By Tim Lambert
His Early Life
John Dalton was a great scientist of the early 19th century. He is famous for his theory of atoms. Dalton was born on 6 September 1766 in Eaglesfield, Cumbria, England. His father, Joseph Dalton was a weaver. His mother was called Deborah and the couple had 4 children. John received an elementary education at a Quaker school but he was mainly self-taught. When he was only 10 Dalton entered the service of a Quaker called Elihu Robinson.
But when he was just 12 Dalton set up his own school. However, his school failed. Dalton then joined his brother Jonathan as an assistant at a school in Kendal. Meanwhile, Dalton had a passion for science and he studied the subject enthusiastically.
Then in 1793 Dalton was offered a position as a professor of mathematics and philosophy at Manchester Academy. The same year, 1793 he published his first work, Meteorological Reflections, And Essays.
The Great Scientist
Dalton joined the Manchester Literary and Philosophical Society. In 1794 he read them a paper on colour blindness, which for a long time was called Daltonism after him. However, by 1800 the academy was in financial trouble. Dalton left and began earning a living as a private tutor in mathematics and science.
Meanwhile, he investigated gases and in 1803 he published his law of partial pressures. Then, in 1808 Dalton published his great work A New System of Chemical Philosophy in which he stated his atomic theory.
In 1832 Dalton was granted an honorary degree by Oxford University. Then in 1833, he was granted a pension from the British government. At first, it was a modest amount (150 pounds a year) but it was doubled to 300 pounds in 1836. John Dalton died on 27 July 1844. He was buried in Ardwick Cemetery in Manchester.
There is a crater on the Moon named after Dalton.


February is National Children’s Dental Health Month, an ideal time to promote the importance of oral health and increase awareness of how drinks with sugar contribute to tooth decay. Some parents don’t realize that many drinks they serve to young children contain natural or added sugar. Drinks with natural or added sugar are a major contributor to tooth decay.
Sugar plays a key role in tooth decay (see Brush Up on Oral Health newsletter, April 2013). Bacteria that cause tooth decay breaks down drinks with sugar to form acid. Each time a person consumes a drink with sugar or eats a starchy, chewy, or sticky food, acid is in the mouth for 20 to 40 minutes.
Source: Early Childhood Learning and Knowledge Center, National Center on Health
Available at: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/health/docs/health-services-newsletter-201502.pdf


Celebration of Scholarship and Creative Activity 2022
“Ceramic Art Exploration: A Dive into Making Custom Glazes”
Senior, Art Education
Creating ceramic artwork is a multi-step process that includes sculpting, firing, and glazing all of which are time-consuming processes. Glazing ceramics is a crucial step that allows for the addition of color and unique surface finishes. Making custom mixed glazes is possible but is only briefly touched on in upper-level ceramics courses. The purpose of this methodological study, as a future art educator, was to expand my knowledge of the glazing and firing process that is crucial when creating ceramic artwork. Because glazes are made with diverse chemical-compounds, many trials were conducted to mix and test a custom palette of assorted gloss-finish colors. The trials were conducted using hand-thrown ceramic tiles to test combinations of different glaze colors and finishes. I made and tested over seventy different glaze recipes to reach the result of eight unique glaze colors. I have also made multiple types of ceramic works that display the final eight glazes using a variety of different application techniques like dipping, brushing, sponging, and spraying on the glazes. The different ceramic works I made to showcase the glazes include plates, bowls, pots, containers with lids, vessels, and various other forms. I am satisfied with the consistency in the glazes I developed. All the glazes are rich in pigment and perform at a satisfactory level, meaning that they do not run or bubble when fired in the kiln, and they have a consistent finish.
Ashlyn Introduces The Project
What Do You Think?
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Teachers these days have become more aware of the fact that students need something extra for their studies. Students are becoming more and more curious; hence teachers are looking for new ideas for their classrooms.
There are so many of them available online. First the teachers need to look for what they need and then plan accordingly.
Here are few resources which in general all K-12 teachers can use:
• Online Resources for Assessment: there are many websites offering resources for students as well as teacher assessment.
• Lesson plan centers: there are online resources that help the teachers to develop the whole curriculum for their students at the start of school. They are mainly subject based and cover all areas of education. On some sites you can find your way to well over 30,000 lesson plans to choose from. These websites provide free and easy to use resources for teachers dedicated to improving the education of today’s generation of students.
• ALFY: it is a free educational site geared toward early elementary education of students and also helps teachers, and parents to develop good standards of education.
• Easy test maker: this resource can be used by teachers to create their own tests. With Easy Test Maker you can create fill-in-the-blank, multiple-choice, matching, true and false questions and short answer all on the same test.
• EduHound.com: its slogan is “For Everything Education K-12”. It is a brilliant resource for students, educators and families. These days integration of technology and the Internet has become a priority issue in education, all need to have simple, secure, and reachable educational resources.
• Blue Web’n: it is an online library of 2,194 outstanding Internet sites categorized by grade level, subject and format (references, tools, lessons, resources, hotlists, tutorials, projects, activities).
• Cyber Bee: it has been providing rich Internet resources to educators for over 12 years and is also expanding its contributions to include online classes that are customized to meet all needs.
• RubiStar: it is a free tool to help teachers create quality rubrics. It is basically a tool to help the teacher who wants to use rubrics but does not have the time to develop them from scratch.


For much of our modern society’s time, institutional education has generally filled the need for child literacy, writing, and basic arithmetic. It has been, by far, the default cornerstone to prepare children for the rigors of secondary and finally higher education. Not much has been done to fundamentally overhaul its institutionalized methods, and for good reason: in the vast graduation rates coupled with what was a growing global economy – the process of educating a child appeared to be a linear and smooth road with only dropouts and delinquents being the exception instead of the rule. Of course, this was an over-generalized picture of the state of education – the reality was quite different.
Adults are now, more than ever, in a position to pass on their experiences in the classroom for their children’s benefit. These lessons from experience have their merit, but the inescapable fact that many adults have, instead, chosen to homeschool their children deserve further questioning – especially in the context of education today where an alarming number of graduates lack tangible career and (more alarmingly) emotional skills.
When educational professionals Raymond and Dorothy Moore began to explore the impact of modern schooling derived from the ECE (Early, Childhood Education) theories, they discovered a multitude of inconsistencies challenging the benefits of having children schooled at such an early age (before 8 years old).
They asserted that taking children away from their homes and attempting to mold them via socio-educational theories in the absence of their parents created an environment for increased delinquency, behavioral problems, and academic underperformance. These problems stemmed from the cutting of the important parental bond of a child and replacing it with an institutional bond consisting of varying degrees of teacher proficiency.
The Moores were not the only ones that had begun to question institutionalized education. Parents worldwide who underwent compulsory education had come to similar conclusions and by the time more studies into childhood education had been done to challenge ECE theory, many families had already taken their children out of their primary school curriculum or simply did not enroll them, to begin with.
Homeschooling, as a concept, is not to disparage institutional education as a whole. It isn’t meant to be a full-time replacement for institutional education. Homeschooling is meant to be a correction from the theories of ECE regarding the age at which a child must start to learn how to score well on proficiency tests as well as assimilate in an organized social setting.
Homeschooling asserts that the cornerstone of child education does not lie in the teacher, but in the parents and their ability to set an atmosphere of free inquiry for their child. The emotional benefit of such an atmosphere, coupled with good social examples set by parents is what many researchers believe will help children to learn in a classroom setting and thus engage more rigorously with formalized education.


Designing Immersive Experiences that Create Empathy, Reveal Biases, Alter Mindsets
July 24, 2019
Reach Every Reader’s Chris Dede, Wirth Professor in Learning Technologies and Iulian Radu, Post-Doctoral Fellow, discuss Designing Immersive Experiences that Create Empathy, Reveal Biases, Alter Mindsets at the 2019 Serious Play Conference.
In this talk we discuss insights from designing and studying immersive experiences aimed at improving early literacy outcomes through personalized learning, spanning virtual, augmented and mixed realities as well as non-immersive applications. Our serious games provide research evidence into how these varied media can enable adults (teachers, school leaders, families, and caregivers) to implement personalized literacy learning at the organizational and individual level.
We will present lessons gained from designing experiences across immersive media such as 360 video, virtual environments with agents, mixed reality systems with human-in-the-loop characters (ex: Mursion https://mursion.com/), and augmented reality. We will also discuss approaches and takeaways for creating experiences intended to build empathy towards the unfamiliar (ex: our work on parents using VR to experience the world as young children with reading disabilities), experiences for detecting unconscious biases (ex: teachers educating a stimulated classroom of students in ways that may trigger innate biases), and experiences to contextually modify parental mindsets (ex: parents using augmented reality to alter their strategies for children’s literacy).
Overall, we will present general lessons from building simulated authentic situations in which teachers and parents learn to overcome challenges in early literacy development. We will pause our talk/lecture occasionally for questions that enable brief small group interactions.


LA 3.3 Examining Literacy Guidelines
|Learning Outcome||Pedagogical Intent||Student Position|
Employ a variety of strategies, materials and resources in standards based ESL and content instruction
Assessment: 25 pts.
TA: 30 Minutes
Teachers, when armed with the knowledge included in the Literacy Guidelines for ELLs, can support their students at a much higher level as they incorporate the guidelines in their content and literacy lessons.
Students are learning about literacy for ELs and and will attend to developing literacy skills in these students as they study the Literacy Guidelines for ELLs.
1. Review your copy of the Literacy Guidelines in your group of four (Link to TELL TOOLS book, scroll down to Literacy Guidelines Tool and Explanation Document).
2. Click on the Constructing Meaning of the Literacy Guidelines document. Working together complete the 3 charts.
3. As you work, discuss each of the overarching concepts and the two principles attached to each.
4. Look at the strategies on the back of the chart. These strategies are for teacher and students to use. Use the bottom of the document to write down any strategies that you don't understand.
5. Your knowledge of how to develop a literacy-rich and literacy-focused classroom and activities will enable you to support the content learning and the language and literacy development of the ELs you teach.
End-of-Chapter Survey: How would you rate the overall quality of this chapter?
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Saturday, November 28, 2020
Interview with Carolyn Sebron
Wednesday, November 18, 2020
Where Are All The Black Female Composers
Where are all the black female composers? A great question we should all consider. Have we studied the black female composers in music history? Have they been included in women composer reference books or were they presented at women composer and women in music conferences? The answer to those questions is no.
A recently published book, “Where Are All the Black Female Composers?: The Ultimate Fun Facts Guide,” written by Nathan Holder with captivating illustrations by Charity Russell, answers the questions. Mr. Holder is a London based musician and author. Ms. Russell, originally from Zambia, now resides in Bristol, England.
Written for ages 8-14, the book covers over 150 years of music composed by Black Female Composers. Four young guides take the reader on a journey introducing each of the composers. They ask questions, share facts about the composers’ music and lives as well as offering titles of their compositions. Before you begin reading, scan the QR code in the back of book. Spotify will play the compositions of these women.
The reader experiences Florence Price, Errollyn Wallen, Margaret Bonds, Leila Adu, Julia Perry, Shirley Graham Du Bois and more. These women span the world coming from the United States, Ethiopia, United Kingdom, Brazil, Nigeria, Cuba and Jamaica.
Black Female Composers long forgotten, ignored or lost are brought to life in this 21st century book. Celebrating Black History Month and Women’s History Month will be made easier because we have Nathan Holder’s book that honors the achievements of black female composers.
Where Are All the Black Female Composers? is a gift to the world and to music education for children and adults.


Welcome to P.K. Yonge Elementary School!
Our 348 elementary school students represent the diversity of the state and are selected by lottery. They are creative and eager to learn, and express themselves through enthusiastic participation in academics, the arts, physical education, and extracurricular activities.
Elementary students at P.K. Yonge spend their school day in learning communities (K-1, 2-3, 4-5) embedded in a state-of-the-art elementary school building, designed and constructed with students of tomorrow’s world in mind. P.K. Yonge teachers are committed to knowing each child from all angles, partnering with families, and inviting them in as integral parts of their child’s educational experience.
To see our school in action, check out the video library below.
Elementary School Program
P.K. Yonge’s elementary academic program is technology-rich and consists of mathematics, reading and writing, social studies, and inquiry-based science.
Elementary literacy is addressed through the development of foundational skills in reading (phonics, phonemic awareness, and fluency, etc.) vocabulary, comprehension, and writing. The curriculum, designed by the Center for the Collaborative Classroom, addresses literacy coupled with a strong social emotional framework that not only increases student capacity for learning, but helps students become contributors to their own learning experience.
Elementary students develop deep mathematical understanding through Investigations elementary math curriculum. Conceptual understanding of math is promoted over procedural understanding, with instruction focusing on mathematical thinking and reasoning.
The project-based nature of social studies in P.K. Yonge’s elementary school allows students to engage in research and produce artifacts to illustrate their learning. The elementary social studies program is tightly connected to literacy and embedded in the standards. Many social studies units culminate in experiential components that invite families and communities members in to be part of a real world application of classroom learning:
Elementary Student Community
As elementary students master foundational skills in reading, writing, science, and mathematics, they are challenged through integrated, project-based learning units to be creative, innovative, self-directed learners who work with others to accomplish goals and solve challenging problems. P.K. Yonge elementary students are characterized by their ability to know themselves as learners, with reflections on their own learning promoted from the very start of their school experience. The elementary experience at P.K. Yonge helps students find their voices
and determine what they believe about the world, promoting a sense of agency, autonomy, connectedness, and belonging. In their learning communities, students feel connected to a variety of teachers and students across age levels and learn how to be friends, leaders, thinkers, and community members focused on the public good. P.K. Yonge elementary students are beginning their journey in a “whole child” educational model that prepares them to embrace diversity, question assumptions, and explore their world.
Elementary Video Gallery
Florida's K-1 Economics Standards Come to Life
PKY's Pizza by the Creek Restaurant
Why You Should Join the P.K. Yonge Family!
Creek School at P.K. Yonge!
Kids LOVE New School!


MusiKids is a monthly music magazine subscription for children developmental ages 5 - 8.
Through fun and engaging activities and games, children learn about musical composers from different musical periods. As they learn about the lives and works of celebrated composers, children also learn musical concepts like rhythm, musical notation, and musical forms.
MUSIKIDS INAUGURAL EDITION
For our inaugural edition, we chose to celebrate the life and work of Ludwig van Beethoven (1770-1827). 2020 marks the 250th anniversary of his birth.
Beethoven is a famous Classical composer who penned some of the most recognizable pieces of music ever written, including his Fifth Symphony, Ode to Joy, Fur Elise, and Moonlight Sonata. Beethoven's music has been featured in films, on television, in advertisements, and in the music of pop songwriters like Billy Joel. Having composed many of his works while going deaf, Beethoven's personal journey is compelling and inspirational. His music has influenced generations of composers and is as relevant and moving today as ever.
Some people think music education is a privilege, but I think it's essential to being human. - Jewel


Congress has approved $1.1 billion in funding for the Title IV-A block grant in FY 2018, otherwise known as the Student Support and Academic Enrichment (SSAE) grants. This is a MASSIVE increase from the previous year’s $400 million allocation. At this funding level, Title IV-A will provide thousands of school districts the opportunity to invest in a well-rounded curriculum, which includes improving access to high quality music education taught by certified music educators.
Share YOUR Story!
FY 2018’s funds will be available for the 2018 – 2019 school year. If you have received Title IV-A funding previously or will receive funding for the upcoming school year, we want to hear YOUR story!
Visit bit.ly/TitleIVstories to tell us your Title IV story:
- How much funding did you receive?
- What was the funding used for?
- How has it benefited your students?
- How has it benefited you as an educator in providing a well-rounded education?
- By using these funds, are you closer to providing a “quality” music program, as outlined in the OTL standards?
Your stories are vital to helping NAfME advocate for music education! Although Title IV-A received a significant increase, the new funding number is still short of the grant’s authorized amount of $1.6 billion. This information will help us get closer to that goal!
What is Title IV-A?
Created through passage of the Every Student Succeeds Act (ESSA) in 2015, the Title IV-A block grant provides supplemental funding to school districts in three broad areas:
- Providing students access to a well-rounded education (e.g. music and arts),
- Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
- Supporting the effective use of technology (professional development, blended learning, devices).
How are funds distributed? – Title IV-A funds are distributed annually to each state, then to each district, through a funding formula that is based on the Title I-A allocations.
- Note, funds are spent at the district level, not at the individual school site level.
How does an educator apply for funds? – Title IV-A funds are applied for by your school district, not applied for by a single educator, music program, or specific school. As an educator, your role will be to participate in your district’s needs assessment to address the deficiencies within your district’s music programs. NAfME has developed a needs assessment tool for music education – the 2015 Opportunity to Learn (OTL) standards. The results of the needs assessment will be used as a part of your district’s Title IV application.
Contact your district’s arts coordinator or curriculum supervisor to find out how you can participate and who you can collaborate with on your school district’s needs assessment.
Title IV-A Resources by NAfME
- NAfME’s How Funding Works – Title IV (FY-2018)
- Archived Webinar: Supporting Music Education Locally with Title IV
- Archived Webinar: OTL’s, Title IV, and You!
- Title IV FAQ
Ronny Lau, Public Policy Advisor, May 2, 2018. © National Association for Music Education (NAfME.org).


Hooked on phonics
EDUCATION | Ohio governor calls for phonics-based reading
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Some Ohio districts may have to toss their existing reading curriculum before school starts in fall 2024. In his January State of the State address, Gov. Mike DeWine proposed budget funding for schools to purchase reading curriculum and train teachers in the reading method known as the “science of reading.”
Should the budget measure pass, Ohio would join a handful of states that ban reading approaches that do not incorporate phonics and the science of reading.
Debate over how to teach children to read has roiled educators for decades. Language and literacy expert Kenneth Goodman introduced the “whole language” approach that became popular in the 1980s and ’90s. The approach utilized cueing, a method that can include learning letter sounds but instructs the reader to first look at the letters in a word and context clues such as pictures to determine the word’s meaning. Many schools ditched traditional phonics methods of sounding out words in a scramble to adopt the newest approach. The Ohio State University oversees Reading Recovery, a popular reading intervention method that uses cueing.
While advocates of the whole language method emphasized teaching sight words, proponents of the science of reading argued for more phonics instruction. In recent years, researchers have released more findings pointing to the benefits of phonics instruction. Last year, reading education expert Lucy Calkins rewrote her popular curriculum to incorporate more teaching on phonics.
The Ohio Education Association, a teachers union, called for lawmakers not to mandate instructional methods.
Fallout continues over a 2021 National School Boards Association (NSBA) letter that asked federal officials, including the FBI, to help local authorities investigate school board threats. The letter, which referred to “domestic terrorism,” angered parents who were protesting curriculum and COVID-19 policies and prompted more than 20 state school board associations to leave the NSBA.
On Feb. 17, NSBA Executive Director John Heim, who was not leading the group when the letter was written, said the diminished organization may shift its approach, working as a national voice for individual school boards instead of school board associations. Also in February, the House Judiciary Committee subpoenaed Secretary of Education Miguel Cardona and two other Biden administration officials for documents that could show the administration unfairly targeted parents who were exercising their free-speech rights. —L.D.
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In our Art Room you have freedom to ...
You do not need to know the answers in advance. You can ask questions and try different solutions. The teacher can clarify uncertainties, simplify complexities and inspire your creativity. Our location in the Museum District also enables us to seek out art professionals for their expert advice.
Each year there will be new discoveries and new challenges reinforcing foundational skills and principles of design. These paper triangles were cut from paper produced by the 8th grade Paper Art class. Recycled paper was shredded, turned to pulp, dried and is enjoying new life in this visually stunning repeating pattern.
Early Childhood and Lower School art expose you to a variety of media and artists. As you move through Middle School, you can investigate your preferences. 7th and 8th grade fine art electives like Scientific Illustration, Expressive Sculpture, Degas’ Mixed Media, Knitting or Yearbook allow you to experiment or to focus on a passion.
Black vs white. Thick vs thin. Solid vs. shaded. Big vs. small. Stillness vs. motion. Opposites do attract and sometimes the art room is the safest place to try out extremes. Where else can we juxtapose opposites to such effect?
create a mess
Art brings plain hallways to life with vibrant color, but the process is often a mess. Lower School Art teacher, Terry Flores' art smock tells the story. Ms. Flores wants you to feel free to experiment with color. Her art room colors students happy.
How do you want to get your point across in your work? Art makes statements through color, context clues, facial expressions and more. This self portrait was inspired by artist, Suzanne Valadon, and captures how students brainstormed different design elements to convey a particular emotion for their self portraits.
True independence. Just you and your exacto knife (or pencil). Tune others out and focus. When students learn how to see like an artist, they can create like one. Seeing different types of space, positive and negative, is an important visual component in art. This cut paper project creates contrast and symmetry in its design.
Art crosses boundaries and heals division. Collaboration can combine individual works into a meaningful whole. Fourth, fifth and seventh grades created one hundred individual feathers that made up a pair of angel wings. This life size public art display for the community to enjoy crossed many grades, creating a surprising example of school unity.
relax & have fun
You can relax in the art room. There are no grades to worry about, just the freedom to create. Art teacher, Mrs. Herrick, did not worry when she had to purchase spools and spools of wire for a student in her class with a vision that required over 4 miles of wire to sculpt.
The past informs the present. Art in the context of history and culture teaches us about civilization. Starting in Early Childhood students are exposed to great art and artists in history. Here, Kindergarteners learn about Medieval gilding by painting crepe paper on with glue.
We’ve got this. Give us the tools and instructions and let us work. Fourth grade learns from Glassell School of Art faculty the principles of installing an exhibit. Then, armed with middle school art, they measure, hammer, employ the level and make decisions about how the viewer will experience the art.
be an artist
Not only in school, but be an artist for a lifetime. You don’t have to sell paintings to be an artist. You have to embody a love of art in all that you do: observing carefully, taking risks, solving problems creatively and abandoning perfection in favor of savoring the process.


Art and Deisgn
At Churchfield, we believe that Art forms an important part of the curriculum. Our children are given the opportuninty to stimulate their creativity and imagination through various art mediums including paint, sculpture, printing and clay. We want every child to form a love of art and thus to develop intellectually, emotionally, physically and socially through the teaching of both art skills and art history. Our children will be engaged, inspired and challenged and leave equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
At Churchfield, we have developed various different approaches to our art curriculum using both original planning ideas as well as selected and/or adapted lessons from established art education providers. We ensure high standards of teaching and learning in art and design, we implement a curriculum that is progressive throughout the whole school and teach as part of a termly themes as well as focusing on the knowledge and skills stated in the National Curriculum. We find it important to then link these key art skills and styles with the artist or art era they were originated in to give our students a greater depth of knowledge.
Art and design learning is enjoyed by teachers and pupils across school. All our teachers have high expectations for our pupils and their artwork is celebrated on display boards across the school as well as on our school website. Within Art, we strive to create a supportive and collaborative ethos for learning by providing a range of learning opportunities using a variety of mediums. The impact of art will be to ensure that children are allowed to explore their own create ideas and implement them to complete a unique piece of work. Overall, we also aim to encourage and enhance social interaction, resilience and creative thinking.
Art and SEND
Art is a valuable subject for those children at Churchfield who have SEND. The children are able to explore their creativity through the use of different mediums from paint to clay. They are encouraged to explore a number of different techniques which also help to refine their fine motor skills. Teachers and support staff ensure that there are scaffolds for children’s individual needs and that all their learning is differentiated to meet the needs of different learners. Children take ownership of their learning through choice of resources and are encourage to create both physical and digital art.


The START program – helping one student at a time
By Karen Horsman
Sitting in a coffee shop, 23-year-old Emily chats easily about the benefits of helping students with their schoolwork. When the conversation turns to the rich connections she’s made with kids as a tutor, her face lights up the entire room.
“It’s about academic success, of course,” said Emily. “But it’s really about getting to know these kids and listening to what they’re going through.”
Emily is part of a unique collaboration between Queens University’s Concurrent Education program and FASCLFA, called the START tutoring program. All children and youth associated with the agency qualify for one-on-one help with a Queen’s student.
“When we apply to be a tutor, we’re interviewed to see if our feelings and thoughts align,” said Emily. “I’ve been doing this for more than three years and it’s been incredibly rewarding.”
School Administrators, teachers and agency tutors meet with the youth or child’s parent or guardian to develop a schedule and START tutoring plan. During the pandemic, technology was not always available or appropriate for children’s special learning needs. Many of the students enrolled in START have learning disabilities, Autism Spectrum Disorder, ADHD and mental health disorders such as anxiety and depression.
When Emily couldn’t meet with her students in person, she challenged herself to come up with a creative solution. She thought about Pen Pals but knew that might be too arduous for some of her kids. So, she created a Pen Pal box. She stuffed individual boxes full of educational resources and fun activities customized to each student. Every few weeks, the child’s special box would arrive full of exciting new learning tools and games. “I heard from so many parents about how much the Pen Pal boxes helped, especially during the lockdown,” explains Emily.
In many cases, single and marginalized parents, who often have inadequate housing, raising multiple school aged children, cannot provide an environment that is supportive of learning and regular school attendance. When the students miss school, they fall behind in literacy and numeracy skills. START tutors provide intensive one- to- one time that allows them to get caught up. The feedback from teachers has been impressive. They report children with access to tutors have improved reading skills, self – confidence and school attendance.
Emily remembers forging a strong bond with one boy in particular, “He didn’t want to connect with me at first,” she said. “But slowly over time, he relaxed and chatted continuously as he did his schoolwork. He was a strong student and didn’t need much academic support. He simply needed to talk while his brain processed the work.”
As we wrapped up our coffee, Emily was quick to agree that academic and emotional support are at the core of the program, but she found something else emerge as she continued her journey as a tutor, “The kids told me it was like a clean slate – that they could be whoever they wanted to be,” she said. “My students helped me see my own world with a new perspective. They’re all incredibly inspiring.”
Fast Fact: More than 100 children and youth have received tutoring since the START program began in 2017. All the tutors are paid with funds raised through the Tree of Hope campaign.


Bilingual Knowledge Report Show, Vol. 6, Zero. 5. December 1982 Penfield, Joyce Chicano English, spoken by many Chicanos and several Anglos, try an ethnic version of English you to definitely serves as an excellent marker from social name, and has now particular linguistic parameters. It is like practical English, and often is available near to interference English, spoken by the Language-audio system begin to see English. Immediately following Chicano English try approved as an ethnic dialect, there are many different ramifications to have vocabulary research, instance once the research shows a lot more particular symptomatic systems Dallas escort reviews to acknowledge new interference English audio speaker, exactly who demands let courtesy education inside English since the another words, in the Chicano English audio speaker, exactly who you may cash most of a beneficial bidialectal approach. The new dialect’s linguistic parameters supply effects for literacy advancement, especially in writing, which aren’t usually obvious. Experience with the difference, otherwise disturbance, anywhere between Chicano and you may practical English can assist instructors in making fewer mistaken assumptions regarding thought pupil mistake designs. Though there is a lot becoming heard of literacy development and you may Chicano English, and basic English can be utilized since the a bridge to help you reading orthographic exhibitions, it could be a blunder to force Chicanos to look at practical English message to generate practical English. Descriptors: Bilingualism; Class room Techniques; Informative Methods; *English; Error Habits; *Interference (Language); Code Perceptions; Words Category; *Words Part; Code Version; *Literacy; Literacy Education; *Mexican Americans; *Nonstandard Dialects; Phonology; Sentence structure
Research helps the disagreement that Chicano English was a not only a product out-of vocabulary disturbance having Foreign-language, it is good dialect, however, bad thinking features leftover they of getting seen as eg, very much like happened having Black English
ED299805 Exercises School Novices To see and Write in the new Vernacular. Bull, Tove 1984 A beneficial Norwegian study of the potency of exercises younger college students to read through and you can build with their vernacular just like the average away from tuition was claimed. Into the 1980-81 and you may 1981-82, 10 categories out of birth no. 1 students got the very first education in learning and you may creating regarding the vernacular. Due to the fact zero vocabulary standardization occurs in new Norwegian classroom, exercises on languages is considered an instructional idea unlike a technique. This new experiment happened from inside the about three urban and you can outlying regions having three more languages. Educators made use of their common measures, changing messages to the dialect inside their locality and dealing with the fresh new spelling of the words just like the phonemically that one may. On the the conclusion the first year, educators slowly but clearly started initially to use the standard composed words inside their practise. Following the first year, the brand new child’s improvements try checked-out that have one or two standard studying tips. The kids was plus grouped considering standard cleverness and you may intellectual completion, plus the less in a position people regarding dialect groups got better score into standard learning actions than just did their alternatives trained because of the traditional steps. It’s figured the fresh new dialect idea could have made illiterate people much more capable analyze her message than just carry out old-fashioned tips, broadening the metalinguistic understanding and you may phonological readiness. Descriptors: International Places; Instructional Capability; *Language away from Instruction; Code Character; *Native Language Education; No. 1 Education; *Discovering Knowledge; *Local Languages; *Creating Training
Getting ERIC Documents
An entire text of all material regarding ERIC database that have an enthusiastic “ED” accompanied by half a dozen digits can be found through the ERIC Document Reproduction Provider (EDRS) in microfiche, because of the email, or in paper copy. Approximately 80% of ERIC documents from 1993 to the present are around for on the internet ordering and digital beginning through the EDRS Webpages. Look for ERIC records to the microfiche for free within of numerous libraries with monthly subscriptions otherwise official selections. To locate an ERIC center near you, get in touch with all of our User Properties staff.


The University of Sydney's new MOOC centres on the development of practical skills and their application to real astronomy examples.
Part of the University of Sydney's rollout of open online courses, Data-Driven Astronomy has been developed by Associate Professor Tara Murphy, an ARC Future Fellow in the School of Physics.
Science is undergoing a data explosion, and astronomy is leading the way, according to A/Prof Murphy. “Modern telescopes produce terabytes of data per observation, and the simulations required to model our observable Universe push supercomputers to their limits. To analyse this data scientists need to be able to think computationally to solve problems.”
This unique open online course offers students the chance to investigate the challenges of working with large datasets: how to implement algorithms that work; how to use databases to manage data; and how to learn from data with machine learning tools.
Students will be able to use real astronomy data to answer scientific questions like: how many earth-like planets are in our universe?
“The focus will be on practical skills - all the activities will be done in Python 3, a modern programming language used throughout astronomy. Regardless of whether you’re already a scientist, studying to become one, or just interested in how modern astronomy works ‘under the bonnet’, this course will help you explore the topic in a new, interesting way” A/Prof Murphy said.
This course is aimed at science students with an interest in computational approaches to problem solving, people with an interest in astronomy who would like to learn current research methods, or people who would like to improve their programming by applying it to astronomy examples.
One of the developers, physics PhD student Virginia Frey says that the course offers a unique combination of programming techniques, data science and real-world astronomy examples. “Computational skills are required in the vast majority of research areas and learning them in front of an astronomy background is fun and interesting - students will be able to use real astronomy data to answer scientific questions like: how many earth-like planets are in our universe?”
Each of the six sessions covers a practical programming skill such as data management and machine learning and applies it to a specific area of astronomy such as the life-cycle of stars, or the habitability of exoplanets.
In partnership with Coursera, the University of Sydney has already released MOOCS on music education, eHealth, social media and a specialization on academic skills for University success. In addition to the launch of Data Driven Astronomy, this month sees the release of the Cultural Competence-Aboriginal Sydney MOOC.
Registration for the course is now open.


Some say the first language of babies is music as they experience it in the womb. From this early exposure, babies learn to love rhythm. I noticed Bobby’s special connection with rhythm from the first moments of meeting him. He was a bit of a fussy baby. So, a constant dance-like bounce was all that would soothe him. Once that stopped working, he would calm by listening to Yo Yo Ma. The drastic impact music had on Bobby got me thinking about the relevance of music in his development. I’ve learned that a connection with music plays an important role as the foundation for literacy and other social and cultural development.
Why is Music Important?
“The necessity of music in human intellectual development has been discussed as far back as ancient Greece, in the 6th century B.C. In Plato’s Book of Laws II, a discussion is presented between an Athenian student and his teacher, Clinias, that describes the ancient Greek views on the importance of music education.
Athenian: So, by the uneducated man we shall mean one who has no choric training; and by an educated man whose choric training has been thorough.
Athenian: And, mark you., the choric art as a whole embraces both dance and song.
Clinias: No doubt.
Athenian: Thus it follows that a well-educated man can both sing well and dance well.
Clinias: So it would seem.” CITE
Many advocate for continuing a child’s early exposure to music. One such group of experts explain: “Early musical training helps develop brain areas involved in language and reasoning. It is thought that brain development continues for many years after birth. Recent studies have clearly indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can actually wire the brain’s circuits in specific ways.” (Cite)
Music At Our House
Continuing Bobby’s exposure has been a bit tricky. At 3.5 years old, he seems a bit young to sit through lessons. But music is still on his mind. The other day, he was in the backyard with two sticks. One was double his height. He held it upright in one hand and took another stick and began to strum the larger stick. When asked what he was doing, he replied that he was playing the cello. Later that night he pretended to play the flute. And, his little brother, who we call Bam Bam due to his love of banging on everything and everyone, used two sticks to beat the ground. Future drummer? Maybe. So, we had a delightful time singing songs amidst the trees. After all, in the words of Raffi, you’ve gotta sing when the spirit says sing.
The favorite song these days is Baby Beluga. Thank you Raffi Cavoukian, the superstar of kids’ music, for creating this charming song that introduces lil ones to the wonders of the ocean. Singing Raffi with my kids is nostalgic for me as I remember singing his songs with my six younger siblings.
The All Time Children’s Superstar, Raffi
Haven’t heard of Raffi? Well he has been creating classic children’s music since the 70s. I’ve been a fan since probably the 80s when his tunes entertained me and my little brothers and sisters. For me, it is wild that now, I am enjoying his music with my own children. What’s wilder than that? Well, letting them experience Raffi in concert.
Raffi will be on tour this year. He will be in Berkeley on April 6, then hopscotching around the country. Interested in more details, then check here. The concerts will benefit Child Honouring, an organization founded by Raffi based upon a Covenant for Honouring Children, an absolutely inspirational movement to help make the world a better place for all children. Check back for more information about the Covenant for Honouring Children as it more than warrants a separate discussion.
Ways To Introduce Your Kids To Music
There are so many ways to introduce young kids to music. From streaming music in the background, asking them what they think of it, singing, dancing and playing instruments or sticks as the case may be. In addition, concerts are a great way to let them gain another perspective. Raffi’s concert is one such event and should be amazing! But if you can’t make that, then check out your local community. Consider attending a high school performance, church choir concert, music class or youth symphony. Library storytimes also can incorporate music as well.
Thanks for reading! Wishing you and your little ones magical times making music memories!


Sneezes, coughs, fever and chills are symptoms that every student would want to dodge.
Last year between the beginning of August and mid-November, more than 80,000 college students around the United States had come down with the H1N1 virus, known as the Swine flu, according to the American College Health Association.
Florida A&M University contributed to the Swine Flu statistic reporting 80 cases between
April and September of 2009.
As fall approaches, the FAMU Student Health Services are preparing so that they can
keep the spread of flu down to an all-time low this year.
Dr. Sharron Foster, medical director of SHS, recommends practicing good sanitation to
prevent the spread of swine flu and other airborne diseases.
“If you are sick, remember the simple things like covering your mouth, washing your hands often and trying not to make contact with others,” Foster said.
Lucner Fleurima, 19, an incoming freshman pharmacy student from Orlando, said he trusts that the university will have things sanitized and will keep everything under control health wise.
Eighteen-year-old incoming freshman Marquis Lyons, a music education student from
Crawfordville, Fla., said that strategies to prevent germs are already being put into play in the Paddyfote dorms.
“They are already teaching us about good sanitation; we use hand sanitizers etc,” Lyons said.
After becoming a student at FAMU, there is a requirement of immunization. The FAMU
SHS Web page shows immunizations that are offered and required or recommended.
The vaccination list includes: measles, mumps and rubella, meningitis, hepatitis A,
hepatitis B, varicella (chicken pox), influenza, human papilloma virus (HPV), tetanus,
pneumonia and the most recent addition, H1N1 (swine flu).
“The rate of swine flu cases around the world have declined,” Foster said. She
included that the H1N1 vaccination will be available during the fall semester.
The symptoms of swine flu include fever, coughing, sore throat, body aches, headache,
fatigue and chills, as reported by Medline Plus, a service of the U.S. National Library of
The student health services are located on the first floor in the Foote-Hilyer Administration Building and open on Monday through Friday from 8 a.m.-4:30 p.m. For more information on vaccinations, contact the SHS at (850) 599-3777.


Early Years Foundation Stage
Everything children do, see, hear or feel at school is called the curriculum. The curriculum for Early Years Foundation Stage (EYFS) sets out the experiences that children should have from birth to the end of their first year in our school. For children starting school, it should look and feel much like they have experienced in nursery or pre-school. It is designed so that children progress smoothly from EYFS into the National Curriculum in Year 1 and on through primary school.
During this stage children begin to develop the key learning skills such as listening, speaking, concentration, persistence and learning to work together and co-operate with other children. They also develop early communication, literacy and numeracy skill in preparation for Key Stage 1 of the National Curriculum.
Prime Areas of Learning
There are seven inter-connected areas of learning and development, three of which have been designated as prime areas:
- Personal, Social and Emotional Development (PSED) involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children are helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Specific Areas of Learning
The three prime areas are supported by four specific areas:
- Literacy Development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
(Definitions from Statutory EYFS Framework: September 2014)
ELS Parent Presentation
Phase 2 Sound Mat
Phase 3 Sound Mat
PSHE EYFS Framework
Oxford Owl E-Library www.oxfordowl.co.uk
Parents can obtain individual log-ins for this from their Class Teacher.
Mr. Thorne Does Phonics
If you like this video, why not try the rest of his channel.


Thomas In September of 1776, on the outskirts of Newark. Among the tired, discouraged, soldiers, as they paused from their daily retreat, sat Thomas . He wrote many papers that would have a major effect on the outcome of the quest for independence. Born the son of a Quaker Lay maker on January , 1737 at , Norfolk England. He received a basic elementary education, and started to work for his father as an apprentice, and later as an excise officer. He was not a huge success at either, and was In fact fired twice from the Job as an excise officer.
When he arrived in Philadelphia on November 1774, he was sick and feverish, and had to be carried on a stretcher. With a letter of recommendation from Ben Franklin, he was accepted into a hospital and given special care, until he recovered. With that same letter from Ben Franklin, he found many doors opened for him, including Jobs tutoring many of the sons of the wealthiest men in Philadelphia. Pain started over again, by publishing African Slavery In America, In the spring of 1775, In which he criticized slavery In America as being unjust and Inhumane.
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At about this same time, he became the co-editor for the Pennsylvania Magazine. When he arrived in Philadelphia, Pain noticed the tension, and the rebellious attitude, that was continually getting larger, after the Boston Tea Party. In Pain’s opinion, the Colonies had all the right to revolt against a government that Imposed taxes on them, and which did not give them the right of representation In the Parliament at Westminster, Then he went one massive step further, he decided there was no reason for the Colonies to stay dependent on England. He published his pinions in the American independence pamphlet Common Sense.
In Common Sense Pain states that sooner or later Independence from England must come, because America had lost touch with the mother country. He felt that the function of government in society was to only be a regulator, and thus pretty simple. His strong beliefs made him a major influence on the Declaration Of Independence. He Joined General Washington In his battle against General Hole In the War of Independence. Where he motivated many downhearted soldiers who needed reassurance. The retreating of General Washington’s army was a slow, daily affair.
Being an Englishman himself, Pain knew that the British enemy, would not take the Revolutionary Army seriously and was familiar with tactics of the English Army, and could advise the Revolutionary Army of what was to be expected. The English were polite In the way that they did not attack at night. They were slow to rise In the mornings, and early to retire for the evenings. Their strategy on the battlefield was very formal and exact. The English would march in tight ranks, which was perfect for European battles, but senseless In the New World, where they would easily be taken tutu by Revolutionary sharpshooters.
The bright red military uniforms that they wore looked great, but made them extra easy targets, in the misty New England days. While under General Washington’s command, Pain started work on the first of his 1783 In these papers he wrote of how Americans must be willing to give it their all “These are the times that try men’s souls. The summer soldier and the sunshine patriot, will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman.
He also wrote of how the Americans would not win easily, for if they did, they would not respect it with the respect if they had a hard time overcoming it. “Tyranny, like hell, is not easily conquered What we obtain too cheap, we esteem too lightly. ” In 1787 Thomas left for England, when the French Revolution broke out. Originally intending to raise money for a bridge he was building, Panic was sidetracked and became deeply involved in the French Revolution. He began publishing The Rights Of Man in which he defended the Revolution and attacked the English monarch.
His book was banned in England, naturally, and he was to be arrested, but was not on account he had left for France. When he returned to America in 1802, under invitation by Thomas Jefferson, he learned that he was considered a hindrance to America, or altogether forgotten. He died on June 8, 1809 in New York City, from dropsy. Truly Thomas was the Most Loved and Most Hated Man in America. He had motivated the young nation to free itself from a monarchic rule. And was a thorn in the side of England, as they continued to lose their grip of control, on America.


‘The young Irish person has the worst of all European musical “worlds”’. This seminal statement was discovered to be symptomatic of a general malaise. The Music Education National Debate (MEND 1994-1996) was a three-phase response to Deaf Ears?, the report from which the above statement was taken. The eventual aim was to set up a forum for music education which would systematically address the difficulties in Ireland. The scope of MEND was, thus, general, ab initio. Its progress was, however, inhibited by a specific concern, which was fundamental to the whole process of reform. It soon became apparent that consensus on a philosophy of music education to inform evolving strategies would be a sine qua non. Coincidentally, this was a time of debacle in the global field, instanced by the publication of a ‘new’ philosophy of music education (David Elliott’s Music Matters ) which threw down the gauntlet to the undisputed classic - Reimer’s A Philosophy of Music Education [1970/1989]. This challenge amounted to a veritable counterposition and demanded a separate, albeit derivative, study before the MEND Report could be completed. This study was to become the substance of this thesis. The aim of this work is to analyse these polar philosophies with a view to reconciling them. Beginning with some commonly held values about music education, the relevance of American music education practice to a wide range of global systems is suggested. The dominance of a western art (music) mentality is called into question by giving prominence to multiculturalism and popular music. Music Education as Aesthetic Education (Reimer) is compared with the praxial approach (Elliott). They yielded to rationalization, albeit posing residual questions of balance, relevance, and time constraints within the curriculum. The indispensability of performance and listening as a complementary pair is re-established. The ascendancy of artistic criteria in defining the music programme is affirmed. Finally the failure of the universal philosophy hypothesis is redeemed by sketching the compromises necessary to convert it to the adaptability of the contextual idea, leading the study to a conclusion of general, rather than specific, application. Note from the UPeTD Team: The final MEND (The Music Education National Debate) report can be obtained from the Academic Information Service, University of Pretoria, email: email@example.com. The report is available as an Adobe Acrobat .pdf document. There are hyperlinks embedded within the document to facilitate internal navigation. The Appendix at the end (which is an index of the MEND debates and presentations) also contains hyperlinks.


When students sense they are playing poorly, they can become like mules: very hard to move forward, very willing to stay put. But, we all know that if we start them with music so “easy” they sound good, or can sound good in short order, they start to become more like The Little Engine That Could: thinking they can. It’s so easy for our students to “throw in the towel” when they think they are already defeated. However, it is also easy for them to become extremely motivated by early success. So, my goal is to foster as much success, even if the task at hand is tiny, as often and soon as possible.
Peter Loel Boonshaft, Director of Education
About the Author
Dr. Boonshaft is the author of the critically acclaimed best-selling books Teaching Music with Passion, Teaching Music with Purpose, and Teaching Music with Promise. Dr. Boonshaft is currently on the faculty of Hofstra University in Hempstead, New York, where he is Professor of Music and Director of Bands. He has also been named Director of Education for KHS America. He was honored by the National Association for Music Education and Music For All as the first recipient of the “George M. Parks Award for Leadership in Music Education.”
The content of this Blog article or Banded Story is the intellectual property of the author(s) and cannot be duplicated without the permission of KHS America and/or the author(s). Standard copyright rules apply.


Learning to read is one of those goals that all parents share for their children, and well it should be. Early reading ability is one of the key predictors of how children will succeed in their later schooling and life. And while schools and child care programs can have a big effect on the development of literacy, families still have the biggest impact.
Research of the last two decades provides useful advice for parents who want to promote their young children’s language and literacy development. Parenting Future Readers translates that advice into easy explanations and activities for parents. For instance, they tell parents about the importance of talking with and reading to their children, as well as creating print-rich home environments. Each Parenting Future Readers fact sheet is tailored for parents of children ages zero to three. We encourage you to share them with others who care for young children – family members, child care providers and others who can help build children’s literacy skills. Updated in 2019.


Cytoplasm is the jelly-like material that fills a plant or animal cell. All of the cell’s organelles float in the cytoplasm. This clear substance is held in place by the cell wall. Create a cytoplasm-like substance for a school project with a simple recipe using glue and other common household products, such as borax. This recipe makes approximately 4 cups of "cytoplasm," so increase the recipe as needed if the model cell is larger.
- Warm water – 2 1/3 cups
- Borax – 3 tablespoons
- Mixing bowls – 2
- School glue – 2 cups
- Plastic bag
Remove all jewelry before using hands to mix the substances together.
Pour 1/3 cup of warm water into the mixing bowl. Add three tablespoons of borax and stir until dissolved. Do not add food coloring, as cytoplasm is supposed to be clear.
Pour 2 cups of warm water into another mixing bowl. Add the 2 cups of school glue and stir until dissolved.
Pour the borax solution into the glue solution. Mix with your hands for approximately 5 minutes or to the desired consistency. Store the finished cytoplasm in a sealed container, such as a resealable bag.
Things You'll Need
- Remove all jewelry before using hands to mix the substances together.
About the Author
Based in Minneapolis, Dawn Marcotte has been writing for more than 10 years. Her recent writing has turned to nonfiction and includes articles on home and garden, education, crafts and automotive subjects. She currently has several eBooks published and available online. Marcotte has a Bachelor of Science in elementary education from the University of Iowa.
microscope image by christemo from Fotolia.com


Conversational Recorder - Teacher's Manual
With its commitment to creating independent musical thinkers through the use of folk songs, Conversational Recorder is a visionary approach to recorder that builds music literacy and independence. This highly anticipated component of John M. Feierabend’s Conversational Solfege is a dynamic and engaging method that seamlessly coordinates with Levels 1 and 2 of the curriculum, an innovative 12-step “ear-before-eye” approach to teaching music literacy. Central to Conversational Recorder are two hundred online audio tracks with coordinating Guided Practice Activities at the beginning of each unit. The online tracks walk students step by step through decoding patterns and songs and are perfectly suited for at-home assignments and virtual instruction. Each of the thirteen units in this resource presents a new rhythm or melody challenge that is reinforced using a series of short musical patterns and songs. To ensure aural mastery before instrumental application, students follow a three-step procedure: (1) sing first, (2) sing while fingering on recorder, and (3) play on recorder. The teacher’s manual includes dozens of recorder activities (techniques) along with an overview of the method, instructions for how to use the online tracks, and tips for teaching fingering, tonguing, and breathing. The appendices also contain sample lesson plans, resources for assessment, fingering charts, and information for teaching recorder to students with disabilities. Conversational Recorder is an ideal program for incorporating recorder instruction into the elementary music classroom. John M. Feierabend, PhD, has spent decades compiling songs and rhymes from the memories of the American people in hopes that these treasures will be preserved for future generations. He is a leading authority on child development in music and movement and served as Professor and Chair of the Music Education Department of the Hartt School of the University of Hartford. Rachel Grimsby is an Assistant Professor of Music Education at Illinois State University and has over fifteen years of experience teaching elementary general music. She is a co-author of First Steps in Music with Orff Schulwerk and Feierabend Fundamentals, and her research interests include professional development for in-service teachers and paraprofessionals as well as teaching music to students with disabilities.
- Feierabend, John and Rachel Grimsby
- Teacher Ed


Why This Program?
Take a look, in a book.
Reading is important throughout a person's life, which is why we at Briar Cliff put such an emphasis on its importance in and out of the classroom. Teachers with a reading endorsement have a deeper understanding of how a diverse range of students learn to read. They are experts in literacy instruction and better prepared to address the needs of struggling readers and those with learning disabilities.
- Being marketable: Many schools prefer teacher applicants who have a reading endorsement. You can also obtain a 5-8 middle school, special education and/or coaching endorsements. These endorsements supplement an elementary education major, so you'll be qualified to teach more subject areas and more grade levels.
The K-8 reading endorsement is required for Elementary Education majors at Briar Cliff.


This is an archived article that was published on sltrib.com in 2010, and information in the article may be outdated. It is provided only for personal research purposes and may not be reprinted.
Listed on the Brigham Young Monument on Temple Square are the members of the first pioneer company to enter the Salt Lake Valley in July 1847.
Three of the names are set just a little apart from the others under the subhead: Colored Servants. These are Green Flake, Oscar Crosby and Hark Lay.
Crosby and Lay accompanied their Mormon masters to California to establish a colony in San Bernardino in 1851. California law prohibited slavery and it is assumed the two became freemen.
Green Flake has a deeper history in Utah. He was baptized in April 1844, by John Brown, an elder but not the radical abolitionist of Bleeding Kansas fame. Loaned to Young by his Southern master, along with a mountain carriage and team, Green was to go ahead with the first company. It was in that wagon, with Green Flake at the reins, that Young entered the valley.
A trickle of blacks entered the state over the following years, both as freemen and in company with their masters.
The real status of these "Colored Servants" became obscured over the years by apocryphal stories of blacks being offered their freedom, but devotedly choosing to remain with their "masters." In reality, when offered freedom, most blacks grabbed their liberty with both hands and high-tailed it to California.
Some are remembered in a newspaper article from 1899 as gazing at the snow-capped mountains surrounding the valley and wondering how -- oh how! -- they could escape to more temperate climes, and comparing their servitude in Utah as being as cruel as that on any plantation.
Slavery in Utah had the weight of law behind it. In 1852, the Utah territorial legislature passed legislation that allowed ownership of human being. Called, "An Act in Relation to Service," it detailed the rights and obligations of "master or mistress" to "servants of the African race."
After establishing fines for having sex with one's slave, the act makes the master liable for feeding, sheltering and clothing his property. He is also free to "correct and punish his servant in a reasonable manner when it may be necessary, being guided by prudence and humanity."
The master was also obligated to provide a total of 18 months education to his slaves between the ages of six and 26 years old; high school, junior high and most of elementary education being deemed a waste of time.
In fact, there was a two-track system of slavery in Utah. Not only were blacks being legally bought and sold in the territory, Indians could also be slaves, though on different terms. The restriction on sex was not mentioned and Indians in bondage had the right to three months of education per year.
The sale of slaves, while rare given how few blacks were in the territory (the 1860 Census lists 59 in Utah, 29 of them slaves) is well-documented. The founder of Brigham Young Academy, Abraham O. Smoot, took a slave whom he'd purchased from the Bankhead brothers with him to Provo. Marina Redd was sold by John Hardison Redd, of American Fork, to a Dr. Pinney of Salem.
Then there is the account of Green Flake's owner dying in an accident in Utah in 1850 and his widow giving Green to the church as a tithing payment. Green worked for Young and Heber Kimball for two years, then was granted his freedom.
A dozen years later, the Civil War effectively nullified Utah's official stand on slavery.
Pat Bagley is The Salt Lake Tribune's editorial cartoonist.


Creativity can’t be taught from a formula. It can be reduced to a formula but then it isn’t creativity anymore, it’s a set of instructions.
Do these steps in this order. Use these tools and materials in this way. Follow the best practices map and you’ll be fine.
We want guidelines like that because they remove the doubt and answer all our questions. We don’t have to do the heavy lifting because somebody else already did. Things are easy and that’s what most of us want. Easy, simple, tell me what to do. That isn’t creating. That’s following somebody’s rules.
This tells you what I see. What would you learn by following your own curiosity instead of mine?
By its nature creativity looks further. Creativity treats rules as the beginning, not the end goal. Creativity is getting your hands dirty and trying things just to see what happens. Creativity asks what if…
What if the best practices are actually a way to hide from trying something new?
What if we tried?
It might not work. We might look stupid and somebody whose opinion matters more than it should might laugh and publicly shame us. Or worse, just ignore us altogether.
So what? Who cares what Mr. Important Someone thinks? Does Mr. I. S. (whoever that is for you) know what you actually want? Probably not.
I have no idea what anyone wants from a hobby like this. What I do know is that we’ve taken what is ostensibly, one of the most creative crafts imaginable, and sunk eighty plus years into repeating the same instructions over and over, while we squander opportunity after opportunity to nurture people’s curiosity and their ability to see and think for themselves.
I could do the easy thing like everyone else but that isn’t interesting to me. The only map I can effectively draw is the one I’m creating as I go. If you’re interested, then let me tell you about what I’ve found so far. If not, that’s okay too. I think you might enjoy looking over there instead.
You remind me of one of the very many sayings attributed to Confucius:
Life is not about the path to happiness. The path is happiness.
I have had several art teachers say: “If you end up painting like me, I’ve failed at my job.” Art school isn’t about learning creativity, it’s about learning tools, craft, ideas to the point that you can create and express in your own voice. It’s a way to get to mastery of process more quickly than self-training. But it isn’t going to make anyone creative. We stand on the shoulders of giants who came before us, giants who stood on the shoulders of those who came before them and tried out new ideas on top of what came before. I think the hobby is the same, whatever hobby you’re in.
Ultimately, what has proven the most effective in my art education has been to watch masters at work alongside me and to see them experiment and struggle and sometimes fail–because that tells me that we’re all struggling and there is nothing wrong with that. Mistakes are part of the process and are to be embraced. What matters is to do it. Creativity will come.
Since we’ve quoted a philosopher and an artist, how about a musician? Toru Takemitsu, the composer, once said, “Sometimes I use the octatonic scale and sometimes I use all the other notes.” (Side Note: The octatonic scale is comprised of eight notes arranged in a sequence of alternating half and whole step intervals. This creates an unusual situation; there is no tonic-dominant relationship, a cornerstone of most western music. The resulting music is often felt as free-floating or without resting, and Takemitsu used it effectively in his piece, “To the Edge of Dream”.)
I think creativity functions best within a set of bounds. No doubt we set those bounds for ourselves, whether we adopt someone else’s boundaries or determine our own. But once you have studied the image and are ready to model it, you must begin deciding. What will I include and what will I omit? What colors and textures will I use? What materials will best achieve my desired result? Then, within these confines, you will create.
I believe the creative modelers of this age will skillfully adapt those time-tested and honored techniques as long as they are useful and go beyond them when necessary.


When we communicate, we express thoughts, ideas, information, and experiences through speech, writing, and the use of nonverbal cues, like facial expressions and crossed arms. We develop those skills at an early age. Children learn to speak and build their vocabularies through direct interactions with more competent speakers, including older children and adults.
Language and literacy development are closely related. Gaining language skills both talking and listening supports reading and writing and vice versa. In addition children’s language skills and literacy development allow them to explore and learn content. As an early educator, you play a pivotal role in helping the children in your setting develop a strong foundation of language and literacy. They will use these skills to communicate with you and the other children, to get involved in play, to learn to love books and learn from them, and to express their feelings and ideas in spoken and written forms. This course looks at the following ways in which early educators can foster language and literacy development in children:
- Understanding the Language and Literacy Development of Infants, Toddlers, and Preschoolers
- Creating a language and literacy learning environment
- Supporting children’s oral language development
- Fostering children’s reading and writing development and
- Supporting Dual Language Learners
This is a three hour course with the following:
Training Level: 2
Core Content: 1
CDA Content: 8
Training hours: 3
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Resources for teachers and parents
We offer a variety of online professional learning opportunities, helping the wider community by improving support for individuals and, in particular, teachers and parents so that children and young people continue to benefit from high-quality learning experiences.
We are delighted to share a wide variety of online resources for teachers and parents, collated from colleagues affiliated with Moray House School of Education and Sport and the wider University of Edinburgh.
Educational leadership resources
This section shares recordings from our previous webinars on the themes of 'Leadership and Change in Challenging Times'.
Social justice and inclusion resources
This section includes a variety of resources for supporting inclusion and embracing racial and linguistic diversity in our schools.
STEAM and learning for sustainability resources
This section includes a variety of resources for helping children to engage with science, technology, engineering, arts and mathematics as well as learning for sustainability.
Moray House Read Write Count Collaborative
As an extension of the national Read, Write, Count (RWC) campaign to improve the literacy and numeracy skills of Scotland’s children, the Moray House RWC Collaborative has been running since 2016, taking forward collaborative projects and new resources.
Physical activity and wellbeing resources
Academic staff from Moray House School of Education and Sport and other university colleagues share their expertise and practical resources to support the physical activity and wellbeing of children and adults.


A blend of technology and creativity
Art is taught as a spiral curriculum woven around artistic principles, concepts, and habits, growing in complexity from year to year. It is one of the essential subjects in the American curriculum, focusing on developing students' creativity, critical thinking skills, and cultural understanding. At 21K School, art classes are full of exploration, discovery and fun. We believe all learners can learn to think like artists and express themselves meaningfully through the visual arts. Our facilitators use innovative teaching practices that guide students in exploring their creative potential.
Art education provides a wide range of benefits, including:
- Creativity and Imagination: Art encourages learners to think outside the box, experiment with different ideas, and develop their creativity and imagination.
- Critical Thinking and Problem Solving: Art teaches learners to analyse and interpret visual information and to use critical thinking and problem-solving skills to solve creative challenges.
- Emotional Intelligence: Art promotes emotional intelligence by allowing learners to express their feelings, thoughts, and ideas through artistic expression.
- Cultural Awareness and Understanding: Art educates learners about different cultures and their unique artistic expressions, allowing them to develop cultural awareness and understanding.
- Confidence and Self-Esteem: Art education provides learners with a sense of accomplishment, boosting their confidence and self-esteem as they develop their artistic abilities.
Mom Says Online School Gives Her Son Freedom to Be Himself
Fewer Distractions and a Personalized Pace Led Alisha to Florida Online School
Mom Says the Switch to a K12-Powered School Was “Awesome”


Millions of children are being robbed of an education simply because of who they are or where they live. Deprived of learning because they are caught up in emergencies, face extreme poverty, or are discriminated against because of their gender, disability or ethnicity. The world's most vulnerable and excluded children are missing out on education.
Without a quality basic education, children are less likely to escape the cycle of poverty and may never have the opportunity to fulfill their potential.
We work to ensure all children get the support and care they need before they start school, and that they are able to read and write. We also work to ensure that schools are places where all children are safe and happy.
A child's early years are crucial for building the foundations for a life of learning. We work with communities to create safe and stimulating preschool environments, to keep children well-fed and healthy, and to take teaching materials into homes so the whole family can support a child's education.
We work with national and local governments to improve access to education and develop programmes where children can improve their literacy and numeracy skills at an early age.
We also provide education in times of conflict or in the aftermath of a natural disaster to ensure children don't have their education interrupted or ended early.
In 2021, we reached 12.2 million children through our education programmes. One of these children is Abida* from Niger.
When Abida was 13, she was forced to marry a man more than twice her age. She spent her days looking after her two small children, collecting water, cleaning and preparing food for her family.
But Abida's life transformed when she was able to enrol in our Literacy Boost programme, which helps children who have dropped out of school get back on track.
Today, she is learning to read and write, as well as learning maths and other basic life skills. She is hopeful for her future.


Music and dancing are some of the most joyous aspects of the human experience. Yet for many, the dance floor can be a daunting destination. What comes naturally to some feels like an impossible jigsaw puzzle to others. If you’ve ever wondered why you or someone you know has two left feet when it comes to dancing, scientists may have found the answer.
Researchers from the Vanderbilt Genetics Institute and 23andMe have collaborated to conduct the first large-scale genomic study on dancing ability. They found 69 genetic variants linked to the ability to move in synchrony with music beats.
“Rhythm is not just influenced by a single gene, it is influenced by many hundreds of genes,” says co-senior author Reyna Gordon, PhD, associate professor in the Department of Otolaryngology – Head and Neck Surgery and co-director of the Vanderbilt Music Cognition Lab. “Tapping, clapping and dancing in synchrony with the beat of music is at the core of our human musicality.”
Gordon also points out that many of the discovered genes are associated with central nervous system function, including ones expressed early on in brain development and in areas in charge of auditory and motor skill development.
23andMe has an extensive research dataset, and were able to provide study data from more than 600,000 customers who consented to be part of the research. “The large number of consented study participants offered a unique opportunity for our group to capture even small genetic signals,” says David Hinds, PhD, a research fellow and statistical geneticist at 23andMe.
Scientists say they noticed that beat synchronization shares some of its genetic characteristics with other related every-day rhythmic activities, such as walking, breathing and circadian pattern.
The team believes that this particular finding will be beneficial for exploring other rhythmic patterns that affect patient health and wellness outcomes, especially in respiratory or mobility conditions where these factors may be impaired. “This is novel groundwork toward understanding the biology underlying how musicality relates to other health traits,” explains co-senior author Lea Davis, associate professor of Medicine.
Moreover, the scientists are pleased with their main discoveries regarding music, as previous research hasn’t exactly addressed genetic components that may play a role in ability to catch a beat. This study provides a solid start for further expanding genomic and phenotypic studies to deepen understanding in this field of research. As they continue to do so, this will not only offer insight into musicality and health, but also into parenting and child development which heavily relies on synchronous movement and interaction.
This study is published in the journal Nature Human Behavior.


Human Body Activity Book for Kids: Hands-On Fun for Grades
Super fun activities to help kids ages 4 to 8 learn all about their bodies
From eyes and ears to skin and bones, there’s a lot to discover about the human body for kids! Featuring crosswords, mazes, and more, this human body workbook is bursting with all kinds of activities to help kids understand what makes them tick.
This awesome guide to the human body for kids includes:
- A full body breakdown―Simplify human anatomy for kids with informative, illustrated chapters broken down by system.
- Lots of ways to play―Keep lessons engaging with everything from connect-the-dots and crosswords to hands-on experiments.
- Science for kids―Did you know hair grows slower at night and that you’re taller in the morning than the evening? Make kids want to learn more with the neat trivia in this human body book.
Teach children the joy of learning by doing with this collection of activities all about the human body for kids.


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Create your best art curriculum by leveraging research and applying standards-supported techniques to share relevant and engaging art lessons.
A quality curriculum is fluid and adapts with time. In this course, participants will plan, develop, revise, and implement curriculum for a course or grade level aligned with their teaching philosophy. Curriculum development begins after critiquing the impact of new and historical trends on art education. Participants will dissect curricular approaches in art education and analyze real art curricula samples from across the globe. Participants will strengthen their curriculum knowledge by exploring inclusive practices, differentiation, assessment, scaffolding, growth mindset strategies, curriculum adaptability, and standards alignment. Upon completion of this course, participants will have an original curriculum ready for implementation and a scaffolding map to use toward building additional curriculum!
See the course syllabus and Graduate Catalog for more details.
Prerequisite Requirement Exemption
To request an exemption to a prerequisite requirement, students must submit a Special Request Form to the Registrar’s Office along with the appropriate supporting documentation as outlined in the form.
A sample experience from Week 5 of the class Designing Your Art Curriculum
"I very much enjoyed the experience of writing my curriculum during this class. Focusing on one component at a time allowed me to create quality subject matter that deeply explores each standard. There are also many resources that were shared that I saved."
"This course helped me gain more knowledge, organizational skills, and resources for building an art curriculum. We are currently writing my district's curriculum and this course really helped guide me through how to write a strong curriculum! "
"Writing a curriculum is time-consuming and it is a lot of work. I am happy to end this class with a working document that will help me to teach my class and write more curricula for other courses."
"This course made designing a curriculum way less intimidating than I thought it would be. The curriculum planning guide was a great assignment to aid in further grade-level development."
Hundreds of art teachers have taken the course Designing Your Art Curriculum. Here’s what they actually think — without cherry-picking.
(12-month rolling average from all post-course survey respondents – Updated 1/28/2021
Course content was relevant and current.
Instructor was knowledgeable and provided value-added contributions.
I achieved the goals I set at the beginning of the course.
If you know what you need, then go ahead and register.
Don't worry if you still have questions. Our admissions counselors keep up with the requirements for teachers in your state and can help you choose a course that's right for you and your career.
All you have to do is reach out.
You have been withdrawn due to violation of program policies and are unable to enroll.
Please contact the Registrar (firstname.lastname@example.org) with questions.


Music Participation Is Linked to Teens' Academic Achievement
Music students have higher academic exam scores than their non-musical peers.
Posted June 25, 2019 | Reviewed by Gary Drevitch
Students who participate in music-related activities between grades 7-12 achieve significantly higher scores on science, math, and English exams in high school than non-musical classmates, according to a new large-scale study. This research by Peter Gouzouasis and colleagues at the University of British Columbia (UBC) involved a cohort of 112,916 public school students in Canada. These findings (Guhn et al., 2019) were published on June 24 in the Journal of Educational Psychology.
"Students who learned to play a musical instrument in elementary and continued playing in high school not only score significantly higher but were about one academic year ahead of their non-music peers with regard to their English, mathematics and science skills," Gouzouasis said in a statement. These exam-based statistics were consistent across the board, regardless of socioeconomic background, gender, ethnicity, or prior learning in science, math, and English.
The authors sum up the educational significance of these findings in their impact statement:
"This large-scale study identified evidence of positive relationships between school music participation and high school exam scores in English, mathematics, and science. The findings suggest that multiyear engagement in music, especially instrumental music, may benefit high school academic achievement. In light of this study (the largest of its kind to date), as well as supporting evidence suggesting music learning in childhood may foster competencies (e.g., executive functioning) that support academic achievement, educators may consider the potential positive influence of school music on students' high school achievement."
Interestingly, the researchers found that the correlation between music education and better academic achievement was most significant for students who practiced instrumental music. According to the authors, these findings suggest that the skill set required to master playing a musical instrument transfers to other types of academic learning in high school.
"Learning to play a musical instrument and playing in an ensemble is very demanding," the study's co-investigator Martin Guhn stated. "A student has to learn to read music notation, develop eye-hand-mind coordination, develop keen listening skills, develop team skills for playing in an ensemble, and develop discipline to practice. All those learning experiences, and more, play a role in enhancing the learner's cognitive capacities, executive functions, motivation to learn in school, and self-efficacy." Guhn is an assistant professor in UBC's school of population and public health and Human Early Learning Partnership (HELP).
All too often, when policymakers and school administrators need to cut budgets, the knee-jerk reaction is to put arts and music-related courses on the chopping block. The researchers hope this large-scale study will put the spotlight on the value of music-related activities at a time when many school districts are laser-focused on improving numeracy/literacy and putting so-called "non-academic" areas of learning on the back burner.
"Often, resources for music education—including the hiring of trained, specialized music educators, and band and stringed instruments—are cut or not available in elementary and secondary schools so that they could focus on math, science, and English," Gouzouasis emphasized. "The irony is that music education—multiple years of high-quality instrumental learning and playing in a band or orchestra or singing in a choir at an advanced level—can be the very thing that improves all-around academic achievement and an ideal way to have students learn more holistically in schools."
The latest findings on the academic benefits of music participation from Gouzouasis and colleagues add to a growing body of evidence that under-funded school programs relating to arts-integrated pedagogy (Hardiman et al., 2019), experiences with nature (Kuo et al., 2019), and access to robust physical activity/outdoor play (Esteban-Cornejo et al., 2017) may improve focus, motivation, and academic performance for K-12 students.
Martin Guhn, Scott D. Emerson, Peter Gouzouasis. "Population-Level Analysis of Associations Between School Music Participation and Academic Achievement." Journal of Educational Psychology (First published: June 24, 2019) DOI: 10.1037/edu0000376


- Expressive Arts - The process of using imagery, storytelling, dance, music, drama, poetry, writing, movement, and visual arts is explored in an integrated way that fosters human growth, development, and optimal health. The creative process is emphasized, versus creating a product. We are currently offering this program at the Augusta Teen Center.
- Arts As Academic Support - A variety of artistic disciplines are utilized to promote and support skill acquisition and conceptual understanding in the academic areas of math and language arts. Through the use of interactive games and artistic activities, students are encouraged to explore and deepen their enjoyment of academia as they increase competence and confidence while learning by doing! We are currently offering this program at the Kennebec Valley YMCA (Manchester Campus) for Kid Zone full day school age students.
- Learn To Own - (new program ) Interested students will be loaned used instruments (keyboards, guitars , electric drum kits, etc.) The student must complete a course of learning with in-person or virtual attendance and accomplish their set learning benchmarks including demonstration of instrument care and tuning. Upon completion, and agreement to continue lessons, the student will be given the instrument to keep! We are currently offering this program at the South End Teen Center.
- Music Club - Weekly age specific classes provide developmentally appropriate music education, appreciation, and performance.
- Targeted goals
- Exposure and appreciation of various musical genres (folk, classical, jazz, pop, and world music).
- Group instruction in the playing of a variety of instruments (hand percussion and bucket band).
- Music literacy regarding notation, symbols, alphabet and solfege, as well as elements of composition.
- Performances include both solo and ensemble work and progress from informal class showings to program wide performances.
- Snow Pond Strings at School - In order to bolster the music program in the local school district (RSU#18), Snow Pond Community Arts began collaboration with the RSU18 Music Department to begin a much-desired strings program at the James H. Bean School in Sidney, Maine . The lessons are held at school before the regular schedule of classes begins. This program has been so successful that two classes will resume post-pandemic at the J.H. Bean Elementary school. *Belgrade Central School would like to add classes for third graders when possible.
- Sing Along With Snow Pond ! - The healing power of making music in community is harnessed in this virtual &/or live event. Snow Pond Community Arts teaching artists lead group Sing Alongs incorporating individual song , seasonal and popular music attuned to the specific generations, bringing people together within and between generations. Whether engaging in passive listening or active music making, Sing Along with Snow Pond! strengthens and unites our community in song! Music provides a soundtrack for our lives. Research demonstrates that both passive listening to music as well as active music making has a healing effect on individuals. When this power is used intentionally with Maine’s elder population, it can serve to decrease the experience of isolation, maintain and even increase cognition, improve circulation, expand lung capacity and memory function. Participants experience the joy that comes from reminiscing and creates a sense of belonging in the community. As Maine’s population ages, the benefits of offering opportunities to participate in music making are clear, Sing Along with Snow Pond! honors their voices and lifts them up in song.
CURRENT COMMUNITY PARTNERS ~
Augusta School Age Childcare Program


Reading Comprehension Strategies for the Upper Elementary Grades: Helping Students Achieve Mastery of Informational Text
Date of Defense
Teaching, Learning and Educational Studies
Dr. Lauren Freedman
The purpose of reading is to make meaning from text. This making of begins with reading comprehension. Reading without comprehension is purposeless. In the past, much of reading instruction has focused not on comprehension but only on word-calling, or the identification of words printed on the page as singular entities rather than chunks of meaning. In the late 1970?s and early 1980's, several studies were released alerting educators and the public to the lack of comprehension instruction taking place in schools. Later came research highlighting the toll this deficiency was taking on children. It is now recognized that by the time students are in the upper elementary grades, too many are not comprehending well. The question that forms in an educator's mind after reviewing such research is, "What can I do about it?" This paper is an attempt to answer that question.
Keusch, Laura, "Reading Comprehension Strategies for the Upper Elementary Grades: Helping Students Achieve Mastery of Informational Text" (2001). Honors Theses. 1702.
Honors Thesis-Campus Only