Down Syndrome Research and Practice 9(2)
What's it all about? Investigating reading comprehension strategies in young adults with Down syndrome
Michelle Morgan, Karen Moni, and Anne Jobling
The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-OnTM(Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-OnTM program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension.
Eilene Lewis, and Alta Kritzinger
Although feeding difficulties in infants with Down syndrome are described in the literature, the experiences of parents regarding the feeding problems of their infants are largely omitted. In order to promote closer collaboration with families and speech-language therapists in early communication intervention, the study investigated some experiences of a group of parents concerning the feeding problems of their infants with Down syndrome. A descriptive survey approach was implemented to collect quantitative data. The results revealed the type of feeding problems and associated conditions occurring in the infants of the twenty participants; the type of feeding methods used; the assistance received during the feeding problems; the emotions experienced in relation to the feeding problems in their infants as well as suggestions made by the participants regarding the management of early feeding problems. Numerous feeding problems occurred in the infants and the variety of emotions experienced by the participants indicated that feeding therapy and counseling were required. As a result of the different conditions underlying the feeding problems of the participants' infants, a comprehensive approach, which included therapeutic and medical intervention, was necessary. In order to provide effective early communication intervention services from birth, the results indicated that the knowledge, skills and sensitivity of speech language therapists to identify caregiver needs, to provide appropriate family-focused intervention and to make recommendations regarding the management of feeding problems in infants with Down syndrome is of great importance
Ayse Yenigun, Ferda Ozkinay, Ozgur Cogulu, Canan Coker, Nurten Cetiner, Gonca Ozden, Oguz Aksu, and Cihangir Ozkinay
Immunological, endocrinological, and haematological abnormalities are relatively common in people with Down syndrome (Cuadrado & Barrena, 1996; Decoq & Vincker, 1995; Hestnes et al., 1991; Sustrova & Strbak, 1994; Nespoli, Burgio, Ugazio & Maccario, 1993; Kempski, Chessells & Reeves, 1997; Kivivuori, Rajantie, & Siimes, 1996; David et al., 1996; Gjertson, Sturm & Berger, 1999). Zinc is one of the elements that act in the maintenance of normal function of these systems. This study was designed to investigate zinc levels in children with Down syndrome. Zinc levels were measured in hair using atomic absorption spectrophotometry. The hair zinc level of 19 children with Down syndrome was compared with the zinc level of 11 typically developing children. Hair zinc levels were found to be significantly lower (p < .05) in those with Down syndrome (average 95.18 Â± 56.10 ppm) than in the typically developing children (average 208.88 Â± 152.37 ppm). Some of the problems experienced by children with Down syndrome may be due to these low zinc levels, but further research is required to confirm these results, and to establish any correlation with these problems.


There is a laundry list of unsafe foods and beverages to consume while pregnantâchief among them is alcohol. However, a new study funded by the CDC out of Denmark has concluded to the contrary that âlow to moderate average weekly alcohol consumptionâ had no effect on the neurodevelopment of children at the age of 5, NPRâs health blog SHOTS reports.
The study measured the IQs, attention spans and decision-making skills of more than 1,600 5-year-olds as well as the drinking habits of the mothers in early pregnancy. The mothersâ questionnaire showed a little less than half refrained from alcohol completely, the next largest group had 1-4 drinks a week, roughly 175 women had 5-8 drinks a week, and only 20 of them drank 9 or more drinks containing alcohol each week.
Although the results of the study were technically conclusive, a number of remaining variablesâother age groups, motor skill development, etcâstill exist, making the results highly focused and lacking in a definitive answer to the general question.
"The danger of it is that people consider it definitive research and definitive reassurance that any alcohol use, including binge drinking, during pregnancy is innocuous," says Janet Williams, a pediatrician at the University of Texas Health Science Center in San Antonio.
Williams continues on to say that the safest option for the child during pregnancy is for the mother to abstain from all alcohol. The Danish researchers agree, adding, "small quantities consumed occasionally in pregnancy do not appear to pose serious issues.â
How do you feel about this new research, and what is your opinion on drinking alcohol during pregnancy?


Tikal Archaeological Site
Tikal is an archaeological site which was one of the urban centers of the pre-Columbian Maya Civilization. It was the capital of a conquest state and which also became one of the most powerful kingdoms of ancient Mayans. It was the most prosperous city of that period.
It is located in the Peten Region of Guatemala, deep within one of Central Americaâs largest rainforests. It covers an area of 575.83 square kilometers. Tikal National Park was the first protected area in Guatemala. It was created in 1966. It was declared as a UNESCO World Heritage Site in 1979.
Quick Facts: â
- The Peak population of this region was approximately 100,000.
- By 900 AD, this Mayan city had been abandoned, nobody really knows for certain why this happened.
- Some experts think that the reason might have been overpopulation and resource depletion.
- A few buildings in this region date back to the 4th century BC.
- The geographic region known as the Peten Basin covers the northern part of Guatemala.
- The first European to have ever seen this ancient city was possibly the Spanish friar Andres de Avendano in 1696.
- The ruins of this city were discovered officially for the first time in 1848 when an expedition sent out by the Guatemalan government.
- Tikal is dominated by five main temples which are commonly referred to as Temple I to V.
- Temple I is the most famous structure of this national park. It rises 50 meters above the plazaâs eastern end.
- This national park is home to at least 54 different species of mammals and 333 species of birds.
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The best science experiments guide for kids ages 3-9. This is YOUR go-to resource for all things STEM and science all year round! STEM stands for science, technology, engineering, and math. You can make STEM and science exciting, educational, and inexpensive for young kids. Fun and easy science for kids starts here! Donât hesitate getting set up for science at home right away.
Adults who are supervising experiments do not need to be science gurus. In addition to step-by-step instructions for each experiment, the detailed science guide included with this kit provides adults with "mind blowing science secrets" that help to answer questions about what's happening in each experiment. All of the materials and experiments involve basic scientific concepts associated with acidic and basic liquids and are arranged to present these concepts in sequential order. The descriptions included in the science guide give background information related to each reaction and offer questions that adults can ask to help encourage fun learning during experimentation.
Volcanoes are made to erupt, and thatâs exactly whatâll happen in this fun science experiment for kids! John and his kids show us how to make an erupting volcano, using vinegar, baking powder, washing up liquid and water, plus a splash of red food colouring for dramatic effect. Add playdough or plasticine to turn your plastic bottle into a more realistic volcano scene, especially if you plan to use this as a science project for school!
London Science Museum | ThinkTank - Birmingham Science Museum | Aberdeen Science Centre | Glasgow Science Centre | Museum of Science and Industry, Manchester | Life Science Centre (Centre for Life), Newcastle | National Science and Media Museum, Manchester | Techniquest, Cardiff | Museum of Victorian Science, Whitby | Whipple Museum of the History of Science, Cambridge | Museum of the History of Science, Oxford
Making an electromagnet at home is fun and easy. Most magnets, like the ones on many refrigerators, cannot be turned off; they are called permanent magnets. This one can be and is therefor called an electromagnet. They run on electricity and are only magnetic when the electricity is flowing. The electricity flowing through the wire arranges the molecules in the nail so that they are attracted to certain metals.
This Rainbow Skittles science experiment can be done in seconds, making it a great way to try science at home even with the most easily distracted of toddler-sized assistant. All youâll need to do is arrange Skittles in a circle on a plate and fill the middle with warm water. Then sit back and watch as the colours drain and mix with the water, creating a cool rainbow pattern in front of your eyes. Plus, any bonus Skittles = a tasty treat for you.
Any one of these simple science experiments for kids can get children learning and excited about science. You can choose a science experiment based on your childâs specific interest or what theyâre currently learning about, or you can do an experiment on an entirely new topic to expand their learning and teach them about a new area of science. From easy science experiments for kids to the more challenging ones, these will all help kids have fun and learn more about science.
If youâve ever wondered why someone can measure and pour ingredients into a bowl, mix them up, and then bake the batter in the oven to make a cake, youâve thought about science. The process of mixing certain ingredients together and adding heat causes the ingredients to react and change. For example, baking powder or baking soda in a cake recipe will react with acidic or wet things in the batter to puff it up and make the cake light and fluffy. Scientists tested these reactions so many times that they learned what would happen every time. This is called experimentation, and you can do it, too.


About Education For All
âEveryone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.â
Article 26, Universal Declaration of Human Rights,
Over sixty years ago education was declared a basic human right for every person, and enshrined in the Universal Declaration on Human Rights in 1948. Since then, it has been reaffirmed in the International Covenant on Economic, Social and Cultural Rights (1966), the Conventional on the Elimination of Discrimination Against Women (1979) and the Convention on the Rights of the Child (1989), among many other international human rights instruments.
In 1990, over 150 governments adopted the World Declaration on Education for All at Jomtien, Thailand to boost efforts towards delivering the right to education. Ten years later, the World Education Forum in Dakar, Senegal reaffirmed this commitment and adopted the six Education For All (EFA) goals that run to 2015:
- Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most disadvantaged and vulnerable children.
- Goal 2: All children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to free, quality and compulsory primary education by 2015.
- Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes
- Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults
- Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girlsâ full and equal access to and achievement in basic education of good quality
- Goal 6: Improving every aspect of the quality of education, and ensuring their excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills
180 countries signed up to make these goals happen, committing to putting legal frameworks, policies and finance in place so that everyone, no matter what their circumstances, could have an education â one that is available, accessible, acceptable and adaptable. The richest countries pledged to help make Education for All a reality by committing to principles of international cooperation towards those countries with fewer financial resources.
Commitment towards the right to education was also reflected in the UN Millennium Development Goals, set in 2000 with a deadline for achievement by 2015. There are eight Millennium Development Goals (MDGs), of which two focus on education:
- Ensure that all boys and girls complete primary schooling by 2015
- Eliminate gender disparities in primary education by 2005 and at all levels by 2015
Progress has been painfully slow. In the period immediately after the setting of both the MDGs and the six EFA goals, investments were made by governments committed to achieving these goals. Education budgets, both foreign and domestic, increased, enabling the abolition of tuition fees for primary school in several countries and the development of improved national education plans. However, as we move closer to the 2015 deadline, progress has slowed.
- Despite an average of 8.9% of domestic budget going to education in low income countries â rising to an average of over 10% in sub-Saharan Africa â States are still falling behind.
- Enrollment in primary school may have increased since 2000, but this has slowed towards the end of the 2000-2010 period; worse, completion rates remain low, with 10 million children dropping out of primary school every year in sub-Saharan Africa alone.
- Millions of children who do complete primary school do so with lower than expected levels of reading, writing and numeracy due to the poor quality of education they receive when they are in school â where pupil-teacher ratios can be as high as 100:1 in the very poorest areas.
- Women and girls remain at a huge disadvantage: although gender parity in primary enrollment is within reach, girls are stil less likely to progress to secondary education â in the vast majority of African countries, this chance is less than 50% â and women make up almost two-thirds of the 796 million adults without basic skills.
- Another 1.8 million teachers are needed to achieve universal primary education by 2015 â with 1 million of these needed in sub-Saharan Africa.
The Global Campaign for Education is stepping up the pressure on States to make significant efforts to realise these goals for the millions of adults and children who are denied their right to education.


All-In-One Grades 4 to 5 Music Theory
A fast track from Grade 4 to Grade 5 Music Theory (166 Pages) by Rachel Billings. Contains the same material as grades 4 â 5 of âAll-On-One to Grade 5â book, with 113 EXTRA exercises throughout. ENDORSED by Victoria College of Music (All-In-One is âBest Music Theoryâ in their opinion). Read more here Covers all topics found in the new ABRSM 2018 syllabus, Trinity College London (and forthcoming Victoria College of Music) syllabus, plus more besides.
(All-In-One Series) (Paperback)
All-In-One Grades 4 to 5 music theory is a concise, yet fully comprehensive, step-by-step explanation of music theory from Grades 4 to to Grade 5 for both Associated Board (ABRSM 2018) and Trinity College London students. Appeals to all ages, child or adult. This book coincides with the publication of the third edition of âAll-In-One to Grade 5â (beginner to grade 5) on which it is based, containing all the same material as the higher grades PLUS and impressive 113 EXTRA EXERCISES (see * below).
All-In-One music theory is different to other music theory books because it is:
- VISUAL â easy to learn and remember. Most illustrations reinforce concepts learnt rather than being merely decorative
- INTEGRATEDâ¦yet progressive, exploring patterns across the grades âAll-In-Oneâ¦is presented quite differently from most other theory booksâ¦an integrated scheme of workâ¦as opposed to small chunks of info which will hopefully click together like lego bricksâ Rhinegold
- COMPREHENSIVE AND IN DEPTH (âextremely thoroughâ EPTA) with graded checklists for both ABRSM and Trinity College London students.
â¦also FUN containing highly original games which appeal to students of every age.
A RADICALLY NEW APPROACH proven highly effective and memorable, devised by Rachel Billings. The authorâs method exposes simple and underlying rules and patterns of music theory, enabling students to work things out for themselves and arises from the conviction that a pupil gains satisfaction and enjoyment from their work if they understand âwhyâ (not just âwhatâ) rules and conventions exist. Text is kept minimal and alternates with work sheets and plenty of exercises/revision material to test understanding (beware of some other multi-grade books which do not have exercises). Illustrations are helpful, not merely decorative, therefore it is a book to be enjoyed by students of any age and will free up valuable lesson time for the instrumental work it supports (âAlways conciseâ yet âExtremely thoroughâ say Rhinegold Music Teacher magazine, the UKâs leading resource for music education). Aim for comprehension and speed comes naturally as a by-product, largely because this book avoids the traditional, time-consuming rote learning. See the Review page to read what the professionals themselves have to say about All-In-One to Grade 5.
It is not necessary to have used All-In-One Grades 1-3 book prior to using the Grade 4-5 book (although it is of course recommended) becauseâ¦
âAll-In-One: Grades 4-5â duplicates ten of the coloured âReferenceâ pages found in âAll-In-One: Grades 1-3ââ¦This is necessary because they contain principles which apply across the grades and need to be referred to continually until memorized. It also means that it is not essential for students to be familiar with âAll-In-One: Grades 1-3â prior to reading this book (although it is of course recommended).â [Quoted from Preface page]
Knowledge of music theory is essential for any instrumentalist (with good reason the ABRSM will not permit anyone to take a practical exam on their chosen instrument past intermediate level, unless they first have Grade 5 music theory). Click here to read about the importance of learning music theory.
* 113 Extra exercises. All-In-One: Grades 4-5 book already contains all Grades 4-5 material from the âTrinity Supplementâ booklet, which can be found in the Appendix at the back of the book (therefore Trinity Students owning All-In-One; Grades 4-5 do NOT need to buy any further material, unlike students purchasing All-In-One to Grade 5) . It contains ALL material Grade 4-5 (plus some recaps of previous grades) from âAll-In-One to Grade 5â book PLUS the 76 exercises from the âTrinity Supplement bookletâ, PLUS 37 extra exercises throughout, beneficial for students of all examination boards)


Competency 1: MCH Knowledge Base/Context
Maternal and child health (MCH) is a specialty area within the larger field of public health, distinguished by:
- Promotion of the health and wellbeing
of all women, children,
adolescents/young adults, and
families, especially in geographically
isolated and economically or
medically vulnerable populations.
Particular attention is directed to the
MCH population domains: maternal/
women's health, adolescent/young
adult health, perinatal/infant health,
children with special health care
needs, child health, and crosscutting/
- A focus on individuals as well as the
families, communities, populations,
and systems of care in communities
that support these individuals.
- A life course perspective as an organizing framework that acknowledges distinct periods
in human development and presents both risks and opportunities for interventions to
make lasting improvements.
MCH leaders will demonstrate a working knowledge of:
- MCH populations and the history and current structure of the key MCH programs
serving these populations, including state Title V programs.
- The core values and strategic objectives with a special focus on:
- Individuals and populations
- Life course, including key transitions and intergenerational influences on health
- Cultural competence
- Family-professional partnerships
- Organizational/interagency partnerships
- Community-based systems of services
- Health equity and elimination of health disparities
- Evidence-based practice
- The services available through major MCH programs and their limitations and gaps.
- Key policies that affect MCH populations.
- The underlying principles of public health, population data collection, and analysis as well as the strengths, limitations, and utility of such data.
- The role of federal, state, and local government in ensuring equitable healthcare for
women, children, youth, families, and children and youth with special health care needs
- The synergistic relationship between programs focusing on particular populations or
communities and those focusing on individual health service delivery.
Foundational. At a foundational level, MCH leaders will:
- Describe MCH populations and provide examples of MCH programs, including Title V programs.
- Describe the utility of a systems approach in understanding the interaction of individuals, groups, organizations, and communities in health outcomes.
- Use data to identify issues related to the health status of a particular MCH population group and use these to develop or evaluate policy.
- Describe health disparities within MCH populations and offer strategies to address them.
- Evaluate critically evidence-based programs and policies for translation of research to practice.
- Understand the value of partnering with family- and community-led organizations
to identify ways to engage families and community members in efforts to improve
programs, policies, and practices.
Advanced. Building on the foundational skills, MCH leaders will:
- Demonstrate the use of a systems approach to examine the interactions among individuals, groups, organizations, and communities.
- Assess the effectiveness of an existing program for specific MCH population groups.
Â« Previous: Introduction | Next: 2. Self-reflection Â»


ERIC Number: ED106067
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
A Discovery Walk in Natural Science.
Schenberg, Samuel; And Others
This booklet is the correlated script for a 48-frame color filmstrip designed to expand the environmental experiences of urban school children and their teachers. Included throughout the script are related projects that encourage discovery activities inside and out of the classroom. Based upon the knowledge that over 75 percent of all United States school children live in an urban environment, the developers of this filmstrip feel that it is very important that these children learn about their natural surroundings. As future decision makers, they need to know more about the ecological relationships that exist in nature. Some of the more common relationships are illustrated and explained in the filmstrip. (MA)
Descriptors: Conservation Education, Elementary Education, Environmental Education, Filmstrips, Learning Activities, Natural Resources, Outdoor Education, Science Education, Scripts, Urban Education
American Museum of Natural History, Central Park West at 79th Street, New York, New York 10024
Publication Type: Non-Print Media
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Office of Environmental Education.
Authoring Institution: American Museum of Natural History, New York, NY.


Should kindergarten teachers be more educated?
Educators of preschoolers are those who introduce the world of education to kids between the ages of five and six years old. They take responsibility for developing childrenâs skills and preparing them for school. Kidsâ interindividual and intellectual growth completely depends on the educatorsâ competence; therefore, it is crucial for teachers to be well-educated. Letâs find out what kind of skills a person has to obtain before he or she can become a teacher for preschoolers and see whether this knowledge is enough to ensure the childrenâs success for years to come or not.
A Long Way to Becoming a Kindergarten Educator
Not all people can teach preschoolers. To do that, they have to possess a number of inherent characteristics, such as patience, creative talent, liking for kids, respect, passion, flexibility, and high energy. Except for the traits mentioned above, well-developed management skills are also required. This will help them to catch the interest of all kids and retain it for a long time. Moreover, they also have to be armed with the relevant knowledge to plan lessons and ensure that all kids get a quality education.
It is obligatory that all educators earn a bachelorâs degree as well as get a license or certificate. When it comes to the two latter, they have to be specific to instructing elementary school kids. With these documents, they are allowed to teach many subjects. It is important to note that the licensing requirements greatly vary from one state to another. Below, we will consider a few steps a person has to take to become a certified educator for preschool kids.
First of all, applicants may be required to have some experience working with kids before they can obtain an elementary education degree. To enroll in this undergraduate degree program, it is advisable to volunteer as an assistant at a school or daycare institution first. In such a way, applicants can develop patience and other traits required to help preschoolers to cope with the issues they may face when joining the educational process for the first time ever.
Some individuals donât hesitate to visit kindergartens to see the classrooms in action. Sometimes they even get a chance to interact with experienced teachers. This helps them to find out whether they really like this job or not. On this stage, undergraduates gain subject knowledge for teaching basic classes. Once they earn a bachelorâs degree, they know everything about working in a multicultural environment, employing innovative technology, and treating kids with special needs.
During their education, undergraduates take their time to work on their portfolios which involve philosophy quotations, lesson plans, references, certifications, professional development activities, and CVs. To do so, they may face the need to seek an MBA essay help. These portfolios will come in handy for their future job hunting.
Future kindergarten teachers are also required to complete a teacher preparation program. This means that they have to teach kids in school settings during one semester. Throughout of all time, they get instructions from experienced teachers which include recommendations on how to apply their management skills, plan effective lessons, evaluate kids, and socialize with both schoolers and their parents properly. Since it is vital for a teacher to know how to interact with parents, it is crucial for all undergraduates to use an opportunity to meet parents and talk to them about their kidsâ achievements.
On the halfway to joining the kindergarten teaching staff, candidates are required to get a certificate from the state in which they are going to live and work. They may become certified in a few disciplines, such as library media, reading, and art. No one can get a certificate without earning a bachelorâs degree, working with students in a state-approved school, and passing proficiency exams.
All future teachers should know that it will be easier for them to find well-paid jobs if they continue their education and earn a masterâs degree. It is a must for those who are planning on building a career. The program allows them to get better insight into the teaching process and participate in educational research. Nevertheless, to become a regular teacher a bachelorâs degree is enough.
In fact, the way to become an educator for preschoolers is extremely long and very challenging. Candidates should learn a lot to develop the needed skills. However, once all the degrees are earned, tests are passed, and certificates are obtained, they still have the room for improvement.
Even though they know how to pick up developmentally appropriate content and equipment easily, cooperate with adults and their kids properly, and make education plans effectively, they still can gain more subject knowledge and do more research in the relevant area. As we know, there is no limit to perfection and every expert has enough perspective for growth, the same is with the teachers; however, that doesnât mean that they lack competence.


Teaching sight words, also called Dolch sight words, is an important task for the home schooling parent. Once a child learns the list of sight words, he or she can recognize almost 75 percent of the written words in the average children's book. Not only does this enhance the child's ability to read on his own, it boosts confidence too.
Background on Sight Words
Edward William Dolch, PhD, published the first set of sight words in his 1948 publication, Problems in Reading. Despite being based on common kindergarten and early learning texts published before 1948, Dr. Dolch's list of 220 words continues to be the most common words children need to learn in order to become fluent readers with few exceptions. Once children learn to recognize these words by sight or at a glance, they can easily read books on their own. This in turn boosts confidence and their ability to learn more and more words.
Teaching Sight Words
Experienced teachers offer one important point of advice to anyone teaching sight words: Do not assume that just because children are drilled in sight words and can recognize them that they can read. Many teachers recommend drilling children with sight words as well as using texts and books filled with the words to encourage repetition in context.
Some good source of ideas for teaching sight words can be found on K12 Reader, a website to help educators teaching reading skills.
The following tips may also help home schooling parents teaching sight words do so easily and confidently.
- It's best to work one on one or in very small groups with children learning sight words. If you're teaching several children in a home schooling cooperative, you may consider breaking them into smaller groups or working one on one with them.
- Use flashcards to teach the basic 220 words.
- Incorporate books into the child's reading time that use the sight words.
- Avoid "drill and kill" or drilling children to death on the word list. While they may be able to recite the list perfectly from memory, that doesn't mean they can read!
- Use games to make learning fun. Games such as Go Fish can be created using Dolch sight word flash cards.
- Use pictures on flashcards to teach nouns.
- Create a Dolch word wall. As new words are learned, write them on pieces of colorful paper and tack to the wall. Then, repeat the exercise later by pointing to a word and asking the child to say it by memory.
Many elementary school teachers recommend introducing no more than five new sight words per week and keeping careful track of the words children learn and which they struggle to learn. Five words per week is the average. As a home schooling family, you have the additional benefit of being able to tailor the activities to your child and adding more words if she's easily grasping the concept or pausing for additional work on troublesome words.
Benefits of Learning Sight Words
Some parents may remember learning sight words, while others may have been taught to read using different techniques. Many educators believe that a combination of phonics instruction and sight words is the best method of teaching reading. Sight words are a tried and true part of teaching reading. There are many benefits to this method. Benefits include:
- Confidence booster: The child learns words quickly, and can recognize them in context, which boosts reading confidence and personal self esteem.
- Clues: Sight words provide the key to the context of a sentence. If a child learns the word "house" for example, and she's reading a Dick and Jane reader, she may be able to decode a sentence simply by being able to read the names if the characters and the clue word "house." She can guess that the sentence has something to do with Dick, Jane and a house - and if it's accompanied by a picture, all the easier for her to learn the rest of the words in the sentence and add the verb "live" to her growing vocabulary.
- ESL Instruction: If English is not spoken in the home or isn't the child's first language, sight words can really help. Pairing sight words with pictures increases comprehension.
For more benefits of teaching sight words and additional information, see Sight Word Game
There are many advantages to teaching sight words to young children, and the techniques used by professional educators are easily adapted for home schooling families. With some flash cards made from items around the house or lists of words printed from the Internet, you can teach your child sight words in no time.


About the artwork
Edward Burne-Jones was a highly successful English artist of the late 19th century. The Study for 'The Sleeping Knights' is a preparatory sketch for a larger painting, 'The Briar Rose'. The story is based on the fairy tale of a princess and a kingdom falling under the spell of a 100 years of sleep, to be awakened only by a young prince's kiss.
The bodies of the knights are depicted frozen in time and suffering, while their armour lies entangled in the bushes. Despite the small size of the painting, the study is admirable for its elegant design and its vivid colours.
Burne-Jones started four large paintings on the story in 1870 and completed them in the 1890s. They were bought by the financier Alexander Henderson for his house Buscot Manor in Oxfordshire, where they remain.
Edward Coley Burne-Jones was one of the most famous British artists of the 19th century. Born in Birmingham in 1833, he received very little formal art education apart from some evening classes in the Birmingham School of Design in 1848 and his apprenticeship under D.G. Rossetti in the mid 1850s.
While studying in Oxford he met William Morris, the pioneer of the Arts and Crafts movement in Britain, and the two became life-long friends. They made a tour of French cathedrals in 1855, and on their return decided to devote themselves to art.
Burne-Jones was also strongly influenced by the writings of John Ruskin and believed in the spirituality and moral value of art. The tale of Sleeping Beauty seems to have been particularly important to him, and it may be that he saw an analogy between the prince's role in transforming the kingdom with a kiss and the need for change in 19th century Britain.
Other readings of the study point to the sensuality of the suffering knights and relate this to Burne-Jones's friendship with the poet Algernon Swinburne. Burne-Jones met the poet at Oxford and produced paintings for his sado-masochistic verse.
Study for 'The Sleeping Knights' was a preparatory piece for the large painting entitled Briar Rose. Burne-Jones's association of the rose with beauty may have derived from Swinburne's 'The Ballad of Life' in which roses serve as images of sadistic sensuality.
The bodies in The Study are depicted almost naked, and those to the left-hand side appear to be more feminine than masculine. For Briar Rose Burne-Jones modelled the knights from women: Jane Morris, Georgiana (his wife), and Maria Zambaco, a famous Greek beauty who became his lover.
The Briar Rose series, begun in 1871 and only finished in 1890, includes four paintings: The Briar Wood, The Council Chamber, The Garden Court and The Rose Bower. Greatly praised when exhibited in London, they were bought by the financier Alexander Henderson for his 18th century mansion at Buscot Park in Faringdon, Oxfordshire, where they remain. Burne-Jones joined the paintings together with small connecting panels, designing a gilded framework and including a verse written by Morris.
Burne-Jones travelled in both Italy and France and was fascinated by 14th and 15th century Italian art. In 1897 Study for 'The Sleeping Knights' was exhibited in Paris. Burne-Jones gained international success and was admired by the French symbolist artists. Despite this, he suffered an acute sense of isolation in later life and felt that his work was going out of fashion.
Study for 'The Sleeping Knights' was presented to the Walker Art Gallery in 1914.


WARSAW, Poland (AP) â The oldest known survivor of the Auschwitz concentration camp _ a teacher who gave lessons in defiance of his native Polandâs Nazi occupiers _ has died at the age of 108, an official said Monday.
Antoni Dobrowolski died Sunday in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum.
After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the countryâs intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a âslave race.â
An underground effort by Poles to continue to teach children immediately emerged, with those caught punished by being sent to concentration camps or prisons. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942.
âAuschwitz was worse than Danteâs hell,â he recalled in a video made when he was 103.
Dobrowolski, who was born Oct. 8, 1904 in Wolborz, Poland, was later moved to the concentration camps of Gross-Rosen and Sachsenhausen, according to the Auschwitz memorial museum in southern Poland.
After the war, he moved to Debno, where he worked as a Polish-language teacher and as principal at an elementary school and later at a high school for many years.
He will be buried in Debno on Wednesday.
At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma and others were also killed there.
(Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)


New DECD website for play and learning
10 Mar 2014
The Department for Education and Child Development has launched a new website which provides parents and educators with ideas for play and learning.
Called GreatStart (www.greatstart.sa.edu.au), the site encourages active participation in play and learning, emphasising the importance of stimulating the developing brain in the first five years of life.
The website has plenty of ideas and activities that can help you make the most of everyday learning and events. It also has important information about the literacy and numeracy skills that children develop and how these link to learning in later life.
The site will continue to add new ideas and activities.


You donât want to forget to teach music in your homeschool!
Here are just a few reasons to teach music in your homeschool: Music reaches a part of the brain that other subjects donât. Those who study music typically receive higher test scores on tests such as the SAT and ACT. Music allows students to relate math to the real world. And, music is fun!
But, I know that teaching music can be truly elusive for a non-musical mom. I have some suggestions to make it possible for every homeschool mom to include music in her homeschool!
Teach Music with the Library
You will find so many items at your local library that you can use for teaching music in your homeschool. Check out picture books about composers and musicians. Find CDs of âThe Best ofâ for each of those composers.
Look up specific musical topics such as musical theater, sound, the orchestra, or rock music to find books to read and enjoy.
Older students can check out some interesting books about music appreciation or music history. See a list I compiled of great books for music appreciation here. One of my favorites is The Complete Idiotâs Guide to Music History by Michael Miller.
Check out movies, too! Some fun musicals include The Sound of Music and Annie. Or, there are movies about composers such as Beethoven Lives Upstairs for younger kids or Amadeus for a high schooler.
Teach Music With Your Streaming Service
Another very easy way a non-musical mom can include music education in her homeschool is to utilize a streaming service. Check out Spotify, Amazon Prime, or even YouTube to find ready-made playlists such as âKid-Friendly Jazz,â â50 Great â60s Rock Songs,â or âThe Best of Mozart.â Check out the article 15 Ways to Use Amazon Prime Music in Your Homeschool for more playlist suggestions.
Teach Music with Online Composer Study Courses
To help out all homeschool moms, Iâve written a number of music appreciation courses at the online school Learn.MusicinOurHomeschool.com. Composer Study is one of the most popular topics, especially since itâs a cornerstone of both the Charlotte Mason and Classical Education homeschool methods. Three of the courses deal specifically with a variety of composers throughout the ages: Music Appreciation: Middle Ages Thru Classical Period, Music Appreciation of the Romantic Era, and 20th Century Music Appreciation.
Whatâs so nice about these courses is that they are so versatile. They were specifically written for high schoolers who can use them for high school credit in Fine Arts. But, Iâve also used them to teach music to my younger kids at home, as well as at a homeschool co-op for grades K-12.


Singing can be formal or informal, arranged or improvised. It may be done for religious devotion, as a hobby, as a source of pleasure, comfort, or ritual, as part of music education, or as a profession. Excellence in singing requires time, dedication, instruction, and regular practice. If practice is done on a regular basis then the sounds can become more clear and strong. Professional singers usually build their careers around one specific musical genre, such as classical or rock, although there are singers with crossover success (singing in more than one genre). They typically take voice training provided by voice teachers or vocal coaches throughout their careers.
Singer Motors Limited was a British motor vehicle manufacturing business, originally a bicycle manufacturer founded as Singer & Co by George Singer, in 1874 in Coventry, England. Singer & Co's bicycle manufacture continued. From 1901 George Singer's Singer Motor Co made cars and commercial vehicles.
Singer Motor Co was the first motor manufacturer to make a small economy car that was a replica of a large car, showing a small car was a practical proposition. It was much more sturdily built than otherwise similar cyclecars. With its four-cylinder ten horsepower engine the Singer Ten was launched at the 1912 Cycle and Motor Cycle Show at Olympia. William Rootes, Singer apprentice at the time of its development and consummate car-salesman, contracted to buy 50, the entire first year's supply. It became a best-seller. Ultimately Singer's business was acquired by his Rootes Group in 1956, which continued the brand until 1970, a few years following Rootes' acquisition by the American Chrysler corporation.
During the American Civil War, Matthew Fontaine Maury, a Confederate government official established the Torpedo Bureau and the Torpedo Corps in Richmond, Virginia to oversee the development and deployment of new types of naval mines. Maury was convinced that the only way to defend the coastlines against Union assaults was through the widespread use of naval mines. Mines were inexpensive and easily produced on a large scale. The low cost and large volume of mines produced would supplement the small naval forces of the Confederacy and make it possible to defend against the superior fleet of the Union navy. The efforts of the Torpedo Bureau and the Torpedo Corps proved to be worth the investment of the Confederacy. For the relative low cost of the mines they did a tremendous amount of damage to the Union forces, sinking a total of 27 Union naval vessels.


Early Childhood Education Portfolio
An Early Literacy Project by the Producers of Mister Rogers Neighborhood
(Interactivity is not displayedâonly screen captures are shown of the exercises.)
Some of the features in this program included a Table of Contents, a student journal, access to Resources including white papers, websites, and PDF documents, a searchable Glossary and full-screen DVD video. The whole program creates a blended learning solution for facilitators and one-on-one learning demonstrating many first-hand interventions with preschoolers in the real-world classroom environment.
The Early Childhood Learning Matrix
To see the relationship between the skills learned by the children and the various teaching methods to help the child obtain the literacy skills, a Matrix was developed which served the dual purpose of showing these relationships and acting as a menu system to access the learning modules in a particular skill path.
The learners were to observe the interactions with children in a real classroom situation and draw conclusions based on the sample clip. The facilitator has full control over video playback in the 640 x 480 window, or with a single click, expanding the commercial DVD quality video full screen. Audio controls manage the sound levels, and the pause/play feature allows the facilitator to freeze the action while learners participated in an open a discussion about the interactions with children and the educators in the video clip.
Talk to me!
As the student teachers clicked on each of the groups of children at lunch, they heard all the various conversations between the children and with the teacher in the videos. The objective was to learn how to encourage the children to carry on a conversation with their peers and their teacher during mealtimes.
Health, Nutrition, and Safety for the Early Childhood Classroom
This program provides inservice training for the Early Childhood staff of the Pittsburgh Public Schools on the subjects of Health, Nutrition, and Safety.
Some of the features in this program included a multi-tiered menu system, table of contents, help, resources including, access to more than 100 PDF forms used regularly in the classroom, links to Pittsburgh School's websites, a searchable Glossary, animations, interactive exercises, and quizzes. Teachers also had the capability to backup files to a USB drive.
When is it a good time to wash your hands?
"When her hands are dirty, of course!" As the teacher clicks on each child's animated face, their mouth opens and conversational text is displayed in the bubble while a randomly selected audio response is heard. In this exercise, there were twelve random answers to the question.
Audio was recorded by child actors.
Exercise: Health Safety
The teachers were to observe the interactions with children in a real classroom situation and draw conclusions based on the sample clip. They have full control over video playback in the 640 x 480 window, or with a single click, expanding the commercial DVD quality video full screen. Audio controls manage the sound levels, and the pause/play feature allows the user to freeze the action while the teachers participate in an open discussion about the interactions with the children in the video clip.


The PhysicaL Activity in Youth with Disabilities (PLAYâd) Lab seeks to enrich the lives of infants, toddlers, and children with and without disabilities by increasing opportunities to be physically active. Much of our research seeks to understand how promoting physical activity behavior in early life influences body composition and motor skills throughout childhood. The PLAYâd Lab focuses on the health and development of typically developing children and children with Down syndrome and Autism Spectrum Disorder.
At PLAYâd, we invite infants and children to participate in one-time observational studies as well as interventions which usually take place in the home environment. Our current studies involve the use of BodPod and PeaPod to measure body composition, and the Bayley Scales of Infant Development and the Test of Gross Motor Development to measure motor skill development. In addition, we use accelerometers to measure physical activity.


C.S. Lewis left an indelible mark on culture. On this anniversary of Lewisâs death in 1963, we enlist the help of Lewis expert, Diana Glyer, to explore the evidence that Tolkien and Lewisâs influence on each other led to some of the finest literature ever published. Can classical Christian schools be the type of community that spurs us on to greater things? Can a classroom be a version of the Eagle and Child pub giving us an opportunity to grapple with other thinkers on why ideas matter and finding out not just what we believe, but why we believe it? Listen inâ¦
Diana Glyer, Ph.D., is intrigued by the creative process, particularly the way that creativity thrives within small groups and creative clusters. She is an award-winning writer whose books focus on C.S. Lewis, J.R.R. Tolkien, and the Inklings. Her latest book is Bandersnatch: C.S. Lewis, J.R.R. Tolkien, and the Creative Collaboration of the Inklings (Black Squirrel Books, 2015). She is best known for The Company They Keep: C.S. Lewis and J.R.R. Tolkien as Writers in Community (Kent State University Press, 2008).
* Ph.D., English (Language, Literacy, and Rhetoric), University of Illinois at Chicago
* M.S., Education (Curriculum and Instruction), Northern Illinois University
* B.A., English and Fine Arts, Bowling Green State University
* B.S., English and Art Education, Bowling Green State University


All News Releases By Date
Pilot Partnership Aims to Reduce Asthma Among Children in Georgia Childcare Centers
Release Date: 09/29/2010
Contact Information: Davina Marraccini, (404) 562-8293, email@example.com
(ATLANTA â Sept. 29, 2010) October is Childrenâs Health Month and, at a ceremony today in Atlanta, the U.S. Environmental Protection Agency (EPA) and the U.S. Department of Health and Human Services (HHS)/Administration for Children and Families (ACF) kicked-off the month-long celebration by announcing a joint pilot project to reduce childhood asthma incidence in two Georgia counties, Bibb and Lowndes.
EPA Region 4, in collaboration with ACF Region IV, signed an agreement to pilot the use of an asthma resource toolkit at Head Start and childcare centers in the two counties. Because these counties have the highest incidence of asthma in Georgia, the project will target a minimum of 40 classrooms in Head Start and childcare centers.
âAsthma is a serious, life-threatening respiratory disease that affects 230,000 children in Georgia,â said Gwen Keyes Fleming, EPA Regional Administrator for the Southeast. âPartnerships like this will help make sure these children and 20 million Americans affected by asthma breathe easier as a result of cleaner air.â
The pilot builds on a national Memorandum of Understanding signed between EPA and HHS in 2007 to conduct outreach aimed at reducing health risks associated with secondhand smoke and other asthma triggers. The asthma resources toolkit was created through a regional partnership between EPA and ACF with support from Bright from the Start: Georgia Department for Early Care and Learning. The toolkit is designed to help childcare and early education center staff better incorporate environmental education into their program activities. The toolkit consists of EPAâs asthma and secondhand smoke publications; educational aides for children (ex. posters and coloring books); ACF Care for their Air: Promoting Smoke-free Homes and Cars for Head Start Families Fact Sheets, and train-the-trainer modules for both staff and parents.
Asthma is the most common chronic childhood disease nationwide, impacting the lives and families of 6.3 million children. Studies have documented that pre-school aged children have an exposure rate of 20 percent to secondhand smoke and are at a greater risk for developing asthma. In Georgia, among the counties with the highest incidence of asthma, many of the impacted children are ages 0-4.
For more information, please visit:
Childrenâs Health Month 2010: https://yosemite.epa.gov/ochp/ochpweb.nsf/content/chm2010.htm
EPAâs asthma program: https://www.epa.gov/asthma/index.html
ACFâs Early Childhood Learning & Knowledge Center: http://eclkc.ohs.acf.hhs.gov


Main Article Content
AutoresWendy Gorena Becerra Carvajal
Daniela Lucia Alfonso Colmenares
Brayan JosÃ© Forero GÃ³mez
Lina Katherine BarÃ³n BeltrÃ¡n
Over the past few years, learning English has gained significant importance throughout Colombia. In order for students to accomplish proficiency in this language, different strategies and methodologies are used to help improve their basic language skills. This article explores the use of drama as a strategy to develop two basic English language skills: reading and speaking. Additionally, social relationships among eleventh graders at a public institution are examined. Values, such as leadership, and the use of voice, body language, concentration, and shyness displayed during the activities were analyzed among the students. The most relevant findings form this experience are presented and described as a way to encourage teachers and students to think of drama as a useful pedagogical strategy applicable not only in linguistics, but in social and personal fields as well.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
Cabrera, J. (2014). Â¿Son las tÃ©cnicas tea-trales Ãºtiles para desarrollar habilidades de liderazgo en directivos de empresa? Madrid: Universidad Pontificia de comillas. Retrieved from: https://repositorio.comi llas.edu/ rest/bitstreams/335/retrieve
Camacho, B. (2008). MetodologÃa de la investigaciÃ³n cientÃfica. Tunja: Universidad PedagÃ³gica y TecnolÃ³gica de Colombia
Clipson, S. (2013). Teaching Primary English through Drama: A practical and creative Approach (2nd ed.). London: Routledge, Taylor & Francis group.
DBI Network. (2017). Drama- based instruction. Texas: University of Texas at Austin. Retrieved from: http://dbp. theatredance.utexas.edu/about
Dryden, J. (2012). Definition of drama. Bhavnagar, India. Literary theory and criticism Retrieved from: https:// sites.google.com /site/nmeictproject/ reflections/2-2-1-definition-of-drama
Ferrance, E. (2000). Action Research. Providence, Rhode Island: Brown University. Retrieved from: https://www.brown.edu/academics/educationalliance/sites/brown.edu.academics.education-alliance/files/publications/ act_research.pdf
GÃ¼ngÃ¶r, A. (2008). Effects of drama on the use of reading comprehension strategies and on attitudes towards reading. Florida. Journal for learning through the arts, 4 (1). Retrieved from: https://escholarship.org/uc/ item/4d62r6p9
Holmwood, C. (2014). Drama education and drama therapy. Exploring the space between disciplines. New York: Routledge, Taylor & Francis group.
Ministerio de EducaciÃ³n Nacional de Colombia. (2014). Plan nacional de inglÃ©s âColombia very wellâ. BogotÃ¡: MinEducaciÃ³n.
Perfetti, A. (2001). Reading skills. International encyclopedia of the social & behavioral sciences. Oxford: Pergamon. Retrieved from: http://www.pitt.edu/~perfetti/PDF/Reading%20skills.pdf
Pfister, M. (1991). The theory and analysis of drama. Cambridge: Cambridge University.
Ryan, D. and Kehoul, G. (2016). What is drama? Australia. Learning to learn in drama. Retrieved from: https:// resource.acu.edu.au/learndrama/ what_drama.htm
Sampieri, R. (2006). MetodologÃa de la investigaciÃ³n. Mexico: McGraw Hill.


LEtGO Your Mind Offers Unique Summer STEM Programs in NH, MA, and VT
If youâre looking to encourage your childâs creative thinking and problem solving abilities this summer, check out LEtGO Your Mindâs STEM programs. Sure, there are other programs out there, but none are quite as unique (and fun!) as the ones offered through LEtGO Your Mind. Using LEGO builds in the areas of simple machines, robotics, and stop animation, kids ages 4 to 14 are challenged to think creatively, problem solve, and work as part of a team.
STEM Programs Developed by an Experienced Educator
Long-term educator Jim Harvey developed LEtGO Your Mindâs summer STEM programs out of a concern that his children would lose what they had learned during the school year. âI didnât want my children sitting around all summer. I wanted to keep their skills sharp, and challenge them to reach their fullest potential,â he says. Harvey, who has over 32 years of teaching experience, holds a masterâs degree in education with certifications in elementary education, technology education, and computer education.
Curriculum Based on State Standards
LEtGO Your Mindâs STEM curriculum is based on state standards, which challenge students to learn by thinking, designing, and doing. âBut most importantly, kids are having a great time and donât even realize theyâre developing valuable knowledge and skills,â Harvey points out.
Themed LEGO Builds
Each year, the LEtGO Your Mind team comes up with a theme and Harvey creates a LEGO build that matches the stateâs education standards. âOnce the builds are made, I use CAD (computer-aided design) to construct it, and create step-by-step directions for the kids,â Harvey explains. This yearâs theme is âsuperheroes.â
Incorporating the Engineering Design Process
An important part of the program is the engineering design process, which gives kids an opportunity to modify the build to accomplish various tasks. Kids work as partners so they have plenty of time to build, but also learn and collaborate with their peers.
Quality Programming taught by Engineers and Educators
All of our summer STEM programs are taught by educators, engineers, and college students with an interest in education. âMany of our instructors have been with us since we first started. And some of them even attended the programs themselves,â Harvey notes.
Coming to a Place Near You
LEtGO Your Mindâs summer STEM programs are also unique in that we bring them to you. Programs are offered at multiple locations throughout New Hampshire, Massachusetts, and Vermont. To find a summer STEM program near you, visit LEtGO Your Mindâs website.
LEtGO Your Mind Summer STEM Programs in NH, MA, & VT
As parents, we want to provide our kids with the best learning opportunities and help them prepare for a successful future. LEtGO Your Mindâs STEM programs help keep kidsâ minds engaged over the summer months, a time when many lose the learning theyâve acquired during the school year. To learn more about our fun and exciting summer STEM programs, contact us today!


A Tool to Help Struggling Students with Academic Pressure
Academic pressure â particularly of the kind Indian high school students face â can be debilitating. But a growing body of research around the power of values affirmation, a psychological tool, suggests a short exercise can have dramatic effects on struggling studentsâ academic performance.
Values affirmation is rooted in self-affirmation theory, which holds that all humans have a need to feel adequate, and the threat of inadequacy can cause stress and defensive mechanisms that get in the way of growth and performance. In other words, thinking youâre not good enough â at life, at a particular subject in school â can become a self-fulfilling prophesy.
David Sherman, PhD, a psychologist with the University of California, Santa Barbara, and Geoffrey Cohen, PhD, a professor of education at Stanford University, theorized about a decade ago that actions or exercises that remind people of their values, beliefs and roles can bolster their identity to withstand the stress of inadequacy and actually help them become adequate â or even adept.
Itâs a theory borne out, more so than less, in experiments over the past ten years, particularly those focused on students. Take this most recent iteration, published in PLOS ONE, which studied the effect of a values affirmation exercise on 221 students enrolled in a difficult undergraduate psychology statistics course at The Ohio State University.
âMany students are not huge fans of the class because of the math involved, but it is a requirement,â said Ellen Peters, lead author of the study and professor of psychology at the university.
Half of the students first completed the values affirmation exercise near the beginning of the course: They were given a list of six values (including relationships with family and friends, spiritual/religious values and science/pursuit of knowledge) and asked to rank them in terms of personal importance; then, they affirmed their values by spending 10 to 15 minutes writing why their most important value was meaningful to them.
The other half of the students, the control group, were given the same list of values, similarly asked to rank them, but then were asked to write about why their least important value might be meaningful for someone else. Both groups of students later repeated the exercises right before their first exam.
The researchers found, by comparing the results of a numeracy test administered at the beginning and end of the course, that students who participated in the values affirmation exercise significantly improved their objective numeracy skills. The students in the control group did not see improved scores.
Students also completed a questionnaire at the beginning and the end of the course that measured how good they thought they were at maths and how much they preferred numbers over words. Results showed that students who completed the values affirmation showed no change in this subjective numeracy measure from the beginning to the end. Researchers saw that stasis as a positive â students in the control group showed declining opinions of their personal maths skills, presumably because of the stress and difficulties they faced in the statistics class.
âIt has a snowball effect. Values affirmation is thought to help students get some early wins in class. That leads them to try harder and get more achievements and it creates a cycle of success,â Peters said.
(The results also showed that students in the values affirmation group that demonstrated improved numeracy also scored higher on a financial literacy test and showed better health-related choices â such as avoiding cigarettes and practicing safe sex â over the course of the class; researchers are crediting it to improved numeracy skills being applied in the real world, but theyâve not explained how they controlled to rule out the effect of regular values affirmation on other areas of life.)
So, for students struggling with academic pressure to the point they feel like success is impossible, have them try writing about what really matters to them and why before embarking on the subjectâs next big assignment or test. (Hint: It only works if youâve not drilled into them the paramount need to be a class topper.) Because this study and others suggest that sometimes, the most helpful thing you can do to improve academic performance is to remind struggling students of all the things that matter more.


KipinÃ¤'s researched program was designed to merge play-based learning with structured outcomes that give kids a head start in school life. Our curriculum encompasses six core areas + innovation focusing on the; emotional, social, cognitive and physical development of each child.
Cognitive Development through Exploration and Play
Play and exploration provide a platform for supporting the development of childrenâs literacy and numeracy skills as well as capitalising on childrenâs natural curiosities and exuberance with the world around them. Early childhood is not only a period of amazing physical growth, it is also a time of remarkable mental development.
Relationships and Character Development
KipinÃ¤ supports every childâs social and emotional development in ways that allow each child to form positive relationships with others. In providing a safe and caring learning environment where a childâs sense of self is nurtured, opportunities for the development of oneâs character is a natural progression and intended outcome of the program.
Physical Development and Wellness Awareness
An integrated focus on physical activity and wellness development through the KipinÃ¤ curriculum supports strong cognitive and physical development and produces high academic performance in children. Current brain research shows evidence that children who are physically active and lead healthy lifestyles are happier and able to advance more quickly developmentally than children who experience a more sedentary unhealthy lifestyle.
Cultural Awareness and Diversity
KipinÃ¤ seeks to provide an inclusive environment that celebrates the uniqueness of every child. In this caring environment, children will be nurtured to develop a deep understanding of the culture to which they belong, while instilling an appreciation and acceptance for the diversity of cultures that exist in our global society. Children will become socially responsible citizens sensitive to equitable and democratic practices that deepen their sense of cultural identity.
Literacy, Communication and Language
Children are active learners in the process of making meaning of the world that surrounds them. How they choose to communicate affects their identities and is influenced by language. KipinÃ¤ offers a socially and intellectually engaging environment where childrenâs communicative practices, languages, literacies and literate identities are valued and supported.
Children need numeracy skills to solve problems, make sense of time, numbers, patterns and shapes. Numerate KipinÃ¤ kids will develop confidence in making judgments or taking actions in all aspects of their daily lives through the ability to critically assess and reflect upon quantitative information. Providing our children with a strong numeracy foundation will allow for deeper explorations in mathematical thinking and concepts as the child enters into KG-12 school settings.
INNOVATION BUILT IN
Our curriculum, the skills and learning outcomes, and all six domains, support 21st century skill development. Children build their abilities to innovate and problem solve â using the 4 Câs; Critical thinking, Creativity, Communication, Collaboration â through teacher questioning and activities every day!


Get easy to implement conversation starters to help your child open up and discuss their frustrations with reading.
- Learn how to use empathy to relate to your child
- Discover key phrases to use to encourage your child to control the conversation
Key questions to ask to get to the root of the problem
There are a number of reasons why your child is struggling with reading, including:
- Poor phonics skills
- Trouble comprehending a passage
- An unhealthy relationship with reading that only worsens the problem
Weâve dedicated an entire section to listing out specific questions you can ask your child during your conversation. The answers to these questions will give both you â and your child â a better understanding of whatâs needed to experience real change.
A ânext stepsâ action plan
Your conversation is just the beginning. What you do with that conversation is what will help your child overcome their struggles. By the end of our guide, youâll have a clear understanding of what steps you and your family should take to help your child conquer his/her challenges.
Solutions we discuss include:
- How to establish a set reading time and place for consistency
- Discovering the right reading materials to match the skills and interests of your child
- Identifying whether itâs time to turn to a specialist to help your child reach their full potential
This resource is awesome! As an educator and business owner of a childcare and elementary school I know this resource would benefit families who just donât know where to start. I know understanding how to conduct the initial conversation and listening to the child is key. It also lets the child know that what they say and do is important to you (the parent).
Vinika Kinard, Co-owner of Growing Minds
I can truly say this Ebook is an excellent resource for all parents. In my 30+ years of elementary education experience I have not come across a more encompassing guide for an effective conversation about the realities of struggling in math and reading.
Robin Johnson, Head Master/Owner of Robinâs Nest
About the author
Hi, Iâm Sylvia Adjeso, an education interventionist and brain trainer with more than 18 years experience helping students improve their reading, spelling, and critical thinking skills. Iâm the founder of Spark Thinking, an innovative learning center based in Fayetteville, Georgia that works with students of all ages and abilities by developing personalized learning plans based on their unique needs and personalities.
Iâm trained in a wide variety of brain-based multisensory programs, including the Phonics First Orton-Gillingham Reading Approach, the Wilson Reading System, On Cloud Nine Math, and Visualizing & Verbalizing for Language Comprehension and Thinking.
Copyright 2017 Spark Thinking-Progressive Tutoring


Date of Award
Master of Arts in Child Development
First Reader/Committee Chair
Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
Okereke, Beverly Ngozi, "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems" (2016). Electronic Theses, Projects, and Dissertations. 404.
Applied Behavior Analysis Commons, Child Psychology Commons, Counseling Psychology Commons, Counselor Education Commons, Developmental Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, School Psychology Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons


GLOBE provides students with a more integrated view of the various subjects they study and supports curricula interconnections in all areas.
Interdisciplinary GLOBE projects have included science, mathematics, technology, geography, social studies, language, culture, art, music, physical education, cross-age collaborations, service learning projects, life-long learning opportunities and community involvement.
Science, Technology, Engineering, and Math (STEM)
Students use scientific protocols and Science, Technology, Engineering, and Math (STEM) when learning scientific research methodologies and analyzing data sets. The GLOBE investigation areas include Earth science and biology topics in atmosphere/climate, hydrology, soil, land cover, and phenology. Technology classes utilize GLOBE data sets to create elaborate charts, graphs and maps, comparing student's findings with other data from around the world examining data critically.
Students build weather stations in industrial technology classes, and agricultural education students can actively assist scientists and farmers in the field to better track environmental events affecting crop production.
Geography and Social Studies
GLOBE supports the multicultural study of geography by providing hands-on experience with basic geographic skills such as understanding latitude, longitude, scale, map elements, and spatial analysis. There is a close match between the Earth science topics investigated in GLOBE and areas of physical geography such as climatology, hydrology, and soil study.
Language, Culture and Art
GLOBE students learn about various languages and cultures as they engage in authentic projects and collaborations with one another, students in other countries, and world experts in the disciplines they are studying. Because GLOBE is a worldwide program, materials are currently available in the six United Nations languages (Arabic, English, French, Mandarin Chinese, Russian, and Spanish), plus German, Japanese, Thai, and a number of indigenous languages. Additional materials in other languages are becoming available through our international partners.
GLOBE provides English Language Learners (ELLs) with access to high quality science information and opportunities to assume leadership positions in their classrooms in discussions with students from different countries. GLOBE integrates literacy skills with all school subjects and Elementary GLOBE books introduce early primary students to the study of Earth System Science (ESS). Students record their personal observations in field notebooks and publish the results of their research projects. GLOBE is used to teach English to students for whom it is not their first language, and to teach English and science content to deaf and hard-of-hearing students who use Sign Language.
GLOBE into the Arts and Humanities (art, drama, drawing, music, photography and even physical education). For example, students in art education classes work with contour maps, draw landscape diagrams, and study soil colors. Music classes can participate in the Sounds of GLOBE or perhaps even lead the way for the creation of a new GLOBE music CD! GLOBE students are afforded opportunities to include photography skills as part of collecting study site metadata and for particular projects. For more ideas, see the art page.


The story starts in 1711, when the pious Queen Anne gave assent to her Tory government for the passing of the Fifty New Churches Act, intended to provide new churches in the burgeoning suburbs in and around the cities of London and Westminster.
'On top of the church there's a brass weather vane, and people in the area thought it was a louse, that's why they called it Lousy St Luke's ... When they took it down, I had a look at it; it has a beautiful red eye. After all these years, the truth has come out - it's a dragon.'
John Mason, local resident
In fact, only twelve were built as the succeeding King and Whig administration lost interest, and the confident overspending of the Act's Commisioners in the early years was reined in. Nonetheless, the Commissioners, who initially included Sir Christopher Wren, were reponsible, with their architects, for some of the most remarkable publicly-financed buildings ever built in England.
A strict budget
It is possible that the ambitious design of the churches commissioned early on contributed to the subsequent plight of St Luke's. The early years of the Act produced masterpieces such as Hawksmoor's Christ Church, Spitalfields and St George's, Bloomsbury, but the latter cost Â£26,000 to build, a figure spectacularly exceeded by the Â£40,000 needed for Thomas Archer's St John's, Smith Square. When St Luke's was eventually commissioned in 1727, the Surveyors, John James and Nicholas Hawksmoor, were given a strict budget of Â£10,000.
The new church was consecrated in 1733, but repairs were already being undertaken in 1734, and it was 'thoroughly repaired' in 1869, followed by underpinning in 1877, 1914 and 1951. None of this work arrested the calamitous subsidence that occurred after the dry summer of 1959, leaving some columns hanging from the roof that they should have been supporting. The building was declared unsafe, the roof removed and the church abandoned.
A fine organ
The weather wrought its destructive purpose, after many of the internal fittings found their way into other London churches. The fine organ, now in St Giles, Cripplegate, had attracted at least two well-known musicians to St Luke's: Henry Smart was organist from 1844 to 1865, and much of his church music, including eight tunes in Hymns Ancient and Modern, continues in use today; and in the 1950's Basil Ramsey, who was also editor of The Musical Times, arranged for the Church to be used by the BBC for recordings of organ recitals and concerts.
James or Hawksmoor?
The authorship of the design of St Luke's remains a subject of scholarly debate. Papers in Lambeth Palace show that the Commission Surveyors were asked jointly to produce a design. The similarity of the main body of the church and its lost interior to St George's Hanover Square, would point to the hand of John James, but the stone obelisk (described as a 'superlative conceit' by today's leading Hawksmoor scholar, Kerry Dowes) suggests an architectural imagination of Hawksmoor's stature - his interest in obelisks is well known from the unexecuted design for St Giles-in-the-Fields and his work at Blenheim and Castle Howard.
The spire, incidentally, has revealed an interesting story. Records show that there was an 'extra allowance in changing the scaffolds to flute the obelisque after it was erected'. So architects changed their minds then, too! On close inspection we discovered that the combination of erosion and fluting had greatly reduced the thickness of some of the outer layer of stone, resulting in much unexpected additional work.
Axel Burrough was the director at Levitt Bernstein in charge of the design of LSO St Luke's, the UBS and LSO Music Education Centre


HOME: STORIES CONNECTING US ALL
Home: Stories Connecting Us All is a project that arose from the expressed interest to creatively showcase the beautiful diversity that makes Edmonton the great city that it is. Our goal is to create opportunities for people to learn about and from one another, celebrate our differences and discover the many similarities we share. This e-book is created by the community, for the community and is about the many immigration journeys, with themes of hope, struggle, resilience and reconciliation.
For more information, please contact the Connecting Us All Collaborative at firstname.lastname@example.org
WORLD OF STORY
World of Story is a collection of folk tales developed by EMCN in collaboration with community partners to support language and literacy development in families. The materials developed encourage families to read together and maintain first language fluency with their children. Through storytelling, we validate and celebrate the use of diverse languages in our community.
Although the primary goal of the initial project was to support language and literacy development in families, along the way other discoveries emerged. Sharing of folk stories builds intercultural understanding. Although the folk stories may take different forms, the key values that the stories express are the same and these values can serve to connect diverse cultures.
Storytelling builds relationships in the family, community and inter-community level. Storytelling gives families, schools and communities opportunities to learn and celebrate together; to honour and appreciate diverse languages and together discover the value of relationships.
Learning through the arts engages new ways of knowing and makes knowledge accessible to a wider variety of people. Through story, song, art and dance the creative process is ignited. Learning through the arts also has the ability to bridge gaps across generations, and indeed across cultures.
As you use the World of Story resources and share them with families in your program, school or community, we invite you to embark on a journey of learning and discovery together with parents and children from diverse cultures.
World of Story Workbooks are available here: World of Story Workbooks.
The collection is available on the University of Alberta Libraries ERA: Education and Research Archive.
'Food is a very important part of culture' - February 1, 2018
Watch this video from inside the global cooking program of the Edmonton Mennonite Centre for Newcomers.
'Edmonton's Super Volunteers: Muzit Kinfe' - December 14, 2017 - Edmonton AM
A profile of one of the thousands of Edmontonians who donate their time to make our city a better place to live. Muzit Kinfe volunteers at the Mennonite Centre for Newcomers.
The Well Endowed Podcast
The Well Endowed Podcast explores the impact that these municipal champions are having on our city. In this episode, learn how to make Edmonton a more welcoming place with Erick Ambtman and the Edmonton Mennonite Centre for Newcomers.
On Saturday, October 21, 2017, Trudeau toured the Edmonton Mennonite Centre for Newcomers, which helps immigrants and refugees integrate into Canada, and then visited the Edmonton Police Service Downtown Division.
On Saturday morning, Trudeau visited the Mennonite Centre for Newcomers for a 45-minute roundtable with immigrant community leaders, refugee program workers, as well as Edmonton Liberal MPs Randy Boissonnault and Amarjeet Sohi.
Prime minister in Edmonton Saturday to visit police, centre for newcomers
Great roundtable at the Edmonton Mennonite Welcome Centre. Thanks @YEGNewcomers for all the work you do helping new Canadians.
Trudeau was at the Mennonite Centre for Newcomers in North Edmonton to meet with community leaders representing various immigrant cultures
Learning English with CBC: Immigrant Womenâs Integration Network
Watch the March 2017 lesson, with the CBC's Adrienne Lamb, touching on the topics of jobs, community and connecting with a new culture from the Immigrant Women's Integration Network in Edmonton.
Skies the Limit! CBC March 27, 2015
Sky Club was just a little idea Joseph Luri had a decade ago. Now Edmonton volunteers spend their Saturdays helping more than 50 kids. Watch this behind the scenes video if what they do at Sky Club.
Travel Ban Edmonton Journal February 2, 2017
'This will affect us all': Edmonton immigrants and refugees react to U.S. travel ban.


Times tables speed test
Practise your times tables against the clock
This is where you can practise your tables against the clock. Select the times tables you want to practise. You can practise the times tables against the clock separately, a few at a time or all at the same time. You get 10 seconds for each question. The idea is that you give your answers as quickly as possible. In the times tables test you are awarded 10 points for each correct answer and a point for each second that is left. The most important thing is that you answer the question within the time allowed, because that is how you score most points. What's more, the quicker you answer, the more points you score. If you select all tables for this test you will be asked no fewer than 55 questions. Good luck practising!
Knowing the times tables is an important numeracy skill.
Recently a lot of attention has been given to improving basic numeracy skills which are important to the pupil's future educational progress. For instance, in years 4 and 5 a lot of attention is devoted to the times tables, but the skills learned are needed later on in mathematics. Automation is therefore one of the core objectives of primary education and routine practise of calculations is an important part of being able to do more complicated sums later on in school. This speed calculation test is designed to aid automation of the times tables.


(Extract from "Profil der Montessori-PÃ¤dagogik und ihrer Einrichtungen"(=Profile of Montessori Pedagogy and its Institutions), worked out by Prof. Dr. Hans-Dietrich Raapke, University of Oldenburg, and the expert group "Theorie" of the trainers' conference of the German Montessori Association).
The "school of the child" is not a school for the child. According to Montessori and according to the knowledge of today's developmental psychologists, children of this age are highly eager to learn. Their "hungry intelligence" needs plenty of "food". They want to know all about this world and are now able to create coherent images of the world and its parts beyond their concrete perception. At that age the development of the intelligence therefore aims at two things: the ability of abstraction and the powers of imagination. The "seed of science" is sowed here. Nevertheless, in Montessori's opinion, children of this age are often demanded too little of or in a wrong way.
The focus at this stage is on the acquisition of the basic competences in reading, writing and mathematics as well as in the scientific, cultural, social and political elementary education. According to Montessori, the guiding principle for the school of the child at this stage of development is the "Cosmic Education". This term is mainly unknown in the technical language of language. "Cosmic Education" is about
That is why Cosmic Education - despite many points in common as regards content - is not identical with the social studies and science at regular Primary Schools. However, the similarities with today's ideas of the ecology movement are unmistakable. Montessori used the term "ecology" in the context of Cosmic Education herself (cf. Montessori, Maria: "Kosmische Erziehung", 5. Auflage, Freiburg 2002; cf. Eckert, Ela: Maria und Mario Montessoris Kosmische Erziehung - Vision und Konkretion, Bad Heilbrunn 2001; Fischer, R./Klein-Landeck, M./Ludwig, H. (eds.): Die "Kosmische Erziehung" Maria Montessoris, Reihe Impulse der ReformpÃ¤dagogik Bd. 2, MÃ¼nster 1999).
In practice, it is often necessary to make compromises. Montessori schools must adapt in a way to the regular school system, especially as far as the curriculum is concerned, that students have the possibility switch to a regular school at any time.
The "school of the child" should be responsive to the children's thirst for knowledge and the children's ambition to be explorers and adventurers. The children should have the chance to expand their mental, social and cultural range of activity. The broadening of the knowledge of the world should be the means for the transition to abstraction. In the prepared environment - in modern words: the cultivation of learning - at school as well as in the steps outside social and moral consciousness can be formed. With the special sensibility to justice, which is typical of their age, children can develop the ability to assess their own and othersâ actions.
(For more information on Montessori's primary education cf. Stein, Barbara: Theorie und Praxis der Montessori-Grundschule (=Theory and Practice of Montessori Primary School), Freiburg 1998 and Ludwig, Harald: Montessori-Schulen und ihre Didaktik (=Montessori Schools and their Didactics), Baltmannsweiler 2004)


Taking Instruction out of the Textbook
Itâs Friday afternoon, a time when so many students (and some of us) are counting down to the weekend. Keeping students engaged is often a challenge. Jeff's Algebra 2 classes were working on the Law of Cosines on just such a day. In this case, however, they werenât counting down the moments until the weekend. They were engaged and having fun and so was he!
Jeff had the students take their practice out of the textbook and into the building. He challenged his students to find or create angles that couldnât easily be measured. The students then took pictures of those angles, imported them to Notability, and solved their problems by writing on the pictures themselves. âWhat is great about this activity with iPads, is students can write all over the picture and see what the sides of the triangle actually represent.â
His students were being creative, and innovative with their thinking and problem solving. They collaborated in groups to demonstrate their learning. What a great example of our vision!
âThe vision for digital learning at Pine Creek High School is focused on students as learners and teachers as their partners in the learning process. Here we use digital tools to create products, innovate design, collaborate with others inside and out of the classroom, and demonstrate learning. Our learners will be globally connected creators, communicators, collaborators, contributors, and constructivists.â
Students use Sphero Balls to Develop their Programming Skills
Did you find yourself watching small white balls rolling around the hallways a couple of weeks ago? Well, one of Denise's programming classes was responsible for that. Using the Sphero app and an iPhone or iPad, students collaborated in small groups to program those balls to light up and roll around the hallways. The goal was to race each otherâs Sphero Balls around the hallways. Races, competition - how much fun is that?! Add in creativity, innovation, collaboration and a fun way to demonstrate learning and everyone wins! Thatâs not where the learning ended with this project, however, but only the first steps. After establishing those foundational skills, the class moved on to programming their own retro-style games on desktop computers.
Digital learning takes many forms throughout our school. Students and teachers are partnering to create, innovate, collaborate and demonstrate learning. Share your stories with each other (and with me). Talk in the pods. Visit each otherâs classrooms. There are so many amazing things being done with our students and Deniseâs example is just one. Letâs celebrate these moments!
I am a Digital Learning Coach by title, but lifelong learner by practice. An Apple Teacher, Google Certified Educator and Microsoft Innovative Educator, my goal is to assist educators in investigating, exploring, and investigating resources to embed in their instruction. I also hope to be a part of their journey toward an innovative and transformative practice that empowers learners and strengthens their own craftsmanship. I spends my free time with my family, my dogs and a good cup of coffee.


Sociology A Level at Caldew School
â¢ Education methods in context
â¢ Research methods and families and Households
â¢ Education with methods in context, theory and methods
â¢ Families and Households
â¢ The Media
â¢ Crime and deviance with theory and method
It is advised that students have 5 GCSEâs at Grade C or above, but each studentâs grade profile will be considered individually. A-C grade in English and Maths is a major advantage as the course requires good communication skills as well as numeracy skills when studying sociological data.
AS - Examinations take place at the end of Year 12.
Paper 1: Education with methods in context. 1hour 30 mins written exam.
Paper 2: Research Methods and Families and Households. 1 hour 30 mins written exam.
A2 Level - Examinations take place at the end of Year 13.
Paper 1: Education with Theory and Methods. 2 hour written exam.
Paper 2: Families and Households and The Media. 2 hour written exam.
Paper 3: Crime and Deviance with Theory and Methods. 2 hour written exam.
Sociology is a broad-based subject. Students can progress to Higher Education to study Sociology or related subjects e.g. Criminology. Many professions, including teaching and nursing, use Sociology within their training.
How to apply
If you want to apply for this course, you will need to contact Caldew School directly.