Solids, Liquids and Gases Video for Kids
Solid, Liquid and Gases
In a solid, the particles fit very closely together. They are repeatedly vibrating and twisting but they do not move past their neighbor particles because the particles are very close to each other. They attract their neighboring particles. This is why solids keep their own shape and to stay where they are put. They are very difficult to compress. They have very small gaps in between the particles.
In a liquid, the particles are still close together but a little further apart in comparison to a solid. The particles can move around and mix with other particles. Therefore, liquids can change shape to according to their container. There is still very little space between particles so liquids are difficult to compress.
In gases, the particles are much further apart in comparison to both solids and liquids. There is a lot of space in between the particles and they keep moving about. The particles collide with other particles and with the walls of the container. Because the particles can move easily, a gas will fill any container that is put into. There is space between the particles. They can be compressed into a smaller volume when the gas is compressed.
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Something I’ve been thinking about is the way we teach students to solve systems of linear equations using substitution. Consider for example the following system of linear equations: y = 3x + 4 and 2y – 3x = 16. Many textbooks would suggest the way forward is to solve one of the equations for a … Continue reading Solve for y and substitute?
Note: This is part 2 in a multi-part series on fractions. In part 1, I discussed two different meanings for fractions, I recommend you start there. The Whole Story Discussing fractions without discussing their associated whole (also called referent unit) can be problematic. The quantity is assumed to refer to some referent unit. However, I … Continue reading Fractions Part 2: The Whole
When I began teaching undergraduates, I mainly taught mathematics methods courses for elementary education majors. Put simply, I taught future elementary teachers how to teach mathematics. For many elementary teachers, fractions is one of their least favorite topics to teach. For many elementary students, fractions is one of their least favorite topics to learn. So … Continue reading Fractions Part 1: They’re Complicated
Teachers typically emphasize two techniques (though there are certainly others) for solving systems of equations: substitution and elimination. The other day I asked my class of prospective middle and secondary teachers to explain why elimination works. I asked this because as I was sitting at my kitchen table that morning, My students were not able … Continue reading Why does elimination work?


The African Music School (AMS) project aims to provide primary schools with a new and innovative whole class tuition programme based on an African-style learning system.
If you wish to learn about our teaching resources and staff training courses, visit our AMS teaching resources page.
School children between Year 1-5 will receive lessons for 30 weeks per year with an expert teacher. Our teachers are skilled professional musicians with vast performance experience in African and African-influenced music. They are all trained in teaching using an African-style learning system.
Tuition will focus on the fundamental elements of music, namely rhythm and melody, through learning songs, clapping rhythms and dancing.
Younger year groups will receive 20-minute weekly lessons where our teachers will lay down the foundations of an African music education by encouraging listening and observation, learning British nursery rhymes and African songs, fun rhythm games and learning how to move to music and clap in time.
Older year groups will receive 40-minute weekly lessons where, in addition to the above, they will learn traditional African instruments such as the djembe and flute. The oldest year group will form African music ensembles, and learn about the importance of rhythm and keeping time.
All students will learn to sing, play and dance to African music, with an option to broaden their range of repertoire to reggae, soul, Motown, pop and folk.
2 hours of demonstration performances from skilled professional musicians are included in the curriculum to inspire the children and show them what they can do!
Download the full AMS curriculum to find out more.


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I’ve been teaching Year 3 about the family recently. They’re pretty good with the mother and father; these activities are designed to take them beyond that into the exciting realm of aunts and uncles, cousins, brothers and sisters, and the grandparents. Some ideas: Ask learners to bring in a photograph of their families. Learners work in pairs […]
I have updated some of the mini books for The Very Hungry Caterpillar, so that they now have just three penmanship lines, rather than four. You can download the PDF of all eight below: Very Hungry Caterpillar mini books You can see my original resources in the post here.
The Very Hungry Caterpillar is full of useful vocabulary for children – days of the week, food names, numbers… Children can use this vocabulary to create their own stories – for instance, “What I ate this week” (“On Monday, I ate fried rice. On Tuesday, I ate chicken.”), making it nice and personal to them. […]
Penmanship is part of Malaysia’s primary school curriculum. I insert these graphics into all my worksheets when I want kids to write something – it’s much easier than fiddling about each and every time with tables/shapes/lines… I use the grey one for flashcards when I want to write something by hand; I want the kids […]


How can we Improve English Literacy?
StudyBox provides English tuition for students from Year 1 to GCSE.. Students are taught methods based on the national curriculum. We aim to complement and support their school education and cover all aspects of English Spelling, Grammar, Punctuation & Writing.
HOW english LESSONS WORK
Students work with tutors on a 3 to 1 basis learning concepts & methods based on their school level. Each student has a unique lesson plan & works at their own pace guided by the tutor. Goals are set and monitored with weekly feedback to parents.
StudyBox provides a free trial and assessment. You can request a Free Trial any day after school or Saturday mornings.
Please contact us and choose the closest Englsih tuition centre near you.
What is English literacy?
Literacy is our ability to read, write, speak and listen in a way that lets us communicate effectively.
Why is English literacy important?
We use literacy skills in everyday life so the earlier we learn the better chance we have of being successful at school and in employment.
Ways to support your child’s literacy development.
- Find books and reading material that interest them – use the local library.
- Read them stories.
- Let your children see you reading – it could be a magazine or newspaper.
- Encourage your children to practise speaking in front of a group.
- Discuss the news, TV shows, movies and issues of the day with your children.


It is a shame that children do not come with instruction manuals when they are born.
Although, most parents figure out how to raise their children quickly, using advice from books and magazines, grandparents, and good old common sense there are some parents who just do not have a clue. Possibly, they were a product of bad parenting themselves, so they do not have a good model to base their parenting skills on with their child. Whatever the reason, it seems that these parents and their children have the ability to upset any unsuspecting person in their immediate range.
Case and Point:
Calvin, an unruly child, comes to school in kindergarten. This child does not share, talks back to the teacher, and bullies other students. A meeting between the parents and the teacher is set up, and the teacher explains the problem to the parents. Rather than supporting the teacher, who is trying to help Calvin, the parents blame the teacher for not giving Calvin enough attention.
This scenario continues with Calvin and his parents all through his elementary education. Each time Calvin’s transgressions are revealed to the parents, they deny that it is Calvin’s fault. The denial becomes quite ridiculous; however, there is no amount of documentation can convince them that Calvin is a terror in the classroom.
Calvin is suspended, receives detentions, other students fear him, and teachers tremble when they find out he is in their class. Every time Calvin’s parents come to school to save him, they reinforce his bad behavior. According to Calvin, the teachers are just mean. They do not like him. They just pick on him. It is never Calvin’s fault.
In high school, the same pattern continues. Calvin’s parents fight about Calvin’s treatment at the school board meeting, they write nasty letters to the editor of the local newspaper, and they even accuse a teacher of abusing Calvin. The school asks him to leave. His parents register Calvin in a new high school, but it is not long before the same behaviors become evident. Poor, poor Calvin.
The story of Calvin is one that could have been avoided, had his parents taken the advice of his kindergarten teacher and all the other adults who tried to tell them there was a problem. If Calvin’s parents had used common sense and taught Calvin to be responsible for his actions, he probably would have stopped the behavior.
Children are not born knowing right from wrong. It is up to the adults in their lives, generally their parents, to teach them these lessons. A child, who never receives consequences for his or her actions, has no measure of what is good behavior or bad. It is a free for all in the child’s mind.
Carolyn Turner states in her article entitled, How to Help Children Learn from Experience, that “…everyone learns from their mistakes, even adults. It’s often called “learning the hard way” and usually the most effective lessons come from bitter experience.” Giving Calvin some “hard loving” would have afforded Calvin’s parents more time to enjoy his experiences and less time fighting his battles for him. For Calvin, learning from his mistakes would have made him a happier, better-adjusted child who could be independent and successful.
When parents fail to parent their children by allowing them to escape the consequences of their actions, they set the child up for failure. Sometimes, not only in childhood, but also in life. Someone will have to pay for mistakes made, and if it is not the child, then it will be the parents. The probability that Calvin will be going to mom and dad to get him out of jams later in his life is very large. Therefore, it will not be his fault he wrecked the car, failed at his marriage, or worse yet, that his child is a monster.
Making good choices and being responsible for one’s actions are characteristics that human beings do not arrive in this world possessing. Every incident in a child’s life is an opportunity for a lesson. It is up to the child’s parents to grasp those opportunities and use them to raise a happy, responsible child that is a joy.
Copyright © Jamie Nowinski and Grandmother Wisdom/ Grandmother Musings 2012-2013. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Jamie Nowinski – Grandmother Wisdom/Grandmother Musings with appropriate and specific direction to the original content.


A number of historically black colleges and universities make their home in the Commonwealth of Virginia. During the reconstruction period after the Civil War, advancements for blacks happened rapidly in Virginia. These advancements included some of the first schools dedicated to teaching blacks only. Today, some of the colleges, trade schools and technical institutions that began during reconstruction have evolved into some of the country's top institutions of higher learning.
Norfolk State University
Norfolk State University, founded in 1935, began as the Norfolk unit of Virginia Union University. In 1942 the college became Norfolk Polytechnic College and in 1944 it became a part of Virginia State College. In 1969 the college gained complete independence from Virginia State College and in 1979 it was granted university status and the name changed to its current moniker. Norfolk State University has five different schools---the school of education, college of liberal arts, college of science, engineering and technology and the school of social work and the school of business. The liberal arts college offers degrees in English and foreign languages, fine arts and history and interdisciplinary studies. Norfolk State University's graduate school programs offer advanced degrees in pre-elementary education, teaching, criminal justice, music and urban affairs and social work.
Norfolk State University 700 Park Ave. Unit 2568 Norfolk, VA 23504 757-823-8600 nsu.edu
Virginia State University
Virginia State University was the first four-year fully state supported school of higher education for blacks in the state of Virginia. Founded in 1882 as the Virginia Normal and Collegiate Institute, the school has a 236-acre main campus and a 416-acre agricultural research facility. Students at Virginia State University have 50 baccalaureate and master's degree programs from which to choose. Virginia State University has schools in engineering, science and technology, business, agriculture, liberal arts and education and graduate studies, research and outreach. The school of agriculture offers degrees in agriculture and human ecology, hospitality management and family and consumer sciences and nutrition and dietetics. Liberal arts majors choose from a number of programs including criminal justice, mass communications, music and sports management and economics.
Virginia State University 1 Hayden Dr. Petersburg, VA 23806 804-524-5000 vsu.edu
A private institution located in Hampton, Virginia, Hampton University held its first class on September 17, 1861, under an oak tree that later became known as the Emancipation Oak. This tree still stands on Hampton's campus. In 1863 General Benjamin Butler founded the Butler School for Negro Children using funds from the U.S. government. Hampton's most famous graduate, Booker T. Washington was one of the founders of the Tuskegee Institute in Alabama. Hampton University has six schools---business, engineering and technology, liberal arts, nursing, pharmacy, science and the Scripps Howard School of Journalism and Communications. Hampton offers advanced degrees in multiple subjects including atmospheric and planetary sciences, chemistry, math and physics and nursing.
Hampton University 100 E. Queen St. Hampton, VA 23668 757-727-5000 hampton.edu
- Rosslyn, Virginia image by dwight9592 from Fotolia.com


Written as a primer for educators, Teaching Phonics Today is just as appropriate in a teacher education course as it is for a book study group, offering a contemporary look at phonics instruction, updated terminology and research, and instructional implications in light of current education initiatives.
Strickland is the Samuel DeWitt Proctor Professor of Education at Rutgers, the State University of New Jersey.
Book Features:Chapters written by experts who have years of experience working in schools. Real-life examples demonstrate how theories have been applied. Reflective questions and project assignments in each chapter allow readers to relate ideas to their own situations. Connections across chapters and directions for future considerations help summarize and synthesize information.
Contributors: Moises Aguirre, Kathryn H. Au, Rita M. Bean, M. Susan Burns, Jill Castek, Patricia A. Edwards, Douglas Fisher, Elena Forzani, Nancy Frey, Jennifer L. Goeke, James V. Hoffman, Barbara Kapinus, Clint Kennedy, Julie K. Kidd, Diane Lapp, Donald J. Leu, Maryann Mraz, Jeanne R. Paratore, Taffy E. Raphael, Kristen D. Ritchey, Adrian Rodgers, Emily M. Rodgers, Misty Sailors, Elizabeth V. Strode, Jacquelyn S. Sweeney, Jo Anne L. Vacca, Richard T. Vacca, Jaime Madison Vasquez, Jean Payne Vintinner, MaryEllen Vogt
“Only the most valuable of academic texts gets to a fifth edition. . . . If I were to do a column ‘What’s Hot in Literacy/Reading Texts,’ this volume would undoubtedly be at the top of the list.”
—From the Foreword by Jack Cassidy, past president, International Reading Association
“This fifth edition is a timely and most welcome addition to my professional library. This book is a ‘must’ in a time when it is essential for literacy leaders to keep up with the fast pace of what is happening in the field of reading. Wepner, Strickland, and Quatroche are exceptional educators and researchers who bring together some of the leading literacy experts to address issues that are so critical in this age of common core state standards. This is a ‘must-have’ book for anyone involved in overseeing literacy programs at school, district, and state levels.”
—Linda Gambrell, Distinguished Professor of Education, Clemson University and co-editor of Reading Research Quarterly
Shelley B. Wepner is a dean and professor in the School of Education of Manhattanville College. Dorothy S. Strickland is the Samuel DeWitt Proctor Professor of Education, emerita, at Rutgers University. Diana J. Quatroche is a professor and chair of the Department of Elementary, Early, and Special Education in the Bayh College of Education at Indiana State University.


Many people think an art degree is a bad choice in terms of potential income, but this belief isn’t necessarily true. There is always a demand for art, and to be a professional artist, you need training. There are times when a fine arts or design degree is a bad choice, but the reason many artists don’t make good careers for themselves is that they don’t know how to make money from art. There are many possible career paths in this field, and as well as teaching you the fundamental principles of color theory, composition and visual rendering, a design degree teaches you how to think of art as a business.
How to Think Like an Artist
Many people look down on creative careers or think that only A-list artists can have credible careers in the art world, but it’s this type of thinking that holds people back from pursuing the work that they can do best. In economics, the concept of comparative advantage says that every country should focus on exporting the product that it can make the most easily, even if another country can do a better job. This principle holds true for individuals, and if your comparative advantage is art, you will have the most success in life as an artist. Not everybody can make art, and the world needs people whose comparative advantage is art to be artists. If you’re one of these people, you will certainly benefit from a degree in art, and you can use it to get jobs with design studios, animation studios, fashion companies, Web design companies and other employers who make money selling art.
If your ambition is to be an A-list artist — i.e. famous — you will probably have to hold down a day job for a few years until you prove yourself, but if you have that ambition, it might mean that you can get to that level. During a four-year art education, you will work with instructors who have experience in the art world, and many of them are very deep people who can give you truly valuable insight. It’s this perspective that makes your art valuable to other people, and the fastest way to get this insight is from school.
What You Get From an Art Education
Professors in the arts and humanities are different types of teachers than professors in science and mathematics, and the best teachers in the creative subjects are there to teach you about life as much as about the course material. It’s different in science and math because these subjects are quantitative and not qualitative. An education in a qualitative subject like English, history, philosophy or art teaches you how to judge the meaningfulness of the world around you because this kind of analysis is required in creative fields. From a practical standpoint, an art degree gives you real-world skills like illustration, sculpting, typography and composition, and many companies hire employees based on these skills.
It may not be entirely realistic to plan on a full-time career as an insider artist whose work is shown in galleries because most of these people have day jobs to make ends meet. However, formal art training can give you the technical skills and audience feedback you need to eventually get your work shown in galleries. If you want to do art more than any other job, you should go to college for an art degree and figure out how to make money from your talent.


Naming More Compounds
In this naming compounds activity, high schoolers are given the chemical formulas of sixty ionic and covalent compounds and they name each.
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Guest post by Claudia Haines, Youth Services Librarian at Homer Public Library, a Libraries Ready to Code grant recipient. She’s at the helm of Homer Public Library’s year-long initiative called Makers2Mentors, which is embedding computational thinking and computer science in the culture of the library.
In December, days can be cold and dark in Homer, Alaska. This morning, rain and snow pelted the Homer Public Library’s large ocean-facing windows. Around town, the trees, bare of leaves for the winter, lean away from the gusty wind. So close to the Winter Solstice, daylight lasts for what seems like a fleeting moment. As a result, the pace around this small town slows in this time of year and life for some can be isolating. The local fishing fleet is mostly shut down until Spring; resting after a hectic season. The throngs of visitors that frequent our small community in Summer are elsewhere. The type of outdoor work and play shifts to the kind that requires long johns and snow pants or is procrastinated altogether. We don’t have long to wait before the days start to get longer and warmer again, but until then, the library has a plan to help ward off the darkness.
On Saturday, as part of our Computer Science Education Week (CS Ed Week) activities, we are hosting an hour-long holiday card workshop that combines paper circuits and paper crafts to help families learn about electricity, sensors, switches and algorithms. It also brings the community together. Kids and their families will use conductive copper tape, coin size batteries and small LED lights to make pop-up paper cards illuminate. The Let it Glow! Workshop is part of a year-long initiative at the library called Makers2Mentors which is embedding computational thinking and computer science in the culture of the library. Funded by Google, Makers2Mentors is part of ALA’s Libraries Ready to Code project and includes digital and unplugged programs and opportunities for ages 3-18 and their families to learn more in fun, creative ways.
Like the amount of daylight in Alaska, Makers2Mentors will evolve throughout the year, but each piece will grow young makers, and teen mentors, by introducing important concepts and fun projects that connect kids, even in Homer, Alaska, with the skills they will need in the workforce. From fishermen to app developers, computational thinking and computer science are essential. Along with the card-making workshop, teens at the Homer Public Library will explore coding and app design at the three-month-long program. They will also meet Alaskan developers, entrepreneurs and scientists using computer science in their day-to-day work in the state and across the country. Younger kids will use computational thinking at the after school Maker Club on days that 8-12-year-olds are released early from school and at the LEGO Club, both of which provide access to digital and analog tools that support learning. Later in the year, Makers2Mentors will offer a Family Game Night, more coding programs with two specifically for girls (underrepresented in the tech industry) and circulating robot kits to extend learning at home.
Makers2Mentors, like all of the Ready to Code projects, capitalize on local interests and community resources to create relevant programs and address gaps in innovative ways. In Homer, kids have very cool opportunities, but access to computer science is not one of them. No computer science is taught in area schools so what they get in a school robotics club or at the library is it. Already, just one month into the project, the Homer community is talking about the importance of access to computer science for kids and we look forward to contributing to the conversation and ultimately being part of the solution.


Creativity, Emotion, and Individuality
The musical program develops early music sensitivity, creativity and knowledge in our students in a natural and lasting way. Playing an instrument gives them creative, emotional, and social opportunities and it may improve school performance in areas beyond music.
In addition to instilling a passion for music in our students, this program allows them to express their individuality, develop their talents and forge discipline and self-esteem.
Music in Preschool
Students learn about music and its elements via singing and movements. Every child should tune and have a musical rhythm and pulse. They also develop a vast knowledge of diverse musical styles and interpretation.
From grades 1 to 4 our students receive music instruction via our string program. This adds a unique value to their lives, which cannot be filled with any other type of music education.
Band and Chorus
During grades 5 and 6 our students learn to play one of the wind instruments that are part of our concert band: Western concert flute, clarinet, alto saxophone, trumpet, trombone, or tuba.
Starting grade 7 music class is divided in three different areas: band, chrous and percussion. Students are tested to determine which area will allow them to maximize their abilities and complete their musical education at ISR.


On this category page, I will be revisiting my publication “Music Technology and Curriculum Access”, 2001. This was a personal study which examined whether, at that time, the technology existed to support universal access to all the various areas of music education. Obviously, some of the resources described are now defunct. However, the principles of access remain the same and much of the technology is generic: current models can be applied in much the same way. I will be considering to what extent the technology, both legacy and contemporary has been/ is being successfully exploited.
This is my description of the original study, which is discussed at greater length on the website, Music Technology and Curriculum Access – accessing and enriching music learning.
There are few published materials documenting the use of music technology in the classroom, so I hope that this book, full as it is of descriptions and analyses of real music in real classrooms, will prove useful. It records my personal investigation of ways in which technology can improve access to music for all pupils and, in particular, for those with disabilities. It considers two important questions:
1) Does the technology necessary to address each and every area of the music curriculum exist?
2) Can the relevant technology be incorporated into normal classroom practice?
I conducted several investigations, in order to find answers to these two questions, including:
a) bringing together components to form computer-based systems for the use of particular individuals/groups with severe physical disabilities
b) using identical equipment with groups of varying levels of physical/intellectual ability.
c) creating ‘virtual instruments’ to facilitate live performance and documenting their use
d) analysis of class performances to identify the points at which technology was contributing to differentiation
e) individual case studies
f) identifying a number of software packages suitable for class teaching and analysing them, in terms of physical and intellectual access
g) authoring original, computer based, teaching materials and ‘test-driving’ them in the classroom
h) initiating both individual and group music sessions in a nursing home for young people with profound and multiple learning difficulties, entering observations of the sessions into a keyword database and analysing them in terms of the National Curriculum.


The Effect of Orff-Based Music Instruction on Spatial-Temporal Task Performance of Young Children
Carl Orff founded his approach to music education on a pedagogical structure that stressed music, movement, and speech. In the decades following its introduction in this country in the 1960’s, music instruction for children based on the Orff approach has increased in popularity (Atterbury, 1992). Many elementary music teachers have chosen to rely exclusively on an Orff approach, whereas others use a combination of several pedagogical approaches that may include Orff-based activities (Carder, 1990).
Persellin, D. C. (1999). The effect of Orff-based music instruction on spatial-temporal task performance of young children. Texas Music Education Research, 79-84.
Texas Music Education Research


“I always think there’s a band, kid.”
Many of you will recognize that quote from the classic musical and 1962 film, “The Music Man.” In it, a con man named Harold Hill sells band instruments and uniforms to families in a small Iowa town and promises to create a boys’ band. Since Hill isn’t a musician, however, he couldn’t even teach a single note. In the end, he must face the music as the mayor and other government officials find out about his lies.
This May, I watched this show for the first time in a semi-staged production put on by the Cincinnati Pops Orchestra. I admit that the conclusion of the performance brought happy tears to my eyes.
In the musical, just the idea of creating music draws people closer together. Four bickering school board members become an impromptu barbershop quartet. A lisping boy gains the courage to break out of his awkward shell. And a withdrawn librarian falls in love.
The possibility of performing also gives the characters a sense of pride. At the conclusion of the show, the boys try to save the day and defend Hill by entering the town square, clad in their uniforms and with instruments in hand. Despite the cacophonous wails emerging from the instruments, the parents are filled with awe.
“The Music Man” has captured people’s hearts because community, self-confidence and pride is what music education is all about; it’s not necessarily just about the music itself.
On the other hand, unlike in the musical production, we can’t “think” our way into perfection in real life. Improvement of any skill requires consistent practice and devotion. Specifically, making music takes years of learning.
In today’s society, we may be cheating our communities by hollowing out school programs, waiting too long to begin formal instrumental education and decreasing the hours devoted to in-class instruction. In turn, school band and orchestra programs are getting smaller. Find out about this negative trend in our article, “No Band Left Behind?” and how you can help stop it.
After all, wouldn’t it be great if every band had “Seventy-Six Trombones”?
Christine Ngeo Katzman
Publisher & Editor-in-Chief


Teen opinion: why art is so important picasso once said, “the world does not make sense, so why should i paint pictures that do” after hearing that. To participate in a math and science fair or to win an award for writing an essay or art in schools is important why art is so important in. Arts important to the education education essay print the different forms of art such as it is only beneficial if schools encourage teachers to attain. Should art be taught in schools 69% say but schools lack the emphasis of how important art is which is why art should have more emphasis in schools. Why is art history important update cancel answer wiki 7 answers jim brown why is art important is art history a science what is the canon of art history. The importance of arts education in schools this is due to the academic gain in important subjects such as math why because they participated in art.
Visual arts, dance, music, and theater are becoming less common in schools these studies reveal how art education benefits students and educators alike. Why our schools need the arts davis why rev proofsindd “with all the time spent preparing our children for so many important studying art will make. Why arts education is crucial declared art to be part of what all schools should teach the third is as important as the other two. Many schools a poetry fiction the importance of music education january 15 spending on music and art in place of other classes that are viewed as being much.
Essay on the importance of art education and high schools these art classes may include not only visual arts why is education of the arts so important in. Khan academy is a nonprofit with the mission of providing a free why is art important learn for free about math, art, computer programming, economics.
Explains reasons that art education is important for children art education advocacy page about 40 percent the elementary schools in the us do not have art. Uh oh looks like a monkey made off with the page you're trying to find and he's making a clean getaway, too you can find our menu, coming events, home page, and.View


Timothy Bartik claims that investing in very early childhood education isn’t only good for the children included — but for communities as a whole. Less jobs, which can exacerbate the financial hardship and illness that is typical if you have less training. This body of research, but cannot always identify how exactly we can boost educational success or calculate the expenses and advantages of opportunities that do therefore. Perhaps main with regards to omitted advantages, we do not determine the potentially results in the kids created to prekindergarten participants whom (as parents) could have greater profits and work, lower incarceration prices, and better wellness.
Therefore, the correlation between reduced academic attainment and disease which later observed among adults might have just as much to do with the seeds of illnessand impairment being planted before kiddies ever reach college age as witheducation itself 4STARS-CHARTER. The benefits of very early childhood development programs to participating young ones enable them to enter school willing to learn,” assisting them attain better results in school and in their everyday lives.
We might think of these comes back from education, like higher earnings, as subsequent “downstream” benefits of training (later on in chapter we shall talk about “upstream” facets which could influence both education and health through the life program, specially before kiddies ever reach school age).
As Pruett explains, the many intrinsic benefits to music education include being self-disciplined, learning an art, being area of the music globe, managing performance, being part of something you will be pleased with, and even suffering a very poor instructor. Kenneth J. Arrow provides viewpoint on training and preference formation, and Jere R. Behrman considers general conceptual and dimension problems in evaluating the social benefits of education and policies associated with education.
3.5 million school-aged Iraqi kids are passing up on training, therefore they’ve been at increased danger of early marriage, kid labour and recruitment into armed teams. Divisions will process the repayment through Payment Authorization system, referencing the academic Benefits Request quantity into the Payment Authorization text.
The prekindergarten program alone, they identified $92,220 in present value advantages and $8,512 in current value expenses in 2007 dollars—a benefit-cost ratio of 10.83 to at least one. 22 The benefits derived primarily from reduced general public education expenditures as a result of reduced grade retention and make use of of special training, paid down expenses toward unlawful justice system and victims of criminal activity due to reduce crime prices, paid down expenses on son or daughter welfare as a result of less youngster abuse and neglect, greater projected profits of center individuals, and increased income tax income as a result of projected higher life time profits of center participants.
The determinants and labour market ramifications of lifelong learning. Such an investment would improve academic success, enhance economic development prices, and raise criteria of living across the income spectrum. The current generation of children will reap the benefits of greater profits, greater material criteria of living, and an advanced quality of life.


What is Audiation?
Audiation is the ability to hear and understand music for which the sound is not physically present. In short, it’s the ability to think musically. Performing music is a lot like speaking a language.
In order to speak, we must have a vocabulary of words, and the ability to put those words together into a sentence so it makes sense in the context of each unique situation.
In music, we must have a collection of tonal and rhythm patterns, and acquire the ability to perform them in musical context, that is, within the harmonic and rhythmic constraints of the tonalities and meters of our culture.
We must seek to understand how music works, so that we are not dependent on others to teach us music, or to rely strictly on musical notation. We want to be independent musical thinkers.
These free lessons will teach you the language of music: melody, harmony, and rhythm.
Musicianship Level 1 lessons teach you to audiate, to think musically, in Major and Minor tonalities, and in Duple and Triple meters.
Learn the horizontal aspect of music: melody. You will learn basic melodic patterns in Major and Minor tonalities.
Learn the vertical aspect of music: harmony. You will learn the primary harmonic functions in Major and Minor tonalities.
Learn the foundational layers of rhythm, and how to chant and improvise rhythm patterns in Duple and Triple meters.
A resource for musicians, music teachers, and parents of future musical prodigy
Learn the language of music.
Learn the tonalities with these short, catchy tunes.
Short songs in varied tonalities and meters with words to sing for your baby.
Vocal musings for listening and audiation purposes.
Andrew Mullen is a teacher, folk musician, multi-instrumentalist, song-writer, and lifelong learner. He has taught all levels of students in a number of subjects, and is currently a middle school teacher and curriculum coach in Burlington, Massachusetts. Mr Mullen holds Masters degrees in Music Education and School Administration, as well as certification from the Gordon Institute of Music Learning (GIML) in Elementary General and Early Childhood Music. He is currently entertaining Doctoral scholarships.


Nurturing skills for life’
Our curriculum aims for high standards whilst providing valuable and memorable opportunities for all children to learn, grow and develop the skills, knowledge and understanding relevant to their needs now and their future lives. It promotes a willingness to question and explore, widen their horizons, develop their aspirations and instil self-belief.
Music at Myton Park
Music is a creative and enjoyable activity, yet it can also be a highly academic and demanding subject. We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music. At Myton we view singing as lying at the heart of good music teaching and our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music and we aim to build up the confidence of all children. Children develop descriptive skills in music. We teach about how music can represent feeling and emotions alongside teaching them the disciplined skills of recognising pulse and pitch. Children are also given opportunity to make music together, to understand musical notation and to compose pieces.
Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. National Curriculum for England (2014)
Aims and Purposes
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Link to Music overview
Link to National Curriculum for music


Individuals learn in a variety of ways (Felder & Spurlin, 2005). One method for educating is storytelling. Storytelling is a way of communicating and processing events and information; taking away the lessons that life has to offer (McKee, 1997). Understanding that people learn in a variety of ways, and that storytelling is tradition of humankind, it makes sense to tell stories using a variety of media. Hence, transmedia storytelling (Jenkins, 2007).
An example of how transmedia storytelling can teach children is Monster High. Monster High began as a web series; short 3 minute videos which tell the story of a group of students in high school. The catch is that they are all the children of famous monsters (e.g., Dracula, the werewolf, zombies, the Mummy, etc.). From there, Mattel created dolls, games on both computer and DS, art projects on their website, teen paranormal novels, kits to create your own dolls, a wiki, and a whole host of other media telling different parts of the Monster High story. Tim Kring (2008) notes that transmedia includes a central world (he calls in the ‘mothership’) from which all other media branch and to which all other media reconnect. Part of the educational aspects inherent in Monster High come not only from the facilitation of media literacy development, but from the history which is included in the creation of its world. If a child wants to know more about Cleo de Nile’s background, personality traits, habits, and interests, they must research her father (aka the Mummy) and his origins (i.e., Egypt). The same goes for every character. Children who are immersed in this story are guided to topics such as steampunk, French cathedrals, musical theatre, and mythology.
Another aspect of transmedia storytelling which Monster High accounts for is collective intelligence and user-generated content. Countless YouTube videos feature tutorials on recreating the makeup looks of the characters, creating custom dolls, and fan fiction. Monster High has also supported pre-teen focused social marketing content, allowing social issues to be addressed first via web video, then via wiki.
Because of the expansive ways in which transmedia storytelling reaches its audience, it can be harnassed for education as well as entertainment. Monster High is an example of that combination, though many other examples may be found throughout history (MIT, 2006).


Research paper elementary
Elementary education research papers discuss the fundamental skills in elementary education that students will need to learn to succeed in future academics and in life. A research paper at the elementary school level meets many of the writing standards of the national council of teachers of english a research paper allows students. 1 research paper handbook table of contents research project grades 4-8 philosophy. These research reports are great for use this 'writing paper: this 2 page activity asks upper elementary students to research specific information about a. Research paper outline for elementary students at best essay writing service review platform, students will get best suggestions of best essay writing services by.
Writing a research paper is often a daunting task for students by dividing the process up into easy to complete steps and providing detailed information to help. Find and save ideas about research paper on pinterest | see more ideas about school study tips elementary research paper outline template. Description of a project intended to sharpen the skills of reading, writing, grammar, and idea sequencing in elementary school children (sts.
Elementary research paper outline template | outline format - doc. Written and compiled by: i elementary (primary k-2) the research process sample paper and works cited list -----134 evaluation.
Research lessons are designed to assist students in conducting research, drawing evidence as well as going through the steps needed to complete a research paper. Blogger mary beth hertz embeds lessons in information literacy using internet research doing internet research at the elementary stick to paper and pencil. Mccarthy 1 lesson plan: how to begin writing a research paper michele mccarthy department of health science and recreation san josé state university.
- School district of new berlin library media specialists developed the research guides and templates listed below these resources are designed to guide students.
- Write a winning research report writing a good research paper is a huge deal and you deserve to feel proud for a job well done elementary school.
- Elementary research rubric category: exemplary : proficient located and recorded a lot of information that did not directly answer the research questions.
- Find quality lessons, lessonplans, and other resources for upper elementary research writing and practices and much more.
Research paper rubric name: _____ date: the paper’s purpose in a single sentence, which is engaging research and project. Writing a research paper doesn' t have to be daunting — scholastic's step-by-step plan guides students from picking a topic to completion.


The Anthropology Department offers this combined major in partnership with Western's Woodring College of Education. Anthropology is particularly valuable for teachers, because it provides a broad understanding of human behavior, cultural diversity, and learning as a process of social interaction. Teachers today work with students of various cultural backgrounds and awareness of specific cultural learning influences, attitudes, motivations, and patterns of interaction is an integral part of working effectively and respectfully in diverse communities.
Through the required basic courses in Anthropology, majors will acquire an understanding of cultural context, the evolution of contemporary institutions, and both similarities and differences that are both the heritage and potential of humanity. With faculty Advisement, Anthropology — Elementary students will identify topics for advanced coursework, including:
- Diverse Cultures and Ethnic communities in the Pacific Northwest
- The relationship of cultural and political realities to civic engagement
- Linkages between cultural expectations and learning processes
This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in Elementary Education offered through Woodring College of Education.


A recent report from the American Academy of Arts and Sciences calls for more attention to language teaching in the U.S. The report notes that U.S. students have much less access to foreign language instruction than students in other economically developed countries, and that Americans are thus much less likely to be bi- or multilingual.
As an expert on language and literacy development in children, I’ve talked to many immigrant parents who expect their children to grow up bilingual, only to be surprised that they end up as monolingual English speakers. Meanwhile, foreign language learning opportunities for English speakers are limited. Why is the U.S. so bad at producing bilinguals?
Native language loss
The dismal state of bilingual and multilingual fluency in the U.S. has a couple of sources. Notably, far too many of the children with the greatest potential to become good bilinguals – the children of immigrants – lose fluency in their parents’ language. It’s estimated that by the third generation, immigrants have completely lost fluency in their heritage languages.
Ongoing support (political and social as well as educational) for maintenance of minority languages is limited. Bilingualism can be impeded by a general sense that it’s more important for immigrants to learn English than to maintain their first language, and that these are somehow in conflict with one another.
In my view, it’s ironic that we have students walking up staircases at one end of their school building to attend Spanish foreign language classes while at the other end of the same building native Spanish speakers are being taught English and content in ways that lead to their loss of Spanish.
Foreign language classes ‘fail’
The other factor contributing to a lack of bilingual proficiency in the U.S. may be low expectations. Too many Americans accept the claim that foreign language instruction is a dismal failure, that a very large percentage of students will never become fluent in another language and that investing in foreign language learning is likely to be a waste of time.
How do we explain, then, that l00 percent of students in Germany, Scandinavia, The Netherlands, Switzerland, Singapore and many other places achieve high levels of competence in English – and typically in at least one or two other languages as well? Is the U.S. student population afflicted with some peculiar block to foreign language learning?
I would argue that we as Americans do have a block to successful foreign language learning: our deeply unrealistic expectations about how it works. Can a few years of experience in middle school or high school classrooms (experience that likely adds up to less than 600 total hours of instruction) generate excellence in another language? Frankly, no – at least not for most students.
Moving forward through opportunity
Despite the current limitations of most curricula, such classroom experience can, however, form a solid foundation for truly learning a foreign language.
This is particularly true when a genuine communicative opportunity arises. Some lucky students get that opportunity on trips abroad. Others might seek it out by volunteering in refugee centers or programs serving immigrant youth, or by seeking digital contacts with native speakers.
Many efforts to rethink the traditional foreign language classroom experience have been tried. These efforts include immersion, dual immersion and other bilingual school programs. Such programs typically recruit kindergartners and build second language skills by teaching content through the second language.
They often work well, but starting at kindergarten is not a requirement for ultimate fluency. Immersion programs are effective and, in fact, generate equivalent learning in less time if started at later grades. Late immersion may be more efficient just because older students are better learners, and are generally more likely to have had a say in choosing the immersion program – thus they’re also more motivated to learn.
With such opportunities to improve foreign language instruction, let’s not give up on it entirely – let’s figure out how to complement it with the experiences that enable students to exploit it optimally!


Florida Common Core Standards
FL.LACC.L.2. Language Standards
Vocabulary Acquisition and Use
LACC.2.L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
LACC.2.L.3.4.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
FL.LACC.RF.2. Reading Standards: Foundational Skills
Phonics and Word Recognition
LACC.2.RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
LACC.2.RF.3.3.d. Decode words with common prefixes and suffixes.


A major problem in Egypt is the low quality of elementary education. Teachers and exams depend on memorizing textbooks and teaching methods driving the innovative side of the students especially in science subjects are totally absent. This results in students being only “receivers” of knowledge, not “creators”. The problem gets worse in low-income governmental schools (by far the most common type of schools in Egypt). With under-qualified teachers, a huge number of students and extremely low budget for any types of equipment, students have no access to quality education.
YouTeach Science Van project addresses this problem in an innovative way, that was never implemented in Egypt previously.
YouTeach Science Van project consists of 3 main phases:
- The first phase is giving students (age group: 11- 15 years) a series of very interactive workshops under the title “Let’s play science differently”. These workshops teach them how to think critically about what they learn, apply their creative thinking and introduce them to the “Scientific Method”.
- After that, students have one month time to choose a scientific topic they find interesting, and turn it into an experiment that simply visualizes this concept and makes it easy and interesting to understand by anyone. The best experiments (around 25) are selected to go on the Science Van.
- The high-point of the project is the science van tour. The selected experiments are all put on a van to form a traveling science fair. The van travels with the experiments, our team and the students on board around the city of Alexandria, and stops at different public places for 1-2 days each. During these days, students engage the public in trying out the experiments and explain them the scientific concept behind it. At the final day of the tour, a jury consisting of educational specialists selects the top three experiments. The winners receive awards during a closing ceremony.
The complete project cycle is repeated twice during an academic year.


Lower School, Grades 1-4
Make, Create, and Innovate
This is not your typical summer learning program!
Make, Create and Innovate is a multi-sensory, hands-on approach to learning, risk-taking and exploring.
Make, Create, Innovate
This half-day, four-week program provides a variety of enrichment opportunities for students entering grades 1 through grade 4. Developed to suit students with varied needs, the program features a variety of learning centers and stations equipped to promote creation, design and innovation as well as a small group, teacher-led center to differentiate and reinforce skills and content.
Reading, writing and math will be covered at each grade level, allowing students to sustain and further develop foundational skills necessary to be successful in the general Gulliver curriculum.
The summer course for English Language Learners (ELL) offers recent English speakers the opportunity to develop academic language proficiency and gain cultural orientation.
Courses are taught by Gulliver teachers at the Montgomery Drive campus and follow the Gulliver curriculum with a summer twist of engaging activities and class themes.
Session: June 4 - June 29
Times: 8:30 a.m. - 11:45 a.m.
Morning Lower School Summer Studies can be combined with Day Camp, Engineering Camps and Athletic Camps for a full-day program at an additional charge; includes lunch. Students will be bused from the Montgomery campus to either the Academy or Preparatory campus by Gulliver buses to complete their day depending on the afternoon camp.


Citizens in the cradle
Mary Diskin outlines the case for wider state intervention in order to break a cycle of educational underachievement that has entrapped some working class communities.
The recent publication of ‘Educational disadvantage and the Protestant working class: A Call to Action’ is a much broader assessment of how poverty and inequality impact on educational achievement than its title may infer.
Its principle finding, based on local, UK and international research, is that differences in educational performance lie, to a very large extent, outside the school system. The research includes a London School of Economics study, which analysed nearly half a million individual pupil attainment paths. It found that prior attainment, gender, free school meal entitlement and English as an additional language accounted for 92% of the variance in later attainment in secondary schools. Such findings, the ‘A Call to Action’ working group state, demonstrate that ‘systemic educational improvement will require comprehensive, long-term responses to inequality’ including increased health spending, better housing, innovative childcare strategies, and moves towards a living wage.
Early years and childcare strategies are key to improving educational performance according to the group. The most significant period for a child’s development, learning capacity and wellbeing is during pregnancy and the first three years of life. Risk factors which affect brain development before birth are strongly associated with, or exacerbated by, poverty. Yet the state funded Sure Start programme aimed at reducing child poverty is underdeveloped and underfunded in Northern Ireland compared to the rest of the UK. Children who need this support but have been denied it will often show limited concentration skills, inability to cope with challenge or failure, and challenging behaviour during their primary school years. They will often leave primary school with limited literacy and numeracy skills.
The OECD in its Programme for International Student Assessment (PISA 2009) has also indicated that participation in pre-primary education is particularly strongly associated with reading performance at age 15. The PISA 2009 study found that in the republic students with a family background in the top third social and economic class had an average reading score that was significantly higher than students in the bottom third. Students whose parents have a lower level of education had a significantly lower average reading score than students whose parents have third level education. In Ireland, students in lone-parent families (one of the high-poverty risk groups) had a significantly lower average reading score than students in other family types. PISA 2009 indicates that the gap in the lone-family group’s reading attainments in Ireland is higher than average across OECD countries.
It is within this context that the A Call to Action’ Working Group examined the comparative underachievement of disadvantaged Protestants and in particular Protestant males in Northern Ireland. De-industrialisation and the loss of traditional labour markets and skills has had a huge negative impact on this group. Generations of working class Protestants were heavily involved in manufacturing industry and viewed getting a trade as the main form of educational requirement.
There was a perceived lack of need to gain educational qualifications through the college/university route with the result that many are unable to compete for jobs requiring educational qualifications and skills linked to computerisation. They are now reliant on low wage and casual employment or dependent on benefit.
Cultural factors are likely also exacerbating educational disadvantage in other working class communities and deserve their own studies. However what existing research is clear on is a large number of children from less well off backgrounds, in both jurisdictions, leave primary school very poorly equipped in the areas of basic numeracy, literacy, language and communication skills with the result that they remain poor and marginalized as adults.


This module helps you to understand and express different types of numerical information with more confidence and precision. The reading activity focuses on budgets, something all of us have to compose with, whether as students or professionals. Practise reading comprehension strategies and skills and take a note of any words and expressions you are unfamiliar with. They will be useful when describing financial information and amounts of money. Three listening comprehension activities introduce common numerical formats, including amounts of money, times and dates and telephone numbers. As you practise your listening comprehension skills, take a note of the correct pronunciation and the particularities of each number format. The grammar component of this module reviews the simple past and the past progressive, which mirror the usage of the two present tenses. A pronunciation exercise helps you pinpoint and practise the three ways in which we can pronounce the final -ed on the simple past and past participle forms of regular verbs. Finally, you will review and practise vocabulary items and expressions that relate to different types of numerical information.


Education is the process by which a society transmits its accumulated knowledge skills and values from one generation to another. Education must provide the means and opportunities to enhance the child creative expression and the capacity for aesthetic appreciation. Education gives knowledge about the world around us. It makes children capable of interpreting things in the right perspective.
Sarva Siksha Abhiyan (SSA)
Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship programme for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right.
SSA is being implemented in partnership with State Governments to cover the entire country and address the needs of 192 million children in 1.1 million habitations.
The programme seeks to open new schools in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.
SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl’s education and children with special needs. SSA also seeks to provide computer education to bridge the digital divide.
|Name of the Office||Mobile No|
|District Educational Officer Chatra||9955937199|
|District Superintendent Of Education Chatra||9955937199|


“Now I really make the little idea from clay, and I hold it in my hand. I can turn it, look at it from underneath, see it from one view, hold it against the sky, imagine it any size I like, and really be in control, almost like God creating something.” - Henry Moore
Henry Spencer Moore OM CH FBA (30 July 1898 – 31 August 1986) was an English sculptor and artist. He is best known for his monumental bronze sculptures, which are located in various prominent public places. He became the most influential and famous sculptor of his generation. Henry Moore was born on 30 July, 1898, in Castleford, Yorkshire. He was the seventh child in a family of 8 children. His father worked in a colliery in Castleford but wanted his children to avoid working down the mines, so as much as possible given the family’s poverty, the children were educated at a local school.
It was in his teenage years that Henry developed an interest in art. His talent helped him to get a scholarship to Castleford Secondary school. Aged 18 he was called up to the army and in 1917 was injured during a gas attack at the Battle of Cambrai. After his injury, he spent the remainder of the war behind the lines training new recruits. Moore later said the war was for him not a traumatic experience - unlike that of many of his contemporaries. After the war, he continued his education and in 1921 won a scholarship to study at the Royal College of Art.
Moore was a talented student, but already he was experimenting with new styles and this often created conflict with his teachers who were trying to teach the classic style of perfection in form and composition. Moore was attracted to a more spontaneous art form with imperfections evident in the sculpting. In 1924, he spent time travelling in Italy and later Paris. Here he could view the great Masters such as Michelangelo and Giovanni Pisano. But Moore was also influenced by his studies of primitive art, and at the Louvre he was particularly influenced by the Toltec-Maya sculptural form, the Chac Mool.
On his return to London, he took up a teaching post at the Royal College of art. This part time post enabled him to work on his own art, leading to his first commissions such as the “West Wind” (1928-29). In the 1930s, Moore became an active member of the informal modern art movement, centred around the ideas and innovation of people like Pablo Picasso and Jean Arp. He also briefly flirted with the surrealist movement.
The Second World War led to more traditional commissions and Moore worked as a war artist producing memorable pictures such as images of civilians fleeing the Blitz in the London underground. This helped Moore’s reputation and after the war led to numerous awards and opportunities in America. In 1948 he was awarded the International Sculpture Prize at the Venice Biennale. Significant commissions included: A reclining figure for UNESCO building in Paris 1956; A Nuclear energy sculpture at the University of Chicago. (to commemorate 25th anniversary of nuclear reaction); Knife Edge – Two Piece in 1962 for College Green, London around Houses of Parliament.
In 1972, Henry Moore established his Henry Moore Foundation - a charitable trust to promote art education and the support of young artists. He was a man of modest means. Despite his wealth and fame he lived frugally remembering his Yorkshire roots. He even turned down a knighthood in 1951 because he didn’t want to be seen as an establishment figure. Yet, during his lifetime he did become the dominant sculpture of his generation.
Moore’s organically shaped, abstract, bronze and stone figures constitute the major 20th-century manifestation of the humanist tradition in sculpture. Much of his work is monumental, and he was particularly well-known for a series of reclining nudes. The image above is characteristic of his work. It is the “Reclining Woman” of 1956. It is located at the Sainsbury Centre, University of East Anglia, Norwich, Norfolk, England (1962 cast, acquired by Sir Robert and Lady Sainsbury).


Around the holiday season classrooms and homes are riddled with festive construction paper décor, the occasional pompom attached, all projects looking essentially the same. On Halloween a perfectly round jack-o-lantern with triangle eyes or black bat, a hand turkey for Thanksgiving, a red or green ornament meant for a tree, or a perfectly piled white snowman for winter. It is tempting for parents and instructors alike to utilize follow the instructor, “cookie-cutter” craft projects” (Cheryl Trowbridge, Teach Kids Art) with children.
Programs that conduct these step by step projects, do not fully develop the creative and artistic ability of the student and while the finished work may be wonderful home décor, these lessons are actually creativity and individuality killers. Several successful art schools thrive on individuality killers, touting success based on the finished product. However, we believe that a strong educational program, particularly an art program, is one that helps each student to fully express their unique selves.
Our goal is to celebrate the joy of individuality at the same time as we celebrate the holidays. Because as Avraham Aderet, a scholar, said,
“Each person has a unique value that does not stem from socio-economic standing or talents and abilities; rather, from being a human being that bears from birth a divine spark that is unique, a spark which was thrust upon on by the authority of the rule of consequence, and which one is responsible for EXPRESSING and actualizing in one’s short life.”
There is no better way for a person to express their “divine spark” than through one of a kind art. And perhaps, the holidays, a time typically spent with loved ones, is the best time to celebrate the uniqueness of each person and how they contribute to each of our lives.
If you are looking for a quality art education program join us at the Washington Cathay Future Center for visual arts classes that enhance artistic skill and creativity and adapt the lessons to meet the needs of the individual.


Research:Alternative models for content generation on Wikipedia
Wikipedia is the largest encyclopedia of all time and has enabled the development of encyclopedic content about certain topics more extensively and in a more timely manner than any previous encyclopedia. But Wikipedia’s peer production model has resulted in vastly uneven topic development: while some topics continue to grow and develop on the encyclopedia, other topics and types of knowledge remain weakly represented. Some Wikipedians have attempted to right this imbalance in coverage by experimenting with new models for content development beyond the traditional peer production model. This paper documents a project called Wikipedia Primary School that attempted to test out some of these alternative models for the development of content relating to the South African national primary school curriculum. Findings indicate that certain interventions were significantly more successful in catalysing the development of underserved topics.
The study involves a case study method as well as descriptive statistics.
- March, April: Data collection and analysis, initial drafting
- May: Drafting and visualisations
- June: Submit to journal for review
Policy, Ethics and Human Subjects Research
Data collected for this project was collected without any additional burden on editors and without harm to participants. All data has been anonymised.


By Douglas P. Newton
This functional and obtainable workbook is designed to aid pupil academics as they increase their easy instructing abilities and raise their broader wisdom and figuring out for educating technology. Newly certified and starting lecturers must also locate it invaluable. It comprises all of the recommendation, counsel and assets new and scholar technology lecturers have to think about and advance their instructing perform, aiding them to devise classes around the topic in numerous instructing occasions. priceless positive factors comprise: case reports examples of scholars’ paintings examples of latest solid perform a number of tried-and-tested instructing ideas photocopiable assets and coaching fabrics actions in each one bankruptcy to aid scholar heritage lecturers examine their studying and function net hyperlinks for additional examining on evidence-based perform.
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Extra info for A Practical Guide to Teaching Science in the Secondary School (Routledge Teaching Guides)
When that happens, backtrack, ﬁll in gaps, and say things in different ways, perhaps using an analogy. 8 Making a text message more meaningful Here are three textbook deﬁnitions. • A species is a group of interbreeding individuals that produce young that can eventually interbreed similarly. • Energy is the capacity to do work. • Electrolysis is when chemical change is brought about by a ﬂow of electrical current in a liquid. Re-write them so they are easier to understand. Your version can be much longer.
Some steps might be: 1 You ask them what they think the word means and if they have seen condensation before. You might ask when condensation is more likely. 2 You show small, plastic bottles of cold water with a mist developing on the outside and droplets forming. You tell pupils the aim of the lesson, namely, to see if you and they can work out what made these bottles wet. 3 You ask what the dampness is and several guess it is water. You show that anhydrous copper sulphate changes from white to blue when water touches it.
See yourself as providing a scaffold to support and shape pupils’ thoughts rather than as someone who simply tells pupils the answers. At its simplest, you would gently prompt pupils who are losing their way in their explanations. ’ Pupil: ‘When the voltage went up the same amount each time. ’ Pupil: ‘It worked, sort of. ’ . . etc. Interaction like this is important. You support individual pupils, it helps them think and organise their thoughts and it acknowledges their progress. 4 Guiding thought How would you support this pupil’s thinking?


Language arts are fundamental in anchoring one’s thinking and communicating one’s ideas effectively. The skills of reading critically, writing forcefully, speaking clearly, and listening actively are key.
As students travel through their time at The Philadelphia School, their facility with and understanding of language animates their work across the disciplines. We see language work interwoven across the day, so that conversations, vocabulary, and craft become a seamless part of reading, writing, speaking, and listening in all classrooms.
To become skilled readers, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge, as well as familiarity with various text structures and elements, including digital media. By reading texts in history/social studies, science, and other disciplines, they build a foundation of knowledge in these fields that will also give them the background needed to be better readers in all content areas. The curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.
The act of writing itself enhances one’s ability to make meaning of experience for oneself and others. Creating text expands thinking, generates knowledge, and shares and communicates understanding. Writing involves effort, risk, and purpose; it takes practice, trial and error, exposure, direct instruction, time, and social support.
Over the course of their time at The Philadelphia School, students learn how to generate writing ideas across topics and genres and become increasingly skillful at crafting a polished final piece. They appreciate that writing is a recursive process that involves prewriting, drafting, revising, editing, and publishing. Each year, students demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas.
Speaking and listening
Each day, students take part in a variety of rich, structured conversations—as part of a whole class, in small groups, or with a partner. They learn to contribute accurate, relevant information; respond to and develop what others have said; and analyze and synthesize ideas. Students learn to integrate information from oral, visual, quantitative, and media sources and are encouraged to evaluate what they hear, to use media and visual displays strategically, and to adapt speech to context and task.
In the early elementary grades, students
- build foundational skills for reading by developing and attending to a strong phonemic awareness, fluency, vocabulary, and comprehension.
- use writing as a way to offer and support opinions, to demonstrate understanding of the subjects they are studying, and to convey real and imagined experiences and events.
- develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources.
- establish active listening and effective and civil speaking skills and learn the conventions of language through dramatic play, read-alouds, discussions, and sharing.
In the upper elementary grades, students
- are becoming proficient readers with the capacity to comprehend texts across a range of genres and disciplines
- gain a reservoir of literary and cultural knowledge, references, and images by reading literature and literary nonfiction of steadily increasing sophistication
- develop the ability to evaluate intricate arguments and to surmount challenges posed by complex texts
- become increasingly proficient in taking task, purpose, and audience into consideration in their writing
- become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner.
- demonstrate command of the conventions of standard English grammar, usage, and mechanics when writing
- hone their skills as active listeners and clear and respectful speakers in a diverse and scholarly community
- become increasingly adept at building a learning environment that values cooperation, assertion, responsibility, empathy, and self-control


How much cheering takes place in your classroom – or at your kitchen table – when it is time for the kids to do their math lessons? Not a lot? Maybe they should just watch the Winter Olympics instead!
Believe it or not, behind every Olympic medal there is an opportunity to challenge the misconception that math must be boring. If you know someone who loves games and hates math, you can help them discover something amazing: math matters in athletic competition.
Addition, subtraction, multiplication and division are involved in scoring athletes’ performances. Geometry — measuring lines and angles – is important in mastering the challenges of games. Calculus comes into play when determining rates of speed using distance and time.
Kids that enjoy watching skiers, skaters, and other world-class athletes perform on the Olympic stage just might find a reason to learn their lessons if you can help them see the connections between math and the sports they love.
“Most students who are struggling with math see letters and numbers; they don’t see what they represent,” explains Edwin G. Owens, of the Pennsylvania College of Technology math faculty. Owens, who appears in the public television documentary Working Class: Game On! Why Math Matters, encourages teachers and parents to “get a little creative” and look for unique ways to connect students with real-world math scenarios.
“Start with capturing their attention,” he suggests. “Many times, I think math instructors think that you can’t get to solving the problem until you’ve taught them all the skills. I think you have to capture their attention with the problem first, and then you can go backwards and teach the skills.”
Online resources can help you make those math problem-solving connections during the current winter games. The Olympic Museum provides a variety of teaching resources, including information and activity sheets designed to help students aged 9-15 learn more about measuring time and analyzing motion.
A “Mathletics” video provided by the National Science Foundation and NBC Learn reveals how “math – from simple arithmetic to calculus – is part of every jump, every spin, every move the athletes make on snow or ice.”
During this Winter Olympic season, try trading the usual fight over math homework for something more fun. Watch the games together with your frustrated students and share the math connections. You might convince them that math is more than misery; it is crucial for medal-winning athletes.
Jason Horton, a Penn College computer gaming and simulation student featured in Working Class: Game On! Why Math Matters, says “I want to do something that’s fun for me, something that’s new and intriguing that will keep me engaged in the project.”
One of Jason’s teachers describes him as “one of those students that’s always seeking more information and always learning, and always doing more.” Wouldn’t you love to be able to say that about your students?
Try something new to keep your student engaged in learning mathematics. Try a little “Mathletics” during the 2018 Winter Games.


Other Special Education Support Services
Besides the Core Services of Speech Therapy, Occupational Therapy and Psychological Services, Therapy Alliance has a reliable pool of Passionate Providers and Therapist with expertise in the Special Education Teaching, Art Therapy and Music Therapy.
These Therapy were designed specially to supplement and accelerate the treatment for people with special needs. Find out more about these services below.
What does a Special Educational Teacher do?
A special education teacher is trained to work with children and youths with special needs such as Autism, ADHD, Down Syndrome etc. Children with special needs require unique instruction and ways of learning in order to help them to achieve their highest potential. These specially-trained educators create appropriate curriculum and assign activities that are specific to each student’s abilities and needs.
Special education teachers also involve themselves in each student’s academic, social and behavioral development. They also work very closely with parents to keep them updated on progress and make recommendations to promote learning in the home.
What is Music Therapy?
From birth, music can have a profound effect on the growth and development of children. Music can soothe and pacify, promote learning and offer a sense of security in a time of uncertainty. Music therapists use live music interventions to help children reach their physiological, emotional, cognitive and social goals.
Music therapists use a variety of techniques that have been proven to be significantly effective with helping children with special needs to reach the following goals. Some of the techniques used include, music composition and improvisation, songwriting, lyric analysis and substitution, guided imagery, progressive muscle relaxation and music education.
Music Therapy creates opportunities that provide:
- Provides multi-sensory stimulation
- Promotion of Communication and socialization
- Building of turn-taking, sharing, and teamwork skills
- Creation of positive relationships with peers and adults
- Enhancement of motor skills
- An outlet for self-expression
- Development of cognitive skills
- Enjoyable leisure activities through music
What does an Art Therapist do?
Emotional issues and challenges may not be easy for children to talk about, especially when there are deep-rooted emotional issues in play. A question & answer type of format counselling can be daunting and intimidating for a child, especially when they have to try and explain themselves with their already limited vocabulary.
Art therapy, a form of counselling, can provide children with an easier way to express themselves since children are more naturally artistic and creative. A young child is likely to be more comfortable expressing himself with some crayons and markers than expressing emotions and feelings through words.
Through art therapy, children can help bring these suppressed emotions to the surface so that the art therapist can then focus on healing the child’s issues.
Art therapy helps in a variety of ways, including but not limited to the following:
- mental health problems in children
- A child who is in grief or loss, suffering from bereavement
- Children with learning disabilities
- Children with emotional problems
- Children with their cognitive abilities
- Children who are being physically or sexually abuse
- Children with cancer
- Children with poor self- awareness


Comprehension Tips for the Dyslexic Learner
Comprehension relies on mastery of decoding; children who struggle to decode find it difficult to understand and remember what has been read. Because their efforts to grasp individual words are so exhausting, they have no resources left for understanding.
Signs of comprehension difficulty:
- confusion about the meaning of words and sentences
- inability to connect ideas in a passage
- omission of, or glossing over detail
- difficulty distinguishing significant information from minor details
- lack of concentration during reading
Things to do in the classroom:
- Go over new vocabulary before reading the passage.
- Provide the questions you are going to ask before you read the passage so the student can have an idea of what information they will need to try and retain while reading along with you.
- Ask the students to write down questions based on the titles and subtitles within the text.
- Break the class into groups to encourage discussion.
- Discuss different reading comprehension strategies prior to reading and talk about which strategies would work best for this reading assignment.
- Ask students to predict what they think will happen next.
- Discuss the method of organization or the point of view of the story.
- Use real-life examples to help in understanding the material.
- Read material several times.
Math/Science Connection Tips
*watch the Youtube video for an idea on how to teach division. This can be adapted to single step division also. Students are using kinesthetic learning to reinforce the process on how to solve a division problem. This can be interchanged to many operations! Love this!!!!!!! P.S. It's right at 1 minute long.
Remember to supply students with acronyms, charts (100's charts, place value, food chain, planets, conversion charts, etc.)
High Yield Strategy
Fact or Fib Showdown
1. Students write “fact” on one notecard or post-it note and “fib” on another notecard or post-it note.
2. Teacher presents a statement associated with the content.
3. Teacher allows 3-5 seconds for student processing to decide if the statement is a fact or a fib.
4. Teacher says, “1, 2, 3 Showdown!”
5. Students slap their response in the middle of their desk/table.
6. Students justify their response with a partner or small group.
7. Teacher clarifies/verifies correct response and dispels misconceptions.
Ways to Integrate for comprehension: Follow up after a reading passage, story, reading group, etc.
News-O-Matic is the daily newspaper for kids. It is an exciting and engaging non-fiction experience, and a fantastic modern educational tool. It gives young readers a window into the world - and a reason to love reading news for kids. Whether the stories are about India's election, the World Cup, or the moons of Saturn, they provide students opportunities to make connections in meaningful ways and inspire children every day.
Myth: If you just give them enough time, children will outgrow dyslexia.
Fact: There is no evidence that dyslexia is a problem that can be outgrown. There is,
however, strong evidence that children with reading problems show a continuing
persistent deficit in their reading rather than just developing later than average children
(Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996). More strong evidence shows
that children with dyslexia continue to experience reading problems into adolescence andadulthood (Shaywitz et al., 1999, 2003)