Can You Pierce a Potato with a Straw?
(Physics for ages 5+)
If you’re looking for an entertaining activity to try, this might just be it! Potatoes are pretty firm, and straws are pretty flimsy. Could you ever imagine being able to stick a flimsy straw through such a firm tuber? Well, it is possible, as the video above shows, and here’s how you can do it at home:
Adult supervision (Adult supervision at all times please)
- First, try piercing your potato with the butter knife. Be very careful to not stab yourself though! How far into the potato can you stab the butter knife? Can you pierce it all the way through?
- Next, try piercing the potato with your pencil. How far can into the tuber can you get the pencil?
- Now, try your straw. What happens when you first try to pierce the potato with the straw?
- This time, cover one end of your straw with your thumb and try piercing the potato again. What happened this time? Were you able to push the straw all the way through?
When you cover the one end of the straw, air gets trapped inside and creates pressure. This pressure makes the straw a lot stronger than it is normally, which makes it able to puncture and get all the way through the potato. Pretty neat!
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MLA Style Citation
Declan, Tobin. " Can You Pierce a Potato with a Straw? Physics Experiment for Kids ." Easy Science for Kids, Oct 2020. Web. 20 Oct 2020. < https://easyscienceforkids.com/can-pierce-potato-straw/ >.
APA Style Citation
Tobin, Declan. (2020). Can You Pierce a Potato with a Straw? Physics Experiment for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/can-pierce-potato-straw/
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Primary school is attended by nearly every child in the Maya region though many will not graduate and far fewer will move ahead to secondary school. With these odds, there is a very finite period of time in which students receive the formal education that will stay with them for a lifetime. As things currently stand, the historical and social science requirements of primary school curriculum focus on European conquest and western development. Students are taught very little, if anything, about the pre-Colonial past or the indigenous communities which in some regions make up a majority of the living population.
InHerit aims to transform this injustice, one region at a time. Working with our counterpart Fundación ProPetén and under agreement with the Ministry of Education in the department of El Petén, Guatemala, InHerit has developed a new school curriculum which approaches all of the subjects students are required to learn by using examples and concepts from archaeology and Maya heritage. By increasing understanding about the Maya past and living Maya people, we hope to have a positive impact on the deep-seated problem of ethnic and cultural discrimination in Guatemala. We also hope that the curriculum will provide indigenous children with a catalyst to learn more about their community’s traditions and take greater pride in their identity.
Workshops offered to children in class are a great way to break up a monotonous school day and get kids thinking on a different level. All the InHerit workshops feature art, games and a level of participation rarely available in the regular school day.
Short video of art and educational workshops sponsored by Machi (InHerit’s predecessor) and Arte Accion!
ADIPES, A.C. was a winner of InHerit’s 2010 Community Heritage Conservation Grant with their original idea to create local heritage-rich versions of popular children’s games. Their program began with a workshop for children in Motul, Yucatán, Mexico. ADIPES’ team of young professionals and university students in socio-cultural and literary subjects worked with the group to introduce them to local literature, medicinal plants and animals and to introduce them to wider subjects such as conservation and global connectedness.
The workshop ended in July 2011 and now the ADIPES team is on to the creation of their games. The first, a Snakes and Ladders board game, will take players through the cenotes of Yucatán written in Mayan and Spanish. The second, a Memory card game, will include images of medicinal plants and local animals drawn by students in the workshop!
InHerit LOVES The Maya Project. This is not only our longest running program but the only one that has moved from its original home at the NGO Arte Acción Copán Ruinas to being run directly by local Ch’orti’ and mestizo youth.
The Maya Project is run on the principle that learning is fun. It uses creativity – including art, drama, story telling, games and more – to introduce children in the 4th through 6th grades to themes of the ancient Maya past and living Maya people. Even though these children live almost on top of the famous Classic-period Mayan site of Copán, few have ever visited. The Maya Project gives these rural kids the opportunity to see the site and learn about the history of their area.
The program also focuses on building pride in ethnic identity. Ch’orti’ identity has long been stigmatized in Copán and, because of this, many of its overt markers have been nearly erased.
By introducing children to the incredible achievements of Maya people over time, the project has helped to build self-confidence in Ch’orti’ children participating in the program.
In southern Belize we hoped to emulate the successful workshop format used in Copán, Honduras. Working in collaboration with the Julian Cho Society, the Toledo Workshops visited primary schools in eight villages every other week. The visits included talks, simple art projects and games. Over 200 students from grades four through six participated in the program, which took place during their regularly scheduled school day.The program ended in 2009 when our friends at the Julian Cho Society closed down the organization.


Watch this video to learn more about the grand opening of the Science A-Z Discovery Museum, a new virtual experience for K–6 educators. Take a sneak peek at the interactive Museum Map that guides you through each exhibit stocked full of free Science A-Z resources including:
- Leveled Non-Fiction Books
- Project-Based Learning Packs
- Lesson Plans
- Hands-On Investigations
- More Resources!
You're invited to the grand opening of the Science A to Z Discovery Museum, a new virtual experience for K–6 educators. Admission is free, and includes instructional science resources and activities to try out in your classroom.
Upon arrival, our visitor center staff will greet you with a handy map to navigate through all of the exhibits within the museum. Each exhibit is stocked full of free resources provided by Science A to Z, a supplemental K–6 science curriculum that supports literacy development, as well as scientific discovery. Resources include leveled non-fiction books, project-based learning packs, lesson plans, hands-on investigations, and more.
RSVP for your museum visit today, and discover firsthand how Science A to Z can help you inspire the next generation of young scientists, inventors and explorers.


Professional Learning Opportunities
Our introductory and advanced courses support continuous improvement cycles that center on formative assessment strategies. Teachers join colleagues in their own school and/or in other schools to understand and practice the foundational skills of formative assessment and deepen them through teacher-led inquiry.
Engaging digital content enables access to learning anywhere, anytime.
Work with teams of colleagues at your school to give and receive feedback on learning.
Practice strategies in your classroom and regularly reflect on your learning.
“I hope more teachers from my district are able to take this course—It was amazing and well worth the time. I strongly believe that I am a better teacher because of this course.” – Arizona Teacher Participant, Formative Assessment Insights
When teachers implement formative assessment as a process, in collaboration with their students, it can have powerful effects on student agency and learning. Formative assessment operates as a feedback loop and involves teachers making adjustments to their instruction based on evidence they collect while student learning is developing and provides students with feedback that helps them advance their learning.
SAIL is a one-year professional learning experience that supports teachers and students to use formative assessment practices. During the course, teachers will experience continuous learning cycles consisting of new content, the application of formative assessment skills in the classroom, community of practice meetings, and self-reflection on progress.
Assessment & Learning
During this blended professional learning experience, teachers gained the knowledge and skills to support students to manage and understand their own learning. Specifically, teachers used video study groups to reflect on students’ use of peer feedback and self-assessment.


Baking & Pastry
Baking and Pastry for secondary students is a course that provides students an opportunity to develop foundational skills needed for a seamless transition to a postsecondary program, workforce, or military. Students will develop advanced skills in safety and sanitation in addition to management and professionalism. Specialized content includes units on formulas and techniques, basic baking principles, specialized dietary baking, breads, desserts and pastries, and advanced techniques for specialty cakes, confections, piping, plate presentation, and flavor pairing. Concepts are aligned with competencies from the American Culinary Federation (ACF) Education foundation assessment, ACF Retail Commercial Baking Certification. Integration of the strategies from the Family and Consumer Sciences student organization, Family, Career and Community Leaders of America (FCCLA), provides leadership and entrepreneurship development in addition to an opportunity to compete and demonstrate technical skill attainment. Participation in the career and technology student organization, SkillsUSA, provides the students with the opportunity to compete and display professional baking techniques.


Are your students musically literate? And by that I mean able to read, sing, internalise/audiate, play and create.
Now before you wander off thinking that Sally’s talking about beginners again, I don’t just mean those students who are at the more elementary levels but at all levels and standards.
WHAT IS MUSICAL LITERACY?
To help us get clearer on just what is meant by musical literacy here are a few definitions:
‘Association for Music Education (NAFME) states that a person with music literacy is able to understand and engage with music in a number of different ways, including the creative, responsive and performative artistic processes. He or she is able to perform music in a manner that illustrates careful preparation and reflects an understanding and interpretation of the selection’.
In a similar way Dr. Julie Knerr and Katherine Fisher, authors of Piano Safari state that: ‘Complete music literacy includes understanding and creating music in addition to being able to read music’.
In their seminal book, The Child as Musician, Professor Gary McPherson and Janet Mills list the characteristics of someone who is musically literate (in relation to Western classical music): ‘Literacy …occurs as a result of children having developed their capacity to make music, reflect on the music in which they are engaged, express their views on music which they play, hear or create, speak about and listen to music in order to form judgements, and read, write, comprehend and interpret staff notation’.
Becoming musically literate therefore isn’t something that should only happen in beginner lessons as children start to get to grips with staff notation. So today, rather than continuing to look at the starter end of the musical literacy continuum we’re going to head right up the levels. The development of musical literacy is just as vital for advanced students as it is for beginners and yet somehow I think we often forget this.
Here are three starter activities for a student learning a sonata that will help to develop their musical literacy. To give examples I am using Mozart Sonata in G KV 283, 1st movement (which happens to be an alternative piece on the Trinity 2018-20 Grade 7 Piano syllabus).
1. MELODIC UNDERSTANDING
In this sonata I suggest using the 2nd subject which, with its descending stepwise melody makes an appropriate choice. This could be played in its entirety:
or reduced to something like this:
Students start by listening then singing with scale degrees, note names or solfa as appropriate. This is followed by writing at least part of the phrase down before playing, ideally from memory. This is just a starter activity and can lead onto many others.
2. CADENTIAL PROGRESSIONS
The sonata is of course punctuated by many cadences and these provide great opportunities for refining understanding of cadential progressions. The student might write out b. 50:
as a simple chord progression:
The same can be done at b.117. The chords can be labelled and inner hearing encouraged before the notes are realised at the keyboard. Furthermore, the similarities and differences between the two progressions can be compared.
From b. 62 to b.67 the bass line consists of a repeated D pedal over which Mozart adds a descending melodic sequence. After identifying the pattern students could explore continuing the sequence on further or inverting it or creating their own melodic sequential progression.
Musical literacy is about so much more than just learning to read staff notation. It can and should be happening at all levels of the learning process.
Membership of The Curious Piano Teachers is currently open and you will find that there are lots more fresh perspectives and teaching resources to be found in our Curiosity Boxes. Enrolment ends tonight so you’ll have to be quick!
This blog post was written by Dr Sally Cathcart, Co-Founder and Director of The Curious Piano Teachers
 Click HERE for article this was cited in
 Redefining First Lessons, Dr Julie Knerr and Katherine Fisher – Curious Live, February 19/24 2018.
 p. 154. McPherson, G. & Mills, J. Musical Literacy in The Child as Musician. CLICK HERE


In a recent article featured in Eye2Eye, a publication of the Royal Australian and New Zealand College of Ophthalmologists, the part that vision plays in learning difficulties was reviewed with a number of controversial therapies specifically discussed. According to the article (which will be reprinted in an upcoming edition of DSF’s Bulletin magazine), treatments such as Irlen lenses and the Lawson anti-suppression device are not evidence-based, and therefore, not recommended. It goes on to state that “Eye professionals should not be considered the expert in reading education”.
Research has shown the following in relation to the role of vision in reading (American Academy of Paediatrics, 2009):
- Difficulties in scanning across the page are a symptom, not a cause, of reading disorders.
- Word reversals and skipping words (reading behaviours observed in some individuals with dyslexia) have been shown to result from language-based deficiencies rather than visual or perceptual disorders.
- Children with dyslexia show eye movements and fixations similar to typically developing readers at a younger age. This is due to a lack of reading practice and not a visual deficit. Therefore, the eye movement patterns seen in readers with dyslexia seem to be the result, not the cause, of their reading disability.
- Poor decoding and difficulties with comprehension (rather than a problem with the systems controlling vision and eye movements) contribute to slow reading, increased duration of fixations, and increased backward eye-movements.
- Children with dyslexia often lose their place while reading because they struggle to decode a letter, series of letters or word and/or because of poor comprehension, not because of a “tracking abnormality.”
- Numerous studies have shown that children with dyslexia, or related learning disabilities, have the same visual function and ocular health as children without such conditions.
- Reading glasses to treat convergence (eye-teaming) insufficiency and poor accommodation (focusing), can make reading more comfortable and may enable children to read for longer periods of time but do not directly improve decoding or comprehension.
Periodic vision screenings are important for all children in order to identify children who have reduced visual acuity or other visual disorders. If no ocular or visual disorder is suspected, the child needs no further vision assessment or management (at least in the short-term). Scientific evidence of effectiveness should be the basis for treatment recommendations. Because visual problems do not underlie dyslexia, approaches designed to improve visual function by training are misdirected. Therefore behavioural vision therapy, eye muscle exercises, or coloured filters and lenses are not recommended in the treatment of reading difficulties. Instead, Direct Instruction
and Structured Synthetic Phonics programs are strongly recommended for students with literacy-learning difficulties and disabilities. These programs target the underlying skills necessary for strong literacy development with an emphasis on phonological awareness, phonemic awareness and the systematic teaching of letter-sound relationships.
A sample of the programs listed under these headings includes: Sounds-Write; MultiLit; MiniLit; Reading and Spelling Mastery.


Seventh and eighth-grade students begin exploring music in the Middle School Arts Program, where they are grouped according to their musical interests and experience. Both Middle and Upper School students who choose to continue with music can study in a Jazz/Rock Ensemble, Vocal Ensemble, or Orchestra elective in which they can hone their skills as singers and musicians.
Digital Music Production is open to everyone. No prior experience creating music is required. This class is appropriate for those with interest in music other than or in addition to performing in a traditional band, orchestra, or choir. Conversely, those with musical training and experience will find this class an ideal outlet for personal musical expression. Experienced and novice musicians alike will gain an increased understanding of various musical styles, genres, traditions, and cultures; music theory; the psychology of music; and the art of recording and mixing.
This multifaceted, entry-level class offers something for all students, regardless of musical experience. The year starts with creating your music using GarageBand, Soundtrap, and Logic and culminates in the recording, editing, producing, and "selling" of an album, video, or film featuring Pacific Ridge students. Students will develop their musical knowledge as they learn practical, foundational skills that provide insight into careers in music performance, composition, entertainment business, recording business, live sound reinforcement, and audio engineering.
Jazz/Rock Ensemble is a UC-accredited course that teaches the history of jazz and rock music along with the general music theory necessary to understand the fundamentals of improvisation. Students learn how to play correctly and expressively both alone and in groups, with emphasis on composition, improvisation, blending and understanding musical notation. At the same time, students gain a context for music they enjoy: the history of jazz/rock, the influence of jazz/rock on society, and the connection of jazz/rock music to other scholastic disciplines. Finally, students are asked to respond critically to new music, both recorded and live.
Orchestra is a UC-accredited performing ensemble that focuses primarily on “classical” music (from the Baroque, Classical, and Romantic eras). The group also performs some contemporary music (e.g., pop, film music) and strives to make inventive use of the musicians and instruments available to the ensemble. The orchestra performs on campus at least twice during the school year, and takes part in the annual Pacific Ridge Arts Festival in the spring.
Vocal Ensemble is a UC-accredited course open to students who enjoy singing; no previous experience is required. In this class students learn the technical aspects of good singing, including breath support, creating good tone, expanding range, and singing in various languages. Students study repertoire from a variety of genres including classical, pop, Broadway, Renaissance, gospel, folk, and jazz. The Upper School Vocal Ensemble performs at school concerts, coffee houses, and community outreach events. A small group of students from the Vocal Ensemble performs each year at an adjudicated, national music festival. Past performances at the Heritage Music Festival have taken place in New York City, San Francisco and Anaheim.


Music students spend a lot of time studying musical notation, terminology, and theory. Of course, many musicians don't read music while they perform, so this emphasis on reading is obviously not related to one's ability to play their instrument. Rather, it's about learning the language that musicians use to communicate, and that is an important part of music education that we shouldn't neglect.
However, some beginners aren't able to read music, or they aren't able to learn to do so using traditional methods. It is therefore necessary to allow them to adapt, whether that means learning entirely by ear or approaching notation differently.
Binocular vision dysfunction (BVD) is a condition in which the eyes are slightly misaligned. The eye muscles work harder to compensate, and that causes eye strain, double vision, depth perception issues, headaches, dizziness, and difficulty reading.
BVD is typically treated with reading glasses that include prism correction. However, this is a problem for musicians because the distance from their eyes to the music stand is greater than that the distance from their eyes to the text when reading a book or mobile device. BVD causes you to lose your place while reading, especially when trying to follow a repeat or find the beginning of the next line. The longer the piece, the greater the likelihood that the eyes will get tired and stop cooperating.
A beginner with BVD will often have no difficulty understanding how to read music. If they don't know that they have the condition or if they don't begin struggling until their repertoire and practice sessions become longer, they might play for months or years before they begin to realize there is a problem. Since people with BVD may have been diagnosed with migraines, they might assume the vision problems are a symptom of a migraine rather than a possible cause, an assumption that will be confirmed by the fact that treating the migraine will also mean allowing their eyes to relax, providing relief from the BVD symptoms.
Musicians with BVD might be more comfortable memorizing their music before a performance, since relying on the score includes a risk of losing their place. They might also find ways to help them better navigate repeats, such as circling or highlighting them. Writing in music with anything but a pencil is traditionally discouraged because you might need to make changes or might not own the music. However, colors might be the only thing that makes a beginner with BVD comfortable when reading the score. If writing in the music with something permanent is a problem, make a photocopy or use digital sheet music in order to accommodate the student.


Second graders reviewed calculator functions, practiced skip count patterns and identified coins and their values during math workshop this week. While programming class calculators, mathematicians made several discoveries and were eager to share the various equivalent names they had come up with for given numbers. Number models, tally marks and visual representations such as coin and dominos clues were just a few symbols used to show their names for numbers. Students also practiced using math language to describe skip counting patterns as they participated in counting and transition games throughout the day.
Second Graders are growing up in a lot of ways! In Reading Workshop, Second Graders are learning to become "grown-up" readers by building the foundational skills and habits that will support our reading growth and progress throughout the year. Students kicked off Reading Workshop by thinking about what Reading Workshop should "look and sound like" in order to create an environment that will support our growth. We also thought about how we can take care of our classroom library so that we are practicing our shared agreement to respect all classroom materials. Grown-up readers have favorite reading places where we can settle in and focus on our reading, both at home and in the classroom. Second Graders are also learning to develop grown-up reading habits by thinking about what a "Just Right" book is for them. Using the "five finger test," children can determine if a book is a little too easy, a little too hard, or a "Just Right" fit. Children are excited to begin bringing classroom library books home with them next week as we begin our daily reading homework.
During our first full week in second grade, students thought about their individual hopes and dreams for the new school year. We discussed the question, "What do we hope to do or learn in our classroom this year?" Students set goals by reflecting on these questions: "What do I hope to learn? What do I want to get better at?" Children then wrote and shared their own individualized hopes and dreams, which are displayed in our second grade classrooms. Children's hopes and dreams are the basis for establishing classroom rules and norms, as children think about what they will need to do as a community in order to help each others' hopes and dreams come true.
Second graders returned to school excited to see old friends, meet new ones and explore their new classrooms spaces this week. Students are learning new activities that promote class community building and taking risks to try new routines. Students are starting their day with morning meetings and ending with closing circles which provide opportunities to practice listening and speaking skills. On Friday, second graders worked together to find answers for given clues on a Primary School scavenger hunt. The activity was great fun and helped students in grades Pre-K through 3 work together. We are all looking forward to a great year in second grade!


Create a cognitive concept map, along with an accompanying narrative explanation, based on your understanding…
SOLUTION AT Australian Expert Writers
Taking into account the theories discussed, the fieldwork conducted, the articles read, and the discussions that took place in the past eight weeks of ECH 320, your task is to create a cognitive concept map, along with an accompanying narrative explanation, based on your understanding of cognitive development in children from birth to age eight. The assignment consists of two parts.
Part 1-The Concept MapThis is a computer-generated, clearly labelled, four-part concept map. There should be one section for each of the age groups we discussed in class. At least some graphics/clip art/pictures should be included. For each age group, you should include major (6 to 8) and minor (6 to 10) theorists, concepts, and ideas related to cognitive AND language and literacy development. Connections between concepts, theorists, and ideas should be clearly labeled with arrows and verbs (some examples of verbs might be: connects to, builds on, supports).
Part 2-The NarrativeYou should also write a paper to accompany your map, discussing the concepts contained in each and explaining the connections. It should be at least four pages total (so about 1 page for each age group), and should include a title page, introduction, conclusion, and reference page in APA format.
Please refer to the attached rubric for specific assessment criteria.
age groups are:Infant 0-1yr1-3 yr4-5 yr5-8 yr
1 page for the map and 4 pages for the written part.
Create a cognitive concept map, along with an accompanying narrative explanation, based on your understanding of cognitive development in children from birth to age eight. appeared first on Essay Quoll.
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A first reaction may be to focus on arguments like: music is important for a well-rounded education; music is the only thing that keeps some kids interested in school; music teaches kids concentration, coordination, and perseverance; and performances are an important part of athletic events and school functions. Well, that’s all true but then the same could be said about other departments.
You might want to hone in on how music can help children with both reading skills and math. In a nutshell, the researchers who look at cognition, think that participation in music increases both the brain’s efficiency and effectiveness. The strongest studies support the value of music-making in spatial reasoning, creativity, and generalized math skills. Other studies link music education to helping children improve reading skills. Now you are beginning to talk the language that could influence the decision makers.
Sometimes parents assume the role of advocates for their children. And if that time comes for you, it helps to focus on facts rather than only emotions. Has your school system struggled with financing the music department? What has helped keep music a viable part of the school your children attend?


The Physical Education program at Lakeland School is based upon teaching our students skills, sharing knowledge, and providing opportunities to empower children. Guiding students to develop and sustain regular, lifelong physical activity is a foundation for a healthy, active, and fulfilling life.
Our PE department uses the SPARK PE curriculum to help promote healthy and active lifestyles for our students. Students have PE in a variety of settings, including the gym, fitness center, and swimming pool. All students are tested and taught appropriate swimming skills according to the American Red Cross swim levels.
Lakeland School’s Art Education program provides a comprehensive K–12 visual arts curriculum. Students practice in a variety of media including Tempera paint, oil pastels, watercolor, and more. Through hands-on learning students build a foundation in drawing, painting, sculpture & mixed media techniques. The multifaceted lessons also develop an appreciation of other cultures.
Authentic learning experiences empower students to develop creativity, critical thinking, self-expression, and problem-solving skills. Students learn how to express themselves by creating their own unique masterpieces. Building a child’s visual literacy skills is a vital role not only in expanding their knowledge of art, but also their future success in other academic areas.


Students in the Derry Township School District have many opportunities to learn to create, perform, and appreciate music as an integral part of their education. Our curriculum is closely tied to the National Standards for Music Education and the Pennsylvania standards for the Arts and Humanities.
The Derry Township School District is proud of its music programs, having been named one of the “Best Communities for Music Education” several times. Many students and ensembles have been recognized at the State and Regional level, and our highly-qualified staff regularly guest conducts and presents clinics at local and regional honors ensembles and conferences.
In our elementary schools, students receive comprehensive classroom music education in grades one through five. Students learn to sing, perform, compose, create, movement, folk dance, and experience music through a variety of classroom activities. Additionally, students in grades four and five have the opportunity to participate in our instrumental music program (both band and orchestra) and students in grade five may participate in choir.
Our middle school continues classroom music instruction in grades six, seven, and eight. These classes introduce instrumental performance opportunities through the use of keyboards and guitars, and work to ensure that students are familiar with the ways that music is and can be a joyful and important part of their lives, promoting lifelong learning in the art form. The middle school has active band, choir, and orchestra programs.
Hershey High School offers a variety of leveled ensembles for vocalists, as well as wind, percussion, and string players. Advanced Placement Music Theory is also offered at the high school level.


Play – A Key to Early Childhood Learning
Earlier Academic Instruction Doesn’t Deliver
Preschools and kindergartens across the country operate under the belief “the earlier is better” when it comes to academic instruction. Not only are these assumptions not supported by research, an early focus on academics cannot be traced to overall intellectual success. In her study, “Lively Minds: Distinctions between academic versus intellectual goals for young children,” Lilian G. Katz, professor emerita at the University of Illinois at Urbana-Champaign, takes a look at early childhood education and the effects of different curricula.
In regard to the ongoing debate between time devoted to free play and formal academics, Katz believes there’s a third piece that needs to be considered: the pursuit of intellectual goals. “Intellectual goals are those that address the life of the mind in its fullest sense,” writes Katz. “Another major component of education…must be to provide a wide range of experiences, opportunities, resources and contexts that will provoke, stimulate, and support children’s innate intellectual dispositions.” This includes skills such as forming conclusions, hypothesizing, and the development of ideas.
Early childhood education is most effective when children actively engage these skills. School programs that encourage intellectual goals have been shown to have long-term positive effects. “Preschool programs are best when they focus on social, emotional and intellectual goals rather than narrow academic goals,” writes Katz. “Intellectual dispositions may be weakened or even damaged by excessive and premature formal instruction.” In other words, children learn best when offered opportunities to use their natural inclinations.
At Minnesota Children’s Museum, we are dedicated to the pursuit of intellectual goals during play. We are advocates of the seven lifelong skills that we believe are vital to childhood development that are developed through play. At the Museum, we create experiences designed to cultivate the powers of play. We purposely try to draw out these skills in our visitors, young and old. Our goal in any exhibit or program is to nourish the development of one or more of the seven powers of play in any way. Whether you’re splashing around the water tables in World Works or exploring Minnesota’s environment in Earth World, our exhibits are geared especially to cultivate these important skills. Come visit us soon!


Listening to music is one of the most treasured sensory experiences. It is a universal language across different countries and cultures and it is also deeply personal. Everyone has their own favourite tunes, songs that make their mind drift off into daydreams or remind them of a particular time in their lives.
We wanted to start a piece of research that explored what happened when we listen to music we like, or more accurately how our brains respond to music even if we claim not to like it!
But what really happens in our brain when we listen to our favourite music? In recent years, music-induced pleasure has been associated with increased functional connectivity and a richer neural network in the human brain as we know the brain reward system is activated at moments of peak emotional arousal.
In this context, our work builds upon recent research demonstrating that such findings can be understood by monitoring the brain’s electrical activity using electroencephalography (EEG) devices.
Our aim was to utilise wearable brain-scanning devices to record the underlying neural activity in nearly real-life settings, in order to study the effects of music on the listener’s brain dynamics.
The #MyBrainTunes experiment, that ran at the Science Museum from February – March 2020, used the latest technology to monitor human brainwaves while participants listened to music, to predict how much they liked a particular song.
It was an ambitious attempt to accommodate, for the first time, a wide-scale collection of human brainwaves during music listening.
Our goal now is to use the collected data to build computational models that will deepen our understanding of people’s music-listening brain states and investigate the roles that age, sex, ethnicity and music education has on which genres of music our brains enjoy.
So how did it work?
We began by selecting songs from the Official UK Singles Charts from the past 40 years. We then prepared an app for visitors to use to rate a sample of songs according to how much they enjoy them.
During the Live Science residency, we introduced the experiment to visitors. If they decided to participate, within a few minutes they were listening to and rating our selected songs. John Lennon or Adele? Queen or Coldplay?
One of the most enjoyable parts of the experiment was observing families, couples, friends and single visitors dancing along while they were marking their familiarity and likeness scores.
Then, with the help of our research team, everyone had their brainwaves recorded by wearable EEG headsets whilst they were listening to the same songs.
Afterwards, we shared graphs with the participants that illustrated their neural activity during different songs and showing how their brains responded to the songs that they liked versus the songs that they didn’t like.
We are currently exploring the data that we have collected, working on both engineering and scientific tasks. With the help of modern brain signal analytics, our team is using the music-induced brainwaves to train algorithms for decoding the listener’s experience and disposition to particular musical pieces.
#MyBrainTunes was funded by Imperial College London, and the results will be published later this year. You can find out more about the study on the My Brain Tunes website.


Black Lives Matter. Our Black students and colleagues face systemic racism and institutional violence on a daily basis. As we prepare our future music educators to face the complex realities of their classrooms and communities, we strive to listen, learn, and grow. The UNT Division of Music Education, collectively and individually, is committed to reflection, action, and change. We stand by those opposing racism in all its forms.
By choosing music education as your major, you will be prepared for a career as a professional music teacher. UNT's music education degree program leads to Texas teacher certification in all-level music, opening an array of employment options. Teaching is an exciting and fulfilling career choice for those interested in blending musicianship and teaching skills. Music educators enjoy the process of providing musical experiences that lead to a better understanding and appreciation of music. To be a music teacher, you must not only be an accomplished musician, but also be interested in the art of teaching.
As a Texas certified music educator, you may teach instrumental or vocal music at the elementary or secondary level. With a bachelor's degree in music education from UNT, you could work as an elementary music specialist or as a middle school/high school band, choir, or orchestra director.
The University of North Texas has one of the most highly acclaimed music education programs in the United States. For more information on degree plans, faculty, programs, student organizations, and our student teaching program, choose one of the links above. If you have any comments or suggestions, contact Dr. Sean Powell at Sean.Powell@unt.edu or contact the UNT College of Music.


Continuing in our series on the Brookings Institute report “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” Chapters 6-8 deal with the related topics of program size and program financing. While studies of the landmark Perry Preschool and Abecedarian projects demonstrate these programs’ effectiveness for school preparedness and other gains that last into adulthood, these programs were small-scale; any state or school district that wants to replicate the best programs has to consider, first, how large a program to operate—and by implication, which types of students to serve—and, then, how to pay it.
Budgetary considerations will no doubt be the first issue in mind for many organizations. The costs, which include:
staff compensation, which is impacted by teacher quality, student-teacher ratios and the length of the program (half-day vs. full-day);
facilities and supplies costs; and
all will be incurred up-front and on an on-going basis. The benefits, such as:
lower expenses for special education and grade retention;
improved job readiness and lifetime earnings;
lower crime rates; and even
improved long-term health outcomes for program participants
will be seen over the longer term, and only the first of these accrues directly to the school. How then, can policy makers correctly evaluate the benefits against the costs?
Based on studies of the Chicago Child-Parent Centers program, various groups participating in the Tulsa, OK universal pre-K program, and Head Start, the evidence suggest that there is a 2-1 to 4-1 net benefit-cost ratio over time, and some researchers claim even higher returns. These estimates should present strong incentives for a broad-based investment in early childhood learning programs. However, because the benefits are achieved in the longer-term, and do not accrue directly and immediately to the school itself, financing the programs will be a challenge.
It is also important to note that the benefit size is a function of quality: a lower-quality pre-k program, while less expensive to implement, also may have a lower net benefit. Even a proven model like the Perry Preschool will not have the same impact on a larger scale if the inputs aren’t scaled up commensurately.
Moreover, the size of the overall benefit to the state or district may depend on how the program is targeted. Current evidence shows that lower-income children appear to achieve higher relative gains than higher-income children and thus close the achievement gap. A program targeted toward lower-income children offers a higher per-child benefit, dollar-per-dollar; however, evidence shows that middle-income children also can achieve substantial benefits for school readiness from participating in pre-k programs, and some of the benefits that underprivileged children may experience come from having children of different backgrounds mix when the programs are not targeted.
Whether a state or district chooses to implement a targeted pre-k program or a universal one depends on the particular needs and problems it wants to address, as well as the availability of resources. But decision makers must consider the following:
Different programs will experience a range of net benefits or benefit-cost ratios, depending on the populations they serve and other local conditions.
Targeted pre-k programs, universal pre-k programs, and hybrid options (such as those charging sliding-scale fees) all can generate positive returns to participants and school systems alike, but low-quality pre-k programs of all kinds are unlikely to see the positive returns of high-quality programs; the investment must match the desired outcomes.
While schools may see some cost savings down the road, they are unlikely to offset the costs of operating their programs; instead, educators and policy makers must view pre-k as a long-term societal investment, with multiple stakeholders outside the school receiving the benefits.
Tips for Parents
How can parents put this information into action?
Budget busters. Most parents will take the time to find out how much a program will cost. In addition, parents may want to understand: How does the early childhood learning program spend its money? What sources fund a particular program, and where does the money go? Does it look like the program is well-resourced for your child?
Growth plans. Investment also means growth. How does a particular program plan to invest in program growth, especially if it is a two-year program? Even if this is your last child going through a program, knowing the future plans may tell parents a lot about current enthusiasm.
Don’t be shy. Asking these questions may feel uncomfortable at first. They don’t have to be. Not only do these inquiries show that you care about your child, but also they show that you care about the program’s long-term viability. You’re there for the long run.


Exceptional readers are usually phonemically aware, vocabulary, grammar skills, and relating reading to their own experiences and applying these skills in a timely and fluent manner and relating reading to their own experiences. Active readers usually think beyond the text. These students draw on their knowledge and experience to make sense of what they are reading and these difficulties can impede reading development. Children who have a stimulating literacy experience before entering school have a better chance at succeeding in reading than those that do not. Conversely, the children who are at most risks of problems with reading are lost that lack the stimulating literacy experiences early in their lives.In short, children raised in poverty and those that are limited proficiency in English or their parents may not be good readers. Also, in today’s schools and classrooms, more students are becoming disengaged with reading.One way is to create a literacy-rich environment and activities that grab the attention of all students.
Struggling reading students are failing because most content areas require educators need to find ways to motivate these readers to want to read inside and outside of school. Moreover, these students continue to fail because most content areas require reading skills which are already deficient and which will negatively affect their success in their different classes.
This case study is an investigation into the different ways educators can effectively motivate and engage struggling thirty-third-grade readers in literacy. Within this urban school district located in South Carolina, most these third graders live in homes that are not always conducive to academic success. Moreover, these students face adversities in their lives that cause them to be unmotivated and could lead them to academic difficulty. The study seeks to offer insight into the relationship between literacy strategies in the classroom and student engagement. It will investigate ways in which teachers can create engaging lessons and activities that will help foster literacy development while allowing students to become engaged in the texts they enjoyed reading. By engaging these third graders in literacy and help the students become motivated to read independently both in school and at home. It is essential for these students to find confidence while reading different texts which hopefully will lead to reading improvement and the motivation to read more. The purpose of this study is to investigate and discover strategies that will motivate and engage these third graders who struggle to read.
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M.A. in Elementary Education
Interdisciplinary and Inclusive Education
College of Education
Elementary Education and Teaching
The purpose of this study was to investigate if students enrolled in a kindergarten with a curriculum stressing academic skills perform better or worse on standardized tests than students in a developmentally oriented program by the end of first grade.
A survey was developed to establish if a kindergarten curriculum was developmentally oriented or academically oriented. This survey was sent to schools in Gloucester and Morris Counties in New Jersey. Mean Iowa basic skills tests were then used to determine if academically oriented kindergarten curriculums score significantly higher than developmentally oriented curriculums by the end of kindergarten. Also, the mean Iowa basic skills tests were used to determine if by the end of first grade those students who were products of an academic kindergarten curriculum score significantly higher than those first grade students who were exposed to a developmentally appropriate kindergarten curriculum.
There was no significant difference in academic achievement between those students who were products of an academic kindergarten curriculum and those students who were exposed to a developmentally appropriate kindergarten curriculum.
Weyer, Lori Ann, "Comparison of developmentally oriented kindergartens and academically oriented kindergartens" (1995). Theses and Dissertations. 2305.


The right to education is essentially a fundamental and universal human right. The right to education can stop bias at all levels of the educational system, stipulate minimum standards and overhaul the quality of education.
The education can then be directed towards the full development of the human resource potential of the nations. It can lead to the cementing of ties of understanding among all nations and mutual and collective respect for human rights.
Education can promote religious or racial groups and shall add impetus to international activities for the achievement of peace. Education can propagate individual freedom and lead to positive thinking of international visions.
The Right to Education
Education is the most important thing in human life the right to education is an innate right. The Right to Education is the right to literacy and knowledge. The various types of right to education are primary education, secondary education, vocational education and higher education. Every child has the right to primary and elementary education.
To be meaningful and effective, education must be available, accessible, acceptable and adaptable. Education should be available free of cost for till the primary and elementary level without bias or discrimination on the bases of race, gender, colour, religious belief, economic status, language and nationality, ethnicity or disability.
The school should be safe, accessible and have basic amenities for its students. Education should be affordable to all and text books should either be supplied free or heavily subsidised for the students.
Higher education should be accessible and equitable for all. Persons with disabilities should be given equal opportunity as others for the same educational facilities. The teaching – learning process and methodologies of the schools should be acceptable and in adherence to values and to the national norms set by the government.
At the same time they also should providing quality education. Adaptability means the education must to be flexible and easy, sustainable and having a far – reaching impact…
The RTE Act of 2009
Right to Education is an important fundamental right in our country. The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India drafted and tabled on 4 August 2009.
It highlights the importance of free and compulsory education for children between the ages of 6 and 14 years in India under the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when this Act was enforced on April 1, 2010.
The Act stipulates the basic minimum procedures and rules in all elementary schools. It requires all private schools to reserve 25% of seats to children (to be financially borne by the state) so that admission into such schools cannot be denied to less privileged and non-elite classes of people.
It also prohibits donation or capitation fees and no interview of the child or parent is allowed. The Act also provides that no child shall be failed in class to class yearly promotion, or expelled, or pressurised to clear a board examination until the completion of elementary education.
There is also a proposal for special training of drop-outs from school and / or children with broken, irregular and incomplete education to bring them up to the same academic level as students of their age.
The World Bank education specialist for India, Sam Carlson, has remarked: “The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrollment, attendance and completion on the Government. It is the parents’ responsibility to send the children to schools in the US and other countries.”
Education in the Indian Context
Education in the Indian constitution is on the concurrent list and both center and states can share the responsibility of the same. The RTE Act stipulates specific duties for the center, state and local bodies for the development of education in the nation.
Since many of the states have been protesting against this, giving the excuse of their lack of finance capacity to spend on education in all the schools, the central government has decided that it will of necessity offer subsidy to the states.
Today eradication of literacy is of utmost importance in our country and this can only be achieved by successful implementation of the Right to Education Act.


The federal government pays little attention to school education in the USA. There is neither a uniform school system in the USA, nor a uniform curriculum. Each state has its own system of schools. But there are some common features in the organization of school education in the country.
Schools in the USA can be divided into state, or public schools, and private schools. State schools are free, and private schools are fee-paying.
Elementary and secondary schools consist of twelve grades. Classes last for about ten months a year, five days a week and five hours a day. At elementary school English, mathematics, science, social studies, music sports and other subjects are taught.
Elementary education begins at the age of six, when a child goes to the first grade. Secondary education is offered at high schools. At the age of 14 pupils go to junior high school. At the age of sixteen children leave junior high school and may continue their education at the upper grades of high school.
Besides giving general education some high schools teach some other subjects. Students choose these subjects if they want to enter colleges or universities or hope to find jobs in industry or agriculture. Many schools include classes teaching basic computer skills.
A growing number of young people go to colleges or universities. Nevertheless, many students of high school don't finish it. One per cent of American citizens from the age of 14 can neither read nor write.


Growth Trends for Related Jobs
Art teachers are employed in colleges and universities, where they educate students on the subjects of art and art history. Art is also a curriculum subject in many elementary and secondary schools. In addition to specializing in a particular student population, art teachers may focus on specific art mediums, such as charcoal, watercolors or sculpture. Day-to-day responsibilities of art teachers include grading artwork, teaching art techniques and lecturing on art history.
To obtain employment as an art teacher, job seekers must have at least a bachelor's degree from an accredited college. To teach at the elementary school level, art educators must typically have a bachelor's degree in elementary education, augmented by classes in the arts. At the high school level, it is not uncommon for teachers to have a four-year degree in the arts, with additional coursework in education. In addition to passing the required coursework, students must also successfully complete a student teaching internship to obtain a degree.
Post-secondary institutions, such as colleges and universities, as well as some public schools, require art teachers to have a master's degree. It's not uncommon for those who received their bachelor's degree in education to obtain a master's degree in the arts. Likewise, teachers with a bachelor's degree in the arts may choose to study education at the postgraduate level.
Public school systems, and some private educational facilities, require art teachers to get a state-administered teaching certificate prior to obtaining employment. To receive certification, candidates must typically possess a bachelor's degree. Additionally, they must perform a set number of internship hours, as well as successfully complete a series of examinations on related subjects, such as lesson planning and educational theory
While not necessary to obtain employment, many educators pursue national art teaching certificates administered by the National Board for Professional Teaching Standards. The NBPTS offers multiple credentials, each focused on a specific student population. Specializations include early and middle childhood, early adolescence and young adults. To qualify for national certification, candidates must possess a four-year degree, a current teaching certificate or license, and at least three years of teaching experience. The credential is obtained following the successful compilation of a four-part portfolio and completion of a series of examinations.
- Jupiterimages/BananaStock/Getty Images


Algebraic Thinking D: This worksheet focuses on rigor and different ways of expressing an algebra problem.opens in a new window Read More
Practices Level D
(CCSS Grades 6-8 / High Intermediate Adult Basic Education)
Level D completes the foundational numeracy skills that adults need to fully engage in college and career readiness. Instruction is more rigorous than at any of the previous levels. This level focuses on life skills and may extend beyond generalized workforce skills into a college and career specific application. Instructional activities should include:
- Analyzing and solving complex problems where the solution(s) are not directly derived from the information provided.
- Discussing different methods of approaching problems. Student-led and small group discussions should be common; students should be able to use estimation to reduce the amount of arithmetic in a problem.
- Problems that require algebraic thinking may be used as a tool applied to a problem from various math content areas.
- Comprehending information presented in a variety of formats, such as charts, graphs, tables, illustrations, printed articles, instruction sets and manuals, and media presentations. Students should also be able to present information in a variety of formats.
- Challenging students to explain and justify steps taken in a complex problem-solving process. Students should be expected to use specific mathematical terms at the appropriate times.
- Leading students to assess their work at specific points during the problem solving process and redirect if necessary.
- Solving problems that require creating a mathematical model to simplify the situation. Students should be challenged to recognize mathematics in indirect applications or contexts.
Algebraic Thinking D: This lesson plan is an introduction to number and progresses to more complex integers.opens in a new window Read More
Algebraic Thinking C & D: In this lesson, students will be able to describe a ration relationship between two quantities and use proportional reasoning to solve real-world problems.opens in a new window Read More
Algebraic Thinking C & D: In this activity, students will learn what the solution of a linear equation represents and how to solve a simple linear equation by applying an inverse operation. If the numbers (constants) in a linear equation are "nice numbers," students may be able to sole the equation by applying the inverse operation in their heads.opens in a new window Read More
Geometry C & D: In this activity, students will be able to find the slope when given the coordinate pairs by using the formula or by graphing.opens in a new window Read More


“For generations, recess has been considered by many students in elementary school as their favorite part of the day.”
Recess is a cornerstone of childhood. For many children, it’s a breath of fresh air, an opportunity for pretend play, a chance to socialize with peers. Despite the documented benefits of playtime, many children in the United States receive less than twenty minutes of recess. If researchers, educators, parents—and of course, students—agree that recess is great for kids, why are so many losing their “right to recess?” And what can we do to protect it?
In Minneapolis, one lawmaker is taking up the mantle on behalf of students. “Common sense tells us little kids need to get the wiggles out,” says Minnesota representative Jim Davnie. His proposed legislation doesn’t mandate a universal amount of time for recess, but rather that districts must have some sort of policy in place for required recess time. This proposal puts recess on the table while allowing districts to be flexible in deciding what’s best for their schools and students.
Other initiatives are taking root across the country.
In Georgia, where recess is currently optional, similar legislation is being drafted to mandate a minimum of thirty minutes of recess for elementary students. In Austin, TX, one school district has also implemented a thirty-minute recess minimum. In an interview with KUT 90.5, district principal Jennifer Stephens calls the move a protection for students: “The school day gets very busy and it’s really easy to forget about that. And I think, for all the students, it gives them a protection that they have these 30 minutes that they know they’ll be able to completely relax and just be kids and not have to be responsible for anything in that one moment.”
While recess requirements do not exist nationwide, suggested standards are set forth annually by the Society for Health and Physical Educators (SHAPE). SHAPE recommends a minimum of thirty minutes of recess, to be held before lunch, with professional development opportunities for recess facilitators. They also advocate against taking away recess time as a punishment.
Why all the fuss?
Countless studies have shown that there are many benefits to recess, including:
- Promoting a healthy and active lifestyle
- Increased attentiveness and productivity during class time
- Socio-emotional development: cooperation, problem-solving, negotiation, self-regulation
- Motor skill development
Recess is also critical for the school as a whole. In a study from Stanford University, Professor of Education and Public Policy Milbrey McLaughlin says, “Recess isn’t normally considered part of school climate, and often is shortchanged in tight fiscal times, but our research shows that can be a critical contributor to positive school climate in low-income elementary schools.”
Want to hear more about why kids need recess?
Check out an inspiring TEDx Talk from 3rd grader Simon Link, who imagines “a world where every child gets lots of playtime.”
Feature image courtesy of Unsplash, Myles Tan.


The ten participating cooperating teachers are 3rd-5th grade elementary teachers in the Des Moines Public Schools. The teacher’s role is to supervise the student teacher and work collaboratively with the engineering fellow to support the teaching and learning of science, mathematics, and engineering concepts.Learn More
The participating engineers (fellows) are current graduate students at Iowa State University. Ten fellows will partner with ten pre-service and in-service teachers each fall and spring semester to create a collaborative triad. The fellows will spend one day a week in the teachers’ classroom throughout the semester to serve as both a resident engineering expert and a role model for the elementary students.
The ten participating preservice teachers are current seniors in the elementary education degree program at Iowa State University. They are conducting their student teaching experience in an elementary classroom at a Des Moines public school. These teachers spend 16 weeks working under the supervision of their assigned cooperating teacher and together with an engineering fellow.Learn More
Trinect received funding in October 2015 from the National Science Foundation.
Since receiving funding, the project team has been hard at work to implement a structure which supports the Triads of cooperating teachers, engineers and student teachers.
Trinect will create and test a new model of elementary teacher preparation to enhance elementary teachers’ preparedness to teach STEM subjects.


"If we want our students to be excited about literacy, they need to have teachers who love coming to work, who are literacy learners themselves, who find ways to make curriculum relevant to children's lives, and who can put high-stakes testing in perspective." -Regie Routman -The Essential Reading Life
I read a chapter in the book "Reading Essentials" by Regie Routman. The chapter reading gave me some incite into shared reading. The chapter noted that shared reading is a part of the literacy block that-for some educators-is missing or non-existent. Routman defines shared reading by saying: "In shared reading, a learner- or group of learner- sees the text, observes an expert (usually the teacher) reading it with fluency and expression, and is invited to read along." (Essentials of Reading, Routman 2003) Shared reading is a way to show children how to read text, how they can think through text, and see, in a safe way what good readers do. It can be the scaffolding students need to feel successful. The chapter also mentions the Optimal learning Model, in the model (pictured) we see that teachers make reading "visible" and "explicit" during a shared reading and gradually release that responsibility (scaffolding) with exposure to the text. When students are in kindergarten the shared reading looks like the teacher rereading a familiar book with catchy repeated text that the students remember seeing and repeat as the teacher touches and says the words with them. By the time students are in second grade, shared readings are good ways to practice various aspects of reading in a way that students can feel safe to participate with the teacher. The chapter mentions a few reasons why shared reading is important:
Check out this video of a shared reading using a read-aloud.
Thanks for reading. Feel free to leave feedback and look out for my next post.
Pearl Garden is a doctoral candidate at Texas A&M- Commerce. Follow along as she drops "pearls' of literacy and chronicles her pursuit of her Ed. D in Supervision-Curriculum and Instruction- Elementary Education. Just know that these are the ramblings of a doc student and a lot of what you read is a first draft and will go through some rewrites.


Music is one of God’s greatest gifts to us. Children are naturally moved by music and respond to it even before they are born! There is no better place to foster this development than in your home. Fun musical play activities create an effective learning environment and foster family bonding. When children interact with parents, they learn. Combine these elements purposefully and your child’s music aptitude will thrive.
The Importance of Early Childhood Music Education
Experience has proven that early childhood music education programs really work. The brain of a child under the age of three is, in the words of brain researchers, “plastic”, or moldable. This is because the human brain does much of its growth after birth, in its environment. The brain’s synapses actually grow to meet the demands placed upon it. Different environmental demands grow specific and unique brain synapses.
To create the new synapses necessary to achieve natural musical ability, the brain must be exposed to music while it is growing. The rate of brain growth declines with age and so does the opportunity to “hardwire” the brain for optimum music aptitude. Early music education programs carefully control the environment to encourage the growth of the brain musically. Research and statistics have shown that children in early music education programs reach musical milestones up to five years faster than their counterparts, and are more likely to continue with formal music training later in life.
Combining Music with the Catholic Faith
Making Music Praying Twice is unique in that it is “faith inclusive” for the Catholic child. It recognizes faith as an important and, in fact, central aspect of life.
Some of the most beautiful music in the world has been written for the Lord. God is the source of all beauty and knowing Him naturally enhances our appreciation of beauty. Faith truly enhances the music experience.
Likewise, our Church history, countless Scripture references, and innumerable individuals can attest to the fact that music can enhance a faith experience. By presenting music from a faith perspective, your child’s mind and body, as well as his soul, are respected and educated.
Making Music Praying Twice offers everything from single CDs to comprehensive family programs for purchase. In addition they offer a Little Angels program designed for use in religious education programs, daycares, preschools, or young children’s choirs. They also have free learning tools that connect to their curriculum.


Q. What do the students learn at the AMT lab ?
A. Primarily we teach three things: digital audio workstation (DAW), print notation software, and braille music.
For DAW, we teach a mainstream sound recording and production program called Pro Tools. All Berklee students are required to use Pro Tools, and now visually impaired students can use the exact same tool that other students are learning. Recently, I collaborated with one of my former students and an audio engineer who is also blind to develop an open source product called Flo Tools. In Pro Tools, there are multitudes of buttons that sighted people can simply use the mouse to select. For those with a V.I, a screenreader would have to read each button out loud until the user reached the button they wanted to select. Flo Tools streamlines and automates tasks by using keyboard shortcuts instead of scrolling through each menu button, allowing people using VoiceOver on Mac to use Pro Tools more efficiently.
For print notation, we teach Avid Sibelius with Sibelius Access, a Jaws script. This allows students to produce print notation they can share with sighted musicians and their instructors. For those entering the program with less than sufficient braille music literacy, we provide remedial lessons in braille music reading.
In addition to teaching the essential tools for students, the AMT lab has a dedicated lab space with staff to convert print materials to accessible formats. For inaccessible text documents, we use ABBYY Fine Reader Pro on Mac and Openbook on Windows.
In general, I try to promote universal design for learning (UDL), emphasizing that everyone can benefit from UDL, not just students with V.I. For example, I encourage instructors to play the music examples they write on the board in lectures whenever possible. This helps visually impaired students perceive and understand the music, and sighted students can also benefit from the auditory experience.
Through the lab, we try to raise awareness and push accessibility campus wide. We also provide consultation outside the college.
Q. Can students with limited exposure to technology learn these skills?
A. Having basic computer skills is essential. However, the Berklee curriculum is 100% based on Mac computers, and we get a lot of students with no prior experience in Mac. We help them to catch up with basic Mac skills and Voiceover, a built-in screen reader on Mac. Having experience with computers such as being able to type definitely helps students to learn faster.
Q. It seems that the knowledge and skills learned in this program can help the students not only with their school work, but after they complete their degree and start a career. Could you provide some examples of how this program has helped visually impaired students in their professional lives?
A. The goal of the AMT program is to help the students to successfully complete the Berklee curriculum as well as giving them the skills to become independent musicians creating and performing music at the highest level.
Prior to this program, most visually impaired students majored in performance. Now, we have students majoring in film scoring, jazz composition, songwriting, contemporary writing and production, music therapy, and many more. It definitely widens the career options for students. Even if you’re a performer, being able to record music and produce print scores are huge assets. For example, one of our alums is very active in New York City as a guitar player, but he utilizes the technology skills that he learned in the lab to collaborate with other people when he’s not playing on the stage. Music technology is a crucial skill in the music industry now, and Berklee requires all students to have certain technology competencies regardless of their majors.
Q. Do you have any advice for visually impaired high school students planning to attend a music school? What should they do to prepare for their college coursework?
A. Learning braille music as early as possible is very beneficial. From my experience, learning and mastering braille music takes longer than learning technologies. Also connecting with other visually impaired musicians and keeping up with the latest tech and trends is essential. There are various online groups such as Music Education Network for the Visually Impaired (MENVI) and specific technology focused mailing lists that students can join.
Lastly, there are different summer programs for visually impaired students, and participation in those programs would be beneficial in preparing for college.
Thank you Prof. Kim for a very informative interview. I hope it will help students with V.I. become aware of the assistive technology programs that are available and to prepare for a successful college experience.


Digitized images of the pages of 1,100 American special interest and general magazines, literary and professional journals, and children’s and women’s magazines published from colonial days to the dawn of the 20th century.
Citations for articles, conferences, meetings, government documents, theses, dissertations, reports, audiovisual media, bibliographies, directories, books, and monographs on subjects such as adult education, career education, vocational education, counseling, elementary education, early childhood education, education management, higher education, junior colleges, community colleges, second-language learning, special education, teacher education, and education evaluation from 1966 to present.
More than 12 million academic journal articles, books, and primary sources in 75 disciplines including full runs of over 2,600 journals in the humanities, social sciences, and sciences. Also includes over 60,000 DRM-free ebooks and over 2 million primary sources. Supports text mining/analysis and digital humanities research by providing datasets for journals, books, research reports, and pamphlets in the digital library.
Citations for hundreds of thousands of books, articles, and dissertations from 1926 to present linked to full text where available. Also includes biographical information, overview essays, full text literary criticism, and reviews on over 130,000 writers including authors and illustrators of children's and young adult literature. Also contains over 5.6 million book reviews, over 150,000 full text poems, over 800,000 poetry citations as well as short stories, speeches, and plays.


What Is Workplace Literacy?
Workplace literacy refers to the literacy, English language and numeracy skills needed by employees in order to effectively carry out their roles in the workplace. Literacy encompasses not only reading and writing, but also listening, speaking, problem solving and critical thinking skills.
Workplace literacy means the mix of skills employees need to complete everyday tasks at work. Employees need these skills to communicate with customers, understand health and safety information, keep accurate records and follow production schedules.
When your employees do any of the following, they are using literacy, language or numeracy skills:
- Participate in a team meeting
- Complete calculations
- Assess the reasonableness of numeric data
- Fill out forms
- Follow or give clear instructions
- Address problems
- Follow SOPs or health and safety procedures
Workplace Literacy in New Zealand
Extensive surveys carried out in 1996 (IALS) and 2006 (ALL Survey) revealed a significant need for workplace literacy, language and numeracy development in New Zealand. Although small workplace literacy programmes were run throughout the 1990s, it was not until 2001 that significant government funding was made available, through the Workplace Literacy Fund, to assist employers in addressing the need for literacy, language and numeracy skill development.
The Workplace Literacy Fund is most commonly accessed by specialist literacy providers who have a fixed level of funding made available to them in order to deliver workplace literacy programmes in New Zealand businesses.
For more information on workplace literacy, and the Workplace Literacy Fund, download the TEC’s Employer Information Pack here.
Wilkinson’s Workplace Literacy Services
Wilkinson’s Workplace Literacy Services has over five years’ experience delivering Tertiary Education Commission (TEC) funded Workplace Literacy Programmes in Christchurch and other South Island businesses. We work with both large and small organisations, in a range of industries from construction and mining through to manufacturing and food processing.
Our specialist tutors have a wealth of experience and have been approved by the Tertiary Education Commission. To receive further details on our tutoring team, contact us.
Workplace Literacy Programme
If you are working (full or part-time) you are also eligible for free Workplace Literacy classes. A Workplace Literacy Programme offers:
- 80 hours tuition
- An individual learning plan for each learner which targets skills needed to be productive in the workplace
- Experienced tutors can also teach health & safety and cross cultural communication
- We can deliver Unit Standards
- Flexible times – tutors can come to your workplace, or you can choose to study at our school at a time that suits you
Workplace Literacy Programmes
A Workplace Literacy Programme is aimed at those employees who, for whatever reason, left school without a strong foundation in literacy and numeracy, and for those who speak English as a second language. Programme participants must be New Zealand Citizens or Permanent Residents.
Each eligible employee is entitled to up to 80 hours of tuition. Sessions are generally for 2 hours per week over 40 weeks or 4 hours per week over 20 weeks.
Lessons can be at your workplace or at our school from Monday to Saturday from 7 AM to 9 PM.
Unlike off-the-shelf courses, we tailor each programme to meet the needs of your employees and your business. We focus on developing skills that can be applied immediately in the workplace, so participants experience success and you see immediate benefits.
Wilkinson’s Workplace Literacy has secured government funding via the Tertiary Education Commission to deliver programmes in New Zealand businesses in 2013. This may mean that your programme is fully funded. Contact us to find out more.
English For Work
Free English Classes
Register interest now for our 2014 programme and we will contact you.
Our English For Work programme is a free course for migrants wishing to improve their English skills.
To register you must be:
- Currently in part or full time work, or actively looking for work
- A New Zealand Citizen or Permanent Resident
There are two courses running in 2017. You may attend only ONE course. The course dates are as follows:
Wilkinson’s English Language School
20-22 Twigger St. Addington, Christchurch
Car Parking is available across the road at the back of Riccarton Park
The programme develops the reading, writing, listening and speaking skills you need at work and in everyday life. It focuses on:
- Communicating in NZ workplaces and community settings such as visiting the doctor, shopping and banking
- Understanding spoken NZ Englis
- Completing the written requirements of your job
- Reading workplace English
This programme is FREE.
Contact us for more information.


ICT Solutions to Help Children Become Successful in Life
It is possible for workers to develop digital content in an effective manner or search for digital info in case they possess stronger literacy skills. They are able to program latest online applications only in case they possess confident numeracy skills.
Learning to Realize Educations Promise, a latest World Bank Report has issued a warning of learning crisis in the global education. According to it, without proper learning, education will not be successful in delivering the promise of remove extreme poverty or development of shared prosperity and opportunity for everybody.
There are a plethora of younger students belonging to low and middle-income countries, facing the prospect of lower wages and lost opportunities in their later life as primary and secondary schools fail in educating them in how to procure success in life. After studying in school for several years, several children fail to read or write. Some of them even fail to do the basic maths. According to the report, this learning crisis is responsible for enhancing the social gaps in lieu of narrowing them. Younger students who are suffering from conflict, poverty, disability, gender are able to reach young adulthood without learning the basic life skills.
Jim Young Kim, president of World Bank Group told that the learning crisis happens to be an economic and moral crisis. If delivered properly, education ensures better earning, employment, good health along with a life without poverty. For different communities, education is capable of strengthening the institutions, spurring innovation, and fostering social cohesion. However, the benefits are dependent on schooling. Opportunities will go wasted if schooling is not accompanied by learning. In addition to this, it is considered to be an injustice. Children, failed by the society are those who are in desperate need of education in order to procure success in life. Hence, the report recommends different concrete policy steps for helping developing countries to solve dire learning crisis in different areas of strong learning assessments.
ICT confers significant benefits, however providing laptops is certainly not the solution
Though School ICT support confers significant gains potentially, handing them laptops is certainly not the solution. Among different factors, the report has a look into the role which ICT or that Information and Communication Technologies play in the field of education. Mixed evidence has been recognized for the effectiveness of different ICT solutions. The vast majority of different ICT interventions do not have any negative effect on the learning of students, as with specific hardware interventions.
Though different programs like dynamic computer-assisted learning programs exhibit amazing results for the secondary schools students in the country which have raised the scores in language and maths as compared to the other learning interventions, However, some of them such as One Laptop per Child programmes in Uruguay and Peru that does not have any influence on math abilities or student reading has not been that effective. In Haiti, a programme for using smartphones for the monitoring of teacher attendance do not have any impact on student outcome or teacher attendance as implementations have proved to be untenable. One Laptop Per Child initiative encountered delays. As the laptops reached the classrooms, after a year, it was reported that above 40 percent of teachers reported that they were rarely or never used for classroom activities.
The software is really effective in case they let the students learn of their own. Computer-assisted learning software, online platforms allow parents and learners to have communication with teachers regarding materials and assignments. They confer free materials which are inclusive of text messages for supporting teachers, interactive whiteboards, televised programs which can be used by parents and educators, in order to design development activities that are age appropriate.
A long history exists that overestimate the transformative nature of technology in different schools. After half a century, as computers were able to gain traction, scholars wonder whether they will be able to replace teachers. According to the report, in schools having technology-rich environment, students may be able to accomplish their students on the interactive displays in lieu of paper
ICT solutions require working in the existing solutions along with existing infrastructure
In accordance with the report, it is a prerequisite to making sure that it is possible to implement ICT in the current systems. A failure in education technology investment occurs as there is limited capacity for maintaining the same or the required infrastructure for their effective working does not exist.


ANNUAL NATIONAL ASSESSMENT
The 2014 cycle of Annual National Assessment (ANA 2014) will be administered in all public and designated independent schools from September 2014.
During this period all learners. The results will be used to report progress related to achieving the goals set in the Action Plan 2014, Towards Schooling 2025. The ANA 2014 Assessment Guidelines have been designed in line with the versions of the curriculum that are being implemented in the phase.
ANA was put in place by the DBE as a strategy to annually measure progress in learner achievement towards the 2014 target of ensuring that at least 60% of learners achieve acceptable levels in Literacy and Numeracy. ANA is one of the initiatives that form the backbone of the DBE’s Action Plan to 2014: Towards the Realisation of Schooling 2025. ANA targets Literacy and Numeracy because these have been found universally to be the key foundational skills for successful learning in school and beyond. The tests are administered in all the eleven official languages in the foundation phase and in the two languages of teaching and learning in the Intermediate and Senior Phase. Necessary adaptations are effected for learners who experience various kinds of learning disabilities to ensure that every learner has the opportunity to demonstrate what they know and can do in the assessment.
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ABOUT MUSIC MAKERS EDUCATION
While programs may use music as a teaching tool, it does not provide all of the benefits that are gained from an actual music class.
Here at Music Makers Education, we believe that music should be one of the fundamental elements in all education systems. Music is universal. It activates the brain and fosters creativity. It gives insight to concepts both simple and abstract. Much can be gained from its aspects that vary from pitch, rhythm, dynamics, ear training, consonance and dissonance, lyricism, and more. Additionally, the encouraging environment supports confidence, creativity, and self-expression, and promotes healthy socialization—which even alone is invaluable for boys and girls.
is a form of math.
Dancing to music
is kinesthetic learning.
Uncovering a new instrument
and figuring out how it produces sound
Learning about the background of music
Hearing and singing lyrics
encourages language development
and verbal expression.
FROM MME CLASSES
♪ fun & enjoyment with music
♪ confidence & self-esteem
♪ improving memory
♪ knowledge of musical instruments
♪ music through movement
♪ emotional expression & development
♪ ear training
♪ learning & singing of fun songs
♪ cognitive development
♪ social connection & development
♪ speech development
♪ cause & effect exploration
♪ coordination & motor skill development
♪ greater understanding of other cultures & their music
♪ positive & comfortable performing opportunities
♪ understanding & application of musical terms


Art education, inspiration and encouragement for children and parents in Arlington, VA
Behind the blue door we looked at Pop art and then went to work....
Enjoy the show
Art Room #5 behind the Blue door was active with engaged students learning the tricks of making a self portrait.
Older children learned how to measure and place the eyes in the center of the face between the top of the head and the chin. Younger children were guided on how to find the middle of the face to place the eyes.
Everyone looked in the mirror and say the shapes of their features before recording the details.
After making a lightly drawn face we traced it with a sharpie marker. We added a background with patterns and textures just like our artist Vincent Van Gogh. Below is a link to a very interesting short video of Van Gogh Self Portraits you and your child may enjoy! http://www.vangoghgallery.com/misc/selfportrait.html
After using the sharpie markers to outline the drawing we wet the background with water before applying paint. We left the skin on the drawing the color of the paper.
Now that the background is completely dry students can add skin color at home. If they don't have skin color paints they can easily use their pallet to mix the right shade for their skin tone.
Where is my Clay?
No kidding - kids love clay - that's why we have clay twice!.
The Thursday class made a clay animal. Sundays class moved into clay "stones" with impressed designs. Each class is a little different-we go at a pace where everyone is a winner.
When will we get our clay back?.
That's the main concern with students. Below is the story of clay from making to firing. Next week I'll have the glaze slideshow.
The below video is how to impress a radial design into a clay slab.
The below video shows how to roll a ball with clay.
Thank you for bringing your child to art and giving them a wonderful experience!
Jean Frank Stark
I make art and have taught to children for over 20 years.


The Lower School’s Early Childhood program introduces your young student to the seemingly magical process of learning. Our Nursery, Pre-Kindergarten, and Kindergarten classrooms are stimulating, colorful environments where children are inspired to wonder and encouraged to discover. During the Early Childhood years, your child can participate in a sophisticated play-based curriculum with faculty members dedicated to making sure your child has a rewarding personal experience every day. Whether the challenge lies in the area of literacy development, mathematical concepts, or personal awareness, children in the early childhood program succeed in an extraordinarily rich, joyful, diverse and supportive family atmosphere.
What Are Forest & Farm Days?
Students in Nursery, PreKindergarten, and Kindergarten enjoy the outdoor, natural classroom of the Wheeler Farm. The day begins with snack and storytime. After this collaborative start to the morning, children as small cohorts go together with their homeroom teachers to their forest classrooms to enjoy inquiry-based learning, mindful moments, observations of nature and fun playing and exploring together. Note: these three grades will be located for the entire school year 20-21 at The Farm in new classrooms, giving them daily access to the outdoors. Read our.
For more information on Forest & Farm Days and the Lower School at Wheeler, contact Meg Kiley in the Enrollment Office at (401) 421-8100 or email her at


Music is part of our lives so profoundly that it’s no surprise some of the top apps downloaded are music apps – but did you know that the benefits of music are even more profound for children who are actively engaged in studying music on a regular schedule? Study after study show multiple benefits for kids who take music lessons, even long after their childhood is over. Here are some of our favorite benefits of music lessons for children.
- Higher IQ Scores After Music Lessons – A 2004 study compared children randomly assigned to drama, music, or no lessons and found children who regularly did music lessons scored higher on IQ test later in their schooling.
- Perseverance – Children who study music have to learn how to break down complicated challenges into achievable tasks and then conquer them over time. This means they practice persistence and grit on a routine basis. These skills carry over to other areas of life for the rest of their lives.
- Memory and Executive Skills – This study from Boston showed that both children and adults who study music showed improved mental skills. These improvements showed up not only in memory but also executive functions like information processing and decision-making.
- Speech Processing – One fascinating study by Northwestern University showed that processing skills were higher in adults who studied music four or more years as a child, even if they hadn’t continued studies as an adult.
- Confidence and Creativity – Music education helps teach a child confidence in themselves, their own ability to learn and grow, and in the social skills required to achieve a collaborative effort in group performances. Self-expression is also enhanced through learning to not only perform a music piece but to put their own unique perspective on the performance.
With so many benefits to music lessons for children, it’s no wonder that parents are looking for ways to assist their children in developing musical skills. Be sure to sign up with Hoffman Academy for their free resources to help you get started! If you’ve seen benefits of music lessons for your children share your story on the hashtag #HoffmanAcademy!