As classes transitioned online, students at the Mary Lou Fulton Teachers College were forced to adapt to new methods of learning and teaching. One of the results is ASU's new online learning platform, which allows teacher candidates to continue to make connections with pre-collegiate students through online tutoring and broadcasts.
The Sun Devil Learning Labs program was created to not only enhance online learning for younger students but also to give teacher candidates experience. Previously, teacher candidates were placed in in-person internships and residencies to complete program requirements.
The lessons are done through Zoom and broadcasted on YouTube. Students can log in and access the live sessions in a remote learning environment.
ASU teacher candidates begin by developing their lessons which are held over Zoom. From there, the lessons are streamed on YouTube and categorized by the intended grade level.
Allison Williams, a senior majoring in elementary education, said the lab serves as a learning portal for students to help supplement learning.
"It's a space for students who are interested in learning and enjoy interacting with the teacher candidates," Williams said.
Adaptation has been imperative at ASU colleges like the Teachers College, where COVID-19 complications have created all-new problems to be solved.
"It's been a completely different experience from anything else I've done before," Williams said. "It's the new frontier of learning."
Kelly Owen, clinical assistant professor at the Teachers College, said the labs launched quickly to meet the needs of ASU students. This was made possible by utilizing technology at the Teachers College and past financial contributions from donors, she said.
Owen initially discussed ways to adapt to remote teaching with her coworkers and bosses â six days later, the prototype of Sun Devil Learning Labs launched. Some sessions had up to 20 participants per class, and an early version of Sun Devil Learning Labs was viewed around a thousand times per day.
"When we started building this project I got chills because ... this is civics in action," Owen said. "This is a group of teachers saying, 'This is a giant crisis, what do we have to offer our community?'"
The lab is made possible by more than 300 students, upwards of 20 faculty members and numerous teams at the college.
Sun Devil Learning Labs workers are split into teams. Teacher candidates already working as teachers were put into groups based on the subject they wanted to teach, while others for each grade work together and rotate teaching days.
Teacher candidates receive feedback throughout the lessons and are supervised and coached along the way.
Student workers, called educational technology champions, are also a part of the teams. They provide assistance to everyone working with the Sun Devil Learning Labs by overseeing the live streams and ensuring each grade level Zoom connects to their correct YouTube channel.
Jodie Donner, lead technology strategist at the Teacher's College, works with these students.
Donner said YouTube's copyright requirements have been an unexpected obstacle, but teacher candidates are working through the difficulties.
"Teacher candidates have gone through digital citizenship modules so they've learned about copyright and fair use," Donner said. "But this is the first time they've had to really implement it in this live setting."
If a channel is flagged for a copyright issue it could be suspended for a whole day, meaning no lessons can be given for the rest of the day.
Meredith Toth, assistant dean of digital learning, said the copyright issues are a growing pain that must be solved, especially because she is hoping to implement the labs long term.
"Students in any of our programs, whether seeking teacher certification or not, could have an opportunity to think about how to convey concepts to a certain audience," Toth said. "This concept of breaking down complex ideas for an audience that is new to those ideas is at the core of what we do."
As this new frontier expands, Toth is hoping the platform will become a resource for schools, parents and communities to use as a positive trusted source for additional educational content and learning.
"It gave me a sense of optimism that whatever comes our way, we'll get through it and even better, we'll know how to do something good with the situation," Toth said.


Quack, quack, neigh! These farm color posters are a-dor-a-ble! Did I stress that enough? If you teach a farm animal theme in preschool, these Preschool Farm Animals Color Posters and I Spy Color Game are a must. Just print and go for awesome classroom posters AND an interactive game!
Exploring colors in preschool is obviously crucial. And you can do it in so many ways! These preschool classroom posters feature nine different colors and farm-themed items, labeled in English and Spanish!
The full page printable preschool posters include: Yellow (amarillo) bird, white (blanco) duck, blue (azul) pond, red (rojo) barn, pink (rosado) pig, orange (anaranjado) cat, green (verde) tractor, brown (marron) horse, and a gray (gris) goat.
Iâve also included two versions of the farm animals posters. One displays the English word first, while the other highlights the Spanish color word first.
Wait, thereâs more! Finally, you may enjoy playing I Spy to teach colors with printable cards to hide around the room. This fun learning activity also includes cards and game boards in both English and Spanish.
Color Recognition Activities for Preschoolers
Learning colors is a natural topic for toddlers and preschoolers. We can incorporate it into all learning, from dramatic play to sensory play. Color activities for preschool should be meaningful and hands-on.
Color activities for kids might include:
- Color sorting activities
- Students can find hidden objects (blocks, pom poms, buttons, etc.) in the sensory bin, then sort them into buckets by color. Similarly, you might place different colored objects into a busy bag for children to play with on car rides or while waiting at a restaurant.
- Color code the pretend play area when possible by grouping items of the same color, or asking children to color match as many items as possible.
- Clip cards provide fine motor skill development while working on colors.
- Incorporate colors into virtually any preschool theme by simply pointing out colors, naming them, labeling them, and talking about them!
How to Use the Fun Farm Color Posters
Tools youâll need
As an Amazon Associate I earn from qualifying purchases.
Teaching farm animals to preschoolers, or color recognition for preschoolers, is easy with these printables! Iâve done the work for you, so just print, protect, and go!
Use the posters on a bulletin board, or during circle time.
Place the I Spy cards around the room for students to find when they finish work early. They will need the coloring page to color each space as they find it.
Create sets of farm animal flashcards for preschoolers to take home for extra practice.
Use the posters as an opportunity to teach Spanish words to English-speaking students, or vice versa!
Use the full-page printouts as mats in a color sorting activity.
More Farm Animal Activities for Preschool
Preschool farm-themed activities can extend far and wide! Here are just a few ideas that include multiple curricular areas.
- Create farm animal shapes from pattern blocks
- Make/extend âfenceâ patterns with colored craft sticks
- Use farm-themed shapes/animals as number cards for children to put in sequence
- Practice subtraction by âShearing the Sheep,â ie., removing cotton balls with tweezers
- Build a barn with toothpicks and marshmallows, or straws, or craft sticks
- Read farm-themed stories: âPete the Cat: Old Macdonald Had a Farm,â by James Dean, âPigs,â by Gail Gibbons, or âNo Sleep for the Sheep!â by Karen Beaumont.
Our Favorite Farm Theme Books for Kids:
We canât live without these!
Once your childâs creativity is sparked with this fun activity, take it a step further with these engaging resources:
Night Night FarmThe Cow Said Neigh! (picture book): A Farm StorySheep in a Jeep (board book)World of Eric Carle, Around the Farm Little First Look and Find â PI KidsClick, Clack, Moo Cows That TypeTouch and Feel: Tractor


How will I ensure my child is school ready? After the birth of her son, this was the question that inspired Danielle, a primary school teacher, to bring Before Big School to life. Drawing on her experience and knowledge from the early childhood classroom a practical parent's guide to school readiness was created. Before Big School explores the academic, emotional, and social aspects of school readiness and is filled with practical ideas and activities which can be embedded into your day. With a focus on incidental, meaningful and play-based learning experiences, Before Big School aims to assist parents in preparing their children for school without the use of structured learning- no flashcards or worksheets required. Each chapter focuses on a component of school readiness and delves into the why and how. Academic components include early literacy and numeracy skills, curiosity and play, fine and gross motor skills, and catering to different learning styles. Social and emotional components include managing nerves, independence and organisational skills, social skills and friendships, problem solving and resilience.


The European Network for Visual Literacy (ENViL), a European network of art educators, curriculum developers, researchers and teacher trainers for the school subjects related to Visual Literacy, was set up in 2010 and now includes more than 50 representatives from eleven European countries. Based on the concept of the Common European Framework of Reference for Languages, in 2015, the network developed the Common European Framework of Reference for Visual Literacy (CEFR-VL). The framework comprises competences, attitudes and situations where they can be observed, developed, and documented. Activities are grouped in responsive and creative components, like the Hungarian Visual Skills Framework developed in 2009-2011. Novel elements of the framework is the emphasis on affective components like intercultural consciousness, self-awareness, responsible citizenship and capacity to act. Competences are embedded in reflective activities in this flexible system, where experimentation, envisioning and empathy is appreciated. This paper discusses the precedents of the framework, its constituents and structure, outlines the main contents of the CEFR-VL and shows how it can be employed in the praxis of art education for policy makers, curriculum designers, teachers and trainers and authors of textbooks.
Keywords: visual arts education, framework of visual competences, educational assessment


Technology has, for sure, become an integral part of our daily lives. Almost every job and most schools have some degree of technology built into their daily routine. Plus, you might see the âQWERTYâ keyboard almost everywhere you go. Thus, in the 21st century, learning how to type seems to be part of a schoolâs curriculum along with the other foundational skills of reading and math. Hence, for a kid, it is a crucial skill. Learning how to touch type helps anyone at any age to be efficient and fast.
If you ever walk into a classroom, you might still see a few students âfinger-pickingâ at the keyboard. Some are fairly quick while others take longer to type a document. Regardless, typing proves to be a time-saving skill. You wouldnât have to keep looking for letters one by one, and as you develop speed, you would get your work done within the shortest time possible. Additionally, there are other benefits for kids who learn how to type.
- Typing improves spelling and grammar if you can access an accurate checker.
- Typing provides a helpful tool for students who struggle academically by improving motor skills through navigating the keyboard.
- This skill enables students to succeed who otherwise have trouble with handwriting.
These advantages cross over to other areas of learning such as language acquisition, mastering a musical instrument, and creating a narrative.
As you can see, the skill of typing comes with its own set of perks. So how can you go about teaching your kids how to type? For starters, you can show them the correct sitting posture to use. Not only does proper posture prevent back and neck issues later in life, but it also helps increase productivity which benefits your child in the long term.
Next, youâll demonstrate the correct hand position. This will give your kids a sense of where to place which finger when hitting the keys. You can also make the comparison between typing and playing a video game. If you donât know where to place your fingers, you canât operate the controller correctly.
Finally, you can make this process enjoyable for them by including some fun typing games for kids. Games tend to be more engaging than just drills alone. Plus, most games allow kids to keep track of their speed and accuracy.
In recent years, you may have encountered several typing games. However, some games prove to be more effective than others. One game, in particular, Type Fighter, has emerged as one of the most engaging for teens. It is a game where the person plays against an AI adversary by typing words as fast as they can against their opponent, and the one with the highest score wins. It improves speed and efficiency.
There are also several other typing games for kids that are available. They can range from simple online exercises to writing blogs and researching topics that interest them. They include the following:
- TypingClub is a website aimed at helping kids learn typing. With over 600 lessons, plus many videos and games, TypingClub covers everything from basic to highly advanced skills.
- TapTyping â Typing Trainer transforms what kids love to do into an educational activity. Many kids love to use smartphones or tablets for typing purposes, so TapTyping â Typing Trainer teaches the proper touchscreen typing skills. With stats on how accurate or fast they type, kids can easily track their progress.
- ABCya is an educational website with games aimed at young grade-schoolers. With free keyboarding games, kids who are taking their first typing steps will find the activities to be quite fun.
All in all, knowing how to type is a needed skill. The earlier one teaches or allows the child to learn, the better. After all, the ability to type from an early age helps kids to focus on what they are composing rather than just finding the letters and characters. Nonetheless, the teen years still present an opportunity to acquire this skill, and with many typing games for kids that are available, your son or daughter is sure to find the best site for practicing their keyboard prowess.
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Commentary | GED never intended to serve teens
Senate Bill 97, which the Kentucky General Assembly passed in 2013, raises the compulsory school attendance age from 16 to 18 for all Kentucky public school districts once 55 percent of districts voluntarily adopt such a policy. This took only two weeks in 2013. Because of the vision and leadership of these local boards of education, now all Kentucky school districts have adopted a policy to raise the dropout age to age 18, with the vast majority of districts implementing the policy in the 2015-16 school year.
As a result, local districts are contacting students between the ages of 16 and 18 who have dropped out of school so the students can re-enroll in school this fall.
The recovery of young adults who have made the unwise decision of dropping out of school is an economic, moral, and civil rights imperative for Kentucky. For too long, Kentucky has chosen to forget about these students and hoped that they were able to find their way in life. For too many of these students, the path forward has led to unemployment, dependency on social programs and for some, incarceration. More than 70 percent of the inmates in our nationâs prisons are high school dropouts.
The recovery of these young adults presents a tremendous opportunity for our schools and communities. The Kentucky Department of Education provided planning grants of $10,000 to assist school districts with this transition. Implementation grants also were provided to assist districts. And it should be pointed out that students who re-enroll are included in federal, state and local per pupil funding.
As with any new initiative there have been some missteps with implementation of the recovery system. Recent media articles have drawn attention to isolated cases of students caught in the middle of the transition to raising the dropout age.
One of the transition issues is related to the GED. For many years, high school dropouts looked to the GED as an alternative to a high school diploma. The GED was not intended for students between the ages of 16-18. The GED was intended for adults who were seeking to re-enter the education system to gain credentials that could help them gain better employment opportunities.
A leading economic researcher, Dr. James Heckman, has well documented evidence that 16-18 year old high school dropouts who seek a GED have no better economic future than high school dropouts. Todayâs economy does not support high school dropouts. There is substantial research to show the earnings difference between a high school dropout and students who move forward to a high school diploma and postsecondary credentials.
Also, the GED has made a major shift in the level of performance expected to pass. The GED transition was based on the academic and career skills that students need in order to be competitive in the current economy. Very few of the students who have dropped out would be able to pass the new GED without significant support in literacy and numeracy skills. What better place to receive this support than in our public schools?
While Kentucky is shifting to a higher dropout age, there will be a number of students caught in the transition over the next two years. We must seize this opportunity to be creative and innovative. Schools districts must look at innovative ways to provide educational opportunities to these students. Educators must use common sense. It makes no sense to tell a 17-year-old who will turn 18 in December and has only a handful of high school credits that he/she must return to school and enter traditional credit coursework. Instead, educators should look for creative alternatives. Educators should utilize the plans created as the result of the planning and implementation grants provided by the Kentucky Department of Education. Educators should look for community-based solutions that would provide academic skills in a competency-based model and career and technical skills in work-based learning model that would provide the students caught in the transition with an improved hope of job readiness.
The alternative is doing nothing and continuing to ignore these students. This alternative would only serve to sentence these students to an outlook based on poverty, despair and hopelessness.
Terry Holliday is the Commissioner of Education for the state of Kentucky


In India, for instance, compulsory education spans over twelve years, with eight years of elementary education, five years of main education and three years of higher major education. Various states within the republic of India provide 12 years of compulsory college education based mostly on a nationwide curriculum framework designed by the National Council of Educational Research and Training. Education is the method of facilitating studying, or the acquisition of data, skills, values, morals, beliefs, habits, and private improvement. Education originated as transmission of cultural heritage from one generation to the next. Today, educational targets increasingly embody new concepts such as liberation of learners, critical thinking about introduced info, expertise needed for the fashionable society, empathy and complicated vocational expertise.
Education refers again to the discipline thatâs involved with methods of instructing and learning in colleges or school-like environments, versus numerous nonformal and casual technique of socialization. EducationUSA is dedicated to selling the range of U.S. larger education to assist worldwide students discover their best fit. Should you, nonetheless, not discover what youâre looking Education for please ship an e-mail to and we are going to gladly help. From education news to motion alerts to member benefits-weâre right here that can assist you achieve your career, advocate in your college students, and support public education. Institutional racism prevents students from getting the alternatives they deserve. See how one can convey racial and social justice into our faculties and remodel our communities.
Automation is due to this fact thought-about to be a important component in a ârace between education and technologyâ. Automation applied sciences and their utility might render certain currently taught skills and knowledge redundant while rising the necessity for other curricula â such as materials related to the applying of automation. Moreover, the fabric currently being taught is in all probability not taught in a highly time-efficient manner and analyzing academic issues over time and utilizing related types of pupil feedback in effectivity analysis had been found to be necessary. Studies have proven that active learning rarely applied in schools is extremely efficacious. Studies found that large open on-line programs offer a pathway to employment that at present bypasses standard universities and their diploma programs while usually being extra related to contemporary financial activities and the studentsâ pursuits.
We asked readers throughout the country how theyâre tackling these new challenges. The landslide vote to remove three school board members minimize throughout ethnicities and income levels. But Chinese American voters and volunteers had been essential to victory, organizers say.
The Organisation for Economic Co-operation and Development has discovered that faculties are most likely to perform greatest when principals have full authority and responsibility for making certain that students are proficient in core subjects upon graduation. They should additionally search suggestions from students for quality-assurance and improvement. Governments should restrict themselves to monitoring scholar proficiency. In most countries at present, full-time education, whether or not at college or in any other case, is compulsory for all children as much as a certain age. Due to this the proliferation of obligatory education, combined with population progress, UNESCO has calculated that in the subsequent 30 years more folks will receive formal education than in all of human history thus far. This concentration of learning in a formal atmosphere allows kids to learn much more of their culture than theyâre able to do by merely observing and imitating.


Today, our Japan flag coloring pages display power and endurance. Download the free printable coloring pages, grab your red and white crayons, and create your perfect flag of Japan picture.
These unique drawings, inspired by the national flag of Japan, are perfect coloring fun for kids of all ages and adults.
FREE PRINTABLE Japan flag COLORING PAGES
Today we are celebrating our country flags series with this free Japan flag coloring page. This flag has a red circle, symbolic of the sun, in the center of a white background. Known by the name Hinomaru in Japanese, meaning âcircle of the sun,â because of the spectacular sunrises in Japan! This flag is âdayâ whereas we can create the free Pakistan flag for ânight.â
This article contains affiliate links.
The Blazing Sun Flag of Japan Coloring Page
Our first page in this coloring sheets set, a drawing of the Japanese flag, features a large center circle. Once you color the white background behind the blazing red sun the scene is majestic!
This is a simpler line drawing that works great for younger children.
The Recognizable Japanese Flag Coloring Page
Our second number coloring pages in our pack features the unmistakable Nissh?ki(flag of the sun), flying high over the Pacific Ocean. Thereâs lots of empty space so older kids can add other details to make beach coloring pages. Younger kids can also use a larger crayon or paintbrush without a problem on these white pictures.
Download & Print Free Japan Flag Coloring Pages pdf Here
SUPPLIES NEEDED FOR JAPAN FLAG COLORING SHEETS
This coloring page is sized for standard letter printer paper dimensions â 8.5 x 11 inches.
- Something to color with: favorite crayons, colored pencils, markers, paint, water- colorsâ¦
- (Optional) Something to cut with: scissors or safety scissors
- (Optional) Something to glue with: glue stick, rubber cement, school glue
- The printed Japan flag free coloring pages template pdf file â see button below to download & print
Developmental Benefits of Coloring Pages
We may think of coloring pages as just fun, but they also have some really cool benefits for both kids and adults:
- For kids: Fine motor skill development and hand-eye coordination develop with the action of coloring or painting coloring pages. It also helps with learning patterns, color recognition, structure of drawing and so much more!
- For adults: Relaxation, deep breathing and low-set up creativity are enhanced with coloring pages.
More Fun Flag Coloring Pages & Printable Sheets from Kids Activities Blog
- We have the best coloring pages summer collection for kids and adults!
- We have more flag fun with this flag craft.
- Check out our blog archive for these free printables of American flag coloring pages.
- If you love flags, youâll love these creative activities with the Mexican flag too!
- Download & print these free colouring book pages of the American flag.
- Make your own Irish flag with this free printable tutorial!
Did you enjoy the free Japan flag coloring pages?


NES Elementary Education Test
Are you interested in helping to mold and lead todayâs youngest minds? If so, youâve come to the right place! If youâre on this page, youâre likely nearing the end of your training to become an elementary school teacher. This particular line of work is a highly important one, as youâll be laying the foundation for countless children in terms of their early educational development and academic success.
Thereâs no doubt youâve endured extensive training in coming this far. Now you will have to show what youâve learned by earning a passing score on the NES Elementary Education exam. The NES, also known as the National Evaluation Series, is meant to assess how prepared you are to teach professionally, based on your practical knowledge of your field of expertise and how to lead a classroom in that particular subject.
The Elementary Education exam is unique in that it splits up into two different subtests. Both of them feature 75 questions each, all of them being in multiple choice format. You will receive 90 minutes to complete the first subtest, and an hour, 45 minutes to complete the second.
Each of the subjects covered by the Elementary Education exam are relevant to the curriculum you will be expected to cover as an elementary school teacher. Subtest I covers Social Studies (38 percent) and Reading and English Language Arts (62 percent). Subtest II deals with The Arts, Health, and Fitness (12 percent); Science (38 percent); and Mathematics (50 percent).
The Mometrix Test Preparation team wants to see you succeed. Thatâs why we strive to offer you only the highest quality study tools. On this page, you will find our NES Elementary Education practice test and NES Elementary Education study guide. Both of these tools are designed to give you a deeper understanding of the Elementary Education exam in terms of its content and structure. We hope they will serve you well as you prepare for this important exam. Good luck!
NES Elementary Education Practice Test
Mometrix Academy is a completely free resource provided by Mometrix Test Preparation. If you find benefit from our efforts here, check out our premium quality NES Elementary Education study guide to take your studying to the next level. Just click the NES Elementary Education study guide link below. Your purchase also helps us make even more great, free content for test-takers.


Text writer and editor
Life at School
With so many types of schooling available, the offer could be very different from one school to another. Generally though, lessons were taught through repetition. Students learned either by copying writing from the blackboard onto slate tablets with slate pencils, or verbally repeating the instructorâs words.
The three Rs and more
While the lessons and subjects varied, with some schools offering more variety or speciality than others, education was focused primarily on the three Rs: Reading, wRiting, and aRithmetic. These were thought to be the main pillars needed to be productive in society. Other subjects were often tailored to both the type of school, with some being more vocationally minded than academic, and gender with girls learning more domestic skills such as sewing while boys learned more technical skills and sciences. Physical instruction also became a popular subject in an effort to improve the health of students.
Healthy children make for healthy minds
Just as with lesson plans, the conditions in schools varied greatly. Despite efforts to improve housing and public health in the late 19th century, some children were not receiving the nutrition they needed, partly due to their poor backgrounds and lack of information on healthy diets. In 1890 the London School Board appointed medical officers and later school medical examinations were ordered to catch ill children early. In 1899 the London School Board addressed concerns about the ânecessitous condition of the children due to want of proper nourishmentâ and began to offer cheap or free school meals.
Initially teachers were not necessarily trained, but could be individuals simply with the ability to read and write. Eventually though, as it became more recognised that a universal standard should be met in schools and pupil numbers increased, training became more essential. In 1834 training schools were established for teachers in elementary schools. The main components of the curriculum included English grammar, good handwriting, geography, history and arithmetic; reflecting the subjects taught to pupils.
Records of inspectorate reviews as well as the reminiscences of former pupils offer a glimpse of how local teachers were viewed, both professionally and personally.
Miss Margaret Whyte was the first headmistress of Sutton High School, a private institution, which opened its doors to 80 pupils in 1884. A pioneer in the organisation of the education of girls, she was highly thought of by former pupils as âa very vigourous woman of outstanding personality. Her features were strong and rugged, her handwriting was large and bold and in all her ways, likes and dislikes, there was nothing petty.â
However, a 1905 inspectors summary report for New Town Boys School in Sutton did not look so favourably upon teachers there. It was noted that âdiscipline is very lax in the third and fourth standards, and the teacher of the third standard is weak in both discipline and teaching power. There is need of firmer control, better teaching methods, and closer supervision before the school can rise to a higher level.â
Even with trained teachers, the numbers of students attending n was so great that additional assistance was needed in the classroom. Sir James Kay-Shuttleworth, Secretary of the PCCE, was responsible for introducing a new system of pupil-teachers, more advanced students who could instruct others, within schools. He had witnessed a thirteen year old boy taking over a class at a workhouse when the schoolmaster was sick and in 1838 sent a report on The Training of Pauper Children recommending the adoption of the formal pupil-teacher scheme.
In 1846, the scheme was launched with thirteen to eighteen year olds becoming apprenticed to the headmaster for five years and examined annually by Her Majestyâs Inspectors (HMI) on a graded syllabus.
HMI Burn inspected New Town Boys School in 1892 and reported that pupil-teacher, Charles Way, âpassed fairly but he should attend to Geography, Euclid and Algebra.â Pupils like Charles were paid and learnt from observation and practical application, so their knowledge in specific subjects was reliant on the headmasters that mentored them.
After the Elementary Education Act 1870 training took place in separate establishments, called pupil-teacher centres, which later converted to secondary schools. Pupil-teachers were instructed both in the subjects and effective ways of teaching them to others.
Â© Sophia Marion Patel


This resource provides supplementary learning activities for ESL students at the early stages of numeracy and literacy development. It features a range of tools which assist students to complete the activities independently including visual and audio support and simple written instructions.
Â© State of New South Wales, Department of Education and Training, 2013.
NSW syllabus outcomes
(MAe-4NA) counts to 30, and orders, reads and represents numbers in the range 0 to 20
Australian curriculum content descriptions
(ACMNA001) Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
(ACMNA002) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
- Resource type:
- Interactive Resource
- ScOT topics:
- File type:
- Centre for Learning Innovation
- State of NSW, Department of Education
- Date created:
- Monday, 12 July 2010
Resource ID: 067c2cd4-9dd0-4b96-87a0-0f8b55d323b0


Floridaâs third grade reading scores were released a few weeks ago. Statewide, 54% of third graders are reading on grade level compared with 58% in 2019. While the pandemic stagnated student learning, these scores reveal that we need to approach reading instruction in a new way.
The ability to read both changes and saves lives. Poor literacy skills lead to greater high school drop-out rates, incarceration and lower lifetime earnings. Research shows that students not reading on grade level by third grade rarely catch up. As students in fourth grade transition from learning to read, to reading to learn, students fall further behind.
In February, I presented to the Florida House of Representatives Early Learning and Elementary Education Subcommittee on the science of reading, which is the collection of evidence of what we know about how children learn to read. Based on decades of research, it reveals how reading skills are developed, what happens in the brains of students who struggle and how to teach the complexities of reading. Recently, a racially diverse Florida school that implemented this type of instruction saw a dramatic increase in proficiency with 84% of their third graders reading on grade level.
Teachers are best positioned to impact studentsâ reading performance, but many are not adequately equipped in the science of reading. We must strengthen their ability to provide quality reading instruction through meaningful professional development and support.
For instance, the Florida Department of Education offers free access to the Flamingo Literacy Matrix online professional development system for thousands of teachers statewide. Created by the University of Florida Lastinger Center for Learning in partnership with the state, this professional development program improved teacher knowledge by an average of 82%.
We must also recognize and empower parents and caregivers as childrenâs first teachers. Access to quality books and other print materials is a critical first step in setting children up for success. To unlock the full power of books, families need access to practical and engaging resources, tools and strategies that lay a strong foundation of language and literacy development.
This spring, Rep. Dana Trabulsy introduced and shepherded a bill championed by House Speaker Chris Sprowls to address these challenges. Dubbed the New Worlds Reading Initiative, it is a statewide book delivery and family-engagement program that provides monthly book delivery to struggling readers between kindergarten and fifth grade. Recognizing that books alone wonât eradicate illiteracy, the initiative will engage school districts and community organizations to promote reading and build familiesâ capacities to improve childrenâs reading abilities.
This and other legislation that support, statewide, the science of reading professional development pathways, help build the comprehensive system necessary for a literate Florida. By equipping teachers and parents with the right tools, we set children on a trajectory for success. Through our libraries, schools, faith-based organizations and stateâs many resources, we can build a Florida with confident readers who have a love of reading that lasts for generations.
Dr. Paige Pullen is chief academic officer of the UF Lastinger Center for Learning.


Read Part 1.
Creating an Ensemble
- Determine how you will select students for the ensemble. Do you want to hold auditions and keep the ensemble limited? Emphasize to students that being in the group requires extra rehearsals, home practice, and more performance time.
- Decide at what level of expertise and maturity you want your group to perform. Strolling groups may be formed with students at any level of instruction, from elementary though high school.
- Give special encouragement to students before their first strolling performance. It may be intimidating if they have never performed from memory, while moving, and face to face with the audience.
- New strolling students may need to start off playing music from a stand by the piano. As they memorize the music and feel more confident performing, they can progress to strolling in the show.
- Short, upbeat pieces with a clear melody work best for strolling ensembles.
- Strolling music should have a strong pulse and even phrasing (four-bar phrases are the easiest for students to memorize and move to).
- Select music that your students will be able to play well.
- For your first strolling performances, choose music with the violins in unison and with the violas at the same pitch level or an octave lower. This will help your group sound fuller and stay together rhythmically.
Next Week: Strolling Strings, Part 3. Information on conducting rehearsals, planning movements, and holding performances.
Getting Started with Strolling Strings, by Robert Gillespie, Beth Gilbert, and Mary Lou Jones. Â© 1995 MENC.
â Nicole Springer. March 4, 2009. Â© National Association for Music Education.


Blog For Early Pre School And Pre School
Hello, dear parents!
We had fun- filled week! We had a wonderful time exploring areas and playing with our friends.
How Early Preschool and Preschool spent their week?
Cooperative game: Working on gross motor skills helps a child gain strength and confidence in his/her body. It also helps them to get exercise and physical activity, which is important for a healthy lifestyle. Developing these skills helps a childâs ability to do more complex skills in future activities.
We encourage our children to develop through gross motor activities. So, planned our game on their gross motor skill development. The game went like this: we fill a tub with water and put colorful balls inside, after that we asked our kids to take their shoes and socks off and then they take a turn to take the ball from the tub by using their legs and put it on the basket near them. It was full of fun to see the kids on such activities. The challenge they faced in this game was, they were struggling to hold the ball it kept slipping down as it fell from their feet after they held it !! That was a fun way of developing gross motor skill for our childrenâs. We enjoyed the game.
Literacy; - This is the time to create and share our story with our friends. We drew our stories on our journal book. We had lots of stories to share. Some of us drew our mum and dad, others where busy drawing and decorating rainbow that was such an amazing session to see our kids in such way.we love to hear and share our stories with our friends!!
Science;-this week in our science class we continued to work on the means of transport by discussing and having lots of means of transport pictures. We drew a sky, land and water on our whiteboard, we let our kids to choose any picture from the given one and identify the means of transport and stick(Match) the pictures where they belongs . They all tried their best! It was an easy and fun way of teaching our kids about types of transport.
Art; - We incorporate our art lesson with our science class. We discussed and planned to make a boat by using different shaped and colorful paper and glue.We fold the circle shaped in to half and stick the triangle shape paper on the top of the paper. After that we pick the little circle ones and Stick them on the bottom of the boat. After that we all got our amazing boat. It was such a fine art work we all liked it.
Math;- Measurement is an important math skill that everyone needs to know. Kids understand basic measurement vocabulary and concepts. Weight, height, length â¦ these are just a few essential measurement words of which kids begin to understand the meaning.
They also start to compare, order, and sort items based on these ideas. When we work on measurements we get lots of objects like water bottles, pencil, markers colors,Lego and many more to teach our kids about comparing "big "and" small" objects.
They pick different objects they want to compare and display for their teachers and friends how big and small that object is. Our kids find this so familiar because they used to compare their water bottles, shoes and bags on their own way out of the class. It is wonderful to see kids exploring their world in their own way.
Preschool and Early Preschool Explorations schedule
Monday - Cooperative Game
Wednesday â Science
Thursday â Math
Friday â Library
Tuesday â Music
Wednesday â Art
For Early Preschool
Monday âCooperative Games
Wednesday â Science
Friday â Math
Monday - Music
Friday â Art
The weather is changing so donât forget to put a hat and sunscreen in your childâs bag.
On our Art days try to send the children with Art friendly clothing.
Donât forget to return Library folders on your childâs library days. Have an amazing weekend!!


Phonics is taught daily to every child in EYFS and Y1 and to children that haven't yet mastered phase 5 phonics in year two. We follow the Little Wandle phonics scheme in school.
Phonics Statement of Intent
At Lakenheath Community Primary School, we value reading and writing as a key life skills and are dedicated to enabling our pupils to become lifelong readers and writers. It is important to remember that these are skills that are not only used in the subject of English but are also essential if children are to successfully access the rest of the curriculum.
We teach a DfE validated systematic and synthetic phonics daily throughout the EYFS and Year 1 which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. We also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
Whilst children are developing their independent reading skills their reading books are closely matched to their phonics knowledge with a focus on decoding, fluency, prosody and comprehension. There is also the expectation that these are read at home too to further develop and embed skills learnt in reading sessions. We have purchased e-books to ensure parents can have access to the same decodable books that they read in school.
The importance of these early reading and writing skills cannot be overlooked as they so greatly affect a childâs learning in most other areas of the curriculum and will do throughout their schooling and future careers. Consequently, it is our intent that all staff are well trained to teach phonics as it is so important to the future successes of our children. Furthermore we recognise that the need for phonics instruction does not necessarily stop upon entering Key Stage 2 and we provide Rapid Catch-up programme for children who may need it.
We all use the same language, routines and resources to teach children to read so that we lower childrenâs cognitive load. The Reading and Phonics Leaders regularly monitor and observe teaching; they also use the regular assessment data to identify children who need additional support and gaps in learning.
In 2022, we were delighted that the percentage of our children passing the Phonics Screening Check was in line with the national average. It is our intent to maintain this standard and to strive towards exceeding it. That said at Lakenheath Community Primary School we pride ourselves on celebrating progress from a childâs starting point.
We are also know that 'Reading for pleasure is the single most important indicator of a childâs success.â (OECD 2002). We value reading for pleasure highly and work hard as a school to give children and families opportunities to immerse themselves in a wide range of books, including books that reflect the children at School and our local community as well as books that open windows into other worlds and cultures. We read to the children daily; and children have regular opportunities to read in school both independently and guided. We have reading challenges that include quality texts to ensure every child has access to rich texts.


How to Make a Leaf Mobile
In this post I wanted to explore different ways of how to make a leaf mobile with children. A leaf mobile can be done with easier or more difficult versions, depending the childrensâ ages and abilities. For older children (about 10 years and up) really fine string or fishing line can be used. This will promote continued fine motor skill development, hand eye coordination, and dexterity. Using thicker string or twine makes it easier to do.
To make it easy enough for younger children to manage, have them glue leaves to cut out pieces of paper, hole punch and then tie a string through. Alternatively, with large leaves they can just hole punch a strong part of the leaf and tie the string through the hole (this will only work for thicker leaves). Either option makes it much easier for them to tie the string to the leaf piece and then tie the other end onto a stick. Again, this is a great way to encourage and support fine motor skills and scissor skills. Once the leaves are attached to strings they can then be tied onto a stick and hung up for display.
What you need to make a leaf mobile
- Glue stick
- Hole punch
Questions to ask
- Why did you choose that leaf/those leaves?
- Why did you arrange them this way?
- What could you do or add to make yours more interesting? e.g. For a challenge children can add additional rods (sticks) to hang leaves off on each side of the main stick (they would need to balance). This would require balance, and would make it more like âKinetic Artâ such as Alexander Calderâs mobiles.
What they get from making a leaf mobile
This is a fun way to get children to use and develop fine motor skills. Beyond this, this activity requires children to plan, evaluate and make decisions to create their piece of work based on aesthetic appeal. They also need to consider how to get their artwork to âbalanceâ. If children make more complicated mobiles with additional rods (sticks), they will need to plan and adjust their work as they go along to ensure that all the different parts balance.
Take it further
Please see my post on Autumn Leaf Activities for Children for additional activities to do with leaves.
As discussed above there are a range of ways to make this activity easier or harder depending on the skills and abilities of the person doing it. Using different materials or setting different expectations can make it more or less difficult for children to do.


âCoding is only for computer programmers,â âCreative people donât code,â âCoding is boring.â
These are some very common misconceptions about coding. In reality, coding can be a fun and creative activity for anyone, and our educators can easily enhance their everyday curriculum using code. Incorporating code into the classroom can help students develop skills such as critical thinking, problem solving, creativity, and communication.
Todayâs kids are growing up in a digital world. As parents, educators, and community members, we all want to ensure our children have the skills they need to be prepared for the future. But, letâs face it, most of us already have a lot on our plate. However, itâs easier than you might think to incorporate coding into subjects that are already being taught in the classroom.
Letâs explore how coding can be integrated into five different school subjects:
Art education is vital to childrenâs developing brains. It is known to promote brain activity, creativity, problem-solving, and motor skills. Additional benefits of arts exposure can range from physical, emotional, and mental well-being. Understanding the value of such benefits inspired KCJ to create Art:bit. Art:bit, an app that connects with micro:bit, helps to bring out studentsâ creativity through coding. Students can design their own animations by utilizing block-based coding and physical computing. Art:bit activities are so simple and colourful, perfect for captivating students and turning them into creative animators.
When teaching students about different cultures from around the world, try Scratch! This platform will let students use coding blocks to virtually take part in cultural activities, such as Quebec Cityâs Winter Carnival or a visit to London, England. Scratch projects are challenging, informative, and goal-oriented, helping students to broaden their cultural horizons through coding.
Before students learn how to write code, they should learn how to write simple and clear instructions. Through Unplugged activities, students will understand that writing instructions for a computer to follow is much different than writing for humans. Unplugged projects give students a chance to practice this new writing style while learning the basics of HTML and CSS. For example, students are introduced to logic operators (AND, OR, and NOT) by adding toppings to a pizza. Each Unplugged activity encourages students to think of coding as a language and challenges them to improve their fluency.
Science teaches children about the world around them, helps them generate ideas, make decisions, and problem-solve. When introducing students to the science of radio waves, itâs the perfect time to bring micro:bits into the classroom! A Micro:bit, a tiny, pocket-sized computer, is a versatile and interactive tool which helps lay the foundation for basic physical computing. The micro:bitâs radio function can be used to send messages from one micro:bit to another. Students have the chance to get hands-on experience with radio waves by playing Micro:bit Basketball. By passing an LED ball back and forth, they'll learn about the effect distance and other barriers can have on radio communications.
Coding is normally considered an indoor activity, but that doesnât always have to be the case. In fact, coding can encourage students to get up and be active. Students can build their own Fitbits to track their activity and stay motivated. Remember Micro:bits? They can be programmed to be used as pedometers that track and count steps through shakes. This simple, interactive, and educational project can motivate students to be more active inside and outside of their gym class. Check out the step by step (no pun intended) instructions for this project.
All of these projects are as educational as they are engaging. Amongst other things, students will learn about versatility, adaptability, and innovation. Looking for even more ways to incorporate coding, tech, and digital literacy into the classroom? Sign up for a Code in the Classroom in-class workshop or webinar hosted by a KCJ instructor. Funded by CanCode, these workshops are free and available across Canada.
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For some young children, learning the basics of 1-2-3 can be easy as A-B-C, but because early numeracy skills often receive less attention than early literacy skills, children who lag in number comprehension may fall behind academically in kindergarten and beyond.
Keting Chen, human sciences doctoral student in the Department of Child, Youth and Family Studies, is exploring how home and child care environments are associated with preschoolersâ numeracy skills â the ability to understand and work with numbers â and how parents and teachers can ensure those skills are where they need to be once the children enter school.
Funded by a one-year grant from the Buffett Early Childhood Instituteâs Graduate Scholars program, Chenâs dissertation project is designed to identify factors at home and in child care environments that predict childrenâs numeracy skills, and how the two settings jointly contribute to early learnersâ number comprehension.
âResearch indicates young childrenâs numeracy skills are very important in predicting later academic success,â she said. âWe have found significant, individual differences among students upon entry into kindergarten, and Iâm interested to learn why these differences occur so early.â
Chen aims to identify important aspects of early childhood numeracy environments, such as parentsâ and teachersâ early math knowledge, and frequency of numeracy activities. Her study will include 120 preschool-aged children â and their parents and teachers â with diverse socioeconomic backgrounds.
Parents and teachers will be asked to report how often they do numeracy activities, and childrenâs numeracy skills will be assessed. Researchers will use video observations of parent-child interactions during those activities to examine both home and childcare environments and their associations with childrenâs numeracy development.
âVideo observations help us better understand what numeracy activities look like â games, reading, cooking or other math concepts embedded in those activities,â Chen said.
She also wants to gauge parentsâ knowledge of typical numeracy skill development â for example, whether parents think a 4-year-old has a specific skill or not. This data will help Chen determine whether parents are designing age-appropriate numeracy activities.
Not surprisingly, Chen said, studies show more-frequent home numeracy activities better prepare children to begin school. However, she said, that research generally focuses on one environment â either the family or child care setting.
âIâm looking at both contexts to better understand how each context supports those skills, and whether they are supported similarly or differently,â Chen said.
She noted that general math skills include many concepts â numbers, patterns, shapes, spatial ability â and an early understanding of number concepts and strong numeracy skills are important for future academic success. Children typically begin learning number words and addressing the meaning and value of the words as toddlers.
A few years ago, as a graduate student at East China Normal University in Shanghai, Chen noticed that several 3-year-old children could verbally count fairly high â as high as 30, for example. But they did not necessarily understand what those numbers meant.
âThey could count by memorizing the number words, but they didnât yet understand the meaning of a request such as, âCan you bring me four oranges?ââ she said. âThat concept had not yet developed at their age. That interested me; I had never thought about that.â
Chen also found different skill levels among children of the same age. While some had begun to master numeracy skills, others lagged. The children who were further along, she said, were those whose parents took more time teaching them at home.
She quickly recognized the need for parents and teachers to understand what children know, and when, to appropriately tailor teaching methods. Because children have varying exposures to numbers at home, Chen believes teaching plans must include all numeracy concepts.
Chenâs faculty advisors are Amy Napoli, assistant professor in Child, Youth and Family Studies, and Julia Torquati, professor and graduate director in Child, Youth and Family Studies, and Buffett Early Childhood Institute community chair.


If you are wanting to become a teacher in the state of Indiana the first thing you need to do, after college, of course, is to take the Indiana CORE Assessment for Educator Licensure. There are several tests that you can take underneath the Indiana CORE depending on which are you want to go into such as Elementary Education and Career and Technical Education.
The Indiana CORE Assessment helps the Department of Education to meet their goals of ensuring that candidates have the developmental and content area knowledge and skills that will be needed to effectively teach in Indiana public schools.
The Indiana CORE Assessment is aligned with state and national standards for educator preparation and also with state standards for the P-12 curriculum in Indiana.
The Indiana CORE P-12 Education exam is one of the testing options for those who wish to become a teacher in Indiana. The Indiana CORE P-12 Education exam is a computer-based exam that contains 100 multiple choice questions. The exam is timed for 105 minutes which does not include the 15 minute CBT tutorial.
The Indiana CORE P-12 Education exam contains 5 domain areas:
- Student Development and Diversity
- Learning Processes and Environments
- Instruction and Assessment
- Reading Instruction
- The Professional Environment
Indiana CORE P-12 Education Practice Test Questions
1.Of the following, which did John Dewey believe education should ideally be?
a. (b) and (d)
2. Which of the following does Lev Vygotskyâs Zone of Proximal Development represent?
a. The distance between a learnerâs being in one cognitive developmental stage or the next
b. The distance between the learnerâs ability and the ability of a More Knowledgeable Other
c. The distance between learner externalized, audible and internalized, mental inner speech
d. The distance between a learnerâs actual development and learner potential development
3. When sixth-graders fail to complete assignments or act out in class, to which of the following are teachers with experience and developmental perspectives more likely to attribute such events accurately, whereas teachers without these assets are more likely to choose one of the others?
b. Mental illnesses
c. Behavioral problems
d. Adjustment problems
A: Dewey believed education should NOT be teacher-centered (c) or authoritarian; and also should not be exclusively child-centered (b) or curriculum-centered (d), but rather should include a balance of these latter two.
D: What Vygotsky termed the Zone of Proximal Development (ZPD) referred to his concept of the distance between the learnerâs actual development, i.e., what s/he can do independently, and the learnerâs potential development, i.e., what s/he can do with help/guidance from a More Knowledgeable Other (MKO). Vygotskyâs term does NOT refer to distance between the learnerâs ability and the MKOâs ability (b). It does NOT refer to distance between cognitive developmental stages (a); in fact, he disagreed with Piagetâs belief that such stages were always the same in nature and sequence because Vygotsky believed these were highly influenced by cultural factors. Given his belief in variance in cognitive development, Vygotsky would not propose a distance between stages. Although Vygotsky did originate the concept and term of inner speech and its progressing from externalized and audible to internalized and mental (c), the ZPD does not refer to inner speech.
D: Although Attention Deficit Hyperactivity Disorder or ADHD (a) certainly includes inattention, short attention span, and impulsive behavior; students with mental illnesses (b) certainly can have difficulty completing assignments and/or exhibit disruptive class behavior; and assignment noncompliance and acting out in class can certainly be symptoms of behavior problems (c), teachers with more experience and developmental perspectives are more likely than those without these assets to realize such behaviors can actually be signs of adjustment problems. Many students begin middle school in sixth grade. Because schools can vary widely and because of change itself, students can have difficulty making transitions to middle school. The same applies to transitions from middle to high school.


Sheikh Zayed once said: âFuture generations will be living in a world that is very different from that to which we are accustomed. It is essential that we prepare ourselves and our children for that new world.â
He had the foresight to recognise the importance of education in this young countryâs progress and ensure that future generations are equipped with the skills that will matter in a new world.
As educationists, we are always thinking of new ways to enhance the curriculum and understand that todayâs children can only prepare for tomorrow by going beyond the textbook. These methods need to be creative and think differently and that is where music helps encourage a new way of thinking.
In many schools across the world, music education is being scaled back. In other words, a universal language that has united the human race for centuries is being given less priority. In recent years, researchers have noted this trend. In an effort to shed light on the advantages of music education, these researchers have unearthed a number of benefits of music education for children, leaving sceptics baffled.
Carl Rogers and Abraham Maslow, both prominent experts in their fields of psychology, found that for the growth of children, a safe space is of paramount importance.
This safe space should be where the expression of the child is not limited, where the child is allowed to be who he or she wants to be. In order for this safe space to operate effectively, there needs to exist a freedom to think creatively and take intellectual risks.
Music is this safe space for young children. As they clap and sing to the beat of their own drum, they are not confined within the ideals of society, yet instead express the rhythm of their spirit. This environment breeds psychological security, providing an essential contribution to a childâs social, emotional and cognitive growth, as well as their creative abilities. These creative abilities flourish under favourable conditions.
The safe space that music is able to provide children can only get safer when the childâs direct role models, such as their parents and teachers, are supportive of their musical creativity.
The behaviourist branch of psychology suggests this is because the childâs behaviour is encouraged and therefore the desired behaviour will repeat itself. In other words, the childâs creativity will appear increasingly as it is identified as an actively rewarded behaviour by the child.
Some believe that intelligence is equivalent to oneâs knowledge recall abilities, though this view does not acknowledge the role of knowledge creation as a component of intelligence. Creativity is one of the main forms of knowledge creation. It can therefore be argued that when a childâs creativity is encouraged, it is an encouragement of their intellectual abilities.
Not only does music allow children to develop their intellectual capabilities, to work in harmony as a group, and present themselves in front of an audience with confidence, but it also helps to expand their cultural horizons.
Many music education curriculums aim to incorporate music from all over the world. It is therefore a form of expression that offers a way to communicate across cultures and regions. There exists a great opportunity for children to learn from one another in an informal capacity, expanding their creative banks in the process. It also equips a child with skills that they could use for the betterment of society.
For example, more than 600 students demonstrated their skills recently through a performance of various musical styles including Arabic, pop, classical and jazz as well as their own compositions to a crowd of over a thousand and raised Dh136,275 for Abu Dhabiâs Special Care Centre for Children. For a child, music can then be seen as a vehicle to understand and appreciate other children that might come from a different culture or background. In this case, it is an opportunity to help students with special needs and make a difference to their lives.
Simply put, music education is an integral component in a childâs development.
It helps to expand the learning opportunities present in the classroom setting and broadens a childâs perception to include the creative arts. Music not only increases the childâs knowledge of musical expression, but it is a form of art that allows for an enrichment of the whole person. Whether one is an adult or a child, creativity is of use in everyday life, and the denial of music education goes a long way in denying one of creative abilities. Never should we let the tune of music fade away from the lives of our children.
Written by Mohammed Al Mubarak, chairman of Aldar Academies.
Original article appeared on The National.
Â© National Association for Music Education (NAfME.org)


The rise of a cryptocurrency over the past few years has been meteoric, but many people still donât understand what it is or how to use it. There are thousands of career opportunities in cybersecurity and information technology that are connected to cryptocurrency or that may involve working with crypto, accelerated by the rise in hacks and cybercrimes that have occurred in recent years. However, many people who are looking for careers in information technology may not be aware of how much theyâre required to know in order to pass their CCNA exam. The CCNA certification, which is awarded upon completion of the exam, provides the foundation for a number of careers in the IT world.
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Keep reading to learn if Ciscoâs CCNA exam requires that you know about crypto.
What is cryptocurrency?
Before getting into the details of the CCNA exam, itâs important that you understand what exactly cryptocurrency is and how it works. Crypto is a digital currency that operates on a secure ledger that uses cryptography, called the blockchain. It can be used in exchange for goods and services much like fiat currency in areas where it is accepted as payment. The anonymity and security of these transactions is the primary appeal for cryptocurrency enthusiasts. However, the fluctuating nature of the value of various crypto assets has also made it popular with investors and those seeking to make a profit through trading crypto.
Crypto is typically purchased on one of the many cryptocurrency exchanges. These exchanges may seem to provide similar services, but the pros and cons of each individual platform can vary significantly. Many exchanges like Coinbase even offer premium options, so learning the differences between services like Coinbase Pro vs Coinbase is also a good idea. Before making your next crypto purchase, put in the time to find a cryptocurrency exchange that has transaction fees, purchase limits, and platform features that meet your needs.
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Does Ciscoâs CCNA exam require you understand crypto?
The Cisco CCNA exam tests your knowledge on topics like network fundamentals and access, IP connectivity and services, automation, programmability, and other security fundamentals. The idea behind the CCNA certification is that it provides you with broad knowledge and expertise in a range of concepts that provide a foundation for entry into a career in information technology. Because of need for the exam to test a wide range of basic and foundational skills, specific career specialties like cryptocurrency arenât explored in depth.
Though the CCNA exam doesnât specifically test for detailed knowledge related to cryptocurrency, that doesnât mean it isnât important for you to understand if you aspire to work in cybersecurity or IT.
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Cybercrimes related to cryptocurrency are on the rise, and many companies are desperate for employees who can protect their assets. Many experts project that there could be as many as 1.8 million unfilled cybersecurity jobs by 2022. The CCNA exam is a good place to start for anyone looking to develop the skills necessary to pursue a more advanced career.
Itâs not surprising that the discussion of how IT and cybersecurity can intersect with cryptocurrency continues to grow, as the adoption of crypto has increased substantially over the past few years, leaving many businesses and individuals vulnerable. Before specializing in advanced fields like cryptocurrency, itâs important to have basic IT skills. The CCNA exam is designed to provide those foundational skills, which will prepare you for a wide range of career opportunities. While you may not be tested about the finer points of cryptocurrency during your CCNA exam, you should still invest time into learning due to how relevant it may be to your future career and the opportunities that understanding crypto may open up for you.


Cultivating Character and Online Learning
Any project of character formation is dynamic; it requires attention to the character traits of both teachers and learners.
Accordingly, when we ask about the virtues of online teachers, we are interested in not only the particular character traits that enable educators to do their work with excellence; we are also concerned with how they might create the conditions in which virtues might be formed in their students.
I. What are the virtues?
A first step is knowing what the virtues are. The following resources provide introductions to the virtues in the Christian moral life.
- What is a virtue?
- N.T. Wright's âPaul and Christian Character,â (video)
- C.S. Lewis's Mere Christianity
- Josef Pieper's A Brief Reader on the Virtues of the Human Heart
- N.T. Wright's After You Believe: Why Christian Character Matters
- The Jubilee Centre for Character and Virtues
II. What are the virtues of an effective online instructor?
The virtues of a good teacher are too many to list here. Moreover, the virtues of an online teacher are not wholly different than the virtues of a teacher in a classroom. Still, because the online environment necessitates more student-centered modes of instruction, online teaching creates opportunities for instructors to rethink what virtues make a teacher excellent online.
- Elizabeth Seebach and Lori Charron's âEnvisioning a Lasallian Online Pedagogy: Twelve Virtues of a Good Teacher in a Digital Environment.â
- Sylvia van de Bunt-Kokhuis and Nabil Sultanâs âServant-Leadership: The Online Way! E-Learning Where Community Building Is Key.â
III. What are ways to cultivate character online?
Forming Christian character online requires more than simply adding explicitly Christian elements to a course. If faith is to animate online learning, instructors must think intentionally about how it informs the course experience as a whole, including course goals and objectives, course content, pedagogical practices, and the educational environment itself.
Several Baylor colleagues, through Baylorâs Character Across the Curriculum initiative, reflected on their own attempts to form character online. Links to videos with their lessons learned and practical tips can be found below.
Kelly Jo Hollingsworth, Music Education
Richard Jordan, Political Science
Ian Gravagne, Electrical Engineering
- Aliel Cunninghamâs "Envisioning Christian Presence and Practice in Online Teaching Contexts"
- Sample Baylor course syllabi , with virtue formation sections highlighted


Special features include literacy activities that are both developmentally and socially appropriate to assist adults with intellectual disabilities to remain active. The team strongly believes in and focuses on inclusive education.
Latch-On incorporates a number of special features that set it apart from other literacy programs developed for people with mild to moderate intellectual disabilities:
- Small group and individual tuition.
- Access to computer technology, including literacy software, and the Internet.
- Linking of computer-based learning with traditional approaches to literacy teaching.
- Development of maintenance / extension programs.
- Linking program participants, (current and former) with other young adults through a newsletter developed by the students themselves.
- Research component investigating ongoing literacy development with a view to program improvement.


During the first three years of teaching, most novice teachers are still learning how to apply the principles of teaching to the practice of teaching. Lack of personal experience often places novice teachers at a disadvantage when issues arise. Many find themselves unprepared for the daily mental and physical demands of the profession and become overwhelmed. Novice teachers need consistent support in order to be successful. Those who have access to support networks will be better equipped to gain the knowledge and experience required to meet the needs of their students and prosper in the profession. Mentoring is one such form of support that increases the effectiveness and retention of novice teachers. The purpose of this study was to investigate mentoring programs currently in existence for novice K-12 teachers in West Virginia public schools by exploring the nature, structure, and content of these mentoring programs with a survey of all 55 county school districts in the state. The study showed that nearly 100% of responding districts had mentoring programs that had been in place anywhere from one to 20 years. Other findings reflected the goals and timeframe of mentoring programs, mentor qualifications, mentor compensation, program assessment, and participant perceptions of the programs. The results of this survey may inform policy-makers and program designers in developing new or modifying existing mentoring programs to better assist novice teachers, especially novice music teachers, in their first years of teaching.
Weimer, Kristina R.
"A Survey of Mentoring Programs for Novice K-12 Teachers in West
Virginia Public Schools,"
Visions of Research in Music Education: Vol. 18, Article 8.
Available at: https://opencommons.uconn.edu/vrme/vol18/iss1/8


Why is Art Important?
Art education connects students with their own culture as well as with the wider world; it stimulates creativity and imagination. It helps develop motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness. Art provides challenges for learners at all levels.
What is the aim of the Art curriculum at Oaklands?
The Art curriculum at Oaklands provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all our lives.
How is the curriculum in Art structured?
The Art curriculum in years 7, 8 and 9 explores visual elements as a grounding towards GCSE Art work from years 10 to 11. The students explore many processes in Art such as photography, painting, printmaking, collage, drawing, sculpture and clay work.
The curriculum is structured so that it ensures skill progression in all of these areas coupled with a variety of stimuli to enable students to be creative in their response at each stage.
Topics covered in Year 7
- Visual Elements: Line shape tone form colour texture
- Drawing- variety of drawing techniques
- Colour - use of hues and tone with the use of paint, pastel and other mediums
- Analytical writing in Art - a variety of frameworks to engage in exploring
- Texture - use of texture and surface pattern in Art
Topics covered in Year 8
- Pop Art - looking at figurative art and structure/ Art and text.
- Immigration - looking at portraying meaning in Art
- Social Art - identifying Art with a message and meaning
- Environmental Art - students explore looking at modern day society and global warming and depict imagery in Art
Topics covered in Year 9
Art and Design : Natural Forms
- Street and Urban Art
- Processes in painting techniques , drawing, printmaking and collage are explored.
Topics covered in Year 10
- Art and Design : Natural Forms
Pupils learn from taking creative risks that help them to form and develop their ideas and to create purposeful, imaginative work with some originality. They demonstrate confident understanding and use of materials, processes and the formal elements, combining these thoughtfully to realise their intentions. They analyse and comment on their own and othersâ work, appreciating how codes and conventions are used to express ideas in different genres, styles and traditions. They explain how and why their understanding of the work of others affects their own ideas, values and practice.
- Photography - five mile radius of the Oaklands School - photographic techniques
Topics covered in Year 11
- Art and Design : Identity Art and Design Coursework - completion-Topic Identity / Exam unit topic set by Exam Board.
- Final ideas
Students be able to select and explore visual information to develop their work and be able to compare and analyse ideas, methods and approaches used in their own and othersâ work, relating these to the context in which the work was made be able to select and explore visual information to develop their work be able to compare and analyse ideas, methods and approaches used in their own and othersâ work, relating these to the context in which the work was made.
- Photography - five mile radius of the Oaklands School - photographic techniques.
KS4 Qualification title
- GCSE Art and Design
KS5 Qualification title
- A Level Art and Design
Practical tips/activities for parents to support learning at home
Revision study for Art GCSE can be obtained from google classroom. These documents contain support with reflective writing frameworks. Visits to art galleries help support students' cultural awareness in Art. After School club is highly recommended for Study Support workshops which are run by the Art department until 5 o'clock. Practising the use of drawing from objects, people and the environment is highly recommended.


Classical training is more than learning classical music.
It trains the skills you need to play all styles and levels of music.
This skill and knowledge is exactlywhat you need to communicate your ideas and emotions through the piano.
Many people make the mistake that learning piano is about pressing the right keys. Relying on apps, tutorials or lessons that focusing on learning to play certain notes or chords.
The truth is, you must train technique refine foundational skills to...
Play with speed, fluency and accuracy
Have confidence with note reading
Have coordination between the hands
Communicate and express your emotions and ideas through your music
Utilize the body without tension and stiff movements
Train motivationâyes, practice strategies and motivation are trained!
Have Quality over Quantityâlearning more pieces does not equal more skill
You need to train your technique if:
You learn piece after piece, but never sound musical like you should
Reading notes feels totally unnatural (you should be able to read notes as easily as reading this text)
Your hands and arms can't seem to work together, or independently
You know that music should express emotion, but you aren't sure how to make that come out.
The Piano Foundation Formula is the only roadmap you need to make MUSIC with skill playing the piano. Classical training allows you to build the tools you need to make music that only you can.
YOU MAY HAVE SEEN ME WITH:
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ââ¦attending your course is the best decision that I have ever made in my piano playing journey.â¦you taught me that anything is possible with the right tools in place!â
Jasmine K., Singapore
I meet people who avoid classical training because they think it will be too hard. But the truth is...
Proper training makes it easier
Thereâs a reason your music doesn't sound the way you feel it should.
Iâve worked with many students who have worked for years with teachers or with apps, thinking they are making it easier by not learning the skills.
But our bodies and minds are perfectly designed for the speed, intricacy, expression on the piano. Once you develop what movements to train, you have what you need to build your vocabulary of sound.
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âIâve never heard someone articulate so well how neuroscience, mental health, our body mechanics and the daily habits we lay out in the brain will lay the foundation for success.â
Jen S., Canada
Steve B., United Kingdom
âThe way this course was conducted was fabulous. Completely engaging and inclusive. Incredibly well thought out and structured empowering the student the find their own level and challenges. A course I would be very pleased to recommend to any pianist looking to put in place a solid well informed foundation that will have a positive effect on their future musical endeavors.â
Edith L., USA
âI think Carmen did an excellent job and the amount of value I took away for the price was amazing. I had been paying $165 USD a month for piano lessons earlier this year and learned pretty much nothing besides playing pieces out of Method books and I felt I could do that on my own. The information shared with us in this course was never mentioned to me and I can't express how grateful I am to have found Carmen's course on Instagram.â
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âThis is great. I never got any of this in previous lessons.â Phil G., USA
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â. . . more info in these 9 minutes than in 4 years of undergrad music studies. . . . simple and confidence-building...rather than high-pressure and terrifying!â
Paul L., USA
âI just want to express how dumbstruck I feel! I've learn to play the keys without really knowing the meaning of these keys! Thank you for this lesson...it really strike a chord with me.â
Annie Y., Singapore
Iâm going to show you how we cut through the noise, and get results.
Join Piano Foundation Formulaâ¢
Piano Foundation Formula is currently offered exclusively inside my global learning program and community Momentum Piano Academyâ¢


|Institution:||University of North Texas|
|Keywords:||Baroque; horn; transcriptions; performance practice; education; Purcell|
|Full text PDF:||http://digital.library.unt.edu/ark:/67531/metadc500178/|
Baroque music is an area largely neglected in the music education of young horn students and wind players in general. Baroque horn repertoire is very demanding primarily due to the range. Baroque composers wrote for horn using the uppermost register of the instrument. In this range the partials are closer together, allowing for more melodic writing. This music requires an advanced level of technique, endurance, and ability. Often this repertoire is not suitable for students until they are well into their collegiate years of study. Frequently this music is performed on descant horns. Since only a small number of middle school and high school horn students continue to play after they leave their school band programs, they many never get first hand experience performing Baroque music. Vocal students are often introduced to Baroque arias early in their training. Purcellâs songs and arias are an excellent example of the literature that young voice students use. These arias and songs can be the perfect portal to Baroque music for horn students as well. Here I have created an edition of Henry Purcellâs songs and arias for young horn students. Each aria used the text as a guide for the âaffectâ and its impact on tone, articulation, and phrasing. The bass line is also used as a guide for determining tempo and style. Each piece is transcribed as a solo with piano accompaniment and as a duet. The goal of this edition is to use Baroque vocal music to introduce horn students to the musical concepts of expression, articulation, phrasing, and tempo.


15 July 2014
What do Physical Therapists do?
Physical therapists (PTâs) are the movement experts. PTâs work with individuals of all ages to assist them with their mobility: enabling them to move through their environment with the most independence as possible. PTâs treat individuals after surgery or after an injury to help improve their mobility through their rehabilitation process. PT services can address a variety of mobility concerns including weakness, decreased flexibility, poor posture, difficulty walking, decreased balance, and pain with movement.
What do Pediatric Physical Therapists do?
When it comes to working with children, a physical therapist works on the same underlying deficits as they do when working with adults, but in the context of childrenâs mobility and movements. In infants, physical therapists work on the infantâs gross motor skill development. This means that PTâs work with infants to help them in terms of learning how to move within their environment. This includes learning how to roll over, sit up, crawl, stand, walk, etc.
In older children, physical therapists continue to work on mobilityâhelping them run, jump and play. PTâs can also address a variety of other movement concerns including coordination deficits, balance deficits, and decreased core strength.
Pediatric PTâs will also treat children after injury and surgery, addressing the needs of the child to help them through their rehabilitation process. Click here for more on the role of pediatric physical therapy.
How do I know if my child needs physical therapy?
- After an injury (from a fall, during a sporting event, etc.)
- After a surgery
- If your child frequently falls, trips or slips and seems to be off balance
- If your child has difficulty keeping up with his/her peers on the playground or at school
- If your child has difficulty with coordinating his/her movements including tasks such as jumping jacks
- If your child chronically complains of pain in the same body part
- If your child is developmentally delayed- for details see below
Developmental delay is when your child is not reaching certain âmotor milestonesâ at the expected age. Children typically develop their gross motor skills such as rolling over, crawling and walking in a predictable sequence and within a predictable time frame. The basic motor milestones are depicted in the chart below with expected ages. If your child is not performing these motor milestones as expected, a physical therapist may be able to help your child.
|3-4 months||Holds head up in a variety of positions|
|5-6 months||Rolls over tummy to back and back to tummy|
|6-7 months||Sits well independently|
|9-11 months||Pulls to stand|
|11-14 months||Begins cruising along furniture and then walks independently|
|~2 years||Begins to run, jump and gallop|
|~3 years||Learns to stand on one foot|
|~4-5 years||Learns to skip and hop|
(For a more detailed list of motor milestones, click here)


Laughlin Childrenâs Center speech clinicianâs specialize in a wide range of childhood communication disorders.
Our individualized approach focuses on strengthening foundational skills, by inspiring your child to be motivated and engaged. We consider your childâs needs, interests, and use best practices to facilitate progress and success.
Articulation and Phonological Processes
Also known as speech sound production disorder, a speech sound disorder occurs when a child produces sounds, syllables, or words incorrectly. A phonological process is a strategy used by young children to simplify speech sound production due to not yet mastering the rules of sound structure;
Childhood Apraxia of Speech
This is a motor speech disorder. Children with apraxia of speech have problems saying speech sounds, syllables, and words because the brain has difficulty planning to move the lips, tongue, and jaw voluntarily for speech;
This disorder is an interruption in the flow of speech, characterized by hesitations, interjections, repetitions of words or parts of words, prolongations of speech sounds and blocking of speech;
A voice disorder refers to the quality of a childâs voice that may include hoarseness, nasality, or loudness level.
Delayed Receptive and Expressive Language
Receptive language is understanding communication that we hear; expressive language is those thoughts and ideas that we speak. Delayed language is a noticeable slowness in the development of vocabulary and grammar necessary for both speaking and understanding others;
Language-Based Learning Disabilities
Identified when problems with age appropriate reading, spelling, and written language exist with average to above average intelligence. Treatment targets the specific aspects of reading and writing that the child is missing such as vocabulary, following directions, phonological awareness and expressing ideas clearly. Difficulty with cognitive communication (thinking skills) would include working memory, problem solving, reasoning and judgment;
Social Communication Issues
Also referred to as a pragmatic language disorder, social communication pertains to the functional use of language. This includes the understanding and application of conversational rules such as maintenance of topic, turn-taking, requesting, and commenting;
Also known as ASD, autism spectrum disorder is a developmental disability that causes children problems with communication, social skills, and reacting to the world around them.


What is the middle of childhood?
Middle childhood (usually defined as ages 6 to 12) is a time when children develop foundational skills for building healthy social relationships and learn roles that will prepare them for adolescence and adulthood.
What is middle childhood in your own words?
Middle childhood is a stage where children move into expanding roles and environments. Children begin to spend more time away from their family and spend more time in school and other activities. As they experience more of the world around them, children begin to develop their own identity.
Why is middle childhood important?
Early childhood and middle childhood are extremely important in children because it is these periods that help children learn how to grow into healthy adults. Without the proper care and attention, children can have difficulty throughout the rest of their lives.
Why is middle childhood the healthiest?
Terms in this set (60) Middle childhood is the healthiest period of the life span because: motor skills are mastered. children have learned to be cautious.
What are middle childhood lives like?
According to Erikson, children in middle childhood are very busy or industrious. They are constantly doing, planning, playing, getting together with friends, and achieving. This is a very active time and a time when they are gaining a sense of how they measure up when compared with friends.
Who among the following is in middle childhood?
Children between the ages of 6 and 12 are in the age period commonly referred to as middle childhood. As an age group, 6- to 12-year-olds are less obviously set apart than infants, adolescents, and even preschool children are in most Western societies.
How do our children change when one enters middle age?
Children gain greater control over the movement of their bodies, mastering many gross and fine motor skills that eluded the younger child. Changes in the brain during this age enable not only physical development, but contributes to greater reasoning and flexibility of thought.
What are characteristics of a middle child?
Characteristics of a Middle Child
- Not as family-oriented as their siblings. They may have a stronger sense of not belonging than their siblings do. â¦
- Feeling overshadowed. They come to believe that their parents donât care about them. â¦
- Mobile. Theyâre often the first sibling to move out of the house. â¦
- Not perfectionists.
Why is middle childhood the golden age?
Middle childhood has been called the âgolden ageâ of childhood. Overall, children are relatively healthy during this period. Growth rates slow and children start gaining about 5-7 pounds in weight and 2 inches in height each year. Many children begin to slim down as their torsos become longer.
Why childhood is an important stage of life?
Early child development sets the foundation for lifelong learning, behavior, and health. The experiences children have in early childhood shape the brain and the childâs capacity to learn, to get along with others, and to respond to daily stresses and challenges.


Here is a more recent lecture by Stephen Krashen. Below is a summary of the talk:
âCompelling Comprehensible Inputâ
Sponsored by New York College
SUMMARY: Input must be comprehensible to have an effect on language acquisition and literacy development. To make sure that language acquirers pay attention to the input, it should be interesting. But interest may be not enough for optimal language acquisition. It may be the case that input needs to be not just interesting but compelling. Compelling means that the input is so interesting you forget that it is in another language. It means you are in a state of âflowâ (Csikszentmihalyi, 1990). In flow, the concerns of everyday life and even the sense of self disappear â our sense of time is altered and nothing but the activity itself seems to matter. Flow occurs during reading when readers are âlost in the bookâ (Nell, 1988) or in the âReading Zoneâ (Atwell, 2007).
Compelling input appears to eliminate the need for motivation, a conscious desire to improve. When you get compelling input, you acquire whether you are interested in improving or not. The evidence for the Compelling Input Hypothesis includes improvement as an unexpected result, the many cases of those who had no conscious intention of improving in another language or increasing their literacy, but simply got very interested in reading. In fact, they were sometimes surprised that they had improved. An important conjecture is that listening to or reading compelling stories, watching compelling movies and having conversations with truly fascinating people is
not simply another route, another option. It is possible that compelling input is not just the best form of input: It may be the only way we truly acquire language.