Print Reading for Industry is ideal for beginning and intermediate students, in addition to those participating in on-the-job training. The text focuses on interpreting and visualizing drawings and prints used in industrial settings. This revised edition includes new content discussing the role of prints in the digital age and updates the coverage of geometric dimensioning and tolerancing to current standards. Additionally, it provides coverage of several foundational skills needed for print reading success, including basic mathematics, geometry principles, measurement tools, and the design process.
Actual prints from various industries are included as examples so that students become comfortable with common practices.
Numerous visualization and print reading exercises provide hands-on experience.
Coverage of specialized parts and prints, including applications for fasteners, gears, cams, plastic parts, and precision sheet metal parts, is included.
Products & Prices
Table of Contents
Introduction to Drafting and Print Reading Procedures
1. Prints: The Language of Industry 2. Line Conventions and Lettering 3. Title Blocks and Part Lists
Fundamentals of Shape Description
4. Geometric Terms and Construction 5. Multiview Drawings 6. Section Views 7. Auxiliary Views 8. Screw Thread Representation
Fundamentals of Size Description and Annotations
9. Dimensioning 10. Tolerancing 11. Machining Specifications and Drawing Notes 12. Surface Texture Symbols 13. Geometric Dimensioning and Tolerancing 14. Drawing Revision Systems
Industrial Drawing Types
15. Detail Drawings 16. Assembly Drawings
Specialized Parts and Prints
17. Spring and Fasteners in Industrial Prints 18. Gears, Splines, and Serrations 19. Cam Diagrams and Prints 20. Plastic Parts 21. Precision Sheet Metal Parts 22. Welding Prints 23. Instruction and Control Drawings
Walter C. Brown - During his career, Dr. Walter C. Brown was a leading authority in the fields of drafting and print reading. He served as a consultant to industry on design and drafting standards and procedures and held a variety of professional offices of state and national associations.
Ryan K. Brown - is an Associate Professor in the Department of Technology at Illinois State University, Normal, Illinois. He has been involved with drafting education for over thirty years. His experiences include secondary education at the junior and senior high level; faculty member at his alma mater, Eastern Kentucky University; drafter for Sargent & Greenleaf, Inc.; geometric dimensioning and tolerancing consultant; and summer experiences in a wide array of drafting and graphics-based positions, such as steel detailing and civil engineering applications. His current roles in drafting education also include the authorship of activities and problems for secondary-level drafting competitions and architectural drafting applications that include 2D drafting, 3D modeling, and rendering and animation. Feel free to contact him at: email@example.com.


- Schools need to embrace new technologies, such as iPads, and use this resource to enhance meaning making in early childhood literacy
- Incorporates âchild initiated playâ into literacy learning
- Effective alternative to text based literacy learning practices, specifically in contexts of low SES and high ESL student
- Oral language is critical and will have an impact on reading comprehension
- Young children have an invisible backpack filled with a wide range of multiliterate practices
- Literacy development is a social and cultural practice
- âMaking texts talk means learning to speak a texts thematic patternsâ [Lemke, 1989, cited in Jones, M. 2012, p.55] In other words, students learn about language structure by actively creating texts.
- iPads provide explicit scaffolding
- Increases engagement and motivation
Jones, M. (2012), ipads and kindergarten- students literacy development, SCAN, 31(4), 31-40.


How many times have you been stuck inside with the kids on a cold winterâs day?
Take advantage of those days to do some awesome snow science while staying cozy inside! In this post you will discover how to make a snowman that magically gets bigger and bigger.
While you wait for your winter science experiment to be complete you can make some snow paint, eat a snow cone (directions below), and discover 16 more snowman activities at the end of this post to keep the kids learning and engaged even during the coldest and longest days of winter.
If you enjoy this snow science experiment, you will love my new ebook, 5 SUPER COOL WINTER SCIENCE EXPERIMENTS FOR KIDS. It includes instructions for how to grow a snowy salt crystal house, how to make an indoor snowstorm, how to blast snowmen several feet into the air, and more! Click on the picture below for more details.
Getting Started with Snow Science
*This post contains affiliate links. Please see our disclosure policy.
To make our snowman baggies we gathered a few common household supplies:
- Zipper storage bags
- Permanent markers
- Alka-Seltzer tablets
If you live in a place that doesnât regularly get snow, no worries!
We didnât have snow the first time I tried this snow science experiment either. To make my own snow I filled my Ninja blender with ice cubes and ground them up for 30 seconds or so until they turned into a fine snow powder.
We made snow cones with the extra shaved ice ð
Use a permanent marker to draw a snowman face on a zipper storage bag.
Fill the bag up with snow to make your snowman baggie.
Place 2-3 Alka-Seltzer tablets in the snow-filled baggie. Zip it up tight and then wait to see what happens!
Over the next 30-60 minutes watch as the snowman baggie expands bigger and bigger!
You may want to even set it in a larger bowl in case the baggie pops or leaks.
So why does the snowman baggie expand?
Alka-Seltzer is made of citric acid and sodium bicarbonate (baking soda), which is a base. When the tablets are dry, the acid and base powders donât mix, but as soon as they are immersed in water they mix and react to form carbon dioxide gas.
It is actually the same chemical reaction that happens when you mix baking soda and vinegar together. An acid plus a base mix to form carbon dioxide gas, which are the bubbles you see.
That carbon dioxide gas fills up the sealed baggie and may even make it pop open as the pressure increases!
Youâll notice that it takes a long time for the snowman baggies to inflate. Why do you think this is? What do you think would happen if you filled the baggies with hot water instead of snow?
Let the kids experiment with snow science by varying the temperature of the water and adding more or less Alka-Seltzer. If you are feeling especially adventurous you could even use baking soda and vinegar to make the baggie explode!
FROM LEFT TO RIGHT:
Exploding Snowman Baggie: Winter Snow Science for Kids // Science Kiddo
Snowman Number Match Printable // A Dab of Glue Will Do
Preschool Snowman Activity Pack // Schooling a Monkey
Snowball Shooter // The STEM Laboratory
Snowman Teen Number and Ten Frame Match // Recipe for Teaching
Snowman Subtraction Mats // The Kindergarten Connection
Snowman Alphabet Activity // Mom Inspired Life
Snowman Writing Paper with Prompts // Lizâs Early Learning Spot
Snowman Printable Fact Family Activity // DIY Farm Wife
Snowman Pattern Block Mats // Playdough to Plato
Snowman Sequencing Fun // Sara J Creations
Snowman Sight Word Search // Adventures of Adam
Winter Snowman Ten Frame Printable // Fun with Mama
Snowman Rhyming Puzzles // Fairy Poppins
Snowman CVC Word Match // Letters of Literacy
Two Digit Number Snowmen // Play & Learn Everyday


According to the new education system teachers are promoted through successive grading of professional qualifications: from trainee teacher, contract teacher, to appointed teacher, and diploma-holding teacher. The highest level is professor of education, awarded only to the very best tutors.
The reforms of the educational system reached the higher music education institutions as well. There are three types of higher music education institutions in Poland: Academies of Music; Music Education Faculties at Higher Teacher Education Schools (Higher Pedagogical Schools) and at the Universities. The Academies of Music are dedicated to teaching the following subjects of studies: composition, theory of music, conducting, instrumental play, singing, jazz and pop music, eurhythmics, church music, sound engineering, and music education. There are eight Music Academies in Poland. They take place in the biggest cities of Poland: Warszawa, Katowice, Krakow, Poznan, Wroclaw, Gdansk, Lodz, Bydgoszcz. Although the Matura examination in Poland replaced entrance examinations to the Universities (introduced in 2005), the candidates to higher music institutions are obliged to take an additional competitive entrance examination.
The higher education system in Poland comprises both state and non-state institutions (created on the basis of the Higher Education Act, 1990), but all Music Academies in Poland are state owned. Most higher education institutions are under the supervision of the Ministry of National Education and the Ministry of Science and Higher Education. However, some as Academies of Music, Fine Arts, Theatre, and Film Studies are under the supervision of Ministry of Culture and National Heritage.
On the 19th June 1999 in Bologna, the European ministers in charge of Higher Education signed a Declaration (so called Bologna-Declaration) with the intention to create a âEuropean Higher Education Areaâ. Professional music training, which has gradually been integrated into the national higher education systems during the past decades, is also strongly influenced by these developments. The Bologna Process has initiated important changes in higher education system in Europe, including Poland. The Declaration was signed to increase the mobility of students, teachers and professionals and create greater transparency in European higher education. Nowadays, professional degrees at higher music institutions in Poland are regulated by the Bologna-Declaration indications. The graduates of institutions of higher music education receive the following degrees: Bachelor of Arts, Master of Arts and PhD.


The best early learning center for your young child is firstly you, the parent. You have the best opportunity to teach your young child through exposing them to positive experiences from an early age. Every day you have the opportunity to make your childâs experiences a learning opportunity.
Early Learning Center Foundations
You are the best one and it is imperative that you teach your young child the foundations for early learning. You are their personal early learning center. Children need sound literacy and numeracy skills. These are the key areas that your child needs the best foundations in for their future. For your child to be successful through their school years and beyond they need these basic foundations of education. If they receive these basic foundations they will obtain the confidence to be involved learners, effective communicators enabling them to connect and contribute with others.
What Can You Do As The Early Learning Center?
Every day you can make or break your childâs social and emotional feelings and make them feel appreciated. Every day that you spend with your child and teach them, guide them and show them, will be the day you connect with them. On their level you will both experience the joy and the love of learning together. To be their early learning center you should engage with your child. You should support their experiences on a daily basis. You should challenge their inquisitive minds. You should provide a rich learning environment. You should use digital devices and technology to let your child experiment and challenge themselves with app games that have a learning outcome.
Why Is Early Learning Important?
It is up to you to support an educating environment for your childâs early learning. You must understand that this is critical to you raising a young child through their preschool years to have the necessary early childhood development to be ready for school. It is this educating environment at your own home early learning center that you provide by supporting and assisting your child to learn pre-literacy and pre-numeracy skills. Every day you must create learning opportunities for your child. Remember everything they do is a learning moment in their early years development.
When Do Children Development Early Learning Skills?
It is during the first five years of your childâs life that their brain development is occurring most and they develop the skills they need to achieve in school. A lot of children enter kindergarten lacking basic language and social behavioral skills. They should be able to recognize and know letters, colors, numbers and shapes. They should also be able to mix and get along with other children, follow directions from teachers and display social skills. It is a known fact if children start behind they will most likely struggle and stay behind.
The Roll Of The Parent As The Early Learning Center.
As a parent acting as your childâs early learning center you are required to provide a broad range of opportunities, those teachable moments to prepare your child for school readiness. Your child gathers the foundations for school readiness long before they enter school so the early learning center you create is vital. To read more on why parents are the best early learning center download a free copy of my eBook How to Increase Your Childâs Learning and Fast Track Their Way To Success.


|Citation:||Schmidt, P. R. (2000). Teachers connecting and communicating with families for literacy development. National Reading Conference Yearbook, 49, 194-208.|
The author attempts to demonstrate how a few teachers successfully initiated communication with families from minority backgrounds. As a result of the communication strategies they employed, the teachers and families gained understanding of each othersÃ perspectives, and students' involvement in literacy activities significantly increased. Specifically, the communication strategy they used is known as the ABCÃs Model [from ABCÃs of Cultural Understanding and Communication (Schmidt, 1998)]. The model creates opportunities for cross-cultural comparisons of similarities and differences through the sharing of life stories. The subsequent reflection of teachers and families led to a modification of practice and the improved design of communication strategies. The study involved five teacher volunteers who each selected one challenging studentÃs family to work with. The researcher collected data through phone calls, letters, meetings, home visits, and teacher journals, which were then coded individually between the researcher and each teacher. The researcher concluded that families must have collaborative relationships with teachers in an atmosphere of mutual respect so their students can have optimal opportunities for literacy development. Though the small sample size and short term data collection period keep us from generalizing the results to other settings, teachers interested in gaining understanding of students and families from backgrounds different from their own may learn some promising strategies in this study.
The Connection Collection: Â©SEDL 2018


They are perfect for very early writers who are ready to make a story of simple sentences. Ask the kids to order the months from January to December by laying the pages out on the floor.
Baby Bird chick hatches from egg 8. The Little House Cookbook: Adorable 3 and four-step sequencing cards and puzzles for 24 different stories. Sample Lesson Choose a short story to read aloud to your students.
Your student will use the Sequencing Mats, sequence and then tell the story. Objectives illustrate important events in a story or in history. A Clean Car girl solves problem of dirty car 7. The DJ console was set up at the centre of the shopping arena. Ask students to write the steps in order in the squares.
This video is published with permission from the Balanced Literacy Diet. The puzzle format provides extra visual support for determining the correct order.
Penguin in the Rain penguin solves the problem of getting wet in the rain 2. If your student is practicing writing, have them write their sentence. Cut or tear out the pages from an old calendar.
Use these simple story picture cards instead! Post the letters in sequence: Social Studies Timelines are a great way to teach sequence in social studies.
Science Helping children sequence also develops their scientific inquiry skills. See many more related how-to videos with lesson plans in the Reading Comprehension Strategies section. Start with 4 large squares, for older students create more squares.
Next to each illustration tack one of the letter squares you created. Raj saw that a few people who initially belonged to the beach, had submitted themselves to the game.
My Hints and tips for attempting similar questions: Plant a Seed basic steps to grow a flower 5. Please take note again that these are very simple stories.
Read the statement on each illustration as you show it to students. The waves were high and so were the spirits. In advance of the reading, choose five 5 main events from the story and draw five simple illustrations of those events. Pond Life frog is sad without friends 6.
It assists with comprehension, especially for narrative texts. Hope you now got some idea on how to compose a story from the given picture with this example.
Tape the illustrations on a board, or tack them to a bulletin board.Writing Stories Worksheets and Printables. For some kids, creative writing comes naturally. For others, itâs a challenge that at times can be overwhelming and frustrating. Sequencing Worksheet - Race This running a race sequencing worksheet has four different pictures showing different steps of a boy running a race including getting in the starting stance, running in the race, crossing the finish line and getting a medal.
Nov 20, Â· In this page an example for writing a story by looking at a given picture, Check the below messy picture and write a story related to the situation depicted in not less than words. Image I have been interested in writing stories based on a simple pictures. The story and the tips have truly opened up my eyes.
Thanks a lot!
Little learners will find it easier to attempt to write if there is a controlled limit of detail in the sequence of events - this is why I have made the pictures straightforward and simple.
Each of the 9 stories includes:4/5(). 4-step sequence story pictures about everyday life events. Put the images in the appropriate order. Story Sequencing Speech Therapy Short Stories Write arabic Telugu Grammar Worksheets Preschool Imaginative Writing. Prica u slikama Find this Pin and more on Predskolarci by Ena Ena.
Look at the pictures in each section of this story sequence worksheet and write the numbers 1, 2 and 3 on the lines to put each set of pictures in .Download


Competency 5: Communication
Communication is the verbal, nonverbal, and written sharing of information. The communication
process consists of a sender who develops and presents the message and the receiver who
works to understand the message. Communication involves both the message (what is being
said) and the delivery method (how the message is presented). Health communication is vital for
influencing behavior that can lead to improved health.
Skillful communication is the ability to convey information to and receive information from
others effectively. It includes essential components of attentive listening and clarity in writing or
speaking for a variety of audiences. Other forms of communication, such as body language and
tone, are equally important. An understanding of the impact of culture, language, literacy level,
and disability on communication between MCH professionals and the individuals, families, and
populations they serve is also important.
MCH leaders will demonstrate a working knowledge of:
- Principles of communication for all modalities, including verbal, written, and nonverbal,
in various practice, policy, and research settings.
- Approaches to overcome communication challenges, such as literacy levels, disability,
cultural meanings, language differences, professional terms, and acronyms.
Foundational. At a foundational level, MCH leaders will:
- Share thoughts, ideas, and feelings effectively and with cultural and linguistic proficiency
in discussions, meetings, and presentations with individuals and diverse groups.
- Write clearly, effectively, and with cultural and linguistic proficiency to express
information about issues and services that affect MCH population groups.
- Understand nonverbal communication cues in self and others.
- Listen attentively and actively.
- Tailor information for the intended audience(s), purpose, and context by using
appropriate communication messaging. Audiences can include consumers,
policymakers, clinicians, and the public.
Advanced. Building on the foundational skills, MCH leaders will:
- Demonstrate the ability to communicate clearly through effective presentations and
written scholarship about MCH populations, issues, and/or services.
- Employ a repertoire of communication skills that includes disseminating information
in a crisis, relaying difficult news, and explaining opportunities and risks for health
promotion and disease prevention.
- Summarize complex information appropriately for a variety of audiences and contexts
Â« Previous: 4. Critical Thinking | Next: 6. Negotiation & Conflict Resolution Â»


Publication Date: April 3, 2005
This book champions the arts as essential to the Kâ12 educative process. Exploring apparently oppositional approaches to the arts and their role in education, it provides both an overview of arts learning in and out of school as well as a set of âartfulâ lenses through which to regard non-arts teaching and learning. With strong implications for practice, the work celebrates inquiry and multiple perspectives as it explores a range of reflections on art, artistry, artists, art education, and the methods and results of arts-related educational research.
Featuring discussions and illustrations of selected works of art by children and professional artists, the text:
Jessica Hoffmann Davis is a cognitive developmental psychologist and founder of the Arts in Education Program at the Harvard Graduate School of Education.
âIn this pathbreaking and graceful book, Davis resists the dualisms that distort and the ideology that politicizes conversations in the field. Instead, she challenges us to consider a paradigmatic shiftâa bold reframing of our viewâthat urges educators and policymakers to look to the arts for inspiration, innovation, provocation, and direction.â
Sara Lawrence-Lightfoot, Professor, Harvard University and author of The Essential Conversation and Respect
âJessica Davis takes her readers on an adventurous journey through the arts and art education in their interconnectedness: in museums, community centers, schools, and in partnerships with professional artists. She ends with a suggestive epiphany having to do with a âwheel of cultureâ with the arts at the center.â
Maxine Greene, Professor Emerita, Teachers College, Columbia University
â Framing Education as Art not only lets us see education as art, but art as education as well. Itâs a beautifully crafted work.â
â Elliot W. Eisner, Lee Jacks Professor of Education and Professor of Art, Stanford University


How to teach K and 1st grade togetherâMFWâs recommendations
A kindergarten child needs God's Creation from A to Z (K); a 1st grade child needs Learning God Story (1st). You can combine some of your teaching, but each K and 1st grade child needs to be taught reading/language arts and math at his level. (If you have pre-K and K children, see this post instead.)
The first year (K and 1st)
1. Teach all of MFW-K to your K child. Your 1st grader may also do the daily activity (science/Bible/art/etc.) but will not do K reading/language arts and math.
Note: If you taught MFW-K last year, you may omit some K daily activities this yearâthis assumes your now K child participated in some activities last year.
2. Teach all of MFW-1 to your 1st grader. Invite your K child to join you in all subjects except reading/language arts and math. (Some K children may find this to be an overloadâdonât push them to participate.)
Note: If you also have a 2nd-8th grader, you may omit the hands-on Bible activities and the science lessons in MFW-1. Instead, let your 1st grader join in some of the 2nd-8th grade hands-on activities and science lessons.
MFW-K Deluxe Package
MFW-1 Deluxe Package
The next year (1st and 2nd grade)
1. Teach MFW-1 to your 1st grader but only Bible, reading/language arts, and math.
2. Teach Adventures in U.S. History to both children. Do not expect the 1st grader to do any of the writing assignments in Bible or history.
Note: If you are also teaching a 3rd-8th grader, do not use Adventures. Instead, let your 2nd grader join his older siblings in the Family Learning Cycle. (A younger sibling does not begin with Year 1, Exploring Countries and Cultures; he joins his siblings in whichever year they are currently doing.)
3. For your 2nd grader, add math (Singapore), spelling (Spelling by Sound and Structure for Grade 2), and language arts (Language Lessons for Today Grade 2). Let your 2nd grader practice reading with lots of easy readers from the library.
Adventures in U.S. History Deluxe Package
Language Lessons for Today Grade 2, Spelling by Sound and Structure for Grade 2, and Singapore math
First Grade Student Materials, The Complete Book of Math
The third year (2nd and 3rd grade)
1. Both children have finished phonics instruction, so they can go into the same multi-age program. They will begin the Family Learning Cycle together, doing Exploring Countries and Cultures. This program is designed so that all subjects can be completed in 4 hours or less.
Note: If there are older siblings, 2nd/3rd graders join the older siblings' program rather than begin with Year 1, Exploring Countries and Cultures. (This assures that Mom is only teaching one of the Family Learning Cycle programs in any given year.)
2. Add math and language arts.
Exploring Countries and Cultures Deluxe Package
Math and language arts (Language Lessons for Today Grade 3, Spelling Power, 2nd grade spelling workbook)
The following years
Both children continue the Family Learning Cycle together (Creation to the Greeks, Rome to the Reformation, Exploration to 1850, and 1850 to Modern Times).
Math and language arts are always taught individually.
When you finish Year 5 (1850 to Modern Times) go back to Year 1 (Exploring Countries and Cultures) and cycle through Years 1-5 with all of your children who have not reached 9th grade. (An older child who has completed the five-year cycle will repeat, on a more advanced level, one or more of the years he was taught as a younger child.) When a child reaches 9th grade he is ready for independent work in our high school program.
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Recent research into human brain development is proving that parents truly are their childrenâs first teachers. Research shows that birth through age five is the most important time for children to develop their brains and attitudes towards reading and learning. What parents do, or donât do, has a lasting impact on their childâs reading skill and literacy. For example, there is considerable evidence of a relationship between reading regularly to a child and that childâs later reading achievement (National Research Council, 1998).
Research supports that positive early experiences forge the foundations for lifelong learning and behavior. And, to optimize the development of each child, a rich nurturing environment is required (Diamond & Hopson, 1998; Fischer & Rose, 1998). This section of our website provides information and ideas to help prepare children for school and encourage a lifelong love of reading.
Studies Demonstrating Impact of Dolly Partonâs Imagination Library
Everyone knows that strong reading and literacy skills are necessary for children to excel in school. What many people do not know, however, is that the process of equipping children with those skills begins as soon as they are born.
- Urban Child Institute Studies (City of Memphis)
2012 School Readiness Study
2014 Second Grade Follow-up Study
- Hamblen County P-16 Council 2010 Imagination Library Report
What Others Are Saying
- The National Early Reading Panel
The primary purpose of the Panel was to identify research evidence that would contribute to decisions in educational policy and practice which could help early childhood caregivers better support young childrenâs language and literacy development. The Panelâs work represents a major contribution to the early literacy knowledge
- Too Small to Fail
The organization promotes new research on the science of childrenâs brain development, early learning and early health, to help parents, businesses and communities identify specific actions, consistent with the new research that they can take to improve the lives of young children.
- Annie E. Casey Foundation
The First Eight Years: Giving Kids a Foundation for Lifetime Success
Children who arenât reading successfully by fourth grade are on the high school dropout track, putting them at an increased risk for poverty as an adult
Early Warning!: Why Reading by the End of Third Grade Matters (A KIDS COUNT Special Report from the Annie E. Casey Foundation)
- Zero to Three
A national, nonprofit organization that provides parents, professionals and policymakers with research-based information on best practices and knowledge about early child development, including current research supporting the critical role of early experiences in shaping brain development.
- The National Literacy Trust
A research review: the importance of families and the home environment. Parents are the first teachers and role models for their children, and therefore have a strong influence on their learning. In the last three decades, several strands of research have produced compelling evidence justifying a focus on the family with a particular emphasis on early years in order to raise literacy standards.


ERIC Number: ED353761
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
A Look at School-Based Practices from the Local Perspective: Decisions among Friends vs. the Weenie Factor.
Levine, Ned S.
The principal of a pre-K to grade 5 school in Arizona talks of ways to create responsive programs for special needs children. The school offers a special education preschool program and a totally integrated cross-categorical program for kindergarten through grade 5 which utilizes collaborative delivery systems and a consultative model of special education. The program encourages educational leaders to facilitate change by assisting building-based decision-making teams to design and implement programs. Evidence from business and educational research is offered to document the effectiveness of this approach. Critical elements in site-based decision making are discussed, including the planning process, a staff trained in group decision making, and shared beliefs about social systems. Potential benefits and risks of the site-based decision making process are noted. An addendum explains the four steps in community-based decision making and planning and four steps in developing action plans. (Contains 21 references.) (DB)
Descriptors: Administrator Role, Change Agents, Change Strategies, Cooperative Planning, Delivery Systems, Disabilities, Educational Planning, Elementary Education, Group Dynamics, Institutional Autonomy, Leadership, Models, Participative Decision Making, Preschool Education, Principals, School Based Management
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Note: In: Bunsen, Teresa D., Ed., And Others. Forum on Emerging Trends in Special Education: Implications for Personnel Preparation (4th, Washington, D.C., April 9-10, 1992); see EC 301 793.


Kids reach a point sometimes where they get so over school or kindergarten that their learning becomes a boring activity. They can become uninspired and unmotivated to do anything but sit at home and watch tv over the holiday period in order to take break.
Slothing around all day whilst on holidays doesnât do much for your child's brain and sometimes itâs up to the parents to help their kids get moving and excited by learning again. There are many ways parents can entertain their children over the school holidays and activate their mind without them even knowing that they are learning. Here are five awesome yet very easy ways you can inspire your children for school and make learning fun again this school holidays
Take Them On An Educational Outing
Get them out of the house with a trip to the museum, zoo or aquarium. Theyâll love exploring history, observing animals of different species or finding out things they may never have known about themselves. These places provide visitors with interesting information that will spark your child's curiosity and inquisitiveness.
Refresh Their Toy Collection
As children grow up and their minds develop, some toys become less age appropriate. Itâs very beneficial to update childrens toys and ensure that their minds are actively enjoying the interaction with new and different toys. However, taking them to a retailer can be challenge as they may never want to leave. Instead, you can get affordable kids toys online that your kids will love just as much.
Encourage Expression With Art
Art is a great way for your child to express themselves and show their creative side. It will build their self confidence and encourage them to explore new ways to entertain themselves. Take them to an art gallery for inspiration or a craft shop to gather materials like paints, pencils, canvases, sketch books and more. Creating their own pieces of work will keep their minds active in an enjoyable fashion.
Engage Their Brilliance With Board Games
Strategic thinking can be a boring topic of conversation between you and your children, so try using games and puzzles. You can get fun and exciting board games for sale that will engage their imagination, recognise their vocabulary or stimulate their numeracy skills.
Build Their Confidence With Constructive Toys
Constructive toys help to build your child's confidence through self expression and creativity. Your child can gain valuable skills and learn through reading instructions, demonstrating patience and taking initiative in their own projects. Building blocks for children are a great constructive toy that will benefit your child as they develop.


Texthelp's literacy support software designed to assist students of all ages who require extra help with reading and writing. The software assists people with learning disabilities by reading text aloud. Through the integration of ABBYY FineReader Engine, Texthelp is able to substantially increase Read&Write GOLDâs functionality and benefits to customers. The recognition quality gives users better quality of information.
Dyslexia is a specific learning difficulty that affects memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. Dyslexia can occur at any level of intellectual development. It is neurological in origin and is seen to run in families. It affects up to 10% of the UK & US population at some level and can affect anyone of any age and background.
Texthelpâs Read&Write GOLD software assists users with reading, writing or composing text. The Screenshot Reader allows users to read inaccessible text on webpages aloud. One of the many problems facing someone with dyslexia is that some webpages are built using inaccessible Flash or simply contain images that have text embedded within them. These texts are not able to be read by screenreaders and there-fore a student with reading difficulties is at a distinct disadvantage.
The Screenshot Reader allows a user to select an area of the page containing the text and have it spoken back to them with synchronous dual-colour highlighting. In addition to this the software offers support functionalities frequently absent in mainstream MS Windows and Macintosh applications including a host of study features to assist any user with research and composition.
The read-back facility alone is a perfect aid for research and proofreading - even the calculator and spellchecker have speech options. Coping with homophones and similar sounding words, can be especially difficult but the software's homophone feature allows users to identify and change words that are used in the wrong context. Read&Write GOLDâs scan and read facility ensures that books and reports are accurately scanned into MS Word, HTML, PDF or EPUB formats.
In order for inaccessible Web content like Flash to be processed and read aloud, OCR technology is needed to convert the images of text into text that can be processed and read aloud by Texthelpâs software. Graphics, images or pictures generally decrease the accuracy of recognition quality, putting the dyslexic user at a further disadvantage. The majority of student literature, whether books or the internet, contain graphic elements. This calls for OCR software that can recognise images as well as text without needing a lot of development.
Texthelp implemented ABBYY FineReader Engine, a SDK flexible enough for any type and size of application. ABBYY FineReader Engine can easily be integrated with most types of software architecture. It was important for Texthelp to find OCR software that could be implemented in their software without having to make significant development changes. One important requirement was to be able to read text within images. PDF conversion and field-level (zonal) recognition is the reason why ABBYY FineReader Engine is the perfect solution for the accuracy problems Texthelp wished to overcome.
ABBYY FineReader Engine has high quality recognition of zones, or snippets of images, containing valuable data. This data is converted through intricate algorithms and then made available to the users.
To ensure that users have the best possibility to receive correct information, accuracy is crucial. ABBYY FineReader Engine is based on ABBYYâs award-winning technology which ensures high accuracy.
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Not true with subtraction facts: 8 â 5 = 3 and 8 â 3 = 5 appear as two separate subtraction facts. They are to a young student in the same fact family, but students must learn both of these subtraction facts. There is no commutative property of subtraction. To complicate matters, students must also learn double digit subtraction facts subtracting a single digit (13 â 8 = 5 and 13 â 5 = 8). Ask any elementary math teacher â the vast majority will agree. Subtraction facts are kidsâ main adversary.
Is there a method to help kids to quickly learn many of their subtraction facts? Yes. There is!
Students still need to learn single digit from single digit subtraction facts (5 â 3 = 2 and 9 â 6 = 3), but those facts are much easier than single digit numbers subtracted from a double digit number (i.e. 17 â 9 = 8). There is a method that is very helpful in the latter case and adds numeracy skills of number sense and base 10 mathematics at the same time. This subtraction technique relies on student proficiency of the addition of two single digit numbers â a skill that is typically mastered well before working on subtraction facts.
This method is shown below using the math fact 15 â 7 = 8 with a typical subtraction fact format.
This method may appear complicated, but it has merit. After students are able to âMake 10â quickly, they become very adept at the process â and subtraction facts are quickly mastered. The math skill of âMaking 10â should be taught to mastery prior to using this subtraction technique. Skill practice sheets for âMaking 10â are available in the Formative Loop Numeracy Resources Library.
Teachers should show the process on a number line so kids visually understand the physical nature of the mathematics and why this process ONLY works when subtracting a 1 digit number from a 2 digit number.


Boys and music education: RMXing the curriculum
Music is central to the lives of most high-school boys. However, music education is a marginalised area of the curriculum, decreasing in popularity as students approach senior school and succumb to pressures to choose subjects perceived to be more useful in the 'real world'. While this process is common for both boys and girls, the drop-off is greater among boys, who sometimes construct music as a 'feminised' subject. Attempts to engage boys in music thus often involve music teachers trying to adapt their pedagogies to what they perceive to be boys' interests and learning styles. In some cases music teachers attempt to construct a 'connected' curriculum for boys in ways which accommodate, reinforce and reproduce hegemonic constructions of masculinity. This article argues that it is critical that the pedagogical practices music teachers deploy in order to encourage boys' engagement with the subject take into account the cultural implications of globalisation, media and music technology and capitalise upon diversity rather than participate in the reproduction of dominant constructions of gender. The article further argues that music eduaction, like other marginalised areas of the school curriculum, when demonstrating such nuanced understandings of youth cultures and their relationships to various constructions of young masculinities and femininities, provides an opening for the study of masculinity and gender relations in contemporary society in ways that can benefit both boys and girls.
Pedagogy, Culture and Society


Boston Public Schools has adopted Scott Foresmanâs âReading Streetâ series for K2-5th grade and the Open the World of Learning (OWL) curriculum for our K0/K1 students. Philbrick teachers utilize the workshop model for both reading and writing. In Readerâs Workshop, teachers focus on teaching students reading comprehension strategies and checking for studentsâ understanding within and beyond the text. The workshop begins with a mini-lesson that focuses on a reading skill or strategy. Students then break into small groups to do center or independent work. During this time the teacher takes small groups of students who are reading at the same level for small group guided reading instruction. Teachers aim to produce independent readers who can comprehend and appreciate a variety of genres. Writerâs Workshop is designed to teach students to write independently in a variety of genres. The workshop includes a mini-lesson, independent writing, conferring, and group sharing. Units of study vary by grade level, but generally include poetry, fiction, personal narrative/memoir, nonfiction, and informational writing (directions, recipes, letters, research papers, etc.). Teachers regularly hold publishing parties and invite families to celebrate studentsâ writing accomplishments.
In K0/K1 we use the Building Blocks curriculum and in K2-5th grade we use TERC âInvestigationsâ mathematics. Both curricula offer a conceptual way to learn and think mathematically. Investigations engages students in mathematical content as they develop number sense, learn to visualize and describe geometric relationships, and collect and analyze data. Students work together, use a variety of concrete materials and appropriate technology, and express their mathematical thinking through talking, drawing, and writing. There is a large emphasis on students attempting multiple strategies as well as explaining their mathematical thinking, and connecting mathematical concepts to other content areas.
Drumlin Farm The science curriculum uses Foss kits, which allow students to engage in hands on activities. The curriculum is inquiry based and students explore a variety of topics in life, physical, and earth sciences. We have a science specialty teacher who is responsible for teaching the majority of the curriculum. Our partnership with the Boston Nature Center, provides us with a naturalist who works very closely with our school and students with integrated literacy and science units. Students take a number of field trips throughout the year to support their classroom learning. The culminating science trip is for 5th grade students to travel to Ferry Beach Ecology School in Maine for a week of hands-on and classroom learning in a breathtaking setting.
Social studies is taught by classroom teachers who develop relevant lessons on local and world history topics in accordance with the social standards for their grade level.
Students are introduced to choral music, woodworking, and visual arts while at the Philbrick School.
Students are instructed in a skills-based physical fitness and activity program, which includes health and nutrition.
We have two resource room teachers who provide both push-in and pull-out supports for students on Individualized Education Plans. They meet frequently with the regular education teachers to plan cohesive lessons and provide accommodations, according to state requirements, to maximize student learning. We also provide Reading Recovery to our first grade students who may need extra support with literacy skills.
English as a Second Language (ESL)
Approximately 17% of our student population are English Language Learners. We have one ESL teacher who provides support with studentsâ listening, speaking, reading, and writing of English. In addition, teachers have been trained in providing support and utilizing important ESL strategies during regular education instruction as well.


Millions of children in schools enjoy music each day by singing a song during circle time, learning to play an instrument, or singing a part in a chorus. This month, musicians and music educators celebrate Music in Our Schools Month sponsored by the National Association for Music Education.
Music In Our Schools Month celebrates all the benefits of having quality music education programs in schools and encourages districts to maintain such programs at a time when many face tough budgetary constraints.
Music education supporters advocate the importance of exposing young children to a variety of instruments, choral arrangements, and styles of music to enhance their educational experience and foster their academic, social, and emotional growth.
These supporters insist that music is more than an enjoyable hobby â and there is some science to back up these claims.
A 2007 study published in the Journal for Research in Music Education tied quality music education instruction to improved academic performanceâspecifically, better scores on standardized tests.
A 2005 article in The Midland Chemist found almost all of the past winners of the Siemens Westinghouse Competition in Math, Science, and Technology for high school students played one or more instruments, supporting a long-debated connection between success in music and science.
Often times, teachers and parents themselves report that studying music teaches discipline, perseverance, and work ethic.
Florida mother Kerissa Blue credits music with instilling a list of positive traits in her 12-year-old son, including patience, teamwork, discipline, and respect. She also observed an increase in his reading comprehension. Her son Krystopher added studying music has helped him with his reading fluency, creating mental images, and recognition of patterns.
Krystopher previously learned to play clarinet and took private lessons four days a week for four years. He currently participates in his middle school band playing percussion. When asked what level of dedication is needed to be successful in music, he replied "A lot!"
In New Jersey, River Edge's Teacher of the Year, music teacher Kelly Dent said she enjoys watching students express themselves in a cooperative setting. She called those moments "pure magic."
"The experience can be as simple as performing a hand clapping game with a partner, or as complex as a four part canon, but the result is the same- an improvement in emotional well-being and enhanced sensitivity to the needs of others,â Dent said. âIn this way, music programs, especially those focused on making music, play an essential role in the development of social skills and emotional awareness in students."
In addition to the potential benefits of engaging in musical activities, exposing children to music at a young age may even open an avenue towards a career. Prior to entering the teaching profession, Dent herself played the French horn in a number of Broadway orchestras, including Wicked.
"As a child, I benefited immensely from musical experiences in my community,â Dent said. âI was able to travel the world, participate in summer music festivals, and eventually come to New York City to study. All of this was possible because of my early exposure to music lessons and ensembles."
Music therapy has proven to have some success among children with disabilities, as well. Children are drawn to the rhythm of the instruments and many find a way to communicate and open themselves up by singing or playing an instrument. Increasingly, schools and after-school programs for children with disabilities are incorporating music therapy and seeing great results.
Music In Our Schools Month aims to highlight the many benefits quality music education programs can have on children in America's schools. Supporters are already out there, raising money and awareness to maintain these programs â which they say is essential to a childâs mental awareness and development. Do you agree?
Jennifer Cerbasi teaches at a public school for children on the autism spectrum in New Jersey. As a coordinator of Applied Behavioral Analysis programs in the home, she works with parents to create and implement behavioral plans for their children in an environment that fosters both academic and social growth. In addition to her work both in the classroom and at home, she is also a member of the National Association of Special Education Teachers and the Association for Supervision and Curriculum Development.


The Flag of the United States of America features thirteen equal horizontal stripes of red alternating with white. The blue rectangle in the upper hoist-side corner bears fifty white stars representing the 50 states which make up the United States of America. The stripes represent the 13 original colonies which gained independence from Britain.
The design and colors of the US flag are similar to a number of other flags, including those of Liberia, Malaysia, Puerto Rico and Chile.
The first American flag came into being thanks to the need of having a national symbol as a result of the independence of the thirteen colonies from Britain.
The flag of the United States is variously known as the Stars and Stripes, Old Glory, and the Star-Spangled Banner. The most famous of the nicknames is Old Glory.
Who made the first US flag and when?
That who made the first US flag is in the realm of debate. However legend has it that Betsy Ross, a seamstress of Philadelphia, was the first to create the flag. According to another school of thought, New Jersey Congressman Francis Hopkinson was responsible for designing the flag.
History of the Flag
Since its first inception, the national flag of the USA has undergone several changes.
On June 14 (now celebrated as âFlag Dayâ), 1777, the Continental Congress passed the first Flag Act, which resulted in the establishment of a new flag for America. The act stated said that the flag would be made up of thirteen white stars on a blue box on a background in which thirteen red and white stripes alternate. In 1949 June 14 was officially declared Flag Day by the then American President Harry S. Truman.
With the entry of new states into the union, the US Congress decided that there should have one star for each state. Between 1777 and 1960 the US Congress passed several acts that changed the design of the flag and allowed stars to be added to represent the entry of each new state. The design has been modified to reflect these changes and the current flag comprising 50 stars 50 stars and 13 stripes has been in use since 1960 when Hawaii joined the union.
Significance of the colours
The colors of the US flag are also symbolic. Red symbolizes bravery, valour and zeal; white purity and innocence; blue loyalty, devotion, vigilance, perseverance and justice.
Respect for the flag
Display of the US flag is generally from sunrise to sunset. It should be pulled to the top briskly and lowered ceremoniously.When two or more flags are flown from the same pole, the US flag must be on top.
The flag, when flown at half-staff, should be raised to the peak for a moment and then lowered to the half-staff position. The flag should be again pulled to the top before it is lowered for the day.
The flag of the United States of America should be displayed daily on or near the main administration buildings of all public institutions and in or near every schoolhouse during school days.
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At Waynflete Infantsâ school we have a range of extra support groups running, some of which are explained below. It is our aim to provide all children with the support they need, so new interventions may be introduced to support individual children or groups of children. We make sure that all children are supported in ways that best suit their needs, in order to prepare them for the social and academic demands of school life and enable them to achieve their potential.
Current groups include â¦
Read Write Inc. top up sessions â 15 minute session based on the Read Write Inc. program to reinforce sound recognition, blending and segmenting skills through a variety of games. (Groups currently running in all year groups)
ARCH â A group of trained volunteers that support children who are less confident in reading. A variety of games and story books are used to develop key self-esteem, confidence and communication skills. (Groups currently running in Year 1 and 2)
Nurture Group âLittle Acornsâ â A Group to provide children with a safe and nurturing environment where staff focus on supporting each child to meet the social and intellectual demands of school life through play, cooking and turn taking activities. (Currently provided for children in all year groups)
For more information please see our Nurture Group page.
Numicion: Closing the Gap - A 12 week programme that uses Numicon to make the basic idea of number accessible to pupils experiencing difficulty in Maths. A detailed practical assessment is conducted at the start, where areas of difficulty are identified. These areas are targeted throughout the 12 weeks through carefully planned, practical based activities. Session are delivered by a trained member of staff. For more information on Numicon please visit https://global.oup.com/education/content/primary/series/numicon/?region=uk (Currently running in Year 2/1)
Fine motor â A variety of games and activities to develop the muscles in the hand and wrist to prepare children with the skills and strength to hold and control a pencil correctly. Activities include, Dough Disco, Tweezer games, bead threading. The Occupational Therapist toolkit is used to plan activities. (Groups currently running in Year R)
Gross Motor â Children experience a range of physical development activities that aim to enhance core muscles, coordination and balance. Sessions also involve activities that improve arm and shoulder muscles which in turn develops pencil control skills. Activities include, keeping a balloon in the air, playing on the trim trail, playing on the wobble board, stepping stones and ball games. The 'Physiotherapy DCD pack', 'School Physiotherapy Gross Motor Skills Development Information and Checklist' and 'Physiotherapy Exersize Programme for Schools' are used to plan activities. (Documents found at www.northamptonshire.gov.uk/localoffer) (Group currently running in Year R)
Writing Catch upâ Children are provided with the opportunity to practice their writing skills. Staff work on supporting children to think of sentences to write, remembering finger spaces, capital letters and/or full stops. This session also aims to develop letter formation and handwriting. (Group currently running in Year 1)
Maths Catch upâ A variety of games and activities to practice early numeracy skills, such as counting, recognising numbers, writing numbers and place value. (Group currently running in Year 1 and 2)
Speech and Language â Children work through recommendations from the Speech and Language Therapist with a trained Teaching Assistant. We have a very close working partnership with the Speech and Language Therapist where information gets passed on regularly. (Available to all children on the Speech and Language resister)
Socially Speaking Group â Children spend time within a small group of children playing a range of speaking and listening games. The games focus on developing confidence and self-esteem through discussion, role play and questioning. (currently running in Year R)


New app to transform orchestra practice in schools Dr Rebecca Dewey is a British Science Association Media Fellow, funded by University of Nottingham -------------- This morning at the British Science Festival, the audience were treated to some classical music. It wasnât just for enjoyment, but was to demonstrate a new orchestral music app called Syncphonia, launched by researchers at the University of Sussex. A collaborative effort between researchers from several disciplines, Syncphonia has been designed to allow more schoolchildren to take advantage of the experience of playing music in a group. Head of Music Professor Ed Hughes has interests in music education, specifically in helping children to perform music together as part of a group. When watching a school orchestra, he observed âthat some children were having a fantastic time but some were struggling. They couldnât keep up with the notes because the experience was so new to them. Music can give a huge benefit but these benefits are diminished when the players are stressed. We want people to enjoy playing the music more.â Cellist and Research Fellow in Music, Dr Alice Eldridge described their unusual approach to the design of the app: âWe didnât want to limit the potential for the students to be involved in the design process. We co-designed the app with the students to allow them to influence the way it turned out.â The researchers visited a school orchestra club over 5 weeks and took a new version of the app along each time. The students used the app and gave the research team their feedback. Dr Chris Kiefer, Lecturer in Music Technology, explained: âThereâs no time in a rehearsal to learn how it works, so the app has to be intuitive to use. It was an iterative design process. All children had input, expressed their interests and dislikes.â The final version involves the use of two separate apps; one for the conductor and one for the performers. The conductor can see the full score and choose which piece of music the students see in their app. They are responsible for starting the performance by tapping a beat on the screen to set the correct pace. Each performer selects their instrument and is shown just the music they need to play - performers can also choose the difficulty of their music according to their skill level. As the piece is played, they see the current bar highlighted in green, and as each note is played, a grey bar is displayed above it. The performersâ screens are synchronised and controlled by the conductor so students donât have to waste time finding the right place in the music: thereâs no paper flying around and no need to turn pages. This then frees up the conductor to support individual orchestra members who are struggling. Dr Kiefer emphasised the importance of flexibility: âThere is always the option to simplify the music. If you want, you can colour code the notes or replace them with penguins!â Following the five-week trial, initial findings suggest that the app removed barriers to learning and participation. For example, more children kept playing during rehearsal and did not give up due to losing their place in the music, and both the students and conductor reported that they could learn more complicated, or longer pieces without needing breaks, which are often disruptive. Dr Eldridge is confident that students will be able to transfer their new skills to paper music, as the apps mean children âwill have more freedom to look away from the music as you know you wonât lose your place when you look backâ. Anecdotal evidence is highly promising, with one child saying, âIâm going to be more confident using paper music nowâ after trying the app. The team are offering the app to local schools for free as part of a 12-month trial, and giving them a chance to develop it. The developers are currently working with pieces that are out of copyright, but their plan is to generate a library of scores for people to use that will be expanded as time goes on. The team also have plans to make the app compatible with other technologies: âthe app uses MIDI information, so you will be able to synthesise missing parts. People will be able to load in their own arrangements of music scores using software such as Sibelius. There is an element of flexibility.â Although the current focus has been on classical music, the designers are interested in expanding it to a whole variety of music styles.


Why Art Education?
At Wreay we value and celebrate art because:
- Art education brings all children together and offers a language that transcends race, language, age, and ability.
- The arts teach children that problems can have more than one solution, that there are many ways to see and interpret the world, and that the limits of language do not define the limits of our cognition.
- The arts help children find other ways of expressing their thoughts and feelings beyond the traditional.
- One of the first we did as human beings, was to draw and paint...tens of thousands of years ago. It's one of the first things that we do when we are babies. It's human nature.
Art can assist with, and enhance, all subjects; English, Maths and Science, even PE. At Wreay, however, we also believe that Art should be taught for Art's sake. Hence we have an artist in residence, who comes into school to work with each class for a whole half term, introducing children to a variety of aspects of art, but commonly, to see and to draw, to think and to paint, and to have ideas and to make.
Developmental benefits of Art Education: language development, decision making, problem-solving, critical-thinking, visual learning, inventiveness, creativity, empathy and social skills, cultural awareness and studies have shown that there is also improved academic performance.


By, Meredith Trevino, Fellow Alum and Recruitment and Data Coordinator
Teacher Education Programs
According to data, traditional teacher education program enrollment dropped 35% between 2009 and 2014. While this decrease seems extreme, it needs to be understood in the context of the fact that for multiple years, teacher preparation programs have been graduating close to twice as many teachers as are needed (Walsh). Teachers graduating from traditional teacher education programs arenât necessarily being hired either. According to data from 1999 to 2012, only 30% of the districtsâ new hires came directly from traditional programs (Walsh). Considering this, why is it so common to hear that there is a teacher shortage?
From Traditional Teacher Prep to Residencies
At the same time, most districts in the nation have struggled and continue to do so when trying to find enough certified teachers in certain subjects and have been unable to tap into a reliable and stable source of new teachers within those areas. School districts often have many applicants for elementary teaching positions but a lack of those applying for special education, math, science or teaching English language learners. While the number of people enrolling in traditional teacher education programs has been decreasing, there have been a number of non-traditional ways for people to become teachers through teacher residencies. Becoming a classroom teacher through a residency program is a relatively new and innovative model for teacher preparation that takes the general idea of a medical residency (practical, job embedded) and applies it to education. Many of teacher residency programs are trying to address the human capital needs for hard to fill positions while also working to better prepare pre-service teachers.
The Denver Fellows Residency
The Denver Fellows program has partnered with Relay Graduate School of Education to provide a teacher residency experience. The Denver Fellows Residency is a two-year program in which people spend their first year as a Denver Fellow, working with students in small groups while enrolled in graduate school. The second year of the program involves leading a full-size classroom and completing graduate work. After successful completion of the program, participants will receive a Colorado Teacher License, a Master of Arts in Teaching and an endorsement to teach either Secondary Mathematics, Secondary English or Elementary Education. Through the program, residents are able to start teaching students right away, learn and practice skills that they can bring into the classroom, and learn from teachers who have realized impressive outcomes with students.
Ostroff, C. (2017, August 21). Schools throughout the country are grappling with teacher storage, data show. CNN. Retrieved November 13, 2017 from http://www.cnn.com/2017/08/21/health/teacher-shortage-data-trnd/index.html Cantor,
D. (2017, November 3). 74 Interview: The Rigorous, Not-Easily-Defined Education Reform Philosophy of Harvardâs Jal Mehta. The 74 Million. Retrieved November 10, 2017 from https://www.the74million.org/article/74-interview-the-rigorous-not-easily-defined-education-reform-philosophy-of-harvards-jal-mehta/
Guha, R., Hyler, M., & Darling-Hammond, L. (2016, September 15). The Teacher Residency: An Innovative Model for Preparing Teachers. Learning Policy Institute. Retrieved November 13, 2017 from https://learningpolicyinstitute.org/product/teacher-residency
Newman, K. (2009). Teacher Training, Tailor-Made. Education Next. Retrieved November 13, 2017 from http://educationnext.org/teacher-training-tailor-made/
Walsh, K. (2016, December 2). The national teacher shortage is a myth. Hereâs whatâs really happening. Washington Post. Retrieved November 16, 2017 from https://www.washingtonpost.com/opinions/the-national-teacher-shortage-is-a-myth-heres-whats-really-happening/2016/12/02/58fac7d0-b4e5-11e6-a677-b608fbb3aaf6_story.html?utm_term=.02d86b2a6ecb


When are playing together in the classroom they learn to take turns, shared things and playing with others in general helps them develop social skills.In an early childhood classroom, teaching young children mathematics somewhat easy and in some cases not so much.
Getting children ages three to four year olds to learn their numbers and one to one correspondence can be a challenge, but it requires patience to teach the children the meaning of number awareness.You are setting up children for a lifetime of learning and you should create excitement around what you.Essay about Early Childhood Education.Responsibilities of the preschools in the development of early childhood education.
Early childhood education - WikipediaThis handout will focus on one area with ethical implications of many key issues in infant, toddler, or early childhood growth and development.
You will begin with an introductory paragraph on why the topic you selected addresses developmentally appropriate expectations for the age group you have chosen.Jaymie US You helped me meet my obligations as a student when I was unwell.Young children are not only growing physically during early childhood, but they are also growing mentally.In this Project, you will develop an appealing and informative handout for parents offering developmentally appropriate tips for dealing with health and safety.Next, you will give specific health and safety tips for parents based on your topic.The NAEYC web resources in the reading this week should help you to ensure that your contributions and ideas are developmentally appropriate and inform ethical considerations.Montessori insisted that through proper early education, underprivileged and cognitively impaired children could be successful if they were given a chance to learn.
She was a tireless child advocate and believed that all children deserve a proper education.I cannot even remember the time I spent with my parents, because it was so brief.Early childhood behavioral problems are often difficult to define, since many behavioral issues are part of the normal childhood development process.
Back-to-Basics: Play in Early Childhood: By Jill Englebright Fox, Ph.D. Kyle plays with blocks and builds a castle.
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Create activities that children are actively involved in learning something new, such as how to count and recognize numbers.Essay on My Earliest Childhood Memories azseo September 22, 2014.Then, parents can know what their child should focus on studying.Printed materials and images are strongly important in an early childhood classroom.
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Supporting your Grandchild Develop Their Reading, Writing and Numeracy SkillsLearn
posted September 10th 2018
As our grandchildren return to school weâll see and hear lots about how we can support them but what about the little ones who havenât yet started school, how can we best support them develop their skills?
We spoke to our friends at The Creation Station and they shared their views on helping them develop their reading, writing and numeracy skills, hereâs what they saidâ¦
Even without a formal teaching environment your grandchild is always learning, absorbing information about their world as they explore. Your grandchild is learning through play.
Alongside reading with your grandchild, you can help your grandchild understand the word around them and build their confidence by exploring shapes, helping them make marks and ultimately form letters.
Exploring and understanding shapes can help your childâs development in the following ways:
Try to describe the environment around you without using a shape description? Our world is made up of shapes and so it is helpful for our grandchildren to be able to describe and understand what they see and feel.
When looking at shapes, we can look at which ones are the same and which ones are different. This can support your grandchild as they will start to group things together which is important when they learn how to count, add and subtract. It also starts to develop their analytical skills.
Practice for numbers and letters
All letters are made up of shapes. By exploring these shapes together your grandchild gains a better understanding of how to form letters. As they start to learn about shapes they start to learn about the number of sides a shape has and this, in turn, supports their understanding of what counting is and why itâs helpful.
Here are some simple steps to help your grandchild read and write;
â Start with exploring shapes and marks
â Describe the world around you
â Encourage mark making
â Create with shapes
â Create your own shapes
â Recognise differences and similarities
â Match, sort and count
â Play with shapes
â Make marks with friends
â Experiment with new shapes
â Count together
â Have fun together
â Read together
â Mark making develops kids writing skills
The award-winning The Creation Station programme of âShimmy Shimmy Shapesâ is designed to support you and your grandchild through fun, hands-on creative journeys of exploration, discovery and development. To find out more visit their website.
If you or someone you know would love to run their own fun, flexible and creative business with lots of support, find out more by downloading an information pack through our website.


This three-session course covers the fundamentals of teaching reading in an abbreviated format. It is neither as extensive nor as deep as the CORE Elementary Reading Academy; however, it can serve as a review or a short overview of five critical topics: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The course addresses the foundational concepts regardless of the grade level of participants, covering the early grade basics as well as adolescent literacy and intervention topics. The topics are aligned to Common Core State Standards or your stateâs standards.
- Session 1 focuses on phonemic awareness and phonics.
- Session 2 focuses on multisyllabic words and fluency.
- Session 3 focuses on vocabulary and comprehension, with an emphasis on strategies that help students understand either narrative or informational text.
- Understand the basic principles of five critical reading foundational skills.
- Leave with models for developing vocabulary and teaching literature and informational texts.
- See models of instructional lessons.
- Practice specific routines
Audience: Limited to 45 participants, administrators, and teachers
Format: Three sessions
Materials: Teaching Reading Sourcebook; Assessing Reading: Multiple Measures; CORE Blending Routines DVD, Foundational Skills DVD; Participant Resource Guide


Preparing them for using the numerous forms of technology that are present throughout today's society.
Science can spark in kids' minds that they, too, can help solve the world's big problems.
To help develop large motor skills and the gain of self-respect, self-control, self-defense, self esteem, focus, confidence, and courtesy.
Research shows that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas.
Numerous studies have shown that students who are exposed to reading before preschool are more likely to do well in all facets of formal education.
Kids naturally love art! Plus programs in art education can potentially help students to excel in other academic areas, particularly in reading and mathematics.


Date of this Version
Young Children (July 2014) Vol. 69, No. 3, pp. 40-46
DUAL LANGUAGE LEARNERS (DLLS) are part of the educational landscape across the United States. Public school enrollment of dual language learners increased by 51 percent from 1997 to 2008 (NCELA 2011). At the same time, students who are DLLs meet the same academic standards as English-only students after an adjustment period (Goldenberg 2008). The challenge for our schools and communities is educating all students while helping DLLs close the gap in language and cultural understanding so they can succeed in the American educational system. Research suggests that working to close the achievement gap during regular school hours only is not enough (NCES 2011). Families have a major impact on young children's literacy achievements, and their participation in extending learning, setting expectations, and building cultural capital outside of school is vital. Cultural capital is the knowledge that has value in a given society. Helping families develop literacy strategies and an understanding of the US school system enables them to better support and extend their children's literacy development.
Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social and Philosophical Foundations of Education Commons


Learn piano in a fun social group atmosphere! Group piano class provides students with an excellent introduction to the keyboard and prepares them for more serious private study as well as playing in a band/ensemble. Most importantly, students will begin to develop the skill of playing music with their peers which provides a lifelong benefit.
B2R takes a modern approach to keyboard education and students will benefit from our carefully thought-out curriculum that incorporates all of the latest software and music technology. Using digital keyboards, students will be able to simulate a wide variety of musical instruments and styles (rock, orchestral, etc.). They also will gain exposure to modern music-making techniques using programs such as Reason and ProTools.
B2R teachers will focus on developing the studentsâ core keyboard skills: hand position, note-reading, chord vocabulary, rhythm, and theory while rehearsing a repertoire of rock and pop and classical songs.
Each class will give a performance upon completion.
- A well-balanced music education consists of Music Theory, Technique and Repertoire.
- Students learn faster playing music they like.
- Simplified versions of modern songs allow students to see results more quickly.
- Audio recordings of each simplified arrangement are available to students. This allows them to hear how their part should sound.
- Lessons are catered to the needs of each student's learning style.


Definition of Educational activity
1. Noun. The activities of educating or instructing; activities that impart knowledge or skill. "Good classroom teaching is seldom rewarded"
Generic synonyms: Activity
Examples of category: Education, Point System, Education, Academic Program, Department Of Education, Education, Education Department, Tuition, Tuition Fee
Terms within: Classroom Project, Classwork, Homework, Prep, Preparation, Lesson
Specialized synonyms: Coeducation, Continuing Education, Class, Course, Course Of Instruction, Course Of Study, Elementary Education, Extension, Extension Service, University Extension, Extracurricular Activity, Higher Education, Secondary Education, Team Teaching, Work-study Program
Derivative terms: Didactical, Educate, Educate, Educational, Educationalist, Educationist, Instruct, Instructional, Pedagogic, Pedagogical, Teach
Educational Activity Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Educational Activity Images
Lexicographical Neighbors of Educational Activity
Literary usage of Educational activity
Below you will find example usage of this term as found in modern and/or classical literature:
1. Comenius and the Beginnings of Educational Reform by Will Seymour Monroe (1900)
"... early training in Spain and France â educational activity in Belgium and England â Views on the education of women â Theory of education â Comparison of ..."
2. Studies in History, Economics, and Public Law by Lawrence Henry Chamberlain (1912)
"CHAPTER VI educational activity 1. Institutions. The first school was opened in Aton in a private residence shortly after the settlement was formed. ..."
3. An American Town: A Sociological Study by James Mickel Williams (1906)
"THE SOCIAL WELFARE: CULTURE: educational activity. The purpose of education, ... Phases of educational activity which can be correlated with ..."


New Education Policy (NEP) 2016 is being worked upon and it suggests lot of changes to increase the quality of education and provide education to the students to match the global standards.
Originally, the National Policy on Education (NPE) is a policy formulated by the Government of India to promote education amongst India's people and also to keep a check on the quality of education provided to the students across the nation. The policy covers elementary education to colleges in both rural and urban India. The first NPE was promulgated in 1968 by the government of Prime Minister Indira Gandhi, and the second by Prime Minister Rajiv Gandhi in 1986.
Employability and current quality of education have emerged as the core concern in this policy, and rightly so because the global business demands high quality of education and work specific force. This new version of education policy suggests:
1.No university can affiliate more than 100 colleges. Some existing Universities have as many as 740 colleges under the affiliation of a single university. In such cases the university needs to come under scanner and needs to be reconstructed. This step has been taken to avoid fake colleges that dupe the students and their future is at stake.
2.This policy has also introduced courses in collaboration with many foreign universities as the students who enroll for these courses will get an opportunity to study semesters abroad. This will be implemented in order to provide learning experience to the students by studying abroad. Many courses of various disciplines in collaboration with the foreign universities will be introduced.
3.This policy will also evaluate the academic performance of the teachers so that it can regulate the faculty as per the education demands.
This draft of education policy has been opened for suggestions from the general public till July 31, 2016. For more such updates on news across the nation, take a halt at Brainbuxa.


Teaching & Learning
The Vision â âLearning to Leadâ
At Brookside College the fundamental purpose of education is to produce the quality of leadership; the capacity and commitment to act for oneâs own good and for the common good.
To provide high quality, inclusive and engaging educational experiences that create C21st leaders.
Teaching and Learning
Brookside College â A Student-Centred School
We believe that engaged learning occurs when the lives, knowledge, interests, bodies and energies of young people are at the centre of the classroom and school.
As educators at Brookside College we;
- appreciate the singularity and importance of each student
- comprehend the vital importance the teacher-child relationship
- have an understanding of developmental issues and recognise that any educational approach must be well matched to the capabilities of each student
- value the strengths of each student and seek to nurture them
- understand the context in which teaching and learning takes place and within that context bring something of value to all students
- have a deep sense of the joys and responsibilities of being a caring adult in the life of the student.
To meet the needs of all students at Brookside College;
- Learning takes place anytime/anyplace
- Students demonstrate mastery/competency
- Learning is personalised
- Students lead and have voice
Brookside College we believe that;
- all people can learn
- learners are active participants in their learning
- learning is constructed within a socio-cultural context
- learning is independent, interdependent and instructional
Learning at Brookside College
At Brookside College our curriculum is structured around the UNESCO Four Pillars of Education for C21st learners;
- Learning to Know â the acquisition and development of knowledge and skills that are needed to function effectively in the world including literacy, numeracy and critical thinking
- Learning to Do â the acquisition and development of skills that enable individuals effectively participate in the global economy and society including leadership, vocational and technical competencies
- Learning to Live Together â the development of social skills and values that enable individuals and communities to live in peace and harmony
- Learning to Be â activities that promote holistic personal development
At Brookside we believe in creating confident communicators, imaginative thinkers and informed citizens. It is through the teaching of English that individuals learn to analyse, understand, communicate and build relationships with others and with the world around them. English is an essential component of the curriculum and teaches students to understand how the English language is used through the many different social contexts and specific purposes for reading and viewing, speaking and listening, writing and creating.
Teachers plan the English curriculum to help the young people at Brookside College develop the knowledge and skills needed for education, training and the workplace. We help them become ethical, thoughtful, informed and active members of society.
The teaching of the curriculum is differentiated through the exposure of various texts and forms of multimedia. Students work both independently and in collaboration with their peers to share and discuss their understanding and creation of literature.
At Brookside the Mathematics curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, modelling and problem-solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently. Being a P-9 College we ensure students acquire specialist knowledge and skills in mathematics which will provide the opportunity for further study.
It is important that students see connections and apply mathematical concepts, skills and processes to pose and solve problems in not only mathematics but across other areas of the curriculum. We want our learners to develop useful mathematical and numeracy skills to include in their everyday life.
To support the individual growth of students teachers plan and implement lessons that cater for individual differences. Students participate in problem based learning and are provided with the opportunity to develop their mathematical reasoning and vocabulary through regular number talks.


Winter holidays provide an excellent opportunity for families and friends to spend time together. There are many fun learning activities that families can do.
Literacy is one of the greatest gifts that adults can share and benefit from with their families.
Try the following activities to encourage family literacy over the holidays:
- Make a list, check it twice: As a family, write out lists together â wish lists to Santa, shopping lists, or even New Yearâs resolutions!
- Watch a book: Many classic holiday stories have been adapted for the big screen. Read these stories with your kids first, then watch the movie; Rudolph the Red Nosed Reindeer and The Grinch Who Stole Christmas are classic favourites.
- Signed, sealed, delivered: Do you have a stack of holiday cards that need to be prepared? Ask your family to help you write out greetings and addresses, or stamp envelopes.
- How many shopping days left? When shopping for gifts or holiday party supplies, ask your kids to count out the change required to make your purchase. You can practice numeracy skills by keeping track of spending before you reach the cash register.
- Dear Grandma: The holidays are a great time to write a letter or email to a loved one. Have everyone in your family contribute at least one paragraph on what they have accomplished over the last year.
- Holiday scavenger hunt: Create a list of holiday and winter-related items around your home. Give the list to your family and have them find all the items on the list.
- Jack Frost nipping at your nose: On cold winter days, snuggle by the fire with a good holiday book and a cup of hot chocolate. Donât forget the marshmallows!
- Make reading a key ingredient: Following a recipe is a great way to practice reading, comprehension and math skills. By baking holiday cookies or cakes, you can get the whole family involved.
- Sing Christmas carols: Get together with your neighbours and go door-to-door singing carols. Singing encourages learning patterns of words, rhymes and rhythms, and is strongly connected to language skills.
- Play for Literacy! Put on your pajamas and have a family game night. Each family member chooses a game, such as a board game or card game, then have fun playing all night long!


Augmentative and Alternative Communication: Models and Applications for Educators, Speech-Language Pathologists, Psychologists, Caregivers, and Users aims to be the primary text for graduate courses in augmentative and alternative communication (AAC). The book contains 13 chapters - the ideal length for a 13-week semester course - that provide an in-depth overview of the subject. Each chapter also includes a section with practical applications and potential class activities. The author, Filip Loncke, PhD, has practiced and conducted research in AAC and AAC-related matters since 1990 and has taught AAC courses at the graduate level since 2000. Dr. Loncke recognized that due to the ever-evolving nature of the field, which in many ways is linked to developing technology, it was crucial to develop a book that details the framework of how communication is shaped by internal and external factors (including technology) and how communication affects social functioning as well as other (mainly cognitive) functions.The text references psycholinguistics, communication sciences, social psychology, and other disciplines to explain AAC and provide students with a thorough review of the subject.
Filip Loncke has practiced and conducted research in AAC and AAC-related matters since the 1990s and taught AAC courses at University level (graduate level) since 2000.
Introduction Acknowledgements Chapter 1. AAC: A General Introduction Chapter 2. Access, and Message Management Chapter 3. Non-tech, Low-tech, High-tech, and Mobile Computing Chapter 4. The Use of Symbols Chapter 5. Vocabulary and AAC Chapter 6. AAC Intervention at the Prelinguistic Level Chapter 7. Language Intervention and AAC Chapter 8. AAC and Intervention with Acquired Communication Disorders Chapter 9. AAC and Literacy Development Chapter 10. Augmentative and Alternative Communication and Natural Speech Chapter 11. AAC and Assessment Chapter 12. AAC and the Community Chapter 13: The AAC Experience Index


Evaluation of the Milwaukee Community Literacy Project
The Milwaukee Community Literacy Project supports 300 struggling readers in kindergarten through 3rd grade in reaching proficiency through support in three spheres: the school sphere, the community sphere and the family sphere.
The school sphere provides targeted students with a reading intervention through one-on-one tutoring following a research based structure provided by trained tutors. The community sphere provides one-hour supplementary reading sessions three times per week after school using a project based learning approach and providing increased independent reading time.
The family sphere includes regular contact with parents and home visits to increase parent skills in supporting their child's literacy education.
The goal of this project is to demonstrate an impact on improving student growth in reading for high-need students by expanding the implementation of and investment in community literacy.
The objective to significantly improve reading performance of K-3rd grade students through literacy work in three spheres.
Participating students will be reading at grade level by the beginning of fourth grade putting them on the right path to academic success.
The Milwaukee Community Literacy Project (MCLP) is a partnership between the Boys & Girls Club of Greater Milwaukee (BGCGM), the Milwaukee Public Schools (MPS), and the Value-Added Research Center (VARC) in the Wisconsin Center of Education Research.
One of only 49 projects funded by an Investing in Innovation (I3) grant, of 1,600 proposed, this five-year project will provide intensive literacy instruction to students in Kindergarten through 3rd grade across seven low-performing Milwaukee public schools.
A random selection of participants in these schools will receive intensive one-on-one tutoring, after-school literacy instruction designed to promote a love of reading, and family literacy supports designed to promote literacy development at home.
VARC's summative evaluation of the MCLP will utilize a randomized-control-trial (RCT) design, with more than 300 students randomly selected to participate each year, to determine how much of an impact the MCLP has on student reading achievement. Further, VARC will be conducting a formative evaluation which will include studies of fidelity of implementation and how to foster effective district-school-parent-community agency collaboration.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Reception / Year 1 English Plans (Set A)
Children listen to and read a wide variety of traditional tales and compare them with Philippa Leatherâs wonderful Black Rabbit. They then read and recite Emily Gravettâs Wolf Wonât Bite before using it as a model for their own scary animal story.
Using texts about Mums, Dads and Babies, children talk and write about their families, and author their own stories too. The focus is on extending and punctuating sentences using a range of texts to help support learning. These texts are: My Mum and My Dad, both by Anthony Browne; My Mum and Dad Make Me Laugh by Nick Sharratt; A Bit Lost by Chris Haughton.
Letters and postcards are fun to write and exciting to read. Children will learn how to format a letter and postcard, understand why people write to each other and be aware of the different types of sentences that authors use. Children will be confident at using and to join two ideas together into a compound sentence. Chidren will practise handwriting skills to develop a fluent style of printed script. Books required are Barbapapa by Annette Tison and Two Can Toucan by David McKee.
Using information texts including National Geographic African Animal Alphabet to support them, children focus on alphabetical order and use this to help write a class African Alphabet book. They develop their ability to write fluently by extending sentences and punctuating with exclamation and question marks.
Nonsense poems are enjoyable to listen to, write and perform. Using poetry by Edward Lear, children will be able to write questions, statements and exclamations. They will be able to compose their own rhyming poem. The children explore Learâs poem called The Quangle Wangleâs Hat and use it to learn about sequencing, writing a character profile and learning a poem by-heart.
In this unit children will sing, dance and enjoy a variety of familiar and new Action Poems. They will refine the skills of working collaboratively to enhance their performances, and be able to compose their own versions of known action poems. Children will develop an understanding of using capital letters to spell proper nouns, and how to use exclamation marks in sentences.