You must be logged-in in order to download this resource. If you do not have an AOE account, create one now. If you already have an account, please login.Login Create Account
Great! you're all signed in. Click to download your resource.Download
Whether youâre entering your first year or your thirtieth, thereâs always something new to learn. Itâs what makes teaching so fun and excitingâthereâs never a dull moment! Grab one of these 50+ ideas from our archives and resources to get yourself inspired for another amazing year.
If you are the only art teacher in your building, consider these articles your âBFFâ whispering handy tips in your ear as you work through those first tough weeks.
Because going over the rules is âso last year,â here are some fresh ideas to keep that first day memorable for your students and not-so-boring for you.
Create a Syllabus That Your Students Will Actually Want to Read
Go Ahead! Show a Video on the First Day of School
Engage Your Students From Day One with a Quiz About Yourself
A Winning Lesson for the First Day of Kindergarten Art
The Perfect Activity to Start Your School Year
Create Art on Day One With This Fool-Proof Lesson
Kick Off the School Year with an Art-Inspired Music Video!
Building relationships with students is critically important, but students arenât the only people you will interact within this profession. Learn to âplay niceâ with all of the stakeholders in your building to start the year off on the right foot.
Managing all the stuff that comes along with this profession can be daunting. Here are some articles to help you hone in on what you really need.
Scope and sequence, fitting in all those standards and making sure you donât forget anything: Curriculum is a fun puzzle that is always a work in progress.
Planning a Sequential Elementary Curriculum
Designing Art Curriculum Units
Building Foundational Skills
Implementing the National Art Standards
Effortlessly Communicate Your K-8 Curriculum With These Student Handouts
Effortlessly Communicate Your High School Curriculum With These Student Handouts
10 Simple Ways to Spice Up and Streamline Your Art Curriculum
10 Things You Should Know About the New Visual Art Standards
How to Develop a Unit Using the New Visual Arts Standards
20 Practical SLO Ideas for Busy Art Teachers
It all starts with setting high expectations from the start and sticking to your guns!
Managing the Classroom
Managing Middle Schoolers
8 Fundamental Routines That Will Transform Your Art Room
Have a Seat! 5 Tips For Managing Your Seating Charts
How to Introduce your Classroom Management Plan
Private: Sick of Teaching the Rules? Make a Video!
Potty Talk: A Flow Chart, A Bathroom Management System, and A Mysterious Puddle
Start the Year Off with a Classroom Mantra
The Easiest Way to Teach Routines
It seems like our prep time at school is less and less each year. Find ways to use the time you do have wisely. Consider it a game, itâll be fun!
There will come a time when you have to be out of the art room. Sub plans are a cinch with the following tips!
New students bring rewarding new challenges. You must bring your A-Game to reach all learners in the art room!
Differentiation in the Art Room
Teaching Adaptive Art
Setting Up an Autism-Friendly Classroom
Strategies for English Language Learners
Video: How to Create and Use a Picture Schedule in your Art Room
5 Adaptations You Can Make for the Art Room TODAY!
5 Ways to Help Students with Special Needs Feel Successful in the Art Room
Help Your ELL Students in Art Class with These Simple Steps
Remember: You canât do it all. Chip away at your goals and continue to add things each week and month that enhance your art room, solidify your curriculum and make the overall experience your students have memorable.
If you could give one piece of advice to a new art teacher for the first week of school, what would it be?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.


Kindergarten - Class II
The early years follow a thematic curriculum focusing on peer learning where young students learn the basic skills of reading and recognizing. They benefit from group activities and work in tandem with their peers. Cultural and cognitive adaptability is facilitated by interaction among students from different milieus, which helps them understand diverse cultures better.
Classes III to V comprise of primary schooling. The teaching pedagogy of the primary years focuses on developing the intellectual capabilities of students to the fullest. It strives to cultivate an aptitude for reasoning and exploration, integration of various subjects is an accepted concept that we abide by.
The secondary schooling phase extends from classes VI to X. One of the most important functions of secondary schooling is enabling students to develop and master their areas of interest and to harness their talents in a constructive fashion. The emphasis is on logical and categorical thinking. Exploiting the infrastructural advantages such as libraries, computer and laboratories play a huge role in this stage of development.
We ensure access to all that they require to complete projects, conduct experiments and study concepts. They also get lessons in Work experience, Art Education, Performing Arts, Physical and Health Education.


Background to the TARGET programme
The overall purpose of the Technical Assistance to Reinforce General Education Quality Improvement Program for Equity (TARGET), Equitable School Improvement Fund (ESIF) programme is to support GEQIP-E and the general education sector more broadly, to improve both student learning and equity. GEQIP-E focuses on improving school and system performance through direct interventions and relevant system strengthening. TARGET will support GEQIP-E to re-focus the system to improve learning outcomes through four integrated task areas:
Task 1. Performance-Based Delivery: strengthening delivery capacity through embedded delivery approaches across the system.
Task 2: School leadership training and capacity development: reforming the school leadership training programme for school principals to put teaching and learning at the heart of school leadership and ensuring that special attention is paid to gender and inclusion.
Task 3: Enhanced school leadership to improve school performance: supporting existing school leaders through in-service continuing professional development (CPD) to strengthen instructional leadership, accountability, and grant use, especially in the worst-performing schools, and to develop model interventions to identify what works in addressing the barriers faced by the most marginalized groups in the four emerging regions.
Task 4: Research, monitoring and evaluation process: improving systems for monitoring, evaluation, research, and analysis (MERA) to achieve a system-wide culture of learning.
The project Outcomes;
- Enhanced knowledge, skill and practices of school leaders on community engagement, teacher performance and inclusive instruction /pedagogical/ methods and instructional leadership
- Performance of teachers improved and thereby literacy and numeracy skills enhanced through utilizing responsive & inclusive learning and teaching processes across the targeted school systems
- Enhanced engagement of the community in level 1 (poorly performing) schools to boost school improvement.
- 44 primary schools and students experiencing improved gender clubs
- 44 primary schools with new mechanisms in place to improve reporting on SRGBV
- 15 primary schools experiencing improved gender-sensitive sanitation facilities
- 4 woredas participating in capacity building interventions that combat harmful social norms
- 24,549 pastoralist and agro pastoralist girls supported Sanitary Pads.
In General the performance of students mainly those marginalized girls, vulnerable children and those in remote pastoral areas improved (by 25% from the baseline) in the targeted schools through creating safe school environment, providing capacity building training and establishing/strengthening Inclusive Clubs, GCs and GEACs.
TEA Response and Impact
TEAâs strategy supports adolescent girlsâ empowerment by providing knowledge and skills which are relevant for girls and boys, strengthening school gender clubs and School Safeguarding policy practices to end school-related gender-based violence, improving primary school curriculum to ensure it is gender-sensitive, and actively engaging communities to support the education of girls. TEA strengthens communication for Development (C4D) interventions to address harmful social norms, support girlsâ progression in school, and contribute to ending child marriage. Support is given to ensure gender-appropriate WASH facilities in primary schools and gender equity is incorporated into all of TEAâs education programming. The programme is implemented with the financial support from the Foreign, Commonwealth & Development Office (FCDO) through Education Development Trust (EDT) in close partnership with the Ministry of Education and Regional Education Bureaus and other development partners. TEA is using its range of experience, knowledge, and influence to leverage larger investments and bring a greater impact to improving the quality, efficiency and effectiveness of education for girls in Ethiopia.


ERIC Number: ED438533
Record Type: RIE
Publication Date: 2000-Jan
Teaching All Children To Read: The Roles of the Reading Specialist. A Position Statement of the International Reading Association.
International Reading Association, Newark, DE.
Teaching all children to read requires that every child receive excellent reading instruction, and that children who are struggling with reading receive additional instruction from professionals specifically prepared to teach them. The range of student achievement found in classrooms, with the inclusion of children who have various physical, emotional, and educational needs, requires that educators move to different educational models from those of the past. These new models present opportunities for teachers and reading specialists to work collaboratively to provide effective instruction for all students. In order to provide these services, schools must have reading specialists who can provide expert instruction, assessment, and leadership for the reading program. Contains 11 references and 7 related resources available from the International Reading Association. (RS)
Descriptors: Elementary Education, Instructional Leadership, Professional Development, Reading Achievement, Reading Difficulties, Reading Instruction, Reading Teachers, Specialists, Standards, Teacher Role
International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($5 for 10 copies; single copies free). Tel: 800-336-7323 (Toll Free); Web site: http://www.reading.org.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.
Grant or Contract Numbers: N/A


The definition given in Websterâs Dictionary is âthe art, science, or profession of teachingâ.
Wikipedia provides the following definition for piano pedagogy.
Piano pedagogy is the study of the teaching of piano playing. Whereas the professional field of music education pertains to the teaching of music in school classrooms or group settings, piano pedagogy focuses on the teaching of musical skills to individual piano students. This is often done via private or semiprivate instructions, commonly referred to as piano lessons. The practitioners of piano pedagogy are called piano pedagogues, or simply, piano teachers.


Studies show (and we all know) that art is crucial for developing creative thinking, academic success, and emotional well-being. DrawTogether Classrooms provides educators with free and low-cost resources, tools and support to combine social-emotional learning with art education in all kinds of learning environments. Our team of educators and designers have created a flexible and easy-to-implement program that integrates social-emotional skill-building with artistic exploration through digital videos, podcasts, and activities, as well as readily-available art supplies. DrawTogetherâs lessons and resources connect creativity with the world and develop critical skills that kids (and grown-ups!) need to thrive.
Interested in learning more? Send us your contact info now!
DT Classrooms Sign-up
In 2021-22 we supported 100 classrooms in over 30 states, reaching thousands of kids. This includes elementary, middle, and high schools, afterschool programs, non-profit organizations, pediatric hospitals, and more! The majority of the schools and programs in our pilot serve low-income and historically marginalized communities. Stay tuned for our impact report, coming summer 2022.
We created the Amazing DT Educator Guide, full of episode overviews, essential questions, and lots of activities to deepen learning.
The program also provides a free subscription to the DrawTogether newsletter, a set of custom-designed classroom posters from celebrated illustrators, monthly collaboration meetups, personalized check-ins and support, and free art supplies and printed materials
âI love the social-emotional aspect of these drawing exercises. The students desperately need it right now. I love having the Draw Together resources to help support my students emotional needs in addition to providing art.â
âUsing DrawTogether, I see concrete improvements in how my students connect with each other. I noticed a child giving a child a compliment on their work. I noticed another child telling their partner not to give up and to keep trying. One child was frustrated because their work did not look like the video and the other child told them to keep trying.â
âI have found that Draw Together has helped my students take a mental break and reflect. Itâs also been a way for them to just be silly and exist without judgment in our classroom space â which helps to build their excitement about school.â
Sign up here if youâre interested in learning more.
You can also spread the joy and support DrawTogether Classroom with a donation.


"You decide, we provide!"
To help with the transition between the Early Years and Key Stage One the children continue to be at the centre of our curriculum. The children's interests form the basis of our topic based approach, allowing them to have ownership of their own learning. This cross curricular approach enables the children to apply previously learnt skills within all areas of learning, without even realising! We ensure that our literacy and numeracy skills are used within other areas of the curriculum giving them never ending opportunities to put their learning and skills to the test!
The KS1 children have worked closely with those children in EYFS to create this years topics;
Whilst delivering a fun and enjoyable curriculum, staff ensure that all children are challenged and supported appropriately, according to each child's learning style and needs. This allows all children the opportunity to reach their full potential and succeed.
Whilst doing this the children are continually assessed against the September 2014 national curriculum outcomes. This allows staff and children to set achievable yet challenging targets in reading, writing and maths, ensuring that we all succeed.


Lesson Plans for Creative Dance PDF
Children love to express themselves through movementâand with this great new resource, you can guide them through a range of actions and dances that will help them develop both physically and mentally.
Lesson Plans for Creative Dance: Connecting With Literature, Arts, and Music is a resource for physical educators, classroom teachers, and dance specialists as well as a useful supplement to college level elementary education courses. Author Sally Carline has tested and refined the creative movement activities that she has prepared for educators and for preservice teachers, and she includes background material that will ground you in understanding how to best teach and incorporate movement activities in a variety of classes and settings.
Lesson Plans for Creative Dance supplies you with
â¢ lesson plans that incorporate Laban movement concepts and extend childrenâs movement vocabulary;
â¢ a progression of learning that creates a rich, extended experience for students;
â¢ 28 dances with music for students through age 12; and
â¢ ways to incorporate dance with various types of literature, art, and music.
Part I presents guidelines for assessing creative dance based on Rudolf Labanâs analysis of human movement. You learn about body, dynamic, spatial, and relationship awareness and gain insight into using rubrics to evaluate your students. You also learn how to help children warm up properly, channel their energy, and improve their footwork and rhythmic skills. Part I will help you incorporate dance with action words, action rhymes, and other poetry as well as with visuals and rhythm in a variety of settings.
Part II offers 28 age-appropriate, ready-to-use dances that include a variety of lesson progressions as your students acquire and develop movement skills. You will be able to teach dance skills and incorporate other creative elements and concepts to give your students an understanding of the many ways in which a skill can be performed.
Through Lesson Plans for Creative Dance, you can work on several ideas within the same lesson and continue to develop those ideas in future lessons. You can also incorporate ideas from language arts, social studies, art, music, and science to facilitate childrenâs learning and increase their enjoyment of various subjects.
This lesson planner will help you take your movement education to the next level, help your students acquire skills and knowledge, and bring meaning and joy to your creative dance sessions.
Part I: Introduction to Teaching Creative Dance
Chapter 1. Teaching and Assessing Creative Dance
Chapter 2. Introductory Activities
Ages 4 to 6
Ages 5 to 7
Ages 6 to 8
Ages 7 to 9
Ages 8 to 10
Ages 9 to 11
Ages 10 to 12
Part II: Dances With Literature, Arts, and Rhythm
Chapter 3. Dances With Action Words and Visual Aids
Chapter 4. Dances With Action Rhymes
Chapter 5. Dances With Poetry
Chapter 6. Dances With Rhythm
Part III: Dances With Music
Chapter 7. Dances for Ages 4 to 6
The Queenâs Guards
Chapter 8. Dances for Ages 5 to 7
When I Get to the Fairground
Pattern to Cure a Headache
Peter Pan and His Shadow
Chapter 9. Dances for Ages 6 to 8
The Full Moon
The Little Chinook
Battle of the Seasons
Chapter 10. Dances for Ages 7 to 9
The Space Stealers
The Volcano Makers
Chapter 11. Dances for Ages 8 to 10
The Abandoned Cartwheel
Chapter 12. Dances for Ages 9 to 11
Skeletons and Ghouls
Chapter 13. Dances for Ages 10 to 12
The Sheriff and the Cowboy
Dances for ages 6 to 8
Introductory Activities for Ages 4 to 6


McGraw-Hill Launches Reading WonderWorks to Help Struggling Readers Meet the Common Core State Standards
Published September 25, 2013
Reading WonderWorks develops fundamental reading and writing skills through a print and digital learning environment
NEW YORK, Sept. 25, 2013 /PRNewswire/ -- McGraw-Hill today announced the launch of McGraw-Hill Reading WonderWorks, a personalized, flexible and intensive intervention program for struggling readers in Grades K-6 that was built from the ground up to address the Common Core State Standards for English Language Arts. Reading WonderWorks, which supports Reading Wonders, McGraw-Hill's comprehensive Common Core reading program, was designed specifically to help students who are reading below grade level develop critical reading, writing and analytical skills required by the rigorous new standards so that they can accelerate through the curriculum and read on grade level by the following year. The program is currently rolling into classrooms across the country.
Available in both print and digital format, Reading WonderWorks was built to support the core instruction that occurs in the Reading Wonders classroom, but provides flexible options and scaffolds specific skills for students with varying intervention needs. For students in younger grades (K-1), the program emphasizes developing and reinforcing foundational skills from the Reading Wonders program (phonological and phonemic awareness, phonics, word recognition, fluency, oral vocabulary) that are crucial for developing proficient readers as defined by the Common Core State Standards. For older grades (2-6), the program's focus shifts to addressing higher level skills (practicing close reading, accessing the meaning of complex text, analytical writing) that are level-appropriate but still maintain the complexity that students are required to master. Foundational skills continue to be scaffolded to support students throughout the program as needed.
The program will also include Reading Wonders Adaptive Learning, a system developed in conjunction with Area9 that will continually assess a student's knowledge and skills and provide them with a personalized learning path to help them accelerate their learning.
"We believe that every student deserves a chance to succeed academically. With the arrival of the Common Core State Standards for English Language Arts and a general trend to more rigorous educational standards, students who are reading below grade level will face even greater challenges in meeting them," said Peter Cohen, president of McGraw-Hill School Education. "The goal of Reading WonderWorks is to close the achievement gap among students, help struggling students develop foundational reading and writing skills in a self-paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond."
The Reading WonderWorks program seamlessly integrates with Reading Wonders through an interconnected digital platform for students and teachers across multiple devices, and the robust teacher platform provides both Reading Wonders and Reading WonderWorks instructors with shared access to built-in and customizable plans and resources to jointly push their students forward, already sequenced in the order of instruction. Also included in the platform are Foundational Skills Kits that teachers can use with students if they are missing key foundational skills that are potentially holding them back, as well as "Level Up" lessons that stretch and accelerate students to read on grade level. Placement and diagnostic assessments as well as the Reading Wonders Adaptive Learning system will help tailor instruction, gauge an individual student's progress and ultimately determine if a student is ready to exit the Reading WonderWorks program.
Reading WonderWorks offers interactive worktexts and e-books that allow students to take notes, utilize built-in prompts to help them identify and mark text evidence and most importantly, collaborate and discuss passages with their peers to help them think more critically and extrapolate the meaning of more challenging texts. The students' dynamic platform also engages them in games, graphics and ample practice to ensure that they become confident and proficient readers who can read on grade level and help students make progress toward satisfying more rigorous educational standards.
For more information about Reading WonderWorks visit: mhreadingwonders.com/wonder-works
McGraw-Hill is a digital learning company that draws on its more than 100 years of educational expertise to offer solutions that improve learning outcomes around the world. McGraw-Hill is the adaptive education technology leader with the vision for creating a highly personalized learning experience that prepares students of all ages for the world that awaits. The Company has offices across North America, India, China, Europe, the Middle East and South America, and makes its learning solutions available in more than 60 languages. For additional information, visit www.mheducation.com.
Visit our News & Media Center for current contact information.


The pieces of evidence are the pictures and descriptions of some of the reading resources that I use and share with other teachers. Being a reading specialist, the other teachers ask me for resources (testing materials, fluency passages, phonics lessons) advice, or help with students who are struggling with reading instruction. The intervention leaders refer teachers to me when new teachers bring students to Response to Intervention (RtI) and I am working to create a Reading Support Staff team that will provide support for all teachers and students.
The resources pictured here are tools that I use everyday for reading instruction. I also share these resources with my fellow teachers. The Recipe for Reading books come from the Orton-Gillingham approach for reading that uses a multi-sensory technique for phonics instruction. I like the sequence for introducing letters because it has students sounding out words and reading books after only learning a few letters. The Power Tools for Literacy book is an amazing resource because it has lessons designed to explicitly teach phonics and spelling patterns to all readers. This text would pair well with Words Their Way and can be used for word work and word studies. The CORE Reading Assessments and Source Book are great tools for digging into reading difficulties and tackling any reading deficits. I use these books to do beginning, middle, and end of the year progress monitoring, or for assessing where a studentâs struggle might originate.
The wrap-ups are great tools that I found online that provide an interesting, physically manipulative way to learn vocabulary. This set contains wrap-ups that are useful for practicing synonyms, antonyms, homophones and compound words.
Task cards are useful in many different ways; they can be used for practice, warm-ups, lessons, assessments, and exit tickets. I have some for phonemic awareness and literacy skills, like identifying Authorâs Purpose, text features, main idea/details, and summarizing to name just a few.
I like to use the fluency strips to encourage reading for accuracy and these strips make it easy to set goals and give incentives for finishing the set.
CVC Word manipulative blocks are a nice way to practice decoding words and this set is nice because they can practice with rhyming words and phoneme manipulation (for example, they can see what happens when you change the ânâ in âcanâ to a âpâ).
The Secret CVC words are a big hit with students! And I love them because it is a nice way to practice phonemic awareness and decoding â there are also Secret Sight Words for practicing sight word recognition.
The Paragraph Writing tools are writing prompts for three genres of writing, narrative, informative, and opinion. There are graphic organizers for the brainstorming, planning, rough draft, revising, and final draft parts of the writing process. I use these for my students who have writing goals.
How Does This Evidence Demonstrate Proficiency of the Standard?
- My strength is being able to identify the areas in which students are struggling, for example, I can give a few CORE assessments and analyze the scores as well as the student to be able to design a targeted intervention (element A).
- I am familiar with the assessments and can suggest which assessment a teacher should administer to a student to gather needed information (element D).
- I am always looking for engaging, yet effective resources to help with the targeted intervention; for example, a phonics notebook that helps students track their learning in an organized way (element A).


Connecting to culture through music
Music education is more than creativity but a tool to connect students to culture.
10 December 2020
Music is a powerful tool in education that can be used to help connect students to their culture and improve learning outcomes and engagement at school.
Australian soprano Deborah Cheetham and teachers Sarah Donnelley and Thomas Fienberg joined Secretary Mark Scott on the Every Student Podcast to discuss the importance of music education and how it can be used to connect Aboriginal and Torres Strait Islander students to their culture and engage with their learning.
Ms Donnelley, a teacher from Wilcannia Central School, and Dr Fienberg, head teacher at Evans High School, were recently nominated for the ARIA Music Teacher of the Year Award, with Ms Donnelley taking home the title at last monthâs virtual award ceremony.
Ms Cheetham, a Yorta Yorta woman, is a renowned opera singer who said ânone of what I do would have been possible without my high school music teacher, Jennifer Kingâ.
The transformational power of teachers, and in particular music teachers, is something well known to Dr Fienberg, who studied a PhD in music education and Indigenous music.
âResearch is clear that music has so many benefits beyond just the connection to culture and enhancing your creativity â¦ the role that music plays in improving literacy and numeracy is so very well documented,â Dr Fienberg said.
Ms Donnelley uses music to draw everything together in her classroom at the remote school in north western NSW.
âIt is a tool that we can use to bring a sense of calm and order in the classroom, to bring a sense of fun â¦ it allows you to transfer into this other space where you can be thinking, relaxing,â she said.
âNumber one for me it is building of a relationship and that connectiveness that music brings.â
A priority for the NSW Education is to increase the percentage of Aboriginal students completing Year 12 by 50% while maintaining their cultural identity.
Ms Cheetham said music was integral to First Nations people, and more broadly all people.
âMusic [and the arts more generally] is our way of knowing, it is our way of understanding everything in the world,â she said.
"In fact for all Australians at some point their ancestors knew the world and passed on knowledge through the arts. Writing is relatively new, knowledge was painted on to the body, it was danced and it was sung and it was passed on from generation to generation through the arts and in particular music.â
She said music remained an important tool in helping Aboriginal students connect to their culture.
âMusic is vital. If you want First Nations students to complete high school, make it more relevant and do not disadvantage them further by diminishing the amount of time they can spends in the arts,â she said.
âItâs not that all of the other subjects donât have their value â¦ the arts feed into all of the other subjects.â
Ms Donnelley uses music to build a studentâs identity, tell the stories of their history and place and combat the idea of shame felt by so many in the local community.
âIt has provided an opportunity for our kids to stand up and our community to be proud of them, for our kids to be proud of each other and resilient,â she said.
At Evans High School, Dr Fienberg coordinates the Solid Ground program, which sees Aboriginal musicians share their expertise and guide students to better understanding their culture.
âThe Solid Ground program is an amazing place where students can come into a room â¦ and feel safe and feel that this is a place where they can learn more about culture through the voices and the eyes of people who are successful in their fields,â he said.
Ms Cheetham said she was encouraged by the current work for todayâs students, adding that the culture being shared in classrooms was a âvery precious commodityâ.
âWe have to make up a great gap in the knowledge of non-Indigenous Australians about the longest continuing music practice in the world, the longest continuing culture, and that will build a valuing and a love for Indigenous cultures and First Nations cultures.â
Listen to the full episode now:
Read the transcript of Every Student Podcast: The power of music education.
Every Student Podcast listener survey
What can we do better? We're keen to hear from our listeners about what you want to listen to and how we can improve the podcast.


This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Table of Contents
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
'If you want to teach popular music in schools then find out how successful popular musicians learn and apply these methods in the classroom. This blindingly simple insight has eluded much pedagogic practice to date. By innovatively theorising, demonstrating, and assessing the practical implementation of this, Lucy Green may have provided a manifesto for rebalancing classroom music teaching and setting it on a new and more fruitful track.' John Sloboda, FBA. Keele University. Author of The Musical Mind âThe book should be of interest to music educators, but also to teachers in any discipline as the ideas of the book can potentially be implemented in other educational settings than those concerned with music. Educators outside of the UK can also adopt such pedagogical strategies to their classroom, provided that they adapt the pedagogy so that it covers their curriculum content. The book should also be of interest to curriculum-designers and policy makers.â Educate â... this is a very important music education book, not only challenging established views and prejudices of music teaching, but also demonstrating how teachers could act to make a difference and work for change. Reading this book is a must for every music educator, not necessarily with the aim of copying every detail of the project, but to relate to, reflect and act upon in his/her ongoing music teaching. This project is also a very good example of praxis-based research. The thick descriptions and the sharp, well-structured analyses offer a great amount of valuable knowledge to researchers as well as educators.â Music Education Research â... the sophisticated and methodical analysis that Green brings to this work is a helpful illumination that should empower, promote and extend the activity of music educators across our schools.â Journal of Music Technology and Education âViewed altogether, the Musical Futures initiative, the empirical authority and depth of this project, and finally


High school education, Also called secondary education in some countries, is a continuing for of imparting knowledge and learning to students who have completed elementary education. During this time period, the pupils are educated supporting and additional lessons, wisdom and issues that are associated with those educated in basic education in addition to other new classes that are included in the program for each level in this secondary type of learning.
There are several Important elements to pursuing high school. These include, but are not limited to, additional data and information of topics learned from basic, new information useful for higher education, the principles that are helpful for gaining employment and the principles which enable a person to work in mature everyday life and trades.
Additional information Of the subjects which were learned during basic level is usually taught in this secondary level. The fundamentals, which were taught in basic, will be brought back un during this period in education and reiterated in order to be certain the pupils have learned them well. Other additional knowledge, which is related to these subjects, is also educated as a way to prepare the pupils for higher education. The foundation for employment and work may also be learned in this level. Many companies accept high school graduates as their employees because the work they need to offer often involves the use of fundamental knowledge and education, which can be learned in this degree. Some kinds of partnerships and work also do not need college education to operate. Many individuals that are graduates of the secondary level are self explanatory with companies which are based on the fundamental principles of knowledge and simply need this to work well and succeed. On the other hand, secondary schooling is also relevant at the faculty or tertiary level since it prepares the student for the additional wisdom and lessons that the professors teach and impart in this level of instruction. The fundamental knowledge that is taught during basic and secondary levels is the foundation of a number of the classes and topics taught in tertiary level.
The general high School is usually offered for those students who have completed the basic course. There are other types which are also available for students who might want to enter another kind of education. These are known as vocational schools, prep schools, magnet school and other schools. These also provide instruction that comes after the basic level but they vary from the general one in terms of focus and goal. In vocational, many pupils are taught the fundamental skills required to enter the workforce early or to function well in life.


Before discussing How To Become An Elementary School Teacher we should know what his job description, elementary teacher? An elementary teacher helps young children develop social skills and positive learning habits in an enthusiastic, stimulating, and positive classroom environment. This can be a rewarding career, as elementary educators help foster the social and intellectual development of their students. If you love kids and want to help them succeed, becoming an elementary school teacher is a rewarding career choice with unlimited possibilities. With the right education and training, the potential for employment is excellent. Teachers are always in demand and someone who exhibits skills to truly instill memorable experiences in their students is even harder to find.
When employed by public schools, these professionals are required to have a bachelorâs degree and a certificate or license issued by the state where they work. Private school teachers may not need a license, though theyâll likely still need a degree. This bachelorâs degree canât be in just anything though. If you want to be an elementary school teacher, you should get your degree in education or specifically elementary education.
Key Skills and Strengths How To Become An Elementary School Teacher
- Ingenuity: Kindergarteners and elementary grade students often view the world with a level of imagination and freshness educators shouldnât take for granted. They will need to engage a studentâs interest in creative assignments and interesting class activities.
- Empathy: Students aged 5-11 will struggle with very different social, domestic, and academic challenges than adults are used to addressing. Teachers will need to understand their studentsâ perspectives in order to instruct diverse groups and help them achieve their goals.
Enjoy Working with Children: This might seem obvious, but the role of an elementary school teacher will be infinitely easier and rewarding for those who enjoy working with children. Prospective educators might not consider this characteristic until it is too late. You should assess your previous interactions with children between the ages of 5-11, such as babysitting, and make sure youâll be able to work with this age group full-time.
- Persistence: Classrooms are known to get unruly, and this age group can be volatile, swinging from quiet interest to temper tantrums to sleepiness within minutes. Educators will need to maintain control of their emotions, exercise patience, and adopt behavior control strategies.
Communication and Presentation: Teachers will often need to tailor their language to fit their audience, translating texts, lessons, and media into vocabulary that is accessible to children ages 5-11. Additionally, teachers must communicate with parents on a regular basis to praise achievements, address concerns, and collaborate on learning strategies.
Steps to How To Become An Elementary School Teacher
Step 1: Earn a Bachelorâs Degree in Elementary Education
Aspiring teachers who have a bachelorâs degree in a field other than education can enroll in graduate education programs or complete alternative certification programs to gain the training they need.
Step 2: Pass a Licensing Exam
Licensure, which is required by all states to teach in a public institution, is earned by passing a national examination that measures teachersâ content knowledge and basic skills knowledge.
Step 3: Earn a Masterâs Degree
The focus of many masterâs degree programs is to develop teachers who have a deeper understanding of their content knowledge. These programs also seek to prepare teachers to become experts in pedagogy.
Step 4: Participate in Ongoing Professional Development and Advance your Career Simultaneously
To more How To Become An Elementary School Teacher, please CLICK HERE to Find your dream job! Search for jobs, posts your resume, compare salaries and find career advice and research.


Product Review of ProblemScape
ProblemScape is an immersive experience that includes learning and practice activities designed to stretch a playerâs pre-algebraic skills. Players must be signed up through an adultâs administrator account but then have access to the adventures with simple usernames and passwords.
Arithma is a world where all math experts have mysteriously disappeared. A Quest Log, star-marked map, and friendly characters offer directions and guidance as kids explore Arithma. Only four of the eight chapters are accessible at the time of review. Each chapter includes a series of adventure tasks and a set of practice opportunities for two foundational skills that correspond with Common Core State Standards 6th grade Expressions and Equations strand. Given an Xpert Notebook and occasionally crossing the path of a Ypert Diaries page, players are allowed to learn, review, or practice and then must use their own math expertise to find the missing math experts.
The lessons, challenges, and searching pathways to complete adventure tasks in ProblemScape create a saga of a game not intended to be completed in one sitting. Luckily, chapters break pre-algebraic skills into manageable pieces. Educators can direct learners to the Xpert Notebook as a pre-teaching lesson or as an independent learning activity in a flipped classroom. The notebook offers a chance to learn from a video, observe using click-through activities, and practice with self-checking problems. Creating teams and encouraging learners to problem-solve together could help during the adventure tasks, as some text instructions canât always be revisited, and the player perspective doesnât always match the mapâs orientation. Check out the educator resources, like the rationale, instructions, and pacing guide.
Questions in each chapter and Xpert Notebook page are the same for every player, creating an opportunity for group work and whole-class discussion. Educators should be aware that learners canât revisit these questions once theyâre complete. Once players are signed up, administrators have access to chapter progression only, so using this app for assessment or scoring purposes isnât recommended. Traveling the pathways of Arithma and searching for the next location can also take some time, so educators should monitor play and help refocus learners when necessary.
ProblemScape is a solid example of how math can integrate into a narrative and be part of an overall experience with context. In terms of instruction, the teaching videos offer more than steps of an algorithm. Instead, lessons use in-depth, but very clear, demonstrations of each mathematical concept. Although the chapter lessons are self-contained, the videos and practice from previous chapters remain part of the Xpert Notebook for learners to reference at any time.
Players are often asked to explain or rethink strategies to access deeper learning, and multistep problems are broken down into bite-size pieces, encouraging learners to think them through. Specific feedback on errors is offered, and correct answers are revealed after second attempts, along with a redirection to use the video or guided practice. Steep reading levels, heavily text-based instruction, and a totally self-guided adventure seem more appropriate for older, more independent learners. And unfortunately, it makes it a tough fit for kids who might struggle with all that text. More support would improve the experience and make it accessible to more learners.
Overall User Consensus About the App
Adventure, game-based learning, and solid 3D graphics create an engaging experience. Improving math skills is only half the challenge. Searching for characters, solving riddles, and collecting gems keep players invested.
Curriculum and Instruction
Deep, conceptual explanations, guided practice, and challenge questions are the trinity for solid math instruction. However, these moments are sometimes buried behind collecting gems and long walks through the woods.
Feedback and access to review material provide support for learners to learn and grow. Thereâs not quite enough support on the game end. Instructions are text-only and arenât always repeatable.


The 2018 NAEP Oral Reading Fluency (ORF) study is conducted by NCES to examine fourth-grade studentsâ ability to read passages out loud with sufficient speed, accuracy, and expression, as well as foundational skills to gauge underlying sources of poor fluency. Oral reading fluency and foundational skills are important components of reading that are necessary for successful reading comprehension. Because the NAEP reading assessment measures reading comprehension only, the ORF study provides valuable supplemental information about students who have difficulty in reading comprehension. A nationally representative sample of about 1,800 fourth-graders from 180 public schools participated in the ORF study.
See how the oral reading assessment was administered to fourth-graders in 2018.


Paediatric Occupational Therapist helps children to develop skills in the areas of Self Care, School and Play to improve their cognitive, physical, sensory and motor (fine motor and gross motor) skills and enhance their self-esteem and sense of accomplishment. Therapy also includes a direct practice of the task, often with adaptations or modifications of the fine motor and self-care tasks (cutting, writing, tying shoes) that are difficult for the individual child.
Sensory Integration Therapy (SIT)
The three primary sensory systems are the tactile system(our ability to touch something and comprehend it), the vestibular system(involved in eye-hand coordination, balance and co-ordination) and the proprioceptive system(involved in determining special relationships with our body and the world around us). Sensory Integration is a term that describes the brainâs ability to take information from the senses, organize it and respond to it during experiences of daily life. The tactile system, the vestibular system and the proprioceptive system are involved in Sensory Integration Therapy.
SIT is activity based therapy where the child learns and improve in self-regulation, postural control, praxis and sequencing, eye/hand coordination, fine motor skill development, social and emotional development and academic learning.


Listen to Dr. Maria Arreguin Anderson discuss the importance of providing dual language learners with relevant, authentic educational opportunities during distance learning.
Special Guest Author:
MarÃa G. ArreguÃn-Anderson, Ed.D.
is an Associate Professor of Early Childhood and Elementary Education at the University of Texas at San Antonio. Her research and publications focus on cooperative learning in dyads and elementary science education in dual language environments. For several years, Dr. ArreguÃn-Anderson has been involved in leadership positions at local, state, and national organizations that advocate for bilingual learners.
Weâre proud to announce that our myView Literacy Â©2020 curriculum for grades K-5 achieved the highest rating of âall greenâ from EdReports! Learn more https://t.co/PzO2VYmtKK OR request a digital sample today: https://t.co/1b4nZMhBR8 #elachat #edchat #edtech #myViewLiteracy pic.twitter.com/Mv8HXakzD9
â Savvas Learning (@SavvasLearning) April 16, 2020


Pic Courtesy Science Daily saying âBabies only hours old are able to differentiate between sounds from their native language and a foreign language, scientists have discovered. The study indicates that babies begin absorbing language while still in the
Similar to this title,the worldâs leading journal Science Daily has reported that ânewborns are much more attuned to the sounds of their native language than first thought. In fact, these linguistic whizzes can up pick on distinctive sounds of their mother tongue while in utero, a new study has concluded.â
It s report is as follows:
- Research led by Christine Moon, a professor of psychology at Pacific Lutheran University, shows that infants, only hours old showed marked interest for the vowels of a language that was not their mother tongue.
- âWe have known for over 30 years that we begin learning prenatally about voices by listening to the sound of our mother talking,â Moon said. âThis is the first study that shows we learn about the particular speech sounds of our motherâs language before we are born.â
- Before the study, the general consensus was that infants learned about the small parts of speech, the vowels and the consonants, postnatally. Moon added. âThis study moves the measurable result of experience with individual speech sounds from six months of age to before birth,â she said. The findings will be published in Acta Paediatricain late December.
- For the study Moon tested newborn infants shortly after birth while still in the hospital in two different locations: Madigan Army Medical Center in Tacoma, Wash., and in the Astrid Lindgren Childrenâs Hospital in Stockholm. Infants heard either Swedish or English vowels and they could control how many times they heard the vowels by sucking on a pacifier connected to a computer.
- Co-authors for the study were. Hugo Lagercrantz, a professor at the Karolinska Institute in Sweden as well as a member of the Nobel Assembly, and Patricia Kuhl, Endowed Chair for the Bezos Family Foundation for Early Childhood Learning and Co-Director of the University of Washingtonâs Institute for Learning and Brain Sciences.
- The study tested newborns on two sets of vowel sounds â 17 native language sounds and 17 foreign language sounds, said Kuhl. The researchers tested the babiesâ interest in the vowel sounds based on how long and often they sucked on a pacifier. Half of the infants heard their native language vowels, and the other half heard the foreign vowels. âEach suck will produce a vowel until the infant pauses, and then the new suck will produce the next vowel sound,â said Kuhl.
- In both countries, the babies listening to the foreign vowels sucked more, than those listening to their native tongue regardless of how much postnatal experience they had. This indicated to researchers that they were learning the vowel sounds in utero.
- âThese little ones had been listening to their motherâs voice in the womb, and particularly her vowels for ten weeks. The mother has first dibs on influencing the childâs brain,â said Kuhl. âAt birth, they are apparently ready for something novel.â


If we look around us, technology is everywhere. A recent survey concluded that 65% of today's students will be employed in jobs that don't exist yet, with technology and computing being at the centre of this movement. Itâs essential that students leave school equipped with the skills to venture into the working world. Due to this, Computer Science is becoming one of the fastest growing subjects across the world.
Students have the opportunity to study Computer Science throughout their time at The Marlborough School. We have 3 computing rooms, all equipped with both desktop computers and chromebooks.
Key Stage 3 (Years 7, 8, 9)
Students in KS3 take part in Computing and Computer Science once a week in one of our computing suites. They are taught in their form groups and will engage with many different topics covering the computing landscape. The KS3 curriculum touches on many topics that are covered in the GCSE specification, meaning students can make an educated and informed decision as to whether Computer Science may be right for them as a GCSE option.
Year 7 - Foundational skills (using the google suite, writing emails, social media and online safety)
Year 8 - Topic 1, Binary. Topic 2, Computer Systems. Topic 3, Coding with MicroBits. Topic 4, Networks. Topic 5, Python Programming
Year 9 - Topic 1, Maths and Logic. Topic 2, Python Programming. Topic 3, Computer Software. Topic 4, Web design (HTML, CSS)
Key Stage 4 (Years 10 and 11)
Exam board - OCR (J227 specification)
The subject content in Computer Science is split into 2 elements. These are both assessed through exams.
Topic 1 - Computer systems (CPU architecture, memory and storage, networks, system security, system software and legal/ethical issues in computing). 50% of final grade
Topic 2 - Computational thinking and problem solving (algorithms, programming fundamentals, producing robust programs, boolean logic and programming languages).
50% of final grade
The GCSE is suited to students who enjoy problem solving, logical thinking and those who have an interest in how computers work and how devices communicate across the world.
Key Stage 5 (Sixth Form)
Exam board - OCR (H446 specification)
The subject content in Computer Science is split into 3 elements. Topic 1 and 2 are exam based. Topic 3 is set as coursework in year 12 and will run through until year 13.
Topic 1 - Computer Systems (characteristics of contemporary processors, software and software development, exchanging data, data structures and legal / ethical issues in computing). 40% of final grade
Topic 2 - Algorithms and programming (computational thinking, problem solving and programming, algorithms) - 40% of final grade
Topic 3 - Programming project - 20% of final grade
The A-level is suited to those who have flourished in their GCSE and who have developed a deep understanding and interest of computer systems and programming. This course is designed to set students up for further education within computing or to allow students to enter the working world with enough practical experience to succeed.
|Mr O Adams|


What are the 6 reading comprehension strategies?
The âSuper Sixâ comprehension strategies:Making Connections.Predicting.Questioning.Monitoring.Visualising.Summarising.
What are the techniques of reading comprehension?
The key comprehension strategies are described below.Using Prior Knowledge/Previewing. Predicting. Identifying the Main Idea and Summarization. Questioning. Making Inferences. Visualizing. Story Maps. Retelling.
How do I check my reading comprehension?
The most common reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child, and then asking some explicit, detailed questions about the content of the text (often these are called IRIs).
How do I teach my child comprehension?
Check out Understood for Educators.Make connections. When kids connect what they already know to what they read, it helps them focus. Ask questions. Asking questions encourages kids to look for clues in the text. Make âmind movies.â Look for clues. Figure out whatâs important. Check understanding. Try new things.
What is an example of comprehension?
The definition of comprehension refers to your ability to understand something, or your actual understanding of something. An example of comprehension is how well you understand a difficult math problem.


MIDDLE SCHOOL SUBJECTS
Following Canadaâs Ontario curriculum, subjects are categorised as Core or Rotary.
Grades 6 - 8 students explore four core subjects - Mathematics, English, The Arts, and Social Studies. These subjects are taught by the homeroom teacher who employs inter-disciplinary (cross-curricular) teaching approaches across these subject areas. Also, the homeroom teacher can focus on individual studentsâ strengths and learning needs.
Additional to the core subjects are the rotary subjects â Languages (French, Mandarin, Malay), Science, Health and Physical Education. Rotary subjects are taught by subject specialists.
The literacy skills students learn are more than just reading and writing; they learn how to communicate in society. As the school prepares them for the future, students learn how to use the English language to communicate effectively, think critically and make meaningful connections with individuals and communities.
Mathematics in Middle School goes beyond numeracy skills. Students learn how to apply their knowledge and skills across other subject areas. In line with STEM education, students will also develop transferable skills applicable to real-world contexts.
Science and technology go beyond understanding concepts covered in a textbook. Students learn to relate the knowledge they gain to society and the environment besides developing the skills, strategies, and habits of mind required for scientific inquiry and technological problem-solving.
The knowledge, understanding, and attitudes students develop in social studies, history, and geography will nurture them into becoming informed citizens who value an inclusive society. The curriculum is developed in such a way that they will have the skills needed to solve problems and communicate ideas, decisions and thoughts about real-life developments and events.
The curriculum helps students develop mental health and wellbeing, physical and health literacy, and movement competence that support the development of character and healthy, active living. Besides having kinesthetic learning opportunities, students will develop movement skills and apply movement concepts and strategies in games, sports, dance, and various other physical activities.
The study of other languages aids with the development of language skills and cultural awareness which are both integrated. By learning different languages, students discover different culturesâ distinctive forms of expression. They will also learn to communicate with communities locally and abroad.
The Arts is a subject that covers more than creative engagement and expressive participation. It is a subject that nourishes and stimulates the imagination, provides students with an expanded range of tools and techniques to help them gain insights into the world around them and express themselves in various ways.


Youth music movement
The youth music movement (often also the singing movement in the 1920s and 1930s ) was a musical educational direction influenced by the youth movement at the beginning of the 20th century . She endeavored to promote music-making among laypeople , including the maintenance of traditional folk songs .
One of the starting points was the rediscovery of the German folk song in the Wandervogel , which was written around 1900 . The songbook Der Zupfgeigenhansl , published by Hans Breuer , and a new musical instrument, the guitar lute, were widely used in the youth music movement . In addition, old and in some cases forgotten instruments experienced a revival in the Wandervogel movement , such as the recorder , the forest zither or the mandolin .
- Hans Breuer
- Richard Goelz
- Georg GÃ¶tsch
- Hans Grischkat
- Walther Hensel
- Reinhold Heyden
- Fritz JÃ¶de
- Johannes Jehle
- Jens Rohwer
- Gottfried Wolters
- Eduard Zuckmayer
- Fritz JÃ¶de (Ed.): Musical youth culture. Suggestions from the youth movement. Hall, Hamburg 1918.
- Fritz JÃ¶de: Music Manifesto. Greifenverlag, Hartenstein 1921.
- Fritz JÃ¶de: Our musical life. Cancellation and start. Zwissler, WolfenbÃ¼ttel 1923.
- Walther Hensel : About the entire music care in schools and people (= German future. Contributions to rebirth from the spirit of youth. 1, ). Greifenverlag, Rudolstadt 1924.
- Hilmar HÃ¶ckner: Youth Music in the Landerziehungsheim (= Die Musikanten-Gilde. Werkschriften der Musikantengilde. 1, ). Kallmeyer, WolfenbÃ¼ttel 1926.
- Hilmar HÃ¶ckner: The music in the German youth movement. Represented in terms of development history. Kallmeyer, WolfenbÃ¼ttel 1927.
- Annemarie wing: youth movement and youth music. Brief introduction to the development of the youth movement and youth music, with information on the relevant books, specialist journals and song collections. Steiger, Moers 1931.
- Reinhart Stephani: The German musical youth movement. Marburg 1952, (Marburg, University, dissertation, 1952; typed).
- Theodor W. Adorno : Dissonances. Music in the managed world (= Kleine Vandenhoeck series. 28/29, ). Vandenhoeck & Ruprecht, GÃ¶ttingen 1956.
- Reinhard Szeskus: The Finkenstein Movement. Leipzig 1966, (Leipzig, University, dissertation, 1966; typewritten).
- Ulf JÃ¶de: The development of the song setting in the German youth music movement. MÃ¶seler, WolfenbÃ¼ttel et al. 1969, (At the same time: Hamburg, University, dissertation, 1969).
- Dorothea Kolland : The youth music movement. âCommunity Musicâ - Theory and Practice. Metzler, Stuttgart 1979, ISBN 3-476-00427-9 (also: Berlin, Technical University, dissertation, 1978).
- Wilhelm Scholz, Waltraut Jonas-Corrieri a. a. (Ed.): The German youth music movement in documents of its time from its beginnings to 1933. MÃ¶seler, WolfenbÃ¼ttel et al. 1980.
- Sigrid Abel-Struth (Ed.): Youth Movements and Music Education (= Music Education. Supplement. 2 = Scientific Society for Music Education. Meeting Report. 2). Schott, Mainz et al. 1987, ISBN 3-7957-1821-X .
- Karl-Heinz Reinfandt (Hrsg.): The youth music movement. Impulses and effects. MÃ¶seler, WolfenbÃ¼ttel et al. 1987.
- Klaus Peter Leitner: Hans Grischkat (1903â1977). A Bach interpreter of the youth music movement in WÃ¼rttemberg (= series of writings on cultural studies. 32). Kovac, Hamburg 2000, ISBN 3-8300-0122-3 (also: TÃ¼bingen, University, dissertation, 1999).
- Volker Jehle : Jehle, Johannes Albert Emil Traugott. In: Biographisch-Bibliographisches Kirchenlexikon . Volume 35: Supplements XXII. Bautz, Nordhausen 2003, ISBN 978-3-88309-882-1 , Sp. 608-625, (can also be read on the Internet).


Teaching Phonics & Word Study in the Intermediate Grades, 3rd Edition
This product has no valid combination.
Add Product To Wishlist
Companion to Wiley Blevin's best-selling classic Phonics From A to Z, this strategy book for upper elementary has been updated to include the latest in phonics instruction and the science of reading. Includes a model weekly schedule with high-impact routines for older students who need support, revised word lists for irregular and decodable high-frequency words, strategies for differentiating during whole-group lessons while targeting small-group work, sample intervention lesson, and more.
Once the user has seen at least one product this snippet will be visible.


by Modern Curriculum Press .
|The Physical Object|
|Number of Pages||48|
Starting Off With Phonics, Book 1 (Teachers Edition) [XXX] on *FREE* shipping on qualifying offers. Starting Off With Phonics, Book 1 (Teachers Edition). Each book features both a phonics pattern and sight words that your child can learn by reading our free sight word readers. Youâll find the featured sight words listed on the back of each book. My early sets are quite simple and perfect for children just starting to sound out words. Smart Phonics is an easy-to-teach phonics series developed for elementary school children learning English as a Foreign Language. Throughout the five books series, basic phonics skills are introduced in a simple and systematic way while providing children with efficient tools for basic reading and writing. Smart Phonics also introduces a great number of common sight words /5(). Phonics - Read and Color Books Phonics Read and Color Books (specific sounds) Phonics Read and Color Books (mixed words) Dolch Sight Words Dolch Sight Words Unit Vowels Activity Book #1: Vowels Activity Book #2: Victory with Vowels: Vacuuming Vowels Teacher Recommendations: Worksheet and Lesson Plan Activity Ideas.
PreKâK, 1â2 Want to try phonics in your classroom but don't know where to start? These free resources, including lessons and activities, will help you use phonics to promote reading success. Just pick up the first book and start reading with your child/students. Age: 4 - 7 years old. If a child struggles with letter recognition, use our Alphabetti books to help resolve this. Activity Worksheets for Beginner Phonics Books. Mazes, coloring pages, spot-the-different-pictures, tracing words -- these printable activities help. The next video is starting stop. Loading Watch Queue Reading of phonics book (Zan the Cat) - Duration: Neetu Tiny tots 24 views. Book reading of hindi book Varn Gyan - . More resources: Sounds and Symbols (PBS Launching Young Readers series) Looking at Reading Interventions Phonics: Online Module Target the Problem: Word Decoding and Phonics Phonics Apps Topics A-Z: Phonics and Decoding The goal of phonics instruction is to help children learn the alphabetic principle â the idea that letters represent the sounds of spoken language â and that there .
12 easy-to-read books, 12 pages each; Consistent sounds. All letters (except Q) introduced gradually in this set. Books with only two and three letter words; All words can be âsounded outâ (phonics based) Each book introduces a few new letters; Limited sight words; 7 to 20 words per book. Oxford Phonics World Level 2 Reader 1 No Jam e-book: Oxford Phonics World Level 2 Reader 3 At The Farm e-book: Oxford Phonics World Level 2 Reader 2 Fun in The Mud e-book: Oxford Phonics World Level 2 Student Book e-book: Oxford Phonics World Level 2 Workbook e-book. Phonics Mini-Books. Print these tiny 8-page mini-books for each consonant and vowel sound. Word Ladders. To complete these phonics puzzles, students change letters in the given words to build new words. (Level: Very Basic). 5) Your schoolâs phonics programme should match â and aim to exceed â the expectations of the English National Curriculum and Early Learning Goals. Inspectors will want to see that you have clear expectations of pupilsâ phonics progress term by term, which are fully aligned to your schoolâs phonics programme, from Reception to Year 2.


To strengthen the present structure and explore new avenues, various schemes have been framed according to the need of the state:
Sarva Shiksha Abhiyan
Sarva Siksha Abhiyan (SSA) is positioned as the stateâs main program for universalizing Elementary Education. Its overall goals include universal access and retention, bridging of gender and social category gaps in education, and enhancement of learning levels of children.
The Department of Education, Uttarakhand is leaving no stone unturned to integrate Computer Technology in education. The geographical location of schools in the interior rural areas, inadequate transport and communication facilities make it imperative to take advantage of IT and to provide accessibility of quality education to every child.
The E-Class project aims to develop IT enabled courses and curriculum in Biology, Physics, Chemistry, and Mathematics for the classes of IX to XII in the state. 75 hours of course content will be developed in each subject from IX to XII classes. This Software will facilitate the effective teaching-learning process in the classroom and would also enable students to self-learn.


1918 â 1998
Jan Smetana was born 3 October 1918 in Prague. In roce1936 began studying art education at the Faculty of Architecture at Technical University in Prague (Professors: O. BlaÅ¾ÃÄek, K. Pokorny, C. Bouda).
Jan Smetana unique way fulfilled his life work. Mirrored in her turbulent emotions of man hours the second half of this century. Drawing from studies professorship at the Czech Technical University in Prague native broke the horrific events that brought the Nazi occupation of our country usurpers. He was among the students who were forced by the closing of Czech universities embroiled in a concentration camp. When even the war could go home, introduced himself, despite the crowded conditions encountered surprisingly mature as a painter and graphic artist. Accelerate the ripening of his creative life experience certainly. The decisive factor was not his will to dedicate the life of art, which would answer rozkolÃsanÃ©mu time and himself. Prerequisite to meet the goal was clear-cut as Smetana's intellect and poetic relationship to reality. In its shadow located through figurative thinking in particular of its wonderful forms. Accustomed to the work discipline and the breadth of his outlook on art, literature and music has helped the cultural environment of family, in which he grew up. Thirst for knowledge led him to knowledge of the layers of artistic heritage that shaped him, focused specifically on the value of the avant-garde modernist school of Paris, without abandoning the tradition of visual stimuli from the homeland, from which I referred to the lessons of painting PurkynÄ K. and B. KubiÅ¡ta. This spiritual background to permanently become the backbone of his creative life. Ranked as one of the youngest communities in Group 42, which featured a program has disregarded the poetics of civilizations promÄÅovanÃ©ho city in paintings, poetry and photographs. The lifetime was associated with the Federation of the Arts Forum, a close tolerance of his opinions, whose recurrence in 1989 was involved. After the war divided his time between intense work in the studio and training of young artists, first at Charles University, then at the Prague Academy of Fine Arts. Students gave selflessly of his knowledge and painting experience. During periods when the dogmatic theories and impoverish zploÅ¡Å¥ovaly studies, his school was an oasis of free speech. He knew his price because he extricated himself from such danger. Since the end of the 50th years, his speech was again moved to the width, which allowed him to use modern means of expression. Smetana painting since then has lived permanently from the feelings that elicited perceptions of nature. He was inspired by her transformation in the eternal cycle of birth and dwindling flora and fauna to zahlÃÅ¾enÃ the infinite universe. He took it willingly zpodobovat burden of ever-present miracle of life, which is about a man and that is reflected in his soul. Artistic challenge, which has resolved completely filled, although in the last decade had to resist the disease, which concealed from friends. Concentrating on paintings, preparing their appearance in drawings, which eventually lent its creative autonomy parallels expression. Impressed by the immediacy of the record ideas deepened the concept of motives in the drawings, which appeared as new possibilities for their testimony, the freshness of a linear pattern of the relationship of light and shadow. Drawings are an integral part of his work, a concept close to chamber music compositions. None of his friends and admirers of art would not believe his death in approaching eighty inches 1998 6th died in April in Prague.


1512 East Walker
League City, TX 775731512 East Walker
League City, TX 77573
CSJ, VOL. 5 (2017)
Twentieth-Century Music Education: Early American Schools and the phonograph
Veronica I. Ent, 1-16
Prior to the introduction of the phonograph, music education was rare. It relied on the vocal and instrumental abilities of the teacher, and few had vocal and instrumental lessons. Early accounts mention the importance of a teacherâs ability to play the reed organ and describe how superintendents sought qualified music teachers. Later, the emphasis changed from the song-based approach to an appreciation-of-music approach. Professor Ent argues that the replication of sound changed the musician-based approach to a recorded-music phenomenon.
Key words: phonograph, music education, song-based approach, appreciation-of-music approach, Frances Elliot Clark, Charles A. Fullerton, Schoolhouse Victor, rhythm, rural
A Practical Approach to Teaching Agriculture: A Review of Textbooks, 1905-1915
Jason Brent Ellis and Carla Abreu-Ellis, 17-32
In this article, Professors Ellis and Abreu-Ellis focus on student-centered learning as exemplified in a sample of agriculture textbooks published in the early twentieth century. The authors do not presume that the instructional methods in the textbooks were actually employed in country schools but that the texts revealed how authors hoped country school teachers would use the methods in their classrooms. Student- and teacher-centered methods are compared and contrasted.
Key words: teacher-centered instruction, student-centered learning, agriculture textbooks, country school teachers, practical applications, science, agriculture and mechanic arts, Hatch Act, Morrill Act
School Consolidation in Maritime Canada: The Educational Legacy of Edgar L. Morphet and his disciples
Paul W. Bennett, 33-47
According to Professor Bennett, American âeducratsâ like Edgar L. Morphet and his disciples contributed to the consolidation movement in Canada. This historical analysis reveals much about large-scale consolidation by comparing the reform movement in three Maritime Canadian provinces. The study is useful to anyone who wonders how consolidation occurred in two different North American countries and the role of country schools in those developments.
Key words: educrats, Edgar L. Morphet, consolidation movement, Maritime provinces, educational administration, centralization, Antigonish County, bigger is better, rural resistance
Learning to Teach in the Countryside: Marion Gee (1928-2015)
Steven Grineski, 48-62
The biography of Marion Gee (1928-2015) traces her development as a rural educator. Her preparation included early schooling in a Minnesota one-room school, coursework in a nationally recognized rural teacher education program, and student teaching in a rural school. Her program included immersion in the community life surrounding the rural school and close relationships among student teachers, supervising teachers, and community members. Professor Grineskiâs biography is useful for teacher educators who want to develop a deeper understanding of the varied ways rural teachers might develop professionally and socially.
Location, Location, Location: The Placement of Restored Country schools with implications for their longevity
Sandra Kessler Host and Lucy Townsend, 63-84
Sandra Kessler Host has located 220 historic country schools in Iowa. In many cases, an enthusiastic community was inspired to restore a schoolhouse for the 1996 celebration of 150 years of statehood. Today, some schools continue to attract visitors while others are largely neglected. To increase the likelihood that people will continue to patronize these restored schools, museum leaders need to develop strategies to build and cultivate community engagement, especially among persons who are not yet elderly. A number of factors are at play in building support. This study focuses on a country schoolâs location as an important factor in its longevity.
Keywords: country schools, restored schoolhouse, museum leaders, community engagement, building support, location, community, school-museum longevity, appendix, museum longevity


A music teacher helps children living by a Paraguay landfill site to reach stardom with instruments made from rubbish.
âTo have nothing is not an excuse for doing nothing,â says Favio Chavez. On the edges of the Cateura landfill near Paraguayâs capital, he teaches a group of children to play violins, cellos, saxophones, flutes and drums, all crafted from garbage.
Most people there make their living by collecting and selling plastic bottles or anything they can recycle from rubbish. When environmental consultant Favio Chavez came to Cateura for a recycling project, he realised that the future of most children would be to work with garbage, just like their parents.
âHere in Paraguay, social conditions often limit the ability to dream. If youâre born in the wrong place, you donât have the right to dream,â says Chavez. âWhen I was young, music was the first thing that gave me a sense of purpose.â
The news that he was offering free music classes to the children of the gancheros, or rubbish pickers, spread quickly, and many children showed up â more children than he had instruments. For most of the 40,000 Cateura residents, a musical instrument is an unattainable treasure.
âIn fact, a violin is worth more than a house,â Chavez says.
When he met Nicolas âColaâ Gomez, a rubbish picker who had some experience in carpentry, they began to wonder whether they could build instruments from the scraps they found on the landfill. Since then, Cola has turned oil cans into cellos and violins, waterpipes into saxophones and X-rays into drumheads.
âWhen I played the first violin, it was a moment of enlightenment,â recalls Chavez. âBecause we realized that it could function as a real musical instrument.â The recycling project that originally brought Chavez to Cateura, failed. âBut my failure, as if by magic, caused me to persist with the idea of the orchestra,â he says. âMusic can change lives.â
What started as a simple idea to provide music education to children in Cateura is now the cultural centerpiece of the community and a source of inspiration for many around the world. The Recycled Orchestra is a concrete example of how one simple idea can transform lives and provide an opportunity to transcend oneâs situation in life.
Journeys in Film produced a documentary, complete with lesson plans, to tell the captivating and inspiring story of the Recycled Orchestra of Cateura
And watch this 25-minute video!
Excerpted from https://www.aljazeera.com/programmes/witness/2019/12/landfill-harmonic-paraguay-recycled-orchestra-191225143800657.html 26 Dec 2019 14:56 GMT


Periodic table blocks are an ingredient list of the world around us. This 20 piece block set is an interactive way to learn the names of the elements, their two letter associations, and atomic number. Younger age groups will absorb the scientific vocabulary through the exposure of stacking and building with the 1.75â³ Michigan basswood cubes. Older children will utilize more advanced recall and recognition skills to commit the periodic table to memory! This durable block set from Uncle Goose will add value to your childâs education as they grow.
Open-ended building tools such as blocks serve a variety of purposes in the classroom. Blocks encourage children to build, stack, and arrange in many ways. Kodoâs curated collections of Uncle Goose Blocks also support language and literacy development through letter shapes, illustrations, words, and symbols.
Appropriate for ages 2+


Children who score higher on tests of imagination and creativity develop stronger problem-solving strategies (Brown, Sutterfy & Thronton, 2008). Our STEM education preschool creativity curriculum is an arts-infused curriculum that allows children to take creative risks, make connections, explore their curiosity in meaningful ways and explore their own creativity. âPlay is a safe place where children are exploring the expression of emotion with no attending consequencesâ (Gaskins and Miller, 2009).
How do we do this: Our students participate in creativity in a variety of ways each day. We offer dramatic play during discovery time, imaginary play during outdoor time or discovery time. We influence creative thinking while developing projects. Our children also participate in a variety of direct teaching during Art. We partner with several organizations that teach our children art, music, and dance. Throughout the year our children will learn about different art mediums including, sculpting, drums, and dance. Creativity is a vital part of your childâs STEM education preschool creativity curriculum and there are 3 main mediums we offer to help develop a childâs creativity.
STEM Education Preschool Creativity
Art is practices throughout the day in preschool. Preschoolers love activities and creating things. And really art is anything that an individual creates and sees as creative and art. We typically provide free art time where we put out recyclable materials and allow students to create using those items. Sometimes they make art and sometimes they make a tool or something they view to be helpful to others.
Preschoolers naturally practice drama more than they think. Make believe is a game they frequently play and our dress up area is a helpful vehicle to facilitate this make believe. What they donât realize is that make believe is a form of drama. It is creative. Emotions are released and sociocultural norms are learned and acted out.
We also use drama during our story time where we will assign characters to students and they will act as that character during the story. We also will play Simon Says which is a simplistic form of drama but helps students move their body and copy others.
During our music time we introduce a variety of music, instruments, and concepts to children. They learn the basics of rhythm which also helps in language and literacy development. They get a chance to hear different kinds of music and decide for themselves what they like and donât like. Listening to different music also helps them learn about different cultures. Instruments are
our hands-on part of music. The children touch and try the instruments practicing both rhythm, control, and working as a group when making music.
Dance also helps children recognize natural rhythm that exists in life, which will then translate to language and literacy development. We will play a variety of music and at times direct the students to move a certain way and at other times allow them to move freely. This helps them become more familiar and comfortable with their growing body.
At A Learning Bee Academy, we realize that creativity is as broad as there are individual people. We work to provide the STEM education preschool creativity environment and objects to allow our students to practice their creativity in whatever medium speaks best to them. We also encourage students who donât particularly identify with that medium to try it and at least appreciate it if not adopt it as something helpful.


The role of a land surveyor in construction includes the measurement of properties. The surveyor locates buildings and marks their locations on the maps collectively known as surveys.
KEY RESPONSIBILITIES AND ACCOUNTABILITIES
1 Survey existing building structures.
2 Survey land features of terrain which include extremes of boundaries and existing ground levels.
3 Set out proposed civil engineering structures.
4 Set out methods for proposed structures involving holding down bolts.
5 Conduct different types of land survey for tunneling, marine, high rising towers, division of plots and archaeological features.
6 Calculate areas and volumes from surveyed and excavated land.
7 Set corners, thicknesses of walls, door openings and directions of walls like in apartments and hotel rooms.
8 Be able to set out stairs (straight, curved, spiral) and garage ramps.
9 Liaison with Public Authority surveyor regarding alignment setting out and ensuring adherence with official markings
10 Liaison with Site Foreman on set out marks and levels.
PHYSICAL REQUIREMENTS / WORKING CONDITIONS
The Land Surveyor duties vary between site and office.
Work is on a full-time basis, from Monday to Friday. Working overtime and during weekends may be required in order to meet tight deadlines.
EDUCATION & LICENSES REQUIRED
Minimum 5 years job site experience.
Relevant qualifications and experience are required.
A Driving License.
On-the-job training is offered by the employer.
KNOWLEDGE / SKILLS / QUALITIES / TOOLS & EQUIPMENT USED IN THIS POSITION
It is expected to have:
â¢ Knowledge of Land Surveying techniques, principles, tools and instruments.
â¢ Proficiency in Mathematics
â¢ Knowledge of building methods and materials
â¢ Knowledge of relevant legislation and processes such as the Building Regulation Act
â¢ Knowledge of specialised Computer-Aided Design (CAD) software
â¢ Knowledge Infinity Surveying software
â¢ Knowledge of health and safety procedures
â¢ Written and verbal communication skills in Maltese and/or English
â¢ Numeracy skills
â¢ Customer care skills
â¢ IT skills
â¢ Organisational and planning skills
â¢ Problem solving and decision-making skills
â¢ Time management skills
â¢ The ability to work under pressure and adhere to tight deadlines
â¢ The ability to work independently and as part of a team
â¢ A methodical approach to work â¢ A practical orientation â¢ Accuracy â¢ Attention to detail
â¢ Diligence â¢ Flexibility


Here are some things you can do as an administrator of a program to ensure that children leave your program with the skills and prosocial behaviors they need to become successful members of the community:
- Place social skills on par with academic learning. Often, early learning programs focus much of their daily schedule on the teaching and development of academic skills. This is no doubt important, but in light of the evidence that children with strong prosocial behaviors experience better academic success, it is just as important for programs to focus on teaching social skills and reinforcing prosocial behaviors.
- Allocate funds for social skills materials. When purchasing materials, include books, games, and toys that promote prosocial behaviors. You might also consider the purchase and implementation of an established social skills curriculum.
- Check lesson plans for intentional activities that focus on social skills development. Require teachers to include a certain number of activities per day/week that integrate prosocial skills. Most activities in early childhood already incorporate these skills, but we want teachers to think about their planning for prosocial skills in a more intentional manner.
- Ensure teachers are assessing the development of childrenâs social-emotional skills and adjusting curriculum plans to meet the needs of students in these areas.
- Put relationship building and classroom community building above all else. Children learn best in the context of trusting and nurturing relationships. Ensure that teachers are establishing daily routines and practices that build relationships with children and families.
- Establish program policies for managing behavior challenges that ensure each altercation is an opportunity for children to learn from their mistakes.
Integrate prosocial behavior into family engagement efforts. Help families understand the importance of the development of prosocial behaviors and their foundational skills. Plan social skills events, include activity ideas in your newsletters, send home articles, and share social media posts that focus on prosocial behaviors.
For the main article Promoting Prosocial Behaviors, CLICK HERE
For the article What are Prosocial Behaviors?, CLICK HERE
For the article Skills that Lead to Prosocial Behaviors, CLICK HERE
For the article Strategies, CLICK HERE


The Music Learning Profiles Project: Letâs Take This Outside uses ethnographic techniques and modified case studies to profile musicians active in a wide range of musical contexts not typically found in traditional music education settings. The book illuminates diverse music learning practices in order to impact music education in classrooms. It goes on to describe the Music Learning Profiles Project, a group of scholars dedicated to developing techniques to explore music learning, which they call "flash study analysis."
Twenty musicians were interviewed, invited to talk about what they do, how they learned to do it, and prompted to:
- Identify key learning experiences
- Discuss their involvement in formal learning environments
- Predict how they see musicking practices passing to a future generation
The Music Learning Profiles Project offers a nuanced understanding of the myriad approaches to music learning that have emerged in the early part of the twenty-first century.
Table of Contents
Part I - Taking It Outside: Introducing the Music Learning Profiles Project
Part II â Music Learning on the Outside: A Collection of Flash Study Profiles
Anthony 'The Twilite Tone' Khan
Amia 'Tiny' Jackson
Jean Baptiste Craipeau
Jay 'J-Zone' Mumford
Robert Ray Boyette
Part III â Learning From the Outside: The Music Learning Profiles Project
Appendix A â Interview Protocol Master
Appendix B â Themes Used in Coding Flash Studies
About the Authors
Radio Cremata is Assistant Professor of Music Education at Ithaca College.
Joseph Michael Pignato is Professor in the Music Department at the State University of New York, Oneonta.
Bryan Powell is Director of Higher Education for Little Kids Rock and Interim Director for Amp Up NYC.
Gareth Dylan Smith is Manager of Program Effectiveness at Little Kids Rock, New Jersey and Visiting Research Professor at New York University.


For children, they must grow up in an environment that is moving forward, that is challenging them to learn and try new things. This helps them to be more creative, and innovative and gives wings to their imagination. It is crucial for children to understand the basic dynamics and surroundings so that they can adjust and modify accordingly. We all know that it is necessary for children to know about themselves, kow about their likes and dislikes, interests and passions. Education in schools and colleges are never enough for children, they need to learn different things and aspects of life as well which can only be done by participating in different activities.
After school programs help children explore themselves, be more imaginative and improve their academic skills. There are different types of after school programs that lets children participate in various activities like music, dance, art and craft, literacy, numeracy skills and many more. A good program helps children to convert their aimless hours of studying and homework into something fun and exciting. These afterschool activities and programs supports children and helps them build a strong foundation for their future. Kumon, being the pioneer in the field of after school programs helps children improve their literacy and numeracy skills. So how does Kumon helps children in becoming independent and a self-learner for life?
Become A Self Learner For Life
One of the major purposes of Kumon is to help children improve their academic skills and to let them become a self-learner for life. With our creative and engaging techniques, we let children become more independent so that they can self-learn everything they need to.
- More independent- With our worksheets and techniques of learning, we help children with every aspect of literacy and numeracy skills. We have predefined courses for every age group so that children can learn on their own pace and speed. The best thing about our curriculum is that children can participate even befor going to the school.
- Making the early years count- We strive to make your childâs future better by setting a strong foundation for them. We make sure that the early years of children are not wasted and instead they are spent learning something new and insightful everyday.
- Reading skills- Reading is one of the best habits that your child can pick, we make that possible with our engaging, colourful and fun worksheets. We believe that the colourful illustrations with an added element of fun and excitement helps children learn things in a new and better way.
- Numeracy skills- We try and make every calculation and equation easy for children to understand so that they donât lag behind on their academic front. Starting from counting numbers to complex equation solving problems, our experts and professionals are always there to help.
- Self learner for life- Once children generate the habit of doing everything on their own, it becomes easier for them to take decisions and grow. The art of self learning is an important aspect of life that we help them to achieve with our innovative and creative techniques.
Not only this, after school programs are a great way to improve the communication and social skills of children as they get to know more about their peers and friends. It has now become an important part of everyday life, school education is crucial but after school programs lets you explore the hidden talents and skills of children. Improve your childâs literacy and numeracy skills from the very beginning and give them the opportunity to ace on the academic front. Visit our website for more information.
Internal Link â chitkamatka


I can describe and identify the appearance and uses of homogenous and...
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, your students will review what they have learned so far about the three states of matter.
They will read about combining these states of matter which can form mixtures. The lesson continues with learning that mixtures can be divided into two categories: homogeneous & heterogeneous. The class will view a comparison chart regarding homogeneous vs heterogeneous mixtures, as well as learn to categorize different mixtures.
Students will be able to describe and identify the appearance and uses of homogenous and heterogenous mixtures.
Introduce this lesson with an attention-grabbing image of a delicious Oreo milkshake. Relate this to the lesson by explaining the is a great example of homogeneous and heterogeneous mixtures. The class will review what they have learned so far about the three states of matter. Next, the class will engage in a quick memory refresher activity by putting objects in the correct category. Students will learn about how combining states of matter can form new mixtures. They will engage in a group discussion activity to think of other mixtures that they know from their everyday lives.
Explain that mixtures can be divided into two categories: homogeneous & heterogeneous. Students will learn the properties of each category. Common methods of mixture separation will be explained. A comparison chart of Homogeneous vs Heterogeneous Mixtures will be examined. This will be followed by an interactive activity of sliding each mixture to the correct category. A summary of what was learned during the lesson is given at this point.
Students respond to ten multiple-choice and true/false questions.
Close the lesson with a âMixturesâ Crossword Puzzle.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Learning Art- Children studying art? Why not. Moreover, for children, there are various benefits that they can get through learning art.
Child psychologist Jovita Ferliana M.Psi said that art education can facilitate creativity and problem-solving abilities in children. Even in the millennial era, it is not impossible that art plays an important role in terms of job opportunities.
Jovita said, there are 8 benefits that children can get when they study art, namely:
Jovita said that with creativity, children can spill all the ideas they have. Even ideas like what children want to make today. That way, it will hone the creativity of children.
Learn to work together
Art is closely related to expression. When we begin to express ourselves, it becomes easier for others to see our abilities. Well, complementing each other with other people can be one of the main assets to hone the ability to integrate and work together.
Learning art can train children to express themselves. When children start using doing that their self-confidence will grow. So, children dare to get out of their comfort zone in order to face problems.
âBy learning art, children are trained to be able to solve their problems,â said Jovita. If you need more information about computers you can visit this site ntt-infolead
Like other fields of science, studying art also requires perseverance. Especially when the results are not as expected. This is where children learn not to give up and stay persistent.
Learning art can make children learn new things so they donât feel bored with the monotony of everyday life. Especially when learning art, children also need to work on details well in order to hone their focus skills.
Receive Positive Feedback
When work is given feedback or input, children will learn to accept it. Then, he can learn from his previous mistakes, Bun.
By learning art or art, children will do things in detail. Well, this indirectly trains children to be responsible because everything has to be detailed.
Read More: bluefoundationsite