Philosophy Of The Financial system Part Three
Faith is one thing that the mankind appreciates for ages and it becomes a most essential aspect of every human life. A technical university needs to supply for training which additionally elevates the consciousness and extends the facility of the soul; that’s, we have to shift a part of the present academic priorities from the mind to the heart, and from scientific and technical thinking to soul cognition.
The following part treats points arising on the intersection of information, curriculum, and educational research. Most of contemporary and contemporary philosophers of education in both the East and the West accepted the aim of philosophy of training as to be the all round development of character.
Working with scholar pursuits and needs, lecturers serve as guides and facilitators in aiding college students to succeed in their targets. On this lesson, college students will compose their very own philosophy of education, after understanding the influences their instructional philosophy can have on their instructing.
This programme is suitable for international college students on a Tier 4 visa – study should be full-time, face-to-face, starting October or January. To unschoolers, studying is one thing as natural as respiratory. As a result of the cost of a college education continues to rise, quite often more quickly than inflation, students need their funding to repay by bettering their prospects for employment.
Philosophical Views In Education
In keeping with Aristotle, ‘education is the process of making sound mind in the sound body’. 26. Relationship of schooling and various area of nationwide life and various parts of the system of schooling: One of the most important contributions of the philosophy of schooling to the reason for schooling is the availability of standards for deciding the relationship of state and schooling, financial system and training, curriculum, college organization and management, discipline and so on.
This scholar was shy, seldom spoke or participated in discussions, was not nicely-treated by different students and at other times, mainly ignored. The dialogue could be Socratic: college students be taught to topic opinions to logical scrutiny by asking pertinent questions, establishing related analogies, and critically assessing the implications of the viewpoints expressed.anonymous,uncategorized,misc,general,other
That is why an African philosophy of education could be such a strong software for the continent’s publish-colonial universities as they work to develop into producers of knowledge that has a public concern.
philosophy of music education journal, philosophy of mathematics education journal, journal philosophy of islamic education, philosophy of education pdf book, philosophy of education pdf
St. Agnes Philosophy Of Education
A possible historical interval when beneath the circumstances explicit individual abilities have been considered productive for a society or country thus the society or country’s tolerated and promoted such individual competition to take care of inner stability and advance within the regional or worldwide competitors. Relations could have a profound instructional effect – often more profound than they realize – although family teaching may operate very informally. I, however, contradict to this opinion close to Academic Philosophy. Formal object of academic science is limited at the scope of human beings solely in training scenario, in order that schooling in observe might be free of hesitancy.
He also argues that there is a central place for testimony and trust in the classroom, and an educational hazard in over-emphasizing the fostering of students’ vital thinking. A trainer needs to try to incorporate educational methods that think about all of the different backgrounds and learning abilities of students.
Divergent Philosophies Of Founding Fathers On Training
District 143Â½ believes that schooling is a crucial aspect in on a regular basis survival. In a broad sense this contains not solely philosophical approaches specifically termed “analytical philosophy” (such as conceptual evaluation or bizarre language evaluation), but in addition a broader orientation that approaches the philosophical job as spelling out a set of rational circumstances that instructional aims and practices should satisfy, while leaving it up to different public deliberative processes to work out what they could be in specific.
It additionally explores the issues regarding students’ and oldsters’ rights, the best way to grasp and conduct ethical training, and the character of purported instructional beliefs. For unschooling households, life is studying and every thing is a learning opportunity.
philosophy of education pdf book, philosophy of education journal, perennialism philosophy of education ppt
To totally grasp the idea of philosophy, one should be aware of its beginnings. We in the Humanities & Social sciences division need to debate the multifaceted actuality that fashionable know-how provides-not only its units and infrastructure which are its materials manifestation but additionally expertise and organization, attitudes and tradition, perhaps constructively and contextually.


This paper details the results of a pilot project that explored the use of Image-based Research and a new method of collecting visual data online. Image-based research should be the fundamental method for investigating visual, media and digital literacies, yet it has only seen a modest amount of interest. In pursuing this imbalance a small study was conducted availing of Amazon’s new online marketplace, Mechanical Turk. This crowd sourcing technology allows researcher requests to be submitted to a database where they are made available for individual members to select and complete. These are known as Human Intelligence Tasks, or HITs. Using Mechanical Turk, image-based data was gathered to explore the crowd sourcing mechanism itself with visual literacy as the pretext and insight into understand the visual interpretation of words as the intended outcome. Two HITs were created which asked respondents to submit visual representations, three per person, in response to word sets that were posted on the site. Each word set consisted of three words that varied from concrete to abstract concepts. The research and image data yielded some very interesting results of how people perceive and represent concepts visually. The conclusions, although underdeveloped in the scope of this pilot, suggest a globalizing effect on imagery might be taking place. If developed further continued research could help inform visually based literacy/media studies and usher in a new method of online data collection. The use of Mechanical Turk and similar methods that employ new media technologies have the potential to promote and further image-based research and inform methodologies in visual literacy, art education and other areas. Copyright © 2012 The International Visual Literacy Association.
|Title of host publication||New horizons in visual literacy: Selected readings of the International Visual Literacy Association|
|Editors||Maria D. AVGERINOU, Scott B. CHANDLER, Patricia SEARCH, Marilyn TERZIC|
|Place of Publication||Lithuania|
|Publisher||SMC Scientia Educologica|
|ISBN (Print)||6099521933, 9786099521930|
|Publication status||Published - 2012|
CitationMcMaster, S. (2012). New approaches to image-based research and visual literacy: A pilot project report. In M. D. Avgerinou, S. B. Chandler, P. Search, & M. Terzic (Eds.), New horizons in visual literacy: Selected readings of the International Visual Literacy Association (pp. 122-132). Lithuania: SMC Scientia Educologica.
- Image-based research
- Visual literacy
- Art education


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Why Contemporary Art?
What is Contemporary Art? 1:34
Impact on Student Learning 2:41
Types of Artists that Resonate with Students 2:56
Contemporary Artists Alongside Old Masters
Benefits of Comparing and Contrasting 3:32
How to Choose Artists 2:45
Classroom Activities 4:02
Contemporary Art, Contemporary Issues
Using Contemporary Art as a Lens 4:01
Dealing with Controversy 3:04
Infusing Contemporary Art into Your Classroom
Contemporary Art Friday 4:18
5 Artists Research Project 4:10
Unlock Certificate: 5 Questions
2 PD Hours
1 Discover how bringing contemporary art into your classroom can engage your students.
2 Learn how to pair traditional and contemporary artists in your curriculum.
3 Explore different classroom activities and projects that get students thinking deeply.
There are so many reasons to bring contemporary art into your classroom. Most importantly, it allows students to learn about and engage with artists and ideas that are relevant to their lives. In this PRO Pack, explore this idea and more as Jack shows you exactly how to infuse contemporary art into your existing curriculum. Walk away with the ability to pair contemporary and traditional artists, navigate difficult conversations, and present your students with meaningful assignments.
1. Curriculum Design
D. Demonstrates thorough background knowledge and command of the subject matter/content
2. Curriculum Approaches
A. Integrates knowledge of a variety of approaches when planning content
B. Selects printed and digital instructional resources for classroom use
A. Designs inclusive instruction based on individual differences and understanding of diverse cultures and communities
B. Designs instruction to address student background knowledge and ability levels
A. Develops instruction that incorporates historical and contemporary artwork
B. Develops instruction that incorporates artwork from a variety of cultures, communities, times, and places
C. Values how the arts connect with other disciplines and provides opportunities to experience those connections
D. Develops instruction that incorporates current issues and themes in education
Secondary Art Teacher and PRO Facilitator
Jack Watson is an artist and educator who teaches art and art history at Durham School of the Arts in Durham, North Carolina. He believes the art classroom is a space where students can find their voice through inquiry, experimentation, and contemporary approaches to art education.


- Our intent is to provide a high-quality music education that engages and inspires pupils to develop a love of music.
- Our curriculum ensures pupils experience and understand what music is through listening, singing, playing, evaluating and composing across a wide variety of historical periods, styles, traditions, and musical genres.
- Our music sessions teach pupils to sing in tune, to understand how music is created, produced and communicated, and enable them to develop their curiosity for the subject by creating and composing music on their own and with others.
- Pupils are also given every opportunity to develop their skills and appreciation of music through instrument workshops and performances both in school.
- Our music curriculum ensures pupils are provided with opportunities to sing, listen, play, perform and evaluate. This is embedded in the classroom through weekly music lessons as well as our singing assemblies and various performances.
- We teach the Music National Curriculum, supported by clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all pupils.
- Pupils develop a love of music. Exposure to high quality teaching means pupils enjoy music, both from the performing and participation point but also through appreciation and evaluation of the work of others.
- Pupils demonstrate their understanding of key vocabulary through pupil voice evident during lessons and class books.
Please find available for download the Music Primary National Curriculum.


- Safety pins
WHAT TO DO :-
Pick up one of the safety-pins with the magnet and then draw the safety-pin to the second one. After holding the three together, retract the magnet.
WHAT HAPPENS :-
The first safety-pin attracts the second and and remains fixed to it even after the magnet has been withdrawn.
WHY THIS HAPPENS :-
This happens because after the safety-pin makes contact with the magnet, it becomes magnetized, therefore making the safety-pin work like a magnet on the other one.
With the magnet try and see if you can magnetize other objects like pieces of wood, paper pins and other objects at home. This will give you a better understanding into what can turn magnetic and what cannot.
For more such science experiments and articles, visit Science for Kids.


The history of Leblanc dates back to 1750 when Ets. D. Noblet was established in France making instruments for the court of Louis XV. Noblet would help establish France as the center of woodwind manufacturing. In 1904, Noblet found himself with no heir to the family business, and it was sold to Georges Leblanc.
The Leblanc family was known for using scientific acoustic research in the development of clarinets. Georges’ son Leon was an outstanding clarinetist and won the top prize from the Conservatoire de Paris. As an accomplished player, he believed heavily in the scientific principles of manufacturing and brought a high level of consistency and playability to their hand-made instruments.
In 1921, Leblanc began distribution in the US with Gretsch & Brenner in New York. However, the Leblanc family became unhappy with the amount of work involved in making adjustments to the instruments after months of travel at sea from France. In 1946, Vito Pascucci, a repairman for the Glenn Miller band, founded Leblanc USA in Kenosha, Wisconsin and took over the distribution of Leblanc France products in the US. Vito opened a small store front and began building his own student level instrument, leaving Leblanc to focus on the full range of professional instruments.
In 1950, Vito hired his first educator to help develop a focus on programs and materials specific to the area of music education. Leblanc continued its focus into establishing a stable base of school music focused dealers that would later found the organization National Association of School Music Dealers (NASMD).
In 1960, the brand Vito was created with a complete line of composite student clarinets. In 1961, the Positive Radial Alignment Guide (P.R.A.G.) which is still used today, was patented to help beginning clarinet students properly assemble the top and bottom joints of their instruments.
In 1964, Leblanc would acquire the Frank Holton Company and in 1971, the Martin Band Instrument Company. The focus on a full line offering of brass and woodwind instruments provided significant growth and in 1989, Vito purchased 65% of the Leblanc France Company. As Leblanc France was considered a National Treasure by the French government, it was difficult to process an entire purchase agreement with an American company. It wasn’t until 1993, that the remaining 35% was acquired by Vito.
In 2004, Leblanc was acquired by Conn-Selmer and a new era of manufacturing began. In 2009, Leblanc released the Bliss line of clarinets in partnership with namesake, Julian Bliss. The Bliss clarinets offered unique features and playability not typically found in affordable student instruments. With all clarinet production for Leblanc Vito and Bliss clarinets moved to Elkhart, Indiana, a new level of craftsmanship and innovation emerged.


In 1999, Tracy Sands was inspired while listening to Christian music at a church event. With only a pen and the program she received at the door to work with, she began sketching quickly. The urge to create was so strong she “felt as though she would pop if she didn’t get the ideas out of her brain immediately.” Over the next nine months, she would revise those initial sketches and ultimately create The Christian Alphabet, a series of drawings of the letters of the alphabet filled with Christian symbolism designed to help teach children about the faith.
The Christian Alphabet Book is a new book to help share this alphabet with the world. Each letter of the alphabet is featured on a two-page spread. The right-hand page showcases a large image of the letter design along with a relevant scripture passage and an activity to find the symbols hidden in the letter. The left-hand page includes a lesson related to the letter and a prayer.
For example, the letter A shows a girl praying, holding a cross. “A is for Always. Always means all the time, never-ending, forever. God always loves us and is always with us.”
The tradition of illustrating letters is an ancient one. One need only think of the beautiful medieval illuminated manuscripts. Sands, who has a Master’s Degree in Art Education and is the mother of three young children, has put a modern take on this idea. Her art is simple and appealing and it is evident that a great deal of thought and imagination went into this project. In the back of the book, Sands has included a detailed listing explaining the symbols in each of the letters.
While this is a Christian alphabet and is intended for a wide audience, there is nothing in this book that is contrary to the Catholic faith and a Catholic priest helped advise Sands while creating the book.
The Christian Alphabet Book would be ideal for children ages four through eight, although other ages can certainly appreciate and learn from it as well. The associated website, www.ChristianAlphabet.com also features a Christian version of the alphabet song to help children learn the concepts included in this book.


Duties and Responsibilities of Teachers RTE Act 2009: Instructions to H.M. and Teachers: Duties and responsibilities of Teachers RTE Act – 2009
A. Chapter – 2, Section – 4 says that if a child of 6 years doesn’t enroll in any school; if he/she doesn’t finish elementary education then the child should be given admission into the class according to his age. In order to mainstream those children, there is a need for special training to them. It should be time-specific.
B. Section 16 declares that no student admitted into the school should be retained in the same class or removed from school till he completes the elementary education.
C. Section 23 declares that only those candidates who have the educational qualifications as stipulated by the NCTE are eligible for becoming teachers.
D. Section 24 declares that teachers should come to school in time. They should complete the syllabus in time and should assess the standards of the pupils in learning and conduct remedial classes if needed.
E. Section 29 instructs the teachers to complete the educational planning according to the instructions of the section. The academic authority while laying down the curriculum and the evaluation procedure under subsection (1), shall take into consideration, the following namely :
- conformity with the values enshrined in the constitution.
- all-round development of the child.
- building up a child’s knowledge, potentiality, and talent.
- development of physical and mental abilities to the fullest extent.
- learning through activities, discovery, and exploration in a child – friendly and child-centered manner;
- the medium of instructions shall, as per as practicable in a child’s mother tongue;
- making the child free of fear, trauma, and anxiety and helping the child to express views freely;
- comprehensive and continuous evaluation of the child’s understanding of knowledge and his or her ability to apply the same.
- The teacher should take up classroom transactions based on the plan he/ she prepared and TLM developed in order to achieve the targeted academic standards.
- Further under sub-section (1), (2) & (3) of section 24 of the Act “Duties of Teachers” envisages that :
(a) maintain regularity and punctuality in attending school:
(b) conduct and complete the curriculum in accordance with the provisions of sub-section ( 2 ) of section 29;
(c) the complete entire curriculum within the specified time;
(d) assess the learning ability of each child and accordingly supplement additional instructions, if any, as required;
(e) hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to learn, progress made in learning and any other relevant information about the child; and
(f) perform such other duties as may be prescribed.


Use Chords You Know to Create 9th Chords
An easy way to add a 9th to a chord, is by playing the chord in the scale that is up 3 letters from that chord, as a 7th chord.
I know this sounds complicated when explained like this, but the examples will clear it all up.
In the key of C, if you want to turn Cmaj7 into Cmaj9, play the chord up 3 letters. That is Em7
You turn a maj7 chord, into a maj9 chord, when you play the chord up a major 3rd from that maj7 chord
That chord up a major 3rd from the maj7 chord, is a m7 chord.
Whenever you see a Cmaj7 chord, you can ALWAYS play an Em7 chord instead.
This turns the Cmaj7 chord into Cmaj9
The notes in an Em7 chord are: E G B D
When you play Em7 over the bass player hitting a C bass note…
Your chord becomes C E G B D = Cmaj9
9 (V9) Chords
To create A V9 chord, play the chord that is up a 3rd from the V chord in the scale, as a 7th (4-note) chord.
In the key of C, what is the V chord
What is the chord up a 3rd from G7?
Dominant V7 chords can always be replaced with VIIm7b5 chords
When the bass player hits a G bass note under you playing a Bm7b5 chord, this gives the notes
G B D F A
This is a G9 chord
Same idea: play the chord in the scale that is up a 3rd interval from the chord you are reading.
The song or music you’re reading has a Dm7 chord.
You can make it sound like a Dm9 chord simply by playing the chord in the scale that is up 3 letters from D
In the key of C: instead of playing Dm7, play Fmaj7 (F is up a 3rd from D) if you want to create a Dm9 sound.
When the bass player hits a D bass note under you playing an Fmaj7 chord, this gives the notes
D F A C E
These are the notes that make up a Dm9 chord.
How to Put This Into Practice?
As a fun drill: pick a common chord progression, like for example I VI II V
Cmaj7 Am7 Dm7 G7
With a looper pedal, play/record the bass notes of these chords, 1 bar each.
Another option: get a backing track that plays those 4 chords.
Then play over that backing track or recorded bass part…
but instead of strumming those chords, play the chords in the scale that are up a 3rd from the chords that are written.
Meaning: you see this chord progression Cmaj7 Am7 Dm7 G7
But you play
Em7 Cmaj7 Fmaj7 Bm7b5 (all these chords are up a 3rd from what you are reading)
When you do that, with the bass player hitting C A D and G bass notes
Your Em7 | Cmaj7 | Fmaj7 | Bm7b5 | chords that you are playing, actually sound like
Cmaj9 | Am9 | Dm9 | G9 |
Have fun with this. Try different chord progressions. If it gets easier: start exploring this in different keys.
Hit me up anytime at [email protected] if you have any questions, or if you would like to book a lesson.
These free lessons are cool, but you will never experience the progress and results that my students experience in lessons, learning from blogs and videos.
That is why people take lessons: way better results and progress, much more complete information, exposed to way more creative ideas, than you can get from a blog.
There is only so much that self-study can accomplish.
Keep me informed on your progress. You can hit me up in the comments section below.
If you like this blog: give it a rating and feel free to give me any feedback.
I believe everything can always improve. I’d gladly implement your suggestions and ideas.
Be on the look out for more blogs about guitar, music, songwriting and music education.
You’re on your way to becoming a great guitar player.
Have fun! 🙂


Sarva Sikshya Abhiyan
Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country.
Main feature of SSA:
- 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.
- A 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.
- An effort at effective involving the Panchyati Raj Institutions, school management Committees, village and urban slum level Education Committees, parent’s Teachers’ Associations, Mother-Teacher Associations, Tribal Autonomous councils and other grassroots level structures in the management of elementary schools.
Aims of SSA:
- To provide useful and elementary education for all children in the 6-14 age group.
- To bridge social, regional and gender gaps with the active participation of community in the management of schools.
- To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially.
- To inculcate value-based learning this allows children an opportunity to work for each other’s well being rather than to permit mere selfish pursuits.
- To realize the importance of Early Childhood Care and education and looks at the 0-14 age as a continuum.
Objectives of SSA:
- All children in school. Education Guarantee Centre, Alternate School, ‘Back-to-School’ camp.
- All children complete five years of primary schooling.
- All children complete of elementary schooling.
- Focus on elementary education of satisfactory quality with emphasis on education for life.
- Bridge all gender and social category gaps at primary stage and at elementary education level.
- Universal retention.


The school will enhance the scientific and numeracy skills of the students by providing hands on learning experience. By 2020 the school will create an eco-friendly environment by opting for alternate sources of energy and sensitizing the students towards conservation of resources. The school will create and maintain a profile of the students who are capable of taking independent decisions and are morally and culturally upright.
In a world filled with conflict and fear, hope is as essential as water. -- Herbert Kohl
Hope is the quality of character that sustains belief under seemingly impossible situations.......People encounter sources of hope in the imagination, in the words and examples of others.
We at CRPF Public School Dwarka believe that, given a conducive environment, every child is educable ...Read More


Phonics Screening Check
The Phonics Screening Check is a short assessment that tells teachers how students are progressing in phonics.
The check takes 5-7 minutes and is carried out by classroom teachers with each student individually. Teachers analyse the results and, if necessary, plan for any additional support that students might require by targeting teaching aligned with NSW English syllabus outcomes.
The check complements existing strategies to identify students' progress in developing foundational literacy skills.
What does the Phonics Screening Check look like?
The phonics check assesses how students blend sounds together to read a word.
Student responses are mapped to indicators from the National Literacy Learning Progression. Student information from the screening check is available in PLAN2 upon lodging the assessment.
How can my school be involved?
The Phonics Screening Check will be available to all department schools in Term 4. The Check may be used for students in any year/stage level
Schools who participated in the Term 3 trial cannot resubmit an assessment for their Year 1 students using the online tool.
How will my school be supported?
Visit the resources webpage for support in administering the assessment. There are resources and guides to help you.
The resources webpage also has information on where to find support for teaching strategies in the classroom following the assessment.
For other professional learning about early literacy visit the Literacy and Numeracy professional learning page.
To hear more about how phonics can support early reading acquisition, listen to 'In conversation with Anne Castle: Systematic and Explicit Phonics Instruction' You can also watch Stephanie Lewis talk about where phonics sits in the NSW English syllabus, in the video below.


The project was coordinated by Julie Brown, advisory inclusion teacher for assistive technology in the Durham SEND & Inclusion Service (in North East England). Participating in the project were 13 children from 6 schools, aged 3-7 years, with a range of communication, language and literacy difficulties.
For the duration of the project, which lasted for a term (12 weeks), each pupil was required to use Special Words for 10-15 minutes a day. To obtain baseline data, schools were required to undertake a pre-assessment task with each child at the start, and an identical post-assessment task at the end to obtain impact data.
The project demonstrated that Special Words is an effective resource to enhance communication, language and literacy skills, and that it has a positive impact on the development of expressive language, receptive language, word recognition, reading and listening skills. In addition, the project has provided evidence of the iPad's impact on levels of concentration, confidence, motivation and fine motor skill development.


Children generally start preschool between the ages of 2 and 3, during which time they develop incredibly quickly. From getting to grips with language, learning how to count, recognising letters and perfecting a whole load of motor skills. If you're keen to help them with their early years education at home, we’ve got it covered.
TO ENCOURAGE COUNTING
Ok, so no-one expects a Countdown genius at preschool stage, but helping them with their numbers early means they won’t feel so challenged when they encounter proper maths lessons. The Jabadabado Abacus is ideal for their developing numeracy skills, and comes in cool pastel shades, so it looks beaut on their shelf when it isn't being used. Little Dutch does a lovely rainbow version too. It's the kind of thing that they'll revisit again and again, as their counting skills grow.
HELPING WITH THEIR ABC'S
Before they're able to start reading, they need to figure out the alphabet, so the Touch Think Learn: ABC book is the perfect title to get them learning without them even realising it. A tactile design that teaches through touch and sight, with pages featuring bold colours and lasercut letters that their eyes and fingers will love to explore.
FOR COLOUR RECOGNITION
If they’re more of a visual kind of kid, then the The Jam Tart Animal Colours Flash Cards are great for encouraging colour recognition. The set includes 20 brilliantly-bold, double-sided cards, each with an animal and supporting text, such as 'Red Robin'. As they hit reception age, you can encourage their colour skills further by introducing the more nuanced tones like khaki and magenta. It's a set that supports long lasting learning - just what we like about it.
SUSSING OUT SHAPES
Shapes and colours are a big deal at preschool, so give them a head start with the Classic World Geometric Puzzle. Featuring nine different shapes, with shapes within those as well, it’ll help them hone their fine-motor and sorting skills as they match up the colours. Double duty!
THEIR OWN STATIONERY
While they don't need to take their own stationery to school yet, it's great to have a set to call their own at home. And for all of those pens, pencils and other crafty bits and bobs, they'll need a pencil case to stash them in. We rate the Engel designs, all innovatively made from recycled plastic bottles and these lovely Franck & Fischer numbers.
A PLACE TO LEARN
Around the preschool age, it's great to set up a quiet zone at home where they can get busy with arts and crafts, small-piece play or figuring out puzzles or games. The Tender Leaf Toys Forest Table & Chairs will look good in any room and the big compartments mean you can hide away lots of clutter too. Plus, the chalk board table top is perfect for unstoppable scribblers. (And keeps them off the walls!)
PLAYING IS LEARNING TOO
The majority of time at preschool is spent playing, which is no surprise since they pick up and learn lifelong skills through amusing themselves. From pretend play to craft to open-ended play, we have a variety of goodies that will have them building knowledge while they have fun. We've a particular soft spot for the Wee Gallery Baby Animal Lacing Cards which encourage their tactile skills, concentration and coordination as they pull the needle through the holes. They can be unlaced and redone in a different pattern as many times as they like.
They say education is a lifelong journey and they'll certainly be taking their first steps more confidently with any of the above picks. If you'd like more help or inspo, why not check out our Learning Toys or hop onto a live-chat - we'll be more than happy to help.


APPLE A DAY: DAILY LESSONS FOR A HEALTHY MIND
EL Education developed the Apple a Day series in collaboration with Detroit Public Schools Community District, in response to the varied needs of students, families, schools, and districts across the nation. Lessons can be printed for student use at home, or facilitated by a teacher in a virtual classroom. Click the Google Drive link below to access these lessons to download or copy.
EL Education Apple a Day Series - Weeks 1-10 available now!
Frequently Asked Questions
1. What is EL Education's Apple a Day?
Apple a Day is a 10-week series of daily remote learning lessons for English language arts. The texts used in the lessons can be accessed online, via Newsela (see below for more information), and lessons can be printed for student use at home, or facilitated by a teacher in a virtual classroom.
Please note these lessons are not related to the EL Education Language Arts curriculum and are not a substitute for the EL Education curriculum or any rigorous, comprehensive curriculum.
2. What are the features of EL Education's Apple A Day Lessons? :
- Designed with alignment to module topics in Module 4 of the EL Education Language Arts Curriculum for grades:
- 3-5 (Second Edition)
- 6-8 (First Edition)
- Include 10 weeks of instruction, 5 lessons per week
- Follow EL Education's Read-Think-Talk-Write cycle and empower students to own, reflect on, and share their learning.
- Build students' knowledge through rich content in high quality, grade-level texts made accessible by Newsela.
- Students should engage with these lessons beginning with Week 1.
- The 10th week of instruction prompts students to create a high-quality product to share with family, caregivers, friends, and even with their school, district, or the EL Education online community.
Interested in resources for Grades K-2?
- Click here to access EL Education's Learn to Read, Read to Learn remote resources for foundational skills, and content-based literacy learning in grades K-2.
- Visit the Detroit Public Schools Community District website to access district-created K-2 lessons and videos based on the EL Education K-2 Skills Block.
3. Can these be used at home by families/caregivers?
Yes! These lessons were designed for remote learning and can be facilitated remotely by a classroom teacher, or used at home with the support of family members or caregivers. For example, students may benefit from hearing the lesson instructions or weekly text read aloud by a family member or caregiver. Students may also use the lessons independently.
4. Where can users access materials?
Materials are available via Google Drive [available for copy or download] using the link provided above. These materials include embedded links to Newsela texts which require a Newsela account login.
5. How do I access the Newsela texts? How do I set up a Newsela account?
You can create an account on Newsela's website for access. Newsela will be offering free access to their online library through the end of the 2019-2020 school year. Free account access is available to individual users (teachers or families/caregivers) or district-wide by an administrator's request.


Beginners Improvisation Guide
For some students the act of improvisation or “making things up on the spot without preparation” seems to be an almost overwhelming task. They become so afraid of breaking the rules that not even a single note is sounded for fear that it could be “wrong.” Other students just jump right in and start banging away with no apparent rhyme or musical reason. Between these two extremes there lies a happy medium. So here’s a improvisation guide with a few thoughts from the staff of the Dallas School of Music and the publishers of dlp Music Books to build on our 12 Improvisation Tips article.
Improvisation for Beginners
You can begin to improvise after learning your first few notes or a scale. For example, the three notes of a C chord (C, E, G) are also contained within the first five notes of the C scale (C, D, E, F, G). If you have a background track or are “jamming” in C, you can create all sorts of musical ideas using these notes simply by applying the guidelines below:
➊ Repeat notes or short patterns. You don’t always have to play a lot of (different) notes in a row. In fact, the best solos are usually the simplest. Repeating notes or short patterns are easy ways to sound like a pro.
➋ Hold notes and add dynamics. There’s no need to constantly play a note on every beat. Simply holding a note out while gradually getting louder or softer can be an effective improvisational device.
➌ Leave space! Beginning improvisers often “over play” and forget that musical lines should form phrases like sentences … with commas, periods, and even exclamation points.
Be sure to leave space to breathe regardless of the instrument you play.
Improvisation for the More Advanced Musician
Perhaps you have listened to lots of solos and even learned a few by rote or by reading transcriptions. If you understand how chords, scales, and progressions work together and want to create your own unique solos, here are some guidelines to keep in mind for playing a well-crafted solo:
➊ There should be a balance between consonance and dissonance. Consonant intervals are usually described as pleasant and agreeable. Dissonant intervals are those that cause tension.
➋ There should be a balance between ascending and descending lines. That’s why it is vitally important to practice scales in both ascending and descending form!
➌ There should be a balance between scale and arpeggio motion. An arpeggio is simply playing the notes of a chord one at a time. A good improviser can execute scales and arpeggios equally well.
➍ There should be a balance between notes and rests. Even seasoned improvisers need to be reminded about the need for space. Too often the more one knows, the more one tends to play, but that can be challenging for listeners. Allow room for reflection.
Remember that improvisation can and should be practiced and that you will not miraculously play things that you have never played before. Try to apply some of these basic ground rules as you explore the art of improvisation and above all—have fun!
This content is provided by the faculty of The Dallas School of Music (DSM), passionate teachers and online publishers of music education resources. DSM provides a variety of educational products and services for individuals as well as organizations, helping people to discover, learn, and play music.


THOUGHTS CONCERNING STANDARDISATION AND THE ASSEMBLY LINE OF LEARNING
AbstractThe values, beliefs and customs that make up an organisation’s culture are usually established in response to perceived problems that need addressing. Assumptions are made about how those problems can be solved. Solutions are found, and these form the conditions in which rituals and routines take seed, which in turn shape the way things are done.The pervading culture in our schools today is built on shared assumptions about how to solve societal and economic problems that existed in the nineteenth century. When the Elementary Education Act 1870 was drafted, Britain feared losing its standing in world manufacturing and trade. It was assumed by those holding the levers of power that, in order to remain in pole position in the global race, a more educated workforce was needed: workers who could read, write and count more efficiently would help to ensure the country continued to be a global player in industry and commerce. These academic skills would bring greater prosperity for all. This solution to the prospect of economic decline led to the following assumptions, the legacy of which still forms the architecture of most school cultures even today:The most effective way to bring about success for a society and its economy is to develop the academic intelligence of its younger generation.The most accurate measure of academic intelligence, and therefore a predictor of future success, both for the individual and for the economy, is academic qualification.The best way to incentivise children to achieve academic qualification is through a system of external rewards if they work hard and sanctions if they don’t.


I am excited to be participating in a fun new art series all about exploring easy art projects for kids. This week everyone is sharing creative ways to explore watercolors with kids (links at the bottom of the post) . Watercolors are so versatile and a great medium to encourage creativity. Read on to find our how we explored Pour Painting with Watercolors, simple process art for kids.
Exploring Process Art
Pour Painting is such a simple and wonderful way to explore process art with kids. Have you seen Holton Rower’s Tall Paintings? They are amazing! For Annika’s Art Party, we had so much fun exploring our version of Pour Painting. We were so excited to explore this process again, this time using watercolors.
Pour Painting Supplies:
- Thick Watercolor paper
- Painters tape
- A Board just larger than you paper
- Water and brush ~ to wet the paper before you begin.
- Primary Watercolors ~ we used artist quality pigments diluted with water, although liquid watercolors will work.
- Bin to catch all the drips of watercolors
- Spray bottle for water ~ optional
The process is similar to how we created our acrylic pour painting. I helped the kids tape the watercolor paper to a board. Once the paper was secure, the kids painted water onto their paper. Making sure to cover the entire sheet. This step is important, so make sure you don’t skip it!
We chose to work only with primary colors. Limiting the color pallet will help avoid the muddy colors, and encourage colors mixing. As the kids tilted their board back and forth, the paint began to run together. They were able to mix green, orange and purple right on their paper. Once they were satisfied, they tipped the board pouring the excess paint into the bin.
The process is so simple and quick, leaving the kids wanting more. I encouraged them to keep adding paint layers to their wet paper. It would be ideal to let it dry between layers, but lets face it the kids would have lost interest by then! They added 5-6 layers of paint before moving on to something else. Love that!
I love the beautiful layers of watercolors mingling on the paper.
I think this was the 4th layer of watercolor that was added to this piece. The depth of color is beautiful. We will be visiting this simple art process again soon. There is something so relaxing and mesmerizing about watching the paint pool and run together.
We have explored watercolors on a number of unique surfaces including wet glue, melting ice and over oil pastels. However, this is my favorite watercolor technique that we have tried so far. It is so simple and the results are stunning!
For more Easy Art Projects for Kids, check out:
Texture on watercolor projects from Blog Me Mom
Erupting Watercolor Absorption Art from Learn Play Imagine
Drippy, Splashy Watercolor Process Art from Artchoo
Spring Watercolor Flower Art for Toddlers from Meri Cherry
Exploring Absorption with Watercolors on a Texture from Fun At Home With Kids
Watercolor Stickers from Willowday
Art & Science for Kids: Watercolors & Oil from Babble Dabble Do


In order to succeed, children need a well-rounded education that includes the arts among other core subjects, i.e. STEAM. With this in mind, it’s important for parents to consider the overall value of music education in terms of growth, learning, and establishing an appreciation for both the arts and working towards a larger goal. If you’re a parent looking for ways to help your children reach their full potential, here’s some insight into why music lessons are a great option.
Understanding the Importance of Music Education for Children
How Do Music Lessons Positively Impact Children?
Music education is so much more than a creative outlet or extracurricular activity. In fact, studies have shown that embracing music lessons and a passion for singing or learning instruments has a direct impact on overall academic success. Benefits for musically inclined students who practice well generally include higher test scores, better grades, stronger attendance, less disciplinary issues, and team-building skills.
Why Should Parents Stress Music Education as Part of Development?
Parents want their children to thrive. By embracing music education, your children will develop life-long learning skills, such as improving focus, concentration, self-discipline, critical thinking, self-esteem, and confidence. Additionally, the sense of accomplishment that comes from learning a new piece or participating in a music recital can help your children establish a passion for learning and achieving long-term benefits in all areas of life.
Music training helps develop language skills. Studies have shown that music training contributes to the physical development of the part of the left side of the brain associated with processing language. A 2005 study from researchers at Stanford University found that mastering a musical instrument may also improve reading skills, which can benefit students both inside and outside the classroom.
Music training can improve hand-eye coordination. Studies have linked long-term music training to improved hand-eye coordination. That is likely connected to the motor skills children develop when playing musical instruments. Without those instruments, those motor skills may not develop as strongly.
Music improves concentration. Even students who cannot play a musical instrument can still benefit academically from simply listening to music. In 2007, a research team from the Stanford University School of Medicine found that music engages the areas of the brain involved with paying attention. Today’s students deal with numerous distractions, from smartphones to tablets to social media, but those who routinely listen to certain types of music might find it easier to block out those distractions and focus on their work.
Music can help students’ emotional development. A 2003 study commissioned by Chorus America found musicians are more likely than the average person to be involved in charity work as volunteers and donors. The NAfME also notes that music students may be more likely to exhibit empathy toward other cultures.
Music can improve self-esteem. In a study examining 117 fourth grade students attending public school in Montreal, a researcher at the University of Texas at Austin found that children who received piano lessons weekly for three years had higher self-esteem than children who were not given piano lessons during the same period. Neither group had participated in formal music instruction before the study, and students in both groups reported similar levels of self-esteem prior to participating in the study.
Music education can enrich the lives of young students in a myriad of ways, potentially contributing to happier, more fulfilling lives.


Do It Yourself
Music, dance, poetry, fine art, photography, video—if you can think it, you can do it. Participating in creative arts activities add special emphasis to our lives. Arts and art education contribute to an all around balanced life, important for both adults and children. These Simple10s articles help you learn how to do it yourself.
Fresh Simple10s Articles
Oil Painting Brushes
Paint Brush Shapes
Artists strive for a unique style all their own. With painters, their styles may vary as much as their different mediums. They may work in oils, acrylics, watercolor, or gouache. Most artists find that the type of paintbrush they use helps make their style as individual as their signature.
Painting with a Painter's Knife
Artists use many different tools to create their paintings. Paintbrushes are the traditional tools for putting on the paint, but sometimes artists use painting knives instead of brushes. Brushes and knives produce very different results. Painting knives are great for putting on thick paint, or impasto. Some artists use painting knives along with their brushwork and others use the knives solely.
How to Hold a Painting Knife
Oil (and acrylic) painting can be done in many styles. Most commonly paintbrushes are used for painting, but sometimes artists prefer using painting knives for spreading paint on the surface. For artists looking for a new edge to their painting, using painting knives instead of brushes can give a kick to a tired or unsatisfying painting routine.
Use a Painting Knife: Textures and Marks
A painting made with painting knives looks very different than one made with paintbrushes. Painting knives are great for putting on thick layers of paint quickly. They are excellent for impasto work. And by using the painting knife skillfully, an artist can create a wide range of marks and textures.
Sketchbooks for Artists
10 Best Qualities
Ideas, observations, and inspirations happen anywhere. Keep a sketchbook with you at all times . Here are the best qualities to look for when choosing a sketchbook. Read More -->
Be Creative with Photos
10 Fun Projects
Digital photos are so easy to take. Don't let those fantastic images end up in digital oblivion. In today’s creative online marketplace, there are many flashy, fun things you can do with your photos. Read More -->
Warm Up Your Voice
10 Vocal Warm-Ups for Singers
Professional vocalists take care of their voices. Warming up plays an important role in keeping the voice healthy. Warm up first, then you will be ready to take the stage and deliver that hit performance. Read More -->
How To Write a Haiku Poem
10 Steps to Creating Haiku Poetry
Haiku is a form of short poetry that began in Japan. Most often the poems are inspired by nature. These short poems use sensory details and simple, beautiful words to capture an image, emotion, or idea. In some ways, haiku is like a meditation or contemplation... Read More
How To Listen To Music
10 Steps to Enhance Musical Enjoyment
Listening to music—what does it involve for you? Most often, music is played in the background while we do tasks such as housework or have conversations with others. In fact, our busy world can be so over-stimulating that we make a habit of “tuning out” or dulling what we hear. Rarely do we actively, consciously listen to.... Read More


It is NOT a mess!
It is a masterpiece!
Art is an extremely important component for developing learnings.
Kindergarten and First Grade is the age of developing foundational skills to be successful learners.
Some of these skills include: seated posture and balance, holding a pencil correctly, applying sufficent pressure on a pencil/marker/or crayon, hand-eye coordination for scissors and glue, mental focus and self-control for writing, coloring, and painting.
Let's talk about scissors!
Scissors are frequently kept out of the hands of lttle ones and rightly so! We are all familiar with the unscheduled hair cut or surprisingly new hole in a new t-shirt when toddlers get hold of a pair of scissors.
But when your child is old enough to go to school, they are now old enough to begin learning how to handle this cutting tool safely and effectively with parent or teacher supervision. Procedures for handling scissors are taught and strictly reinforced for the safety of all. Please encourage your child to practice with child safety scissors at home to snip thin scraps of paper into small pieces, long strips, and to cut out shapes with corners and curves. Let your child cut up junk mail, an old rag, an empty cereal box so that the student learns about thickness and texture. Some materials reqiure more effort and force to cut. Have a conversation about what we are allowed to cut and what we are not. Grown ups often forget about scissor procedures because our skill is well developed and almost second nature. Your child needs to properly use scissors across all grade levels and subject areas for projects and lessons.
Students will not be allowed to share school supplies due to CDC guidelines. Please start practicing the use of scissors to build independant skills now!
Art CAN Get Messy!
This is your warning, we make actual art projects and try to work with as many mediums (materials) as possible so students can learn about different materials and tools. This is how we build personal developmental skills. I encourage you to send along an extra outfit and baby wipes to keep in the classroom, in the event your child spills water or paint into their lap. We will be working in the classroom on a smaller work space (desks) this year rather than in the Art classroom with large tables and a tile floor. Please know that all art materials are non-toxic and SHOULD BE washable. There are some hues of color pigment that are more color-fast than others and will need to be washed twice if your child gets paint on their clothes. As a rule of thumb, please don't send your child in their brand new outfit on Art day. We will be working with dry media and washable water colors for the first nine weeks. I will avoid painting and messy projects on Picture Day.
In the event school goes online OR your child is a MCPS Online student, you will need to provide a reasonable amount of art supplies for your student(s). Please have a conversation with your child about the care and keeping of art supplies. I suggest a plastic pencil case, gallon zip-loc bag, or zippered pencil bag to store art materials separate from regular school supplies. Bring them out for Art and then put them away in a safe place until it is time to make art again. The Art Supply List is posted in the main web page for Art.
Here are some links to help you help your child:


The Importance of Numeracy
At Harris Academy Morden we believe numeracy is one of the most important life skills. We ensure that our students are able to develop their understanding of cross-curricular mathematics. Numeracy is the foundation of mathematics, and as such the concepts learnt in school are necessary for understanding more advanced mathematics, such as quadratic equations, statistical analysis and calculus.
Modern life is increasingly digital, presenting us with more and more numerical data. Although computers and calculators can carry out many of the necessary calculations for us, we need to know which order to enter the numbers, and whether the answer we get is reasonable. Numeracy skills are those you need to do a job (for example, using spreadsheets, calculating invoices) or to be an engaged citizen (for example, making sense of statistics reported in the media). Numeracy is also the ability to perform simple number calculations - a subset therefore of wider mathematics.
Did you know?
- Maths helps your child continue with his/her studies in other subjects;
- Maths A level keeps options open when applying to university;
- Approximately 90% of graduate jobs require a high level of digital skill;
- Maths graduates have the lowest levels of unemployment;
- Maths is used extensively in some of the best paid jobs: Finance – accountancy, banking, actuarial work; computing – software, internet, telecommunications; engineering – manufacturing, surveying, architecture.
At Harris Academy Morden, we run 2 main numeracy interventions. After-school numeracy on Wednesdays is run by Miss Pitta, and students are invited to attend based on their year 7 baseline testing and their assessments in January. In this class, students study and master the 4 main operations and explore the hierarchy of operations. Morning tutor time intervention sessions also focus on the four main operations and are run by Mr Bakki once a week (students will attend on different days to avoid missing assembly). These interventions are based on Mathswatch, and students are set specific tasks aimed at consolidating their numeracy skills.
Each student at Harris Academy Morden has access to our new online maths facility, MathsWatch VLE, which can be accessed via the website https://mathswatch.co.uk/. Students can view over 1000 mathematical video tutorials in order to learn new skills, or simply refresh old ones!
Each student has their own unique user and password so that they can keep track of their results and keep in contact with their teacher using the MathsWatch VLE interface.


At Massey key areas of analysis in computer science and information technology embrace programming languages and the human-computer interplay together with know-how-enhanced environments and informatics. Database administrator : DBAs use software and programs to organize and store knowledge for businesses that range from financial corporations to delivery companies. The Computer Know-how program gives students with the knowledge and training for a variety of positions in info know-how, based on the specific course picks of the scholar. When you subscribe to a Nanodegree program, you should have entry to the content and companies for the length of time specified by your subscription.
Delivering semantically structured, actual-time information streams to and from billions of units, to drive functions with particular person consumer permissions and entry controls, without compromising availability, performance and security is a non-trival â€˜large information’ problem to resolve. It is a versatile programme which permits college students to check at their own tempo (either part-time or full-time), adjusting the depth of the training to swimsuit their wants.
Legacy media players could also be having their first moment of schadenfreude in a very long time because the youths of digital content get theirÂ personal turns at battle and uncertainty. GADGET evolves self-gravitating collisionless fluids with the traditional N-physique strategy, and a collisional fuel by smoothed particle hydrodynamics. This course has been designed that will help you understand computer network design and growth technologies so you can pursue profession opportunities on this rapidly expanding subject.
These areas include: computer programming, networking, system administration, internet growth, LAPTOP upkeep and database administration. A computer science diploma will provide you with the foundational skills you’ll need to pursue a profession in coding or computer programming. 63 Control techniques in advanced computers may change the order of execution of some directions to enhance performance.
Reveal an informed and demanding consciousness of the current problems, research points and methods, technological advancements pushing the frontier of knowledge within the field of Info Expertise and Computer Science. In all circumstances, it’s unlikely quantum computers will grace desktops of the long run: as a result of they require particular environments â€” a vacuum and low temperatures â€” they are going to probably be used via cloud-primarily based computing access from central sites.


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A Primer on the New K-12 Philippine Education CurriculumHave a better understanding of our new education system which will be introduced this schoolyear.
A major change in our country’s educational landscape is about to take place: the Department of Education (DepEd) is launching the K-12 curriculum this coming June.
According to President Benigno S. Aquino, “We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.” In line with this, the 1987 Philippine Constitution states that, “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society.“ Such mandate gives justice to the basic rights of every Filipino child: the right to quality education and the right to a quality life.ADVERTISEMENT - CONTINUE READING BELOWCONTINUE READING BELOWRecommended Videos
What is K-12?
According to the K to 12 Deped Primer (2011), “K-12 means “Kindergarten and the 12 years of elementary and secondary education.” Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6).
Prof. Lorina Calingasan of the College of Education in UP Diliman explains that “K-12 means extending basic education by two years, so instead of having a high school graduate at 16 (years old), we will have high schoolers graduating at 18.”
The DepEd discussion paper (2010) on the enhanced K-12 basic education program explains that this new setup “seeks to provide a quality 12-year basic education program that each Filipino is entitled to” (p.5). Furthermore, the purpose is not simply to add 2 more years of education “but more importantly to enhance the basic education curriculum” (p.5).ADVERTISEMENT - CONTINUE READING BELOW
What is the rationale for this program?
There is an urgent need to enhance the quality of basic education in our country as seen in the education outcomes of Filipino students and the comparative disadvantage of the Philippines with regard to other countries. The following data would support this explanation:
At present, the Philippines is the only country in Asia and among the three remaining countries in the world that uses a 10-year basic education cycle. According to a presentation made by the South East Asian Ministers of Education Organization (SEAMEO-INNOTECH) on Additional Years in Philippine Basic Education (2010), the comparative data on duration of Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all the other countries have either 11 or 12 years in their basic education cycle.
Achievement scores highlight our students’ poor performance in national examinations. The National Achievement Test (NAT) results for grade 6 in SY 2009-2010 showed only a 69.21% passing rate while the NAT results for high school is at a low 46.38%. Moreover, international tests results in 2003 Trends in International Mathematics and Science study (TIMSS) show that the Philippines ranked 34th out of 38 countries in HS Math and 43rd out of 46 countries in HS II Science. Moreover, the Philippines ranked the lowest in 2008 even with only the science high schools joining the Advanced Mathematics category.ADVERTISEMENT - CONTINUE READING BELOW1 of 5 NEXT
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Two math professors set the record straight on Ontario math curriculum and achievement.
Instead of getting "back to basics" to improve math skills, we should make math literacy a priority by developing, attracting and supporting skilled teachers, and improving math literacy at home.
What kind of students are we raising when music is seen as a "frill?" The decision to drastically cut music education is a misguided policy.
Premier Doug Ford and Minister of Education Lisa Thompson have told elementary school teachers to expect curriculum change directives for "back to basics" mathematics, a move that could hurt students.
To get more students interested in STEM subjects, teachers must break out of the traditional subject-matter silos and use an approach that helps kids understand how math is used in the real world.
We run a significant risk that the divide between the haves and have-nots will widen even further through the "back to basics" curriculum approach advocated by Education Minister Pyne.


In Oakland County, kids get help focusing on what’s being said.
You can’t escape Suzy Glover’s voice, whether you’re sitting directly in front of her or at the back of her second-grade classroom.
That’s because of a small device, commonly called a sound amplifier, that projects her voice to all corners of the room at Martell Elementary School in Troy.
Traditionally an aid for hearing-impaired students, amplifiers are increasingly being used in regular classes, mostly at the kindergarten to third-grade level.
Kids at that age often have ear infections, which can limit hearing for up to two months, said Joan Firestone, early childhood consultant for Oakland Schools, Oakland County’s intermediate school district. They also often have trouble distinguishing between sounds and concentrating because of background noises and classroom reverberations, Firestone said.
“In first grade, we do so much with phonemic awareness,” said Karen Riley, a first-grade teacher at Martell who uses an amplifier much of the day. “It’s so important that the kids get those sound and letter associations.”
When there’s a lot of noise in a classroom, “they have a hard time filtering what’s important to listen to and what’s not. When a teacher has an amplification, they know what to focus on,” said Ferndale School District Superintendent Marcee Martin.
Teachers use it mostly when talking to the class as a group. When talking individually to a child, Gloverturns the transmitter off. The device amplifies a teacher’s voice by about 10 decibels, which is loud enough for students no matter where they are seated, but not so loud that neighboring classrooms can hear it. The average adult human conversational voice is about 60 decibels.
Glover clips the small microphone to her shirt. A cord connects it to a transmitter strapped to her belt. The wireless device reaches speakers placed around in the classroom.
Gail Whitelaw, director of clinical instruction and research at Ohio State University, said there has been a big push in the past five years for the use of amplifiers in early grades. She and colleagues have done research that found many classrooms, old and new, have poor acoustics.
“When you put a child in a noisy environment, they’ll have trouble discriminating sounds,” Whitelaw said. “The sad thing is, sometimes kids don’t know they’re not hearing the teacher. They often don’t know what they missed because they don’t know they missed it.”
Whitelaw said Michigan is among the national leaders in the use of amplifiers in the classroom. Of the 28 school districts in Oakland County, 27 use the devices to varying degrees. They’re used widely in kindergarten through second-grade classes in the Troy, Bloomfield Hills, Farmington, Ferndale and Holly school districts.
In Troy, two elementary schools piloted their use about seven years ago. Now, every elementary school has them at the kindergarten, first- and second-grade level, said Mike Williams, assistant superintendent of elementary education.
Cost for the systems vary, ranging from $500 to $1,000. Most Oakland County districts buy the amplifiers through Oakland Schools, which can get them at a better price.
“If it benefits a dozen children a year so they can move toward fulfilling their future, it’s certainly worth the expense,” Williams said.
Teachers said they’ve noticed students improve their focus. They not only become better at listening to the teacher, but also to their peers. Teachers frequently have their students use the microphone to read or give reports to the class, elevating even the smallest voices.
An added benefit for teachers: they go home at the end of the day with healthy voices because they no longer have to project them.
“I used to get laryngitis all the time,” said Dikki Cie Chanski, a kindergarten teacher at Martell. “I never get that anymore.” Contact LORI HIGGINS at 248-591-5625 or firstname.lastname@example.org


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Is it time for educators to reclaim the technology debate?
Video 1 - The historical relationship between technology and education
A focus on mobile and social learning to support language and literacy development within a CLIL context.
Technology has shared a long history within education. With each new invention came assurances that teaching and learning would never be the same again. However, during each innovation pedagogy has been noticeable mostly by its absence, and decisions about which types of technology to use have been informed increasingly by behaviour patterns in the consumer space.
This seminar looks at what mobile learning is and how to assess and evaluate its impact on teaching and learning. The presenter also provides teachers with an opportunity to explore alternative pathways around their own professional development.
About the speaker
Joanna Norton is an educator with deep domain expertise teaching in today’s diverse, multilingual learning environments. A multimedia author and editor, her experience of using mobile phones for teaching and learning led to the creation of Keywords English. Keywords English is an app designed to support young language and literacy learners with the academic vocabulary of science, in both their first and second languages.


Raise a Child Who Loves to Read How do kids really learn to read? And how can you encourage interest in reading and writing from the start? In Raising Confident Readers, based on the five phases of literacy development, Dr. J. Richard Gentry provides fun and easy ways to teach your child to read and write successfully. When it comes to language, the most critical brain growth happens in early childhood. Raising Confident Readers shows you how to activate and accelerate this capacity for learning: The key is to introduce the right activities at the right time. Whether your child is a baby or toddler, in preschool or kindergarten, or first or second grade, Dr. Gentry helps you identify your child's literacy phase and take the next steps to build writing, reading, and spelling skills. You'll discover: How your child's brain learns to read--and why encouraging drawing and scribbling is as essential as reading aloud The best at-home activities to develop literacy early, naturally, and joyfully Recommended children's books for each phase Strategies for overcoming dyslexia, delayed reading, and other challenges Checklists and a milestones diary to celebrate your child's progress As your child moves through the five phases, they'll soon be sounding out and spelling words correctly, reading chapter books independently, and writing creative stories on their own. Complete with samples of children's writing throughout, Raising Confident Readers is an essential resource to foster your child's lifelong love of reading.
Help your child build reading and writing skills by learning the phases of literacy.


We Are All Born Free: The Universal Declaration of Human Rights in Pictures by International Amnesty
On December 10, 1948, in response to the Second World War, the United Nations General Assembly signed the Universal Declaration of Human Rights. In this child-friendly version of the original document, each of the 30 Rights is presented in clear, concise language and illustrations students can relate to (ex. “We all have the right to life and to live in freedom and safety”). It not only grounds students in human dignity but offers a set of rules that students are able to understand.
One Green Apple by Eve Bunting
A beautiful story of a young Muslim immigrant named Farah and her transition into the United States. Being the new kid is tough, and Farah is aware of every difference between her old school and new one. Unsure of her own belonging in this space, she feels the frustration of knowing just as much as the other students yet not being able to communicate with them. The author illuminates the insecurities of learning a new language that many native English speakers have never experienced.
Friends from the Other Side/ Amigos Del Otro Ladoby Gloria Anzaldua
This bilingual book tells a story of a young Mexican American girl, Prietita, who befriends Joaquín, a boy who illegally crossed the Texas-Mexico border with his mother to find work. When Joaquín is bullied and called names, she bravely defends him. Later when Joaquín and his mother are threatened by border patrol, Prietita grapples with how to help her friend. This book offers a great perspective and should inspire conversations about what it means to be considered “illegal.”
The Name Jar by Yangsook Choi
Unhei, an immigrant from Korea, is nervous that the American kids at her new school will not like her. Afraid to share her actual name, Unhei tries on various American names that her peers put into a name jar, but none seem to fit. When the name jar goes missing, her new friends encourage her to share her real name and she teaches them to pronounce it correctly. This book holds special meaning for me because both of my parents have non-American names. There is real sorrow in losing part of who you are in order to accommodate others. I hope this book encourages those who have lost their real names to reclaim them and for those who encounter a “foreign-sounding name” to have the patience to learn it.
Two White Rabbits by Jairo Buitrago & Rafael Yockteng
A picture book that beautifully illustrates the travels of a father and daughter as they cross Central America toward the north. The words tell an innocent story through the eyes of the young girl and the illustrations convey a much heavier reality. This work offers a look into the trail of a migrant family constantly on the move, working for money to keep going forward and avoiding detention from soldiers.
My Name is Jorge: On Both Sides of the River by Jane Medina
A bilingual book of interconnected poetry written from Jorge’s perspective about leaving Mexico and acclimating to America. Each poem addresses issues of losing and maintaining your identity and culture. I love how the poetry perfectly encapsulates the emotions of Jorge’s transition into America. You feel anger, annoyance, sadness, hope, and so much more while reading, which makes this book especially accessible to all readers. Where experiences may differ, the feelings of inadequacy are painfully familiar.
A Different Pond by Thi Bui
A story of a family who immigrated from Vietnam and struggles of poverty they face in Minnesota. You see a father working tirelessly at multiple jobs to financially support his family. While local families fish for recreation, this family relies on the fish that are caught each morning for food; a bad day fishing means empty tummies. This book’s narrative is beautiful and poignant. At the end of the book, there is an affecting About Me section where both the author and illustrator share photos of their families.
Additionally, I have added a book for educators as a resource for teaching immigration in the classroom.
The Line Between Us by Bill Bigelow
This book is designed for middle school educators, but what it offers can speak to educators at every level. Inside its pages, you will find space to learn about the history of Mexican immigration and discover ideas to facilitate student learning.
Contributor Samantha Saltz is a first-grade teacher in Lawrence, Kansas. Originally from San Fernando, California, she holds a degree in Early Childhood and Elementary Education from Concordia University, Portland.
Did you find a great book in this list? Did Ms. Saltz just make your holiday gift-giving a little bit easier? Tell her “thank you” for her personal shopping services by making a donation to support her student’s learning.


learn / 2020
Believe In Music
Believe in Music seeks support to conduct a full school year of music education for up to 250 students. Students will learn the elements of music, music technology, and collaborative composition. Students will become familiar with music software, writing and producing songs that reflect their unique artistic voices. This is a narrative-building project centering the complex lived experiences of those participating. Ultimately, students will use music technology as the vehicle to tell their own stories, create original songs, and have fun!
In which areas of Los Angeles will you be directly working?
- County of Los Angeles
- City of Los Angeles
- LAUSD (please select only if you have a district-wide partnership or project)
In what stage of innovation is this project?Expand existing program
What is the need you’re responding to?
Due to the cut backs on music and arts education in Los Angeles and throughout the country in general, there is a great need for additional organizations that can provide this.
Believe in Music’s programming gives crucial access to innovative arts education that creates opportunities for expression and process that many of our young people rarely get. Through the centering of marginalized voices our programming supports the co-creation of counter-narratives that empower the students while fostering social and emotional connection.
Why is this project important to the work of your organization?
Children who grow up in low income households typically lack access to innovative arts education. Through our unique programming and music industry and community partnerships we are able to make this possible.
Over the last 10 years we have served of 10,000 students with a completion rate of 90% We target the most under resourced schools and communities to ensure our music technology programs have the largest impact. Technology access opens endless doors to creative opportunities for advancement in college and careers.
Approximately how many people will be impacted by this proposal?
- Direct impact
- Indirect impact
Please describe the broader impact of your proposal.
Besides providing much needed arts education in a time when outlets for expression and process and vital for students social/emotional wellbeing, many of the students who participate in our programming go on to become professionals in the music industry. We work very hard to make it possible for that to happen even while students are still in highschool.
At Believe in Music we teach professional development in our own unique way. Our students are taught how to market and monetize their music and retain sole ownership of their content created.
Please explain how you will define and measure success for your project.
The goal and vision of sucess for this project is providing students with a level of music education that gives them opportunities for expression of self and skills they can use in a future in music of otherwise.
During this exploratory program, students will become familiar with computer recording software and how to write and produce complete songs that reflect their unique artistic voices. The instructor will facilitate energizing lessons and rubric-based projects all designed to invest students in their own academic, artistic, and personal growth. This course will help students develop deeper knowledge about music and music technology, with the greatest emphasis being on the creation of original content.
After each class; drawing on feedback from teachers and peers, students develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations.
Which of the learn metrics will your submission impact?
- Arts education
- Suspension and expulsion rates
- Opportunity youth (“Disengaged youth” 16-24 not working or in school)
Are there any other LA2050 goal categories that your proposal will impact?
- LA is the best place to CREATE
Which of LA2050’s resources will be of the most value to you?
- Access to the LA2050 community
- Communications support
- Office space for meetings, events, or for staff
- Strategy assistance and implementation


Study: Footwear habits influence adolescent motor skill development
New research, recently published in Frontiers in Pediatrics, shows that children who spend most of their time barefoot develop motor skills differently from those who habitually wear shoes.
This is the first study to assess the relevance of growing up wearing footwear vs. barefoot on jumping, balancing and sprinting motor performance during different stages of childhood and adolescence.
The study shows that habitually barefoot children are noticeably better at jumping and balancing compared to children who habitually wear shoes, particularly from 6-10 years of age.
While these beneficial barefoot effects diminished in older adolescents, the research nevertheless highlights the importance of barefoot exercise for motor development as children grow and mature.
"Walking barefoot is widely thought to be more natural, and the use of footwear has long been discussed as an influencing factor on foot health and movement pattern development," explains Professor Astrid Zech from the University of Jena, Germany, who led the study.
"A few studies report that barefoot situations change biomechanics in children and adults during running and jumping -- but only limited knowledge exists for the clinical relevance of this finding. We wanted to investigate, for the first time, whether changes in foot biomechanics due to barefoot activities are actually relevant for the development of basic motor skills during childhood and adolescence."
Zech, together with two research teams, assessed three motor skills -- balance, standing long jump and a 20-meter sprint -- in 810 children and adolescents from 22 primary and secondary schools across rural Western Cape South Africa and urban areas of northern Germany. The two groups were selected to represent different footwear lifestyles: children from South Africa are habitually barefoot, while children from Germany wear shoes most of the time.
The habitually barefoot participants scored significantly higher in the balance and jumping tests. This difference was observed in both test conditions and across all age groups (6-10, 11-14 and 15-18 years), but particularly evident in 6- to 10-year-old children. The habitually barefoot children also performed better when barefoot than with shoes.
"Most of the primary school children in our study (South Africa) go to school and perform sport and leisure activities barefoot," says Professor Ranel Venter from Stellenbosch University, who led the South African research team. "Our finding that these children performed better in balancing and jumping supports the hypothesis that the development of basic motor skills during childhood and adolescence at least partly depends on regular barefoot activities."
The results for the sprint test, however, were different. Here the children who habitually wore shoes performed better, particularly those in the 11-14 year age group, and both groups performed better while wearing shoes.
Overall, the researchers' work emphasizes the benefits of barefoot physical activities for motor development.
"Physical education classes, exercise and sport programs, and reactional activities that aim to improve basic motor skills could benefit from including barefoot activities," says Zech. "Parents could also encourage regular barefoot time at home."
Children who engage in vigorous physical activity from the age of 12 more likely to have stronger hips and less risk of osteoporosis in adulthood
Athletes who have suffered concussions have a higher incidence of non-contact lower extremity injuries due to balance issues, research finds
American Heart Association releases new scientific statement that spotlights importance of getting children involved in sports – and sticking with them
Research finds obese kids under lockdown eating more junk food and watching more TV at expense of physical activity


Early Childhood Educators Code of Ethics
Because educators work with impressionable children, a code of ethics provides protection and nets a safe environment for young students. The guiding philosophy behind a code of ethics is principles that inform educators the best way to act in certain situations where children are present.
The establishment of a code of ethics in an elementary education setting insures the safety and protection of young students. A code of ethics establishes a teacher's work ethic, and intertwines caring and compassion with a teacher’s methodology. Under this code of ethics, educational practitioners pay special attention to a child's social and emotional development, which includes learned behaviors of independence and increased self-esteem.
Under a code of ethics, teachers implement curriculums that adapt to children’s current developmental needs. Teachers make an assessment of their students' cognitive, social, and emotional strengths and weaknesses. They also adjust teaching methods to cater to specific cultural backgrounds. After teachers make that assessment, they adjust their teaching methodologies accordingly. The guiding principles established under a code of ethics ensure that these students' needs are met.
The principles behind a code of ethics illustrate the need to place young students in caring and warm environments. In such environments, students take a vested interest in their education, and improve in both verbal and non-verbal communication. Students also learn appropriate ways to express emotion. When teachers show a genuine interest in the student, the student successfully responds to teaching.
A code of ethics includes a communal effort with parents and other caregivers. Educators develop a good rapport with parents by establishing lines of communication, and exercising a respect for specific cultural backgrounds. Teachers also encourage any help from parents that ensures a child's success. Teachers include the help of the parent when creating an educational plan for the child. This results in a successful planning design, and establishes trust with the parent.
A code of ethics increases the potential of learning opportunities for parents, teachers and the child. Teachers pursue more training and workshops to increase their knowledge of child development, and to broaden their philosophy of education. These principles encourage teachers to remain objective about personal values and beliefs. This motivates teachers to improve themselves, thereby providing a positive influence for students, and facilitating a positive teaching atmosphere.


The importance of developing reading skills from the earliest opportunity
Reading skills are critical for children's development, and consecutive studies have shown a link between competency in reading and overall attainment.
According to a report entitled Reading for Change, Programme for International Student Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD): "Reading for pleasure is more important for children's educational success than their family's socio-economic status."
Below are some other key benefits of engaging children in reading from the earliest opportunity.
Reading is key for future success
By supporting children to read in their leisure time at every age, by looking at reading through picture or chapter books for example, parents can help to ensure that children are equipped with the necessary skills to succeed in later life.
The Rose Review (2008), an Independent Review of the Primary School Curriculum, argued that: "A deep engagement with storytelling and great literature link directly to emotional development in primary children."
A study by the National Literacy Trust also showed that the number of children who read above the expected level for their age and have books of their own is 80%. In contrast, the figure for those with children who don't have their own books and read below their expected level is 58%.
This correlation between an appreciation for books and reading levels demonstrates the importance of children gaining exposure to texts at a young age.
Reading helps to develop a number of skills
In To read or not to read (2007), the National Endowment for the Arts stated that: "Leisure reading makes students more articulate, develops higher order reasoning, and promotes critical thinking."
Once children have mastered the ability to read they will be able to have access to a wider breadth of language that they can use in their oral and written communications.
As children read they will need to process information about character, themes and plot and decode words, all of which will help develop their comprehension skills.
The government's DirectGov websites offer the following tips on how parents can help to develop reading skills at an early age.
- spend a few minutes a day telling stories and reading together, and make it fun by choosing books you both enjoy
- talk about the pictures and characters in the books and make up your own stories
- read as you walk down the street and round the shops, pointing out signs and words and talking about them
- purchase books as presents and join a local library


Most language learning assessment tools are rooted in paper and pencil. As Surface tablets, iPads, and Chromebooks find their way into teachers’ hands, new technologies can move us one step closer to multimedia assessment techniques. For example, in the area of assessment, the use of Microsoft OneNote can be helpful for recording observational notes. In this article, let’s consider how OneNote can enhance a type of assessment known as anecdotal records.
Towards Authentic Assessment
In the Language Learning classroom, Microsoft OneNote can be used to support various types of assessment, such as anecdotal records. As discussed in 50 Strategies to Teach English Language Learners, using OneNote can greatly enhance the assessment process, through the following steps:
- Decide on a system for collecting assessment.
- Choose what to document/schedule.
- Conference with students to set growing goals.
- Use records for planning hands-on, cooperative learning.
A campus team, such as a department or grade level group, can take advantage of OneNote to facilitate observational notes and collection of student work. Growing goals can be set in collaboration with students, and the digital version can be updated.
Anecdotal records are a form of authentic assessment. These observational notes allow the teacher to record authentic experiences, unintended outcomes of literacy development, levels of engagement, curiosity, motivational factors, and more. For teachers, these records facilitate assessment conversations between educators and others.
Anecdotal Records Assessment (ARA) with OneNote
In his article, Focused Anecdotal Records Assessment: A Tool for Standards-Based, Authentic Assessment, Paul Boyd-Batstone outlines several ways ARA can be used. Let’s review some of his suggestions for OneNote usage:
- Observing children in instructional settings: In this suggestion, Paul points out that students may be observed in small groups of 2-4. One of the concerns is that the teacher may forget the observations. He suggests observing different students throughout the week to build an observational record. Furthermore, using the Office Lens app, the teacher can capture student work, photos, and images and place them directly in the anecdotal record notebook.
OneNote Connection: Teachers can create a page in OneNote for each student, adding video/audio recordings of the student, while quickly switch back-and-forth to make notes about specific students.
- Maintaining a standards-based focus: Maintaining a focus on a particular standard or set of standards enables the teacher to better keep track of what he/she is observing. Paul cites specific verbs that the teacher can use. For example, in writing, verbs would include: write, print legibly, summarize, describe, and others.
OneNote Connection: Teachers can keep a list of standards they copy-and-paste into OneNote as needed. These become checkboxes participants could use to quickly check off standards observed.
- Making and managing of anecdotal records: Paul suggests that a single-page form can facilitate managing records (see example in OneNote).
OneNote Connection: Create an anecdotal record form as a OneNote page, then set it as a page template that you can insert when taking notes. Here’s a blank form, as well as a sample that you can review (get the PDF version of both). As you can see, having the form in digital format makes it easy to include audio/video annotations as well as traditional text.
Assessment in the language learning classroom can be aided through the real-time recording of student work towards academic outcomes. OneNote facilitates this process for teachers, enabling them to record their own observations in digital format and quickly embed media (e.g. audio, video, images) that enhance those recorded notes.


Usually, it is recommended to play games with your baby after they are six months old. This is because around six months baby starts sitting unsupported, crawls, moves and grasps the objects.
1 year Age
At the age of one year, babies begin to walk slowly and start talking monosyllabic words. They like to take something and throw it with their hands. That’s why they love to play with colourful toys that can make sounds.
During this period, you should try to find games that will improve your baby’s sense of touch, hearing and vision. Fabric books, softballs, xylophone, rattles and sound toys are great options for this.
Don’t be limited to toys. We are sure that your baby will enjoy playing games by hitting objects that will not harm them, such as soft plastic pots, pans and buckets.
You can also give the baby cups that you can fill with things like rice, lentils and support sensory integration. Of course, let’s not go without saying that you should never leave your baby alone with toys who are inclined to take everything in the mouth.
Two years Age
Children can start to play side by side even if they do not communicate much with each other at the age of two. Around the age of two, the attention span is longer.
A child of this age can throw and hold a ball. You can play with non-hard balls of different sizes. Building towers from various blocks and spending time with big 3-5 pieces of puzzles are among the things that two-year-olds would love.
Children start to play with pencils and paper at this age. Pencil drawing is very important for brains motor skill development. Around two years you can start reading the books to children. Also, kids at this age love if you make different audio intonations while reading books. Reading books also makes a tremendous contribution to language development.
At this age, they also love playing with sand, clay or play-dough. But beware, they’re still too young to play alone. Make sure to keep the watch as they can put them in their mouth, ears or eyes.
Three years age
Children around the age of three loves playing with legos, play dough, toy animals, dolls and toy vehicles. Again, large piece jigsaws, reading books, kitchenware and painting are among the games that this age group will enjoy. You can also start doing handicraft activities from nature or recycling materials with kids.
Children also love to create a space of their own, so they take great pleasure in setting up tents (which can also be set up with a cloth).
4 year age
Children’s motor skills develop quite around the age of four and they can easily use the tools such as balance bike, or toy scooter. Now is the time to encourage children to play with each other.
In this age group you should focus on activities developing vocabulary, children sing, rhyme and so on. In this age group, children are also eager to memorize.
5 years and older
From this age on, children begin to make friends and play with each other. Games such as playing together or listening to music or dancing are common in this age group The size of puzzles and Legos for this age group are also widely available in the market.
Although the choice of game activities differs at this age, therefore you should give them plenty of choices without gender discrimination.
Also check: Best Baby Thermometer
From now on it is up to your creativity and child interest, whether it is a nature trip with a magnifying glass or a ship made of cardboard.


- This event has passed.
Webinar Event: Language vs Literacy Development
March 26 @ 3:30 pm - 4:30 pm AESTFree
Language and literacy skills have a reciprocal relationship. They are both essential for accessing the curriculum and supporting students with difficulties in these areas can play a pivotal role in helping these students achieve their potential.
Key learning objectives
Attendees will expect to investigate:
- Components of language
- Components of literacy
- The reciprocal relationship between language and literacy
- Strategies to support students in these areas
Presenters: Elizabeth L, Speech Language Pathologist & Raelee R, Educator, at SALDA School Support Services.


A Research-based Program
Music Together is grounded in research in music and early childhood development. When creating the program, coauthors Kenneth K. Guilmartin and Dr. Lili M. Levinowitz, examined the field of music education—and then reached beyond it into the realm of early childhood learning. They realized that even the best song they could discover or compose would miss the mark if not presented in ways children can receive readily and process meaningfully.
So, the pair turned to the fields of neuroscience, psychology, and early childhood learning for valuable insights into how the brain processes and organizes musical material, how children learn, and how the surrounding environment can support this learning. Then they distilled their findings into four basic principles, which remain the cornerstones of Music Together's philosophy today.
Learn more about the research basis of Music Together and Ken and Lili's positions on early childhood music education in these formative articles:
Music Together as a Research-based Program by Susan Pudjak Hoffman
Early Childhood Music Education in the New Millennium by Ken Guilmartin
The Importance of Music in Early Childhood by Lili M. Levinowitz, Ph.