According to the Indiana Department of Education, there were 548,010 students enrolled in K-6, elementary education as of 2017. For those interested in possibly teaching these young people in Indiana, we'll discuss the required education and testing to become certified.
Teacher Certification Requirements for Indiana Elementary Teachers
|Average Salary for Indiana Teachers (2016)*|| $46,760 (Kindergarten Teachers, Except Special Education);
$49,250 (Elementary Teachers, Except Special Education)
|Required Degree||Bachelor's Degree|
|Degree Field||Elementary Education|
|Testing Requirements|| Core Academic Skills Assessment (CASA);
Core Elementary Education;
Core Elementary Education Generalist
Source: *U.S. Bureau of Labor Statistics
Step One: Pass the Entry Exam
To gain entry into a teacher education program, future Indiana elementary education teachers first have to pass a three-part exam called the Core Academic Skills Assessment (CASA). The reading portion, covering literal and evaluative reading, is made up of 40 multiple-choice questions. The mathematics section is also 40 multiple-choice questions and touches on algebra and geometry. Finally, the writing subtest, with 42 multiple-choice questions and one short-answer question, focuses on effective writing. These subtests each take 75 to 105 minutes and test-takers must accomplish at least a 220 on each one.
Step Two: Complete a Teacher Education Program
To be certified to teach kindergarten through sixth grade, candidates will have to complete an elementary education program through an accredited university. Candidates are also expected to complete the observation and instructional experience provided by a semester of student teaching. Before that, however, future teachers will take courses in subjects like:
- Psychology of education
- Technology in the classroom
- Elementary composition and writing
- Individualized art instruction
- Teaching elementary math
The Indiana Department of Education requires certification applicants to have a 3.0 GPA throughout their educational career.
Step Three: Pass Certification Tests
To become certified in Indiana as an elementary teacher, candidates have to pass the Core Elementary Education exam with a 220. Individuals get 105 minutes to answer 100 multiple-choice questions. These inquiries cover student development, learning processes, assessment, and professionalism.
Candidates also have to receive a 220 on all the subtests involved in the Core Elementary Education Generalist exam. The foundation of reading instruction is one focus of the reading and English language arts subtest. The mathematics subtest centers on mathematical operations and instruction. The science, health, and physical education subtest is interested in the concepts from these topics, such as the states of matter and properties of light. Finally, the social studies and fine arts subtest focuses on concepts from these fields, like U.S. history and analyzing art. The subtests are each made up of 40 to 50 multiple-choice questions and can take anywhere from 45 minutes to an hour.
Step Four: Continue with Training and Co-Certifications
Indiana elementary teachers have to earn their CPR certification from the American Red Cross, which includes removing objects from the air passages and using a defibrillator when necessary. In addition, all Indiana teachers undergo valuable suicide prevention training through organizations such as the American Foundation for Suicide Prevention or the Yellow Ribbon.
Links for Indiana Elementary Teacher Candidates
There are three standardized tests future elementary teachers are required by the state of Indiana to take, and the following links may help you prepare for them.


- After years of believing dyslexic students need unique tools to learn how to read and decode written language, Kyle Redford, a 5th grade teacher at Marin Country Day School in the San Francisco Bay Area, now believes all students would benefit from the use of phonics in literacy instruction, he writes for Education Week.
- Redford suggests that while half of all students will learn to read with just basic phonics instruction and some don’t need phonics instruction at all, most students can benefit from learning to read through this tool.
- To Redford, struggling readers should be eyed through the lens of what is missing in their instruction, recommending that educators personally assess their own teaching and consider weaving phonics back into their classroom if they're not already using this approach to literacy.
Children who aren’t reading at grade level by the end of the 3rd grade have an uphill battle catching up with their peers. A staggering 74% of struggling readers at that point won’t be able to get up to speed with their fellow students — a significant concern, as 3rd-grade reading proficiency is considered “one of the most important predictors of graduating from high school,” according to nonprofit Reading Foundation.
Effective literacy instruction, then, is crucial for all students, with administrators and educators needing to find the best practices that make sense for their school, students and district. It’s crucial to note that there isn’t just one method, nor just one set of resources that should be followed. Literacy, however, is something that can be addressed and woven into every subject and every course.
With English language learners, educators can use poetry and have students work in groups, helping them discover patterns in sounds, words and letters. Spoken word projects are also a powerful way to weave literacy into classroom learning and can even help students develop social emotional learning (SEL) skills like confidence. Teachers can certainly get involved in the process, writing their own pieces to help kickstart reluctant students.
Educators can also ensure students are connected to material that is culturally relevant — either by hitting topics that students can connect with today or material that resonates with students, where they can find themselves reflected in the books and stories they read for class. That’s a point actor and former "Reading Rainbow" host LeVar Burton, who also runs the literacy organization LeVar Burton Kids, made with Reading is Fundamental CEO Alicia Levi during a March interview.
It’s crucial for administrators to source different literacy methods, and to also work with educators to bring a coordinated effort so students have the tools and support needed for academic success.


Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Reading 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
- Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Anchor Standards for Writing
- Text Types and Purposes 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Comprehension & Collaboration 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
National Curriculum Standards for Social Studies – National Council for the Social Studies (NCSS)
- Theme 1: Culture
- Theme 2: Time, Continuity, and Change
- Theme 3: People, Place, and Environments
- Theme 4: Individual Development and Identity
National Standards for Music Education – National Association for Music Education (NAfME)
Core Music Standard: Responding
- Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
- Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.


Ecological Concept Development at the Elementary School Level
Master of Education
MetadataShow full item record
This case study of one school was designed to examine the level of knowledge and understanding elementary students (ages 9 – 13) have for key ecological concepts that are found in the Ontario 2007 science curriculum guidelines for grades 4, 6, and 8. This study utilizes the research design technique of concept analysis to investigate the level of maturity of understanding found in elementary students‟ definitions for these ecological concepts. The study revealed that a majority of students possess a limited understanding of the concepts of photosynthesis, decomposition, greenhouse gas, recycling and biodiversity. The study also found that students possess quite varied meanings for the concepts of the environment, sustainability and green. This limited understanding of concepts and the variability of meaning demonstrated that there was limited growth in concept development from grade 4 to grade 8. The results of this one study may encourage educators to consider further the importance of focusing on ecological concept development in elementary education.


Born in New York on 4 August 1910, William Schuman began composing in high school, forming a jazz ensemble in which he played violin and banjo. He earned bachelor's and master's degrees from Columbia University Teachers College, and he studied at Juilliard with Roy Harris, who exercised a strong influence on the young composer and brought him to the attention of Serge Koussevitzky, who championed many early works.
Schuman wrote a plethora of works in virtually every musical genre, each mirroring his strong personality in their sharply defined sense of structure, line, and dynamism. He incorporated American jazz and folk traditions into works which ranged from a harmonically conservative early style to later excursions into dissonance and polytonality. The secular cantata A Free Song received the first Pulitzer Prize in music in 1943.
Schuman was also a vital force in American musical life as an administrator. By the age of 35, he had been director of publications for G. Schirmer, Inc., and appointed President of the Juilliard School. As Juilliard's President, Schuman reoriented the entire music education process, and it was under his aegis that the world-renowned Juilliard Quartet was formed. In 1962, he was appointed first president of the newly-founded Lincoln Center for the Performing Arts.
In the course of his career Schuman was Director of the Koussevitzky Music Foundation, the Walter W. Naumburg Foundation, the Chamber Music Society of Lincoln Center, National Educational Television, and the Film Society of Lincoln Center. In addition to his election to both the American Academy of Arts and Sciences and the Royal Academy of Music, Schuman received the National Medal of Arts in 1987 and, in 1989, was honored by the Kennedy Center in Washington.


Explore Beethoven’s early piano sonatas with Classics Unlocked, a classical music education podcast series presented by Graham Abbott, one of Australia’s most beloved broadcasters. Each 45-minute podcast focuses on a particular period of music or body of work and delves into the stories behind the music. The final episode in this series explores Beethoven’s early piano sonatas and features Wilhelm Kempff’s landmark 1960 stereo recordings.
Beethoven composed his 32 piano sonatas between 1795 and 1822 during the three distinct musical periods of his life: early (1792 – 1802), middle (1802 – 1812) ,and late (after 1812). The early piano sonatas were influenced by, but very different from, those by Haydn and Mozart and we can already hear the beginning of ideas that would be developed in Beethoven’s middle and late periods. His middle period sonatas show the rise of Romanticism, and his late period sonatas were mostly experimental in tonality, texture and form. Beethoven’s piano sonatas form one of the most important collection of works in the history of music and represent the most far-reaching overview of the development of his musical style.
Beethoven developed the piano sonata into a major musical form, capable of expressing powerful emotion. Many of Beethoven’s early piano sonatas have four movements, instead of the usual three, and include a minuet movement. Four movement structures were first used in bigger works including string quartets and symphonies. The most important of Beethoven’s early piano sonatas is the Pathétique, one of his most famous works, which is imbued with tragedy and pathos from start to finish. For the first time Beethoven used a slow introduction in a piano sonata, which sets the tone for the entire work, The Pathétique sonata shows how Beethoven’s music was moving from Classical form to the emotional, dramatic style of the Romantic era. The piano sonata was the major vehicle for Beethoven’s development as a composer in the final years of the 18th century.
“It’s a real privilege for me to join forces with Universal Music Australia to make Classics Unlocked,” said presenter Graham Abbott.” These programs will not only focus on some of the amazing recordings in the catalogues of Decca and Deutsche Grammophon, but they’ll also enable you to delve into the stories behind some of the greatest music ever written. We’re aiming to help you love the music you love even more, as well as making new discoveries along the way.”
The following Classics Unlocked music education podcasts are available on YouTube and as Apple Music podcasts:
• Bach’s Six Cello Suites – Pierre Fournier
• Mahler’s Symphonies – Bernard Haitink
• Tchaikovsky’s Symphonies – Mikhail Pletnev
• Wagner’s Ring Cycle – Sir Georg Solti
• Berlioz The Rule Breaker – Various Artists
• Beethoven’s Early Piano Sonatas – Wilhelm Kempff
Wilhelm Kempff’s landmark 1960 stereo recordings of Beethoven’s Complete Piano Sonatas, which have been remastered and reissued (8CD + Blu-ray Audio Disc), can be bought here.


The Careful Use of Social Media can Engage Students and Parents
By: Robin Giebelhausen
This article originally appeared in the April 2015 edition of Teaching Music magazine
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ROBIN GIEBELHAUSEN, who specializes in both elementary and secondary general music at the University of New Mexico in Albuquerque, notes that social media can offer powerful tools in the music classroom and “allow for many new possibilities, including higher levels of engagement.”
However, Giebelhausen first has some cautions—for instance, she advises music educators not to use their personal Facebook pages to connect with students. “You have a different relationship with your students, and ‘friend’ is not that relationship.” However, teachers can use Facebook Pages or Groups. “When dealing with young kids, you have to be careful that those students do not take over, and that posts stay school-focused. Pages, rather than Groups, allow a little more administrative function for the teacher.”
She also notes that if teachers invite students to join a Group, they should consider inviting parents as well. While Giebelhausen has been using sites such as Twitter, Tumblr, Pinterest, and YouTube for years, she suggests taking things slowly and feeling comfortable with one platform before moving to the next.
“Facebook has the most diverse membership and makes sense as the first stop. It’s a great communication tool for your classroom.
Other platforms have different uses, and it has more to do with the way the platform is structured.” SoundCloud and YouTube can be great tools for the music educator, Giebelhausen notes, as they allow virtual access to the music classroom. “These two websites allow streaming media, sound, and video, allowing students and parents to engage directly with the music you wish them to listen and respond to, practice, and perhaps even create.” When she taught general music, she wanted to ensure that music was being made even when she was absent, so she created a series of YouTube videos.
“In the videos, I sang through the music, played recorder and showed a visual aid, played mallet instruments, and played ukulele. I even sang a little two- and three-part harmony. This method of writing substitute plans certainly was not faster than traditional substitute plans, but I felt more comfortable knowing that the students’ music class time would not be wasted.”
She further notes that YouTube can be a great way to showcase student compositions and arrangements as well, and that “SoundCloud is a wonderful way to show parents the creative work that students can achieve by sharing their work online.”
While social media is engaging, don’t assume that students know everything about it. As a college professor now, Giebelhausen is “often surprised when they come to me as college freshmen and don’t have the skills, or the skills are weak. Kids may not be as savvy as we think they are.”
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. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.
Kristen Rencher. © National Association for Music Education (NAfME.org)


2nd Grade Team
We love teaching our Parkwood Panthers in the period of learning, growth, and change that is 2nd grade! During the year, students will be challenged to take the foundational skills they learned previously and use these skills independently. We encourage a growth-mindset by embracing the struggles and striving towards life-long improvement.
In second grade we follow the Common Core State Standards, however we have specifically targeted some skills that are more critical for math success for this year and the years beyond. Please help us help your student by ensuring that they are experts in the standards below:
2nd Grade Math Essential Standards
- Divide circles and rectangles into equal parts.
- Fluently add and subtract within 20.
- Solve addition facts to 20 in 1 minute. (16 problems)
- Solve subtraction problems from 20 in 90 seconds (15 problems)
- Understand that 3-digit numbers are made up of hundreds, tens, and ones.
- Compare two numbers in the hundreds with these symbols: >, <, =.
- Fluently add and subtract 2-digit numbers up to 100.
- Mentally add and subtract 10 to a number from 100-900.
- Explain how addition and subtraction work using pictures, numbers, and words.
Bridges in Mathmatics is our math curriculum. It is aligned with the Common Core State Standards.
Our math curriculum includes geometry, a focus on patterns, as well as connections to real life math experiences. We emphasize problem-solving strategies, which prepare students to solve higher level thinking problems. Communicating mathematical thinking is also a point of emphasis in our instruction.
Our main objectives for our students in reading are to become independent and fluent readers. Our students learn to apply a variety of decoding and comprehension skills, as well as an increased vocabulary, to understand and enjoy what we read! We will work in class and during Reading Block to practice these skills while reading a variety of text types (fiction, non-fiction, poetry). Reading Block takes place Tuesday – Friday for an hour each day.
Here is our sequence of comprehension strategies we will cover this year:
- September/October: Monitor Comprehension/ Activate prior knowledge and Connect to text
- November: Ask Questions
- December/January: Infer Meaning
- February/March: Determine Importance
- April: Summarize and Synthesize
- May/June: Review
One of the resources we use is called “Being a Writer”. It focuses on building a community of writers where students share their ideas. “Being a Writer” uses children’s books to highlight key aspects of writing and is designed to get students talking about their writing!
Writing will also be integrated throughout the day in all areas of the curriculum, especially in science, social studies, and health.
Additional foci in writing are:
- Writing conventions (capital letters, punctuation)
- Writing forms (fiction, nonfiction, letters, personal narratives, expository, poetry)
- Varied audience (for self, teacher, friend, parent...)
During the school year students will learn a variety of science concepts aligned with the Next Generation Science Standards. (NGSS)
The science units we explore in 2nd grade are:
- Balancing and weighing
Our social studies goals are for students is to independently grasp key vocabulary and skills related to each of the following concepts: citizenship, problem solving, empathy, types of communities, and maps.
We have regular classroom meetings featuring routines and themes taken from the Second Step curriculum. These meetings serve as a supportive and safe place for our students to learn new social and emotional learning strategies and to ask for help in solving problems.
Second steps includes a variety of lessons that help foster social and emotional learning. Some of the concepts include, compassion, empathy, friendship, kindness, self-control, community, and to be an individual who is aware of themselves and those around them.


What your child is learning this marking period
English Language Arts
Reading for Literature
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading for Informational Text
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading: Foundational Skills
Know and apply grade-level phonics and word analysis skills in decoding words.
Identify words with inconsistent but common spelling-sound correspondences.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use reflexive pronouns (e.g., myself, ourselves).
Operations and Algebraic Thinking
Fluently add and subtract within 20 using mental strategies. By the end of grade 2 know from memory all sums of 2 one-digit numbers
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Number and Operations in Base-Ten
Add up to 4 two digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting 3 digit numbers, one adds or subtracts hundreds and hundreds, tens and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Measurement and Data
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m and p.m.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Luis E. Sanchez
Maria Cristina Wirth
Universidad San Andrés Argentina
This case describes the situation experienced in 2002 by Fundación Crear Vale La Pena (Creating is Worthwhile Foundation, CVLP), a non-governmental organization deploying, since 1993, a social program based on art education, artistic production and social organization to promote social and personal development in needy communities. This goal was accomplished through the creation of community centers at poor neighborhoods. These self-managed centers were supported by the foundation, which provided funds, art teachers, teachers’ training specialists and instructors for crafts associated with art-production. Specific workshops were delivered at these community centers managed by neighborhood leaders.
As a result of a sudden revenue drop, CVLP experienced financial distress, and the organization’s executive committee was forced to consider funding alternatives to continue its operations. Financial forecasts (cash flows) and income projections are used to review CVLP’s immediate and future scenarios, showing how budgets may turn into effective decision-making tools.
Students may prepare a financial budget and a statement of revenues and expenses based on the data provided by the case, pondering on the use of this information for organizational strategic planning. The class may discuss the incorporation of management data seldom included in accounting reports prepared for outside stakeholders, like in-kind donations of goods and services used in the same period. This information becomes relevant when organizations want to show donors the true magnitude and quality of their operations.
This case may be used in organizational management courses including the use of economic and financial budgets for decision-making purposes, sensitivity analyses of several scenarios for crisis management and, even, breakeven notions.
It may also be used in management accounting courses for nonprofit organizations, to show the use of financial statements as information tools to analyze revenue and expense composition, to gain a better understanding of how financial metrics reflect revenue and expense projections, to study the impact of new revenues and expenses on net income, etc.


Creating a first class learning experience for all students is the most important part of what we do at Co-op Academy Grange.
There are four key priorities which run through our curriculum:
- Providing subjects which are relevant, exciting and engaging
- Showing the relevance of the curriculum to the world beyond Grange
- Developing literacy and numeracy skills
- Being inclusive and accessible for all
Key Stage 3
It is important that Years 7-9 (Key Stage 3) provide a solid foundation for Key Stage 4. This is where the skills needed for GCSE are developed and gives students the opportunity to learn which subjects they might wish to study in Years 10 & 11 for their GCSEs. There is a strong focus on the core subjects and a variety of other academic and creative subjects. All students will attend 26 lessons per week (1 hour per lesson) across English, Maths, Science, IT, Technology, History and Geography, Religious Studies, Art and Design, Performing Arts, French, Physical Education, and Citizenship.
Key Stages 4 and 5
In Years 10 and 11, students follow compulsory subjects, for 17 hours per week, across English, Maths, Science, Physical Education, and Religious Studies / Citizenship. For a further 9 hours per week, students choose from a range of subjects and qualifications. These are:
GCSE: Accountancy, Art, Business, Citizenship, Computer Science, French, Food Technology, Geography, Health and Social Care, History, ICT, Product Design, Psychology, Science (Triple), Sport Science.
BTEC: Art (Level 1), Business Construction (Level 1), Creative Craft (Level 1), Health (Level 1), Music (Level 1), Sport (Level 1)
We are delighted so many of our students choose to return to Co-op Academy Grange to study in our sixth form. Competition for places is increasing and students follow a selection process involving a letter of application and formal interview.
We have strict entry requirements for Sixth Form subjects. Each student is required to follow a full timetable which can comprise up to four formal qualifications, an enrichment curriculum, student leadership opportunities, access to a preparation for work programme, UCAS support, self study and GCSE English and Maths if a C grade or above is not achieved by the end of Year 11. Students can follow both academic and vocational qualifications.
Subjects currently available include: Accountancy, Art & Design, Biology, Business, Chemistry, Childcare, English, Health & Social Care, History, ICT, Law, Mathematics, Psychology, Philosophy & Religion, Physics, Sociology, Sport.


Martin Luther King, Jr. said "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character." There is evidence that children form attitudes and opinions about race as early as six months old. In a recent study by our guest Dr. Melanie Killen (commissioned by CNN), a white child and a black child look at the exact same picture of two students on the playground and see very different things. How do children interpret our differences and form racial attitudes? We'll find out how to talk to kids about race with a researcher into children's social development and the author of a children's book about race.
Dr. Janaka Bowman Lewis - Assistant Professor of English at UNC Charlotte, also teaches Africana Studies, Women's and Gender Studies, and American Studies. Author of Brown All Over, a children's book described as a "celebration of colors, including the colors of our skin."
Dr. Tehia Starker - Assistant Professor of Reading and Elementary Education at UNC Charlotte
Dr. Melanie Killen - Professor of Human Development at the University of Maryland. A developmental psychologist who studies children’s and adolescents’ social development, including issues related to prejudice and bias, as well as moral judgment and peer relationships.


Students of color, low-income students, special education students, and students who are English Language Learners (ELLs) lag significantly behind their peers and achieve at levels below average in Washington state. There has been no clear progress in closing these gaps and, in some cases, the gaps are growing. Funding for public education in our state should include substantial resources focused on addressing and ultimately eliminating these gaps in academic outcomes. There is no “silver bullet” but there are many promising approaches for closing the opportunity and achievement gaps.
Closing the preparation gap
Significant gaps exist before children enter kindergarten. High-quality early childhood learning opportunities can significantly reduce gaps and prevent or mitigate gaps in later years.
Research has demonstrated the important and lasting effects of brain development from birth to age five. Kids who are behind early on usually do not thrive in school later on. Conversely, students enrolled in an early learning program are more prepared for kindergarten, more likely to graduate high school, are healthier, more likely to be employed and report higher income. They are also less likely to repeat grades, be placed in special education, be involved in the juvenile justice system, and commit crimes as adults.
Studies show that for every dollar invested in quality preschool, we see returns of seven dollars or more. In our state, pre-K costs more than in-state college tuition, making it unaffordable for many families. Unlike higher education, however, early learning does not receive much public funding.
Access to rigor and excellent instruction
Placing the most effective teachers where the needs are highest
The importance of high-quality instruction is well-established. But in many schools, the most effective teachers are assigned to the highest-achieving students, not to the students who need the most support.
When highly effective teachers transfer from a higher-achieving to a lower-achieving school, student outcomes improve significantly, especially in elementary school. Even with financial incentives for teachers who transfer, this method is more cost-effective than other successful methods (such as reducing class size).
Students of color and low-income students are as likely as their white or upper-income peers to attend schools offering Advanced Placement and International Baccalaureate courses, but they are much less likely to enroll in the courses. Students who participate in these types of upper-level courses have higher GPAs and four-year college graduation rates. Federal Way Public School District increased the number of low-income and minority students taking upper-level courses by 2.5 times over a four-year period while keeping exam pass rates stable. During the 2013 legislative session, the League of Education Voters worked with community partners and advocates to pass legislation (HB 1642) encouraging school districts to adopt academic acceleration policies.
Culturally responsive instruction
Research has shown that different learning conditions can have better outcomes for children from some cultural backgrounds than others. Research also suggests that strategies that make learning more relevant and more personalized for students results in improved academic outcomes and may be more effective than strategies such as using rewards and punishments.
Providing support for educators so their skills match the needs of their students
The percentage of Washington students served in special education increased by more than 75 percent between 2004 and 2013. The percentage of students with a language other than English spoken at home almost doubled in the same period of time. More than 1 in 5 schools in Washington have 10 percent or more students enrolled in the Transitional Bilingual Instructional Program. Despite this high and growing need, fewer than 200 teachers graduated with an ELL endorsement in 2010 from a Washington state university teacher-credentialing program. All educators should be supported so that they have the skills and tools necessary to teach all of our children.
Students can’t learn if they aren’t in the classroom. Every year, thousands of Washington students are excluded from school. Higher rates of suspensions and expulsions lead to higher dropout rates, increases in grade repetition, and a rise in incarceration rates. Students of color, low-income students, and special education students are disciplined at higher rates than other students.
During the 2013 legislative session, we worked closely with community partners and advocates in a statewide coalition committed to transforming school discipline policies. In convening this coalition, we helped pass Senate Bill 5946, which makes discipline data public and keeps more students in school by limiting the number of days students can be removed from class.
English Language Learners (ELLs)
Transforming School Discipline (January 2014)


As educators with experience in child development, we understand the essential nature of being responsive to a child. Children who do not receive enough attention do not develop in the same way as those who receive consistent nurturing and feedback. Research has demonstrated how, at a physiological level, their brains simply wire themselves differently as they develop. This deficit in early childhood experiences often manifests itself as developmental delays across a wide spectrum of behaviors. These behavioral delays appear in parallel with delays in brain development.
Imagine a child growing up in a home where sensitive, responsive caregiving is rare. Maybe mom and/or dad work more hours and are simply not available. Maybe they come home too tired to read or play or simply snuggle with the child. Or, this is an environment where sensitive, responsive nurturing is not valued very highly. While it is not the case in every situation like this, at its extreme, the parent or parents may be truly neglecting the child’s needs at this early stage. Even moderate differences in these important parent-child interactions have important longer-term consequences for development.
Research has shown that in these situations a child’s brain development quickly gets derailed. Children who do not receive enough of what is known as “sensitive-response caregiving” and cognitive stimulation do not develop executive function skills as readily as their counterparts in more caring, stimulating environments. (Lengua et al., 2007; Li-Grining, 2007) In other words, children may not be encouraged to be aware of and interact with the world around them (cognitive stimulation). They also may not be encouraged to engage or develop planning, decision-making or troubleshooting skills (executive function).
Executive functions, also known as “domain-general” functions, are those called upon in various types of learning opportunities; these include such functions as working memory, regulation of emotions and attentional control. On the other hand, a “domain-specific” cognitive process is one that represents a specific skill or skill area, such as reading or counting.
But what are the implications as children grow and enter school? A team of researchers led by Janet Welsh at Penn State studied readiness for school in a group of Head Start children and how certain cognitive processes were associated with the development of certain skills. Specifically, they studied the relationship between domain-general and domain-specific cognitive processes in these low-income pre-kindergartners, and tracked them through kindergarten.
Welsh‘s study showed that skills scaffolded consistently from one level to the next, and these skill levels represented good indicators of how well the child would develop the next set of skills. In other words, good working memory and attention control predicted the development of early literacy and numeracy skills, and these skills were predictors of later math and reading achievement.
Whether through experience in the home, great work in the pre-kindergarten classroom and/or support from computer-based learning exercises, it is clearly essential that we support the early development of domain-general cognitive skills as early and as strongly as possible.
While this may seem obvious, Welsh’s research underscores the essential nature of laying a foundation in those executive functions, those domain-general cognitive abilities, for each and every student – but especially for those at an economic disadvantage if we are to close the gaps and truly offer the same opportunities to every student.
For further reading:
The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigation, Ola Ozernov-Palchik, Elizabeth S. Norton, Yingying Wang, Sara D. Beach, Jennifer Zuk, Maryanne Wolf, John D.E. Gabrieli, and Nadine Gaab, Hum Brain Mapp. 2018;1–14.
The Development of Cognitive Skills and Gains in Academic School Readiness for Children From Low-Income Families, Janet A. Welsh, Robert L. Nix, Clancy Blair, Karen L. Bierman, and Keith E. Nelson. Journal of Educational Psychology, 2010, Volume 102, Number 1, p. 43-53.
Family Involvement in School and Low-Income Children's Literacy Performance, Eric Dearing, Holly Kreider, Sandra Simpkins, and Heather Weiss. Harvard Family Research Project. January 2007.
Early Care and Education for Children in Low-Income Families Patterns of Use, Quality, and Potential Policy Implications, Gina Adams, Kathryn Tout, and Martha Zaslow. Prepared for the Urban Institute and Child Trends. January 2006, revised May 2007.
The impact of poverty on educational outcomes for children, HB Ferguson, S Bovaird, and MP Mueller. Paediatr Child Health. October 2007. 12(8): 701–706.


Sinharaja Forest Reserve
The Sinharaja Forest Reserve is a s national park located in south-west Sri Lanka. This forest reserve has been identified as important biodiversity hotspot. This rainforest covers an area of 6,092 hectares. Originally, it was declared a royal reserve and in 1978, it was designated a World Biosphere Reserve by UNESCO.
In 1998, it was designated as a World Heritage Site by UNESCO. It is one of Sri Lanka’s last remaining undisturbed rainforests.
Quick Facts: –
- The Sinharaja Forest Reserve has canopy trees that can reach heights of more than 45 meters.
- This forest reserve is recognized as a living heritage, though relatively smaller than other National Parks.
- There are more than 154 bird species that have been recorded to be found in this park.
- There are total 830 endemic species in Sri Lanka and Most of them can be found in the Sinharaja Forest Reserve.
- The highest peak in this rainforest is Hinipitigala which is measured 1,171 meters in height.
- The largest carnivore of this national forest is the leopard which is rarely spotted.
- There are a total of 45 reptile species in this region and 21 of them are endemic.
- This region gets about ten months of rain per year with average temperatures around the 20 to 25°C.
- This rainforest is a narrow strip of undulating terrain and consists of a series of ridges and valleys drained by an intricate network of streams.
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Declan, Tobin. " Facts about Sinharaja Forest Reserve for Kids ." Easy Science for Kids, Feb 2020. Web. 16 Feb 2020. < https://easyscienceforkids.com/sinharaja-forest-reserve/ >.
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Daisy Johns October 12, 2019 Uncategorized
Sense of Pride and Achievement: We need to give young children every opportunity to gain self-confidence and a sense of self-worth. If they can create something that is aesthetically pleasing, then this will help in the positive development of their personality.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Whether they stay in the lines or not, coloring fosters a creative spirit and an appreciation for visual differences. Coloring can stoke the imagination and inspire kids to brainstorm and learn to think of new ideas on their own naturally. Dexterity, hand strength and attention to detail are all required to write both printed letters and cursive script. Starting out with coloring pages early can help to develop these qualities so that writing comes more easily and naturally.
The act of coloring can improve motor skills in your children. The motions involved in coloring like holding the tools and scribbling with crayon can help in the development of the tiny muscles in his wrist, fingers and hands. Fine motor skills help your children to write and manipulate small objects. This helps your children to perform better academically. Coloring helps to develop and strengthen the hand muscles, which later helps with activities like typing and lifting objects.
Coloring is also a great focus-building exercise. Focus is an important skill for children to learn, not only for their academic careers but for their professional careers as well. Focus is what helps us see through any task from start to finish. You’ll notice as your child’s focus develops that his or her drawings become more intricate, taking more time to complete.
Earlier I mentioned that the Crayola Color Alive coloring books are addictive. This is because my children were constantly going back to color in new characters and each time they were being more creative and strategic with their coloring. They would try something new to see how it would translate into 4D. Each Crayola Color Alive promotes creativity as each coloring set comes with a virtual color effects marker which adds amazing animated effects to their coloring page. These special effects markers became a huge part of their creativity as they played with color to see how it would translate into the virtual 4D image.
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Help students develop foundational reading skills with a high-interest guided reading program for students at various reading levels. Guided Reading: Analyze for third and fourth grades includes 36 nonfiction readers—six sets of two each for below-, on-, and above-level student readers. The readers in this reading comprehension resource book feature informational text about nocturnal animals, movies, Australia, space, and more.
Ready to Go Guided Reading: Analyze provides everything you need to complete comprehensive guided reading lesson plans including: discussion guides, prompts to encourage students to work with the text, leveled readers with intriguing topics, and graphic organizers and an observation sheet. Separated into three readability levels, these informational readers capture students' attention with graphic charts, high-interest topics, colorful photos, and detailed maps. Students are encouraged to apply guided reading strategies to the text and respond to a writing prompt at the end of each reader.
The Ready to Go: Guided Reading series for first to sixth grades includes everything you need for guided reading organization. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes 8 books, focusing on the following reading comprehension strategies: Connect, Infer, Question, Summarize, Analyze, Determine Importance, Synthesize, and Visualize. Each nonfiction reader contains short nonfiction texts, vocabulary banks, photographs, charts, and maps.


These sight words songs were written by Heidi Butkus, a Kindergarten teacher with more than 25 years of classroom experience, to help children learn to read and memorize the spellings of the most commonly used high frequency words or “sight words.” “High frequency words” (also known as Dolch Words or Fry List Words) are the most common words found in children's books and other print, and so are an important part of a child’s foundational skills that help them become emergent readers. Similarly, sight words are those words that must be memorized on sight because they cannot be sounded out. Our learning songs help children learn ALL of these words, which are an important building block for early readers because they make up much of what a child will encounter when reading any book, worksheet or environmental print. These songs that spell truly help children notice the letters in the words, because as they sing along, they repeat all of the letters in the word several times! It's just an amazing reading intervention tool. Want to purchase digitally? Click here to buy on iTunes!
Using a visual aide is very helpful, and so we do recommend the video version, either in DVD or digital format. (Rent our videos digitally on Vimeo!) For those that prefer to use audio only, putting the words on flash cards is HIGHLY recommended! The learning songs work much better when they are used as a multi sensory tool, and that requires more than one sense involved, such as vision. Adding movement to it also truly helps children remember! You can make up your own movements, or get the free downloadable file of the hand motion notes. This multi sensory learning method is particularly effective for children with special needs, such as ADD, ADHD, autism, and other developmental delays or learning disabilities. These are the same songs used in the videos included in the Benchmark Advance Curriculum for TK, Kindergarten, and First Grade, so even the experts agree that HeidiSongs are the BEST!
Every volume covers different high frequency words, increasing in difficulty with each volume. Different schools vary in the sight words they choose to teach first, so parents should check with your child's school to see a list of sight words taught in his or her class. Then see which volume of Heidisongs sight words best matches your needs!
Words Covered Are:
and, are, can, for, go, have, he, here, is, like, me, my, of, on, play, said, see, she, that, the, they, to, was, with, you and I'm Done.
The Importance of Sight Words
“Sight word” is the term that many teachers use to describe a word in written English that cannot be sounded out, and therefore must be memorized on sight. The reason that most sight words cannot be sounded out is because they do not follow the regular spelling and phonics patterns that are often taught to children when they are beginning to read.
For example, in the word, “the,” the reader must first recognize that the “th” together forms one sound /th/, and the “e” makes neither the short or long /e/ sound, but a short /u/ sound. Likewise, the word, “said” may start and end phonetically, but the middle of the word has short /e/ sound spelled with two letters (“ai”) that are not sounded at all.
In addition, when the children find the words or movements amusing, they are also more likely to remember that song/word, since it touched their emotional side as well. All of this adds up to a learning tool that can reach even special needs children in a regular classroom setting, while at the same time keeping the faster learners happy and challenged as well- because ALL kids learn best when learning is FUN and ACTIVE!


We offer a comprehensive K-12 strategy with the singular goal of permanently embedding drama based learning in your school.
CREATIVE PLAY FOR THE PRE-PRIMARY TEACHER
Build the creativity, energy and imagination of the Pre-primary drama teacher to enhance better learning through play. Give your teachers a series of powerful tools that they can adapt to elementary education principles.
DRAMA METHODS ACROSS THE
Add highly effective drama tools and strategies to the primary teacher’s tool kit. Make creativity and 21st century skills the new literacy by increasing experiential learning opportunities across all classes in the primary division.
DRAMA IN THE MIDDLE SCHOOL CURRICULUM
Integrate the 6th-8th grade Drama class with languages, social sciences and values education subjects, while using drama to develop learners socially, emotionally and intellectually. Showcase the process and learning through multiple performance outcomes.
THEATRE AS A
BOARD SUBJECT IN
Offer Theatre Arts as a formal subject in the arts group – for the natural talents in your school to pursue. They can be taught by our network of qualified theatre practitioners, who are trained for the IB-MYP and DP, IGCSE, CBSE, and ICSE evaluation processes.
Schools we have partnered with


Raisins are a great replacement for sugar-packed snacks. They are little pockets of vitamins, minerals and of course, energy and are irreplaceable as a lunch box snack for your little ones.
Raisins are the perfect energy-boosting snack and their health benefits are endless.
HEALTH BENEFITS OF RAISINS
Raisins are high in energy. Kids who are very active and people who are underweight can benefit from eating raisins fairly often. Raisins can add healthy calories to their diets.
Raisins are a source of dietary fibre. This means that raisins are effective in promoting and supporting healthy bowels. Eating fibre-packed raisins regularly can help keep you regular!
Raisins contain potassium. Potassium is essential for strengthening and maintaining teeth and bone structure. Potassium also helps support normal energy metabolism in the body and cell membrane structure.
Raisins are naturally low in sodium. It's important that we watch our salt intake.
Raisins support fine motor skill development. Toddlers can even practice their fine motor skills by eating raisins! By the end of their first year, infants can usually use their thumb and index fingers in a well-coordinated pincer grasp. A toddler can already pick up raisins and open and close small boxes by that age.
- Raisins can be enjoyed alone or can be combined with other dry fruits like for a healthy snack.
- You can add raisins to your breakfast cereals, homemade granola or sprinkle on a bowl of oatmeal.
- You can also keep them in your bag for a healthy on-the-go snack.
- Use soaked raisins on top of a chicken dish, their sweetness and texture make them a great addition to poultry stuffing.
- Raisins are used extensively in salads and are added to curries in some cuisines.
- They go well with most of the baked foods and are a sought after item in the confectioneries. They are added in muffins, cookies, biscuits, pies, and cakes. They are also used in the preparation of jams, jellies and puddings.


CBSE Class 10 Art Syllabus 2019 2020. Download the latest syllabus for 2019 2020 released by CBSE to do your studies as per the latest guidelines issued by CBSE NCERT. The syllabus, weightage of chapters, blue print of question papers and the design of question papers is issued every year for the benefit of students. Access and download syllabus for all subjects here.
ART EDUCATION (CODE No. 502)
Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and nonverbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound, etc., learners develop a sense of organization and design which inculcates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage.
The idea of creative art involves all the elements of commonly known art forms visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and ceramic work, poetry and creative writing and other connected craft forms.
The objectives of art education are to :
• help learners to consolidate past experiences and knowledge;
• introduce learners to different media and techniques and their use for creative and productive expression for common use;
• provide opportunities for development of awareness about folk arts, local speciic arts and other cultural components leading to an appreciation of national heritage;
• assist learners to use artistic and aesthetic sensibility in day-to-day life situation;
• enable learners to achieve a balanced growth as a social being in tune with our culture through project work.
• get acquainted with the life and work of the local artists/artistes;
• use resourcefully locally available material to make different products (objects) with the help of the community;
• reine the sense of appreciation of the beauty of nature through the basic elements of art forms.
Approach to Art Activities
At the secondary stage, art education is closer to the local folk art and craft and folk theatre. Art is not only to always blindly copy the old masters or copying the teacher’s work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a substitute of Work Education under
Please click the link below to download CBSE Class 10 Art Syllabus 2019 2020.


What is a Drought?
A drought occurs when there is very little rainfall or snowfall over an extended period of time. When this happens, rivers and lakes sometimes dry up. Ground water in wells can go away too if we use it up.
- Droughts are usually caused by several things, such as weather conditions and high pressure.
- During a drought, farmers can’t keep plants irrigated. Crops shrivel and dry.
- People might not have the water they need for drinking, washing, bathing, and cooking.
- Droughts affect animals too.
- In some parts of the world, hot, dry temperatures mean the area is almost always in a state of drought.
- In the U.S., the western states are the driest. They have experienced drought for several years.
- During the 1930s, the worst drought in U.S. history happened over several years in the Midwest. Crops died and huge dust storms lifted dust in the air, carrying it miles and miles. The dust storms stripped the land of its fertile soil. During a dust storm, humans and animals had a hard time breathing. Many people left their farms and moved west. This event was known as the Dust Bowl and it contributed to the Great Depression.
- During a drought, it’s especially important to be careful about water use. We can help by planting gardens that don’t need much water. We can take short showers instead of baths. Washing dishes in a dishwasher instead of by hand, using low flow toilets, and wearing clothes more than once before washing those all help conserve water.
Questions and Answers
Question: Do humans cause droughts?
Answer: Humans don’t directly cause droughts but they can make droughts worse. During the 1930s, farmers didn’t know about how to take care of the soil. They plowed up thousands of acres to grow wheat, but didn’t add manure or compost to the soil or rotate crops. The soil became lifeless and infertile because it was overused.
When the dust storms came, this soil was easily carried away. If the soil had been healthy, it would have held water better, allowing plants to grow with less water. Plants cover the soil surface, preventing it from being blown away by winds.
Watch a video about Black Sunday, the worst dust storm of the 1930s.
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Declan, Tobin. " Drought Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 23 Feb 2020. < https://easyscienceforkids.com/what-is-a-drought/ >.
APA Style Citation
Tobin, Declan. (2020). Drought Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/what-is-a-drought/
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“Use your fork and spoon. Don’t use your fingers.” Maybe your mom or dad reminds you of proper table manners like these. What if you lived in a country where it was polite to eat with your fingers? Eating with your fingers is a traditional custom in many Asian countries, including Brunei. You might enjoy satay, which is roasted meat on a skewer or vegetables in a spicy mango sauce.
Brunei shares the island of Borneo with Malaysia. Great Britain ruled the country for over 100 years, but Brunei gained her independence in 1984. Since then, a family of sultans has ruled. The country has oil and natural gas, which makes it prosperous. The government takes good care of the people.
Brunei is mostly jungles and coastal land. Here you’ll find beautiful birds, elephants, flying reptiles, monkeys, gibbons and huge butterflies and insects. Unfortunately, some of the forests are being cut down for lumber and farmland. The government is trying to find ways to protect the natural areas.
Fun Facts About Brunei for Kids
- 363,000 people live in Brunei.
- Brunei is a small country with only 2,226 square miles of land.
- Malay, English and Chinese are the languages used in Brunei.
- Most people are Muslim, Christian or Buddhist.
- People in Brunei can expect to live 76 years.
- 92 percent of adults can read.
All About Brunei Vocabulary
- Traditional: common or usual way
- Skewer: stick
- Sultan: king
- Prosperous: wealthy
Video for Kids About Brunei
Watch this awesome Brunei video for kids:
Question: What other customs in Brunei differ from those in the United States?
Answer: People living in Brunei use different body language and gestures to communicate. In Asia, the feet are considered dirty, but the head is given respect. It is considered rude to pat or touch someone on the head – even a child.
Map of Brunei
Here’s a map of the country of Brunei and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Brunei! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Brunei, as though you are actually there!
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MLA Style Citation
Declan, Tobin. " Brunei Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 29 Feb 2020. < https://easyscienceforkids.com/all-about-brunei/ >.
APA Style Citation
Tobin, Declan. (2020). Brunei Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-brunei/
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By Vivian Gussin Paley
"A kid's paintings is going within study rooms all over the world to discover the stunningly unique language of youngsters of their role-playing and storytelling. Drawing from their very own phrases, Paley examines how this traditional mode of studying permits young children to build which means of their worlds, which means that incorporates via into their grownup lives. facts that play is the paintings of kids, this compelling and captivating booklet will encourage and teach lecturers and fogeys in addition to element to a primary misdirection in contemporary academic courses and strategies."--Jacket. Read more... teenagers -- The language of play -- Charlotte and Cinderella -- the 1st rungs of the ladder -- the discovery of theater -- trying to find Peter Rabbit -- Frogs, kittens, and undesirable men -- ahead of there has been college, there have been tales -- mammoth A and little a -- worried households, philosophical young ones -- The paintings of dialog -- Who owns the topic? -- Simon's tale -- Proving what we all know -- the topic was once a puzzle piece -- Tom and jerry -- Pretenses and perceptions -- What if? -- Franklin within the blocks -- Musical chairs -- A letter from England
Read or Download A child's work : the importance of fantasy play PDF
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Extra resources for A child's work : the importance of fantasy play
He thinks Peter is someone else he doesn’t know. ” I tried to read their thinking. Is it safer to be a baby or a superhero? Both scenarios enlarged upon the original story, and any sighting of Mr. McGregor initiated further dramatization of Peter’s dilemma. At lunch, I brought the subject up again. “I noticed you were playing Super Rabbit before. But I didn’t see Mr. ” “That’s because Super Rabbit doesn’t even eat the lettuce. He eats supercynide. That explodes you with super energy so you don’t even care about Mr.
Kindergartners were expected to be somewhat “babyish,” and “immature” was a stage of growth and not an accusation when I began to teach. Yet, compared to nursery school children, the kindergarten girls and boys had entered the graduate program in fantasy play. The themes were lengthened and deepened and their conversations were more complex and analytical. 42 First-grade teachers approached their tasks slowly, knowing that their newest students still had one foot in fantasy play. “This is a big A,” the teachers announced on the ﬁrst day.
You’ll be able to tell them all about that if you wish. ’” The children wanted to know whether Peter decided to go to school. ” they asked. “Is there going to be Mr. ” “Peter deﬁnitely goes to school. But I haven’t made up my mind about Mr. McGregor. ” “Or Mrs. ” How easily the children moved between the layers of my narrative, Beatrix Potter’s, and their own. Years later, after I had stopped using Peter Rabbit in my stories and had begun inventing my own characters, I would still make use of the voices of the children at play.
A child's work : the importance of fantasy play by Vivian Gussin Paley


Educators today want to go beyond how-to manuals and publications that merely celebrate the many exciting new technologies as they appear in schools. Students are immersed in an evolving world of new technology development in which they are not passive recipients of these technologies but active interpreters of them. How do you help learners interpret these technologies as we all become immersed in the new information age?
The book includes a collection of 32 “Technology Departments” from the Journal of Adolescent & Adult Literacy during 1998-2002. These columns examine critical aspects of literacy in the new information age and the issues surrounding the use of new technologies. They build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments.
Within the book, the columns, now revised into chapters, are grouped conceptually into six sections
- Historical Perspective,
- New Media Practices,
- Personal Meanings,
- Ethical and Policy Issues,
- Learning Opportunities, and
The book also addresses issues such as credibility, access, and privacy, and most centrally an understanding of what new media mean for teaching, learning, and literacy development. Educators feel the challenge of preparing students to live productively within this emerging world and deciding what learning experiences can best prepare students for becoming literate in today’s world. This collection provides tools to explore the way new literacies are evolving as they become ever more central in our lives.
Bruce, B. C. (Ed.) (2003). Literacy in the information age: Inquiries into meaning making with new technologies. Newark, DE: International Reading Association. [364 pp.; ISBN 0-87207-003-4]


When so many Visual Arts courses require students to maintain and present Visual Diaries for assessment purposes, then much more is needed to meet the requirements and obligations expected. If you’ve ever had students who find it difficult to generate ideas beyond simple interpretations; have students who have too many unused pages at the end of a semester, or students who have work pages that are the same as most other students, then help is required, and at hand.
The second edition of a package, titled Visual Diary Guide has been prepared by Hilary Senhanli to assist art teachers and students in Year 7 to 10 to get a real handle on Visual Diaries. It makes clear the reality that Visual Diaries are far more complex than often thought. It outlines things that need to be included and many exciting potential ideas that students can explore both in class and at home. Most importantly it underlies the belief that student at all levels need to be involved in using their Visual Diaries positively in the present, but also as a means of developing thinking and working processes that make everything so much more valuable and individual in future years.
Both student workbooks is centred around a series of more than 95 consequentially planned and related activities and some excellent project activities. These could be used by teachers to form the basis of their program, or as idea-prompters that students can undertake as required. The demonstration and example material is of excellent quality and can be effectively used to inspire and motivate students. Like all good activities most are not rigidly age-specific although the latest series has been specifically produced for years 7/8 and year 9/10. They can be interpreted appropriately by students working earlier in their art education and later in the senior levels. The project section outlines everything required about the how and why of using Visual Diaries. It provides the basis for planning and evaluating activities and the use of Visual Diaries in class and at home.
The exciting prospect of enabling each student to have their personal copy of the Visual Diary Guide seems the best way to make full use of the enormous range of exciting research-based Visual Diary activities provided. Regardless of your experience the Visual Diary Guide is a publication you need to check out. I have and wish I’d had it years ago.
Dr Max Darby
Arts Education Consultant
This review is originally published for Zart Extra Magazine
Feedabck from Nationwide Workshops
- Thanks, I enjoyed the range of activities and not just sitting and listening – Greg
- Great, lots of new stuff – Susan
- The activities were fast and effective – Chris
- I thoroughly enjoyed the afternoon. I think you are doing wonderful things for Art Education – Stephanie
- Concept of Visual Diary to document life is excellent! – Deb
- Student Workbook with activities? Good idea – Adriana
- It would be great to have the workbook for each teacher and student. We need to focus on the Visual Diary as being a “journey” – Veronica
- The PD was very supportive in terms of “motivation”. Quick activities to get creativity development was really effective – Tayla
- Loved the pace and the emphasis on experimentation – Fiona
- Booklisting the workbook would be fantastic. Everyone needs to “get on board” 🙂 – Karen
- A good way of using the diary to develop student styles. Also a relaxed and constructive approach to using the Visual Diary – Deborah
- Great ideas, development and inspirational for students and teachers. Covered overall aspects in such a small amount of time. Would like to attend another workshop like this – Rina
- Really liked the quick activities to get the ideas out – Kimberly
- A simple but effective approach with the potential to improve students creativity and willingness to experiment when creating art – Marion
- I found this PD extremely useful for Year 7 & 8 to improve their Visual Diary use and their creativity/drawing skills. Hilary was very knowledgeable and was able to answer questions – Rae
- I enjoyed consolidating the ideas from last year and seeing how to better implement it in my school – Rachel
- I really enjoyed it and found it inspiring – Allison
- Enjoyed the Workshop. Idea of iteration really stood out – Jodie
- Thanks Hilary – it was awesome! – Rebecca


One of the stressful duties of parenting is offering reading help to your children. As children begin to read longer texts, it is vital that they develop their reading comprehension skills along with their ability to decode.
Reading help doesn’t have to be offered at school alone. At home, you can help your child improve their reading skills. The following are a couple reading comprehension strategies that can come in handy anytime you offer reading help to your children.
Marking Up Text with Post-It Notes
When your child has a question about something that they are reading, encourage them to write the question down on a Post-It note and then put it next to the text that was confusing. At the end of a section of reading, they can go back and re-read, think about their question some more, or ask you for more information.
If your child doesn’t write much yet, you can also have them draw pictures of their questions. However, if your child doesn’t have questions about the text, they can mark the parts that they found interesting or surprising. All this encourages them to connect to the text and to think about it more critically.
Education is more than learning to read or write. The personal connection between subject matters is also an important aspect. Before, during, and after reading a text, have your child think about any personal connections they can make with its subject matter.
For example, if your child is about to read about a kid who is made fun of in school, ask them if they have ever been laughed at, how it made them feel, what the circumstances are, etc. This can help your child make a personal connection with what they read. In the long run, their comprehension will gradually improve.
Sometimes children have background knowledge on the subject of a text, and sometimes they do not. If they do, it might be incomplete. Therefore, before your child starts reading something new, spend some time talking about the subject matter. Watch a short video on the Internet about the subject, or look at some pictures of it. Not only will this help improve your child’s reading comprehension ability, it also helps you bond while parenting.
As your child reads through a text, encourage them to ask questions. Sometimes stopping every few sentences to ask a question can impede comprehension, so it might be a good idea to make a list of questions to ask at the end of each section of the book. Encourage your child to do some research to find answers to some of their own questions. This will help in their education, reading comprehension, and learning ability. It will also help them perform better in school.
Utilizing your parenting skills, you should be able to help your child visualize. Talk about what a particular scene or action in the book might look, feel, smell, taste, and sound like with your child. Even though your aim is to offer reading help, however, it shouldn’t be about reading only.
Have them draw pictures of different parts of the book. These visualization exercises help them to better understand what they are reading. You could also have them draw pictures of different parts and then put the pictures in order. This will reinforce understanding of sequential events in the story.
There you have it! All the above are various ways you can help your children improve their reading comprehension ability. If you haven’t been offering reading help, guess it’s high time you fire up your parenting tools. Start offering reading help to your child from now on. Within a short period, you will definitely notice drastic improvement in his or her education, and performance at school.
EDUCATION STAFF WRITER


Addressing health literacy in schools in the WHO European Region argues the education system as a whole, and schools in particular, are important settings for the development of health literacy among children.
It says improvement in health literacy skills may benefit the health, growth and development of children, as well as their health in later life and the health
of the broader society.
The communication presents some of the prerequisites for schools to become key settings for health literacy development in school-aged children and reviews recent research and the current status of school health literacy policies in the WHO European Region.
WHO argues health literacy must become a critical agenda item in education policies across the region and intersect with further strategies and policies on health literacy and public health across the political spectrum.
Read the full communication here.


Finding a way to quantify the positive impacts architecture has on the success of students and faculty
Does architecture have an impact on a student’s ability to learn? This is the age-old question. As a design architect in our Education group, my belief is that it most certainly does. Throughout the past nine years, I have worked to design thoughtful educational environments that positively impact students. I believe that appropriate design can enhance the educational experience. But in the back of my mind, the question about the real, measurable impact of design continues to linger. It is hard to measure design and even harder to measure its results.
However, it’s not impossible.
In the fall of 2014, Richard J. Lee Elementary School opened its doors to a crowd of excited students and teachers in Coppell, Texas. Along with the normal excitement that comes with the first day of school, these students and teachers where eager to enter a school different than any other educational facility in Texas.
Not only is Lee Elementary School the first net-zero elementary in Texas, it is also a first in many other regards. This school is the realization of the Coppell School District’s vision that elementary education should be delivered differently than the traditional model--that collaboration, peer-to-peer learning, and project-based learning are key components in elementary education.
The district realized that to achieve this vision, they needed a unique design to provide them with a facility that encouraged this new type of learning. Our designers were up for the challenge, and provided a design that translated the district’s vision into a school building that (theoretically) would provide greater opportunities for learning – and do so in a measurable way.
Students, teachers, the principal, and Coppell Independent School District (ISD) love this new school. Educators and architects from across the country travel thousands of miles to tour this revolutionary school, and it has won (and continues to win) numerous awards. But the question lingers. Does the design of this new facility have an impact on the students? Are Lee Elementary School students happier, smarter, or more engaged in this school as opposed to traditional/older schools in the district?
In my role as leader of our Innovative Learning Environments Research and Benchmarking group, I set out to find an answer. I wanted to see if we could somehow find qualitative results proving that Lee’s physical environment directly correlated to student’s cognitive and behavioral reality. Coppell ISD was interested, too. So we partnered with Coppell and Texas A&M University’s Professor Xuemei Zhu and developed a research project that would answer this very question.
For the past year and an half we’ve been surveying the students and teachers at the new elementary school and those at an older elementary school in Coppell. The first stage of this study is complete, and the outcome is favorable. So far, the results show that in all areas of behavior and learning, students at the new Lee Elementary school are reporting higher satisfaction then those students attending the district’s old elementary school. We’re currently conducting our second round of research, and are excited to share those results this fall.
We’re on our way to answering that age-old question whether the physical design of a school campus quantifiably impacts a student’s ability to learn and remain engaged. This is Part 1 in our series on this topic. Up next? Professor Zhu will weigh-in on the research and its findings in much greater depth, along with what this could mean to the future of education design. Stay tuned!
About the AuthorMore Content by Diego Barrera


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Title: Assessment task 1: Language development and teaching oral language
Due date: Wednesday April 4, 2016
Assessment task link to unit learning outcomes: This task is designed to:
? Develop your understanding of literacy teaching as you read and critique a range of theoretical perspectives on literacies and review researched literacy practices.
? Build your repertoire of effective and inclusive literacy teaching and learning experiences for primary school children, with an emphasis on oral literacy skills.
? Extend your personal literacies through research and academic writing, drawing on the use of a range of information and communication technologies.
Details of task: The purpose of this task is to develop a theoretical critique of the literature related to oral language in children’s literacy development.
Drawing on research evidence and professional literature you are required to provide a critical evaluation of the relationship between oral language and literacy in the primary school years. This should include a discussion of the different aspects of language that are foundational to and facilitative of literacy learning and development.
Based on your evaluation, you should then identify three to four teaching activities designed to support students` language learning.
Your description needs to include rationales for selection, the potential learning outcomes and clear details of the teaching and learning tasks.
Word count/equivalent: 2000 words
Presentation requirements: The assignment should be written as an essay and must conform to APA 6th edition writing and referencing style.
Criteria for marking: You have identified key aspects of oral language that support students’ literacy learning with this discussion informed by our course readings and professional sources.
You have described tasks that are facilitative of students’ learning, providing clear rationales and details of students` learning outcomes with reference to our course materials and professional sources.
Your writing demonstrates a well-expressed, proof-read and coherent development of ideas.
You have used correct citation conventions and accurately recorded the bibliographic details of texts cited in your paper.
Question Set #315
Word Count: 2356 words including References File Format: Microsoft Word Document


FREN1402 French Studies 2
- 6 points
(see Summer Timetable)
- Details for undergraduate courses
- Level 1 core unit in the FRNHB French Studies major sequence
- The area of knowledge for this unit is Society and Culture
- Category A broadening unit for Bachelor of Arts students where relevant according to the broadening requirements for each student
- Level 1 elective
- This unit follows on from FREN1401 French Studies 1. It builds on the introduction to French grammar and vocabulary, further developing students' ability to communicate orally and in writing in everyday situations. It focuses on contemporary spoken and written language used in French-speaking countries and uses authentic texts and audiovisual materials to deepen students' understanding of French culture and society. Students achieve language proficiency equivalent to Level A1/A2 of the Common European Framework of Reference for Languages.
The unit leads to FREN2403 French Studies 3. In Level 2 and 3 French units, you will have the opportunity to not only increase language competency but to further engage with French history and culture (including literature, film, and contemporary society) and to take advantage of a range of exchange possibilities, including our short-term programs in Noumea and Paris.
- Students are able to (1) further develop elementary skills in reading, writing, listening and speaking in the French language; (2) be familiar with a broader range of sociolinguistic conventions in French; (3) have an increased knowledge of culture and society in French-speaking countries; (4) further develop independent learning skills and develop interpersonal skills; and (5) have an increased awareness of language and language use, in both French and in English.
- Indicative assessments in this unit are as follows: (1) in-class and online exercises; (2) role-play; and (3) examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Dr Bonnie Thomas (semester 2) and Sabine Kuuse (summer unit)
- Unit rules
- FREN1401 French Studies 1
FREN1101 French Beginners 1
- FREN1102 French Beginners II
- Contact hours
- semester 2—lectures: 1 hour per week (over 12 weeks); language classes: 3 x 1 hour per week (over 12 weeks); summer teaching period—8 hours per week (over 4 weeks)
- Unit Outline
- Non-standard teaching period [TS-SUMM-F-2020]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


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For more than a year I have posited that Artificial Intelligence has a strong foundation in World War II cryptanalysis. Yet, in my research I have not seen discussions of this. If I am right and can show that my posit is true it may be of little or no importance. But, it may answer not yet asked questions. There is a string that goes through three of the founders of Artificial Intelligence and a modern scientist: Alan Turing, Claude Shannon, John McCarthy, and Ron Rivest.
Alan Turing and Claude Shannon were both cryptographers and Ron Rivest is a cryptographer. Alan Turing and Claude Shannon worked together for two months during World War II. John McCarthy and Ron Rivest were both Turing award winners. Claude Shannon was at the 1956 Dartmouth Artificial Intelligence Conference founded by John McCarthy.
Additionally, Alan Turing and John McCarthy are both considered fathers of Artificial Intelligence and Claude Shannon is considered the father of Information Theory. Ron Rivest is an Institute Professor at the Massachusetts Institute of Technology, the highest title that can be awarded to a professor at MIT. He is also Co-inventor of the RSA (cryptosystem) algorithm; founder of Verisign, and RSA Security. These have to do with public keys.
Alan Turing was born in June 23, 1912 and Maida Vale, London, England to Julius Mathison Turing and Ethel Sara Turing. The greater part of Alan’s elementary education was done at Sherborne School which origins date back to the eighth century. His brilliance is continually acknowledged in elementary as well as undergraduate school at King’s College, Cambridge, where he was awarded first class honors in mathematics. It was there that he invented Turing machines.
Among the things that Alan Turing became famous for his work at Benchley Park and breaking the Enigma code. In September 1938, he began working part-time with the GC&CS British code breaking organization. During that same period of time, the Polish Cipher Bureau created a machine with Enigma routers and in a Warsaw meeting in July 1939 presented the British and French with the wiring of their machine. The weakness of the Polish method was it depended on an insecure procedure that the Germans were likely to and did change in May 1940. Continue reading


Identification is the theme of Dyslexia Awareness Week 2016, which this year runs 3-7 October.
As Stephen Hall, Dyslexia Action’s Chief Executive, explains, identifying dyslexia often means a life-changing experience for those concerned.
It is so important to identify dyslexia as it helps children to understand why they are finding learning more difficult than their peers. This in turn can bolster their confidence and self-esteem. It is also extremely important for adults as it can help them access the right support they need in the workplace and in their daily lives. Dyslexia needs to be identified as early as possible as it can hinder a person’s learning and have negative, long-term social consequences, not only for the individual but also for society.
Dyslexia is a specific learning difficulty that affects auditory memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. Dyslexia can occur at any level of intellectual development. It is biological in origin and is seen to run in families. It affects up to 10 per cent of the UK population at some level and can affect anyone of any age and background.
Along with slowness in learning to read, write and spell, other signs of dyslexia may include: continuing to make visual errors in reading, for example saying ‘was’ for ‘saw’ or ‘bad’ for ‘dad’; problems carrying out three instructions in sequence; spelling a word in several different ways; and struggling with mental arithmetic or learning times tables.
Dyslexia Action’s Director of Education Dr John Rack said:
There is much that can be done to remove or minimise the difficulties for those with dyslexia, but first there needs to be more emphasis on identifying dyslexia for children in schools and adults in the workplace.
The recent introduction of the Special Educational Needs and Disability reforms placed more responsibility on teachers for a child’s learning which is why Dyslexia Action is working with the Government by providing awareness training workshops for teachers on dyslexia.
Also, many employers still do not realise that they have a duty to recognise dyslexia under the Equality Act 2010, if it is assessed as being a disability which means employers need to provide a dyslexia-friendly workplace.
To help raise awareness, there are various activities and events being held in places throughout the country including shopping centres, libraries as well as large corporates and schools. Boutique cinema chain Everyman is screening Dyslexia Action’s animated films that depict what it’s like to have dyslexia, which will help build greater understanding and empathy of this learning difficulty among Everyman viewers.
Dyslexia Awareness Week is focusing on a different aspect of identification each day as follows:
Monday: Why it is important to identify dyslexia?
Tuesday: How is dyslexia identified?
Wednesday: How does dyslexia affect people differently?
Thursday: What help is at hand for those with dyslexia?
Friday: Why is the correct help important and how can we raise awareness together?
You can find more information on Dyslexia Action’s activities during the week, the signs of dyslexia, how to get the right help and support, and useful resources for parents, teachers and employers here.