You will have to supplement this book with additional literature anyway! Minimize down-time and your own talking, and enforce a zero-tolerance policy with fiddling on instruments at the wrong time.
The National Association for Music Education NAfME provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal.
Your goals should shape where, when, and how you implement the program. It could be said that Try to work with a local music store for the best deal.
Ensure that you explain which people or which ideas. Singing should definitely be part of the performance. Carefully model and prepare students for the responsibility of their own instrument, including what the procedures will be for retrieving and putting away instruments, knowing when to play and when to stop, and taking proper care of the instrument at all times.
You can teach the ukulele to students of almost any age and ability, but most general education students will be able to pick it up at a good speed in fourth grade or later. The interviews were conducted with a group of parents in the Leicestershire area. If you assign the same ukulele to each student each week by numbering themstudents take greater responsibility and you can easily account for any misuse or damage.
The meaning was hidden by the speaker. Aim to supply each student in your largest class with their own ukulele, plus a few extra.
Your use of language must show that we you making suggestions which contribute to this wider discussion: Share them on Amplify! Progress is generally slower the younger you go from there.
Did this blog spur new ideas for your music program?
Using swear words or making offensive comments will upset the balance of your writing and undermine your point of view. Lean towards caution We need to be aware that our views are contributing to a much wider debate surrounding your given topic. If you have a small group, you may need to amplify them in a large room.
If your school cannot pay for the program in full, look into offsetting the cost with fundraising or grant opportunities. Freud offers valuable insights into So avoid words like: When talking about events that have happened in the past, avoid phrases such as: Teach yourself the basics, take a lesson from a professional if you can, go to meetups and enjoy the friendly and supportive atmosphere.
The more kids who own their own instruments, the better. Plan to seat students in chairs, with music standsâlike any other ensembleâand arrange seating so you can get physically near each student to help with hand positions and deter any off-task behavior.
Rather than using words such as: And so far, it is still the most affordable instrument that is as versatile as it is. Ensure that your reader knows who or what you are referring to when you use words such as:[The Elements of Academic Style] has the potential to transform how we teach and practice academic writing, and it invites the kind of reading and engagement that makes such a transformation possible.
A book well worth reading and rereading/5(18). Developing Your School Ukulele Program (NAfME / R&L Education, ). He started teaching classroom ukulele infounding the program in Fire Island as well as Brooklyn P.S.
in New York City, where he taught concurrently until There are many types of writing that fall under the academic-writing umbrella. Use the links below to learn about the various types of academic writing and the processes associated with producing effective writing.
Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and their specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under.
Stylish Academic Writing challenges academics to make their work more consequential by communicating more clearlyâand provides helpful hints and models for doing so.
This is a well-crafted and valuable contribution that combines substance with style/5(49). Persuasive writing is the main style of writing you will use in academic papers.
When an author writes in a persuasive style, they are trying to .Download


M.A. in Elementary School Teaching
Interdisciplinary and Inclusive Education
College of Education
Computer-assisted instruction; Educational technology; Teaching
Elementary Education and Teaching
The utilization of the computer in the classroom as a tool to provide instruction and aid learning has had a profound impact on how educators deliver instruction. Computers have become such an important instructional tool that many educators have had to rethink and reevaluate their beliefs and ideas about the ways in which they instruct students and how students learn.
Most educators have encouraged and promoted the use of computers in the classroom to assist them in providing students with an efficient and up-to-date means of acquiring the skills and knowledge they need to succeed in learning. Because of its diversity in delivering as well as supporting instructional concepts, many teachers have embraced its use. However there are those educators who feel insecure in its application in the classroom as a tool of instruction and question its usefulness to adequately provide instruction to their students.
This paper will attempt to determine how the belief systems and opinions of classroom teachers impact their utilization of computers in their teaching practices. Questionnaires were developed to determine the belief systems and opinions of elementary educators who would be defined as utilizing the directed teaching method or constructivist method in their approach to teaching and learning and how these belief systems impacted their utilization of computers in their classroom practices.
Patch, Brandy, "Directed teaching and constructivist teaching and technology" (2002). Theses and Dissertations. 1510.


Making Music Cooperatively: Using Cooperative Learning in Your Active Music-Making Classroom
While it is often a normal occurrence for the content of a book to diverge from its title, this is definitely not the case when it comes to Making Music Cooperatively: Using Cooperative Learning in Your Active Music-Making Classroom, written by Carol Huffman. Huffman, an experienced music educator whose expertise has taken her to the Jacob School of Music at Indiana University, offers her rich, varied and skilled musical background, as well as her strong devotion to the Orff-Schulwerk process of teaching, to the world of cooperative learning in the music classroom.
Published in 2012 by GIA Publications, a major and reputable publishing house for music education resources and materials, Making Music Cooperatively, is logically compiled. It starts with how best to prepare students and teachers for success with cooperative learning, diving deeply into developing a safe and healthy learning environment. Sequencing straightforwardly, Huffman gives tools with which the progression of cooperative learning can unfold. She then presents a host of cooperative learning activities that can be used in a multitude of ways, all the time maintaining the conviction that when students become their own teachers, knowledge is more readily acquired and more profoundly retained.
Ms. Huffmanâs style of writing leads the reader into an effortless communication with her, yet still remains articulate and professional, as though one is in attendance at a rousing workshop. Since she is so descriptive about cooperative learning from beginning to end, any questions that arise while reading are eventually answered, leaving the reader ready to tackle any situation that may arise while embarking upon this teaching and learning process. The topic is also approached practically, considering honest and candid classroom situations. Realities of the music room, including time restraints, skill levels of children, age, behavior concerns, and family and colleague apprehensions are not shied away from. This authenticity allows the reader to imagine themselves engaging in cooperative music learning rather than becoming defensive, believing that these pursuits could never happen in their classroom.
How many music educators find themselves questioning if children today seem different somehow. They are needier. They lack social skills and a respectful manner. This struggle that we face each and every day with our students is taken on boldly by Ms. Huffman. She challenges teachers to commit to teaching children beyond the subject matter of music. While she believes that we are âteachers first and music teachers secondâ, she never abandons her strong conviction that students remain in active music-making, the literal act of being engaged in music making. Through cooperative learning, not to be mistaken as group learning or group work, schoolchildren can grow both as sensitive musicians and thoughtful human beings. If you believe that you have a duty and responsibility to teach our children in this manner, this book is definitely for you.
The most impressive feature of this book, besides the fact that is both strongly based in research and powerfully grounded in the heart, is that no matter your philosophical beliefs about music education, how many years you have taught, or where you are in your teaching at any given moment, the ideas employed in this book can be taken, adapted and made your own. The reader is encouraged to use as much or as little as both teacher and children can manage. Huffman embraces all music educators, supports their situations and perceptions, and believes that all can move forward in this beautiful adventure.
Making Music Cooperatively: Using Cooperative Learning in Your Active Music-Making Classroom, by Carol Huffman, is available through most booksellers as well as music specialty merchants such as GIA Publications or Music Is Elementary for $17.95. This book may also be purchased through Amazon for $29.99 for the spiral bound version or $16.99 for the digital version.


by Ace Parsi
National Center for Learning Disabilities
How do we respond to struggling learners, including those with disabilities, when they just canât seem to get it? The unfortunate fact is that we too often double down on ineffective âskill and drillâ approaches that fail to engage them, rather than considering different routes to learning. The consequences are profound: struggling learners experience cumulative frustration with no relief in sight and schools perpetuate different tracks of education for students, one focused on the development of foundational skills and the other attending to content learning as well as to the full range of knowledge, skills, and dispositions essential for 21st century success.
There is a better way. We donât have to preserve a dichotomy between foundational skills and the knowledge and behaviors that position students for success in school, in the workplace and in the community. We know from research in learning sciences that opportunities to facilitate educational transfer in relevant, engaging projects not only develops 21st century skills like critical thinking, problem solving, collaboration, and communication skills, but also reflects best practice in literacy and math instruction. It is simply a choice that we make as a society in how we think about learners and learning; Do we believe that approaches like project-based learning should be prioritized as interventions of choice for all learners and not just our high-flying students? Should we think about project-based learning as best practice for students with disabilities?
The answer to this question should not be a simple yes, but a âyes and.â Yes, we can leverage project-based learning and more rigorous hands-on learning opportunities for all students and we must create the essential supports to ensure that students with identified disabilities and other traditionally struggling learners can thrive in classrooms where these approaches are implemented. We neednât modify our expectations of what students with disabilities and other struggling learners can achieve through these approaches, rather, we must take steps to accommodate their needs. Whether a student struggles with reading, writing, math, executive functioning or a combination of these issues or a physical disability that inhibits their capacity to engage a project in a pre-conceived way, we need to guard against the mistaken notion that something within the child is broken. Our challenge and opportunity is to see that hurdles to learning focus not on the intrinsic weakness that students face by virtue of their disabilities but rather on the ways we conceptualize, design and implement learning experiences.
A High School Accommodates Struggling Learners
In a recent case study, I highlight how a rural high school, Warren New Tech High School in Warrenton, North Carolina, and a teacher, Michael Williams, took steps to intentionally create greater accessibility in project-based learning experiences for their students with disabilities. Steps they took included collaborative planning between special and general educators in the initial design of projects, sufficient accommodations to help students with disabilities access supports in the implementation of projects, and explicit checkpoints in the life of the project to ensure students were able to access underlying content that the project is based on. The results they achieved met and surpassed their expectations, proving that a little intentionality on the front end goes a long way.
The challenge, though, goes beyond how we create space for these sorts of accessible project-based learning experiences in a single school, but how do we build greater accessibility and inclusion throughout the system? On this point, states and districts would be wise to build system capacity for inclusion through ensuring preparation and professional learning for both teachers and leaders. Keys to systemic change must consider strategies that focus on specific skills like implementing project-based learning through a UDL lens, setting high expectations, being explicit and proactive about addressing adultsâ underlying biases that would undermine high expectations for all students, and providing flexibility and supports to educators through structures that contribute to strong systems. Leveraging common planning time and strong PLCs, flexibility in roles of educators, and overcoming constraints in master scheduling to enable this work are also immensely important. Thereâs a lot that goes into this endeavor and itâs work that canât be left to chance.
The scale of our challenges in education go beyond tinkering and the seriousness of this challenge demands more than generalities. If we are serious, we have to attack both narrow mindsets and narrow practices. Thatâs the only way we will meet our commitment to a stronger, more just and inclusive world.
Read the case study at the National Center for Learning Disabilities.


Ed.D. Educational Leadership
College of Education
Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching
The purpose of this qualitative study is to investigate the phenomenon of successful primary classroom teachers' instruction, in the area of reading pedagogy. All children who are capable of reading must be taught how to read; such is the essential responsibility of American schooling. Moats (1999) describes reading as the most basic, yet critical responsibility of schooling. Haycock (1998), Marzano (2003), and Nye, Konstantopulos, and Hedges (2004) determined that the influence of an effective teacher has the biggest impact on student achievement, independent of anything else that happens in school. There is little research linking evidence of teacher perceptions, knowledge base, and practice to the discourse on how to best teach children to read. The result of this study on Reading Pedagogy in Today's Classroom should particularly impact, and potentially benefit, practitioners. In addition, the research will add to the literature on reading pedagogy. Four classroom teachers, who were identified as successful based on their student's Standardized Test for the Assessment of Reading (STAR) scores, participated in this study. Semi-structured interviews, observations, and lesson plans were used to capture the essence of classroom teachers' perceptions, knowledge base, and practices of reading pedagogy. Results revealed several overarching themes: a background or certification in early childhood, specific phonics practices, continuity of practices across grade levels and schools, the use of guided reading, differentiated instruction, and the use of additional support staff in the classroom. This research is aimed at a broad audience as a review of research evidence on successful beginning reading instruction. The research provides successful methods and strategies for classroom teachers to implement. Such insight has the potential to raise student achievement. Threaded through these recommendations is the need for second order change with regard to instructional delivery models.
Beeman-Rygalski, Maria, "Reading pedagogy in today's classroom" (2014). Theses and Dissertations. 349.


Posted: August 22, 2017
How do you measure integrity, critical thinking, or creativity?
That is precisely what Lee Watanabe Crockett, the Vancouver-based author of Mindful Assessment, plans to address during his day-long seminar with local teachers on October 20.
As an artist and consultant with a business background, Crockett brings a valuable outsiderâs perspective to the occasionally insular field of K-12 education.
âAs much as we want to be open to new ideas,â says Crockett, âitâs hard to step outside of that and see whatâs possible.â
This unique outlook has made him an in-demand consultant during recent curriculum changes in New Zealand and Australia. These changes are similar to those being rolled out in BC, where the focus is shifting from content to competencies. Alongside robust literacy and numeracy skills, students are expected to think critically, collaborate with their peers, and much more. These aspirations for student learning require an approach to teaching that upends traditional methods.
âIn a content-based world, direct instruction can work, but ineffectively,â Crockett says. âYou cannot develop competencies through direct instructionâtheyâre thinking processes that require students to be at the centre of learning.â
In an age of increasing automation, these particularly human skills of collaboration, creativity, and integrity will be what is required from 21st century workers, community members, and global citizens. To prepare students for this changing world, educators should seek to reframe their notions of classroom roles.
âWhat I would really hope is that they learn to move the responsibility of the learning from the teacher, where it has been, to the student, where it should be,â Crockett says, âthat they will start to relinquish the illusion of control and produce capacity in their students to be capable, life-long learners.â
This approach is modeled in Crockettâs seminars, which focus on hands-on, collaborative learning between participants.
âI look to challenge thinking and provide opportunities to grow and transform professionally,â he says.
Ultimately, Crockett hopes teachers will see these changes as an exciting opportunity to transform instruction in a way that improves both student experience and outcomes.
âI hope they walk away feeling optimistic about the future and more empowered to handle the shift not only in what the government expects of us as educators, but what students demand of us as learners. I hope they will walk away with the toolset to address that and the mindset to embrace it with joyful curiosity.â
Lee Watanabe Crockett will be working with educators to develop their proficiency in Mindful Assessment at the Langley Events Centre on October 20, the provincial Pro-D Day. Admission is $50 for Langley School District staff and $150 for other guests, and includes a catered lunch. Registration is available now at thinklangley.pdplace.com


Rant 41: Art at School: Teaching to Create or Debate, Draw or Explore?
Helen Higgins, Total Numpty, 2009. Cross stitch on linen. Variable dimensions. Credit: Helen Higgins
Does the UK school art curriculum place too much emphasis on being able to 'draw'? Is technical ability prioritised over experimentation and debate? A level student Jessica Salter has recently completed a week's work experience at Axis, through the Social Mobility Foundation, and tells us why she didn't continue with her art education after Year 9.
Draw or explore?
Despite never having studied art at GCSE or A-Level, I came to Axisweb feeling positive about the art industry.
I always took an interest in art and enjoyed the classes at school, yet I never saw myself as âtalentedâ or good enough to be an artist.
Within the current school curriculum students are not given the opportunity to explore and appreciate art as an âobserver.â
The teaching of art in schools focuses primarily on traditional forms of art, for example imitating the work of influential artists, but not discussing it.
Furthermore, in my high school, the way you were identified as âtalentedâ or âgood at artâ was through drawing wine bottles; you were graded according to how realistic the drawing was.
Should being able to draw a wine bottle and having the ability to draw determine whether or not you are an âartistâ?
Create or Debate?
Art is usually seen as expressing oneself in a variety of ways, which means that being able to draw should not determine you as an artist.
For example a student may be interested in sculpting or photography, but they are restricted by how and what they are taught. Modern art and contemporary art are not explored very much before GCSE level.
I believe everyone has the right to be an artist; to create in order to express themselves, their thoughts, emotions and experiences.
School students should have the freedom to create their own art work and not be limited in their opportunities to be an artist, whilst also learning to appreciate and explore art.
The problem I see, even at a young age, is that society has a stereotypical image of being an artist or studying art and associates it with being âculturedâ or âexclusiveâ; so you are made to feel that if you are not familiar with art you cannot appreciate it or comment upon it.
Nevertheless I find myself taking an interest in modern and contemporary art and exploring the reasoning behind the artwork; I enjoy finding out the explanation presented by the artist, but also having my own opinion on the piece, being able to relate to the work and discussing my thoughts about it.
I have found in schools that âartâ is only for those who are âcreativeâ. But what about the students who are less obviously creative, but still have an enthusiasm for art?
Is appreciating and exploring art something only for the artists or the âcreative typesâ or is it something which everyone can learn and develop over time?
Contributed by Jessica Salter
Jessica Salter is a 17 year old A level Student at Notre Dame Sixth Form College in Leeds.
The views expressed in The Rant are those of Jessica Salter and forum contributors and unless specifically stated are not those of Axisweb. See our terms and conditions


âBut the learning of the alphabet should be made a means of cultivating the childâs observation: he should be made to see what he looks at.â - CM 1/201
Here's how it began. As a baby/toddler my son had some letter toys. I sewed some big cloth ones; he had a wooden puzzle and ABC blocks. We hung his name on the wall in his room, and he began to recognize and learn those letters almost without prompting. It was like curiosity got the better of him, and he had his own interest in those âshapesâ that he was seeing repeatedly in the world around him. He would ask me, âWhatâs that letter, Mom?â I never drilled him with flashcards; we didn't watch alphabet DVDs. We learned the letters A, J, Q, K while playing card games. He knew D was for Dad, and M for Mom. and we read S-T-O-P every time we walked to the end of our road. Simple.
About halfway through the year, I could tell his interest was growing; he began to fill up piece after piece of scratch paper with Eâs, Pâs, and Tâs etc. and explain how he was being a book writer. So, keeping it interest driven, we went a little further, and I started loosely doing a letter of the week lesson. This I kept very simple, practical and something that requires little to no prep! I didn't want to weekly find library books to go along with each letter, or remember to print off a coloring page, or spend time pulling together craft supplies for a cute pinterest letter project. I didn't even put the alphabet up on the wall.
The lessons flowed like a breeze until we hit 'Ss." I noticed frustration and that the fun seemed to be out of the lesson. So I completely backed off. I didnt even mention the letter lesson for a few weeks. We instead played games, and read together on the couch. Once while waiting in line, we drew S in the air. Once while finger painting we made S on the paper. Once while counting for fun, I drew on paper for him an S next to a 5 next to a 2 and we identified each one. After a while I pulled out the letter lesson (as above), just to test the waters and he wrote his Ss with not a worry! Now we're off again to finish up the rest of the alphabet.
My other goal during our lessons is for him to give focused mental effort for a short period of time, a gentle building up to first grade work. In the context of everyday life, the letters we are learning pop up quite often, of course. I love seeing how he's noticing. If I'm observant I can tell exactly what he already knows, and I don't have to quiz him over it in any way. I think Mason would describe it in her own lovely way, as a living idea that is forming its due relations.
- We made our own version of these language objects by raiding Grandma's craft cupboard and cake decorating supplies. I might make labels to go with them. I saw something similar on a bulletin board in a kindergarten room once.
- - I love these images of Nature's Alphabet (free printable.)
- My kids like this magnetic toy, though I wish the pronunciation was clearer.
So, for the pre-reading skills level, this is what we're doing, nothing elaborate. Next will come those very first reading lessons, which I am really looking forward to doing when he's ready! I hope to follow and document how we use Mason's method as outlined in Volume 1 and described well in this series of lovely blog entries. I am also liking this book for possible future phonics instruction.
âReading presents itself first amongst the lessons to be used as instruments of education, although it is open to discussion whether the child should acquire the art unconsciously, from his infancy upwards, or whether the effort should be deferred until he is, say, six or seven, and then made with vigour.â - CM 1/200


Third Grade Too Late to Fix Reading Woes
For release noon Tuesday Feb. 2 and thereafter (690 words)
If you thought the phonics-whole language debate was settled 10 years ago with the National Reading Panelâs report on the science of reading, Indianaâs stagnant test scores prove otherwise. Researchers know more about how to teach reading, but their knowledge hasnât trickled down to the classroom.
Too many schools use programs that lack adequate attention to phonemic awareness, the ability to manipulate sounds to form syllables and words. Most education colleges still brainwash future teachers into believing that reading comes naturally, not from systematic instruction. We have ignored the words of national reading guru Louisa Moats that âteaching reading is rocket scienceâ and must be done expertly and methodically.
âThe question is: If you do retain children does it improve their chances of catching up? â asks Timothy Shanahan, professor of urban education at the University of Illinois at Chicago and director of its Center for Literacy. âThe best research studies and research syntheses that we have say that it does not. The children who are sent ahead do as well or better than the children who get retained, and retention really does upset kids emotionally. So you have a solution (retention) to a problem (children who are behind in reading) that doesnât work.â
Rather than waste millions on third graders, Indiana needs to require that all students be taught from kindergarten with scientifically based techniques. This would reduce the number of children needing remediation at any grade level. Which means Indiana lawmakers must do something they donât like doing: micromanage whatâs going on in our education schools.
In 1999, state Sen. Murray Clark tried to do this with a bill increasing the number of credit hours elementary teaching candidates would receive in phonological reading skills. It died. Last year, as part of his teacher licensing reform package, State Schools Superintendent Tony Bennett sought to mandate a specific number of credit hours devoted to scientifically-based reading instruction. He withdrew that in order to get support from ed schools for his overall plan.
A 2009 study by the National Council on Teacher Quality (NCTQ) â a groundbreaking study invited by Bennettâs agency â reached this conclusion: âMost teachers prepared in the state of Indiana are not exposed to effective reading instruction.â
The study gave failing grades to most of Indianaâs 41 elementary education programs, including the two largest, Indiana University Bloomington and Ball State University, as well as to âmore selectiveâ private programs at the University of Notre Dame, Butler and Hanover. Purdue, IUPUI, IU-South Bend and Franklin College were the only ones praised for exposing all future elementary teachers to the science of reading.
The study confirmed the experience of Diana J. Hunter, a retired K-12 reading teacher in Indianapolis who had to seek phonics training on her own after graduation.
âTeachers are told in the universities that you just cannot expect all students to learn to read so the teachers are not to be blamed. So the first problem is low expectations from teachers. The second is the fact that universities are not teaching nor encouraging teachers how to teach children to read using phonemic awareness.â
Teaching better will not eliminate the need for remediation, but remediation should occur earlier, experts agree.
Moats says, âMost children identified before second grade as having trouble learning to read can learn to read well with a bone fide SBRR (Scientifically Based Reading Research) program. If children are caught later, the odds of bringing them to an acceptable level fall sharply.â
Successful remediation presumes that teachers know how to teach reading, which gets back to the underlying problem. The NCTQ recommends Indiana require prospective elementary teachers pass a test on the science of reading. This would serve two goals: It would assure schools that they are hiring teachers knowledgeable about effective reading instruction. And it would show which education schools are training teachers effectively.
Andrea Neal is a teacher at St. Richardâs School in Indianapolis and adjunct scholar with the Indiana Policy Review Foundation. Contact her at firstname.lastname@example.org.


It is quite common seeing very young athletes playing one sport all year around. To a great extent, it is done under the belief that it will expedite the learning process. However, research studies are indicating that focusing on just one sport before the age of 13 years old will most likely create the opposite effect.
According to Dr. Kowalski, early specialization is defined as spending more than 8 months out of the year practicing just one sport in an intensive structured setting at the exclusion of balancing playing time practicing other sports.
One of the major concerns in early specialization is the limited time to develop a more rounded muscular growth. When a young athlete forces his/her muscles into a repetitive muscular motion, it will increase the likelihood to have a sports injury. I have seen young tennis players having shoulder injuries as a consequence of making a repetitive arm movement. Those young athletes later feel emotionally devastated and much regret having put so much time into just one sport. Although surgery can dramatically help repair muscle injuries, no surgical procedure will bring the muscle to be better than what it was prior to injury.
Other concerning issues that come with early specialization are the increase for burnout, loss of sport enjoyment, difficulty managing stress, and later playing with fear of getting re-injured. These experiences also come with feeling a sense of isolation, and eating disorders, which often lead to dropping the game all together despite the enormous amount of time and financial effort to achieve sports excellence.
Also, young children who practically dedicate their full time to playing just one sport take the risk of becoming overly emotionally identified by that sport, first, and second by who they are. Anything less then success will damage their ego, hence having the added pressure to perform well or focusing just on winning.
When looking at elite athletes, they often express that they specialized into their chosen sport after the age of 13 years old, had an opportunity to play multiple sports growing up, and participated in non-organized sports with friends. One of the benefits of participating in multiple sports is the development of muscular balance, a more rounded motor skill development, and the enhancement for a greater capacity to regulate emotions.
Growing early athletes:
1- Make sure they play other sports for fun
2- Focus on learning and making progress much more than on winning/losing
3- Value effort and fun


Canada is bilingual country of English- and French-speaking populations, and students are offered the opportunity to choose from French- and English language schools. There are also private and free public schools and parents are free to educate their children at home.
The Education System
School boards are also known as district education councils, divisions, and districts and are tasked with student enrollment, staff, facilities, and administration. Generally, the school system encompasses university colleges and universities, summer camps, secondary schools, language schools, career colleges, technical institutes and community colleges, private and publicly funded schools, and daycare. Education programs in Canadaâs territories and provinces begin with grade 1 or kindergarten and continue to grade 12 (students aged 17 or 18). Quebec is the only exception where students graduate from school a year earlier. In some provinces, for example, Ontario, children start at the age of 4 â 5. This option is available through the Junior Kindergarten Program. In other provinces, school starts at the age of 5 while grade 1 normally begins at the age of 6. In many provinces and territories, elementary education encompasses grades 1 to 7 or children aged 6 to 13. Junior high school programs are also available in some provinces and encompass grades 6 â 9. These are called middle, intermediate, and junior secondary. There are provincial differences when it comes to schooling, programs available, and funding.
Secondary school covers grades 8 through 12 and is offered to students aged 14 â 18. Again, Quebec is an exception where secondary school encompasses grades 7 â 11. In some provinces education is compulsory until the age of 18 while in others â until the age of 17. Universities in Canada offer Bachelorâs, Masterâs, and PhD programs in different disciplines. Co-op programs and internships are also offered as a way to establish business contacts, gain valuable work experience and enhance oneâs work resume, and make money. Students also have access to hundreds of scholarships, grants, and low-cost financing to pay tuition, board, and other expenses. Scholarships are offered based on leadership skills, academic excellence, and other factors while grants are available based on financial need. What is more, reports show that Canada boosts the highest retention and completion rate when it comes to postsecondary education.
Kindergarten and School Curriculum
Speaking of the school curriculum, subjects vary by grade and include social studies, science and technology, native languages, mathematics, language, health and physical education, French as a second language, and the arts. Kindergarten programs vary by province and involve different approaches such as early numeracy development, literacy and language development, learning through inquiry and exploration and learning in real life contexts. Community partners, principals, parents, teachers, and children have a role to play in the learning process.
Types of Schools in Canada
In addition to public and private schools, there are special needs programs for students with serious learning difficulties and disabilities. Some schools are paid but programs are often funded by provincial government funds and agencies and non-for-profit and other private organizations. International schools are also available across Canada and offer English language classes to non-native speakers. Classes are offered in cooperation with Citizenship and Immigration Canada and local settlement agencies. Home schooling is also an option for families with school-age children but the requirements vary from one province to another. In some provinces, families are required to report on a regular basis while in others notification is sufficient.


Typical Course Length
The Chemistry course aims to give student teachers the professional skills needed to become successful teachers who can develop learners' skills and understanding of Chemistry and its application. You will train to teach ambitious, capable and confident learners who are informed and confident about the world beyond school.
- A degree, at least 50% of which is Chemistry-related. We consider students with degrees in related subjects. There will be gaps in subject knowledge for all students and the course is designed to address this issue.
- Grade B (Grade 5 in England) in Mathematics and English at GCSE or equivalent. The University offers tests in these subjects if you do not have these requirements.
- Experience or observation in a school setting is an advantage.
- Literacy and numeracy skills tests will form part of the selection process on the day of the interview.
Together with your fellow students on the primary and other secondary programmes, you will study the principles of effective pedagogy, assessment, lesson and curriculum planning. You will participate actively in learning, contributing to seminars, delivering presentations and engaging critically with research. During the University sessions, you will plan and deliver microlessons in preparation for the practical element of the course.
You will study the curriculum for Chemistry as part of the Science and Technology Area of Learning and Experience, and you will collaborate with students in other subject areas to develop your practice in working across the curriculum. There will be focus on the teaching of Chemistry as part of the single and double award GCSEs and Chemistry A level. All students in science subjects are trained to teach Balanced Science at Key Stage 3.
On placement, you will work closely with your subject mentor and the University Link Tutor to develop your practical skills in teaching. In addition to specialist placements in secondary schools, you will experience a short placement in a primary school working with skilled primary teachers. You will also undertake an action research project to develop an aspect of your practice and begin your career as a research-informed teacher.
Teaching & Learning
Assessment on the course takes a range of forms including, for example: essays, reflective writing, presentations, lesson plans, action research project. There are no formal examinations. Assessment of practice takes place throughout all three placements on a continuous basis.
All teachers are responsible for the teaching of the three cross-curriculum themes of literacy, numeracy and digital competence. Students will be supported in planning the delivery of literacy, numeracy and digital competence in the context of their own subject.


By Hannah-May Wilson, Program Manager, PAL Network Secretariat
As delegates gather for the World Bank South Asia Regional Workshop on Learning Assessment in New Delhi to share knowledge and learning on assessment practices in basic education in the South Asia region, the PAL Network of citizen-led assessment organizations spanning South Asia, Africa and Central America have just released their newly-created network-wide Data Quality Standards Framework.
In the past, citizen-led assessments have been too easily dismissed as lacking the necessary rigour or quality to be compared with other school-based assessments â an issue highlighted during a recent gathering of senior data analysts and leaders from the PAL Network. Speaking at the opening plenary, Dr. Wilima Wadhwa from the ASER Centre, India stressed the importance of PAL Network members establishing systems to ensure robust and reliable data, saying: âWhen you release data highlighting government failure, the first thing that will be attacked is your methodology. If someone can cast doubt on your methodology or say your data is unreliable or that the sampling hasnât been done properly and isnât representative, then people will find a reason not to engage with the findings.â
Catering to the realities of countries in the global South
The fact is that the citizen-led assessment model was designed carefully and deliberately to cater for the realities of countries in the global South. The design reflects a philosophy that differs from that of standard school-based assessments, as citizen-led assessments train volunteers to assess children regardless of their schooling status, using simple tests and tools, sitting one-on-one with the child, in their own homes.
What may appear to be a very simple assessment is actually backed up by highly-sophisticated processes to ensure the reliability of the data generated. These include systematic processes for sampling, partner and volunteer selection, training, monitoring and re-check. In addition, careful data cleaning and other methods are used to validate the data.
As Dr Wadhwa explained: âDocumenting and strengthening these processes and sharing best practices is one of the reasons the network exists. As more countries start to conduct citizen-led assessments and the network grows, network members want to learn from each other. It was this shared focus that brought us together a year ago to draft this standards framework. Now we are back here to say â OK, we have this document. How can we support each other to implement it?â
Making the case for citizen-led assessment data to monitor progress in education
For the past three years, the PAL Network has advocated for the inclusion of an early grade indicator in Sustainable Development Goal 4 (SDG 4). For a clear picture of progress, data used to measure this indicator must include all children, regardless of their schooling status. In the wake of the World Education Forum 2015, the PAL Network released a public statement to the Technical Advisory Group on SDG 4, demonstrating the value of citizen-led assessments to track the acquisition of foundational skills for all children. This was followed by an Open Letter to the Inter-Agency and Expert Group (IEAG) in March 2016 with an urgent appeal to retain the draft indicator for the percentage of children in Grades 2/3 who have learned the basics, and a position statement on SDG4 in July 2016.
Since May 2016, network members have been active participants in the Global Alliance to Monitor Learning (GAML), ensuring that citizen-led assessment data are included as a complementary source for reporting against SDG 4 Indicator 4.1.1. Data from citizen-led assessments are also included in the Catalogue of Learning Assessments (CLA) developed by the UNESCO Institute for Statistics (UIS): an important step towards the inclusion of learning data for children in developing countries who are less likely to be found in traditional educational settings.
Ensuring no child is left behind
To ensure that no child is left behind, active efforts are needed to identify the most disadvantaged children. And that, in turn, means understanding where they are most likely to be found. Across the developing world, the children who are the hardest to reach are often found in the areas that are hardest to reach, and are unlikely to be in school. In places where significant numbers of children are out of school or attending sporadically, citizen-led assessments have significantly improved knowledge of the inequalities that persist in educational access and the acquisition of foundational reading and numeracy skills.
The new PAL Network Data Quality Standards Framework will help member countries improve and ensure technical rigour, with enough flexibility to accommodate the diversity of processes and adaptations to local context that are central to the citizen-led assessment model. The DQSF will be accompanied by implementation and monitoring plans, with member countries supporting each other to meet the minimum required standards, and ensuring that the PAL Network continues to make an important and robust contribution to understanding learning progress for all children.


Hello, and welcome to 3rd Grade at Our Shepherd!
Our 3rd grade class focuses on core subjects including language arts, mathematics, science, and social studies. Spanish, art, and music are continued as well. Your child will witness the love and joy of learning within a classroom setting that is structured yet, friendly and that incorporates all learning styles in order to reach out to and engage all learners. We strive to develop the whole child in fun and educational ways that will have a life-long impact.
Children are greeted by Mrs. Wendi Lepley, our 3rd Grade Teacher.
Mrs. Wendi Lepley graduated in 2003 from Grand Valley State University with a degree in Elementary Education. She has been in education for 8 years. Wendi also earned her Colloquy degree in July of 2013. Her objective in teaching is not to just cover a content area, but to cover it in such a way that students are intrigued and want to learn more. She possesses a love and joy of learning and believes in handing that down to her students. She strives to be an example of Christ's love to her students each and every day.
Visit our staff page to find out more about Mrs. Wendi Lepley and the other Our Shepherd teachers.
3rd Grade Curriculum highlights:
- Improve fluency and comprehension
- Read and comprehend a variety of literature independently and proficiently
- Build comprehension and appreciation of literature
- Connect literacy elements and themes
- Build an understanding of nonfiction text features, structures, and author's perspective
- Build and apply vocabulary
- Use strategies to determine and clarify words and understand their relationships
- Write effectively
- Develop writing skills
- Write persuasive, informative, and narrative pieces
- Produce coherent and legible documents
- Build knowledge about the research process
- Develop and apply effective communication skills through speaking and active listening
- Read, write, add, and subtract whole numbers
- Understand fractions
- Use place values
- Demonstrate fluency with multiplication and division facts
- Solve real world problems using addition, subtraction, multiplication, and division
- Identify and describe the cube, sphere, prism, pyramid, cone, and cylinder
- Estimate and measure the mass and volume of objects
- Choose and use appropriate unit and tools to estimate and measure length, weight, and temperature
- Tell and write time
- Find the value of dollars and cents
- Create scaled graphs to represent data
- Generate measurement data
- Define a real world problem and list criteria for a successful solution
- Define types of simple machines
Observe and describe:
- How sound is produced by vibrations
- How light travels from point to point
- How natural materials meet the needs of plants and animals
- Plant growth and development
- Rocks and minerals
- Develop an understanding for media
- Recognize the purposes of media and the ways media can have influences
- Describe how significant people, events, and developments have shaped their own community
- Compare their community to others
- Use resources to gather information about the past
- Explain what it means to be citizens of their community, state, and nation
- Demonstrate democratic principles at the local, state, and national level
- Use latitude and longitude to locate places on the maps and globes
- Compare geographical characteristics
- Understand the use of goods, services, and productive resources
- We incorporate the love of our Lord and Savior into each subject area in order to show that in all things, God is given the glory.
3rd graders will also participate in:
- Physical Education
Our Shepherd believes that communication between teachers, students, and parents is key. Visit the 3rd Grade Website to see classroom updates.


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Itâs not hard to believe in the idea of ancient musical behaviour in our most distant ancestors. First Nations show us the importance of music to a stone-age culture so surely the stone-age periods of every other people relished the music making and songs in much the same way. Itâs a safe bet that the very behavioural foundations of mankind depict a skillset that was deployed from the earliest times to make music.
Beating sticks on a log, hollowed out wooden tubes, primitive bone flutes, taut skin drums, the human voice singing and stones clattering in a gourd or any of a thousand ways to make music are easy to imagine. When combined with whistling, clapping, singing, stamping and dancing the fireside version of the orchestra and the symphony are all too plausible. Especially when a pristine environment full of windy boughs heavy with singing birds and calling animals thick in the forests and grasslands are there to spur the developing imagination on. That perhaps may be the problem.
Year after year, study after study, organisation after organisation, institution after institution tells us definitive how good learning music is for the developing child. By now we all know the metrics off by heart.
Math scores are improved on average for these kids, communication and language acquisition improves, physical development, social and emotional skills and on and on there are so many areas that show clear improvements the arguments for investment in this area at this time make themselves. Also we later find that a dollar spent on early childhood music education leads to ten or twenty dollars worth of academic outcomes in the final years of schools.
Improved concentration, more maturity in the learning environment, better memory and intellectual development all map closely onto the progress of students involved in music from an early age. Indeed, data indicates that any time in the music arena aids with childrenâs outcomes. So again, whatâs the problem? Is it because, like above, it is so innate in us that we can all imagine the complex music to be made with little effort. Does this feature of our self-knowledge rob us of the understanding we should have about the importance of music education?
Sometimes I wonder if those in authority, almost all non-musicians, consider it just like play and something that will happen automatically. Strangely this does not seem to extend to organised sports which are well funded in every school and district. The authorities definitely get it for sports. So what is the problem with their âgetting itâ for music?
Perhaps if it was a little harder and a little more obscure we might be more willing to act. But no, we seem to whistle along and hum a happy tune, just like everyone can, and many believe that the hum, the whistle and the simple song is enough and it covers the requirements of what can be called attention. True, those simple tunes are fine but they fall far short of what is possible for so little effort in time and money.
We know that music is good for Australians social, cultural and economic growth and we know that music education improves confidence, self-expression and fosters creativity. For some reason those who are in the position of power the argument of why music education is vital for our country is falling short. We also know that music develops neural pathways and enhances brain function while connecting communities throughout the country so where does the problem lie?
The next time you are moved to tears by a great piece of music, or your head is turned and heart sent racing by a band of passing pipers, or you are motivated to great efforts of body, soul or mind just think of how far a whistle, or a hum a happy tune would have fallen short. Measure these changes in the greatness of invention, exploration, discovery and sheer audacity to face the future that a great people can marshal and think on whether they are a bunch of hummers and whistlers or if they are full of orchestral wonders, harmonies and inspiring song.
Just think what a few dollars at the right time can do.


Educational-based speech language pathology is playing a bigger role in the literacy success of children and adolescents. Related professions and teachers are starting to become more aware of our unique skill set and how we play a critical role in education.
The following document is posted on the American Speech Hearing Associationâs website, Literacy Gateway.
Speech-language pathologists (SLPs) have the specialized knowledge and experience needed to identify communication problems and to provide the help that children need to build critical language and literacy skills. SLPs are often the first professionals to identify the root cause of reading and writing problems through a childâs difficulty with language. SLPs help children to build the skills they need to succeed in school and in life.
The American Speech-Language-Hearing Associationâs (ASHA) National Outcome Measurement System (NOMS) data indicates that more than 70% of teachers who responded to a survey believed that students who received SLP services demonstrated improved pre-reading, reading or reading comprehension skills. A majority of teachers also cited improvements in the studentâs listening and written language skills and ability to communicate in socially-appropriate ways (pragmatics).
Key elements of a speech-language pathologistâs academic training relating to early language and literacy development include skills to:
* Build and reinforce relationships between early spoken language and early pre-literacy abilities and consider influences of parent-child interactions in early shared storybook interactions;
* Address difficulties involving phonological awareness, memory, and retrieval;
* Teach children to use tactile-kinesthetic and auditory cues in reading and writing;
* Analyze how the language demands of textbooks, academic talk, and curriculum may stress a studentâs capabilities at different age and grade levels; and
* Conduct fine-grain analyses of written language, including spelling, to generate intervention that matches the needs of individual students.
How Speech-Language Pathologists Can Contribute
Speech-language pathologists (SLPs) are key members of the team responsible for helping students learn to read and write. SLPâs contribute in the areas of:
1. PreventionâCommunicating risk factors to teachers and parents, and working with them to develop programs to help children acquire explicit, age-appropriate knowledge, skills and strategies of the components of language that contribute to reading and writing development.
2. Identifying At-Risk Childrenâassisting in development and implementation of screening (e.g., instruments and teacher observation checklists) and referral procedures for very young children as well as older school-age children, including modifying procedures to reduce bias (e.g., dynamic assessment techniques and criterion referenced tasks) for culturally and linguistically diverse populations.
3. Assessingâselecting, implementing, adapting, and interpreting assessment tools and methods to evaluate skills in spoken language, reading, writing and spelling.
4. Providing Interventionâcollaborating with teachers and families to plan intervention goals and activities, as well as modifying curricula to keep students progressing in the general education curriculum.
5. Documenting Outcomesâestablishing a tracking system for identifying new or re-emerging literacy deficits and documenting outcomes of intervention goals and plans.
6. Program Developmentâdirecting or participating in teams to develop school or system-wide strategic approaches to early identification and intervention for children with reading deficits.
7. Advocating for Effective Literacy Practicesâproviding information about literacy development to state and local agencies that plan and evaluate curricula, establish comprehensive assessments and set related policies; educating them about relationships between spoken language and written language (i.e., reading, writing and spelling) and the benefits of collaborative instructional approaches.
8. Advancing the Knowledge Baseâconducting scientifically-based research on early literacy development.


âI was excited to take her to see âToy Story 3Dâ â her first 3D movie,â recalls Dan. But Lee was puzzled by his daughterâs response when he asked her what she thought.
âIt was OK,â Manisha told her dad.
A few months later, Manishaâs lukewarm response made more sense. During her first physical exam in the U.S. at the Boston Childrenâs Hospital Martha Eliot Health Center, the doctor suggested Manisha might have amblyopia, or âlazy eye,â in her left eye.
âShe told us she couldnât see anything when the other eye was covered. I thought she was playing. I was shocked,â says Dan.
Manisha was referred to Dr. Amy Moy, director of optometry at Martha Eliot.
âUsually, optometrists see children for their first visit at age 3 or 4, but thatâs not the case in Nepal,â explains Moy.
As Dan thought about his new daughterâs medical history, the diagnosis started to make sense. Manisha had probably been born with a lazy left eye that was never diagnosed. Because she didnât use the eye, her vision worsened. But for Manisha, seeing the world through one eye was normal.
Rigorous testing confirmed the diagnosis â Manisha had lazy eye. Her vision in the left eye was 20/200 â close to the cutoff for legal blindness.
Treating Manishaâs lazy eye
The Lees followed the standard treatment for lazy eye, covering Manishaâs good right eye after school to force the left eye to work.
âItâs worth trying to patch the lazy eye in older children, because there is always a chance that their vision will improve, but the prognosis is harder to predict,â says Moy.
Manishaâs vision did not improve with patching.
Lee was unwilling to accept Manishaâs fate. He started doing his own research into the condition and found a study that suggested a novel way of treating adults with lazy eye.
Like the conventional treatment for childhood lazy eye, the experimental approach involves forcing the eyes to work together. Instead of patching the good eye, the treatment shows a different image to each eye. The eyes (and the brain) are encouraged to work together using a typical source of teenage motivation â 3D video games.
âI asked Dr. Moy if she could guide us through the treatment,â says Lee. Moy agreed.
âI had never intentionally prescribed video games to a family before, but Dan was so motivated to try it,â adds Moy.
Leeâs first attempt did not go over very well with Manisha.
The research suggested a first-person, 3D video game might be motivating. Lee decided to teach his daughter how to play âCall of Duty,â a first-person shooter game.
âThe shooting was stressful, and it was annoying because I couldnât see with both eyes,â says Manisha.
Lee was undeterred. He introduced Manisha to âPortal,â a first-person puzzle game that was calmer and non-violent.
Over the course of the next few months, the strategy worked. Manishaâs vision improved to 20/50. Today, Manisha, a college freshman studying elementary education and psychology, wears contact lenses. Her vision is 20/20 vision in her right eye and 20/50 in her left eye.
Learn more about the Martha Eliot Health Center. Optometrists at Martha Eliot provide preventative vision care for patients from newborn through adulthood.


It is common nowadays to hear that music is being cut from curriculums. This is not always because the schools believe that music isnât important. Often, they believe that subjects like english, math, science and history should be primary focuses. Many argue that, although these are crucial subjects for students to learn, it is equally important to expand the studentsâ minds to creative elements such as music and the arts.
Instead of just letting this slip by though, there are a few steps we could take to improve the music education in our schools.
- Support Music Teachers
When teachers are hired into a school, they are usually employed for some time, teaching the same subject in the same classroom. Music teachers arenât always so tenured when it comes to their position. It takes time to assemble a music classroom, to figure out what works, and teach the proper information. When it comes to switching teachers for music, try to look at what existing teachers have accomplished. It may not be worth it to hire a new teacher if existing teachers have made significant progress.
- Put in the Effort
Teachers that teach core classes will teach the same students every day. Conversely, music teachers often only get the students two or three times a week. When it comes to choir concerts, assemblies or band concerts, they need more time to prepare the children. It may be that more consistent music education is the key to building bonds and ensuring a level of interest in the arts. However, this may not apply to every music class; smaller ensembles, for instance, are likely not every day endeavors.
- Offer Music Beyond the Classroom
Though this tactic is already in practice, it can benefit from more of a push. Music clubs after school, stage musicals, or marching band membership should be encouraged throughout the school. Even if the kids arenât getting a lot of exposure in the classroom to music, they have the option to study the arts in a capacity that allows them to make friends and grow.
- Test Productivity Correctly
The standard metrics for the efficacy of teachers are tests throughout the year. However, when it comes to music, lengthy, written exams arenât always the best option. In these classes, students learn a new skill that involves active participation and different skills. Test the students more accurately by recording them or by even grading the concerts that they perform.
- Have a Music Budget
Unfortunately, many music teachers end up being stuck paying for classroom expenses out of pocket. This is a major problem, especially considering how expensive instruments can be. While all teachers are using money of their own, core teachers get a budget from the school district while music teachers really donât get that opportunityâat least not nearly as often as their STEM-based counterparts. They need a budget to be able to buy the instruments, the music, and other supplies that contribute to an engaging classroom.


Learning List has reviewed Reasoning Mindâs STAAR Readiness, which is a supplemental online product that supports students in grades 3-8 in preparing for each gradeâs STAAR mathematics exam. The program focuses on the Texas Essential Knowledge and Skills (TEKS) that are assessed at each grade level. Online tools allow teachers to create customized assignments to address individual student learning needs. [Read moreâ¦]
Posts Tagged "Reasoning Mind"
Learning List has reviewed Reasoning Mindâs Blueprint. This supplemental product supports mathematics instruction in Pre-K, kindergarten, and first grade. Content is web-basedâsoftware installations and/or app downloads are not required. Instruction focuses on building foundational skills and understanding basic concepts in mathematics. Adaptive content provides individualized intervention and remediation for students who struggle with concepts. [Read moreâ¦]
Reasoning Mind is an interactive, online, mathematics curriculum that provides individualized instruction for students in grades 2-6. The web-based program may be used as a comprehensive, core curriculum or as a supplement to other math instructional programs. A unique feature of the program is that it uses software that adapts instruction to meet the unique learning needs of each student, including students in need of remediation and advanced learners. Reasoning Mind also provides ongoing training and support for teachers and requires that they complete a 16- to 24-hour âQualification Courseâ to be eligible to teach in a Reasoning Mind classroom.
Rick Howard, Superintendent of Comanche Independent School District, recently lauded his studentsâ success with Reasoning Mind. The district began implementing the program in fall 2013 in all elementary grades. The superintendent noted that his studentsâ math test scores had increased in all but one grade level over last year and credited the increase to Reasoning Mind. He commented, âReasoning Mind seems to level the playing field among teachers; is there a similar product for English language arts?â Additionally, Reasoning Mindâs case studies showed that students who used their curriculum in 5th and 6th grades were more than twice as likely to accelerate into Algebra I in 8th grade as non-Reasoning Mind students. Their team recently published a 2012-2013 Impact Report on May 23, 2014.
Across grade levels, instruction focuses on solving real world problems. At grades 2-4, Reasoning Mindâs Basic I curriculum focuses on building studentsâ number sense and comfort with the four basic operations (i.e., addition, subtraction, multiplication and division) using whole numbers. Basic I develops students problem-solving skills, including multi-step word problems, and introduces basic concepts in algebra (e.g., numerical expressions, equations) and geometry (e.g., line segments, perimeter, area).
At grade 5 (Basic II), students gain a deeper conceptual understanding of basic operations, and begin to apply operations to fractions, mixed numbers, and decimals. Basic II continues to develop studentsâ problem-solving skills and understanding of algebraic and geometric concepts. Content at grade 5 also introduces core concepts in probability and statistics, including experiments, random events, range, median, and mode. Are there other instructional materials you are using that show similar improvements in studentsâ achievements? If so, let us know.


The educational programs organized by IEMA are based on the Institute's objectives and comprise of seminars, workshops, educational projects and production of educational material.
Seminars & Workshops
Lecture on Acoustics and Musical Acoustics see Lectures IEMA
Seminar on building greek traditional string instruments
The duration of the seminar is 4 months with 6 hours a week. During the seminar the participants are learning all the technics of building traditional string instruments more over they are building each one an instrument that he/she can take after the completion of the seminar.
Costs are 250â¬ inscription and instruments material plus 10â¬ every hour.
The participants after the completion get et certification of knowledge on instrument building.
Tutor of the seminar is Theophilos Lazarou (graduated from
More information: +30-6978-63.77.84 or +30-210-33.10.129
Till now 4 such seminars are accomplished educating 16 instruments builders
WORKSHOP: Care and Maintenance of Classical String Instruments
- Sebastien Seixas: 19/2/2009, 8:00 p.m.
IEMA was collaborator on the National project "MELNA - Education and Culture" from1994 till 2004 organizing training seminars and producing educational material. This project is a joint initiative of the Greek ministries of Culture and Education aiming to introduce new music educational methods to schools. IEMA's participation in this project focuses on the field of music education. A series of CD-ROMs, special software and publications have been created and distributed in schools. :
- The Sound of Music: Music games, activities and guidance for music education in elementary schools. (Instr. Kostas Moschos)
- Music Geography of Greece: Presentation of the diverse music identities in the Greek area. (Pantelis Kavakopoulos)
- Introduction to Traditional Music: Introduction traditional music and music genres. (Yiorgos Hatzimichelakis)
- Rhythmology: Rhythms from Greece and the world. (Lefteris Grigoriou)
- Introduction to 20th century Music: By Vassilis Kokkas
- Popular Music of the World: Introduction to popular music genres, their history and music particularities as they are formed around the world.
- Music in the Mediterranean: Introduction to the music identities of Italy, Spain, Morocco, Egypt and Croatia via music activities and music listening. (Kostas Moschos)
- Music and Tales of the Gypsies and the Kurds: By Nancy Toubakari
Training program on Music Education and Cultural Management
A 400-hour training program for music educators and animators in conjunction with "MENTOR" Educational Institute and "MELINA" Educational Program.
- Music Information Workshop
- Sound Composing techniques
- Digital Recording and Sound Processing
- Real time Music Information Applications
- Algorithmic Composition
- History, Analysis and Aesthetics
- Introduction to Music Cultures: The Mediterranean, the Balkans, Latin America, Far East, India and Islam.
- Approaching 20th century Music: Movements, Concepts and Music Styles.
Lecturers: Tom Mays, Kostas Moschos, Lefteris Grigoriou, Anargyros Deniozos.
Music Acoustics: Principles of sound, scales, instrument acoustics, space acoustics, intervals, winding.
- Music of today, Music of the past: Introductory seminar to the music of the Middle Ages. Instructor: Panagiotis Vlaggopoulos.
- Music and New Technology
- Workshop: Algorithmic composition in MAX environments. Instructor: Kostas Moschos
- Seminar on digital sound composition: Introduction to CSOUND programming language. Instructor: Paris Smaragdis.
"Eniha" - European Union Training Program for the Construction of Music Instruments
One of IEMA's aims is the creation of work placements and training programs concerning the construction of musical instruments. This goal was fulfilled under the project "Eniha" which was financially supported by the Greek ministry of Culture and EU funds. The project was realized between 1991 and 1992.
Response to the program was significant reaching the number of 120 applications for participation. From these twenty students were selected to attend the course which included theoretical (theory of traditional music, development of hearing, listening to instruments etc) and practical approaches to the topic. Three different practical strands were followed: a) string instruments, b) wind instruments and c) multi-string instruments. During the "Eniha" project participation reached the sum of 40 people who are currently working as instrument makers or instructors of instrument making.
- Three-day seminar on Electronic Music in conjunction with Patras Conservatory.


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Parents have a vital role in a childâs learning and development throughout their lives. They provide the cornerstones that allow their child to grow and develop through everyday stimulating activities such as games, rhymes and language, which help their child to learn. Early learning and childcare settings, schools and communities can also play a key part in recognising, developing and resourcing this.
âLearning at homeâ is the learning which happens in the home, outdoors or in the community. It can take place through everyday activities that families already do and can overlap with aspects of active learning undertaken with parents, family members or peers. Scottish Parental Involvement Officers Network, 2018
Learning at home can happen through a range of events including play, leisure activities, fun events, sports, trips, cultural or volunteering experiences. It can also happen through curriculum related activities, homework, reading and sharing books. Parents and families can also engage in these activities at home as part of everyday routine activities.
Being actively involved in other fun learning activities such as gardening, baking, cooking and outdoor learning can motivate your childâs desire to learn as well as promote their curiosity. The role of parents in helping their child to learn at home will change as they get older and become increasingly more independent. Learning at home activities can help raise a childâs attainment. Some suggested learning at home activities might be:
Read, Write, Count - a national initiative which aims to improve the literacy and numeracy skills of Scotlandâs children.
PlayTalkRead - encourages parents and families to include easy and fun reading, writing and counting activities in their everyday lives.
Bookbug bags â aims to encourage parents and children to share and enjoy books together.
Our newsletters provide the latest information on education news and events, as well as details of resources and activities to help you support your child's learning


Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
Instrument Information Booklet
Instrument Reply Slip
Drums (after school)
Guitar (Mr Card)
Guitar and Woodwind (Mr Mangan)
BBC Ten Pieces Primary
- A website for children and adults that is in use in school.
- Online activities for children to have fun with.
- A website to find a variety of performances local and further afield.
- Learn some intriguing facts about famous composers throughout history.
Hillingdon Music Hub
- The Hillingdon Music Education Hub enhances lives through music.


When shopping for holiday gifts for children, shoppers can easily be overwhelmed by the many toys, electronics, apparel and other items available for kids. Those who may not be up-to-date on the latest trends may even find shopping for kids a bit like solving a difficult puzzle.
While some shoppers may want to get kids the flashiest toy, others may prefer gifts that are both fun and mentally stimulating. Developmental toys and educational games for kids make for popular gifts. Toy and game manufacturers continue to develop products that integrate logic, reasoning, language stimulation, and motor skill development. Shoppers looking for fun, educational toys and games for the kids on their shopping lists have a host of items to choose from.
- Building blocks: Blocks that enable children to design and construct are popular among youngsters of various ages. Blocks come in many different forms, from early education wooden blocks that fill nursery floors to the more intricate, interlocking building sets that are coveted by older children.
- STEM toys: Some of the latest trends in childrenâs toys veer away from regular video games and apps and cater to the rising interest in STEM. STEM is an acronym for science, technology and math. Early introduction to STEM-related skills can pay dividends later in life, considering students who have an emphasis on STEM knowledge are highly coveted among employers. STEM toys may include robot-building kits, toys that help young learners test the boundaries of physics, apps that help kids learn computer programing, and even scientific experiment kits that illustrate cause and effect.
- Sensory toys: Young children can benefit from toys that stimulate the senses. Items to consider include water toys, sands (including the newer kinetic varieties), playdoughs, musical instruments, and bubbles. Even food-related toys, such as those that encourage baking or cooking, will appeal to various senses and can help kids learn valuable skills.
- Imaginative play toys: Imaginative play is an effective way to stimulate creative thinking and may help children become better learners. The Creativity Institute, specializing in toys for creative play, says playing is important to children and the way they practice growing up. According to an article by Dr. Scott Kaufman that appeared in Psychology Today, âSystematic research has increasingly demonstrated a series of clear benefits of childrenâs engagement in pretend games from the ages of about two and one half through ages six or seven.â Dress-up toys, puppets, dolls, action figures, and toys that mimic real-life activities are all examples of products that promote imaginative play.
Educational toys can be included on holiday gifting lists. Not only will they encourage children to play and have fun, but theyâll serve as building blocks to a lifetime of learning as well.


ERIC Number: ED362767
Record Type: Non-Journal
Publication Date: 1993-May
Reference Count: N/A
Numeracy. Viewpoints: A Series of Occasional Papers on Basic Education. 16.
Adult Literacy and Basic Skills Unit, London (England).
The six articles in this issue tackle topics that relate to the role and function of numeracy in adult life. "Reading Comprehension in Written Mathematics Problems" (Sue Wareham) examines the levels of reading ability required of numeracy students and offers strategies to help students with limited reading skills. "Can Ordinary People Do Real Maths?" (Joan O'Hagan) tackles the issue of "real" math through a review of historical, philosophical, and cultural perspectives on the nature of mathematics and considers the consequences for tutors and students. "Numeracy: A Core Skill or Not?" (George Barr) reviews the place of numeracy within recently established core skills frameworks. "Sorting Out Statistics: Confessions of a Numeracy Tutor" (Sarah Oliver) considers the place of statistics in life and in the curriculum. "Learning Contracts in Higher Education: Towards Confidence in Developing Numeracy Skills" (Ian Beveridge, Gordon Weller) describes the development of numeracy support for Access (a program which attracts a lot of single parent mothers, housewives with older children, and non-mainstream groups) and higher education students at Luton College, England. "Effective Provision of Literacy and Numeracy Instruction for Long-Term Unemployed Persons" (Joy Cumming), an article that reviews the provision of employment-related courses in Australia, evaluates the features of good practice in both literacy and numeracy, and considers the most effective approaches in developing numeracy skills. (YLB)
Descriptors: Adult Basic Education, Adult Literacy, Arithmetic, Basic Skills, Foreign Countries, Literacy Education, Mathematics Instruction, Mathematics Skills, Numeracy, Performance Contracts, Postsecondary Education, Unemployment
Adult Literacy and Basic Skills Unit, Kingsbourne House, 229/231 High Holborn, London WC1V 7DA, England, United Kingdom (2.50 British pounds plus postage).
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: Adult Literacy and Basic Skills Unit, London (England).
Identifiers - Location: Australia; United Kingdom


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Music and the Mind
Shaping Our Childrenâs Lives Through Music Engagement
On Friday, September 7 and Saturday, September 8, 2018, the National Institutes of Health and the John F. Kennedy Center for the Performing Arts, in association with the National Endowments for the Arts, hosted Music and the Mind, Shaping Our Childrenâs Lives Through Music Engagement. For this second Sound Health event, acclaimed musical artists joined top neuroscientists to explore links between music, rhythm, and brain development.
Friday, September 7
Music and the Mind: The Concert
Kennedy Center Concert Hall
Presenters and performers included NIH Director Dr. Francis Collins, soprano and Kennedy Center Artistic Advisor at Large RenÃ©e Fleming, CNNâs chief medical correspondent Dr. Sanjay Gupta, Grateful Dead percussionist Mickey Hart, tabla master Zakir Hussain, pianist and Kennedy Center Artistic Director of Jazz Jason Moran, along with other special musical guests, and neuroscientists Drs. John Iversen, Nina Kraus, Charles Limb, and Laurel Trainor.
Saturday, September 8
The day-long series of activities, workshops, and discussion with artists, educators, and neuroscientists explored how rhythm and music impact our lives from a young age.
Say It With Rhythm
Dr. Nina Kraus, Hugh Knowles Professor at Northwestern University, and Dr. Adam Gazzaley, Professor in Neurology, Physiology and Psychiatry at University of California, San Francisco, were joined by Grateful Dead percussionist Mickey Hart and tabla master Zakir Hussain to illustrate the art and science of rhythm.
Take Note! Why Music Education Matters
RenÃ©e Fleming led a panel discussion with Dr. Francis Collins, NIH Director; Dr. Rollo Dilworth, Chair of Music Education and Therapy at Temple University; Dr. Kenneth Elpus, Associate Professor of Music Education at the University of Maryland; Dr. John Iversen, Associate Research Scientist at University of California San Diego; Dantes Rameau, Co-Founder and Executive Director of the Atlanta Music Project; Melissa Salguero 2018 Grammy Music Educator Award Recipient; Laurie Schell, inaugural director of Music Makes Us with Metro Nashville Public Schools; and others, as well as a special performance by the Washington Performing Arts' Children of the Gospel Choir.
Learning and Bonding to the Beat: Optimizing Your Childâs Development
In this discussion-demonstration, Dr. Laurel Trainor, director of the McMaster Institute for Music and the Mind at McMaster University, detailed how music and rhythms affect learning, and reveals the importance of rhythmic movements for optimal social development. She's joined by Dr. Joanne Loewy, director of the Music Therapy Department at Mount Sinai Beth Israel, and others, who use music and movement with infants and children who are at risk for developmental disorders. The session featured a special performance by musicians of the D.C. Youth Orchestra.
Interactive Drum Circle
No tickets required
Dr. John Iverson, Mickey Hart, and Zakir Hussain guided the audience through call-and-response games, lively performances, and an interactive demonstration.
The Art of the Spark: Musical Creativity Explored
Dr. Charles Limb, Francis A. Sooy Professor of Otolaryngology at the University of California, San Francisco, with pianists Jason Moran and Matthew Whitaker, demonstrated how encouraging and developing musical improvisational skills in children has led to a better understanding for how creativity is implemented in the human brain.
This page last reviewed on October 31, 2018


In this study, it was aimed to determine the self-efficacy perceptions of the music teacher candidates who continue their education in the Traditional Turkish Music (Traditional Turkish Folk Music / Traditional Turkish Art Music) courses which are included in the curriculum of Music Education Departments and Fine Arts Education Departments of Education Faculties.The universe of the study consists of the students who study in 26 Music Education Department affiliated to Higher Education Institution; the sample is made up of 4th grade students of 18 Music Education Department in Turkey. This study is a qualitative research to determine the self-efficacy perceptions of music teacher candidates regarding Traditional Turkish Music (TTM) lessons. In the study, âSelf-Efficacy Perception Scale Related to Traditional Turkish Music Lessonsâ which was previously developed by researchers and tested for validity and reliability was used as a data collection tool in order to determine the self-efficacy perceptions of music teacher candidates. The scale was applied to 18 universities constituting the sample and the necessary data were collected from the 436 returned students and the statistical analyzes were made. As a result, the studentsâ profiles was tried to introduce by questioning the level of the self-efficacy perceptions of the TTM classes according to various variables. In the study, it was found that the self-efficacy perceptions were high in the items related to the basic music information related to TTM the students had taken for the lessons, but that the self-efficacy perceptions were low in the items related to the required information (mode knowledge, mode progression, rhythm and so on) related to TTM courses. Considering gender factors, self-efficacy perceptions are higher in men than that of in women; the self-efficacy perceptions of students in the general high school were higher than the students graduated from Anatolian Fine Arts High School graduation. The results indicates that the self-efficacy perceptions of TTM classes differ according to university, instrument group, types of music that students and their parents prefer to listen to.
Keywords: Traditional Turkish Music, Music Teaching Programme, Self-efficacy Perception.