Ensuring High Academic Achievement for All If you want your child to be an educated, globally-minded citizen, Brown’s unique elementary education blends the best of two learning models to maximize your child’s total potential. In order to ensure high academic achievement for all students at Brown, teachers instruct with a research-based core curriculum in reading, writing and math to ensure that students are challenged academically, and, if necessary, to receive interventions for subject mastery. Teachers monitor the progress of students on a regular basis, differentiating instruction to support all students’ learning. The International Baccalaureate (IB) Primary Years Programme In addition to learning through Brown’s research-based curricula, your child will begin the in-depth journey into the transdisciplinary International Baccalaureate Organization’s Primary Years Programme. This inquiry-based program is for learners ages 3 to 12. It focuses on the development of the whole child in the classroom and in the world outside, touching hearts as well as minds, and encompassing social, physical, emotional and cultural needs in addition to academic development. As an IB World School, Brown is part of an international organization that offers high-quality programs of international education to a worldwide community of schools. IB’s programs help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. Brown is one of 4,949schools worldwide to be an authorized IB World School. See our current IB designation. The cornerstone of the IB Primary Years Programme (PYP) as well as all IB programs, is a lifelong learner who is internationally-minded, as evident in the Learner Profile.
The Learner Profile The Learner Profile recognizes the whole student as a lifelong learner by being:
Students are highly engaged with and understand the traits of the Learner Profile, demonstrating them in their daily lives.
Learn more about our students and how they demonstrate the IB Learner Profile in their daily lives.
Academic Framework Brown makes deliberate, research-based curriculum choices to ensure that all students receive instruction aligned with their needs and abilities. Brown utiliizes the Benchmark and Expeditionary Learning Curricula for literacy instruction and Bridges curriculum for math instruction.The IB Units of Inquiry incorporate Colorado State Standards in the content areas of science, history, geography as well as the Common Core standards for literacy.
Education for All
Gifted and Talented and Special Education programs are available to children as their individual needs are identified. You can reading Brown International School’s Inclusion Policy to learn about our school’s philosophy and approach to supporting all learners.
In addition at Brown International, we believe language is central to intellectual, social and emotional development. It is our belief that children who speak more than one language are internationally-minded and better prepared for life in our global community. Our goals are to honor and support the development of mother tongue languages and to facilitate multilingual language development. We focus on the transdisciplinary nature of language learning by teaching language through content. All students study language through English immersion regardless of their mother tongue. Please read Brown International School’s Language Policy to learn more about language instruction at our school.
More on IB Here are a few additional resources with rich information on IB:
- The official International Baccalaureate website
Specifically for parents: IB Information for Parents
- The IB Community Blog blog


How can you encourage children’s language development, from their first baby babbles to their first years of school? It’s a question on the minds of parents and teachers of all young learners, regardless of background or disability. Today I’m excited to bring you a terrific free resource with lots of tips on encouraging early language development, straight from some of today’s top experts.
From Babbles to Books: Supporting Language & Literacy Development in Early Childhood is a 54-page, full-color ebook you can download, keep, and share as a resource. It’s packed with helpful hints, fun activities, printable handouts, and practical tips on how to play, talk, and read with young children from birth to age 5.
You’ll get fun, ready-to-use ideas on how to:
- engage young children with language-rich activities
- recognize language milestones, red flags, and next steps
- embed language learning in everyday interactions
- use shared storytimes to boost early literacy skills
- teach kids their letters and phonemes
- construct literacy-rich preschool environments for all learners
- implement literacy and language supports for children with disabilities
- and more!


The Institute is pleased to introduce its Literary Challenge Initiative (LCI). The LCI supports science, technology, engineering, and mathematics (STEM) learning by reinforcing the literacy skills of youth. At the core of STEM development are the abilities to understand written language, to communicate well in verbal and written forms, and to think logically. The LCI builds out-of-school community support for literacy development and provides out-of-school channels for literary expression.
For its inaugural Literary Challenge writing competition, the L.SMURPHE.F Institute issued the prompt: I AM; therefore, I WILL BE. In partnership with churches and youth-serving organizations in Galveston County, Texas, The Institute asked youth to reflect on their faith in their own words. Enjoy their responses in the Literary Challenge Journal, Volume 1, Number 1.


Talking About Books – Prompts
Download 140,000+ pages of incredible time-saving teaching resources.
Share ideas, request resources, ask questions, and connect with other teachers.
Customize and create your own teaching resources and display materials.
Teach with comprehensive, curriculum aligned units and lessons.
Browse and download resources, units and lessons by curriculum code or learning area.
Use simple apps that help you do all kinds of useful things.
One teacher. Three plan options. 12 months access for one low fee.
Ten or more teachers. 12 months access for one discounted fee.
A teaching resource to help teach your students how to summarize a story.
Use this template during a guided reading session for a scaffold to help your students retell a text.
A teaching resource to help teach your students how to summarize an information text.
A set of QR code question cubes to use when working with reading comprehension strategies.
A set of reading question and sentence starter cards aligned with Bloom's Taxonomy.
Prompts for students to use when orally discussing books.
A fun newspaper themed poster with 3 library book report templates to use when responding to literature.
A set of 15 finger puppets that can be used to spark the imagination for creative writing or to perform puppet shows.
A worksheet which encourages students to create a new book cover for a shared class or independent novel.
A set of task cards to be paired with the International Women's Day comic 'Gender Ground Rules'.
A graphic organizer to record characters traits.
A graphic organizer to record characters traits for Martin Luther King, Jr.
A set of 12 literature study task cards for lower elementary students to use when analyzing children's literature.
Choosing your country and state helps us to provide you with the most relevant teaching resources for your students.


Enjoy this Easy Science for Kids Ice Age Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Ice Age. You need to answer all the questions to be able to get your score. You can do this fun quiz about Ice Age again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Ice Age.
The Ice Age Quiz & FREE Online Geography Quizzes
Our fun Geography quizzes are a free to use online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Ice Age Geography quiz helps your kids learn fun facts about Ice Age while enjoying this FREE online quiz game for kids with interactive score game.
If your child is interested in learning about the world, or is in a science enrichment class, then this is a fun activity, with reading comprehension benefits for kids in 1st to 5th grades.
Kids will enjoy competing against their classmates and friends, to see who gets best results, doing this entertaining free online Geography quiz on Ice Age.
As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or restrict the number of times they can read about the quiz topic, before they do the actual fun quiz with score game.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Ice Age quiz and our other science quiz games for kids, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers.
You will select the Ice Age quiz answer they think is correct, and at the end you get the Ice Age quiz score.
Your child can try many times, till gets the perfect score faster, as children learn to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz with interactive score about Ice Age? Check out all our other fun online quizzes for kids and other earth science fun facts for kids. Visit our Easy Geography for Kids all about Ice Age page. Get lengthy info here.


Illustrator Patt Kelley
Congratulations! You’re expecting! As you will learn, the groundwork for true genius must be fostered in baby’s first valuable months. This is the perfect time to read the indispensable guide Two is Too Late and put baby on the path to success.
Next, sign up for the groundbreaking course in pre-childhood education, Teach Your Baby to Read. This course teaches baby to associate her first memories with the written word by using oversized flashcards. For instance, when baby sees an abacus for the first time, hold up the “ABACUS” flashcard, and so on.
A great third-trimester activity—I mean you’re barely mobile anyway—is to start
baby’s music education. Take an empty Cracker Jack box and fashion a baby-proof violin. Also, purchase a recording of Suzuki Method Book I and listen to it exclusively. When baby is born, she’ll learn Twinkle Twinkle Little Star faster than all the other kids.
Make sure the violin and the “Teach Your Baby to Read” flashcards are packed and ready to go to the hospital. When baby first sees daddy—you’ll be tired, but muster the energy to hold up the big “DADDY” flashcard and read the word slowly and clearly. Give baby her Cracker Jack violin—and don’t forget the corresponding flashcard! There’s no time for laziness while baby’s precious mind is forming.
After you’ve recuperated from delivery, it’s time to start Kumon math sessions, second-language courses (Latin is making a comeback) and swimming lessons. Physical activity like swimming does wonders for motor skills.
These group activities are also a great opportunity to meet other dedicated moms, although none of them will have children quite as bright as yours (nor will other moms be as devoted). Just be sure that baby doesn’t grow too much, because nobody’s impressed by a 2-year-old if she’s 3 feet tall—even if she can play Elgar’s Enigma from memory.*
*If baby does start to grow freakishly tall, as often occurs with the genetically fortified food products in the United States, abandon fantasies of breeding a young concert violinist and start thinking Yao Ming.
HOW TO MAKE A CRACKER JACK VIOLIN
1 Cracker Jack box
1 12” ruler
Black Sharpie marker
Brown non-toxic paint
Hot glue gun
1. Sand down top corners of ruler so as not to injure baby.
2. Glue ruler to Cracker Jack box as the “neck” of the violin.
3. Paint brown.
4. Use black Sharpie to draw outline of violin and specific parts according to the diagram provided by your Suzuki instructor.


Exposure to music has its benefits.
Music interaction can aide your child with learning and following a curriculum in school, practicing good manners and becoming a team player. Academically music enthusiasts have an advantage over those that are not participating in music programs. Their advantage is due through the student understanding the beats, rhythm and scales. Through these techniques young students are learning how to divide, create fractions and recognize patterns. Learning to play a musical instrument such as the violin and the guitar introduces the young student to basic physics through the harmonic and sympathetic vibrations, this is not limited to just these instruments, for example the drums are also a big aide in developing such skills. Playing in a group atmosphere or belonging to a group also aide the student in learning team interaction and working with other members. Learning an instrument can also teach the student perseverance and delayed satisfaction as it may take some time for the student to fully excel in the instrument of their choice. This teaches them how to keep practicing and sticking through the rough patches before accomplishing their musical and educational goal.
Music has proven to be a major aide in child development. Allowing students to create standards and schedules, as well as boos their self esteem. Through the group dynamic and learning environment, the students become aware that practice is needed to perfect their skill. This applies to everyday life when the young student is exposed to obstacles that he or she may have to overcome. There is no question that music education benefits all of those that are exposed to it. With your child heading back to school it is a great time to expose them to the world of music and all of the benefits it brings.


The Preschool Program at St. James–St. John School incorporates the areas of language arts, math, art, music, science and discovery, social studies, self help and gross motor skill development. The emphasis is on language, activity, and movement with major emphasis on large muscle activity. Appropriate activities make use of dramatic play, wheel toys and climbers, and puzzles and blocks. Opportunities are provided for students to listen to simple stories and verbalize their knowledge, opinions, and comprehension of lessons and feelings. The focus of this program is primarily oral language development and learning experiences that encourage involvement to enhance emotional and social growth. Skills learned earlier are practiced and enhanced. Thematic-based units offer the preparation for a variety of learning activities.
The Kindergarten Program is for children five years old on or before August 31. The classroom is organized into learning centers designed to develop a love of learning. Time and space are organized to encourage active exploration, self-directed play, and freedom of choice at various learning centers, as well as to provide teacher-directed and structured group activities. The curriculum provides instruction in math and reading readiness skills. It also fulfills the need for different learning styles, multilevel activities in a child-oriented environment where children are given the opportunity to grow in a variety of ways. Please note Kindergarten students are required to wear school uniform. Check handbook for dress code requirements.


210.75 Lei 247.94 Lei
sau 21075 de puncte. Detalii.
Livrare in 15 zile lucratoare
An aparitie: 2013
Autor: Jane Emerson
Data aparitie: 26092013
Editura: Bloomsbury Academic
Format: 297 x 211 x 12 mm
Nr. pagini: 208
The Dyscalculia Assessment is a tool for investigating pupils' numeracy abilities. It is designed to inform a personalised teaching programme for individuals or small groups of pupils who have difficulties with numbers. The assessment was devised at Emerson House, a specialist centre in London supporting pupils with difficulties in numeracy and literacy. The bestselling first edition of the book, written by Jane Emerson and Patricia Babtie, was the winner of the ERA Best Special Educational Needs Resource 2011.
This fully revised and updated second edition features a brand new design, making the step-by-step assessment even easier to navigate and use, wither by SENCOs or those with no specific special needs training, The suggested script for each stage of the investigation that runs alongside the photocopiable assessment sheets, make this book an extremely user-friendly, accessible teaching and learning resource.
This book also includes:
- an introduction to dyscalculia and co-occuring conditions
- guidance on how to conduct the assessment, including tips on behaviours to look out for
- information on the equipment you need and how to use it
- instructions on how to interpret the results of each stage of the assessment and how to produce a personalised teaching plan
- games and activities to engage the pupils and reinforce numeracy skills.
The Dyscalculia Assessment is ideal for use with primary school children, but can easily be adapted for older students, and is invaluable for SENCOs, TAs, educational psychologists and mainstream teachers keen to support students with numeracy difficulties in their class.
Cartea Dyscalculia Assessment face parte din categoria Education a librariei online Libris.ro si este scrisa de Jane Emerson. Livrarea se face din stocul furnizorului nostru din UK in aproximativ 15 zile lucratoare. Transportul este gratuit prin curier rapid, oriunde in Romania, pentru orice comanda de minimum 50 de lei. Pentru orice solicitare sau informatie suplimentara apelati call center-ul Libris de luni pana vineri intre orele 8-20.


This post will bore anyone without children in their lives.
Dads Read recognises that fathers reading to their children strengthens literacy, models positive reading behaviour and builds children’s self-esteem around reading, especially for boys.
Dads Read is an early childhood literacy initiative, developed by State Library of Queensland in 2010 and launched statewide in 2012 as part of the National Year of Reading, to promote family literacy. The program continues to expand and is now being delivered throughout Queensland and South Australia and plans are underway in Tasmania.
You can host your own event with their resources. I’ve seen this program in action with a dedicated group. Children choose a book, a slice of pizza and sit with their fathers to read.
Discrimination doesn’t apply, the Dads Read message is based on the simple but true premise that reading 10 minutes a day to your children is not only quick but also essential.
Dads Read aims to:
- Raise awareness of the important role fathers play in their children’s development.
- Inform fathers of the importance and benefits of reading to children from their early years, even before they start school.
- Promote reading as a family.
- Encourage fathers to read to their children and promote the value of reading.
- Provide fathers with the tools to give them the confidence to read with their children.
My father was my reading mentor, instilling interest in books, and Dads Read program follows research which highlights the importance of dads reading to their children during their early developmental years. As little as 10 minutes a day improves children’s literacy levels and stimulates creative and critical thinking.
‘Investment in early childhood is the most powerful investment a country can make’.
World Health Organization, 2007.
The Dads Read program has helped:
- Address a real and significant issue which is at the core of our wellbeing as individuals, families, employers and communities: the need to be literate.
- Support literacy development and help to develop the skills of Australia’s future workforce by building everyday skills for sustainable communities.
- Build literacy levels among our younger generation while promoting family literacy and boosting the ability of reading in adults.
- Connect families and communities in a cost effective and invaluable way.
Visit the SLQ website for some great book ideas and age-appropriate reading:
♥ Gretchen Bernet-Ward


Madelina Perrot January 2, 2020 Preschool Printable Activities
Quality vs Quantity. Some free worksheets are not good quality – the pictures are fuzzy, backgrounds print grey or speckled – and children tend to notice these things. If you are using the worksheets to educate your child, you may want to choose good quality worksheets that encourage your child to produce good quality work. After all, it’s a little difficult to ask your child to color within the lines and work neatly when the worksheet they are filling in hasn’t done the same.
One of the most important period in growing up a child is the preschool one, between the ages of three and five, when kindergartens play a very important role in children’s education.Among the most important elements that are learned in this period of life are communication, understanding the world around and creativity developed in all ways. If children have the chance to discover many of the things that surround them by themselves,this is the first step to the personal improvement in learning.Preschool coloring pages give the preschool children the opportunity to discover their creativity abilities,using one of the most entertaining activities that have been created for them.
Virtual Manipulative – These are tools which usually provide the kids with hands-on experience since it is more interactive than most of the others. The tool is actually math oriented and it takes into consideration the measurements and geometry that is normally used in the traditional classrooms. There are various libraries that are owned by the government around the country and they usually offer these learning tools for kids (preschool kids) for free so research is most definitely advocated for. Literacy Development Tools – There are other tools which are also free and are mainly meant for developing the literacy level of children. In order for a child to succeed in education and life in general, it is mandatory for parents and educators to ensure that they are literate enough to comprehend the syllabus. This is one of the learning tools for preschool kids that can be implemented very effectively at school or even home.
Search in the Google site – Google is a best helpful site that can lend massive coloring sheets, which may prove useful for your kinds. It is easy and you can get some guides from using the Google. You should use the kind of words that will lead you to these sites. These pages are normally free for you to use. You can take advantage of these offers. They help your kids to learn some simple crafts such as panting without getting messy.
Let us make a study on the preschool coloring sheets which may tremendously prove assisting in learning for the preschool and KG age children. Each and every coloring sheet theme or category can show printable color stuff and links to knowledge based topics, activities, arts and crafts. Although kids coloring pages is a modern notion, yet the coloring sheets isn’t new. Internet allows getting every sort of information, on any topic and any subject one may like. It is vital to ensure that your children do not get bored by going to some irrelevant sites which detracts his attention to some other directions. Many parents might be hearing this for the first time. Don’t scare, it isn’t challenging as it sounds. Primarily, it is something that you can easily perform. What you need to do – is to have an internet enabled idea and the rest are simple easy steps. Go through these simple techniques which can be helpful to this effect:
In the initial ages of a child, Parents do every possible effort to make the child bloom in real manner. Coloring pages is a commonly used practice by parents at home or teachers at school to impart knowledge of the alphabets, animal, monuments, fruits, vegetables, numbers etc. Kids love coloring activities and they can even learn a lot through color & fun activities. Colors are fascinating and attract kids easily, that is why the environment of play schools or preschool sessions includes multi colors to make the kids or toddlers happy and cherish. Research shows that the child in early age learns faster than ever, so the knowledge should be impeccable that has to be imparted to kids.
Tag Cloudeye coloring pages for preschool


EdResearch Reading Education. Research Based Instruction Phonics Reading Spelling.
Findings and Recommendations Contrary to conventional wisdom, research has found that phonics instruction can and should begin as early as kindergarten.. Teacher professional development in reading connected with Reading First in Virginia. phonics, fluency, vocabulary based on research-based principles of.
awareness and systematic, explicit phonics instruction. Based on this research and the Research-Based Practices for Students with Developmental Disabilities List of Alternative Credentials & Professional Development in Research-Based Reading Instruction. A teacher of a grade 3 student who has been retained or has a
List of Alternative Credentials & Professional Development in Research-Based Reading Instruction. A teacher of a grade 3 student who has been retained or has a. Scientific Research Based Instruction. Looney Tunes ClickN READ Phonics is based on the research literature on effective reading instruction as reviewed and.
“10 Fun Research-Based Activities to Teach Your Child”.
Teacher professional development in reading connected with Reading First in Virginia. phonics, fluency, vocabulary based on research-based principles of.
Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound phonics teaching is a means to Research-based teaching. LEAD21 Model for Effective phonemic Awareness and phonics instruction LEAD21 uses a framework based on sound research to teach phonemic awareness and. THE ROLE OF PHONEMIC AWARENESS AND PHONICS IN phonics instruction in teaching begin- the research-based activities that sup-.
Essential Strategies for . Teaching Phonemic Awareness вЂњEssential Strategies for Teaching Phonemic Awareness,вЂќ five instructional Research-based practices Research supports the use systematic phonics intervention instruction as early as possible in the elementary grades to improve decoding, spelling and comprehensions
Scientifically-Based Reading Research Phonics Instruction Teach letter-sound correspondences in isolation Practice blending them to form words with Our computer software and tablet apps strengthen skills found through research to be Why teach synthetic phonics? based on whole-language teaching
How To Install A Stone Resin Shower Tray. Stone Resin Shower Tray Installation On Timber Flooring. Shower tray installation instructions
Find Estilo 900 x 900mm Square Shower Base at Bunnings Warehouse. self supporting and easy install, This timber bath tray is the perfect addition to any


Fun and interesting sound effects draw baby’s attention to play.
Develops counting and number identification.
Rewards baby as they learn that their actions have reactions
Stimulates critical thinking through memory and logic games.
Encourages social skills like sharing and teamwork
Use imagination in a variety of ways and contexts to communicate ideas
Heightens curiosity and encourages exploration.
Learn about the different areas of the world and their characteristics......
Aiming and concentrating on a target improves hand/eye coordination.
Imagination and exploration through interaction with characters.
Copying observed action encourages social and emotional skills.
Games and voice prompts allow children to control the pace.
Introduces the alphabet, letter sounds and vocabulary.
Teaches letters and their sounds, the building blocks of reading.
Encourages fine motor skill development.
Enhances musical skills with music and sound activities.
Develops logic skills and strategic thinking through memory.
Expand understanding of writing and gather information from text.
Improve speed, fluency and expression when reading.
Develops imagination and encourages cooperation, listening and turn-ta......
Exploration of various environments & associated vocabulary.
A variety of textures, visuals and sounds stimulate sensory developmen......
Mixture of different textures provide stimulation for baby.
Engaging graphics & visualisation activities develop memory.
Expands Vocabulary through age appropriate words.


Shares a wealth of practical resources and ideas to help teachers develop a whole-school commitment to, and enthusiasm for, improving numeracy. In Forty Pence Each or Two for a Pound: Making Maths Memorable, Accessible and Relevant, Danielle Bartram shares a wealth of practical resources and ideas to help teachers develop a whole-school commitment to, and enthusiasm for, improving numeracy. How many times have you heard someone say they `can't do maths'? This attitude and acceptance of it appears to be endemic, but being bad at maths - or excusing innumeracy as maths-phobia - can no longer be tolerated. Danielle Bartram, of Miss B's Resources fame, has made it her mission to remedy this issue and believes that learners should have a basic concept of number and problem solving in order to stop them being ripped off by companies when purchasing items, insurance or moving energy suppliers later on in life. For this reason, she has specifically designed Forty Pence Each or Two for a Pound to give the teaching and learning of numeracy a firm foundation in everyday contextual settings so that students can transfer the logical and functioning skills inherent in mathematical understanding to real-world contexts. With the new Ofsted criteria focus on numeracy, all teachers will want to develop their maths teaching practice. Forty Pence Each or Two for a Pound contains plenty of ideas to help teachers of all subject specialisms to do just that, and tackles students' maths-phobia head on by providing an invaluable collection of 31 ready-to-use activities and resources to improve their enthusiasm for, and confidence in, the applied use of maths. Danielle has achieved this by shifting away from a prescribed list of maths-teaching techniques and instead presents a treasure trove of exciting, lesson-ready ideas held together by six numeracy links - number, functional skills, graphs and statistics, problem solving, shapes and measures, and formulae and equations - that can be embedded across the full curriculum. The 31 resources are tagged with their relevant numeracy links to indicate the mathematical territory covered (e.g. graphs and statistics), and are also divided into six categories - literacy, exploration, engagement, classroom management, marking and reflection, and organisation and presentation - for ease of identification while flicking through the book. Danielle complements each activity with useful mathematical pointers, such as the language to be used and the numerical concepts that students often struggle with or have misconceptions about, and has made all of the resources available as PDF downloads from her Miss B's Resources website via a specific link provided in the book. Beyond the more practical provision of strategies and resources, Forty Pence Each or Two for a Pound also offers expert guidance on the shaping of numeracy coordination across the school and presents example audit grids to serve as an outline of how students' progress with each numeracy link can be monitored. Suitable for numeracy coordinators and teachers of all subjects, in both primary and secondary settings, who want to embed into their lessons the numeracy skills that their students will need in everyday life.


Several scientific studies in the last decade have proved that music is an influential tool for attaining social, intellectual and creative abilities.
· Music enhances the development of reading and speech skills
· It helps children to concentrate and show attention for long periods
· It provides children to develop a feeling of compassion for others
Music education requires an excellent degree of accuracy in auditory processing. It is not enough to remain good in all tunes. A musically trained child could difference between subtle facts of speech, resulting in enhanced reading, improved comprehension and also an excellent ability to understand what other adults and children are saying.
The brains of musically trained persons would possess the following abilities:
1. Better motor coordination
2. Better attention and memory
3. Higher IQ
4. Better information processing
5. More grey matter
6. Strong neural connections
Musically trained children grow to full potential since participating in music is completely rewarding. It makes children devote sufficient time and practice efficiently to develop strong social and cognitive abilities. Music helps children to express themselves, remain inspired by their own unlimited capacity for particular growth and explore their creativity.
· Increase coordination:
When you practice regularly with a musical instrument, you can obtain the ability that enhances hand and eye coordination. No matter, you are learning drums, guitar, piano or any musical instrument, you would learn to coordinate and start to produce the best music. As you play music, the motor skills get developed. It can be used in applying other fields of life like playing sports or more.
· Emotional development:
People who learn music at an early age or any point of life get emotionally developed. They develop the feeling of empathy towards other cultures and other people. Music is used to build high levels of self-esteem and reduce stress. It is possible to use throughout life in order to manage anxiety and stress.
· Better at languages:
Do you wish to learn a new language? Well, it is recommended to learn music. It helps you in mastering pattern recognition during the course of music education. When you continue playing music, you can find repetition in various fun formats. You can notice patterns in other languages and remains easy for you to learn the conversation in other languages. Mastering the patterns helps you in learning the Romance languages and other languages you wanted to learn.
· Enhances creative thinking:
Music offers many benefits to a creative thinker. It is an art and when you learn music, you will start to think creatively.


A labeled diagram of the human heart – buzzle, A labeled diagram of the human heart the human heart is a vital organ in the human body, and its functions are truly fascinating. the heart though small in size.
Human heart diagram – science for kids, This is an excellent human heart diagram which uses different colors to show different parts and also labels a number for more information on the heart,.
Bbc – gcse bitesize: the heart, Nb the heart is seen from the front in the diagram. the left side is on the right side of the diagram. the heart is a muscular pump..
A labelled diagram of the human heart with a detailed, A labelled diagram of the human heart. below is a labelled diagram of the human heart with a detailed heart diagram. this shows the inside of a normal.
Label the heart | sciencelearn hub, Drag and drop the text labels onto the heart diagram. once each label is correct, you will see how the blood flows to and from the heart. transcript. instructions..
Label the human heart – proprofs quiz, Simple diagram of a heart with basic labels for the remember that the right side of the heart is on your left and the left side of the heart is on your.
The structure of the heart – vascular system, The structure of the heart the four main chambres of the heart are: right atrium (labelled "ra" in the diagrams on this page) right ventricle.


ESSENTIAL COMPONENTS OF
The National Reading Panel (NRP) issued a report in 2000, in response to a Congressional mandate to help parents, teachers and policymakers identify key skills and methods central to reading achievement. The Panel was charged with reviewing research in reading instruction (focusing on the critical years of kindergarten through third grade) and identifying methods that consistently relate to reading achievement. More than 100,000 studies were examined. Five essential components of reading were identified. The following describes the findings of the National Reading Panel Report and summarizes what researchers discovered about how to teach children successfully to read.
Phonemic awareness is
- The understanding that words are composed of separate sounds.
- The ability to hear, identify, and manipulate individual sounds-phonemes-and spoken words.
Phonemic awareness is important because
- It improves the child’s word reading and reading comprehension.
- It helps a child learn to spell.
Phonemic Awareness can be developed through a number of activities, including but not limited to, asking a child to
- Identify phonemes
- Categorize phonemes
- Blend phonemes to form words,
- Segment words into phonemes,
- Delete or add phonemes to form new words, and
- Substitute phonemes to form or make new words.
Phonemic awareness instruction is most effective
- When children are taught to manipulate phonemes by using the letters of the alphabet.
- When instruction focuses on only one or two phonemes rather than several types of phonemic manipulation.
- Is a way of teaching reading and spelling that stresses letter-sound relationships, used especially in beginning instruction.
- Helps the child learn the relationships between letters of written language and the sounds of spoken language.
Phonics instruction is important because
- It leads to an understanding of the alphabetic principle.
Systematic and explicit phonics instruction
- Significantly improves a child’s word recognition, spelling and reading comprehension.
- Is most effective when it begins in kindergarten or first grade.
- The ability to read a text accurately and quickly with appropriate expression.
Fluency is important because
- It frees students to understand when they read.
Reading fluency can be developed
- By modeling fluent reading.
- By having students engage in repeated oral reading.
Monitoring student progress in reading fluency
- Is useful in evaluating instruction and setting instructional goals.
- Can be motivating to students.
Vocabulary refers to
- The words we must know to communicate effectively.
- Oral vocabulary refers to words that we use in speaking or recognize in listening.
- Reading vocabulary refers to words we recognize or use in print.
Vocabulary is important because
- Beginning readers use their oral vocabulary to make sense of the words they see in print.
- Readers must know what most of the words mean before they can understand what they are reading.
Vocabulary can be developed
- Indirectly, when students engage daily in oral language, listen to adults read to them and read extensively on their own.
- Directly, when students are explicitly taught both individual words and word learning strategies.
Comprehension is important because
- Comprehension is the reason for reading.
Text comprehension is
Text comprehension can be developed by
- Teaching comprehension strategies
Text comprehension strategies can be taught
- Through explicit teaching
- Through cooperative learning
- By helping readers use strategies flexibly and in combination.
Put Reading First—The Research Building Blocks for Teaching Children to Read (2001)


We are 2 SISTERS on a MAGICALLY-DELICIOUS creative journey as we put our heart and SOUL into teaching students and inspiring other blog followers!
Karen Ray (Westfield School ~ Perry, Georgia)
Kim Daniel (Maclay School ~ Tallahassee, Florida)
Art Teachers - Art Education Blog
Kim & Karen 2 Soul Sisters
Thursday, May 24, 2018
Paper Notan Japanese Balance Of Dark And Light
Notan is a Japanese word meaning the balance between dark and light. It is also an art form involving paper cutting and positive and negative shapes. The Japanese artists begin with black and white paper and cut out shapes and lines to create a unique design.
Cathy Hicks made these with our lower school art classes. I think they turned out really nice!
How do artists decide where to place elements in an artwork. How do they use light and dark tones for effect? In this lesson, explore a Japanese art concept called notan and learn how artists use it in their works.
What Is Notan?
Artists use many ideas in their work. When they create images, they often think about composition, or where to place elements on their canvas. Some artists might be inspired by an idea from Japanese art focused on elements of light and dark. It's a concept called notan.
Notan is a term that refers to the Japanese idea of balanced light and dark areas in a composition. One of the most familiar symbols illustrating this concept is the circular yin and yang form from Eastern philosophy. Perhaps you've seen it before, the round image with interconnected teardrop-like shapes, one white and one black.
Notan is the idea that the elements of dark and light are equally important and need each other to exist. You can't have negative space without positive space, and vice versa.
History and Examples of Notan
Notan is an idea that's been integral to Japanese art for centuries. You can find examples of pleasing compositions using the idea of notan in the works of many famous Japanese artists. This includes painters like Kano Sansetsu, who created an image across several large screens, called Old Plum, completed in 1646. Look carefully at the dark shapes of land and wizened tree, and you'll see how they balance with the negative space (or the light areas) around them. Sansetsu placed dark and light elements to create a pleasing harmonious composition.


Patricia Albjerg Graham Professor of Education
Harvard Graduate School of Education
Catherine Snow is an expert on language and literacy development in children, focusing on how oral language skills are acquired and how they relate to literacy outcomes. Snow has chaired two national panels: the National Academy of Sciences committee that prepared the report "Preventing Reading Difficulties in Young Children," and the Rand Reading Study Group that prepared "Reading for Understanding: Toward an R&D Program in Reading Comprehension." Her research activities include a longitudinal study of language and literacy skills among low-income children who have been followed for 15 years since age three; following the language development of young children participating in the Early Head Start intervention; studying the vocabulary development of first- and second-language learners; and considering aspects of transfer from first to second language in the domains of language and literacy. Her book, Preparing Our Teachers: Opportunities for Better Reading Instruction, is one of several efforts she is involved in to develop consensus among teacher-educators about what pre- and in-service elementary teachers need to know about language and literacy. Snow has also written about bilingualism and its relation to language policy issues such as bilingual education in the United States and in developing nations, and about testing policy. She is currently involved in efforts to improve middle-school literacy outcomes, in partnership with other Boston area researchers and the Boston Public Schools.


HIST3005 African American History: Freedom Struggles from Plantation to Prison and Beyond
- 6 points
|Not available in 2020||UWA (Perth)||Face to face|
|Not available in 2020||Albany||Face to face|
- Details for undergraduate courses
- Level 3 option in the History major sequence
- The area of knowledge for this unit is Society and Culture
- Category B broadening unit for students
- Level 3 elective
- This unit investigates the history of African Americans, from the arrival of Africans as explorers, and later, in much larger numbers as slaves, from the sixteenth century to the present. Students gain thorough understanding of how these radically subordinated Americans fought for and contributed to what it means to be an American and a full-fledged citizen. In the process, they gain understanding of historical change, social movement, political economic change, processes of racial-gender formation and differentiation, as well as nation-making and the histories of racism(s).
- Students are able to (1) critically apply the concepts of race, class, gender and nation, which are foundational to high-level methodology in African–American history; (2) identify the main methodological issues in the diverse scholarly literature that makes up African–American history; (3) demonstrate detailed knowledge of the major political struggles and cultural movements and critically interrogate the conflicting ideologies that have animated black lives in (and beyond) the United States; (4) gain methodological fluency in interpreting multiple forms of primary evidence such as textual documents, diaries, fiction, photographic evidence, aural and musical materials; (5) complete a research project that engages with relevant evidence drawn from primary and secondary sources, and forward an original argument; and (6) express arguments, ideas and research in both written and oral form at an advanced level.
- Indicative assessments in this unit are as follows: (1) participation; (2) an annotated bibliography; and (3) a research essay. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Ethan Blue
- Unit rules
- 12 points of Level 2 units.
- HIST2279 Twentieth-century African–American History; HIST3379 Twentieth-century African–American History
- Contact hours
- Lecture x 1 hr per week; Workshop x 2 hrs per week (up to 3 hrs per week)
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half. Education is the foundation of any society on which dreams of economic growth and development are built. Its role is not only limited to boosting economic growth by enhancing skills and opening up opportunities for sustainable livelihoods, but also to enable people to lead a life of dignity.
Goal 4 aims to ensure inclusive, equitable and quality education for all, including technical and vocational training by providing lifelong learning opportunities, so as to achieve substantial adult literacy and numeracy. It also aims to build and upgrade education facilities that are child, disability and gender-sensitive and ensure that all learners acquire knowledge and skills needed to promote sustainabledevelopment.
Education is a fundamental right that empowers people and ensures that they are able to lead a productive life in a globalising world. Recognising this, the Government of India amended the Constitution to include the Right of Children to Free and Compulsory Education (RTE) Act, 2009. It acknowledges that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school. Further, the national and State governments have various schemes and programmes to ensure that children from the vulnerable sections of the societies enrol in and attend schools.


~ by Angela Stradford
Early childhood development, a concept that might not be that familiar with our community, is slowly becoming more and more popular. Parents and schools are realising the impact proper early learning has on children.
Osizweni’s Toy Library provides children at the early childhood developmental phase (age 3-7) with opportunities to use a variety of educational toys that have been specifically designed to cultivate their cognitive, social, psychological and physical competencies in fun and interesting ways. The centre is not merely for the purpose of keeping the children occupied outside the conventional classroom. It is facilitated learning through a wide array of educational equipment, guided by practitioners and the Toy Library staff. As the children navigate through the different educational tasks, they acquire skills and competencies (such as sustained concentration; adequate grasp of chronology; resilience; social cohesion; self-confidence) that enhance their school readiness levels, and allow their transition from preschool to school to be less stressful.
On a weekly basis over 30 Early Childhood learning Centres visit the Toy Library in an attempt to benefit from the many educational resources made available to them. On an annual basis, the Toy Library hosts a competition for the top 10 attending Early Childhood Centre’s. These Centres compete against one another in an aim to achieve the following:
- Give learners an opportunity to express themselves by displaying the knowledge and skills they have acquired at the Centre throughout the year
- Introduce learners to healthy competition from a young age.
- To lay a good foundation enabling better progression in life.
- To encourage and enhance the love for numeracy and literacy.
- Encourage and motivate Practitioners through the performance of their learners.
- Allows Practitioners introspection of their work.
Learners compete in teams by taking part in 15 different activities, these activities included puzzles; numeracy worksheets; patterns; Maths lotto; Maths bingo; visual tracking; threading and matching objects. These inter-active activities are either done manually or are computer based.
ECD centres rotate their group of learners between activities. Learners begin the activity at the same time, the top three winners in each activity are selected based on correctly completing the activity in the shortest amount of time. The school with the highest amount of placings wins the overall competition.
This year’s winners for the Grade R group of learners are Illuminate Day Care Centre in first place followed by Bambanani Day care Centre in second place and Isiqalo Day Care Centre in third place. The winners for the age 4-5 group of learners are Ekujabuleni Day Care Center in first place followed by illuminate Day Care Centre in second place and Isidingo Day Care Centre in third place.
”The impact which the Toy Library has on learners is always seen during these competitions. Most of the best performing Day Care Centres are those who are committed and consistent in their weekly attendance to the Toy Library the learners did well and we are very thankful to the Day Care Centres that participated in the competitions” said Maker Masemola, Osizweni Toy Library Senior Practitioner.


What impact does parental involvement have on literacy development in early childhood education? This literature review focuses on parental involvement in early childhood. It focuses on the impact between parental involvement and the success of children on literacy skills. There are also many strategies that have been researched that can help educators get parents involved in their child’s education that will increase success for the child in the area of reading. It focuses on the important of students learning foundational literacy skills at a young age in order to ensure success later on in school. This literature review answers the following questions: What parts of parental involvement are important to literacy development in children? Does the amount of parental involvement and literacy development depend on different factors? Does the connection and communication between the school and parents directly affect parental involvement?


In a digital age, it’s tempting to see handwriting as optional. But handwriting is still a key foundational skill for literacy development, especially fluency in cursive.
Texas parents, teachers, and administrators recognize the importance of cursive and manuscript—the new TEKS call for
Zaner-Bloser Handwriting/Zaner-Bloser La escritura is the definitive method used by generations of American children. Our signature program features proven, time-tested techniques that don’t actually take a lot of time to implement.
Zaner-Bloser Handwriting and Zaner-Bloser La escritura © 2020 meet 100% of the TEKS for English and Spanish handwriting. Click on the links below to download detailed correlations at each grade level.
Complete chapters at each grade level (K–5/English and Spanish) are available for review at MyZBPortal.com. For your convenience, we've included excerpts from the English Teacher’s Edition here. Download individual pages to learn about
New digital tools available on MyZBPortal.com provide even more ideas and opportunities for reinforcing handwriting skills across the curriculum—while keeping an eye on the clock. Download a Handwriting Time-Saving Routines guide with tips for incorporating quick instruction throughout the day.
Visit MyZBPortal.com to take a tour of the components and explore our digital handwriting hub!
Although it takes about 15 minutes per day to implement in the classroom, Zaner-Bloser Handwriting and Zaner-Bloser La escritura are complete programs with a rich selection of components. You’ll find them easy to use and incorporate into instruction across the curriculum. Click on the classroom package component below to download a sample lesson spread from grade 2.
Contact your Texas Sales Team for information about sampling Zaner-Bloser Handwriting and Zaner-Bloser La escritura.


Most educators have heard that phonemic awareness (PA) is important for reading. However, it is often not clear why. Most readers were never taught PA, yet they are good readers. Some advocates of phonics instruction as well as advocates of balanced literacy downplay the importance of PA for reading instruction. Still other educators are puzzled by the concept of “advanced PA.”
In this free on-demand webinar, Dr. David Kilpatrick, author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, will discuss how and why highly developed PA skills (i.e., “phonemic proficiency”) are a characteristic of skilled readers, whether a student is taught it or not. By contrast, struggling readers do not develop these skills without direct intervention.
Watch this webinar to learn the key factors that link phonological skills and word-level reading.
With just 38% of ACT-tested grads meeting at least 3 of 4 core College Readiness Benchmarks and only 11% of business leaders agreeing that college grads have skills their businesses need, high schools face an increasing challenge to prepare students for college, careers and life.
Los Angeles Unified School District (LAUSD), and many others across the country, have adopted Linked Learning as a way to create real-world learning experiences that interest, challenge and inspire students, as well as prepare them for a range of options after high school, including 2- and 4-year colleges, apprenticeships and military service.
Watch this hour-long webinar with LAUSD, Linked Learning Alliance and Pivot Learning on October 2, 2019, 2:00 PM – 3:00 PM PT, to learn about an innovative approach to education that research has shown leads to higher graduation rates and improved college- and career-readiness.
Sources: The Condition of College and Career Readiness 2018, ACT. Higher Education’s Word Preparation Paradox, GALLUP, February 2014.
This collection of 12 discipline-specific formative assessments can be used to easily identify secondary students who would benefit from instruction in multisyllabic word identification—a skill that’s critical for reading and understanding complex, academic texts. The book contains three uniquely constructed formative assessments for each content area: English Language Arts (ELA), Math, Science, and Social Studies.
Use Word ID with secondary students to:
Determined by ground-breaking research analyzing approximately 4,500 content-area words, Word ID features targeted prefixes, suffixes, and Greek roots that were selected for their frequency of occurrence in each specific content area.
Learn more and view the table of contents at Academic Therapy Publications.
High Noon Books offers struggling readers books that will be of interest to them, at their reading level. These highly-engaging books incorporate much more than short sentences and low Lexile scores. They contain controlled vocabulary, subtle repetition of vocabulary, predictable text, and illustrations that truly support the story so that readers are comfortable and confident with the text yet introduced to new words and terms so that fluency and comprehension improve with each High Noon Book a struggling reader chooses. Take a look at free samples on the High Noon Books website.
This study guide may be used as you navigate through the Teaching Reading Sourcebook, 3rd Edition. It will assist you to focus your attention on critical and highly useful components.


How to become an Aerospace Engineer
Are you interested in airplanes? Do you like to build things? How about a career designing, building, and testing aircraft? Imagine creating the next commercial airliner, designed for carrying hundreds of passengers. Or working on the fastest, stealthiest military plane. These are two projects an aerospace engineer might work on.
- Aerospace engineers work on airplanes, space shuttles, satellites, and even missiles. They need advanced training in mathematics and physics. Aerospace engineering is one of the most challenging engineering fields.
- In addition to designing and engineering aircraft, engineers must test the crafts for safety. Simulations with small models allow engineers to evaluate a design’s potential flaws.
- Aerospace engineers typically need a bachelor’s degree in aeronautics engineering or a similar field. Thirty percent of aerospace engineers have a master’s degree.
- Aerospace engineers earn an average of $58.00 per hour, higher than most fields. Annually, engineers can expect to earn between $73,000 and $143,000, depending on their experience and education.
- Jobs are limited for this field since the air and space industry is a small one. Companies like Boeing need only a few airplanes designed.
- Aerospace engineers usually work for the federal government or manufacturing industries. A few work for NASA. Engineers generally work in an office environment.
Questions and Answers
Question: What should I do if I think I want to become an aerospace engineer?
Answer: If you think you might like to be an engineer, start learning about science and math now. Have fun building projects and learning to think critically. When you get to high school, take every science and math class offered, as well as some business classes.
Visit Jobs in Aviation to learn more about being an aerospace engineer.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Aerospace Engineer Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 23 Feb 2020. < https://easyscienceforkids.com/aerospace-engineer/ >.
APA Style Citation
Tobin, Declan. (2020). Aerospace Engineer Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/aerospace-engineer/
Sponsored Links :


Tutt Library Research Guides
Use this resource to locate background and specific information on specific types of music (search by the name of the composer if you know it, or by the genre of music). Contains good bibliographies and links to other Internet resources. Provides sources on classical music, ethnomusicology, opera, jazz, and much more…
Use this resource to gather citations to international journal articles, book reviews, etc, with a broad coverage of music topics. It’s especially strong in the music education field.
JSTOR is a scholarly journal archives with many Music titles. Although many journals in JSTOR are archives only, JSTOR is now starting to host current content (the most recent issues). It's best not to limit your search to music journals; you'll find articles about music in journals principally devoted to other disciplines. Most articles will be available full text, to be printed.
RILM covers all types of publications on music, in all media: books, journals, online resources, research-based sound recordings and films, dissertations, and more (see a complete list of document types). Publications represented in RILM originate from 151 countries, from Albania to Zimbabwe. Articles in many languages with English titles. Not full text, but very comprehensive coverage-articles may be linked to other sources for full text-otherwise you can order through interlibrary loan. Try this!
Entertainment Industry Magazine Archive. An archival research resouce containing the essential primary resources for studying the history of the film and entertaingment industries, from the era of vaudeville and silent movies to 2000. The core US and UK trade magazines covering film, music, broadcasting and theater are all included, together with film fan magazines and music pres titles. Magazines have been scanned cover-to-cover in high-resolution color, with granular indexing of all articels, covers, ads and reviews.
Streamed audio databases provide sound recordings 24/7 on and off campus. These include:
The Music Library also has a large CD collection; you'll find many musical genres available for checkout.
The right keywords help to effectively search catalogs, databases, and the Internet.
You may need to do multiple searches in each database to research your topic. However, with patient and persistence, you'll find relevant material.
Footnotes and bibliographies are a quick way to find related materials and track the names of popular authors.


We know that learning a new language is as necessary as it is intimidating. As an immigrant from a non-English-speaking country, you will need English skills for basic living tasks like shopping at a grocery store and obtaining affordable housing, to interacting with your children’s teachers and doctors. Even better language skills are needed to secure a job, and ultimately to take a Citizenship test and integrate even further with your community.
If you are ready to improve your English skills—no matter what level you are—then we are here to help.
How We Can Help
- Teach/Improve English language skills
- Improve reading, writing and numeracy skills
- Prepare for Citizenship Exam
- Learn Job Readiness
- Enhance Job Search
- Help parents increase ability to converse with children’s teachers and doctors
- Recreational/educational activities (read newspaper/magazine, watch TV program, see a movie…all in English)


Art education, inspiration and encouragement for children and parents in Arlington, VA
This post follows on the wet-on-wet technique which is a load of blending playfulness. Once those papers are completely dry (the next day) stamping and drawing can be added to make artful pieces.
Stamps are instantly gratifying. Adults can make your own stamps for an artistic and unique design. Children can help with the designs by drawing ideas using simple lines that can be turned into a stamp. I used gum erasers and an Xacto knife to carve out stamps that have last for years both in the classroom and in my studio.
The above design is made more interesting by alternating the direction of each stamp.
Deciding on a design
Make your own symbol or borrow one from an honored culture. I like to keep designs simple because then I can make it more interesting depending on how I use the stamp. Alternating patterns, stamps and colors are a few ways to play.
It's easy to spot a machine made print, but everyone loves the imperfections of the hand-of-the-artist. We can all relate to things that carry the mark of the real person within it.
Make a stamp to invent your own personal shapes you respond to, Are you a curvy or circular type of person or are you drawn to the straight edge? Take a look at a doodle and use part of one line of that for a stamp. Whatever you feel inspired to do, enjoy the fun of making it yours. And make an extra one as a unique gift for a friend.
Jean Frank Stark
I make art and have taught to children for over 20 years.


The world we live in is awash in technology. In the last 30 years, we’ve gone from floppy disks and playing Oregon Trail to smartphones and Fortnight. As adults who remember a time before technology played the role it does today, we often feel overwhelmed by the task of helping our students navigate this new frontier. For kids, it is tempting to see the online world as if it were some fantasy land, but it is very much the real world what kids do and say online matters. The choices students make in their teen years involving technology will have a profound effect on their lives both today and for years to come. It can also have a drastic impact on those around them. When it comes to technology, the stakes are high, so we need to be teaching students about digital citizenship. Most schools have some form of online safety or anti-cyberbullying program, but digital citizenship is more than that, and students need more than an assembly or two or a lesson here or there. They require ongoing conversations and practice applying the skills they are learning. So, consider this your crash course in digital citizenship: what is it, what do students need to learn to be good digital citizens, and how can you best teach them this skillset?
Digital Citizenship encompasses many areas, including:
This is one area that schools usually get right. Still, it’s an ever-evolving area, and unfortunately, those who seek to harm children are continually switching tactics. Teach students the following:
This one is simple, but also an ongoing problem. To be a good digital citizen, follow The Golden Rule. Treat others the way you’d like to be treated. Teach students to ask themselves:
Browse Facebook for a few minutes and it won’t take long until you see headlines like these: Woman Gives Birth to 17 Babies at Once or Ancient Mayan Scultpure of Batman Found or Hazmat Suits Needed When Installing 5G Towers.
The internet is full of half-truths and misinformation, ranging from harmless misinformation to full-fledged scams. Students must learn to discern the true from the false to be accurately informed and to protect themselves. Teachers from all disciplines teach critical thinking skills to their students. Living in a digital world commands that students have, and can apply these skills. Give students plenty of opportunities to practice their critical thinking skills by applying them to what they see online. Teach students to ask themselves the following questions:
While many of these questions would be difficult for young children to answer, you can build the foundation of these critical thinking skills by teaching fact and opinion, author’s purpose, fiction, and nonfiction, etc.
Teach students to be mindful about their use of technology:
Tech can be very addictive, especially for teens whose brains are ripe for addiction. Teach students strategies to manage their tech use so that it is a help not a hindrance in the classroom. Practical strategies include:
Reinforce at Home:
Digital Citizenship becomes integrated into a student’s set of behaviors best when there is a partnership between home and school. Educate parents on the benefits of making their kids good digital citizens.
By: Amy Curletto
Amy has been teaching for 12 years in grades K-2. She has a bachelor’s degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.
The child who is ‘left behind’ most is the one who leaves school without transition readiness.
Dr. James Stanfield, Ed.D.


PHOTOGRAPHY & DSLR VIDEO PROGRAM
Our Photography & DSLR Video Program teaches students the foundational skills of photography and digital video production, ensuring a well-rounded, marketable skillset that affords students job opportunities in both fields. Visual content creation is a universal, highly-profitable industry, and such content has never been in higher demand than it is today. As a Photo/Video student, you will be surrounded and inspired by other motivated, talented, and artistic students as you learn everything there is to know about a camera, and the countless creative things you can do with it.
It is difficult to consider how often the average person is affected by still images. Photography is crucial to every commercial industry in existence, as well as social media’s integration into the personal lives of billions the world over.
Consumers are gaining access to increasingly powerful means of capturing their own lives with cameras; however, despite how accessible photography has become, professional photography is on a different level. By studying lighting, subject composition, and Photoshop post-production, our students learn that the perfect shot starts and ends with a well-trained eye for excellence; by developing that eye, an artist can turn their hobby into a lifelong career.
YouTube. Netflix. Hulu. Facebook. Instagram.
Video is everywhere. Despite a lot of content being recorded on smart phones nowadays, careers are built on expertise in video production. Whether they dream of working in Hollywood films, online content creation, or commercial videography for local businesses, our students prepare for such careers through hands-on application of the fundamentals of moving images.
Students learn the entire process: pre-production scriptwriting, on-set video production, audio production for video, and post-production editing. Every hit TV show, major motion picture, or social media star has a crew of video production experts behind them; our students study everything they need to join that team, or create something entirely their own.
PH101: Photography Fundamentals
- Identify historical events in the development of the photographic process
- Identify iconic images and the photographers who took them
- Understand the features and functions of the Digital SLR camera
- Understand the lighting & composition that goes into capturing a professional quality photograph
- Understand the functions of Adobe Lightroom
PH102: Studio Lighting Concepts
- Light and how to obtain desired results using the studio and on-camera flash.
- Lighting patterns and lighting ratios.
- Application of lighting techniques used in a variety of professional photographic jobs.
PH103: Digital Editing & Asset Management
- Understand basic & advanced features of Adobe Photoshop
- Understand the digital photo printing process
PH104: DSLR Video Production
- Understand basic & advanced HD video capabilities of the digital SLR camera
- Capture high-quality audio to be used in the video
- Apply the editing functions of Adobe Premiere Pro to both video and audio tracks to produce a professional video.


Edward Said, the late Palestinian scholar and public intellectual, was also an accomplished pianist and music critic. He believed that music education is essential for the development of the intellect. He advocated teaching music on a wide scale in Palestine and devoted the last decade of his life in helping the National Conservatory of Music introduce a higher level of music education in Palestine. This was achieved with the help of Edward’s friend, the conductor and pianist Daniel Barenboim. Barenboim quickly and efficiently instituted a program where teachers from Europe were sent to teach at the National Conservatory of Music. In 2002, the Regional Government of Andalucia (also known as JUNTA) invited Said and Barenboim to Sevilla, Spain, to conduct a musical workshop. A couple of years later, the Fundación Barenboim-Said was established in Andalucia. The process for establishing the foundation began in 2003 and was finalized a few months after Said’s passing. The purpose of this newly established foundation was to fund the music education programs Said and Barenboim envisioned and instituted. The Regional Government of Andalucia, Spain continues to support and fund our music education programs in Palestine. From 2003 - 2005 the Fundación Barenboim-Said partnered with the National Conservatory and supported their musical educational effort. At the beginning of the academic year 2005-2006, the Fundación opened its own independent Music Center in Ramallah and shifted its resources from the National Conservatory to The Barenboim-Said Music Center. In collaboration with The Palestinian Medical Relief Society, the Edward Said Musical Kindergarten was founded in 2005. The method of teaching music at the Musical KG is based on “Education through Music” initiated by Daniel Barenboim.This method is highly successful and is being implemented all over Europe. In addition another musical institution in Palestine, Al Kamandjati also received financial support from 2006-2011 from the Fundación Barenboim-Said, Spain. The Barenboim-Said Foundation also contributed in the reconstruction of The Qattan Music School in Gaza (currently a branch of the Edward Said National Conservatory), after it was heavily destroyed by the massive Israeli assault on Gaza in 2008-2009.


Early Childhood Development
Healthy Child Manitoba research shows that the first six years of a child life are critical to their life-long development. It also shows:
- Children who are nurtured and given positive attention during their early years are less likely to develop learning, behavioural and emotional problems later in life.
- Children who participate in early childhood learning programs such as preschool and daycare are more ready to enter public school than children who are not involved in these types of programs.
- Parents and children both benefit from the parent being involved in their child’s education from the early years and throughout life.
- Parental involvement in their child’s early learning activities at-home or in preschool or daycare, can have a positive impact on the child’s future success academically and personally.
- CFS of Western Manitoba also believes that a parent is a child’s best first teacher and offers a variety of programs to help parents support and get involved in their child’s learning from the early stages.
For more information about early childhood education, visit the Healthy Child Manitoba website.


Early Childhood Community Network Goal
The goal of the Iberia Parish Early Childhood Community Network is to provide parents with access to high quality early childhood learning experiences and programs for infants to five year olds so they enter Kindergarten prepared.
Together, the Iberia Parish Early Childhood Community Network is....CARING, CONNECTED, and COMMITTED.
LOUISIANA SCHOOL FINDER
Act 3: Unifying Early Childhood in Louisiana
Children who enter Kindergarten with the critical cognitive, social-emotional, and learning skills — the fundamental building blocks for learning to read, write, and do math — are more likely to succeed in school, in college, and in their career. Louisiana is in a multi-year effort to unify its early childhood system and improve kindergarten readiness. By empowering families with choice and ensuring access to high-quality options, the state seeks to start every child on track for success.
To implement Act 3, the Department called on communities to create Community Networks comprised of child care, Head Start, publicly funded private preschools, and public school Pre-K under a unified system of academic development standards, enrollment, and teacher preparation expectations.
Act 3 requires:


Complete Module 1 (Steps 1-5) of the Read3 Program is a cost-effective way to kick start your child's reading. Read3 integrates systematic synthetic phonics instruction with targeted phonemic awareness and fluency training to build a strong reading foundation for your child. We use fun, multi-sensory activities and games to keep your child motivated and engaged.
For reading outcomes, a minimum of 5 sessions per week (20 minutes per session) is recommended. Children should then apply this learning for an additional 10 minutes a day, and a curated list of decodable readers, computer games and other resources is provided for each step. Progress should be monitored daily to determine when your child is ready to move to the next step.
|Pre-made card packs save you time and effort! Click to FIND OUT MORE.
NOTE: All Read3 materials are provided in a digital format. You will not receive any physical products with this purchase.
Content overview for Complete Module 1
There are 5 steps in Module 1. These are:
- Step 1 : s, a, t, i, m, n, o, p
- Step 2 : b, c, g, h, d, e, f, v
- Step 3 : k, l, r, u, j qu, w, z, y, z
- Step 4 : ff, ll, ss, zz, ck
- Step 5: sh, ch, th, wh, ng
Our integrated approach means your child will be strengthening phonemic awareness, letter-sound links, reading accuracy and reading fluency within in each practice session. Video lessons explore key learning concepts to build your understanding so you can assist your child with confidence. The program steps are sequential and learning and skills development builds throughout the module. As a general guide, within each step your child will:
- practise unique strategies for reading and spelling designed to support children with processing difficulties
- fine-tune listening skills by identifying, deleting and/or substituting sounds in words
- strengthen letter-sound awareness by saying, reading and writing letters
- start reading one-syllable words featuring letters learned in the current and previous steps
- start writing short sentences containing specific letters or spelling patterns
- build automatic recall of sound segments that occur naturally in our language
- build a bank of high-frequency words linked to lesson content
The Read3 Program works to strengthen the three foundational skills needed for reading and writing. Developed by experienced Speech Pathologist Robyn Monaghan, the strategies have proven effective when teaching children with multiple processing difficulties including: poor phonological awareness, poor working memory, poor letter-sound knowledge and poor rapid automatic naming. Learn more about Read3.
Program resources provided digitally
Read3 is a comprehensive, all-inclusive downloadable program. Everything required to complete each Module Step is provided including:
- lesson videos
- the Session Practice Guide
- instructions and scripted lessons
- activity sheets, playing cards and other multi-sensory tools
- monitoring tools and record sheets
Downoad and print resources as needed. We recommend printing game cards on light card stock, or laminating them for extra durability.
Sign in to access program content
Program content is accessed via the website using your own unique login. Please allow 48 hours from time of purchase for user access to be activated. At this time, simply sign in using your email and password and click MY READ3 on the main menu. You will then be able to access lesson videos, and print/download your Session Practice Guide and activities.


Story Highlights• NEW: Study contrary to previous advice that pregnant women not eat fish
• NEW: Lack of fish may cause poor motor skill development, researchers found
• Study conducted by British and American scientists
• 9,000 British women and their kids took part in 8-year study
Adjust font size:
WASHINGTON (CNN) -- Eating seafood during pregnancy could help your child's development, according to a new study in the British journal Lancet.
The finding conflicts with a U.S. government advisory that pregnant women limit the amount of seafood they eat to 12 ounces a week (two or three meals), because of mercury levels.
Researchers at the National Institutes of Health, the University of Bristol in Britain, and the University of Illinois-Chicago say that advice to limit seafood consumption could actually be detrimental to a child's health.
After analyzing data from almost 9,000 British mothers and their children over an eight-year period, they found pregnant women who ate less than 12 ounces of seafood a week did not protect their children from adverse neurodevelopmental outcomes.
Rather, they increased their child's risk of poor verbal IQ development compared to mothers who ate more than 12 ounces a week.
The researchers said these children also had a greater risk of poor social development and poor motor control.
In 2004, the U.S. Food and Drug Administration and the Environmental Protection Agency issued a joint advisory recommending that pregnant women and nursing mothers eat no more than 12 ounces of fish and shellfish a week to prevent developmental problems in their babies or young children caused by toxins in the seafood.
The advisory recommended not eating shark, swordfish, king mackerel or tilefish, and advised not eating the same type of fish and shellfish more than once a week.
An FDA spokesman said the agency had not yet seen the study and would need to review it before commenting.
A joint British and American study says pregnant women should eat fish because it could improve a child's early development.


A STUDY OF EVIDENCE THAT MUSIC EDUCATION IS A POSITIVE FACTOR in K-8 STUDENT ACADEMIC ACHIEVEMENT
Jeane Akin, California State University
Classroom teachers observe that when music is added to a lesson, students retain more of the lessons than when no music was used. There is a growing body of work that affirms these observations that support the value of music in the curriculum.
Music education provides opportunity to learn academic skills. CEMREL, Inc., an educational research firm, reports that in 67 specific studies in California, student achievement in reading, writing and math improved when the arts were included in curriculum.
(Milley, Buchen, Okerlund & Mortarotti, 1983).
Sponsored by The American Psychological Association, a meta-analysis research project (20 studies) concluded a positive effect on cognitive academic variables among elementary school children through relaxation with music. (Moon, Render & Pendley, 1985)
Music education allows disabled students to achieve significantly.
A three-year Arts in Education project in Washington State revealed a consistent gain of achievement scores when basic academic skills were learned through music. Music was found to be highly useful in learning perceptual skills and brought a greater interested in language development. Additionally, Music education, performance, and music therapy used to treat disabled students help them develop self confidence (which) leads to other achievements. (Appel & Goldberg. 1979; Reingold, 1987)
Singing a lesson helps young students to learn. In a study of Dolch Sight Words, the teachers sang the words to Group A students, but not to Group B. The lessons were exactly alike (with the exception of the singing). Group A learned more words than Group B. (Blackburn 1986)
Music in Reading Instruction: Reading curriculum which includes music (Title 1 reading programs, New York) resulted in dramatic rises in students reading achievement test scores. (New York City Board of Education, 1990)
Low achieving readers: In a study (of more than 13,000 students and 43 schools) the ESEA Title 1 Evaluation Report for the Wichita Program for Educationally Deprived Children found gains were made in the corrective reading program when music was used in the reading curriculum.
(New York City Board of Education, 1990)
CDCC Kindergarten Teachers Guide – A Study of Evidence


The education program developed by FFP focuses on two geographical areas; namely, Jerusalem and rural Palestine.
In Jerusalem, the formal education system includes four types of schools: (1) endowments (Waqf) put into place by Jordan and currently administered by the Palestinian Ministry of Education, (2) schools associated with the Israeli Ministry of Education, (3) private schools and (4) UNRWA schools.
The education system in Jerusalem suffers from overcrowded classrooms, as well as poor facilities and infrastructure. In addition, it lacks support facilities, such as science laboratories and other basic facilities and equipment.
Many schools in Jerusalem operate in rental apartment buildings and several use libraries and shelters as classrooms to accommodate demand. In short, the education environment in Jerusalem, both for teachers and students, is seriously deficient.
These problems contributed to creating a substantially high dropout rate, especially at the secondary level, where the dropout ratio is about 50 percent.
Further, inadequate teacher training and development programs in Jerusalem entail lack of adequate teaching skills and methods.
Aside from formal education, the lack of adequately developed and equipped technical and vocational training centers in Jerusalem deprive many students from the opportunity to be equipped with the know-how required for today’s skilled labor market.
Formal education in some parts of rural Palestine, including the Jordan Valley, faces many of the problems hindering the education system in Jerusalem. These include over-crowdedness and poor education environment. An additional problem, specific to rural Palestine, is the lack of adequate access for many children to schools.
The problem has to do, in part, with the large number of rural centers. In the West Bank there are over 500 villages and hamlets that are home to over 42 percent of the population. These include 211 villages, in addition to about 68 communities, with less than one thousand inhabitants.
This large, decentralized distribution of the population in a large number of rural communities, combined with the lack of financial resources, meant that many rural communities lacked adequate schools, with students having to walk or commute long distances to reach schools in neighboring villages. As a consequence, many students, especially girls, drop out of schools.
Hence, FFP developed an education program that aims to enhance the quality of education, as well as the environment of schools in Jerusalem and in rural Palestine.
The strategic objective of the FFP education program is to enhance the quality of education in Jerusalem and in rural Palestine.
Specific Objectives of Program
1. Improve the education physical environment in Jerusalem and rural Palestine.
2. Enhance the teaching and learning process in Jerusalem and rural Palestine.
FFP identified two primary strategic interventions for the education program, as follows:
i. Interventions to increase capacity and enhance the environment
The interventions defined by FFP to increase capacity and enhance the physical and education environment, include the following:
1. Build new classrooms: FFP intends to build new classrooms, either by building new schools or expanding existing ones. Over the three year period of this plan, the FFP education program plans to build an additional 200 classrooms in Jerusalem and rural Palestine.
2. Renovate older school facilities: The FFP school renovation plans include provisions for rehabilitation and maintenance of up to 60 school facilities in Jerusalem and rural Palestine during the period from 2014 to 2016.
3. Furnish and equip classrooms: This intervention is intended to better equip schools and classrooms for education, including provisions for furniture and equipment. FFP plans to furnish and equip 250 classrooms in Jerusalem and rural Palestine over a three-year period.
ii. Interventions to develop qualification of teachers in Jerusalem
The interventions identified by FFP to enhance the qualifications of teachers are focused on training in two areas:
1. Training geared towards new developments in education methods.
2. Training geared towards improving capabilities of first- and second-grade teachers in identifying children with difficulty in learning. In addition, it focuses on improving the ability of elementary education teachers in dealing with children with learning difficulties.
Expected Beneficiaries and Cost
The total number of beneficiaries expected from interventions to increase capacity and enhance the environment is estimated at 25,000 students in Jerusalem and rural Palestine at the time of completion of those interventions. This number is only a fraction of the beneficiaries, given the total number of benefiting students over the lifetime of the different interventions. In addition, the total number of beneficiaries expected from developing teacher qualifications is estimated at 150 teachers in Jerusalem.
The estimated three-year cost of the program is $ 21 million. The cost does not include provisions for the purchase of land. It is a prerequisite of FFP intervention that land be provided by the benefiting school or community.


KINGSTON, R.I. — November 30, 2006 — The University of Rhode Island School of Education is studying and re-writing the book on how new elementary schoolteachers are taught to teach children about science.
Education Professor Betty Young was awarded a $2.25 million National Science Foundation grant to study what prospective and current teachers need to develop their teaching skills using exploratory and inquiry-based science lessons. She takes on a “No Teacher Left Behind” attitude to teaching future educators the most effective ways to teach science to children. Research has shown the critical influence teachers have on their students’ life-long understanding and interest in the sciences.
Through the five-year study, “Change Associated with Readiness, Education, and Efficacy in Reform Science,” called the CAREERS project, Young is developing a new curriculum for current education students and tracking the results. This curriculum brings together researchers and scientists from education, psychology and the sciences with district scholar-practitioners to reshape the students’ preparation.
“We have seen that inquiry-based learning works well to engage children in the sciences, but now we need to determine what stops teachers from practicing such a proven approach,” said Young, who has focused on curriculum development for college students majoring in elementary education. “We want to find solutions to overcome the obstacles and develop strategies to change teacher preparation and practice.”
The CAREERS research team is studying the beliefs, attitudes and knowledge of 300 student education majors and 500 mid-career teachers about their science teaching, science content knowledge and readiness to change teaching practices. In addition, the science teaching of all 300 students will be reviewed during their University science methods course. Of these, 60 students will be followed through their student teaching experience and then 30 through their first years as teachers. Sixty of the mid-career cooperating teachers who supervise the student teachers will also be studied to examine the effects of coaching. science methods courses, and focus on the need for mentoring for early career teachers, and job-embedded professional development programs for all teachers of science. The program is structured to provide a complete view of teacher development — from undergraduate years to mid-career — to examine long-term effectiveness of inquiry-based science teaching and the critical factors influencing its practice.
Young said the concept behind this research effort actually began with a science professional development grant ten years ago. In 1996, she worked with a group of scientists, educators and volunteer teachers from one Rhode Island school district to develop a means to make math and science education ‘real’ and ‘touchable’ for elementary school-aged children. They developed GEMS-NET, the Guiding Education in Math and Science Network, assembled a common K-8 science curriculum using state-of-the-art science kits and modules developed through NSF funding by Smithsonian and Berkeley’s Lawrence Hall of Science. Since that time Dr. Young has led the creation of an entire network of teachers and school systems supporting inquiry-based science learning.
Heralded nationwide, GEMS-NET received an initial $45,000 Eisenhower Higher Education grant followed by a $1.4 million, five-year NSF grant, a one-year supporting NSF grant and has now contracted for six years of support by nine school districts in Rhode Island. The program has become mandatory training in the partner districts, and several other districts have purchased kits and participate in the teacher professional development so the approach can be used in their schools.
“Our volunteers have taken a “No Teacher Left Behind” approach on this model of teaching, so that none of their students will be left behind from learning about the sciences,” said Young, who lives in Exeter. “We’re very proud that this approach has been adopted and loved in districts around the country. Now this CAREERS program will take GEMSNET a few steps further.”
The CAREERS project manager is Sally Beauman and professors working on the multidisciplinary grant include Minsuk Shim and Kathy Guglielmi from the School of Education, Barbara Sullivan-Watts and Barbara Nowicki from the Graduate School of Oceanography, and Paul Bueno de Mesquita from the psychology department.


The department’s teacher ambassador, Eva Boster, interviewed a West Tennessee teacher who is passionate about developing rigorous curriculum in her pre-K classroom. Jennifer Horner teaches pre-kindergarten at Whitehall Pre-K Center in the Jackson-Madison School System. Here, Horner explains why pre-K goes far beyond singing songs and playing games. She describes the foundational skills students gain in her class, and how she designs instruction to meet the needs of all of her students.
What motivates you to teach?
It motivates me to see young learners excited about literacy and mathematics. It motivates me to see a child’s eyes light up when he or she discovers something new. I want to inspire a passion and love for learning that will set the tone for what is to come in each child’s life. The early childhood classroom is the foundation of the educational journey for future generations. A quality education for each child is a benefit for all members of society.
What is your biggest challenge as a teacher?
My biggest challenge as a teacher is finding time to spend quality one-on-one instructional time with each child. Each child is a unique creation with unique strengths and weaknesses. Whole group learning and small group learning is beneficial, but it is also important to develop a relationship with each learner. I want to listen to them when they are excited about getting a new puppy. I want to support them when they have had a rough start to the day. Quality time building a relationship with each learner helps promote an environment in which I can get the best from each student.
What knowledge and skills do students gain in a pre-Kindergarten classroom?
Pre-K is a vital part of the education of young children. It helps to lay the foundation for a solid start to elementary grades. Pre-K goes way beyond singing the alphabet song and counting to ten. Children in pre-K classrooms are learning to make connections to quality literature; to map out a story complete with characters, events, and setting; to differentiate between letters, words, and pictures; and to retell a story through drawings, emergent writing, words, and dramatic recreations. Children are learning to use letter sounds to read and write simple words. Children are learning to use thinking strategies to figure out the “whys” of the world. One of the most important skills that children can gain from a quality early childhood program is the ability to imagine. When children imagine, stories come to life, learning takes flight, and thinking becomes understanding.
What is one of your favorite strategies or resources to use to support the growth of our early learners?
The professional relationships and collaborative conversations we have at Whitehall Pre-K Center truly has been my greatest resource to support the growth of our early learners. Under the direction of our principal, Dr. Tiffany Green, we have data walls to help us track each learner’s mastery of each pre-K standard. This helps to guide and maximize our instruction times.
How do you differentiate your instruction to meet the varying needs of your pre-K students?
I teach an inclusion early childhood classroom comprised of special needs children and typical peers ranging in ages of four to five years. The needs of my students range from communication delays to developmental delays to age-appropriate levels of functioning across learning domains. Before I talk about differentiation, I believe that it is important to note that sometimes the greatest teachers of all are students’ peers. My typically developing children serve as a model for appropriate academic and social interactions. My special needs children teach others compassion and patience for those who have obstacles to overcome. Within this classroom community, we all value each other as uniquely important.
In order to meet the unique needs of each learner, I need to know what each student’s needs and strengths are. Good data collection helps to facilitate quality differentiated instruction. Mixed-ability groupings are valuable for peer modeling, and homogeneous groupings provide an opportunity for intervention or enrichment. I try to use the same materials with all groupings and differentiate the tasks expected of each learner. For instance, some learners may form letters out of play-dough while saying the letter sound. Higher level groups may form words out of play-dough. Differentiation begins at the point of need, but it is my job as an educator to have high expectations for all of my learners. Sometimes the only thing holding a child back is not having the opportunity to reach for the stars. In my classroom, we all reach for the stars.
If you would like to share your voice from the classroom, please email TNClassroomChronicles@gmail.com.
We would love to listen!