Science for Kids 4 Book Pack | Children’s Books | ICRID: SFKP4p
This incredible 4 book pack includes the following titles – Dinosaurs God’s Mysterious Creatures, Space God’s Majestic Handiwork, Animals By Design – Exploring Unique Creature Features, and Earth Our Created Home. Great for gift-giving!
Spacecraft Earth: A Guide for Passengers | Book | Dr. Henry Richter & David F. CoppedgeID: 9781942773481 $11.99
We hear so much today about how the universe, the earth and life all supposedly came about by chance events and processes. In Spacecraft Earth, a bona fide rocket scientist, Dr Henry Richter—a pioneer in aerospace—challenges these views by exploring what is required for us to exist in the universe
Untold Secrets of Planet Earth | Monumental Monsters Book | Vance NelsonID: 9780986882142 $31.99
In, Untold Secrets of Planet Earth Monumental Monsters, Delve into the mystery surrounding fossils of gigantic creatures unearthed all over this planet.
Set In Stone | Evidence for Earth’s Catastrophic Past | DVD | Truth In ScienceID: 804671201298 $19.99
This 58 minute DVD entitled “Set in Stone” which takes the viewer on a visual odyssey of discovery shot in high definition on location around Britain. It takes us to spectacular scenery, awe inspiring landscapes and beautiful coastlines. It presents evidence for Earth’s catastrophic past to enable the viewer to ask important questions.
The Privileged Planet | DVD | Illustra MediaID: 804671207498 $16.99
This hour-long documentary explores the scientific evidence for intelligent design and purpose in the universe. In the process, Earth is revealed as far more than the product of time, chance, and random natural processes.
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A child spends every second of his or her life learning. Proper instruction in the form of great early childhood education may make a major impact in everything from using a fork to building sandcastles to reading and socializing. The success of children and people in school and beyond is not just dependent on their innate abilities. The importance of early childhood education cannot be overstated.
Preschoolers must learn how to socialize, share, and create connections in addition to learning basic abilities. Kids will have a much easier time engaging with their peers and teachers if they learn this early, and they will have a firm foundation for a rewarding journey into adulthood.
Develop Positive Habits
Daily routines provide children with a sense of safety and security. They’re also a great technique to teach children good habits like brushing their teeth and washing their hands. If children know what to expect each day, they seem to be more prone to be calm, satisfied and develop appropriate sleeping patterns. This early childhood development from The Green Elephant will eventually enable kids to take responsibility for daily duties such as dressing and packing their bags.
Improve Literacy and Numeracy Abilities
The cornerstone for a child’s education is literacy and numeracy skills, but it’s more than simply reading, writing, and counting. Children can improve their reading skills by listening to stories, discussing visuals, and drawing shapes on paper. They work on their numeracy skills through singing and playing music, as well as pouring sand into different containers. Your child’s literacy and numeracy skills develop before he or she starts school has a substantial impact on his or her cognitive success in life.
Childcare allows your child to develop social skills, which will aid them in forming good interactions with others. Children will benefit from early childhood care as they learn to connect with the other kids, share and take turns, listen to others, express their thoughts, and become self-sufficient. As your child gets older, he or she will utilize the abilities to form friendships that will shape their sense of self and destiny.
A high-quality early childhood education at a childcare center will not only keep your child safe while you work but will also encourage a lifetime love of learning in your child. Early childhood education can help children develop independence and a positive attitude toward learning by providing them with social and cognitive experiences. These abilities aid your child’s transition to primary school and contribute to their academic performance.


Our colleagues at the Committee for Education Funding shared news about the First Five Years Fund’s new poll showing overwhelming support for early learning. The bipartisan poll “finds that 71 percent of voters—including 60 percent of Republicans—support greater federal investments in early childhood education. Importantly, these same voters are willing for Congress and President Obama to spend now in order to capitalize on the economic return on investment from early childhood education, as documented by Nobel Prize-winning economist Professor James Heckman.”
Further, “the national poll results reveal that 64 percent of voters say our political leaders should be doing more to ensure that children start kindergarten with the knowledge and skills to do their best. Seven in ten Americans also support a proposal that would increase federal investment to help states provide more access to high-quality early childhood programs for low- and moderate-income families.”
The full poll results may be read here.
We believe quality early childhood education must include music education as well. Music education in the early years has been shown to have a significant impact on student success. One recent study found a link between music and preschoolers’ reading readiness. Another study suggests a connection between music playing and better executive functioning skills.
Learn more in the links below.
George Hicks, “How Playing Music Affects the Developing Brain,” WBUR Common Health, 17 July 2014.
Mark Prigg, “Can music lessons as a child boost your brainpower for life? Researchers find young musicians develop better problem solving skills,” Daily Mail, 17 June 2014.
Melissa Malamut, “People with Music Training Show Enhanced Brain Function, Study Says,” Boston Magazine, 19 June 2014.
Lili M. Levinowitz, Ph.D., “The Importance of Music in Early Childhood,” General Music Today, Fall 1998.
Charles Anzalone, “Study Finds Link Between Music and Preschoolers Reading Readiness,” University of Buffalo, 23 January 2013.
Charles Anzalone, “Music curriculum aims to nurture preschoolers’ language skills,” UB Reporter, 17 July 2014.
See NAfME’s “Start the Music Strategies” and “Start the Music: A Report from the Early Childhood Summit” for more background information. Also see the Broader MindedTM website for more extrinsic and intrinsic benefits of music.
Catherina Hurlburt, Special Assistant, July 18, 2014. © National Association for Music Education (NAfME.org)


Why Early Childhood Education is Important ?
The education provided to kids in the preschool is called early Childhood Education. The type of education is based on games and different activities. The children at this age are not old enough to be enrolled in the elementary school. So, the early childhood education is designed to prepare students for the kindergarten or elementary education.
Many people are asking this question why is the early education important? A child at this age is not able to gain systematize knowledge. Well, the Early Childhood Education (ECD) is very important for child’s physical and emotional development. It is not the typical education system. The preschool education is based entirely on fun activities. Students learn while playing with other classmates. Children at this age are like sponges. They cannot understand the structural education. However, they easily gain so many things happening in the surrounding. They learn new things very quickly. The games and activities in the early childhood education are deigned to This is the type of education which shapes the child’s personality and it has significant impact when they grow old. It maximizes the future well-being of a child. Several states in the USA have already announced plans to implement universal preschool programs.
The early childhood education also improves the children’s’ communication skills. It also gives some important learning skills to the children which they carry their entire life. In conclusion, the early education is an investment which gives the guaranteed return later.
This is a guest article by Cadence Education which is one of the premier early childhood educators in the United States, operating more than 100 private preschools and elementary schools as members of the Cadence Education Family of Schools across the country.
Find a preschool in your area. For more information about our preschool programs, Contact Cadence Education… Continue reading >>>


How can parents encourage their children to read?
• Read with your child everyday. Make it part of the daily routine.
Getting kids to read
By Michael Beadle
Remember when Mom or Dad read you your favorite bedtime story? Maybe it was a book like “Where the Wild Things Are” or “Guess How Much I Love You”? Even if you knew the ending of the story, each book became a magical journey before a new night of dreams.
At storytime, it’s llamas and pajamas
It’s 11 a.m. on Friday at the Haywood County Public Library in Waynesville, and that means Story Time, a regular date for parents and their children to have some fun reading.
The children, who range in age from 2 to 5 years old, sit on carpet mats in a corner just outside the children’s library area and settle around Youth Services Librarian Jennifer Prince. Prince has a collection of colorful books to read, but before reading, she invites parents and kids to join in a brief sing-along.
Fairview takes personal approach
By Sarah Kucharski
Students at Fairview Elementary School in Sylva have a unique opportunity to experience the benefits of reading through three signature programs that encourage literacy development.
The Rockin’ Readers program offers students in grades Kindergarten through second grade a chance to partner up with an adult volunteer who will read to them for 15 minutes each week. Readers meet with their assigned child in the school’s lobby where two sets of double rocking chairs are located.


Tasmania's Education Performance Report 2009
This year's report provides parents and the wider Tasmanian community with current information on the government's priority areas of the early years; literacy and numeracy; student retention; school improvement; and equity. Parents and the community can now see annual improvement achieved by our schools and can monitor progress over time as well as celebrate the improvement successes of our schools. From Department of Education's description. See also statement by State Minister for Education Lin Thorpe 29 April 2010. The full report is available online.
Subject HeadingsEducation policy
Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth
Routledge, August 2007
A shorter version of the full volume Developing Literacy in Second-Language Learners, this book reports the findings of the USA's National Literacy Panel on Language-Minority Children and Youth. The Panel, comprising experts in reading, language, bilingualism, research methods and education, was appointed to identify, assess and synthesise research on the literacy education of language-minority children and youth. Chapters adapted from the original report concisely summarise empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction and assessment. Chapter titles include Cross-Linguistic Relationships, Sociocultural Contexts and Literacy Development, and Instruction and Professional Development. Adapted from publisher's description.
Key Learning AreasEnglish
English language teaching
English as an additional language
Our School Building Matters: How to Use Investment in the Fabric of Your School to Inspire Learning
This document is designed as a toolkit for teachers to make the most of new and refurbished school buildings. It offers a range of ways that schools can exploit the building or refurbishing process to improve opportunities for learners. A variety of activities and British case studies are included to help teachers and leaders make the most of the design and planning process. The activities range in duration and are designed to be appropriate to different contexts and situations. Chapter titles include Whole school and longer term activities; Understanding your current school building; Having a say on design decisions; Making the most of learning opportunities on campus; and Creative ways to use your completed building. The full report is available online.
Subject HeadingsSchool equipment
Learning Together: How Education Providers Promote Social Responsibility and Community Cohesion
OFSTED, February 2010
This document reports on a study into local education providers' knowledge of their school and community, and how they helped learners become responsible citizens. Observations were conducted of a range of learning institutions in Britain. Strategic leadership was key to identifying communities and needs, and partnerships were essential to ensuring tailored provision. Opportunities were provided for all learners to develop their skills and knowledge through appropriate curricular vision. However, the consistency and quality of these approaches varied between schools. Barriers were targeted through helping to engage the community, and through broadening students' personal horizons. The full report is available online.
Subject HeadingsSocially disadvantaged
Social life and customs
School and community
What Is the Effect of Block Scheduling on Academic Achievement? A Systematic Review
Drawing on a review of the research literature, this report examines the different types of block scheduling and how they influence students' academic achievement. The research indicated that 4 x 4 block scheduling, where students attend four classes of 80–90 minutes each day, resulted in higher cross-subject achievement than traditional schedules. For science, A/B block scheduling resulted in higher results than traditional schedules, however, in mathematics and English, the evidence was unclear, with studies showing both better and worse results for block scheduling compared with traditional scheduling. The full report is available online.
Subject HeadingsSchool day
The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools
Routledge Education, September 2007
Two researchers detail current thinking and evidence about educational effectiveness. The book examines definitions of educational effectiveness, and analyses the various theories and strands of research within educational effectiveness, especially with respect to the model developed by Creemers. Chapter titles include Essential Characteristics of Educational Effectiveness Research; Empirical Testing of the Comprehensive Model of Educational Effectiveness: Review of Research; The Dynamic Model: Factors Operating at School and Context Level; and Implications for the Improvement of Educational Practice. Adapted from publisher's description.
Subject HeadingsThought and thinking
Education aims and objectives


Last summer I looked at all of my curriculum and created a new foundation for my instruction. I am calling the components “cornerstones” because I want them to be solid building blocks for my students’ lessons. This first week of school I introduced them to the Studio Thinking Habits of Mind: develop craft, engage & persist, envision, express, observe, reflect, stretch & explore, and understand the art world. I want these habits of mind to be second nature to all of us. I told my students today that I want them to think of themselves as artists coming into a shared art studio, not just going to “art class”. Hopefully, by working on incorporating these habits of mind into their work all year, they will be more engaged and excited about their artwork by thinking and feeling like a real artist.
I am also introducing my lessons using Big Ideas and Artistic Problems. These are enduring ideas that all people share all over the world, and I hope by giving them a springboard of enduring ideas, this will also lead them to making more meaningful art. One of the books we used in a previous course, Teaching Meaning in Artmaking, gave a great foundation for building Big Ideas into the art lesson. And finally, something I learned from a colleague in my graduate class last semester, the Question Formulation Technique, is the final cornerstone. I want to teach my students to generate their own essential questions about their art making before they begin their project. By giving them more independence in guiding their art making, I hope that the art they create really matters to them!
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2013) Studio thinking: the real benefits of visual arts education, second edition. New York, NY: Teachers College Press; Reston, VA: National Art Education Association.
The Right Question Institute. Retrieved from: http://rightquestion.org/education/
Walker, S. (2001) Teaching Meaning in Artmaking. Worcester, MA: Davis Publications, Inc.


Dinnertime storytelling makes kids voracious readers
<![CDATA[As a young child, I loved to imagine myself as a pioneer girl in Little House in the Big Woods, eating fresh snow drizzled with maple syrup. I even pestered my mother to make this treat with the dirty snow that fell on our Manhattan sidewalk. Not a chance. Years later, I honored my young sons’ request to try a coconut after reading the adventures of Babar. Who knew that even a hammer and chisel won’t crack these nuts? I resorted to clearing out the sidewalk below and then pitching the fruit out a third-floor window. It worked, but thankfully there are many easier ways to bring food and reading together than hurling coconuts or eating dirty snow. Here are some of the connections I researched while working on my book, Home for Dinner. And remember, none of these requires a gourmet meal or a trip to the bookstore. Library books and a takeout pizza are just as good.
Dinner conversation builds vocabularyFor starters, there is the linguistic pairing of reading and eating, shown in such common expressions as “devouring a good book” or being a “voracious” reader. Those sayings reflect the reality that children who have regular family dinners have a real leg up on being good and early readers. Years of research from the Home-School Study of Language and Literacy Development have shown that dinner conversation is a terrific vocabulary booster for young children – even better than reading aloud to them. Rare words, those that go beyond the 3,000 most common ones, are 10 times more likely to show up in dinner conversation than in storybooks. When parents tell a story at the dinner table about their day or recount a funny family anecdote, they usually include many words that a young child hasn’t yet learned but can understand from the context of the story. Children who have rich vocabularies, packed with less common, more sophisticated words, learn to read more easily because they can make sense of the words they are deciphering.
Encourage children to tell storiesThe benefits to children don’t just come from listening to stories. Children who know how totell stories are also better readers. In one large study, kindergartners who were able to tell stories grew up to be fourth- and even seventh-graders with higher reading comprehension than those kindergartners who lacked narrative skills. Dinner is a prime time for children to tell stories and to be encouraged to tell better stories. Researchers have found that children can be taught to tell longer, more information-packed stories with a few simple instructions.
- Reminisce with your children about past experiences you’ve shared with them. “Remember when we forgot to take the brownies out of the oven?”
- Ask a lot of open-ended questions, including plenty of “how” and “why” questions rather than questions with yes-or-no answers.
- Encourage longer stories by repeating what your child says or by elaborating on her story.
- Instead of deciding what story to tell, follow your child’s lead on what she wants to talk about.


Jan Brueghel the Elder is a famous Flemish painter of the early 17th century, belonging to a famous dynasty. The work of Jan Brueghel the Elder includes masterly painted still lifes with bouquets, for which the author was nicknamed the Floral. Other epithets that he was awarded are Velvet and Raysky. In addition to flowers, he painted forest and seascapes, biblical scenes, allegories, subjects from ancient mythology and paintings of other genres.
Biography of Jan Brueghel the Elder
He was the second of the sons of the famous master Pieter Bruegel de Oude, but at the age of one he lost his father and later studied with others. The orphaned children were raised by their grandmother, who was herself a talented miniaturist.
Jan Bruegel the Elder studied at the studio of landscape painters Gillis van Coninxloo and Peter Goetkint. To complete his art education, at the age of 21, he leaves for Italy for five years. The young painter returned to Antwerp in 1597 and quickly became famous. Just a few years later, he became the head of the Guild of Saint Luke, a professional association of painters and sculptors.
Orders began to come from numerous titled clients up to the Holy Roman Emperor Rudolph II. Of the two artist brothers, Peter the Younger imitated the famous father after whom he was named and produced many copies of his work. But Yang chose to develop his own style. Especially famous for his floral still lifes with carefully painted details. Bruegel painted from life and sometimes waited weeks and months for the next flower to bloom, necessary to complete the composition. Access to the royal greenhouses, where the rarest and most exotic plants grew, was of great help.
This master made a great contribution to the development of landscape painting.
He often depicted biblical scenes in which heroes took a secondary place, and nature became the main theme. The artist is considered the creator of the so-called “paradise” landscape, which included images of various animals.
Many wonderful works have been written in collaboration with renowned colleagues, including Pieter Paul Rubens. The result of the joint work was “Madonna in a Floral Wreath” and several allegorical scenes. One painter depicted flowers, and the second figures. Rubens called his friend an older brother, was the godfather of his daughter and took care of the artist’s children after his death.
Bruegel Velvet was married twice. The first wife bore him two children, and the second eight more. His two sons and two grandchildren continued the family business and also became painters. The artist died on January 13, 1625 from the cholera epidemic that broke out in Europe. At the same time, his three younger children died. The master worked hard and fruitfully, so that after his death a vast creative heritage remained. Now Bruegel’s works are exhibited in museums around the world.


Classical Chinese Dance is a unique dance heritage. Classical Chinese dance has as its foundation China’s divinely inspired culture of five thousand years. The unique art of Chinese dance that we know today, with its impressive scale and system, is the product of generations of dancers’ many years of artistic experience combined with their refining, reorganizing, and reworking of the art form.
Classical Chinese dance has its own complete set of training methods in foundational skills, a strict regimen for perfecting bearing and form, and means of training for skill sets such as jumps, turns, and flips, as well as extremely demanding aerial techniques.
It is the deeper resonances of traditional Chinese culture, however, that imbue a dancer’s movements with such rich expressive power. The dancer is thus capable of not only portraying a given figure’s disposition or mood, but even the vivid expressions unique to a certain age, whatever the land or time.


https://www.turacogames.com/wp-content/uploads/2017/02/space-dog.jpg 153 220 turacogame https://www.turacogames.com/wp-content/uploads/2016/10/Turacogames-300x135.png turacogame2018-07-08 08:20:412019-01-03 15:45:43Odd, even number sense game – 2nd grade math game
Odd, even number sense game – 2nd grade math game
This math game of odd and even numbers, is a number sense game for kids in second grade. It is a game that is suitable for second grade primary math learners.
- Skills to develop:This game develops numeracy skills by improving children’s number sense.
- Game Overview: The Space Dog Game is a time-limited game of multiple choices with one or sometimes two correct answers.
Having the skill of odd and even number sense is necessary and helpful to have when students skip count, add, and learn multiplication in 3rd grade. All the basic skills taught in primary grades are building blocks for upper level skills needed in later years. Odd and even number skills are numeracy skills that help improve a child’s over all number sense. Odd, Even Number Sense Game gives the student a series of numbers and has the students choose whether the series is odd or even. Another possible question may ask the player to add two numbers and then decide if the number is odd or even. This engaging game is fun and quick so each player gets needed practice for this important skill. After each question a following screen features a space dog who catches a bone if the question is answered correctly. If the question is answered incorrectly, a meteor will knock the bone out of reach instead. This game is great for learning center review or to use at home for extra practice.Read Less


The US is now in its tenth consecutive year of growth, suggesting that it is already in a very mature stage of its economic cycle. The cyclical factors that have upheld growth over the last few years can therefore be expected to lose prominence and the economy is likely to become more reliant on the underlying factors to determine its capacity for growth, such as the number of workers, productivity, physical capital and human capital. Having already analysed the first three factors in other articles, now analysts at Caixabank Research consider recent trends in human capital and the outlook for the future.
According to the firm, human capital’s contribution to economic growth is immediate: a workforce with better training is capable of producing more. In this sense, the quality of the US workforce has undergone a remarkable transformation: over the past 70 years, the level of training has consistently improved.
It is estimated that human capital has contributed around 0.3 pps to annual GDP growth (3%). In addition, several studies suggest that this contribution has not been eroded in the last decade, following the great recession of 2008, whereas this has occurred with other factors such as physical capital and productivity.
However, several studies also indicate that over the next few years, the contribution of human capital to growth could be more marginal. As noted by Caixabank Research, one of the main reasons for this is the retirement of the baby boomers.
This is a generation whose educational level (measured in total years of education) is substantially above that of their parents, but only slightly below that of their children. Therefore, as the generations that preceded the baby boomers reached retirement, the working population’s total average years of education steadily increased, but this trend is expected to slow down in the coming years.
Nevertheless, there are two factors which counteract this somewhat pessimistic view of the future role of human capital in US growth. Firstly, the data continue to show a steady increase in the percentage of university graduates. Although this increase in the number of university graduates may be less significant in terms of total years of education than the leap from basic elementary education to secondary school which occurred in the past, the impact on growth will not necessarily be any less significant. The second mitigating factor is that, in addition to the total number of years studied, it is essential to take into account what has been studied: an educational approach based more on research favours the generation of new ideas, which is an essential ingredient for improving productivity and, therefore, economic growth.
In this regard, the figures speak for themselves: the US is among the economies with the highest number of researchers per million inhabitants, with slightly more than 4,000. This figure is supported both by the growing number of American university graduates and by the country’s ability to attract foreign talent.


Criteria and Evaluation Tool Design
While language learning is a continuous process that is not only done at the kindergarten level, but also continues throughout the learning process, it is essential to accommodate the fact that language learning in early childhood education setting affects language learning achievements and developments in all the advanced stages of the learning process. The criteria for evaluating the indicators will include determining their impact both in the short-term and in the long-term. Determining the effectiveness of the indicators to influence immediate achievement and influence in long-life learning. Based on these considerations the evaluation tool that will be used is that which will identify or highlight progresses or achievements made throughout the learning process. An evaluation design applicable for this case is that which will track progress on a timely basis, but continually throughout the learning process. The design will be quantitative in nature to inculcate the use of data during evaluation. Data is a critical component of tracking progress. The evaluation tool appropriate for the program will be assessments and tests. Tests and assessments are mostly quantitative in nature; however, they can include some qualitative aspects if a program designer find them appropriate. The rationale for this choice is based on fact student performance in language and literacy program should be quantified for easy tracking of progress. Giancola, (2014) indicates that if a program is aligned properly to assessment, then data becomes a meaningful indicator of progress and success. The position of the author shows the connection between objective assessment and data (Giancola, 2014).
Strategies for Buy-in and Collaboration
Buy-in and collaboration among the stakeholders of the program is necessary in ensuring support and success both at the school and community levels. Developing a shared vision for the program will ensure buy-in from other stakeholders (Giancola, 2014). The language literacy must have a vision that matches that of the state and district education department. This shared vision can be done by ensuring that assessments and teaching activities meet the guidelines from the state and district. For instance, assessment should align to English proficiency standards for the state. The rationale for establishing a shared vision is hinged on the need of avoiding or eliminating lack of cooperation among the stakeholders. The shared vision must align to the policies at the school level, community, district and state levels. Another strategy for buy-in and collaboration is solicitation for feedback from the stakeholders. There is a need to meet with the stakeholders, especially parents to solicit their feedback on the performance of their children based on the evaluation methods used. Parents can also highlight possible areas of challenges that they believe should be solved to improve performance. Parents can also highlight the areas of strength that should be capitalized for better results.
Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35-49.
McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at- risk preschool and kindergarten children. New York: The Guilford Press.
Giancola, S. P. (2014). Evaluation matters: Getting the information you need from your evaluation. Giancola Research Associates, Inc.
Walden University. (2016). Grand City education and demographic data files. Retrieved from https://cdn-media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index


This lesson plan (and accompanying PowerPoint) is designed to follow the tempo lesson plan, building upon the previous concepts (beat, tempo) and introduces rhythm. In the previous lesson students learned an slave work song, this lesson introduces a Navajo corn grinding song. You will need to find the accompanying song from the Making Music series by Silver-Burdett, entitled “Grinding Corn”, and the story book “Corn is Maize” (though the story time is optional). Feel free to use this lesson plan, but please credit me if you use the PowerPoint for any college education assignments. The lesson idea was taken from the Silver-Burdett Making Music kindergarten book. Enjoy!
Beat and Rhythm Lesson – K (word document)
Beat and Rhythm Lesson – Kindergarten (PowerPoint)
Kindergarten Lessons on Tempo, Beat, Rhythm, and Notation:
1. Get on Board
2. Grinding Corn
3. Spider Beat
4. Little Bear’s Beat
5. Snails on the Beat
About Lady Fair
Lady is a musician with a bachelor's degree in music education. She plays multiple instruments and has participated in numerous musical ensembles, giving her a wide variety of experiences and knowledge to use in her teaching career. Of her ensemble participation, she has fifteen years of band experience, nine years choral, and four years in orchestra. Éowyn's primary instrument is clarinet, with voice and piano being close secondary instruments. Throughout her musical education career she studied voice and clarinet simultaneously. In addition to clarinet, piano, and voice, she has also studied violin and oboe at the college level, and also plays recorder, tin whistle, and other instruments in the woodwind family.
If you ask her, she will say, "I chose to major in music education because I have a desire to use my knowledge and experience in music to share its beauty and foster a love of music in the hearts of my students. I hope to encourage my students to try their hardest, feel like they have accomplished something, and give them a life long passion for music."
Lady currently teaches private lessons on clarinet, sax, flute, oboe, piano, and voice, and recently gained a position teaching orchestra and chorus at a local middle school. She is also a member of the Once Upon a Dream woodwind ensembles.
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The Filial Piano Method
a home school piano method
NOTICE: THE FILIAL PIANO METHOD IS STILL IN THE TESTING PHASE. COMPLETION DATE IS CURRENTLY UNDETERMINED.
WHAT IT IS
The Filial Piano Method (FPM) is new and unconventional method of learning the piano teaches the non-musical parent and child together how to play piano. As parental involvement in a young child's music education and home practice is essential for success, this method runs with that concept and makes the parent's involvement essential with minimal outside teacher help.
The FPM is focused mainly toward the home-schooling parent and child but is suitable for any parent who is willing to take a little time out of their day to give their child a solid musical education. The FPM also addresses common problems associated with numerous other piano method books and prevents them before they start.
HOW IT WORKS
The lessons of the FPM are organized like many other curriculum books. The format was inspired by Seigfried Engelmann's Teach Your Child to Read in 100 Easy Lessons. The lessons are generally one to two pages long and are divided into three sub lessons, each to be done on three separate days during the week. Each sub lesson takes generally 5 to 15 minutes each, depending on the child's age, focus and natural understanding. This gives a very structured plan for the parent which is essential to any home schooling program.
WHAT PROBLEMS THE FPM ADDRESSES
Dependence on finger numbers
Dependence on note letter names (ABCDEFG)
Introduction of intervals too late
Hand and finger independence
Various rhythmic difficulties
These are just a handful of the many problems with learning the piano the FPM faces and (hopefully) solves for future students.
HOW ELSE THE FPM IS DIFFERENT
Clefs are introduced as they once were over 400 years ago, as a "movable C clef" fostering a deeper understanding of what a clef really is.
The Staff is introduced as three lines instead of five, making it easier to notice the different note locations.
Time Signatures are introduced in a way that makes more sense especially to children who haven't learned fractions yet.
WHAT IT INCLUDES
Purchasing the FPM package includes lifetime downloads to all lessons (final number of lessons is TBD) and worksheets in pdf format and all updates that are made to the FPM for life. Video evaluations of student are given by myself or another professional piano teacher for every level of lesson (usually every 10 lessons) to track their progress and provide help and support if needed. Lastly, access to the FPM youtube channel for all lesson exercises and instructional examples and any updates that are made to these videos or added videos for life.
WHAT ELSE YOU'LL NEED
You will need to obtain a suitable piano or keyboard on your own. If you are in the market for an acoustic piano, it is highly suggested that a local piano store or piano technician be consulted on purchasing a good condition piano. If you are in the market for an electric keyboard, which I happen to recommend, the most important thing is to get a full sized new or gently used keyboard with fully weighted keys. Here are a few models to consider: Casio Privia PX160BK, Roland FP-30, Yamaha P45. I myself own the Roland.
Second, if you are buying an acoustic piano, you will also need to obtain a metronome or metronome app for smartphone or tablet/ipad (all digital pianos now come with a built in metronome). Many great free apps exist out there so if you already have a "smart" device, this is a great alternative to buying a separate device. Other than those two things, having a printer to print the lessons is the only other necessary item you need.
WHO IT IS FOR
The FPM is intended for children ages 4 to 12 with the constant help of a parent or guardian, especially the younger they are. This is because the language is very basic and the progression is very slow, allowing the youngest learner to grasp onto concepts and master musical skills that will enable them to be successful. Methods for teens and adults will progress at a much more appropriate pace.
Please feel free to contact us if you have any questions or would like to participate in a trial.


Art education is often justified as a means of helping students make sense of themselves and their world through the study of works of art and visual culture. Within everyday aestheticized social spaces, such as amusement parks, restaurants, malls, and barbershops, are embedded educationally meaningful opportunities of cultural, social, philosophical, and aesthetic significance. This article describes a barbershop as a multisensory; socially constructed educational environment. The barbershop is valuable to art education because it is simultaneously a hypertextual curriculum metaphor, an example of visual culture, and a socially constructed place that offers lessons about spirituality community, ritual and the meaningful examination of everyday life. As a site of social discourse, interpretation, and cultural commentary, the barbershop-as-hypertext offers points of entry into important life lessons not taught in school. In conclusion, the benefits of constructing an artroom as a social environment similar to that of a barbershop are considered.
How to Cite:
Carpenter, B. S., (2003) “Never a Dull Moment: Pat’s Babershop as Educational Environment, Hypertext, and Place”, Journal of Cultural Research in Art Education 21(1), 5-18. doi: https://doi.org/10.2458/jcrae.4996


Sex, Gender and Language
ASSIGNMENT 2: CRITICAL DATA ANALYSIS
In this assignment you are required to survey and critically analyse the data/findings from a range of different studies in order to answer one of the following questions.
Choose ONE question from the two options below:
1. Models of gender differences in language (difference, dominance etc.) often argue that the differences between men and women arise due to gendered child rearing and gendered language socialization.
Discuss evidence from a range of studies of child and parent speech
patterns to examine this claim.
2. There is a popular notion that a gay speech style or ‘gay voice’ exists. Consult a range of studies to examine the empirical evidence for this claim.
What do these studies reveal about the relationship between language, sexuality and gender?
Choose three primary studies to focus on and read the original work (journal article/book – as opposed to text book summary)
– You are required to make reference to specific, empirical and often quantitative evidence from the studies.
– You are encouraged to support your answer with Figures and Tables from the studies you have selected.
– While the majority of your focus will be on the three studies you select, you are encouraged to make reference to other research and work beyond these.
Use the evidence in the studies to link to broader theoretical constructs, these might include (but are not limited to):
– Models of language and gender and feminist approaches to
– Queer theory
o Compulsory heterosexuality
o The gender binary
o Gender performativity
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I can explain how and when African Americans obtained the right to vote.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This lesson teaches students about the history of the disenfranchisement of African Americans throughout history, from the passing of the 13th Amendment to the Voting Rights Act of 1965.
Students will be able to explain how African Americans got the right to vote and describe the obstacles they faced throughout history.
The lesson begins with a K-W-L chart in which students share prior knowledge on the topic of voting. They will also be introduced to vocabulary like, “suffrage” and “disenfranchise.”
Students will learn about each of the amendments to the constitution which have had an impact on citizens’ voting rights. They will also be introduced to the different barriers which prevented groups like African Americans from exercising their right to vote. These include poll taxes, literacy tests, and racial violence. Students will be able to explain how each of these could have been used to disenfranchise African Americans and be shown an example of a literacy test.
Check for understanding with ten true/false and multiple-choice questions.
To conclude, students reflect on whether they look forward to voting in the future and return to the K-W-L chart to list what they learned.
The lesson includes various engaging discussion questions, allowing students to analyze the information to draw their own reasonable conclusions.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Registration open through 10/18/2019 6:00 AM EST
26 seats currently available.
The registration period has closed for this event.
Purpose: To build educators' knowledge and skills in the what, why and how of phonics and fluency instruction so that all students in your school district meet minimum benchmarks related to these critical reading skills.
Outcomes: Participants will be able to articulate the link between the Big Ideas of Reading and the Common Core State Standards as well as describe the “what”, why” and “how” of phonics and fluency instruction. Participants will also be able to explain how universal screening data aligns with the Common Core State Standards Reading Foundational Skills and how its use is paramount in building a strong Multi-Tier System of Support (MTSS) Framework. Finally, participants will also become familiar with evidence-based best practice instructional routines for teaching the 2nd and 3rd grade reading foundational skills of the CCSS and practice embedding these routines into a lesson planning template for core reading instruction.
The course cost is $40.00
Priority Schools & MTSS Partnering Schools Attend Tier 1 Reading Content for free. Discount will be applied at checkout.
Course: Hours - 5
Kent ISD/ESC Building, LOT #11
2930 Knapp Street NE
Grand Rapids, MI 49525
Click here for directions


The shift towards a cashless society sped up in the pandemic. Over the past decade cash payments in the UK have dropped from 55 per cent to 15 per cent of the total. Three in 10 Britons do not use notes or coins even once a month.
Potential downsides include higher risks of fraud and financial exclusion. Could the death of cash damage numeracy skills too?
The biggest issue concerns young children. Many parents are giving their kids little experience with coins and notes, according to 2019 research. Some assume it is unnecessary, given the move towards invisible money. Teachers strongly disagree, according to a study by the Money and Pensions Service.
Mastering maths tends to be a journey from the concrete to the abstract. Children’s fading familiarity with coins means they must jump straight to the abstract. Bobby Seagull, maths teacher and broadcaster, says there is a risk of damage to their intellectual development.
Getting out of the cash habit is a problem for adults too. Waving a phone over a contactless terminal involves none of the “sensation of loss’” that comes from the depleted wad. Its speed and ease make it harder to spot mistakes.
That is compounding other trends that diminish the importance of mental maths. Declining fluency with numbers set in with calculator use, according to a 2016 study of Canadian and Northern Irish students. The speed and accuracy of solving such problems as 34 + 17 fell by at least a quarter over 20 years. The growth of smartphones made do-it-yourself sums less common still. Even darts games may involve an automated scoreboard these days.
The importance of speedy mental maths skills can be exaggerated. Numeracy is as much about thinking and reasoning as “doing sums”, according to charity National Numeracy.
But mastery of basic skills builds confidence. People who do sums at work are also likely to employ them in everyday life, says the OECD. When it comes to maths, the “use it or lose it” maxim applies. Cashless transactions are surely contributing to the decline of mental arithmetic.
Please support the FT’s Financial Literacy & Inclusion Campaign. Details are here.
This post was originally published on Financial Times
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Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan is aimed to provide useful and purposeful and relevant elementary education for all children in the 6-14 age group by bridging the social, regional and gender gaps, with an active participation of the community in the management of schools.
Sarva Shiksha Abhiyan – Scope
- A Programme with a clear time frame for universal elementary education.
- A response to the demand for quality basic education all over the country.
- An opportunity for promoting social justice through basic education.
- An effort at effectively involving the panchayati Raj Institutions, School management committees, village and urban slum level education committees.
- An expression of political will for universal elementary education across the country.
- A partnership between the central, state and the local government.
- An opportunity for states to develop their own vision of elementary education.
- All children shall enroll in school, education guarantee center, alternative school, back – to school camp.
- All Children have to complete five years of primary schooling.
- All Children have to complete eight years of elementary schooling.
- Focus on elementary education of satisfactory quality with emphasis on education for life.
- Bridge all gender and social category gaps at elementary education.
- Opening of new primary schools.
- Up gradation of primary schools in to upper primary schools.
- Integration of VIII with upper primary schools.
- Sanction of regular teachers to new schools(Primary & Upper primary) and additional teachers to existing schools as per RTE Act.
- Civil works – construction of school buildings, Additional classrooms, MRC Buildings, rooms for cluster resource centers(School Complexes), provision of compound walls toilets, electrification & drinking water facilities.
- Strengthening of Mandal Resource centers (MRC) and cluster resource centers(School complexes).
- Release of maintenance grants, school grants & Teacher Grants.
- Providing Teaching learning equipment grant to primary & Upper primary schools.
- Conduct of training to teachers
- Implementation of innovative activities for girls education, early childhood education, education of SCs & ST, urban deprived children minority children.
- computer education for upper primary schools.
- Research, evaluation, supervision & Monitoring.
- Interventions for children with special needs.
- Training of community leaders.
- Provision to mainstream out of school children by opening of residential/Non residential training centers.
- Supply of 2 pairs of free uniforms to all children, studying in government schools in classes I to VIII every year.
- Running of special residential schools for urban deprived children.
- Providing transport charges to the children of school less habitations.
At the District Level, the District Collector is the chairperson of the project.Project officer is appointed to implement the strategies of the project and to focus mainly on the project issues. The project officers is assisted by 6 Sectoral officers
Academic monitoring officer : On issues related to Pedagogy, research & Evaluation,Capacity building of teachers
Community Mobilization Officer : To look after the issues related to community mobilizations;
Inclusive Education Coordinator : will look after the issues of children with special educational needs;
Alternative schools coordinator : To look after the issues related to children out of schools.
Girl Child Development Officer : A lady officer is also positioned to look after the activities related to Girls’ Education, Early childhood Care and education on one hand and the KGBVs on the other.
MIS & Planning coordinator: An officer of the rank of a Gazetted officer with the knowledge in computer applications and drawn from the education dept, is kept in charge of the MIS wing as MIS & Planning coordinator.
Finance & Accounts Officer : in order to maintain the project accounts systematically, one officer in the cadres of the Asst Treasury Officer,is positioned as the Finance & Accounts Officer.
Executive Engineer :
On the Civil works side, 1 Executive Engineer is positioned by drawing them from the Govt Engineering Depts.


How to Adjust a Staff With Budget Cuts
Budget cuts in an organization can mean a variety of changes for both the company and staff. It can mean elimination or reduced funding in programs, services and staff. Whether it is reduced hours or layoffs, there is bound to be an adjustment period. Administration and managers can help employees adjust to changes due to budget cuts by being transparent with staff about what to expect throughout the process.
Determine and create a hierarchy of necessary organizational functions. In other words, what are the priorities of your organization? Ask yourself what is needed to keep the company alive, and what programs or functions can be eliminated.
Reevaluate staff operations and job descriptions. Sometimes a tight budget is a long-term or short-term concern for the organization. Either way, budget cuts are an opportunity to improve efficiency. It is likely certain operations will need to be reigned in and tightened in order to cut costs. Time may need to be devoted to more important tasks.
Let the staff know that a change or a restructuring in staff is coming. Try not to catch employees by surprise. If a company needs to eliminate positions, then it is important to let employees know that this change is coming and remain transparent. Employees who feel involved in the change may be more likely to take ownership of the change as it comes and be cooperative.
Eliminate unnecessary functions. It’s time to make the big changes based on your assessment of what the company needs to function and what is not needed. This will help administrators to adjust staff based on the best decision for the company.This may mean eliminating staff and programs.
Consolidate similar roles. Budget cuts often mean a change in direction for the company or it may mean that the direction becomes more focused. Based on your decision to eliminate unnecessary functions, you can consolidate job descriptions to reflect this change. Job descriptions should reflect the duties that are necessary in order to perform the tasks associated with the priorities of the company or program. This may mean having certain employees take on more tasks and responsibilities.
Check-in with staff to see how the change is going. Exercise skills of empathy and understand that change is difficult for staff. Administrators and supervisors should also understand who gained and who lost as a result of consolidating employee roles.
- "Managing Transitions: Making The Most of Change"; William Bridges, et al.; September 2009
- Center for Creative Leadership: Empathy in the Workplace: A Tool for Effective Leadership
- Cornell University: Leading Change Workshop Helps Units Recognize Priorities in Uncertain Times; Nancy Doolittle; May 2010
- Make sure you keep employees on board with your new plan, as this keeps them engaged and motivated. Administrators should sell the new direction to the staff. There will likely be challenges along the way and new roles may need to be reevaluated to help prevent worker burnout.
Madison Hawthorne holds a bachelor's degree in creative writing, a master's degree in social work and a master's degree in elementary education. She also holds a reading endorsement and two years experience working with ELD students. She has been a writer for more than five years, served as a magazine submission reviewer and secured funding for a federal grant for a nonprofit organization. Hawthorne also swam competitively for 10 years and taught for two years.


Let’s Read is a national, evidence-based early literacy initiative that promotes reading with children from birth to five years. Its vision is for all Australian children to share books, stories, songs and nursery rhymes every day from birth with the important people in their lives.
Let’s Read was developed by the Centre for Community Child Health at the Murdoch Childrens Research Institute and The Royal Children’s Hospital. The Murdoch Childrens Research Institute and The Smith Family have partnered to implement Let’s Read with communities across Australia.
Let’s Read supports the development of evidence-based skills, practices and environments that foster emergent literacy development. It is a multi-tiered initiative based on an ecological model of early literacy support. It is designed to increase home literacy resources and build the capacity of both families and professionals to foster children’s emergent literacy skills.
Let’s Read works closely with the
Raising Children Network, collaborating to ensure parents, families and caregivers receive consistent messages about the importance of emergent literacy practices.
In July 2012 Let’s Read received significant funds form the Australian Government to support a
national early literacy campaign in 2012-13 building on the National Year of Reading 2012.
The Let’s Read Community Program
Let's Read works with communities to promote the importance of early literacy. The Let’s Read community program aims to address the additional literacy challenges faced by children growing up in low socio-economic households and communities.
The Let’s Read Community Program:
- Trains professionals about the importance of early literacy and how to engage with families and caregivers to help them to support their children’s emergent literacy
- Supports the Let’s Read universal multi-point intervention which is provided by a trusted community professional multiple times between the birth and five years of age
- Makes high quality children’s books available at low cost for use in the home and community
- Provides messages, information and resources that support provision of literacy rich home environments
- Provides messages and resources to support community approaches to early literacy development and encourage literacy rich experiences in the community
- Encourages and supports partnerships and initiatives for literacy activities and promotion.
Communities across Australia are using Let’s Read to support families and carers to read with their children from birth. Since 2005, Let’s Read has been delivered in more than 100 disadvantaged communities across seven Australian states and territories, with over 200,000 children participating in the program. In 2013-14 the community program was delivered to almost 10,000 children in approximately 36 communities across the country.
Let's Read website


Christmas Candy Experiments – Edible Christmas Science for Kids
Who loves Christmas candy? We do! These easy Christmas candy experiments are a great way to learn while enjoying Christmas treats!
First up is a Christmas twist on the traditional skittles experiment. All you need to do is arrange your skittles on a plate or tray ( we chose Christmas colours ) and slowly pour warm or cold water over the top. The colour from the skittles dissolves into the water.
Be careful not to nudge the container as the colours will merge, and you won’t get the separated colours effect.
Christmas Skittles Experiment
Little Bins for Little Hands tried a peppermint in water, which also worked well.
Marshmallow Snowman – Christmas Candy Experiment
This marshmallow snowman activity is great fun. Children can test different types of sticky substances to see which is the strongest. You could also try this with meringue pieces.


Reach Out & Read
An Early Start to Reading
Children who grow up without sufficient exposure to language arrive at school without basic literacy skills and often struggle with reading in early grades. Research shows children who start school on track are more likely to reach their full educational, social, and life potential.
Through Reach Out & Read, the pediatricians at Albany Medical Center are helping our youngest patients get an early start with reading.
Beginning in infancy, when a child is seen for a well-visit, they receive a free, age-appropriate book to take home. We encourage families to read aloud together. We teach parents new ways to stimulate children's literacy development.
A Broad Reach
Our practice is one of 96 Reach Out & Read program sites across Upstate New York, which collectively support more than 61,000 young children from birth through age five. There are more than 6,000 program sites nationwide, which distribute 6.5 million books to children.
Story Time Stars
Story Time Stars is a unique program in which medical students read to children, distribute books, and speak with parents and caregivers about educational resources in our community. We partner with The RED Bookshelf, Barnes & Noble, and other organizations.
Most of our books and funding come from the generous support of our sponsors. We welcome any donations or monthly contributions to sustain this program. If you are a community member interested in learning more about our program or would like to donate, contact us at [email protected].


- This event has passed.
TAUGHT BY THE STUDENTS BOOK STUDY
November 23, 2020 @ 4:00 pm - 5:00 pmFree
The featured book is TAUGHT BY THE STUDENTS: CULTURALLY RELEVANT PEDAGOGY AND DEEP ENGAGEMENT IN MUSIC EDUCATION by Ruth Gurgel (Rowman & Littlefield, 2016).
WHAT: You are invited to join other music educators to read and study Gurgel’s popular book.
OUTCOMES: Through participation in this book study, participants will:
- Increase their understanding of Culturally Relevant Pedagogy relative to music teaching and learning
- Increase their understanding of engagement and disengagement related to music classes
- Develop stronger connections with other music educators across the state
WHO: All Minnesota music educators are welcome. Registration is limited to 14.
FACILITATOR: Wendy Barden, Music Education Specialist in Professional Development and Resource Programs at Perpich Center for Arts Education
- Now – Secure your copy of TAUGHT BY THE STUDENTS by Ruth Gurgel
- Mon, Nov 2 (4:00-5:00 p.m.) – Video meeting on pp. xv-40 (Link provided prior to this date)
- Mon, Nov 9 (4:00-5:00 p.m.) – Video meeting on pp. 41-67
- Mon, Nov 16 (4:00-5:00 p.m.) – Virtual meeting on pp. 71-97
- Mon, Nov 23 (4:00-5:00 p.m.) – Virtual meeting on pp. 98-135
TOTAL TIME COMMITMENT: Approximately 10 hours including personal reading/reflection and four Monday discussions. A certificate of CEUs will be provided.
COST: There is no cost to participate (other than securing the book on your own).


What is the Arrowsmith Program?
Arrowsmith Program refers both to the Arrowsmith Program methodology and also to the affiliated organizations that make the Arrowsmith Program available to public and private schools in Canada, United States, Australia and New Zealand.
The Arrowsmith Program is founded on neuroscience research and over 30 years of experience demonstrating that it is possible for students to strengthen the weak cognitive capacities underlying their learning dysfunctions through a program of specific cognitive exercises.
The Arrowsmith Program deals with the root causes of the learning disability rather than managing its symptoms. Students become effective learners without having to compensate for their learning disabilities. Their ability to perform complex tasks is improved when the weak cognitive areas are strengthened.
The program has proven effective for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.
The Arrowsmith Program has proven successful with students in elementary school through to post-secondary school and with adults. Elementary school students return to a full academic curriculum at their appropriate grade level following the completion of a three or four year program.
The goal is for Arrowsmith students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.
The Typical Student in the Arrowsmith Program…
- Is of average or above average intelligence
- Has a combination of the learning dysfunctions described on this page.
- Does not have severe intellectual, cognitive, emotional or behavioral dis orders that would significantly affect his or her ability to participate in the Arrowsmith Program.
- Does not have acquired brain injury or an autism spectrum disorder.
- Is of elementary, secondary or post-secondary school age.
- Motor Symbol Sequencing
- Symbol Relations
- Memory for Information/Instructions
- Predicative Speech
- Broca’s Speech Pronunciation
- Symbolic Thinking
- Symbol Recognition
- Lexical Memory
- Artifactual Thinking
- Supplementary Motor
How Does It Work?
The Arrowsmith Program is delivered in a school setting by trained teachers. The Arrowsmith Program is available only to public and private schools.
The cognitive programs are delivered in three formats:
- Computer exercises to strengthen the ability to reason, use logic, and comprehend, as well as exercises for strengthening numeracy skills, reading, and visual memory for symbol patterns and face and landmark recognition
- Auditory exercises to improve short and long term auditory memory, phonemic memory, oral and written output and vocabulary development and to increase the ability to hold and process information (working memory)
- Pen and paper exercises that improve the cognitive capacities required for motor skills related to the mechanical aspect of writing, skills required for written communication, organization and planning, executive function, and skills required for non-verbal communication
Who Is the Founder?
Barbara Arrowsmith Young3_300pxwThe genesis of the Arrowsmith Program of cognitive exercises lies in Barbara Arrowsmith Young’s journey of discovery and innovation to overcome her own severe learning disabilities, a description of which appears in the article, Building a Better Brain or in Chapter 2 of the book, “The Brain That Changes Itself” by Dr. Norman Doidge.
Diagnosed in grade one as having a mental block, which today would have been identified as multiple learning disabilities, she read and wrote every thing backwards, had trouble processing concepts in language, continuously got lost and was physically uncoordinated. Barbara eventually learnt to read and write from left to right and mask a number of the symptoms of her learning disabilities through heroic effort, however she continued throughout her educational career to have difficulty with specific aspects of learning.
Barbara Arrowsmith Young holds both a B.A .Sc. in Child Studies from the University of Guelph, and a Master’s degree in School Psychology from the University of Toronto (Ontario Institute for Studies in Education). After her undergraduate studies were completed Barbara worked as the Head Teacher in the lab preschool at the University of Guelph for two years where she began to observe learning differences in preschool children.
- Interpreting the preliminary outcomes of the arrowsmith Programme: a neuroimaging and behavioural study // Ronan Denyer – Graduate Program in Neuroscience, University of British Columbia
For more information on the Arrowsmith Program click here.


Constant developments and innovations have made it crucial for students to enter a competitive and challenging employability arena in the future.
When you’re wondering how to properly equip your student for continual success ahead in their careers, consider topics that help in improving STEM skills. STEM skills have become necessary due to their versatility and application in all professions and industries.
Developing Innovative Problem-Solving Abilities
STEM skills are all about teaching the knowledge of Science, Technology, Engineering, and Math at its core, but it’s a lot more than that. The way STEM skills are taught and how students are tested on them enable them to develop new abilities.
The importance of these skills for any student is how they’re applied to real-life situations. In this way, when students are tested, they can continually develop their problem-solving abilities. This helps specifically when they face unexpected situations at work and are expected to combat them effectively.
Preparing to Compete with Peers
The world is quickly heading towards a united global village, and students must be thoroughly prepared to compete with local and international peers for job opportunities.
Improving STEM skills is necessary when competing with peers equipped in all aspects of life. Even knowing the foundational skills can be a huge advantage when it comes to finding lucrative positions.
You can also find online assessments with benchmarking options available that ensure your students know exactly where they stand compared to their peers. Children and educators alike learn a lot when benchmarking is introduced through online assessments.
Enhanced Teamwork and Collaboration Skills
Typically, each child will have different strengths and weaknesses, even when learning STEM skills. However, it’s not crucial that each individual is well-versed with all aspects of STEM knowledge and knows how to collaborate with experts in their field.
From an early age, children who learn STEM skills learn about the importance of teamwork and collaboration. These soft skills are helpful when they enter higher education or get employed, making them great team leaders and colleagues.
Teamwork can also lead to heightened levels of satisfaction and work productivity, making any work environment better.
Fosters Positive Change
Students who learn STEM skills through their schooling years are more accustomed to change, innovation, and creativity than other fields. Due to the continual STEM technology and knowledge changes, they’re better prepared to adapt and evolve.
When you ensure that your students learn STEM skills through the best methods and are continually being assessed, they become adept at learning new knowledge constantly without being overburdened.
Ensure that your students have all the necessary skills and knowledge to succeed in the future, no matter what profession they end up going for. Make STEM skills part of an integrated educational plan. It can ensure holistic development for an individual to face the 21st-century employability arena head-on without any obstructions.
As parents and educators become more aware of the importance of STEM skills in a child’s education, it becomes crucial to educate these children correctly. Educators can take inspiration from online courses and assessments that specifically target a student’s STEM skills.


A strong link between student income and placement in special education, and specifically in self-contained special education settings was among the major findings of a report commissioned by the Massachusetts Department of Elementary and Secondary Education, “Review of Special Education in the Commonwealth of Massachusetts,” that was issued last week. The report identifies the high costs associated with special education, the demographic information about students receiving special education services, the level of integration these students receive alongside their non-disabled peers in school, the variation among districts serving these students, and the factors associated with identification rates and student performance.
The study’s findings include:
The report is based on statistical analyses of district, school, and student data and interview and focus group data collected through meetings with administrators, special educators, and advocates. Only traditional, multi-grade, “academically-focused” schools were studied.
Controlling for student and district characteristics, the study concludes that the odds for a low-income elementary school student in a district with a large percentage of low-income students (approximately 45% of students) will be diagnosed with a Specific Learning Disability are almost twice the odds for a non-low-income student. Further, a low-income student in a district that enrolls a small percentage of low-income students (approximately 4% of students) is about 2 and a half more times likely to be diagnosed than a non-low-income student.
Holding race, gender, district median family income, and inclusivity of the district constant, the odds that a low-income student would be educated in a significantly separate classroom setting (less than 40% of the day) are about two times the odds than those for a non-low-income student.
Considering that almost two out of three Massachusetts students with a disability are diagnosed with disabilities subject to interpretation, this report found that local school districts have a high degree of flexibility in interpreting disability categories. Therefore, children with the same underlying issues are diagnosed with different disability labels depending on the school district that they attend.
The authors recommend that the Department of Elementary and Secondary Education more actively intervene in schools districts that have high identification rates of low-income students and use predominately separate educational settings for low-income students. Specifically, the report further recommends that the Department of Elementary and Secondary Education promote a more focused effort on early literacy development such as the Response to Intervention (RTI model) in kindergarten through third grade to reduce inappropriate special education diagnoses.
In addition, the report suggests that the state should re-evaluate its Title I practices, encourage more powerful general education practices so that low-income students can receive the necessary supports for school success, and that special education practices are seriously examined in districts serving high numbers of students in special education.


Creative Keys: Nordic Adventures Unit 1 Practice Book Lesson 1 Only
LESSON 1 ONLY.
With Creative Keys: Nordic Adventures Piano Lessons, you'll travel the world with music and literature, experiencing our unique method that teaches children music from the inside out, the way the brain intuitively wants to learn it. You'll take a journey to other places and times through singing, rhythm, chanting, and navigating the geography of the piano while exploring the geography, wildlife and habitats of the Nordic countries.
This book begins with an introduction edited by Marilyn Lowe, author of Music Moves for Piano.
Become a member of Musik at Home today to access the video lessons for CREATIVE KEYS: NORDIC ADVENTURES.
Musik at Home classes and products give your child the chance to succeed in music!
Musik at Home Membership
High quality music education instruction is available in the Musik at Home Membership.


Medical Lessons on Videotape
“In a perfect world, doctors know a lot about the science of treating asthma in children. But children with asthma live in the real world where doctors cant always control what they do or the circumstances of their lives.
Dr. Michael Rich, director of Video Intervention/Prevention Assessment (VIA) at CMCH uses videotapes created by his patients to learn how their chronic illness is managed in real life.
What I do is hand a patient a video camcorder and say, teach me about asthma, Rich says. I can tell them what the science says about asthma. What I cant tell them is what it does to them and their lives.
Benefits of Computers for Children Questioned
In a recent 100 page report, the Alliance for Childhood says that the educational value of computers for children is
an “untested premise.” The group has urged a comprehensive examination by the surgeon general on the “physical, emotional, and developmental
hazards computers may pose, and an immediate moratorium on their further introduction in early childhood and elementary education.”
Dr. Michael Rich
commented “It’s absolutely correct that there’s no substantive evaluation on whether computers are a good, bad, or neutral
thing in the classroom, but a moratorium is not feasible.”
He continued, “I worry about intruding on childhood with a machine that says, ‘there’s a right and wrong answer, and we’ll sit you down until we get the right answer.’”


Blavatnik School of Government, University of Oxford
Education systems need regular and reliable learning data, not only to measure progress towards the Sustainable Development Goals, but to understand when and why children stop learning. Students fall behind when the curriculum moves faster than their progress in learning, and if children don’t master foundational skills early, it is difficult for them to catch up. The mismatch between curricular pace and students’ skill levels is a crucial factor contributing to the learning crisis.
On 23 July, RISE hosted a webinar to discuss the importance of curriculum and assessments to achieve learning outcomes for all. Chaired by Suman Bhattacharjea from the ASER Centre, the panel brought their expertise to the discussion and provided insight from their individual research on the topic.
Adedeji Adeniran discussed a new education quality indicator in Nigeria that matches early grade literacy and numeracy levels with the curriculum. Doug Johnson presented results from a comparative study in India that assesses three nationally representative surveys on learning outcomes. Diva Dhar shared results from an evaluation in India of a blended remedial intervention in Grade 9. Isaac Mbiti summarised an evaluation of a recent curriculum reform in Tanzania that brought about significant improvements in early grade literacy and numeracy. Finally, incorporating the political perspective of policy reform, Wayne Sandholtz discussed a recent randomised school reform in Liberia and whether voters reward service delivery.
Although we covered a lot of ground during the webinar, we weren’t able to get through all of the audience questions. Now, you can click on one of the questions below to learn more about our panellists’ research through some of our unanswered questions.
Isaac Mbiti: There are many models of this approach but essentially it is ensuring that the material being taught is adequately tailored to the students’ skills. This approach ensures that the material covered is not moving too fast, or at a level that each student cannot follow (“too hard”), or too slow and repetitive (“too easy”). Top ↑
Isaac Mbiti: This is an important concern that you raise. We can only speak about the Tanzanian case and we would argue that this particular reform was not a case of dumbing down but rather one of prioritizing the fundamentals. By not having to worry about teaching “vocational skills” or “computer class” (in contexts where many schools do not have much access to technology anyways), teachers were able to focus on the most important skills for early grade learners—numeracy and literacy. Our results are not consistent with the dumbing down hypothesis because we do not see a negative impact on the better prepared (at baseline) students. In fact, these students also benefit! Getting the right balance is very difficult so lots of time, thought, research, piloting, needs to be done to figure how to do this appropriately. Top ↑
Isaac Mbiti: Yes, you are correct those are two different exams. The main purpose of this exercise was to rule out any other trends or patterns that may be driving our results. Since 7th grade exams are very important to schools, we thought they would provide a good falsification test for our analysis. We have also recently examined the reform using the Uwezo data which asks the same questions to all primary school aged children. Our results using that data are broadly in line and we also find no effect of the diff-in-diff on 7th grade test scores using Uwezo data. Top ↑
Wayne Sandholtz: This is really interesting to think about, although I can only really speculate. Despite the huge recent increase in private schooling in India and elsewhere, my guess is that public schools will continue to play a huge role in the education system. And it's completely possible voters could hold politicians responsible for the government's management and regulation of the private school sector. In Liberia at least, my research showed that voters responded to a public-private school partnership. Top ↑
For more information regarding the event, including links to the papers that were presented, please visit the RISE Online Presentation Series event page.
RISE blog posts and podcasts reflect the views of the authors and do not necessarily represent the views of the organisation or our funders.


Amplify CKLA in Action
Rich, engaging content is at the center of Amplify Core Knowledge Language Arts® (CKLA) curriculum and instruction. Students build subject area knowledge in history, science, literature, and the arts by learning to read and write. High-quality instructional materials built on the Science of Reading simplify your planning and provide the support and resources you need.
Inside the Classroom
Follow along as a kindergarten class goes through an Amplify CKLA Skills Strand lesson on tricky words. Students review sounds and spellings using Large Letter Cards, engage with Student Readers, and receive explicit instruction from their teacher in both whole- and small-group settings.
In this Amplify CKLA Knowledge Strand lesson, students achieve reading proficiency with complex read-alouds, exposure to background knowledge, vocabulary practice, text-based discussions, and writing activities.
Watch students journey through a Quest for the Core™ in the Amplify CKLA lesson, Eureka! Student Inventor. These fourth-graders work in teams, combining research, writing, and presenting skills to become master inventors.
Knowledge at the center
When you put knowledge at the center of learning, an amazing thing happens: students get motivated and curious for more. They learn to read, and they learn to love reading.
Foundational skills to accelerate fluency
Watch students receive targeted, explicit instruction on sounds, spellings, and word automaticity in lessons designed to teach phonological awareness, decoding, and more.
Making teachers’ lives easier with high-quality instructional materials
Hear a teacher’s account of how Amplify CKLA gives teachers all the tools and support they need no matter how much experience they have.
Watch how much students enjoy learning about the latest topic and how eager they are to join classroom discussions. Teachers can see the increased engagement and the program’s results.
What teachers say
“I would highly recommend this program to any school … you see the confidence it builds within kids. It meets the needs of the socioeconomically disadvantaged kids, it meets the needs of EL kids. It meets the needs of all kids.”
Principal, Alvina Elementary School, California
“[It] brought the joy back to teaching for me.”
Grade 5 Teacher, Bryant Elementary, California
“High-quality content matters to teachers, to kids, and to our collective future.”


A Quick Summary
Going by the rapid climate change we are witnessing today, what we’ll be leaving for our future generations to face is unimaginable. It is ideal to mould students into being responsible and thoughtful citizens of this world. These young students will grow up to face a country reeling from major environmental problems. It is the schools’ duty to educate them about sustainability from an early age.
Here are a few ways in which schools can teach sustainable development:
- Forming habits early on: Children are impressionable, and often pick up on what they observe. When sustainable living becomes an everyday habit, they imbibe this into adulthood as well.
- Respect the environment: Respect for the environment and its safety is important to inculcate into children.
- Children teaching adults: If students learn the necessity of sustainability at school, they may extend their knowledge to their family as well. This increases contribution in individual terms, which is important as every effort counts.
Students are at their key learning stages when they are in school. Teaching them about the environment and about sustainability from a young age promotes responsibility and moulds them into responsible global citizens.
This blog was published here:
Scroll below to read the full piece.
Given the current climate crisis the world is facing, what do we need to prepare our students for?
This is a question that educators ask themselves (and each other every day). The fact is that we live in a world that is rapidly changing and the challenges our students will face in their workplace in the future will be based on problems we have not even identified yet.
Thus schools need to keep one eye on the future and another ensuring that we are giving our students strong foundational skills. If we are to take our crystal balls out and try to predict the future I think one very logical conclusion is that our students will be living in a world dealing with the issues caused by mass-scale industrialization. India, today has 7 of the 10 most polluted cities in the world and we still have a long way to go for our development. It is safe to say that future services and products will have to correct this course and thus it is imperative that we give our students a deeper understanding of sustainable living.
Thus teaching sustainability has not only become a requirement in schools today but is also synonymous with responsible citizenship. It is imperative that educational institutions teach sustainability through all possible aspects of life – be it through community living and agriculture to waste management and resource protection.
A few methods by which schools can teach sustainable development are:
Forming habits from a young age
Sustainability shouldn’t just be something that is taught, but instead something that should be inculcated into a person’s lifestyle. By putting these habits into the everyday lives of the kids, it becomes second nature to them. Young kids can be taught simple lessons like not wasting or turning off light and water when not in use, these are things that will become second nature to them in adulthood
Respect for the environment
Just as children are taught to respect their elders, they must also be taught to respect nature. They must be taught the value and importance of the environment and how we as humans can keep it safe.
Children can teach adults
What is learnt in school by kids is eventually transferred back to the elders – parents and family members, and can help drive the reverse education approach to responsible living, thus making an actual difference. The fact of the matter is that resources are limited, and like we balance our household budgets. We must balance our growth to ensure these resources are there for many generations.
This can only be done if the future generations are more conscious about their choices and have the concept of sustainable living rooted deep in them.
In conclusion sustainability development education must be practiced in our schools because its what our children need and what will help them be more responsible global citizens. It will continue to pass down to future generations.
After all, through sustainability development education, schools can be the real catalyst for change.
(This article is written by Rohan Parikh, Managing Director of The Green Acres Academy for India Today here.)


Multisensory Monday: "Zip It" Short Vowels
Posted by Samantha Brooks on 12th Mar 2018
Welcome to Multisensory Monday! Today's activity is simple and will add some "zip" to the basic short vowel intensive. While having some fun, students will enjoy practicing short vowels! Before students can decode and encode using short vowels, phonemic awareness must be secure. This activity will help develop the foundational skills needed to work with print. Keep in mind, it is important to only include short vowel sounds that have been previously taught from the Phonics First® or Structures® programs.
*Short-Vowel Booklet- Download
*Student Picture Card- Download
* Sturdy ZipLoc Bag
To begin, place the "Printable Student Picture Card" into the Ziploc baggie. To play, the teacher simply calls out a short vowel sound and students simply slide the zipper across the top of the bag, stopping at the vowel they hear. After landing on the correct vowel sound, students can repeat the vowel sound orally. If you have not yet covered all the short-vowel sounds on the page, simply cover the vowels you are not using with a sticky note.
Scaffold instruction by using real and nonsense words in the following sequence:
Level 1 - Vowels (call out a short vowel sound only, such as /a/)
Level 2 - Vowel-Consonant (call out a short vowel, followed by a consonant, such as /at/ or /oz/)
Level 3 - Consonant-Vowel-Consonant (call out a consonant, short vowel, consonant word, such as /hop/)
I find my students love this activity, and frequently ask ...can we play "Zip It"?
Samantha Brooks, MSE,CDP
Samantha Brooks is an Instructor at Brainspring Educator Academy.
Brainspring Orton-Gillingham helps teachers bring multisensory instruction to the classroom, transforming struggling K-12 readers into skilled learners through our effective, evidence-based approach.
For more information please visit brainspring.com or call 1-800-732-3211


Our St Charles, our curriculum aims to provide a high-quality music education to 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.
We use the ‘Music Express’ scheme to support our teaching of Music. Our Curriculum fulfils the statutory requirements of the National Curriculum Programme of study for Music(opens in new tab)
You can find out more about the Music Express scheme here.
Further information on our Music Curriculum including the current topics, can be found below and in the half-termly newsletters sent home to each class.


1832 Reform Act
The reform act took over a year to become finalized and is considered one of the factors that almost led Britain into a revolution. The 1832 Reform Act allowed people who did not own property in the form of land to participate in franchises.
1834 Poor Law Amendment Act
The Poor Law Amendment Act came two years after the first Reform Act. This law was created to reduce the rates of poor people, however, it had an adverse affect on those who were already poor. Poor people were treated as criminals and sent to “poor law bastilles” where they would work in government created workhouses under terrible conditions (Bloy, Marjie. 2014).
1844 The Companies Act
This act required all companies to be officially registered businesses in order to prevent illegitimate companies from being established.
1848 Public Health Act
This act allowed populations to organize a Public Health Board if more than ten percent of the population wanted one.
1850 Factory Act
The Factory Act referred to textile factories and required that women and children between the ages of thirteen and eighteen, only work in factories between 6am and 6pm or 7am and 7pm. They were allowed only to work 10 1/2 hours a day, raised from the previous 10 hours a day.
1859 Molestation of Workmen Act
This act allowed for peaceful picketing in the event of a strike. However, if one were to attempt in any form; direct or indirect, to persuade others to join the strike, they would be considered to be molesting the workers and guilty of obstruction.
1866 Sanitary Act
This act is based on the 1848 Public Health Act. Legislators found the compulsory aspect of the previous act to be insufficient for improving conditions. The Sanitary Act made required the role of Sanitary Inspectors to be created, the use of basements as living areas to be limited, health hazards to be removed, sewer systems to be improved and united, street cleaning as well as a strict definition of “overcrowding” in dwellings.
1867 The Second Reform Act
This act is a continuation of the first reform act to include most urban working men.
1871 University Test Act
This act opened universities such as Oxford to all with academic abilities, regardless of religion.
1872 Ballot Act
This act promoted the use of secret ballots in elections in order to prevent corruption and make voters less likely to succumb to bribes.
1882 The Married Women’s Property Act
Women are now allowed to be separate owners and administrators of their own property even after getting married.
1884 Third Reform Act
A continuation of the first and second, expanding to include most men.
1891 The Fee Grant Act
Elementary education is free for all.
1897 Workman’s Compensation Act
For all trades considered dangerous, employers are to compensate workers who are injured on the job, or in the case of death, compensation will go to the dependents of the worker.
Bloy, Marjie, (2014). Victorian Legislation: A Timeline. The Victorian Web; Economics. Web. Dec. 1, 2014. http://victorianweb.org/history/legistl.html


When someone is building a house, they must secure a strong foundation in order for the structure to stand over time. This can be a metaphor for how children learn to read. They need to develop certain skills and build a strong foundation to be able to understand concepts of print, grow phonological awareness, sound out unknown words, build fluency, and increase vocabulary. All of these skills need to work together to ensure success.
Developing foundational skills is essential for all students, including multilingual/English learners, as well as struggling readers who may be lacking some of the skills needed to progress with their literacy. The most crucial years to develop these skills are between infancy and third grade. As children get older, the texts will have higher word counts and get more intricate and complicated. They will have to develop more analytical and comprehension skills that will be affected if they can’t read the words in the first place. Thus, mastering phonics skills is essential for all readers.
Phonics is an important element of foundational skills, as it is the practice of using letter sounds to read and write words. Students learn the letters and sounds of the alphabet, how those letters and sounds are related, and how groups of letters and syllables create words.
Letters should be introduced to children at a very young age. Babies often say “dada,” “mama,” or “baba” as some of their first sounds. They are hearing the sounds and practicing pronouncing them. But children who speak another language often learn English sounds later in life. To practice phonics skills, they can find similarities between letter sounds in their native language and English, which will help them make connections to the phonemes. Young children can practice saying the letters by singing “The Alphabet Song” and learning how to spell and write the letters in their own name. However, certain words that don’t follow phonics patterns are also necessary for students to learn. These words can be placed on notecards and posted to create a Word Wall for students to reference as they’re learning.
Programs like Vista’s Discover Phonics can help lay a strong foundation for successful reading as children grow up.
By Angela Padron
Also read: Phonics, Fluency, and Vocabulary: Expanding to the Next Level