Of all the things that are “taken for granted” in the world of education, Bloom’s Taxonomy has to be at the top of the pyramid — pun intended.
In 2017 Doug Lemov of Uncommon Schools published a very intelligent take-down of this educational holy cow. He makes the observation that knowledge/remembering being at the bottom of the pyramid is misleading for a lot of teachers — they assume that this position means that it is a “lower” cognitive skill.
Ron Berger’s critique at EdWeek instead points out that modeling and creating are the ways we typically learn outside of the traditional K12 setting. By putting them at the top of the pyramid, teachers may wait too long before engaging students in these kinds of activities.
The pyramid, first published in 1956, is basically a progressive model for understanding the learning process. In my experience, even schools that do not consider themselves progressive still employ the framework without too much hand-wringing.
Cognitive neuroscience is showing us that these processes really can’t be split into neat levels. Knowledge needs to be used in order to make it stick, and this in turn leads to greater understanding. By chunking processes that have become automatic through practice, our brains are then able to take on more and more complex tasks.
Bloom’s Taxonomy makes an appearance in a recent ed policy paper published by the Pioneer Institute and authored by Theodor Rebarber and Neal McCluskey. It contrasts the results of two educational reform initiatives that have gained traction since the early ’90’s. The first is the standards-driven approach, which culminated in the Common Core State Standards. The second is the school choice movement, exemplified by “voucher” programs, Education Savings Accounts, and charter schools.
In first part of the paper that the authors document what I think is sometimes an underappreciated dimension of CCSS. Namely, that they instantiate Bloom’s Taxonomy in law. The authors then take a close look at how CCSS math standards have actually lowered the bar for math proficiency vs. international benchmarks. This happens because students are expected to take the abstract step of talking about how they solve problems vs. demonstrating the ability to solve problem.
The authors did not apply a similar scrutiny to the ways in which ELA Common Core Standards have incorporated Bloom’s Taxonomy as they were out of the scope of the analysis.
Based on what I’ve seen of the ELA standards, I think the same issue is at work. The goals of the Common Core program were lofty and the designers meant well. In some places, the standards may have improved instruction. But the damage to education is that a particular pedagogical approach, en vogue in the 1950’s, has been instantiated into law.
As much as I’ve promoted better understanding of the science of learning among leaders and teachers, I wanted to just take a second to note that no matter how “settled” the science of phonics, knowledge-building, field trips, or anything else I like is, I don’t think any of it should be mandated. I think that in a free society we should speak up about what we think, share it with people that we care about, and use persuasion, not compulsion.
I hope that my fellow-travelers who are (quite rightly) excited that (for now) phonics seems to be winning the reading war will remember what it was like to be on the losing side, and refrain from lobbying for phonics instruction mandates. Doing so will lead to a backlash, and likely relegate phonics to the kooky fringes once again.


Types of Homes
For thousands of years, people moved from place to place, living in tents or even in caves. They traveled in search of food. When people learned how to grow crops and keep livestock, they could settle down in one place. They began building permanent homes.
The first homes were simple one-room structures made from clay or wood. Later, people learned to use other materials, such as bricks, cement and glass. But even today, homes look different from place to place. Even in the United States, a home you’d see in New England looks very different than one built in Tucson, Arizona.
What determines the type of homes built in a certain area? The first consideration is the climate. If you live in the Arizona desert, you don’t need to worry about cold winters. Instead, you need a home that will stay cool. In areas that experience yearly flooding, such as Southeast Asia, homes are built on stilts so the water runs beneath them.
The next consideration is the types of materials available. Trees are scarce in the desert regions of Africa. Many people here live in homes made of mud and grasses. People living in the mountains often build homes made from rocks and timber.
- Hong Kong is a crowded city and homes are very expensive. Many people live on small boats, called sampans, which float in the harbor.
- People living in large cities often live in town houses, row houses or apartments. These homes take up less room so more people can live in one space.
- In England and other parts of Europe, you can still see cottages built with thatched roofs. The roofs are made from water reeds or grasses. Thatched roofs are waterproof, but they burn easily.
- In Mongolia, nomadic tribes live in domed tents called gels or yurts. These homes are covered with cloth insulated with wool or fur. The homes are open with a stove in the center for cooking and heating.
- The Bagobo tribe in the Philippines lived in tree houses, which kept them safe from snakes, dangerous animals and enemies. Today, the tree houses are mostly used for rest and play.
- Many people around the world live in caves even today, but these homes are anything but primitive. In Southern Spain, for example, people have built spacious, comfortable homes in caves.
Visit the University of Chicago for lesson plans and photos about houses around the world.
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Declan, Tobin. " Fun Types of Homes Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 28 Feb 2020. < https://easyscienceforkids.com/types-of-homes/ >.
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10 Toys that Stimulate Your Child’s Curiosity and Motor SkillsHelp your child reach his milestones! Get him moving and exploring with these toys.CREATED WITH VTECH
Babies grow and learn at an amazing rate so encourage his sensory development and mastery of movement with age-appropriate toys. Babies and toddlers will benefit from those that rouse curiosity and stimulate his gross motor skills (like rolling over and sitting). As they get older, introduce toys that challenge his imagination and hone his fine motor skills (those that make use of fingers and hands).
The following toys aren’t just suitable for one stage of your child’s life—as your child grows, he or she will discover more things about each toy that match his or her growing skill set.
First Steps Baby Walker
This sturdy walker is a great companion for babies who are just learning to get up and go. A step up from the traditional walker, it also features a detachable learning center—introducing numbers, shapes, colors, and more—which babies can use even before they start cruising.
Baby Bear Laptop
6 months-3 years
Encourage both sensory and motor skill development with the roller-ball paw and movable mouse built into this laptop. The peek-a-boo effect ensures endless fun for your little one!
Sort & Discover Drum
6 months-3 years
Aside from developing fine motor skills with the shape sorter, your child can also tap the drum to make fun sounds and sing along to the songs and melodies.
Sort & Learn Car
Encourage learning through this fun toy, which plays music and sound effects whenever shapes are inserted through the windows. The car also plays a catchy learning song when pulled, while the built-in piano keys teach colors and musical notes.
Tiny Tot Driver
Beep beep! Your kid will get a kick out of imitating your driving skills! This features interactive buttons like a horn, traffic lights, ignition key, and steering wheel, and teaches kids about animals, colors, and numbers.
18 months-4 years
This pull-and-learn alligator will get your child interested in his ABCs. Featuring 26 letter buttons and five play modes, the alligator also has moving parts (a mouth that opens and a tail that lights up) that will keep your little one curious and entertained.
Touch & Teach Word Book
18 months-4 years
Introduce your child to his or her first 100 words, guided by VTech Smart Cubs Cody and Cora! This toddler-friendly toy book has touch-sensitive pages that engage your child with sounds, music, and words.
My First Tablet
This toddler-friendly tablet has a cute bear character mode selector, amusing word and number activities, and even a virtual camera.
Toot Toot Drivers Press and Go Launcher Deluxe
More than being a source of entertainment (launch the car over the springboard ramp! Crash it into the crash platform! Activate phrases and melodies!), this toy introduces the concept of cause and effect. Bonus: The launcher is detachable and can be used with other Toot Toot play sets.
Tote & Go
Big kids will feel all grown up with their very own laptop, which can be personalized with their name, age, and more. With plenty of interactive activities focusing on words, basic math, and problem solving; built-in songs and games; and a four-directional mouse, this laptop is a big help when it comes to hand-eye coordination and logical thinking.
The right toys don’t just keep kids entertained, but also provide a fun environment that helps kids improve their skills and give them a healthy appreciation for learning. Check out the edutainment products by visiting VTech in Kids Company's website.


Planet Earth – Free Printable Worksheet Hidden Words Game
Planet Earth – Free Printable Worksheet Hidden Words Game. Our search a word puzzle game about Earth is FREE to download and print!
This printable worksheet hidden words game is designed to help kids, from preschool to 5th grade, learn about the Earth. This activity can teach them about science and widen their vocabulary. It is a fun and enjoyable way to learn about the earth!
Our home – Earth, may seem like a familiar topic but there is a lot to know about it. Find out more with the printable worksheet hidden word puzzle.
Planet Earth Free Worksheet for Science
Read out more facts about earth here.
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Declan, Tobin. " Planet Earth - Free Printable Worksheet Hidden Words Game - ." Easy Science for Kids, Feb 2020. Web. 17 Feb 2020. < https://easyscienceforkids.com/planet-earth-free-printable-worksheet-hidden-words-game/ >.
APA Style Citation
Tobin, Declan. (2020). Planet Earth - Free Printable Worksheet Hidden Words Game -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/planet-earth-free-printable-worksheet-hidden-words-game/
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In this paper we explore the potential of 3D printing in the context of preschool music learning, with the aim of making visible its educational value. After analyzing embodied and enactive approaches in preschool and the adoption of tangible interfaces for music education, we review novel technologies in the field of additive fabrication and 3D printing and highlight their potential for music learning. Subsequently, we propose didactic experiences based on a manipulative approach and using already-available or user-customized 3D models. Finally, we present a case study that investigates alternative forms of music notation.
|Titolo:||3D Printing in Preschool Music Education: Opportunities and Challenges|
|Parole Chiave:||3D printers; music education; tangible interfaces|
|Settore Scientifico Disciplinare:||Settore INF/01 - Informatica|
Settore M-PED/04 - Pedagogia Sperimentale
|Data di pubblicazione:||7-lug-2019|
|Digital Object Identifier (DOI):||10.30557/QW000012|
|Appare nelle tipologie:||01 - Articolo su periodico|


Our curriculum is driven by the Diocesan Standards which align with the Common Core State Standards (CCSS).
Our curriculum focuses on five main aspects of the Church. The Church is One: Our faith in the Lord Jesus Christ and the sacraments bring us together. The Church is Holy: We learn to be the likeness of God our Father by loving God and one another. The Church is Catholic: Jesus taught us that God is the Father of all and all are welcome. The Church is Apostolic: The Church has spread throughout the world and is faithful to the teachings of the Apostles. The Church has a mission to the world: The Catholic Church is a sign of the justice and peace of God’s Kingdom in this world.
English - Language Arts
Third grade’s literature block is carefully structured to bridge the gap between learning to read and reading to learn. The students’ responsibilities are broken into four main jobs; Read to Self, Work on Writing, Buddy Read, and Word Work. During this time, students are working on the foundational skills good readers utilize to comprehend and analyze fiction and nonfiction text. Students self-select the text to read and are then given 1-1 instruction based on individual needs and goals. Students also participate in book clubs and the Accelerated Reader Program. Writing instruction and practice is a daily occurrence in third grade as is spelling practice. Students also study a variety of academic words to broaden their vocabulary.
Saint James School uses the Step Up to Writing Program. Third grade’s focus for writing composition is expository, opinion, and narrative. The long-term goal is to develop and enhance the skills learned in second grade and guide the students from composing one solid, organized paragraph to a multi-paragraph essay. Students are challenged to include sensory details, rich vocabulary, and academic language in every piece they write. Several of our writing projects are integrated across the curriculum.
Kindergarten through Fifth grade uses the Envisions curriculum for math. The scope and sequence of this curriculum aligns with the California Common Core State Standards. The third grade domains are: Math Numbers and Operations in Base Ten (place value and rounding), Numbers and Operations – Fractions, Math Operations and Algebraic Thinking (addition, subtraction, multiplication, and division), Geometry, and Measurement and Data. We also implement and practice the Mathematical Practice Standards.
We follow the Next Generation Science Standards (NGSS). For Physical Science, we investigate and explore forces and motion, and static electricity and magnetism. Life Science includes life cycles of plants and animals, animal group behavior and inheritance and variation of traits, ecosystems and biodiversity, fossils, natural selection and adaptations. Finally, our last domain is Earth Science. In third grade, we investigate weather and climate. In addition, once a month we go to the school’s 1600 square foot science center for a special lesson taught by the full-time science teacher.
Social Studies—Students learn about connections to the past and ways in which particularly local, but also regional and national governments and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of Native Americans, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.
Saint James School educates the whole child. Therefore, Third Graders also attend classes in Art, Music, PE, and Technology.
Click here to view 3rd Grade Artwork


What Programming Language Should I Learn to Start Codingby Matthew Baptist. Posted on Dec 13, 2019
One of the most common questions we get at SummerTech and Coditum is which programming language someone should be taking. In this post, we hope to give concrete advice for students in the most common situations we encounter, while also exploring how this question misses the forest for the trees.
Situation 1: You are brand new to programming
Many of the people asking this have never taken a programming class before and are genuinely curious about where to begin. Some may have heard of certain programming languages used to make their favorite games, apps, or fields and are interested to learn programming in it.
Python for Middle Schoolers
If you haven’t entered High School yet, I would strongly encourage you to begin learning with Python. Python is a widely popular and powerful programming language that is used in scientific computing, machine learning and AI, and web development, as well as a myriad of other fields. Python’s simpler syntax makes it easier to focus on learning the more valuable part of programming education; the logical thinking, problem solving, and engineering skills it takes to break apart complex and large problems and make software.
Java for High Schoolers
If you have begun High School already, I recommend starting with Java. While the syntax might be more intimidating than Python’s at first, starting with Java will prepare you to take the AP Computer Science A Test if you are interested or become interested in doing so. Java remains an incredibly widespread language in the industry and in upper level education, and like Python will provide a great foundation for learning problem solving and engineering skills.
Situation 2: Should I Start to Learn a Second Programming Language?
Many people who have been programming for a bit of time in one language ask if it’s a good idea for them to switch to learning another language. The answer is sometimes yes and sometimes no.
Learning another programming language is never a bad thing. Seeing the same concept in a new way can refine your understanding, create new connections, or increase your comfort level beyond what you had learned the first time you saw it. In addition, certain languages in particular might be well suited for learning specific programming models or concepts. C is often a great second language to learn because of how it can teach you about memory and be used as a vehicle to explore how other low level processes work. The idea here is to be tactical. Are there tools in this language that allow me to work on or learn about something that I’m interested in that I couldn’t otherwise do before? If not and you switch to another language you risk missing out on depth.…
Depth is probably the most important thing you can focus on when learning a programming language. As mentioned previously, often more important than the syntax and specifics of a language are the problem solving and engineering skills you learn by spending more time in a language and learning more and more advanced material. This can be more foundational skills, such as learning data structures and algorithms, the building blocks of most disciplines in computer science, or more applied skills such as web development, game development, and more. Most students that we talk to in this situation would benefit from going more depth, either in theory in application in one language than spend their time picking up a new language.
Consider a Programing Summer Camp or Group Coding Class
SummerTech offers coding camp experiences like no other in New York and Massachusetts that allow your child to further their understanding of programming languages, but more importantly, have fun and make friends in the process. Our 3 to 1 student to instructor ratio allows your child to receive a personalized learning experience. Contact us to register for a camp this summer.
For adults or children looking to further their coding knowledge, Coditum offers group classes year around in New York and New Jersey. Coditum Café allows instructors and students to meet in local New Jersey coffee shops to learn to code in a comfortable environment. Contact us to learn more about Coditum’s classes and Coditum Café.


Music Education Degree
If you want to spend your career educating and inspiring young people interested in music, pursuing a career in music education might be right for you. Music teachers are needed in public and private elementary and secondary schools and colleges and universities.
Music Education Coursework and Highlights
Typical curriculum in college degree music education programs usually includes courses in performance, composition, conducting, and music theory. Most music educators have experience singing or playing musical instruments, but it's still necessary for them to obtain formal training since they will learn how to effectively teach students.
Students enrolled in music education college degree programs will learn about music production, music history, reading and writing music, and many other concepts. Additionally, students will learn how to teach the basic concepts of music production and performance to their future students. Music education college degree programs will help students improve their communication, technical, and leadership skills.
Music Education Career Opportunities
Individuals aspiring to get hired as music directors at a school district are usually required to hold a college degree. Many people with college degrees in music education teach at elementary and secondary schools or offer private lessons. There are also teaching opportunities available at the college and university-levels. Every educational institution has individual job eligibility requirements, but most schools usually prefer hiring applicants with a college degree and applicable work experience.
Many music teachers get promoted to administrative jobs after teaching for a few years. Frequently, music teachers are promoted to work as music education planners, music coordinators, and music directors. Some music teachers decide to start businesses by opening music studios or offering private lessons to musicians interested in individualized attention and instruction. Music educators should not place limitations upon themselves; there are numerous types of opportunities they can pursue.
Music Education Salary and Earnings Information
During 2010, the median salary for music teachers exceeded a little more than $56,000 a year. The following is a breakdown of average salaries for music teachers teaching at public and private schools:
- Vocational schools - $54,000
- Performing arts organizations - $56,000
- Universities and 4 year colleges - $65,000
- Community colleges - $63,000
During 2010, more job opportunities were available for music teachers in the following states:
- New York
Many music teachers boost their annual salaries by performing in bands or offering private tutoring.
Music Education Degrees and Programs


Vocabulary cards that go with the Journey’s Reading curriculum.
Teachers edition and student book Can be used at most grades but best for middle school Brand new
15 different plays for 4th graders
100 independent practice pages to build essential 5th grade skills; common core aligned; answer key included
word lists, rules, and activities for spelling; answer key included
over 150 pages of grades 4-5 skills, includes reading, word analysis, reference books, comprehension, math, science, and social studies; answer key is included
daily math and language practice for grades 5-6, over 120 pages
“A teacher’s treasury of irresistible lessons and activities that help children meet important learning goals in reading, writing, math, and more.”
Cliff Notes Guide: Elementary Education K-6 Like New Test Prep Book Minimal Highlighting in the first Chapter of essential ideas . Great condition!
Generate Higher-Level Thinking Questions, Lessons and Activities Across the Curriculum, A Cooperative Hand-On Approach
Hands-on thinking manipulatives, a complete set for every team, Q-Mateix, Q-Strips, Q-Chips, Q-Dice, Q-Dials, Quadrant Cards
Balanced Literacy for 3rd grade. Activities, lessons, resources, and blackline masters. 84 ready-to-use blackline masters. Sections include: comprehension, word study, fluency, and writing.
Word study and phonics skills too.
Phonics and word study skills


(The writer is senior fellow, National Institute of Educational Planning and Administration)
Publishing misleading data will not help the government achieve universal elementary education.
"Primary education on track, what about higher levels" reads a news item. "Numbers are okay,but quality is the key word" runs another. This is not just the popular journalistic view. Even official sources consider that only 5-6 per cent of about 210 million children in the age group 6-14 are out of school. To cap it all, the Budget speech of the finance minister endorses this view, putting a final seal of official approval to the figure. But are we really so close to the goal that has eluded the country for more than five decades? Are all our children really in schools? Or is it only a statistical illusion?
These questions gain significance in the backdrop of the Right to Education Bill waiting to be introduced in Parliament, making elementary education a fundamental right. These questions should also be examined against the repeated assertions by the UNESCO Global Monitoring Report that India is one of the 40-odd countries not likely to meet most of the Education For All goals even by 2015. The Sarva Shiksha Abhiyan (SSA) has kept a tougher target of achieving the goal by 2010. If one goes by the official word on out-of-school children, there is not much left to be covered.But various figures on school participation contradict each other. If children are not out of schools then they should be in the schools. But are they?
Traditionally, three indicators are used to determine whether all children of a particular age group are in school. The first is the enrolment ratio. Unfortunately, official statistics produce only gross figures, which include underage and overage children attending school. Inclusion of such children inflates the ratio by 20 percentage points. Official figures of enrolment ratio for 2003-4 show only 85 per cent children were enrolled.Current figures making rounds in official discourses claim this to be 93 per cent. Though such a steep rise in two-three years is difficult to digest, if the figure is corrected to exclude those below and above the 6-14 age bracket, it comes to 75- 78 per cent, which means a whopping 45-50 million children are outside the fold of schooling. The second indicator to assess school participation is the attendance figures. Again, official statistics do not regularly give figures of average school attendance. Official estimates made in 2000 showed the figure to be 64 per cent for classes I to V. Assuming that the attendance improved in subsequent years at about 3 percentage points annually, there would be 57 million children out of school in 2005.
An all-India sample survey of rural schools recently conducted by Pratham showed that only about 73 per cent of enrolled children attended the school. This would bring the number of children out of school to a staggering 60 million. The third indicator is the retention rate. Nearly 50 per cent children drop out without completing the elementary cycle. If one takes this into account the number of out-ofschool children rises enormously. Why are these indicators at variance with official figures on out-of-school children? The answer lies in the erroneous method used to compute the figures.
Counting outof- school children is not part of the regular collection of school statistics. The origin of the present method lies in the conduct of household surveys (HHS) under SSA. It was envisaged as a means of assessing the resource required in each district plan in terms of those children who are older and need to be mainstreamed through bridge courses, those who are young enough to be enrolled or re-enrolled in the primary school and to examine if there is need for an alternative school. The purpose was to prepare the ground for the district plan, not to project statistics on schooling. It is no surprise that a government- sponsored survey, conducted by a private consulting firm adopting a similar methodology, has come out with similar figures. But this does not prove that the figures are correct. Both flout a simple principle-if you have to find out whether children are in school, look for them in the school, not at home. Publishing misleading statistics will do nothing to achieve universal elementary education.


PHIL3005 Continental Philosophy: The Origin and Influence of Phenomenology
- 6 points
|Semester 2||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Philosophy; Philosophy, Politics and Economics major sequences
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit explores the work of a number of influential continental philosophers of the nineteenth and twentieth centuries, especially those philosophers belonging to the phenomenological tradition. Thinkers discussed may include Kant, Nietzsche, Husserl, Heidegger, Merleau-Ponty, Gadamer and Derrida. Much continental philosophy can be read as an attempt to find a way between traditional philosophical dichotomies such as subject/object, internal/external, realism/anti-realism. As a result, each of these philosophers has important things to say about truth, meaning, the self, knowledge and our relation to others. Given the profound influence of these philosophers on Western thought, their work is of central importance to all students of the humanities and social sciences.
- Students are able to (1) explain and outline some of the major philosophical positions in Continental Philosophy; (2) understand the similarities and differences between the continental tradition and the analytic tradition; (3) describe and evaluate complex philosophical positions on the nature of the subject/self, our knowledge of the external world, realism and idealism, and the nature and foundations of morality; (4) describe and evaluate the radical critiques of Western philosophy found in the works of Nietzsche, Husserl, Heidegger and Derrida; and (5) understand the phenomenological method of philosophy as developed by Husserl, Heidegger and others.
- Indicative assessments in this unit are as follows: (1) critique; (2) examination; and (3) essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Karen Bland
- Unit rules
- any Level 2 Philosophy unit
- PHIL2225 Continental Philosophy
- Contact hours
- lectures: 1 hour per week; tutorials: 1 hour per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Cursive Could Get a Boost from New Florida Standards
The Write Stuff
Not all that long ago, children painstakingly traced the loops and curves of flowing, cursive script on their Zaner-Bloser worksheets, anxious to master this new, more adult, way to write. Sadly, for many of today’s young ones, this time-honored penmanship may be forever lost.
As technology advances, its integration into children’s daily activities, like writing essays or completing homework, increases. What we once wrote by hand can now be typed on a keyboard.
Cursive was originally used because it sped up the writing process. By looping letters together, hardly lifting one’s pen, information could be transcribed rapidly from thought to paper. Now, with computers, typing makes the speed of communication faster than cursive writing could ever accomplish. Type is abundant and widely accepted as the foremost form of written communication.
But should cursive writing become extinct? Dr. Gail Bauman, associate professor of elementary education at FAMU, answers with an emphatic no.
“Most people think, ‘Oh, you don’t need handwriting anymore because we have got the keyboard,’ ” says Bauman, who for nearly 30 years has taught a correspondence course for future teachers on how to incorporate handwriting instruction in their classrooms. “If you think about (schools), there are no computers for elementary kids to be taking notes on. They’re doing everything by hand.” While technology may be abundant post school, we are setting children up to fail by not making available all the viable tools used for communication in today’s society, she avers.
“Cursive writing is important from the writing standpoint (as well as the) reading (standpoint),” says Bauman. “For example, this whole younger generation will not be able to read the Declaration of Independence because it’s written in script. So many of our historical documents are in script, and if they haven’t learned cursive they aren’t going to be able to read those.”
The A About Q
A boomer taking a look at the new cursive handwriting chart by Zaner-Bloser, the company that’s been teaching penmanship for 125 years, might be surprised to see that the capital Q doesn’t look like the swoopy version they remember from their elementary school days 50 years ago. The company’s Kathleen Wright says today’s cursive Q, which now looks a lot like the block printed letter, was changed in 1996 at the request of the U.S. Postal Service, because the original version looked too much like the number two.
Even communication between children and the older generations could become strained. Youngsters may not be able to decipher their Christmas and birthday cards if Me Maw and Papa write them in the looped and curved fashion.
With so many required subject areas to be covered and skills to be taught in elementary education, some believe schools should focus more on applied information. This is one reason why Bauman believes cursive was left out of Common Core Standards.
Common Core Standards, in place in 44 states and the District of Columbia, and adopted by Florida in 2010, do not mandate cursive writing as part of a school curriculum. After a dust-up about the Common Core, the Legislature ratified a version known as the Florida Standards that will be implemented in the upcoming 2014–2015 school year.
Cursive writing will be taught in third grade public elementary school classes, although the amount of time and focus it will be given remains unclear.


Education is the most important lever for economic, social and political conversion globally. Teaching is considered almost universally to be one of the most noble and respectable professions because it provides skills and competencies for economic well being and tools required to participate in the Governance Process.
Like all such professions, it is a big job, that practitioners should be trained to a high level using the latest techniques. Whether it’s the all-round skills required to teach younger children or the subject-specific expertise necessary to train students at more progressive levels, it is essential that teachers get it right. Add on the pressures of dealing with young people facing the challenges of growing up, and you have a profession which is not for the faint-hearted. Ergo, neither are education degrees.
The Education programs run under VIDYA INSTITUTE OF CREATIVE TEACHING (VICT)
- VICT focuses upon a program that would develop the overall personality by not solely making them excellent professionals but also good human being having respect for values and the society.
- Information & Computer Technology (ICT) is applied in teaching and learning.
- VICT ensures the inclusion of several aspects in the program.
- Opportunities for paper presentation in workshop,seminar, , debate and additional curricular activities are given to students.
- Microsoft / Intel have conducted classes for teachers and materials for learners.
- Value added courses are assimilated in the program which give exposure to IBO, Geneva and Cambridge University, UK.
- VICT has the rich library of 2498 books and reference books 6076 & international and national journals 2248 and counting. And also subscribes the E Journal : DELNET &Inflibnet
- VICT publishes the Bi Lingual and Bi Annual Journal ISSN – 2349 – 7424.
- VICT prepares& offer study material to aspiring teachers to qualify for the National level test CTET & STET.
- Bachelor of Education (B.Ed.)
A B.Ed. is a professional 2 Years Degree which prepares students to be trained as a teacher at Higher Secondary School Level all over India as well as abroad as per NCTE norms.
- Diploma in Elementary Education (D.El.Ed. | BTC)
Two years program under SCERT which further trains students at undergraduate level to be teachers at primary level in schools all over India.


What is the difference between ESL and ELL?
English as a Second Language (ESL) is a type of educational approach in which students have learned functional English as a second language but who may have different home or native languages. These students are taught techniques and programs that encourage the development of English skills and academic knowledge. English Language Learners (ELLs) are students who do not have English as a primary language, are in the process of learning English, and who generally require specialized instruction in the English language and in their academic classes.
What is the difference between ESL and Bilingual education?
In bilingual education, academic programs and literacy are taught in two languages. Most bilingual education programs teach English and Spanish, although another language like French or Mandarin may be taught instead of Spanish. The idea is to further English fluency and academic language simultaneously. English as a Second Language (ESL) is for students who already know some English but who may speak a native language while at home. ESL students engage in programs that foster academic knowledge and English skills.
What is the difference between ESL and ESOL?
While ESL or English as Second Language students may be English language learners with home environments in other native languages, English to Speakers of Other Languages (ESOL) programs seek to enhance English proficiency in listening, speaking, reading, and writing for students who do not know English as their primary language.
What is the difference between ESL and LEP?
While an English as a Second Language (ESL) student may be able to communicate in English as a second language and is working on expanding his or her English knowledge, Limited English Proficiency learners (LEPs) are not fluent in the English language and they may have difficulties with reading or speaking English. Interpreters might be used to help translate to and from an LEP’s native language.
What is the difference between ESL and TEFL?
TEFL stands for Teaching English as a Foreign Language, such as overseas where the primary language is not English. A TEFL certificate is a way for educators to teach in certain foreign environments and be certified. English as a Second Language (ESL) is teaching English in an English speaking country when it is not a student’s primary language.
What is the difference between ESL and EFL?
EFL stands for English as a Foreign Language. An example might be an English teacher who teaches English to students who speak their own native language in a non-English speaking country. An educator who lives and teaches English in an English speaking country, like the United States, is teaching English as a Second Language (ESL).
What is the difference between ESL and TESOL certification?
While requirements vary depending on the employer and a specific job, an educator who wants to teach English as a Second Language (ESL). TESOL certification may be earned by completing a graduate level program that generally takes two to four semesters to complete1. The credits might be able to be applied to a master’s degree.
What is the difference between ESL and TESOL?
English as a Second Language (ESL) refers to teachers who are educating people within the United States who do not speak English as a primary language and who are learning English as a second language. Teaching English to Speakers of Other Languages (TESOL) may be an umbrella term for educators who teach non-native English speakers, regardless of whether they are teaching ESL or EFL.
What is the difference between ESL and English?
There are typically differences between ESL and English classes. Educators who teach English as a Second Language (ESL) may address reading and listening skills, grammar and composition, language acquisition, and cross cultural issues with their students. English educators may adhere to literature, literary theory and criticism, and composition, without actively teaching another language.
What is the difference between ESL and ELD?
While English as Second Language (ESL) educators teach students whose primary language is not English and who have had past English educational opportunities, English Literacy Development (ELD) programs are geared for students whose first language isn’t English or whose English is different than English used in schools.


Education up to the age of 16 is compulsory and guaranteed by the state for Lithuanian citizens and residents as well as foreigners having a residence permit in Lithuania.
You can get a brief introduction on education system in Lithuania at https://www.smm.lt/web/en/education_1
Important! What do you have to know if you want to register your child for school?
Education in Lithuania is compulsory for children aged from 7 to 16 years. Education at municipal schools is free. Children of migrants (foreigners and citizens of the Republic of Lithuania, who arrived or returned from abroad to live and work in Lithuania, studying in general education classes) receive additional 30% funding to facilitate integration by providing more general education subjects / lessons than for the rest of class.
For a school you want to study at, you have to provide the following:
- Application form.
- A document certifying learning achievements (a document certifying a curriculum completed abroad or part of it), which must be translated into Lithuanian (the requirement to certify the translation by a notary depends on the internal order of each school).
- Other documents specified in the procedures for admission to school (each school establishes individual requirements, which documents to submit).
- Schools (primary, basic, progymnasium) give priority to children with a place of residence registered in the area served by the school, therefore a certificate of the residence place can be required.
- Up to the age of 14, the application form is submitted by one of parents (foster parents), and from the age of 14 a child must fill in the application form himself / herself (in individual cases, schools may establish different procedures).
- The elementary or basic education curriculum completed abroad or a part of it and a part of the secondary education curriculum is assessed by the chosen school. The school commission decides which part of the Lithuanian curriculum corresponds the presented documents. If necessary, the school organizes an examination of acquired learning achievements and provides guidance for further learning.
- Children who do not speak Lithuanian, before studying at general education school, can study Lithuanian in an equalization class. The level of Lithuanian language proficiency is assessed by the commission formed in the school.
- Admission takes place throughout the school year. However, since the admission procedure is established by each school individually, address a particular school for the list of documents submitted, admission dates, requirements for residence registration (Source: http://renkuosilietuva.lt/ ).
Primary Education is the first formal education program. It is carried out according a 4-year elementary education curriculum (forms 1–4). After finishing the program primary education certificate is granted. A child can become a student of primary school if reaches the age of 7 in that calendar year. In exceptional cases, a child can be accepted one year early.
After primary education, students study according to basic education program that lasts for 6 years. Basic education program is implemented in lower secondary, secondary, youth, vocational schools, schools, gymnasiums. Compulsory basic education program consists of two parts. Part I: 4 years (in forms 5–8), and Part II: 2 years (in forms 9–10, or in gymnasium I–II classes).
Secondary education is not compulsory, it lasts for 2 years (forms 11 and 12, or gymnasium forms III–IV). Secondary education program is provided in secondary schools, gymnasiums, and vocational schools.


Tawny Owls Robins Woodpeckers
**Welcome to Reception**
Topic Information …Help (774kb)
Here are some ideas to help you support your child with their learning at school…….
Following Parent and Children workshops held in school here are a few comments from Parents who attended….
“My other son also did this, it’s very effective & fun. “It is really important to work together with my child and it is not that hard at all.”
Something I learned today was…
“Being able to adapt play to maths.” “How easy it is to actually sit with him and learn whilst playing.”
“It was so exciting for me to show some simple words for my son to write.” “How to break down the learning and teaching skills.”
Click here for Information on how to help support Core Strength Development, vital to gross and motor skill development
Useful web links….
The Early Years Foundation Stage is a vitally important stage in every child’s development, beginning from birth to the age of five.
The Early Learning Goals are statements of the skills, knowledge and understanding it is expected children to have acquired by the time they finish in their Reception class at school. The importance of the Prime Areas (Communication & Language Development, Physical Development and Personal, Social & Emotional Development) in a child’s development cannot be stressed greatly enough.
The Characteristics of Effective Learning will influence the learning and development of every child from birth for their whole life. If you have any further questions, please do not hesitate to speak to myself, or your child’s class teacher.
Mrs Miller (Early Years Foundation Stage Coordinator)


Assessments / Standardized Testing
Standardized testing serves several purposes. Some of these tests help teachers determine how much academic growth or progress students are making in a given subject area. Other tests help teachers determine the most important areas that require an additional or heightened teaching focus. Different types of testing take place throughout the school year.
The Illinois State Board of Education (ISBE) mandates four assessments each year:
Illinois Assessment of Readiness (IAR)—Every Illinois school district is required to administer an annual state-mandated academic achievement test. The IAR assessment includes a rich set of performance-based tasks that reflect some of the most important academic skills that we strive to develop in students. IAR tests are designed to assist teachers, schools, students, and parents to understand how the critical knowledge, skills, and abilities that help prepare young people to thrive in college and careers are being developed. The IAR assessment is given to students in Grades 3 to 8. The Illinois State Board of Education has created a short introduction to the IAR.
Assessing Comprehension and Communication in English State to State (ACCESS)—ISBE requires that school districts administer ACCESS annually to all students in a second language program. ACCESS measures an English Language Learners’ development and proficiency in English. The ACCESS test is also designed to demonstrate student’s growth toward English proficiency over time.
- Illinois Science Assessment—Starting in 2016, Illinois school districts were required to assess student knowledge and skill in Science. The Illinois Science Assessment is aligned to the Next Generation Science Standards and is used to measure student mastery of the Illinois science standards. This test is administered online and is taken by students in Grades 5 and 8.
- The Kindergarten Individual Development Survey (KIDS) is an observational tool, not a test, designed for teachers use to help understand the developmental readiness of children entering kindergarten. KIDS focuses on the knowledge, skills, and behaviors across four key domains that most impact long-term student success. The domains are: Approaches to Learning and Self-Regulation; Social and Emotional Development; Language and Literacy Development; and Cognition: Math.
In addition to these state-mandated tests, District 15 uses the MAP (Measures of Academic Progress) testing system. Students in Grades 2-8 are tested at least twice a year (fall and spring). Some schools may also choose to administer MAP tests during the winter. The computer-based MAP tests measure individual student achievement in three academic areas: reading, language arts, and math. They accurately reflect each student's knowledge and understanding and they measure growth over time. Tests dynamically adjust to a student's performance level, making test scores more accurate. MAP test results are shared with parents at the close of each testing window. The information provided through MAP testing better enables the district to make appropriate, data-driven decisions at the classroom, school, and district levels. It also allows teachers to make rapid adjustments in instruction to respond to identified student needs.
For students in Grades K-2, the district uses a short screening measure of students’ reading proficiency using curriculum-based measures. Curriculum Based Measures is the testing system that is used to record student early reading skills including alphabet recognition and sounds, phonemic awareness, and oral reading fluency.
Other individually administered tests may be required if additional information is needed to provide more targeted educational programming for a child. For example, a variety of processed-based assessments are used, including the Fountas and Pinnell Benchmark Assessment System, Oral Language Assessment, Words Their Way Inventory, and additional classroom-based assessments. Other tests, like the Cognitive Abilities Test (CogAT), a standardized test that measures a student’s verbal, non-verbal, and quantitative abilities is used together with MAP reading and math scores to determine whether or not a student would benefit from academically talented and gifted programming in Grades 3-6. When needed, individual evaluations may also include psychological or educational assessment as part of a case study evaluation for specialized educational services. Parent permission is required for this type of evaluation
Please be certain your child has adequate sleep prior to testing and encourage your child to do his or her best when taking the tests. The opportunity for mkaing up tests is limited, so it is important that you schedule doctor appointments or important family commitments when students are not involved in standardized testing.
No single test can provide a complete picture of a child's achievement. Classroom performance, teacher observation, and other tests help provide additional information about your child. Questions about your child's test results should be directed to his/her teacher or the school principal.
See the District 15 Standardized Testing Schedule for the full list of scheduled tests.


Specialized knowledge of how young children develop and learn is critical for those who work in early care and education. They need access to opportunities for ongoing education and development. The Florida Early Care and Education Professional Development System helps support the state’s highly qualified early learning workforce.
Florida’s early care and education professional development system is a framework with four key elements that define pathways tied to credentials, certifications, and qualifications to meet the needs of individual adult learners in the field.
Core Knowledge: Aligns with Florida’s Early Learning and Developmental Standards, which describe what children should know and be able to do. Click here
Career Pathway: Provides direction for practitioners who want to move from entry level into professional careers in early childhood learning. It also includes structural support such as articulation of credentials and coordination among academic program providers. Click here
Professional Development Registry: Allows early learning professionals to track training they have completed and record certificates they receive. Florida’s statewide registry helps attract, retain and develop a well-qualified early care and education workforce. Click here
To learn more about the Florida Early Care and Education Professional Development System, click here
Early Learning Standards Educator’s Guide
The website for ordering printed copies of The Educator’s Guide to Understanding the Florida Early Learning and Developmental Standards is available online, click here.
The Educator’s Guide includes a developmental progression of the standards: birth through kindergarten, examples of the standards in action as well as environmental considerations, information on how to use the standards with diverse learners and much more.
Early Educator Central
Resources and tools designed to help early childhood educators earn credentials and degrees can be found on Early Educator Central, a joint effort by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Child Care, and Office of Head Start.
NAEYC Online Learning modules
The National Association for the Education of Young Children has created Online Learning modules with early childhood educators in mind. The modules include a variety of topics designed to provide practical tips and strategies you can bring to the classroom. The modules are approximately one hour in length, self-paced (pause and start back up at your convenience), interactive and based on knowledge and research of the early childhood field.
Child Development Early Intervention Certificate
A Child Development Early Intervention Certificate has been adopted as an Early Care and Education Advanced Credential option. Nine state colleges currently offer the Child Development Early Intervention Certificate. To download the list of institutions currently offering the certificate, click here.
Safe Sleep/Shaken Baby Syndrome Training
All child care personnel, including substitutes and volunteers, who work in a facility that offers care to infants must have training regarding guidance on safe sleep practices, preventing shaken baby syndrome and abusive head trauma; recognition of signs and symptoms of shaken baby syndrome and abuse head trauma; strategies for coping with crying, fussing, or distraught child and the development and vulnerabilities of the brain in infancy in early childhood within 30 days of hire at the facility. For child care personnel, including substitutes and volunteers, to satisfy this requirement the training must be accomplished through one of following methods: the department’s Health Safety and Nutrition course, Safe Sleep course, or the Early Learning Florida’s Safe Sleep Practices. Documentation of training must be maintained on the department’s training transcript in the child care personnel record. To learn more about The Safe Sleep Campaign, click here


Our professional development programmes focus primarily on developing early language and communication, the foundational skills which children need to become competent and capable learners and to succeed in KS1 and beyond.
Early language skills are one of the strongest predictors of later outcomes, especially literacy. Children with strong language skills at the age of five are much more likely to be strong readers at the age of 11.
Almost one English child in four does not meet the expected level of language development by age five. For children living in poverty this rises to one child in three: by the age of 5 disadvantaged children already up to a year behind their advantaged peers on average.
We focus on:
- developing early language and communication to give children the foundation to become capable learners and to succeed
- diminishing the difference between disadvantaged children and their peers
- evaluating and improving the quality of provision and practice in Foundation Stage, supporting key principles of effective learning within prime and specific areas of the curriculum
- supporting teacher leadership, building strong teams within the EYFS and enabling higher level discussions with the SLT.
Course content typically includes:
- An introduction to language development as the foundation of later learning
- Training on the Environment Rating Scales as a framework to analyse examples of good practice
- Support in developing an effective system to assess children’s language development in order to inform day-to-day practice
- Training on how children learn language and how that learning can be effectively supported
- A series of modules on rich contexts for language development, linking theory and practice. These frequently include: books and reading; play, maths; investigation, exploration and problem-solving; sustained shared thinking
- Support to implement new learning within the classroom
- Training and support for engaging the wider EYFS team in the approach


This post extends my previous one on how to write embedded literacy learning outcomes.
Once you’ve come up with a really clear and narrowly focused learning outcome for your literacy intervention, you need to design or adapt some teaching and learning activities to go with it.
For example, you might have come up with something like this (there are more in my other post):
- specialised vocabulary
- in the context of basic tool identification for building and construction
- a variety of sentence and paragraph structures
- in the context of reading an employment agreement
- Rhetorical patterns including cause and effect
- in the context of workplace health and safety instructions
- a variety of reading comprehension strategies
- in the context of understanding a text on dermatology for hairdressers
Here’s the format I’m going to start using as a good starting point when I get to Module 5 in our NCALNE (Voc) training:
- Start with some kind of listening and speaking activity.
- Move on to a focused vocabulary activity
- Extend this with some kind of highly targeted reading activity
- Follow this up with a writing activity that activates the vocabulary at the word level
- Extend this with some kind of writing activity where the learners need to use the words in context at the sentence and paragraph level
In terms of planning, here’s what I would expect a good tutor to be able to articulate for every one of these activities in the sequence:
- A detailed explanation of the activity.
- The step it’s targeting in the relevant progression.
- The purpose of the activity.
- A a brief outline of the teaching points.
- A list of resources used or created.
- Teaching strategies employed.
- Examples or samples of learner evidence at the appropriate standard required.


Pitsco Education understands the importance of reading, and have built in strong reading components to the redesigned elementary coursework. Within the Pitsco Education Missions, students are asked to do many different activities that incorporate reading and literacy. Students have to read aloud, complete reading comprehension activities, speak and listen within their team, acquire new vocabulary, and use their writing skills.
Almost daily in their Missions, students are asked to read and gather information from informational texts (nonfiction books).
With the advent of the national ELA standards, literacy is significantly emphasized. The reading required of students in the Missions helps address these standards.
READING IN MISSIONS
- Each interval consists of a Briefing that contains science content that students read.
- Every title uses unique grade-level-appropriate books.
- The optional Reading Connections address multiple standards under the Informational Text and Literature sections.
WRITING IN MISSIONS
- Students write answers to Briefing questions and conclusion questions.
- In some Missions, students will write fictional stories about their Exploration activity.
- The optional Writing Connection utilizes a research topic for the students to write a complete paper.
SPEAKING AND LISTENING IN MISSIONS
- Students use reciprocal reading comprehension strategies that focus on collaboration.
- Students work together in defined roles to collaborate to complete a Mission.
LANGUAGE IN MISSIONS
- There are two vocabulary words in each Briefing. Students write these definitions in their Mission Journal.
- The Connection contains the 10 vocabulary words and five activities to help students learn the words.
- The Connection contains eight topics for research, information on a famous person or group, and two open-ended questions.
- Students are assessed on their understanding of the concepts they’ve read and discussed. Students are tested on their understanding of the Briefing content and vocabulary words.
- This serves as a proof of learning where students write their responses, answer questions, and record information.
- The teacher can assess the Mission Journals using the grading rubric and by grading the use of conventions of Standard English.
Not bad for a STEM curriculum, right? Adding the R (Reading) and A (Arts) elements pay off for elementary students, both know and later in their academic careers. The interdisciplinary nature of the Missions allows for the reinforcement and application of reading, writing, and literacy within the teaching of science curriculum. The Pitsco Missions provide cross-curricular connections and makes the R in STREAM an integral part in the student experience.


Research shows that early learning is fundamental to student success over time. That’s why it’s so important to provide young learners with the strategies they need to take on the challenges of early literacy growth. Achieve3000's Smarty Ants does just that. It’s our research-driven solution for foundational literacy instruction that puts your young learners on the path to college and career literacy.
Making Reading Fun
Smarty Ants is designed to build reading skills and accelerate learning in an engaging, interactive online learning environment. Students learn through fun, animated, game-like activities. They even have their own personal ant “coach” to guide and instruct them while providing kind and motivating feedback along the way.
From Emergent to Independent Reader
With Smarty Ants, students learn more than surface-level phonemic awareness and phonics. They dive deep and master foundational reading skills through Smarty Ants' complete scope and sequence. From letter identification and the alphabetic principle to structural analysis and comprehension skills, Smarty Ants transforms emergent readers into independent readers.
The Perfect Mix for Early Learners
Smarty Ants combines foundational skills instruction, independent practice, and embedded assessment in a single program with robust teacher supports. Students master complex phonics skills as they learn to decode and encode phonemes and words and eventually read stories. Through skill-building games and activities, students learn approximately 1,500 vocabulary words plus essential sight words.


Exploring the teaching methods and philosophy behind the Art curriculum at Inly
Artistic Development and Line Exploration with Lower Elementary Students
Between the ages of 6 and 8 (grades 1–3), students are between two separate stages of artistic development: schematic and dawning realism. Both involve structured drawing (specific images such as trees and houses) and the use of obvious sky and ground lines. Dawning Realism leads to a desire to represent their chosen images in a more realistic fashion. This leaves the student open to learning, but also to self-criticism. So how can one successfully teach this age group?
How Art is Traditionally Taught
Art in primary school tends to be taught in two very different ways: either as an individualized creative exercise with complete autonomous freedom (“anything goes!”) to a goal-oriented format with specific elements mastered in a sequential, practice-driven environment (with the teacher serving as “master craftsman” and the resultant art looking like frame-worthy baby clones.)
How Art is Taught at Inly: As an Intellectual Tool
Both models have their strengths and obvious weaknesses. At Inly we pull from the best of both teaching methods but add a crucial component: We recognize art as an important intellectual tool — a tool capable of speaking a language its own, one that is both personal and universal. The power of art is evident from advertising to city planning, and we teach students to look for art in different societal contexts in the world outside the classroom. The ultimate goal is to create students who are capable of confident interaction with art in all of its many forms.
So, how do we do this? Teaching elemental art principles is key. For example, in Lower Elementary students are introduced to the basic concept of line. Lines are initially explored through the use of simple contour to create form (either by tracing existing objects of drawing freehand depending on the particular student’s age and skill level). Students are then taught that a line is nothing more than a series of connected dots — and that those same lines, when closed, make a shape.
This concept becomes clearer during the daily “7-minute silent draw.” This is when each student is presented with an object. In order to draw it quickly they must break it down into simple line/shapes. Children learn quickly that they can draw even the most complex of images! Eventually students are asked to consider the weight of their pencil, the length of their strokes and the direction of their mark making. Line length and weight can be used to create texture, and line direction creates volume. This is how the basic art atelier concepts are covered. And at Inly the work is always independently driven: There is never an “end product” for them to copy.
Where’s the Philosophical Life Lesson?
Well, those simple lines can also express emotion. Did you know that some lines are better than others in expressing anger or levity, distress or joy? Inly students do! They are asked to make “feeling” lines and present their work to their classmates who then have to guess what feelings might be represented. As a teacher I enjoy watching the multiple ways different children express a single emotion. For example, “sadness” is shown as loopy confusing lines by one student and as the short choppy vertical lines by another. And therein lies the intellectual lesson on the subjectivity of art. And, more importantly, the need to respect others’ attempts at non-verbal expression. Surely a life lesson that extends beyond the art room walls.
Overcoming Fear of Making Mistakes
What Comes Next? Confidence in all things artistic! Learning basic skills in a creative and accepting manner leads to comfort in a subject matter that some may not feel innately gifted in. And to insure that mistakes are not viewed as failures, the Inly Art Room has a “Share Your Mistakes Board.” Every day students tack up their discards without any shame … and then they try, try again.
Annemarie Whilton joined the Inly faculty in 2006, after having taught in Cohasset High School’s Art Department. She received a B.A. from Vanderbilt University and her M.L.A. from Harvard University, Ext. School. Her master’s thesis was titled, “Using a Visual Dialogue Approach to Art Education” (Harvard University Press). A member of the South Shore Art Center and the Cambridge Art Association, Annemarie is an active artist who enters her works (drawing, painting, printmaking) in yearly shows. Besides art, her interests include her three children, ashtanga yoga, and enjoying a good laugh.


If your children or students love science, you won’t want to miss this post! Here’s over 20 spring science activities for kids from planting seeds to learning about butterflies!
Follow our Spring Crafts & Learning for Kids Pinterest board!
Spring is a season full of changes- plants are growing, flowers are blooming, and butterflies can be seen flying in gardens! Children are naturally curious and excited about all these changes, so why not build off their interest with some spring themed science for kids!
20+ Science Activities for Kids that are Perfect for Spring
Spring Themed Science for Kids from Buggy and Buddy
Discover & Explore Features
6. Parts of a Plant with Egg Cartons from School Time Snippets
7. Backyard Nature Hunt and Craft from Joys of the Journey
8. Planting Milkweed Seeds from Rubber Boots and Elf Shoes
9. Pot Planting with Toddlers from Bambini Travel
10. Plant Science Activity with Kids from What Do We Do All Day?
11. Regrowing Vegetables from Scraps from What Do We Do All Day?
12. Comparing and Sorting Seeds from How Wee Learn
13. Starting Seeds with Kids from Fantastic Fun and Learning
More Spring Themed Science for Kids
14. Seed to Plant in Clear Cup from Putti’s World
15. Seed Growing Experiment from Nurturestore
16. Do Seeds Need Soil, Light, and Water to Sprout? from Feels Like Home
17. DIY Glowing Flowers from Fun at Home with Kids
18. Dissecting a Flower from Gift of Curiosity
19. Homemade Watercolors from Fresh Flowers from Learn Play Imagine
20. From Caterpillar to Butterfly from Not Just Cute
21. Raising Butterflies from Fun at Home with Kids
Find more STEM activities in our ebook! Learn more about it here, or buy it now here!


Brian Jenkins is a member of the braintrack.com writing team. He contributes content on a wide variety of college and career-related subjects, including information about high school teaching education programs and careers.
In Demand Teaching Jobs and Degree Options
In some areas of the country it’s difficult to find a teaching position because of large scale layoffs, hiring freezes, and dwindling student enrollment. Some areas have a surplus of elementary school and social studies teachers. One way to increase the chances of obtaining a teaching position is by entering a high-demand teaching field. For example, the Bureau of Labor Statistics has forecasted a 17 percent employment growth rate from 2008 to 2018 for special education teachers, a rate which is faster than the average for all occupations.
Hot Jobs in Education
- Bilingual teachers – Teachers are needed to teach English to students whose native language is not English. Teachers are also needed who can teach classes in two languages. Teachers with these qualifications are in high demand in many areas around the country.
- Special education teachers – Those with a degree in special education teach students who have perceptual, physical, emotional, or developmental problems. In some states, there is such a high demand for these teachers that school districts are hiring people who are not certified in special education but are pursuing a teaching degree.
- Math and science teachers – Many schools can’t find enough math and science teachers because few prospective teachers want to teach these subjects. Therefore, the demand for these teachers is very high. Some school districts are offering incentives to qualified science and math teachers, including tuition reimbursement and other financial incentives.
Online Teaching Degree Programs
Online degree programs in education are increasingly popular due to their flexibility and convenience. Students can learn at their own pace. Many online programs offer personalized attention and encourage the formation of online study groups. Many of the online programs also provide an experimental component.
Here’s a list of teaching degree programs available on-campus and online:
- Early Childhood Education
- Higher Education
- Education Technology
- K-12 Education
- Secondary Education
- Special Education
- Exceptional Student Education
- Elementary Education
- Teacher Licensure
Online Educational Technology Degree program
Online educational technology degree programs were created because of the increasing use of technology in today’s classrooms. The training provided may give graduates an edge on the competition for some teaching jobs. Most of these programs provide master’s degrees and cover topics such as multimedia tools, the Internet, computer technology, distance education, computer interface design, and integrating technology into the classroom.
Some colleges and universities offer accelerated teaching programs to keep up with the demand for teachers in their states. These short-term programs are designed to prepare students who have a bachelor’s degree from another field to teach topics in high demand such as science and math. These programs can be completed in 9 to 18 months.
There are plenty of on-campus and online teaching programs to choose from. The demand for teachers varies throughout the nation. If you want to enter the teaching profession, identifying the high-demand teaching fields in your area would be a wise first step.


Teacher’s Book - Oxford University PressIn today's competitive school system, sadly many teachers are omitting show and tell from their Kindergarten or primary curriculum,. As an experienced Kindergarten teacher, I agree that time is spent on the process of show and tell, but rationalize its benefits to student learning. In this article I will reason the need for teachers to continue to do show and tell. In summary then, students should be able to demonstrate an understanding of listening and speaking skills for effective communication. In Kindergarten, the student must learn to speak clearly, guide a listener to understand important ideas, describe people, places, things and locations, increase vocabulary, speak in complete sentences, follow and create a sequence, and paraphrase what they have heard.
Oxford Show and Tell 2 full
Little Red ReadersEarly Fluent
This engaging new book-length unit will transform your kindergartners into inventive spellers, giving them the tools and strategies they need to approximate the words that are most meaningful for them. The unit celebrates invented spellings as kids develop foundational skills, knowing that your front-and-center goal will be to persuade your kids that they can write, that they too can be members of the literacy club. In Stock. This engaging new book-length unit will transform your kindergartners into inventive spellers, giving them the tools and strategies they need to approximate the words that are most meaningful for them in their own writing. Throughout the unit, focused minilessons, independent writing time, and interactive writing sessions help students learn how to:. Shop Create Account Log In.
Share Print. You can visit our worldwide website for our globally available teaching resources, or visit our local website for for products, events and materials for your area. Buy from. Activities encourage children to explore the question while learning the language they need to think and talk about it. End-of-unit class projects consolidate learning and encourage children to work collaboratively. Stories, hand-eye coordination practice and letter formation activities lead to reading and writing simple sentences. Problem-solving activities encourage children to think critically and creatively.
Show and Tell 1 Student Book Show And Tell, Ebook Pdf, Taps, Curiosity Sach giao trinh Show and Tell 1 Activity Book pdf ebook download online free -.
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Today’s children are bombarded with digital media and images, often at the expense of their developing strong, foundational skills in listening and reading comprehension. This is the rationale behind our policy of technology-free classrooms. Our students learn how not to be dependent on technology, but know how to apply the basics of phonics, arithmetic, and readable penmanship.
Our curriculum includes weekly instruction in art, music, choir, handbells, PE, and Latin. Children are given ample opportunity to explore all aspects of a liberal arts education.
We live in a digital age and there many opportunities for children to become versed in technology. There are mutliple ways parents can assist their children in learning keyboarding skills in order to be skilled in internet-based programs.
Our after-school enrichment programs and camps do offer opportunities for our students to develop in the areas of technology.


The Power of Plants
Powerful? Plants aren’t powerful, you say. They have to stay in one place and depend on the sun and rain for their survival. That’s true, but did you know plants have powerful chemicals inside them? Many plants have healing powers and have been used for thousands of years for medicine. In fact, most of the medicines we have today are made from plants or chemicals with similar properties.
In ancient Greek mythology, Achilles’ soldiers used yarrow to heal battle wounds. In fact, the scientific name for yarrow is achilleas. During the Civil War, soldiers used yarrow to stop bleeding, as well. Lavender has antibacterial properties. During the Middle Ages, doctors carried bundles of lavender and other herbs to keep them from getting the plague. Sometimes it worked; sometimes it didn’t.
While some plants have the power to heal, others have the power to kill. Many plants are poisonous to animals and people. Some plants that look harmful are actually poisonous. Pokeberries look a lot like huckleberries, but they can make you very sick.
Fun Facts about the Power of Plants for Kids
- Many common plants are very poisonous. Some are probably growing in your backyard. Daffodils, hydrangea, wisteria, oleander, foxglove and many others can make you very sick.
- Pesticides are sometimes made from plants. One of the most dangerous pesticides is made from tobacco. Pyrethrum is made from chrysanthemum flowers.
- Pregnant women sometimes drink tea made from raspberry leaves to prepare their bodies for birth.
- Tinctures are made from herbs that have been soaked for a long time in glycerin, water or alcohol. The tinctures are taken as medicine.
- Some plants, such as chamomile and lavender, are known to relax people.
Power of Plant Vocabulary
- Heal: make better
- Yarrow: a plant with yellow, white or pink flowers that grows wild in fields
- Antibacterial: destroys bacteria
- Bundle: package
- Plague: a serious illness that killed many people hundreds of years ago
Learn More About the Power of Plants
Take a peek at this video that shares about the power of plants:
A video documentary about medicinal plants that are commonly found.
Power of Plant Q&A
Question: Are plants poisonous only if you eat them?
Answer: Some plants can hurt you if you touch them. Poison ivy causes a terrible rash and even blistering.
Enjoyed the Easy Science for Kids Website all about the Power of Plants info? Take the FREE & fun Power of Plants quiz and download FREE Power of Plants worksheet for kids. For lengthy info click here.
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Tell Me About It:
Storytelling as a Teaching Strategy
David Novak (USA)
Fri, 21 June 2019
10:00am – 5:00pm (1-hr lunch break, lunch not provided)
Blue Room, The Arts House (Map)
Adult participants above 18 years.
This master class presents theory and practice in the telling of stories as it applies to classroom learning and assessment. Participants will engage with activities drawn from storytelling practice for the purpose of tallying information, inductive thinking, language development and strengthened memory. This workshop presents storytelling as a learning tool that can be variously applied.
Parents & Caregivers, Teachers & Educators: Learning, Teaching & Curriculum, Counselling & Therapy, Librarians, Storytellers & Spoken Word Practitioners
- Story measurement by chunking a story along a rope used as a ‘story line’
- ‘Show-and-Tell’ prop play with simple objects
- Creating books without words employing oral traditional memory techniques
- Using story swaps as a pre-writing exercise
- Act-out, speak-out and report-out stories
- Listen to new stories told
- Tying our shoestrings!
At the end of this session, participants will be able to:
- Directly apply activities in their classrooms
- Effectively incorporate storytelling exercises into existing curriculum
- Creatively assess student comprehension
- Develop students speaking and listening skills
- Develop lesson plans based on story structure
This program takes as its premise the following:
- Memory is strengthened with Oral Language practice
- Narrative thinking aides comprehension
- Storytelling allows active assessment of student engagement
- Telling stories integrates knowledge and understanding into learning
- Storytelling and tallying enhances numeracy skills
- Storytelling enhances pattern recognition, problem-solving, and empathy
Photography & Video Recording Rules:
- Unauthorised video and audio recording is not permitted for this event.
- Photography without flash and without disrupting the artists/event is permitted within reason.
- All patrons are required to purchase tickets for admission.
- Admission is subject to proof of tickets purchased.
- Latecomers advisory: All latecomers must wait for suitable cue for seating.
- No refunds, no exchange of tickets.
David Novak is Founder and Artistic Director of A Telling Experience. An internationally touring storyteller he is a veteran of the National Storytelling Festival, USA. He was on the opening team of The Disney Institute as Director of Story Arts and is a faculty member of the Storytelling Program at East Tennessee State University. David keynotes for numerous library and educational conferences, including the Sydney International Storytelling Conference, Czech Children’s Theatre Festival and American Alliance for Theatre in Education. He has also toured for the Lincoln Center Institute and the LA Music Center. David is recipient of the Circle of Excellence for storytelling, and the Aurand Harris Memorial Playwriting Award for excellence in professional theatre for children. He is an A+ Fellow for the North Carolina Arts Council and a Teaching Artist for the Wolf Trap Institute.
With a background in theatre, he applies his skills as a writer, performer and teaching artist to the development of public discourse, community building and education. Over 30 years of practice, David developed a unique style of narrative combinatorics. A master of literary collage, he contrasts the familiar with the surprising, simplicity with complexity and the ordinary with the fabulous.
Highly prized for his ability to bring ancient tales, classic myths, and original stories to life and enthral audiences of all ages, he is in demand for his school presentations, stage plays, keynotes, and workshops.
An animated and innovative storyteller, David has been described as “The Brothers Grimm and Carl Jung meet Monty Python.”
“A gifted teller who enhances his stories with a bag of tricks.” – Smithsonian Magazine
Acknowledgements & Credits:
National Storytelling Network
This program has been made possible in part through the sponsorship of the National Storytelling Network.
Mid Atlantic Arts Foundation
This engagement is supported by Mid Atlantic Arts Foundation through USArtists International in partnership with the National Endowment for the Arts and the Andrew W. Mellon Foundation.


Studies in Studio Arts include traditional visual mediums: drawing, painting, ceramics, sculpture, fibers, and photography. These fine arts allow students to express themselves in deeply creative ways, while also breaking down, understanding, and applying artistic concepts such as color, form, line, shape, space, texture, and value in sophisticated ways.
Though many of these subjects are covered in traditional high school programs, few cover them in such depth. The studio arts program is also highly customizable, and driven by the wants and needs of our individual artists who create and pursue goals to develop their expressive capabilities through craft.
In addition to embarking on art discipline courses, studio artists will also learn about art history, portfolio development, and professional practices within the art career field. They gain a well rounded art education at WAACS in these areas to further their art endeavors after high school and beyond.


What We Do
The Wee Little Arts program is broken into four sessions that build upon each other to develop a full range of training in the visual arts. Students are exposed to a variety of safe, high quality materials, which are utilized in the process of creation to foster their imagination and encourage them to utilize their critical thinking skills. Using art history and age-appropriate children’s literature, students are also exposed to a wide range of visual art concepts. Introduction to descriptive vocabulary, training in the use of various artistic media and exercises to develop imaginative and creative ability are only some of the wonderful things the children experience.
Classes are held once a week for 40-45 minutes. It is greatly encouraged, but not mandatory, for a child to sign up for the first session initially to build basic skills and knowledge that are drawn upon in later sessions. Classes begin at the brilliant age of three!
SESSION 1: Elements of Art
During this first session, students are exposed to the building blocks of art education. Art history and children’s literature will play a major role in introducing the simple, yet necessary, elements of line, shape, color and texture. These concepts are further developed in later sessions but your child’s creation of masterpieces has already begun!
SESSION 2: Drawing
Students are encouraged to focus on observation of their environment as they begin utilizing drawing to create works of art. Fundamental elements of design are introduced and students apply these elements to their work. A variety of media will be introduced to inspire experimentation. Examining both traditional masterpieces as well as the work of contemporary artists, students will continually be exposed to other artists’ work.
SESSION 3: Painting
Students are introduced to a range of techniques, both representational and abstract, and a variety of materials while creating work based on their imagination and environment. The creation of mixed-media pieces will also be explored, ensuring some exceptional work!
SESSION 4: Three Dimensions
In this session students will use clay to transition from working in two dimensions to create three-dimensional projects. Physical manipulation of the clay introduces advanced spatial relationship and motor skills. Other materials may be used as students create their own sculptures to encourage greater understanding of height, width, depth and texture.
These sessions consisting of exploratory camps in which students experience the artistic style of a far away land or historic period. Capturing the imagination and engaging the minds of children, our summer camps are a wonderful way to enrich seasonal breaks and holidays. During these fun and exploratory camps students will travel to different regions of the world and experience art in its many forms.


Who are We?
- Founded in 1907
- Among the world’s largest arts education organizations
- The only association that focuses on all aspects of music education
- Advocates for teachers and students with elected officials
- Works to ensure all students have well-balanced, high-quality music instruction
- Works to ensure music study remains an integral part of the school curriculum
- Plays a key role in the development of the Core Arts Standards
What Do We Believe?
NAfME Position Statements
- Advocacy and the Music Educator (2004)
- After-School Music Education Programs (2005)
- Alternative Certification (2003)
- Assessment in Music Education (2009)
- Early Childhood Music Education (2018)
- Equity and Access in Music Education (2017)
- Fundraising (2003)
- Health in Music Education (2007)
- Homeschooled Students’ Participation in Public School Music Education (2007)
- Inclusivity and Diversity in Music Education (2017 REVISED)
- The Non-Educator Performer in the Music Classroom (2005)
- Public School and Community Music Group Relationships (2003)
- Sacred Music In Schools (1996)
- Specialized Music Instruction (2007)
- Teacher Evaluation (2011)
- The Value and Quality of Arts Education (1999)
We Invite Your Input!
In September 2016, the National Executive Board of the National Association for Music Education (NAfME) began a review of all current position statements that currently appear on the NAfME website. Contexts have changed since a number of these were officially approved and adopted by the Association.
We invite all music educators, advocates, students, parents, researchers, and other stakeholders in music education to provide their ideas for clarifying and strengthening the NAfME position statements.
Learn how you can participate here!
You are welcome to reprint, reproduce, or disseminate these statements with this added credit line: Adopted (year) by National Association for Music Education.


What is it
This wooden Fishing Game is sure to become a favourite with young children. It features a sturdy box base that becomes the base of the ‘sea’ and cardboard, fold-up walls to go inside the base to give some height to the edges of the fishing area. The base is decorated as the bottom of the sea and the walls are decorated with larger fishes, dolphin and other aquatic creatures. There are three green, three pink, three yellow and three blue chunky wooden fishes, each with a magnet – placed to look like an eye – on either side of their heads. Each colour is a different shape and pattern to add to the ‘fishing experience’. There is also a black wooden boot – the ‘booby’ prize for budding anglers! Two wooden fishing poles, complete with thin coloured rope and wooden (with magnet inside) ‘hook’ complete the set.
There are two game-plays described in the rules booklet: the first is a straightforward race – both player’s try to catch as many fish as possible. When they are all caught, the player with the most wins. The second game play is for each player to choose two colours. The first player to catch all their coloured fish is the winner. If a player catches the wrong colour fish it must be returned. In both game-plays, if a player catches the boot, they must put all their fish back in. As with a lot of games, the rules can be adapted to the experience, skill and age of the players to make it easier or harder. For example, to make it easier you might not include the boot; to make it more difficult you might make a rule that the players can’t look inside the fishing area.
What our team of testers said
"I got a puffa fish." - Boy aged 3
"One, two, three..." - Girl aged 2
- Develops manual dexterity
- Promotes turn taking
- Encourages children to follow simple rules
What our experts think
A fun fishing game that is great for encouraging children to take turns and follow simple instructions. We liked that there were two different ways of playing the game – it encouraged children to count, as they added up the fish they had caught, and aided colour recognition, as they tried to hook certain coloured fish. This provides opportunities for building on basic numeracy skills, in preparation for school learning. Games that involve turn taking also promote communication, personal and social skills, important for collaborative activity and play.
As our testers played, they had to demonstrate patience and perseverance; it was interesting to watch the children concentrate as they tried to hook their catch! There were lots of smiles when our little testers were successful – it was lovely to see how proud they were of their achievements! The act of catching the fish also develops hand-eye coordination and dexterity, which strengthens hand and finger muscles. This is important for developing key life skills, such as holding a pencil and fastening buttons on clothes.
- RRP: £14.99
- Brands: Jumbo Games
- No batteries required
- Toy Types: Toys
- Types of skills developed: Cognitive
Colour, shape and pattern recognition
Fine motor skills
Personal, social & emotional development
Physical & motor skills
Teamwork, turn taking & sharing