing a positive attitude about change. Findings. A theory was developed with two attendant models for its use, that combined the following characteristics: 1) the adaptive behavior that developed a creative product was suitable for introducing and developing a value, 2) the durability of the change would be governed by the rewarding contingencies, 3) an environment that encouraged divergence promoted an open attitude toward change. Conclusions. The successful assimilation of a new educational practice will be based on the value of its use rather than the knowledge of its attributes. Continuing and increasing emphasis upon inservice programs, provision for model programs, and continual self evaluation of teacher training programs regarding "theory into practice" are needed in the future.
75 leaves. Advisor: John Hicks


Do you struggle to bring art education into your homeschool? Does the process of teaching art for you have a primary focus upon creating a set project compared to learning a process? Wish you could bring an art instructor into your home to help your kids learn?
Now in their third edition of program materials, ARTistic Pursuits is an art curriculum which allows parents to easily bring this subject into the home. Brenda Ellis, an artist and homeschool parent, has written each of the 13 books available for purchase to teach art including four components: The Elements of Art, Composition, Art History, and Media. The books are comb-bound so that pages lay flat when open. Also, the books are non-consumable so that all the kids in your home can enjoy the courses.
The Way They See It (Preschool) provides parents with information about the development of children in regard to the skills needed in the artistic process. After providing background for the parent, each lesson then includes a color image of a Masters work which illustrates a particular concept or skill. Using easily obtained materials, the child then experiences the art process.
Early Elementary K-3, Book 1: Introduction to the Visual Arts, Early Elementary K-3, Book 2: Stories of Artists and Their Art, and Early Elementary K-3, Book 3: Modern Painting and Sculpture provide an introduction to the visual arts while incorporating art history into each lesson.
Elementary 4-5, Book 1: The Elements of Art and Composition, Elementary 4-5, Book 2: Color and Composition, Middle School 6-8, Book 1: The Elements of Art and Composition, Middle School 6-8, Book 2: Color and Composition, High School 9-12, Book 1: The Elements of Art and Composition, and High School 9-12, Book 2: Color and Composition move students into a new level of art education which continues to include the study of art through history.
Sculpture Technique: Construct (Ages 11-18) and Sculpture Technique: Model (Ages 11-18) allow you to teach the process of three-dimensional design including construction and modeling in the home.
Between the well laid out books and materials lists for each course that can be quickly ordered from Blick Art, ARTistic Pursuits will quickly have you providing quality art instruction in your home.
A big thank you to Laura of Day by Day in Our World for writing this introductory post.


Communicating Effectively with Children and Families
It is important that early childhood teachers are able to communicate effectively with children and families. In inclusive settings it is especially important for teachers to be able to develop partnerships with parents so that both parties can develop an understanding of how to best address the individual child’s developmental skills within natural settings.
The National Center on Inclusion (NTCI)
The National Center on Inclusion(NTCI) project, Kids Included Together (KIT) specializes in providing best practices training for community–based organizations committed to including children with and without disabilities into their recreational, child development and youth development programs. KIT offers many resources, including instructional videos.
In the following video clip KIT trainers discuss and model skills related to communicating effectively with families.
In the following video clip KIT trainers discuss and model skills related to communicating
expectations to students.
In the following video clip KIT trainers discuss and model how to use gestures and objects in order to communicate effectively with children with disabilities.
In the following video clip KIT trainers discuss and model how to use your voice in
order to communicate effectively with children with disabilities.
Early Childhood Learning & Knowledge Center (ECLKC)
The Early Childhood Learning & Knowledge Center (ECLKC) outlines strategies to guide teachers in effective ways to communicate with parents and caregivers about children.
The center also provides strategies to help teacher support families.
Zero to Three
Zero to Three, the national center for Infants, Toddlers, and Families outlines three key steps to effective communication with families.
The following essay from First Steps, provides some strategies for sharing concerns with parents about their child’s development. https://www.firstsigns.org/concerns/parent_parent.htm
The Ohio Coalition for the Education of Children with Disabilities
The Ohio Coalition for the Education of Children with Disabilities (OCECD) is a statewide, nonprofit organization that serves families of infants, toddlers, children and youth with disabilities in Ohio, and agencies who provide services to them. OCECD works through the coalition efforts of over 40 parent and professional disability organizations which comprise the Coalition. The OCECD’s programs help parents become informed and effective representatives for their children in all educational settings. http://www.ocecd.org/index.php
Evaluation of a Family-Centered Early Childhood Special Education Preservice Model
by Program Graduates by Mary Murray and Colleen Mandell
This qualitative study evaluated the impact on program graduates of two personnel preparation projects founded on a family-centered preservice model and funded by the Office of Special Education Programs. Study findings indicated that family involvement in content-based and field-based coursework positively affected the use of family centered practices. PDF
Blogging as a Way to Promote Family-Professional Partnerships
This article describes how to use blogging as a way to promote communication with families.
Listening for Details of Talk: Early Childhood Parent-Teacher Conference Communication Facilitators
In this article, the authors illustrate common communication patterns and provide links to some of the Division for Early Childhood of the Council for Exceptional Children’s recommended practices for communicating and collaborating with parents.
CLASP Toolkit for Planning Home Visiting Partnerships
CLASP's toolkit, Home Away From Home: A Toolkit for Planning Home Visiting Partnerships with Family, Friend, and Neighbor Caregivers, offers help in exploring partnerships between home visitors and caregivers. PDF
Community Mapping in Action: Uncovering Resources and Assets for Young Children and
This article describes the process of community action and how it can be used to gather resources for families with young children. PDF
Home-School Collaboration for Embedding Individualized Goals in Daily Routines
This article describes how collaborative planning using an activity based approach to intervention can be used to help teachers and parents work together on shared goals within natural environments. PDF
Fostering Parent and Professional Collaboration: Research Brief
This article summarizes historical trends in parent-professional collaboration, describes some potential barriers to collaboration, and provides practical strategies for collaboration. PDF


Trouble at Trio Farm, A mystery in Number Town. An educational childrens ireader book app.
By 123 Number Fun Pty Ltd
Open iTunes to buy and download apps.
Trouble at Trio Farm . A Story about Farmer Freda Three.
“Trouble at Trio Farm”: Farmer Freda Three lives at Trio Farm and sells fruit and vegetables from her farm shop, but one day a four legged thief broke into the shop and ate most of her apples and turnips. Help Ernie Eight the Policeman and Freda solve the mystery of the missing fruit and vegetables.
Trouble at Trio Farm introduces numbers and how they relate to everyday situations. This book focuses on the number three, simple addition, subtraction and incorporates an interactive number pad to help your child learn to count the fun way using characters from Number Town.
Enjoy listening to this fun & lively children's iReader story book featuring a beautiful narrative performance by Sharon Hunter and Daryl Scobie. 978-0-9806737-6-0
* “Read to me”. Full narration with manual or automatic page turning.
* “Read it myself” Show or hide text with a simple touch.
* Text highlights as you read.
* Interactive Number Town Map. Touch objects to hear a description.
* Listen to the Number Fun Song.
* Read along to beautiful narrative performance by Sharon Hunter and Daryl Scobie.
* iPhone & iPad compatible ireader.
* A Real Book Too - See Amazon Link http://amzn.to/JZXlBE
About Tilly’s Number Town
This series of stories is aimed at pre-school children exploring numeracy in everyday situations. Following National Curriculum Key stage 1. Maths, Geography, Science, Language, Team work and Cooperation.
Number Town is a unique, numeracy-based approach to mathematics for 3-6 year old children . Its information-rich Number Image concept transform plain black numbers into child-friendly pictogram characters, who live in an imaginary place called Number Town.
By translating number facts into engaging stories, children are motivated to listen, to think, to remember and to learn. These stories explain counting, addition, subtraction, sequence, time, shapes, movement and simple multiplication quickly developing the building blocks of early years mathematics. Join “Little Tilly Two” and all her friends in Number Town.
Using number characters like Sally Seven the Sports Star or Policeman Ernie Eight and actions to teach numeracy is supported by scientific research. The Number Town approach is also in-line with research on memory techniques and the way we learn. (mnemonics) Each Number Town character has a recognisable personality living in a realistic environment where maths is used in every day life. By integrating maths into real life situations provides children with a motivating framework for learning speaking and listening.
These simple stories about the Number Town characters and their lives, engage attention, develop listening & speaking skills and expand children’s awareness of numeracy skills. Subjects such as geography and science and their close relationship with mathematics are explored.
© Jane Hague 2010, ISBN 978-0-9806737-6-0 www.123numberfun.com
123 Number Fun is a member of Moms with Apps, a collaborative group of family-friendly developers seeking to promote quality apps for kids and families.
Recommended Ages: 1-3, 4-7, parent
What's New in Version 1.2
Added support for iOS 7
Customers Also Bought
- Category: Books
- Updated: 27 May 2014
- Version: 1.2
- Size: 22.4 MB
- Language: English
- Seller: 123 Number Fun Pty Ltd
- © Jane Hague
Compatibility: Requires iOS 5.1.1 or later. Compatible with iPhone, iPad, and iPod touch.


October 20, 2009
Kids are writing
more than ever with new technologies; elementary students participate in National Day on Writing October 20;
coordinator is Director of Elementary Education Mark Bower
NATIONAL DAY ON
Hilton Elementary Students participated in
the National Day on Writing October 20, 2009
Newly developing technologies expand the possibilities for
composing in multiple media and for speaking to wider
audiences than ever before and at a faster pace than ever
before in our history. To draw attention to the remarkable
variety of writing engaged in and to help make writers from
all walks of life aware of their craft, the National Council
of Teachers of English has established October 20, 2009, as
the National Day on Writing. Special guests included
Rochester storytellers and authors Rafe Martin, Sonja
Livingston, Kathleen Blasi and Leah Ruekberg, children's book publisher Suzanne
Meyer, along with Katie Paxton-Johnson, right, Pat Martin and Mary McAlpin.
Students will publish personal writing that will be appear
in a school wide book.
"Writing is a daily practice for
millions of Americans. But few notice how integral writing
has become to daily life in the 21st century," says the
NCTE. Hilton CSD Director of
Elementary Education Mark Bower was event coordinator.
Initiative along with position statements.
The House of Representatives will be considering a resolution
declaring October 20, 2009, the National Day on Writing. The
goal is to link with others to celebrate composition in all
its forms, we are inviting diverse participants --students,
teachers, parents, grandparents, everyone to submit a piece
of writing to the
National Gallery of Writing. For further information:
Mark Bower may
be reached at 585-392-1000 ext. 6051.
Early Literacy in
kindergartners involved in Interactive Writing at Quest


|Children’s Progress Academic Assessments (CPAA)||The CPAA is an adaptive assessment and reporting instrument for measuring early numeracy and literacy skills. Targeted from pre-Kindergarten through to grade 2.||ERB|
|Desired Results Developmental Profile© – Preschool (DRDP-PS©)||The DRDP-PS© measures six components of development in children at preschool ages.||WestEd/California Department of Education|
|Early Literacy Skills Assessment (ELSA)||ELSA assesses emerging literacy skills of children in early childhood contexts. A storybook format is used to present tasks measuring comprehension, alphabetic principle, phonological awareness, and more.||HighScope Educational Research Foundation|
|Galileo Pre-K Online||Galileo Pre-K Online provides an assessment, curriculum and reporting framework for birth to five learners. Designed to comply with United States local, state, and federal criteria.||Assessment Technology, Incorporated|
|Get Ready to Read Screening Tool||This free online 20-question assessment is targeted towards children aged four. It measures pre-reading skills. Performances can be linked to appropriate intervention activities.||Pearson Early Learning|
|IGDIs (Individual Growth Development Indicators)||IGDIs are used to assess language and literacy development in children 3-5 years of age. The IGDIs contain three measures: Picture Naming, Rhyming, and Alliteration. The assessment is administered by an adult.||University of Minnesota|
|MAP for Primary Grades||Targeted at K-2 age ranges, the MAP for Primary Grades adaptive tests also include diagnostic measures of student readiness to learn mathematics and reading.||Northwest Evaluation Association|
|Math Skills Products||PrepStrong on-sells a range of math skills products for children aged 2 to 10. There are tools for developing understanding of early numeracy concepts through to tools suitable for preparing for elementary school standardised tests.||PrepStrong|
|mCLASS®:CIRCLE™||mCLASS®:CIRCLE™ helps teachers to interact with students as they demonstrate precursory skills in social dimensions in addition to early literacy and math.||Wireless Generation, Inc|
|Monitoring and Evaluation System for Pre-schoolers||Cito, a Netherlands-based testing and assessment company, provides a system of observation checklists and tests for monitoring cognitive and non-cognitive skills development in thee and four year old children.||Cito|
Early childhood assessments are often used to determine the readiness of students to learn the skills taught in the first years of schooling. For example, a variety of assessment tools have been designed to measure pre-literacy skills to determine whether or not a child has developed some of the prerequisite skills for learning to read. Information from an early childhood assessment about developmental strengths and weaknesses can be be used to inform appropriate instructional interventions and accommodations.
If you would like to contribute details about a specific early childhood assessment, please do so via the available submit form.


Dallas, TX (PRWEB) August 19, 2014
Prekindergarten and kindergarten students demonstrate greater gains in early literacy development learning with Istation curriculum than their peers who do not use Istation, according to a nationwide literacy growth study conducted by Southern Methodist University during the 2013-14 school year.
The study collected data from more than 81,000 prekindergarten and kindergarten students and provides evidence of Istation Reading’s impact on student development. Comparing results on the Istation’s Indicators of Progress (ISIP™) assessments between students who used Istation curriculum and those who did not, researchers confirm that the program has a significant impact on early literacy growth.
By comparing the number of minutes students use Istation curriculum, the study also shows that those spending more time with Istation Reading curriculum show greater growth in early literacy skills than those who spent less time on the curriculum. Further, students at risk for reading failure make even greater gains with a sufficient amount of Istation Reading curriculum usage compared to those reading at grade level.
Based on their findings, the researchers believe that “if campuses implement the ISIP Early Reading assessment and Istation curriculum with fidelity, students will experience growth in early literacy skills.”
Istation Reading curriculum is designed and developed using scientifically based reading research, specifically in the skills most predictive of future reading success. Using the assessments and intervention resources together allows teachers to identify student weaknesses and immediately provide data-informed instruction specific to each student’s needs.
Istation is a leading provider of richly animated and interactive computer-adaptive assessments (known as Istation’s Indicators of Progress, ISIP™), differentiated computer-delivered intervention programs, teacher resources, Lexile® leveled online books, instant data reporting and customer support, as well as professional development for use by educators and students in grades pre-K through 12. Istation’s products are standards- and research-based, facilitating response to intervention, personalized and differentiated instruction and progress monitoring. The company’s products are delivered via the Internet and Web. Istation’s suite of products includes computer-adaptive assessments (ISIP) for reading, Spanish and math and an interactive, differentiated, computerized reading intervention program with interdisciplinary studies and content in the areas of science, social studies and writing. Istation is a subscription-based service currently used by nearly four million students in 38 states and six countries. Company information is available at http://www.istation.com or by email at pr(at)istation(dot)com. You may also contact Kevin Sharpe at 972-715-3828 for more information.


Posted by admin | Posted in Character Education, Foreign Language, Geography, Interactive Whiteboard, Knowledge (remember), Language Arts, Math, Middle/High School, Primary Elementary, Science, Secondary Elementary, Spelling, Teacher Resources, Web2.0, Websites | Posted on 01-02-2013
What it is: Holy cow, I am SO excited! Today registration is open for World Education Games!! If your students have never participated with World Education Games (like World Math Day), this is the year. They will thank you for including them in this fun world wide contest. February 1st, that’s today, registration is open and the official warm-up training period for students begins. On March 5h students can participate in World Literacy Day, March 6 is World Math Day, and March 7 is World Science Day. March 22nd Global award presentations begin with the Official World Education Games Awards. The World Education Games is an annual global online olympics to get students from age 4 to 18 excited about learning. The fun comes in the friendly competition between countries as students compete to represent their country in the games. There are 3 days of games focused on literacy, math and science. The games are a great way to help students in speed, accuracy and general fluency in core computation, number and spelling skills. World Science Day has been designed to encourage curiosity and excitement in science while helping them answer knowledge, application and reasoning questions. Each game (a competition against other students from around the world) lasts just 1 minute. Students can go head to head as often as they would like, but only the first 50 games are counted toward the competition point tally. World Math Day was launched in 2007 and my students have taken part in this fun competition each year. Since then, Literacy and Science day has been added to the games. SO much fun!
How to integrate World Education Games into the classroom: World Education Games are such a fantastic way to encourage students to practice foundational skills. In the past, I have hosted an “opening ceremonies” at my school and done it up like the Olympics with flags, songs, etc. We go over what the World Education Games are and then make a big deal about the handing out of usernames/passwords (like lighting the torch) and then we kick off our training portion. Students get excited about participating in this fun day and we get lots of “training” in before the big day. On the actual day, we wear red, white and blue and play against kids from around the world. This is great fun in a one-to-one setting or a computer lab where all students can participate simultaneously. Don’t have that option? Because the games are 1 minute long, students can play 5 games each on classroom computers in a rotation.
Since your students are competing against students from around the world, why not use the competition to practice using a map and identifying countries? Since we have a one to one iPad program, we do this digitally with a Google Map. Each time a student competed against a country, they would come up to the board and put a “pin” in the map. Don’t have devices for each student? Use an interactive whiteboard or the paper map and actual pins on a class bulletin board, these options are just as fun!
Don’t forget closing ceremonies at the end of World Education Games. Make up fun medals and give them out to top performers, hardest trainers, etc. Think outside the box on these. Not all kids are speedy in their fact recall…find a way to honor their participation and hard work…did they see huge improvement or growth? Honor those achievements!
The World Education Games are available for free on any internet-connected computer and as a Samsung Galaxy Tab 10 app.
Check out the Resource page for teacher and student guide, a world map, a poster, and for School-in-a-box information.
Tips: Schools participating in the World Education Games can also work toward giving other children the opportunity to start school. World Education Games has partnered with UNICEF to make this happen. During the games, host a fundraiser to purchase “School-in-a-Box” Each $236 donation is enough to send 80 kids to school! What a great way to help kids understand what a privilege education is and model compassion and empathy for others.
Leave a comment and tell us how you are using World Education Games in your classroom.


Good question! I understand where this teacher is coming from. When I was in teaching college, majoring in elementary education, we were never taught the definition of "phonograms," much less why it is important to teach them to students. And I am sure there are many parents who are trying to figure out the best way to teach spelling to their own children, and who need to know the answer to this question.
You probably recognize these problems from working with students.
Challenge: Kids develop faulty methods for learning spelling, like memorizing words as strings of letters or memorizing word shapes. They soon become overwhelmed.
Challenge: Kids guess how words are spelled instead of being certain of their answers. This problem is compounded by methods that encourage invented spelling.
Challenge: Kids forget their spelling words by Monday. They're able to remember the words long enough to pass the spelling test...but by Monday, they've already forgotten what they've learned.
Challenge: The method of "copying the words ten times" doesn't work for many students. Too many spelling books out there cause failure by just presenting a list of words and expecting the student to learn them.
Our brains like to find logic and structure. When we are taught something that "makes sense" to our brains, we remember it much more readily. The basic phonograms and spelling rules provide the logic and structure that our brains crave.
1. We have 26 alphabet letters, and with those letters we form the basic combinations that we call phonograms.
Instead of having to memorize words as strings of unrelated letters, which results in frustration, children who are taught to spell using the phonograms see it as a doable task.
In the All About Spelling program, these phonograms are taught and reviewed through Phonogram Cards (the student reads the sound on the card) and Sound Cards (the student writes the dictated sound). Several phonograms are taught at a time. Using letter tiles, the teacher demonstrates how the phonogram is used in words, and the student practices using the phonograms in spelling words, dictated phrases, and sentences.
2. There are consistent rules, such as:
The sound of /ch/ is
English words do not
C followed by an
In the All About Spelling program, rules and generalizations are taught through hands-on demonstrations with the letter tiles, and are reviewed until they are mastered.
3. Using the basic phonograms and spelling rules, we can spell most words in the English language. A study of 17,000 words showed that the vast majority followed the rules. Only 3% of the words were completely irregular (such as said and of).1 That leaves a very small percentage of words that the student must learn to spell through repetition and rote memorization.
Why expect students to memorize the spelling of thousands of words, a task which is impossible for many children, when you can teach the basic phonograms and related spelling rules? Show students the logic and structure, work with how our brains are wired, and watch your students achieve success in spelling.
1 Hanna, P.R., Hanna, J.S., Hodges, R.E., & Rudorf, H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: United States Office of Education Cooperative Research.


In our classroom, we will use the structure of CAFE to focus on
reading comprehension strategies. During Daily Five, two
of our whole class mini-lessons will focus on CAFE strategies.
I will also meet with small strategy groups and individual
students when I finish meeting with guided reading groups.
Our CAFE board shows the four strategies we will focus on-
Comprehension, Accuracy, Fluency, and Expanding Vocabulary.
As we learn skills for each strategy, we will post them below.
The most exciting part is that students will have the chance to
declare the strategy they are working on. Taking ownership
of comprehension strategies is an important part to becoming
This is our CAFE board. You will declare which strategy
you are working on by putting a sticky note on the cactus page
below your strategy. We will make a list of skill cards
for each strategy as we learn them and display them underneath
Here are the skills we will work on this year:
Your TICKET to teaching comprehension!
A Photo Tour of my Pensieve
I got this great binder from
Inside my pensieve is my
calendar on the left where I can schedule conferences.
The piece of paper on the right
is where I keep track of who has had reading and writing
Next are graphic organizers
(just incase!) and a quick refrence sheet from The
Sisters with comprehension "hold ups" and possible CAFE
Next are my
group lesson plans.
After the group lesson plans,
are the individual student dividers. Each divider
is numbered... so that I don't have to re-type names on
them each year!
The first document in each
student section is a personal copy of the CAFE menu.
This is handy and a quick refrence during conferences.
The pages in green are the
reading conference sheets.
Each student has several copies of this in their
After the green reading
conference sheets, there are purple
writing conference sheets. This way all of my
"literacy" related documentation is in one handy place!
The last thing in each
section is a writing menu
that I designed, which is very similar to the CAFE menu
Don't try and implement this without reading the book by


Making Meaning: Teaching English Language Learners
Spring 2016 quarter
The intent of this program is to introduce undergraduate students to the foundational theories, research, and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies, and program models impact the access and quality of education ELLs receive.
Students will focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: literacy development, academic language/ content area instruction, and assessment of language proficiency and performance. Students will analyze the central theories, structures, and conventions presented in functional linguistics and language-acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the Teachers of English to Speakers of Other Languages (TESOL) standards for adult ELLs.
Students will also explore methods for content-area teaching (i.e., math, science, social studies) and assessment specific to the Common Core, four language domains (listening, speaking, reading, and writing), and the four developmental levels of language proficiency (preproduction, beginner, intermediate, and advanced). Students will learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction), and offer content-area lesson demonstrations for peer feedback.
Fields of Study
Preparatory for studies or careers in
Location and Schedule
Offered during: Day
Advertised schedule: First spring class meeting: Monday, March 28 at 10am (Sem 2 B3109)
|November 19th, 2015||This program will be taught by Leslie Flemmer.|


Teacher Translator (B)
In every profession there are terms, phrases, and abbreviations that are common knowledge only to insiders. For the rest of us, the lingo can be very confusing. This glossary is intended to offer simple explanations of what are sometimes complex issues in education. It is far from complete but may help you better understand important trends and topics. Bear in mind that the meaning of many of these terms may vary, even from school district to school district.
The Balanced Reading approach recognizes the need for intense phonics instruction and immersion in the printed word (whole language). Teachers using a Balanced Reading approach recognize that some children learn better using one method rather than another and that some words can be sounded out while others must be memorized. A Balanced Reading instructor would use all five commonly used methods to help children to learn to read. (See Direct Instruction, Decodable Text, Phonics, Sight Words, and Whole Language.)
Basal textbooks are those most parents are quite familiar with from their own school experiences. These are the basic textbooks that are used in the classroom, but this term is usually reserved for the basal reading textbook, which contains a collection of systematically arranged stories intended to gradually introduce new skills and more difficult reading material. Most teachers supplement their basal textbooks with a series of literacy magazines such as Storyworks or class sets of "trade books," those books that are available in any bookstore.
Students in U.S. public schools speak more than 150 different languages. The best method to teach them all English has been a source of great debate. In bilingual education, children are taught all subjects in their native language until they learn English. Then they switch to English-only classes. The premise behind this is that children will learn to read easier in their familiar tongue. The downside is that these children are slower to assimilate into society because they are slower to learn English. (See ESOL and LEP.)
Recommended Products for Your Child Ages 8-10


Glens Hedge School
In the 18th century the elementary education of the masses in Ireland was mainly carried out in the hedge schools, so called because of the custom of holding classes in the open in fine weather. During bad weather a shed was generally provided and in Glenariff one of the caves near the pier provided shelter. It is marked by a memorial stone.
Another of the caves here was occupied by an old woman, Nanny, who was the local poitin supplier.
Directly below Red Bay Castle is a cave which is reputed to have been an escape route from the castle. In 1949 workmen found two bronze axes, a stone axe and some silver coins in this cave.
Glenariff with its magnificent scenery richly deserves its title “Queen of the Glens”. It lies in the heart of the world famous Nine Glens of Antrim, a designated “Area of Outstanding Natural Beauty”. Glenariff is a perfect U-shaped valley, whose sides are rocky precipices rising to wild moorland


The human brain is composed of two hemispheres, which function like two networked computers. The left hemisphere receives motor and sensory input from the right side of the body, and the right hemisphere receives input from the left side of the body. When we bring the two systems together and begin the task of developing harmony and synchrony, the first step is to achieve an efficient balance between the two sides of the brain.
Because most mental processes involve both sides of the brain, integration problems between the two hemispheres can result in inefficiencies in brain processes. Thus, some children with reading problems, central auditory processing disorder, language delay, and other learning problems may be suffering from a lack of integration between the two sides of their brain.
Lack of integration between the two sides of the brain can become a vicious circle. A child who has a learning problem may suppress one eye. This can be a symptom of lack of integration between the two hemispheres. But because suppressing one eye means that the child reads with one eye only, the brain networks to support the other eye will become further disorganized through lack of use, exacerbating the lack of integration.
Since the left hemisphere of the brain controls movements on the right side of the body, and the right hemisphere of the brain controls movements on the left side of the body, a person can refine the integration between the two sides of the brain through activities involving both sides of his body. These movements bring the two systems into balance.
One of the most significant points on a child's perceptual and motor skill development continuum is the establishment of a synchronized cross pattern creep (crawling). This is the point where both sides of the body and both hemispheres of the brain are operating within the framework and under the control of a consistent timing system, a system in which the standards for measure for both sides of the body are matched perfectly. For the left leg to move forward synchronously with the right arm and for the same pattern to occur when the right leg and left arm move, requires that the time and space increments for both sides of the brain be in phase.
As the child begins to learn to walk, the sensory integration and balance requirements become much greater. In order to achieve synchrony the child must achieve a higher level of integration between his two sides. The most efficient possible walking pattern for a human is the one in which the two arms are swinging as pendulums counterbalancing the movement of the legs and setting the rhythmic pace for the total movement pattern.
Successful integration between the two sides of the brain is necessary for improving all brain processes, including those for reading, writing, academic achievement, motor skill development, and many others. Click here to learn how Balametrics sensory integration products and therapies can improve integration between the two sides of the brain.


A newly formed partnership of organizations and states will lead the revision of the 1994 National Standards for Arts Education. The National Coalition for Core Arts Standards (NCCAS) plans to complete its work and release new, national voluntary arts education standards in the fall of 2012. The standards will describe what students should know and be able to do as a result of a quality curricular arts education program. The current National Standards for Arts Education have been adopted or adapted by forty-nine state departments of education, and have become the benchmark document by which K-12 arts learning is measured in dance, music, theatre and visual arts.
NCCAS is committed to developing a next generation of voluntary arts education standards that will build on the foundation created by the 1994 document, support the 21st-century needs of students and teachers, help ensure that all students are college and career ready and affirm the place of arts education in a balanced core curriculum.
The NCCAS governing organizations are:
American Alliance for Theatre and Education (AATE)
Arts Education Partnership (AEP)
Educational Theatre Association (EdTA)
The College Board
MENC: The National Association for Music Education (MENC)
National Art Education Association (NAEA)
National Dance Education Organization (NDEO)
State Education Agency for Directors of Arts Education (SEADAE)
A recent survey of arts education directors in forty-three state departments of education indicated that nineteen of the states planning revision of their arts standards in the next two years are willing to postpone that process until the new national arts education standards are complete so as to inform their efforts.
In creating the next generation of core arts standards, the primary goal of NCCAS is to help classroom educators better implement and assess standards-based arts instruction in their schools. Toward that goal, the revised arts standards will address 21st-century skills, guide the preparation of next-generation of arts educators and embrace new technology, pedagogy and changing modes of learning.
Action: Visit the SEADAE website for more information about the NCCAS and visit the Kennedy Center’s website to view the 1994 National Standards for Arts Education.


As an adventurous little girl searches for the rare fruit of a special tree, researchers at Gallaudet University hope children and adults will start their own journey in bilingual language learning and love of reading.
“We wanted to translate our valuable research findings into useful, exciting, and real tangible educational resources for children to use directly—to hold, play, tap, and touch in their hands,” wrote Melissa Malzkuhn, Digital Innovation and Media Strategies Manager at Gallaudet's Science of Learning Center on Visual Language and Visual Learning, in an e-mail interview.
Figure. Melissa Malz...Image Tools
An all-deaf team led by Ms. Malzkuhn developed an interactive, bilingual app for the iPad that tells the tale of a curious girl's quest for the delicious fruit of the baobab tree, an original story first devised in American Sign Language (ASL).
The storybook was designed based on three overarching research findings, Ms. Malzkuhn explained:
* Early exposure to bilingual models leads to healthy cognitive development for both languages.
* It's important for literacy development, especially reading, for children to see vocabulary words used in context.
* Visual phonology—which is found in the forms of finger spelling as well as in the hand shapes, movements, and rhythm in sign language—plays a key role in the cognitive processing of deaf and hard of hearing children.
With these findings in mind, the developers included in the app 170 video-embedded vocabulary words that are signed and finger spelled, allowing users to tap on a video during reading when they don't know a vocabulary word or aren't sure how it is signed. The app can be viewed in three different modes: watch, read, and learn.
“In the watch mode, you enjoy the ASL storytelling, like a cinematic experience with an animated background showing the action as depicted in the story,” Ms. Malzkuhn wrote. “This is perfect for very young readers who are starting to learn to read or simply want to gain the concept of the whole narrative. This also is a good starting point for parents or others who want to learn and practice ASL.”
In the read mode, the video-linked words are highlighted, and readers can tap them to activate the video. The learn mode is a glossary of all the video-activated vocabulary words.
Ms. Malzkuhn and her team are developing two other apps. “The Little Airplane That Could” is a creative adaption of the classic “The Little Engine That Could,” featuring a little plane trying to take two dogs to their dog show over a formidable mountain, she noted. “The Boy Who Cried Wolf” takes a new look at a timeless fable with ASL storytelling and emotive paintings.
In addition to these two storybook apps, the team has plans in place for future research.
“We are currently developing an eye-tracking study using the Tobii eye-tracking system, and we are now collecting user characteristics through two other methods: data tracking that's already built in the app and a survey that we have completed with over 60 schools for the deaf in the nation,” Ms. Malzkuhn wrote. “After identifying the user characteristics, we will then move on to efficacy studies, but this won't start until 2014.”
The hope of this work is to inspire a love for stories and learning.
“That's the number one motivating factor behind this all, that research findings can be embedded successfully in a design that executes a narrative so well that children will enjoy reading and learning, leading them toward more stories,” Ms. Malzkuhn wrote. “At the heart of this all, don't we all love a good story?”
The app is available for $6.99 on the iTunes store: http://bit.ly/BaobabApp.
HJ Return to thehearingjournal.com
© 2013 Lippincott Williams & Wilkins, Inc.


ELIZABETH—They were all thumbs – green thumbs that is at Elizabeth Public Schools’ Ronald Reagan Academy School No. 30. On Earth Day, Luann Breese’s fourth and fifth grade classes headed to the school garden to plant peas, broccoli, marigolds and so much more.
“The children love science because we do so many hands-on activities,” said Breese, a teacher at the school. “Sometimes the best way to engage children’s minds is to engage their hands.”
The Earth Day Gardening expedition began in early March. The students charted the plants’ growth each day, keeping track of factors like the water and the sun. They counted how many days for the plants to germinate from seed to sprout. With Earth Day as their goal they watched and waited until they could transplant their plants to the school grounds.
“It’s wonderful to see the children involved in a long-term project such as this, “says Arlene Campbell, the school’s principal. “By getting students actively involved in their learning, the lessons of the day are truly understood.”
Ronald Reagan Academy No. 30 offers science instruction to all of their students including those with special needs. The school gets support in developing such lesson plans from the Merck Institute for Science Education. Founded in 1993, the (MISE) offers professional development courses – giving k-12 teachers, principals and administrators the tools they need to cultivate student scientists.
“We hope that by encouraging science in all children that they will grow up seeing science as relevant, accessible and even exciting,” says Stacey Gruber, Manager Elementary Education Programs at Merck Institute for Science Education.
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You are here :> About NCERT
National Council of Educational Research and Training (NCERT) is an autonomous organization set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. Major objectives of the NCERT and its constituent units are to:
- Undertake, aid, promote and coordinate research in areas related to school education;
- Prepare and publish model textbooks, supplementary material, newsletters, journals and other related literature;
- Organize pre-service and in-service training of teachers;
- Develop and disseminate innovative educational techniques and practices;
- Collaborate and network with state educational departments, universities, NGOs and other educational institutions;
- Act as a clearing house for ideas and information in matters related to school education; and
- Act as a nodal agency for achieving goals of universalisation of elementary education.
In addition to research, development, training, extension, publication and dissemination activities, the NCERT is an implementation agency for bilateral cultural exchange programmes with other countries in the field of school education
The NCERT also interacts and works in collaboration with the international organizations, visiting foreign delegations and offers various training facilities to educational personnel from developing countries. The major Constituent Units of the NCERT which are located in different regions of the country are:
- National Institute of Education (NIE), New Delhi
- Central Institute of Educational Technology (CIET), New Delhi
- Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal
- Regional Institute of Education (RIE), Ajmer
- Regional Institute of Education (RIE), Bhopal
- Regional Institute of Education (RIE), Bhubaneshwar
- Regional Institute of Education (RIE), Mysore
- North East Regional Institute of Education (NERIE), Shillong.
For more information on National Council Of Educational Research And Training (NCERT) Click here...
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