Engaging students during the middle school years can be tough. Here’s one great resource we recommend for finding articles for tweens.
Watch above as SimpleK12’s Teacher Learning Community Trainer Monica Burns shares how to articles for tweens using Smithsonian Tween Tribune.
Tween Tribune publishes a new article each day sourced from the Associated Press. You can select a couple of different lexile level options for each article, making it easy to scale the word count and vocabulary up or down as needed for your students. Each article also includes a self-scoring quiz and critical thinking questions.
One of my favorite things about this website is you don’t need to register or create an account to take advantage of all the great articles. However, you and your students can set up free accounts if you’d like to take advantage of even more features of the site (for example, if you’d like to assign articles to students, and view their quiz results automatically).
For more reading resources for tweens and beyond, take a look at this training session, Raising Readers: Promoting Literacy Development at Home. Studies show that parental involvement is highly correlated with student success, but convincing a reluctant, struggling, or discouraged reader to read outside of the school day is often difficult. In this highly practical session, experienced literacy coaches Terry Dobson and Heather Baptie show how you can help eliminate homework battles with a blend of traditional and digital tools. They will share a “tradigital” tool box of easy-to-implement strategies and resources can be used at home or at school to build confidence, develop literacy skills, and foster a love of reading.
What reading resources do you like to use with your students? Share a link to your favorite in a comment on this article.
About Our “Articles for Tweens” Presenter
Monica Burns is an Education Consultant, EdTech Blogger, and Apple Distinguished Educator. Monica works with teachers to make technology integration exciting and accessible at all grade levels. She has conducted well over 40 unique training sessions for SimpleK12, click here to take a look at more videos from Monica.
About the Author
Kimber Thompson is a Lead Moderator for SimpleK12 webinars and a Contributing Editor for SimpleK12.com. She writes frequently about education topics, and is passionate about tools and techniques that inspire young learners. You may reach her with ideas and comments at firstname.lastname@example.org.


The Children's Ministry Resource Bible, developed in conjunction with Child Evangelism Fellowship, is filled with almost endless options for Bible study with children, whether at home, school, or church. Teaching aids are designed to be used with children ages 5-12.
Full-page articles and a pronunciation dictionary complement the lessons. Comes complete with a special teacher training section and the Wordless Book, a colorful way to share the gospel message.
- Thousands of footnotes clarify important Bible terms, phrases, and ideas to provide you with cultural and historical background and insights on the Bible's people and events
- Teacher Training Sections help you learn how to communicate important Bible lessons in a kid-friendly manner
- Lesson Outlines take selected Bible stories and break them down into an Introduction, Progression of Events, Climax, and Ending, prefaced with a Teacher's Objective and Child-Related Truth
- Full-Page Articles address foundational skills for evangelising and disciplining children
- The Wordless Book presents the gospel message in a way children can understand
- Full Bible text of the New King James Version
- 7.5-point type size
With the Children's Ministry Resource Bible, you will be fully prepared to present the content of Scripture and the message of salvation to young children in a way they will understand and enjoy.
More than 165,000 Children's Ministry Resource Bibles sold to date
The New King James Version--More than 60 million copies sold in 30 years


If you are lucky, you might get a composer with Leonard Bernstein’s popular appeal and intellectual aptitude every fifty years or so—a man with the musical skill of Herbert von Karajan, but not so much of the exclusivity and sourness that made Karajan distant and unlikeable. In fact, it is difficult to imagine how one person could contribute more to the consumption of music than did Bernstein: Aside, obviously, from his capacity as a composer, having written one of the great musicals of our time in West Side Story, Bernstein saw the importance of helping those who are otherwise non-musical to understand why it is that someone like Mozart is great, and why, exactly, Mozart’s music is foundational and intriguing. He knew, too, that the conducting profession entailed something far greater than merely touring around the world with an accomplished orchestra in order to offer respectable interpretations of the great pieces. Bernstein was great at doing just that, of course, and much more; but humans need, in some sense, to be taught, and if Bernstein excelled in anything, it was in teaching children and adults, college graduates and working men, alike, about what it means to truly appreciate music.
One of the keys to interpreting Bernstein’s career thus seems to involve the importance of music education—not just playing band in high school, or hearing a few minutes of Bach on the radio as you drive home from school, but actually studying the mechanics of music and appreciating its fruitful historical unveiling. Bernstein’s contributions to the field were invaluable, but the study of classical music remains stigmatized in twenty-first-century American culture precisely because it is seen as the stuff of snobs and cultural pedants. In light of Bernstein’s proper legacy as an educator, this development seems tragic, and I think he would be the first to point out the necessity of reaching the poor, the marginalized, and social outcasts of all sorts with the transforming power of music.
To focus on Bernstein the teacher, however, is not, by any means, to underestimate Bernstein’s eminence as a composer—nourished by his friendships with geniuses like Aaron Copland and Igor Stravinsky—evident in his musical variety and in his ability to capture in sound the mid-nineteenth-century American spirit. Though Bernstein spent much time with symphonic music in directing orchestras like the New York Philharmonic, two of his most famous works, Candide and West Side Story, were written for the stage—the latter of which brilliantly reinterprets Shakespeare’s classic Romeo and Juliet to an American audience, using jazzy sounds and dancing city slackers to tell the lovers’ story. Accordingly, it is no coincidence that we see the musical as quintessentially 1950s in its pertinent understanding of intercity ethnic conflict, but that we also acknowledge its continued relevance to the sorts of struggles characteristic of contemporary culture. As Bernstein once reflected, “I don’t get sick of [West Side Story]—that’s a sign of something fresh; I mean, it’s not fresh the way Mozart stays fresh time after time, but who’s in that class?”


Why is jazz important today for jazz musicians, playing music is a process that is intrinsic to their own growth as a person. See also: top 10 rap albums for people who don't know shit about hip-hop top 5 los angeles jazz albums of 2011 lots of folks know almost nothing. The book more important than the music: a history of jazz discography, bruce d epperson is published by university of chicago press. The history of the jazz age, the events consumerism and decadence and the introduction of jazz music the jazz age, an important period in us history. This paper’s purpose is to examine the social effects of jazz music the importance of the african american culture is still being ignored. Music in the world of islam in coleman's free jazz piece, so too islamic music is often very an important role on music throughout. The scholastic history of jazz and native cultures in latin america created a unique body of music and dance jazz musicians from.
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You are here
Science Education Center
Welcome to the Center for Science Education website! Our office is located in the southwest corner of the Science Building in Room 191.
Science Education is a unit in the College of Arts and Sciences, which collaborates with the Bayh College of Education to prepare prospective teachers of science. Our faculty teaches the science methods courses for elementary education (SCED 393/393L) and secondary science education majors (SCED 396L and 398L).
The Center oversees the B.S. undergraduate programs for science education majors and advises the students in those majors. Please see our Degree Programs page for more information.
In addition to administering the secondary science teaching programs and courses, the Center for Science Education also participates in a number of research and community outreach activities. We actively collaborate with professors in the sciences in these activities.
Some of these activities include:
- The ISU Summer Science Camp.
- Participation with the Science Education for New Civic Engagements and Responsibility Center (SENCER).
Indiana State University
Terre Haute, IN


M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Fifth grade (Education); Fourth grade (Education); Self-esteem in children
Elementary Education and Teaching
The purpose of this study is to find two relationships. The first relationship is between academic achievement and self-esteem and the second relationship is between self-esteem and popularity among fourth and fifth grade students.
The population used for the purpose of this study was a multiage classroom consisting of both fourth and fifth grades. The classroom was located in southern New Jersey. The population consisted of both male and female students. The students were given a questionnaire to measure personality and the Nonsexist Personal Attribute Inventory for Children which measured self-esteem. Academic achievement was measured by averaging grades, from mathematics, social studies, science, and literacy, from the first three marking periods of the school year. T-tests were used to find relationships between academic achievement, self-esteem, and popularity.
Results of the t-tests showed that there was a relationship between self-esteem and popularity. High self-esteem in students showed that they were popular among their peers socially, academically, and athletically. A t-test comparing academic achievement and self-esteem concluded that there was no relationship between the two areas.
Arata, Carolyn M., "A study of the relationship between self-esteem, academic achievement, and popularity on fourth and fifth grade students" (2000). Theses and Dissertations. 1627.


HODGES, JAMES, engineer; b. 6 April 1814 at Queenborough, Kent, Eng.; d. 28 May 1879 on his estate of Penny-Hill at Bagshot, Surrey, Eng.
In Queenborough James Hodges received only an elementary education, and he took advantage of the industrial revolution to carve out a place for himself. He was apprenticed to a Brompton contractor at the age of 17, and soon turned to railway construction, taking part in some ten important projects and becoming works manager of the South-Eastern Railway Company. After that, as Sir Samuel Morton Peto’s agent, he worked at the building of the suspension bridges at Norwich, Needham, and Somerleyton, accepted a post as engineer, and then undertook the construction of 50 miles of track for the Great Northern Railway.
With this valuable experience to help him, Hodges arrived in Canada in 1853 to represent the firm of Peto, Brassey, and Betts, which had just signed a contract with the Grand Trunk Railway Company. Until 1860 he directed the gigantic task of building a bridge (Victoria Bridge) over the St Lawrence near Montreal. He had to tackle numerous technical problems resulting from the speed and strength of the current and the intense cold of the winters. Furthermore, he could not count on a stable work force. The fitters and labourers, dissatisfied with the wage offers made them, periodically went on strike; some were signed on by other contractors who offered them better wages. Drownings occurred; cholera and blindness due to the reflection of the sun on the ice affected a considerable number of workmen. However, thanks to the assistance given by five doctors, the number of deaths among the 3,040 men employed during these six years was kept down to 26. The workers lived on the banks of the river, and had the advantage of a chapel, a school, and a library of some 1,000 volumes.
The Grand Trunk Railway Company wanted to do away as soon as possible with the ferry linking the two banks, which would lighten its annual budget by about £2,500. The contractors therefore decided in June 1858 to try to open the bridge to traffic by the following year. To meet this objective, Hodges used the support of the ice to place in position during the winter of 1858–59 the central deck of the bridge and its tubular structure, which measured 330 feet in length and weighed 771 tons. By this daring operation he completed his task before the time provided for in the contract. This achievement earned him the honour, on 25 Aug. 1860, of welcoming the Prince of Wales, the future Edward VII, who had come specially to open the bridge, named Victoria after the reigning sovereign.
His work ended, Hodges returned to England. But he soon found himself alone once more, as a result of his wife’s death. In 1863 he came back to Montreal as the agent of the Grand Trunk, and endeavoured to obtain a cheap form of fuel for Canadians, who lacked coal. He developed a peatbog on a 25,000 acre tract of land near the railway in the township of Bulstrode (Arthabaska County), which had been granted to him in May 1869. He met with little success and shortly before 1871 he returned to England to his estate in Surrey, where he died in 1879.
James Hodges, Construction of the great Victoria Bridge in Canada (2v., London, 1860). Langelier, Lands granted in Quebec, 1763–1890, 65, 1465. Le Courrier du Canada (Québec), 31 août 1860. Morning Chronicle (Quebec), 27 Aug. 1860. Morgan, Sketches of celebrated Canadians, 706–8. Notman and Taylor, Portraits of British Americans, I, 267–92. A. W. Currie, The Grand Trunk Railway of Canada (Toronto, 1957), 51. Raphaël Bellemare, “Inauguration du pont Victoria,” BRH, V (1899), 189–90.


Diagnosing the math plague
By Leslie Vryenhoek |
Sept. 28, 2006
Dr. Sherry Mantyka has spent years testing and monitoring math learners, identifying why they struggle, and formulating strategies to help overcome mathematical roadblocks. Now the director of Memorial University’s Mathematics Learning Centre believes she has formulated effective – though not always popular – strategies that could benefit math students of all ages.
She will discuss these problems and their solutions on Thursday, Sept. 28, during a noon-1 p.m. lecture in room A-1049, Arts and Administration Building, as part of the Cognitive Science Lecture Series.
Dr. Mantyka explains that back in 1988, the province instituted a placement test to confirm or refute the notion that students were graduating high school with inadequate math skills. “The results were unambiguous. There was a huge pre-requisite skill deficit.”
The university subsequently established the Mathematics Learning Centre to give students who did poorly on that test a chance to gain foundational skills through individualized diagnosis and study.
Over time, Dr. Mantyka discovered a consistent trend: students could understand and perform certain mathematical tasks, but when they moved on to a more complex equation, they began to make mistakes in areas they had previously mastered.
Perplexed as to why bright, capable learners with strong achievement in other areas had these problems, she turned to cognitive psychologist Dr. Michael Rabinowitz, who explained that the human brain has large capacity to store information, but minimal capacity for active processing. Therefore, students did better if they learned the skill so well that it came automatically, instead of requiring conscious thought. The two professors set about finding ways to apply the concept of automaticity to math education.
“If students don’t acquire math skills to the level of automaticity, which is measured by accuracy and speed of finding the right answer, then they have trouble,” Dr. Mantyka explained. “Students first have to gain an understanding of the math. Then they have to do repetitious drills to get fast and accurate before they move on to the next level of sophistication.”
Dr. Mantyka has set down the methods that she and her colleagues have found most effective in a book called The Math Plague, set to be released this winter. The book is intended for teachers, parents and students or anyone else who wants to remedy math problems long before the university stage.


By Stuart Kallen
Read or Download Aliens PDF
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Written to satisfy the necessity of academics, academics and tutors in any respect phases of their occupation, this is often the authoritative instruction manual for somebody desirous to and realizing the most important concerns, most sensible practices and new advancements on the earth of engineering schooling and coaching. The publication is split into sections which examine what scholars could be studying, how they research, and the way the educating and studying approach and your personal perform might be superior.
Comprises 34 Competencies/Skills came upon at the TExES Mathematics-Physics 8-12 attempt with a hundred and sixty pattern questions. This consultant, aligned in particular to criteria prescribed by way of the Texas division of schooling, covers the sub-areas of quantity strategies; styles and Algebra; Geometry and dimension; likelihood and records; Mathematical techniques and views; Mathematical studying, guideline and evaluation; clinical Inquiry and procedures; Physics; and technological know-how studying, guideline, and overview.
Greater than ever, our time is characterized by way of fast alterations within the company and the creation of data. This flow is deeply rooted within the evolution of the clinical endeavour, in addition to within the transformation of the political, fiscal and cultural agency of society. In different phrases, the construction of clinical wisdom is altering either with reference to the interior improvement of technological know-how and expertise, and with reference to the functionality and position technological know-how and expertise satisfy in society.
Technology, engineering, and expertise permeate approximately each side of contemporary existence and carry the main to assembly a lot of humanity's such a lot urgent demanding situations, either current and destiny. to handle the severe problems with U. S. competitiveness and to higher organize the team, Framework for K-12 technological know-how schooling proposes a brand new method of K-12 technology schooling that may catch scholars' curiosity and supply them with the mandatory foundational wisdom within the box.
- Schaum's Outline of College Chemistry
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Extra info for Aliens
Therefore, the agencies sell illegal drugs to raise money. Meanwhile, the Etherians are implanting behavior modification computer chips in millions of Americans. These implants allow the aliens to control the thoughts and actions of as much as 10 percent of the population. Cooper concludes dramatically: “WE ARE BEING MANIPULATED BY AN ALIEN POWER, WHICH WILL RESULT IN THE TOTAL ENSLAVEMENT AND/OR DESTRUCTION OF THE HUMAN RACE. ”51 Many ufologists have characterized Cooper’s dark side theories as outlandish, adding that they are unsupported by any credible evidence.
On November 20, 1952, ufologist George Adamski said he saw seven huge, silver, cigar-shaped UFOs hovering above the ground near Desert Center, California. The large ships left, but a small UFO landed a short distance from Adamski. A figure emerged and began waving to him. Adamski later One of the first publicized alien encounters, reported in 1952, began with a sighting of seven huge, cigar-shaped UFOs. Ufologist George Adamski reported that a figured emerged from a separate, smaller craft and communicated with him telepathically.
It is more of a symbol or image language. They do react to your thoughts. They can overwhelm you with data. . 33 Jason says the Reptoids are mentally unbalanced, and they like drugs, including cocaine, opium, and psychedelic mushrooms. Jason says Reptoids are not always around but claims they materialize periodically. He says Reptoids told him they will make themselves known to the human race in 2012, appearing first in England and then Tibet. Dracos at the Dulce Base Those familiar with Reptoids say that they are obedient to elite royalty called Dracos.


Here is a collection of our favorite rainbow science activities for kids. These rainbow STEM and/or STEAM activities are perfect to do around spring, St. Patrick’s Day or any time of year and make a great addition to any science units on weather and light!
Follow our Science for Kids Pinterest board!
Exploring the science of rainbows and light is always exciting for kids of any age. In this collection you’ll find hands-on ways to explore rainbows for a variety of ages.
Rainbow Science Activities for Kids
Be sure to check out STEAM Kids book and ebook for even more creative STEM and STEAM ideas!


Chapter 1 Principles of Integrated Language Teaching and Learning
Activity-Based Language Teaching and Learning Communicative Teaching and Learning
Chapter 2 Language Acquisition and Language Learning in the Classroom
What Do We Know about First Language Acquisition?
What Is the Nature of the First Language Environment?
How Do Acquisition and Learning Differ?
What Are Factors Affecting Language Acquisition in the Classroom?
What Strategies Do ELLs Use to Acquire Languages?
What Are the Characteristics of a Culturally and Linguistically
Appropriate Response to Intervention (RTI) Model?
What Are the Characteristics of an Effective Classroom Environment for ELLs?
What Are the Characteristics of Culturally and Linguistically Appropriate Tier 1 Instruction for ELLs?
What Are the Characteristics of Culturally and Linguistically Appropriate Tier 2 Instruction for ELLs?
Chapter 3 Culturally Responsive Instruction: Connecting with Home Culture
Culturally Responsive Instruction
What Are the Features of Culturally Responsive Instruction?
How Do Teachers Connect to The Homes and Families of Their Students?
How Can the School Community Support the Education of English Language Learners?
How Can the Community Outside the School Support the Education of ELLs?
How Does a Culturally Responsive Classroom Connect to Students’ Cultures, Languages, and Family in an RTI Model?
Chapter 4 Organizing the Classroom for Language Learning
First Things First: Feeling Ready to Learn
Organizing the Physical Environment to Promote Language Learning
Organizing the Classroom Social Environment to Promote Language Learning
English Language Instructional Programs
Organizing Instruction to Promote Language Learning
Chapter 5 Strategies for Oral Language Development
Conditions for Oral Language Learning
Academic Language Learning
Oral Language Development
Stages of Oral Language Development
Teacher Tools for Oral Language Development
Assessing Oral Language Development
Response to Intervention
Chapter 6 Oral Language Development in the Content Classroom
Content Learning and Oral Language Development
Oral Language Development Every Which Way
Listening In While Not Tuning Out
Assessing Listening and Speaking Skills in the Content
Chapter 7 Teaching Vocabulary to English Learners
Why Is learning vocabulary important for English learners?
What Do We Mean When We Speak of Vocabulary? How Many Words Do Students Need to Learn?
What Words Should We Teach?
What Are the characteristics of effective vocabulary instruction?
How Should we provide direct vocabulary instruction?
How Can we help learners develop Their own tools to deal with unknown words independently?
What Are Active Interactive Strategies to Support Vocabulary Development?
How Can we assess vocabulary development of English learners?
Chapter 8 Developing Literacy with English Learners: Focus on Reading
What Is Literacy?
What Is Unique About English Language Learners
Who Are Developing Literacy?
The Language/Literacy Matrix
What Tools and Strategies Can We Provide to Help ELLs
Issues in Literacy Development with Older English Learners 194
Assessing ELL Literacy Development 199
Chapter 9 Developing Literacy with English Learners: Focus on Writing
Why Teach Writing with English Learners?
How Does Writing Develop to ELLs?
Connecting Writing to Active, Communicative Language Teaching and Learning
Challenges of Teaching Writing to English Learners
Developing a Writing Environment
Getting Started: Interactive Writing
Scaffolding Learners Through the Writing Process
Issues in Teaching Writing to Students with Interrupted Formal Education (SIFE)
Chapter 10 Structuring and Planning Content-Language Integrated Lessons
Lesson Characteristics That Support Learning
A Lesson Format for Integrated Learning
Into the Lesson: Defining Objectives, Activating, and Preparing for Learning
Through the Lesson: Input for Active Understanding, Vocabulary Development, and Practical Purpose
Beyond the Lesson: Providing Reasons for Further Communication
Response to Intervention
Chapter 11 Assessment Tools for the Integrated Classroom
What Is Assessment?
What Are the Fundamental Principles of Classroom-BasedAssessment for ELLs?
What Are the Critical Factors Affecting the Assessment of ELLs
What Are Examples of Authentic, Performance-Based Classroom Assessment?
How Do Standards Affect Classroom Assessment?
Assessment for ELLs in an RTI Organizational Model
Chapter 12 Putting It All Together Thematically: Developing Content-Based Thematic Units
What Is Thematic Instruction?
Why Teach Thematically?
How Are Thematic Units Structured?
What About Standards in a Thematic Unit?
Organizing Content Curriculum in a Thematic Unit
Organizing Language Curriculum in a Thematic Unit
How Can Learning Strategies Be Incorporated into Thematic Instruction?
A Last Word


Simple games can be key in your toddler’s development
Games such a peek-a-boo enrich your child’s overall development, as well as creating opportunities for you to fully engage with your children.
Play often begins as a simple game of peek-a-boo, so big or pat-a-cake, but these games enrich your child’s overall development and create opportunities for you to fully engage with your children. When you are playing with your child, you are building social-emotional development that includes:
- Building trust
- Establishing relationships
- Social and emotional self-regulation
It also includes language development such as:
- Communication skills
- Emergent literacy
Play is also instrumental in cognitive development that includes
- Social cognition
- Motor development (i.e. gross motor, fine motor and self-help skills)
These are just some of the ways that play promotes your child’s development. You’ll find more examples in the article, Why Is Play Important? Cognitive Development, Language Development, Literacy Development.
Play is a natural activity for children. However, sometimes for parents, this is not such a natural activity. It can be challenging to act as silly as a 1-year-old, and it can also be difficult to find the time. In making the most out of the play time you have with your child, begin by taking the time to observe your child. Discover what their favorite activities are, taking the time to understand what activities are developmentally appropriate. Next, follow their cues; let your child be the leader. As a caregiver, it is necessary to take the lead to meet your children’s needs but for play, you need to take a back seat. Finally, to really create meaningful play you must bring enthusiasm, energy and willingness. Through play children are able to make sense of their world and express their thoughts and feelings, and you can nurture flexible and diverse thinking.
For more articles on child development, approaches to learning, parenting and life skill development, please visit the Michigan State University Extension website.


Primary & Elementary
Cross Curricular Projects
This music education website is ideal for:
* Music teachers looking for fresh teaching ideas to help them to deliver fun and varied lessons full of excellent content. There are fantastic resources available on this site for primary music, elementary music, KS3, k-12, GCSE and A Level.
Choose from a growing selection of videos, interactive whiteboard resources, worksheets and games.
* Instrumental and vocal teachers looking for new ideas and resources
* Adults and children who wish to learn a
musical instrument, as well as basic and advanced music theory
* GCSE and A Level music students who can use this site to revise for their exams, or to help them throughout their course.
* University music students who can brush up on Harmony and Counterpoint, tonal and atonal composition
* Those looking for online continuing music education courses
* Parents wishing to sing and play nursery rhymes with their young children
Music Theory links will take you to pages covering the basics of rhythm, pitch, notation and chords, through to Bachian Harmony and Counterpoint and beyond. Fun videos, composition exercises, games and worksheets will help to ingrain this new information.
Music History links will take you to pages covering the history of Western Classical Music, Jazz and Popular music. Engaging videos are accompanied by complimentary worksheets.
Music around the World links will take you to pages covering music from Africa, India, Java and Bali and more. Videos will introduce the topics and accompanying worksheets will consolidate this information and also delve deeper.
Musical Instrument links will take you to video tutorials and top tips.
Nursery Rhymes links will take you to free videos presenting nursery rhymes in a variety of fun and attractive ways. Also visit this page for activities, lyrics, sheet music for easy piano and guitar, and characters to colour.
Cross-Curricular links will take you to innovative projects suitable for children and adults of all ages, involving music, art, drama, design and technology, information and communication technology, film-making, animation, geography, history, literacy and numeracy. Topics include the First World War, Christmas and Diwali.
Christmas Carols links will take you to free videos of Christmas Carols, downloadable lyrics sheets, sheet music and colouring pages, history, activities and games.
* Music helps children to succeed at school and far into adulthood: research has proved that children who learn musical instruments do better at school. The complex ideas a child processes whilst learning a musical instrument help the brain to develop more than if they didn’t learn the instrument.
* The younger we learn the better: a new study at the University of Helsinki has shown that 'newborn babies can remember melodies played to them while they were in the womb'. (Alok Jha, The Guardian) At Beijing Normal University, brain scans have been taken of young adults, revealing that 'those who had formal music training before the age of seven had thicker brain regions that deal with hearing and self-awareness'. (Ian Semple, The Guardian)
* A music course at university develops a vast number of transferrable skills, which will help the music student in the job market. For example: essay writing skills, ICT skills, problem solving, mathematical thought (harmony and acoustics)
* Music-making builds a happy society: if you learn a musical instrument or how to sing, you can join an ensemble or choir, and therefore make friends. You will avoid loneliness throughout your life and enrich your soul with beautiful music.
You will learn about music in a 21st century way. Enjoy the videos, and download attractive worksheets for practice questions and fun activities. Experience music education in a way you have never done so before.
Return to the top of the page


Parrots – Over 350 Types
You probably recognize large talking parrots found in some pet stores as parrots, but did you know parakeets, cockatiels and cockatoos are also types of parrots? There are over 350 kinds of parrots and they all live in warm places.
Parrots have a special talent –they can imitate human speech. They’re not talking to communicate, but they can say words and even sing.
Fun Facts about Parrots for Kids
- Parrots eat fruit, nuts, seeds, buds, flowers and even insects.
- Parrots can live up to 80 years old.
- It is illegal to keep a wild parrot as a pet.
- Some parrots are brightly colored. Others are mostly white or gray.
- Parrots have curved beaks.
- Winston Churchill and King Henry VIII kept parrots as pets.
- Imitate: copy
- Speech: talking
- Communicate: sharing thoughts, needs and feelings
- Illegal: against the law
- Curved: rounded
Learn More All About Parrots
Watch this really amazing video of a parrot:
A video of Einstein the talking parrot.
Question: Do all parrots live in tropical areas?
Question: Do parrots fly?
Answer: Most parrots do fly, but they also spend a lot of time climbing trees and branches.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Kids Parrot Facts ." Easy Science for Kids, May 2018. Web. 26 May 2018. < http://easyscienceforkids.com/all-about-parrots/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Kids Parrot Facts. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-parrots/
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Alphabet Flower Garden
How we did it:
- piece of paper - large
- flower stickers - or circle stickers
Prep the alphabet garden by drawing flower stems on a piece of large paper. Write a letter above each stem. Next, write letters on your flower stickers. If you don't have flower stickers you can draw a flower shape on the paper and use circle stickers with the letters written on them to stick inside the flower shape you drew.
With this activity your child can match capital letters to capital letters or capital letters to lowercase letters (which is what we are working on). When I told her we were going to fill this garden with colorful flowers she was thrilled and dove right in. Taking the back off of the sticker is great for fine motor skill development (look at her concentration!), but if it is frustrating for your child, do it for them this time so they can focus on matching the letters.
Your child can pick any flower and match it or work in alphabetical order to match them. When she picked a sticker I asked her what letter she picked. Then we said the letter sound together.
She was so proud that she made the flower garden all by herself and she still has it sitting on her shelf. What a fun spring learning activity!


Summer offers unique opportunities for children to learn through fun, multi-sensory experiences. Our teachers continue to use our Links to Learning curriculum to help children develop new skills throughout the summer.
Here are some examples of types of activities we will be doing this summer, as well as ideas for you and your child to do at home.
- In the classroom: Our teachers provide numerous opportunities for multi-sensory exploration. Infants spend tummy time in the grass, splash their hands at the water table and feel and taste summer fruits.
- At home: Fill a small bowl with water and place it in front of your child. Allow him to splash his hands in the water. Practice hand-eye coordination and fine motor skill development by adding toys and encouraging your child to retrieve them.
TODDLERS (ages 1-2):
- In the classroom: In the toddler years, children begin to play together with their peers. They practice sharing toys and cooperating in learning centers. Research shows that by nurturing connections with others, toddlers learn how to form friendships, communicate their emotions and deal with challenges.
- At home: Encourage sharing skills by taking turns blowing bubbles with your child, doing the Hokey Pokey, or drawing pictures using sidewalk chalk.
BEGINNERS (ages 2-3):
- In the classroom: Our Beginner students use math and science while participating in fun outdoor activities. For instance, they predict and test the buoyancy of toys at the water table, and count how many will float and how many will sink.
- At home: During bath time or in a baby pool, continue the exploration of what sinks and what floats. Bring a small assortment of toys and ask your child to guess which items will sink or float.
INTERMEDIATES (ages 3-4):
- In the classroom: Intermediates take advantage of the warm summer weather by strengthening their gross motor skills. They practice pedaling on a tricycle, throwing and catching balls, playing hopscotch and walking on balance boards.
- At home: Play follow the leader around your neighborhood or at a nearby park. Have your child try skipping, galloping, hopping, marching and jogging.
PRE-K/PRE-K 2 (ages 4-5):
- In the classroom: Teachers make reading and writing more engaging and fun by moving learning outdoors. For example, our older preschoolers go on a nature walk, write about their experience in their journals, and share their journal entries with the class.
- At home: Increase your child’s interest in writing by bringing various writing materials outside, such as crayons and paper or colored sidewalk chalk. Ask your child to draw and label what he sees.
During the summer months, we provide many opportunities for students to explore their interests, learn to their full potential, and express themselves creatively. These hands-on experiences lead to growth in all areas of development as children transition into elementary school and beyond.


THE INDUSTRY LEADER FOR ONLINE
Inclusion and Special Needs Certificate
The Inclusion and Special Needs Certificate begins with a basic overview of special needs issues that early childhood professionals may encounter, including descriptions of various conditions and disabilities, recommended teaching and guidance practices, and basic requirements and guidelines under federal law. In addition, this program provides recommendations for working with children diagnosed with attention deficit disorders, as well as the latest recommendations and research on autism spectrum disorders.
Upon satisfactorily completing the Inclusion and Special Needs Certificate program, students should be able to:
- Define key terms related to the Americans with Disabilities Act (ADA) and Individuals with Disabilities Education Act (IDEA)
- Identify characteristics of general disability categories
- List important considerations for incorporating adaptive materials and making classroom accommodations to support children with disabilities
- Identify the characteristics commonly associated with autism spectrum disorders, including information regarding affected groups, causes, and treatments
- Demonstrate understanding of the possible affects of autism spectrum disorders on a range of developmental domains, including cognitive, physical, and social skills
- Identify strategies for responding to or managing various behaviors or actions of children with autism
- Identify different forms of attention deficit disorder, including criteria used by doctors for diagnosis
- Identify and define “best practices” for providing positive guidance and beneficial educational experiences to children with attention disorders
- Demonstrate understanding of requirements for compliance with the ADA
Students enrolled in the Inclusion and Special Needs Certificate program are assessed using the following methods:
- Competency based multiple-choice questions
- Student activities and/or observations with written feedback
- End of Course Quizzes in multiple-choice format – Students must pass each quiz with a grade of 70% or better to complete the course.
- Cumulative Final Exam in multiple-choice format – Students must pass with a grade of 70% or better to complete the certificate program.
- Must be 18 years of age or older
- Must have access to a computer and printer
- Must have a valid email address
- Must be able to speak, read, and write well enough in the language the course is presented in to understand and complete the course material
- Course(s) within this program may require observation, assessment, and practical application of learning principles in an early childhood learning environment. Students must be working in or have access to an early childhood environment to successfully complete these course(s).
Textbook Information: No textbook is required to complete this certificate program.
Prospective students are strongly encouraged to check with their licensing representatives to determine each program’s applicability toward state requirements.
Setting: Infant-Toddler, Preschool, and Family Child Care
Program Code: 4214-SPC
Program Length: 9 Hours
IACET CEU Value: 0.9 CEUs
Program Start Date: Rolling Enrollment – Start Anytime
Program End Date: 60 days from enrollment date
Tuition Cost: $89
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RESOURCES THAT MAKE IT EASY
Learn about stained glass.
Watch videos on stained glass.
For Parents. Art Supplies:
SmArt Class – This blog features lots of art and craft ideas for elementary students.
“The Importance of Art Education” – a video about the value of art
Art Lesson Plans at ARTSEDGE
Art Projects for Kids – Site featuring art projects for K-5 and beyond. Lots of great ideas for all ages
IncredibleArt.org – This site features art lessons for grades K-12. Lessons are submitted by teachers. When other teachers try them, they often leave tips about what worked well and what didn’t.
Masterpiece Art Instruction – This site offers art lessons in color theory, drawing lessons, and art careers.


A Glimpse of Education Pattern in India
In India, educational institutes comprise of the public sector as well as private one. In fact, Indian Constitution provides free and compulsory education to the children belonging to the age group of 6 to 14 so that this young generation can avail basic education at no cost. The usual education pattern followed in India is 10 + 2 + 3. This pattern starts with the primary education known as the elementary education to children aged 6 to 14 years. Then comes the secondary education covering the age group of 12 to 18 years whose education goes till class 10th commonly known as matriculation or secondary education. After that, senior secondary or higher senior secondary education comes till class 12th.
Due to the high rate of poverty in India, the majority of the students are enrolled in government schools. According to Education Ministry data, 65% (113 million,) of all school students in 20 states go to government schools. The premier school educational boards are National Council of Educational Research and Training (NCERT) whose headquarters situated in the capital of our country. This institutional body deals with the matters related to course curriculum for all the schools in India. NCERT provides guidance assistance along with technical one to the number of schools in India.
The national body which creates and manages the syllabus for grades 1 to 12 is CBSE which stands for Central Board of Secondary Education. This body conducts the famous and well-known board examinations for class 10th and class 12th in two major languages Hindi and English. Then come various other state boards like Bihar School Education Board, Punjab School Education Board, Andhra Pradesh Board of Secondary Education, etc. Each state in India has its own education board. However, on the top of them, the one which rules is none other than Central Board of Secondary Education due to its unique pattern. But schools are free to opt for any of the board to be implemented for their students.
But we have a look upon the statistics and data collected, it is stated that every person above the age of 7 years who can read and write with understanding in any language is said to be literate. As per this criterion, the 2011 survey holds the National Literacy Rate to be 74.07%. The youth literacy rate, measured within the age group of 15 to 24, is 81.1% (84.4% among males and 74.4% among females), while 86% of boys and 72% of girls are literate in the 10-19 age group.
If we compare the Indian states we can easily see that Kerala has the highest literacy rate of 94.65% whereas Bihar has an average of 63.8% literacy. The education pattern mentioned earlier in this article has been followed from past many decades which actually needs to be updated with the passage of time. The whole world is upgrading and we are still in this phase of development. The parents and the teachers should also become aware of the modern education techniques which will make their children more smarter and sharper.


Waldorf education follows continuous learning trajectories in its 14-year curriculum. Each year of a child’s life comes with its own developmental possibilities, and these are used to determine an annual theme in each class year. This is used as a common thread throughout the year’s subject matter, creating a connection amongst the different lessons. Despite how diverse children are in practice, their emotional and physical growth follows the same general line. The teachers determine each stage of development in order to distinguish the children’s needs. Pedagogy is the art of recognition of children’s hidden intentions in order to create an environment in which they can develop optimally.
The first seven years of a child’s life are centered around the development of the body. A child learns to walk, speak, think, and control its body by refining the gross and fine motor skills. Throughout kindergarten the emphasis is on the improvement of spoken language and preservation of fantasy. By the time the child starts to lose its teeth, the foundation of the physical development process has been laid.
During the second seven-year period (the primary and middle school years), the focus is on advancing social and emotional skills. Teachers try to translate subject matter into something more tangible, and the student’s basic cognitive skills automatically take over. This concerns reading, writing, arithmetic, language, geography and history. Psychologically, the child also changes during primary school. This is evident not only in their emotions but also their thinking and willpower. What the child knows is less important than how the child thinks. Almost every child has the ability to think creatively in order to solve problems but it’s up to the parents and teachers to protect and nurture that ability.
Pre-adolescents and adolescents experience themselves and their environment emotionally to a large extent, and so middle years teachers attempt to connect with them through this channel. By recognizing and encouraging a child’s interests, their imagination, fantasy, creativity and discipline are cultivated.
Only in the third phase in life (from the age of 14), does the development of analytical skills and abstract thinking come into being. Students learn to understand the world through thinking.
Man as a whole
All subjects studied together support child development. Each student is challenged intellectually, creatively, artistically and socially in the process of developing his or her personality. The curriculum is therefore the means to a developmental goal. In this way there is no early specialization in the form of a limited range of subjects. The curriculum is focused on a general overview of a wide range of subjects, which every child can follow at their individual level. We use fewer textbooks than in traditional education. Standardized methods don’t always meet the needs or answer the questions of a particular class or child. When the teachers themselves develop the lessons based on the specific interests of their class, the children are more engaged and enthusiastic.
Processing of the curriculum
We see self-motivation as an important and stimulating factor in the learning process. The teacher promotes this by encouraging students to question learning material and express their opinions. The processing of knowledge appeals to the emotional side and will of the child. This requires concentration, dedication and the ability to empathize with others.
Despite being an international school where students attend for a limited time, we try to keep teachers and classes together for several years. In this way the children are able to develop their senses of community and responsibility. Some celebrations are reserved for inside the classroom, with others including the rest of the school or the Dutch Vrije School. Twice a year class presentations are held, where each class shares something from their lessons. For example, they may play a math or language game, recite a poem, or perform a play or eurhythmy session.
Our school has a spiritual foundation, with festivities throughout the year to help teach various aspects of life such as birth, death, courage and forgiveness. Taking place regularly, the children and parents all look forward to these celebrations.
In a nutshell: Head, Heart & Hands
We stimulate each child to develop their Head (cognition), Heart (social & emotional endowments) and Hands (physical skills and perseverance) in a balanced and age-appropriate way. As a consequence, our primary school curriculum is less exclusively focused on cognitive development than that of many other schools. Our curriculum does satisfy Dutch primary educational standards, but Waldorf schools may not be the best choice for parents who expect their child’s school to be primarily focused on cognition relative to other developmental areas.


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Importance of Music in Our Lives
For almost a century, The Diller-Quaile School of Music has offered an environment where music can flourish in all its aspects, enriching the lives of students of all ages and cultural backgrounds. The belief that music is a fundamental part of human life is at the center of our philosophy and mission.
As musicians, educators, and performers, we believe that participation in a musical life serves all areas of human development. Our work is upheld by our belief in the power of music to change lives, as we learn, grow, and thrive through our engagement with others in meaningful music activity. Scientific research into music making has never been more profound at advocating for the benefits of music education to all ages. And, as we consider The Importance of Music in Our Lives with our students, they offer sentiments which reaffirm what we already intuitively understand: that our musicality is not only fundamental to life – it serves our humanity.


Did you know that March 20th is United Nations International Day of Happiness, a day to celebrate and recognise that happiness is a basic human right? How appropriate that it falls just before the Spring Equinox when Spring is definitely springing, buds are budding, shoots are shooting, there are a few flowers to cut from the patch and, if you’re anything like me you’re overrun with packets of seedy potential.
Gardeners know a thing or two about happiness. There have been numerous studies in recent years indicating that gardeners are more optimistic, healthier and less prone to signs of depression than those who don’t get their hands dirty. Even putting your hands in the soil increases levels of seratonin (the happiness chemical). Gardeners are natural optimists, believing that, however bad the season, next year will be better and all that fresh air and physical exercise can’t be bad either.
For children the effects of gardening are even more marked. Research suggests that, not only does gardening make children happier but it can boost their development, enabling them to become more resilient, confident and healthier. Researchers at the National Foundation for Educational Research found that teachers who used gardening as part of learning said it helped improve children’s readiness to learn.They also said it encouraged pupils to become more active in solving problems, as well as boosting literacy and numeracy skills. The research points to the way dealing with difficult weather conditions and plant disease teaches young gardeners to think on their feet and solve problems and that exposing young children to insects helps them overcome their fears, whilst waiting for crops to grow teaches patience.
That’s amazing – but the greatest of all things gardening can teach children is happiness, whether on this special day or everyday.And for our schools, not only are they gaining from the process of gardening but the end result – buckets of beautiful flowers brings happiness to others too.


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Through the years, The Children’s Workshop has developed a quality, well-planned curriculum constructed with the developmental needs, interests and skills of children in mind. Our daily program offers: arts and crafts, academic learning activities, audiovisual programs, drama, dance, physical education, storytelling, organized games, music education and foreign language instruction.
The Two-Year-Old Program provides a rich array of activities for this busy age. The relationship between your child and his/her teacher is strengthened daily by learning new vocabulary through imitation and repetition. Progression of skills can be done at an individual pace by experimenting with our developmentally appropriate materials. Group activities include: songs, stories, finger plays and games teaching skills such as colors, shapes, numbers and letters. Students are encouraged to master their self-help skills and play independently. Our very active Two-Year-Olds spend their day exploring, discovering and interacting socially with friends.
Combining creativity and basic skills, Three-Year-Olds at The Children’s Workshop experience a wide range of subjects including: reading, language, math, music, physical education and much more. At this age, learning centers are used to allow small group activities for short spans of time. Time spent outdoors allows opportunities to develop advanced coordination and large muscle skills.
Four-Year-Olds – The preparation gained in this program will allow a smooth transition into the kindergarten and beyond. Our Pre-Kindergarteners develop skills during this most important year by engaging in learning that is both fun and rewarding. To master the readiness skills that are needed, a hands-on, stimulating room with structured centers helps to build a strong academic start. Concepts are introduced in subjects that include: mathematics, phonics, handwriting, practical skills, science and social studies. Our curriculum gives our students a broad base of knowledge and a desire to continue learning.


What we do
The emphasis of our Pre-Kindergarten class is Kindergarten readiness. Daily learning includes a review of letters and their sounds, understanding and knowing numbers 1-10, geometric and plane shapes, basic printing, and being more socially aware through play and peers. Fine motor skills are strengthened by block building, manipulative and dramatic play, cutting, pasting, and drawing. Balancing, throwing, running, jumping, and kicking are practiced to improve their gross motor skills.
Encourage the growth of children’s
• Math, Language and Literacy Development
• Independent Thinking
• Spiritual Growth
• Solid Oral Language Skills


Etching & Intaglio Printmaking (May 2017)
Intaglio Printmaking is a family of printing techniques in which marks are incised into a metal plate. Using a fine point needle and various other tools, drawings and images are transferred through a thin protective ground to expose copper. With the help of a chemical bath, marks and images are etched into the metal with a remarkable amount of detail.
Working more spontaneously, artists can scratch images directly on the plate, transfer textures onto the plate, or paint directly on their plates with resists and mordants.
Beginning with basic line etching, students will learn and practice traditional plate making and printing processes. Through chine collé, aquatint, dry point, soft ground, and experimentation, student will add tonality, color, and varied marks to their images. While no prior printing experience is needed, students who do have intaglio experience can revisit the foundational skills with a more nuanced understanding of the process, and move on to independent projects.


The Humanities seeks to provide insights into the human condition as they arise in literature, history, world languages, and the arts. Interwoven into our pursuit of these insights is a constant focus on literacy development.
English Language Arts
In English language arts, students prepare for college, career, and life through the development of the key literacy skills of reading, writing, speaking and listening, and language.
Our social studies program seeks to go beyond a cursory study of history in order to better contextualize for students their unique place in the world.
Visual and Performing Arts
The visual and performing arts creates a space for imaginative and creative expression in the medium of art and music and dance performance for students to express the human condition as they see it.


Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Year 3 English Plans
Hamilton's Y3 plans cover Lower Key Stage 2 objectives of the National Curriculum for England appropriate for Year 3 children. There are enough plans to provide you with a choice of focus and texts. Use the Coverage Chart to plan your coverage of LKS2.
Hamilton’s LKS2 plans are written specifically at an appropriate level for Year 3 and Year 4 classes separately, allowing for more closely targeted content and pedagogy. Many different combinations are possible, and coverage of the entire LKS2 curriculum can easily be assured when planned in conjunction with a selection of Year 4 plans. If you prefer not to use this differentiated planning, you can use Hamilton’s Y3/4 Mixed Age planning which provides a 2-year rolling programme of LKS2 planning.
Using Fantastic Mr Fox by Roald Dahl, children familiarise themselves with features of narrative, finding examples from the book and through role play and hot-seating. Focus on direct speech and use the features and format they have seen to plan and write their own fantastic stories.
Become familiar with a range of Greek Myths, The Orchard Book of Greek Myths by Geraldine McCraughrean, Greek Myths by Marcia Williams. Use them to study powerful verbs, verb tenses, use of first and third person, paragraphs and ways of showing dialogue. Children draw story maps to learn a Greek Myth off by heart and to retell another myth in written form.
Explore Arthurian legends through Marcia Williams book King Arthur and the Knights of the Round Table. Read about The Sword in the Stone, Excalibur and The Round Table. Write a collaborative story, an imaginative recount and a story in the style of a comic book.
Explore The Day I Swapped my Dad for Two Goldfish by Neil Gaiman and Dave McKean. Act out swap stories, learn about adverbials and recounts using past tense and first person and chronological order. Write a new version of The Diary of a Killer Cat, by Anne Fine, using recount features and complex sentences. The Hamilton Group Reader, The Diary of a Lively Labrador, is used to stretch more confident readers.
Read an online newspaper report about an amazing model of Hogwarts recently opened to the public. Children design a poster or leaflet to advertise it and look at school reports Hogwarts style. They collaborate to design a Hogwarts school prospectus, access to the Harry Potter Books by J K Rowling.
This fun filled busy plan will have the children learning about explanations and instructions in a practical way! After looking at the lovely story of The Ink Garden of Brother Theophane, they will make their own natural dyes and decorate illuminated letters, creating instructions along the way.
Explore the poems of Robert Louis Stevenson, (A Child’s Garden of Verses by Robert Louis Stevenson) and write a class poem using rhyming couplets. Revise verb tenses and learn about prepositions. Explore the poem Windy Nights and learn it by heart. Produce a class book containing poems written by the children.
Listen to a range of performance poems and explore the features that poets use, The Torch, The Deal and Don’t Tell Your Mother by Michael Rosen, Word of a Lie by Jackie Kay, Cool Cat by Mike Jubb, Picnic Time on the M25 by Paul Cookson, My Nephew by Wilf Merttens, The Dragon who Ate our School by Nick Toczek and Write-A-Rap Rap by Tony Mitton. Children identify and use conjunctions that indicate time and cause. Investigate negative prefixes, informal language and rhymes. Children write extra lines to one of poems and then a rap.
Using Michael Rosen’s A to Z, children will explore how poetry is used to express emotion. They will develop an understanding how poets carefully select adjectives, verbs and adverbs to evoke different emotions in the reader. They will know how to use speech punctuation accurately and will understand how to write consistently about the past, present and future. Children will experience performing poetry and using familiar poems as the model for their own writing.


Rocketship Education was founded in 2007. Founders, John Danner and Preston Smith, created a network of charter schools that started in California and now has locations spread all around the country. A major focus of the program is working with low-income families. Their goal is to provide high quality elementary education for a cost that is affordable to everyone.
The Rocketship program incorporates adaptive software into their model for learning. This allows the students access to a more personalized education. This model allows the student to learn at their own pace using a system that is designed to fit their personal learning style. The students also receive traditional classroom learning and have access to tutors and mentors.
Teachers and educators benefit from working with Rocketship as well. The program offers support to its teachers through coaching and professional development. One of the objectives of this is to promote a long-term view of the teacher’s regarding their careers in education. The goal is to provide their staff with the training and tools to grow as teachers and beyond into roles of leadership.
Rocketship has twelve locations in the bay area of California. They have a total of 18 public charter school locations across the US. Over 85 percent of Rocketship students come from low-income families that would otherwise not have access to this type of education. Rocketship encourages the families of its students to become involved in the learning process. They hope to motivate parents toward becoming more active in their communities.
There is a known disparity in academic achievement among groups of people in the US that is often defined by factors such as socioeconomic status. This disparity is often referred to as the achievement gap. Rocketship Education was created as a method for narrowing that gap by educating and empowering students, teachers, and parents to transform their communities.


King David writes in Psalms 33, "Sing to Him a new song; play skillfully and shout for joy." The elementary students from Pre-K through third grade have music class once per week. Fourth grade students receive music class twice a week to allow time for learning recorder as well as vocal music. Fifth and sixth grade classes have music class once a week for one semester in addition to band. In addition, the 3rd graders are involved in a keyboard unit to learn the basics of treble-clef notation. The 4th graders enjoy learning to play the soprano recorder and celebrate the end of that unit with a mini-concert on the evening of our Academic Fair. As the students engage in healthy singing techniques and the basic elements of rhythm and notation, our goal is that they discover the joyful pleasure of worshiping their Heavenly Father with the expression of their very souls in music through singing and playing a variety of classroom instruments
It has been noted through several studies that engaging in music education contributes to higher academic achievement as well as to several life skills that positively affect many areas of our lives far beyond grade school. To continue that growth, our secondary music program aims to give our students as many opportunities as possible to be involved with learning music skills. In middle school, the 7th and 8th graders are all required to take band. In the 9th-12th grades, band is offered as an elective. Students continue to hone their skills and, more importantly, put into practice ministry for the glory of God! All these groups perform in a concert at least twice a year, giving them the experience of sharing their skills with family and peers. In addition, all our secondary music students participate in the Indiana/Michigan ACSI Music Festival held in Indiana. This event further builds their understanding of the pleasure of performing in a very large group with other students attending Christian schools.
No matter what grade a student is in, band provides an outlet for students to learn real teamwork and at the same time express their individual God-given talents. Not only that, but it's good for brain development!
Algoma Christian School's band program is special because it starts in the fifth grade. Many public schools don't offer band until sixth grade. This gives Algoma students a head start in learning how to read and play instrumental music.
Middle school band is divided into two class periods: one is just for sixth grade and the other is a seventh and eighth grade combined class. Separate classes make it easier for the students to learn on level and easier for the teacher to provide necessary instruction for them to advance their musical skills. Middle school band students also have a wonderful opportunity to participate in the above mentioned ACSI Music Festival.
High school band meets two to three times a week in an alternating schedule. Emphasis is on learning advanced band literature that includes Christian and some secular pieces, such as marches and the like. These students also participate in the ACSI Music Festival in Indiana.
Photo credits: rogiro, https://creativecommons.org/licenses/by-nc/2.0/, :::Mer:::, https://creativecommons.org/licenses/by-nc-nd/2.0/, Martijn de Valk, https://creativecommons.org/licenses/by-nc/2.0/


Psychology researcher to investigate early childhood learning issues
New research by a Florida State University psychology professor is paving the way to better understand how children develop language skills and to identify potential warning signs that indicate trouble learning.
Arielle Borovsky, assistant professor of psychology at Florida State.
Assistant Professor Arielle Borovsky, who came to Florida State in 2013, received $439,934 from the National Institutes of Health (NIH) to examine early childhood language skills and find specific signs that children are learning — or not learning — vocabulary at a normal rate.
“Can we find which children will need extra help with their language and reading skills before they’re even talking?” she said. “Which words are they learning? And are they understanding these words differently than other children? These things seem to matter.”
For most families, problems with language and literacy skills are not addressed until children begin school. However, there could be earlier signs in how children learn and understand words that may predict future language growth.
Borovsky’s project will delve into the many unknowns in this area. To get a truly accurate look at children’s learning capabilities at such a young age, Borovsky will need to spend several years working with the same children and watching them grow and learn.
“We need to understand how children normally learn words, and this project will help us do that,” she said.
To capture a detailed picture of early language growth, Borovsky will work directly with children who are 16 to 18 months old and follow their progress until they are about 3 years old.
Each child will complete specifically designed tasks masquerading as a video or a game. For example, while children watch a video, Borovsky and her team will use eye-tracking technology to measure in real time how children look towards pictures of items named in a story.
“Eye-tracking technology gives us a real-time measure of language and cognitive processing while the child naturally responds to a short video,” Borovsky said. “We are trying to make it fun for them.”
Every six months, the same children would come back to the lab and play another set of games.
“We’ll be able to enroll about eight to 10 new families every month over the next two years,” Borovsky said.
Chris Schatschneider, director of the developmental psychology section of the FSU Department of Psychology, said Borovksy’s work fills a gap in the department because many researchers have been more focused on school-age children.
“Arielle’s research expands the coverage of our developmental years to the very important and formative years before formal schooling begins, and focuses on a skill by which all other academic skills rely— language comprehension,” he said. “We are excited about Arielle’s research, and we believe that it will further our understanding of this critical area of human development.”
Jeanette Taylor, chair of the Department of Psychology, said Borovsky’s work is a great fit for FSU as well.
“This work complements other lines of research in the psychology department focusing on both typical and atypical forms of development,” she said. “Dr. Borovsky is both a cognitive and a developmental psychologist, and her new grant work also clearly bridges those two areas of the field in an exciting way.”
Borovsky’s lab is not a clinical one, so her team does not make diagnoses or offer treatment to children exhibiting learning disabilities. However, she and her students can provide parents with contact information to local clinics and agencies if they are in need of further assistance.
Two graduate students and several undergraduate assistants will assist in the research.
Parents who are interested in having their children participate in the study should visit the FSU Language and Cognitive Development Laboratory.


Miami-Dade County Public Schools (M-DCPS) is a leader in Florida in world-language instruction. It is committed to ensuring students fully acquire a second language and become bilingual and biliterate citizens. In fact, M-DCPS spends more on teaching foreign languages to elementary school students than every other district in Florida combined. The cost of allocating resources for K-5 bilingual instruction, about $20 million yearly, is a local commitment that is not funded by the state.
Last school year, Superintendent Alberto Carvalho, with the support of the Miami-Dade School Board, convened the Pathways for Biliteracy in Elementary Education taskforce to fully revamp the district’s world-language program. The taskforce was composed of 28 members, including a cross-section of community members, principals, teachers and parents who contributed their expertise and/or experience to provide viable recommendations in order to revamp the Spanish S and SL programs into one cohesive World Language program that meets the language needs of all our students.
The School Board chair proffered legislation that the board passed creating a Biliteracy Seal to recognize students who study and master World Languages. The Florida Legislature followed the School Board’s lead, approving a landmark State Seal of Biliteracy Program to recognize all Florida students who earn that designation.
Last May, a three-year rollout plan to revamp elementary world-language instruction in M-DCPS was completed. This plan included 12 recommendations made by the taskforce.
On Aug. 22, we proudly launched a fully revamped Spanish World Language Program in grades 2-5 that includes new print and digital instructional materials. The purchase of these materials, at a cost of $3.6 million, also includes extensive professional development for teachers. This professional development started this summer with a Spanish Writing Institute, Por los caminos de la eñe, where more than 100 K-5 Spanish teachers participated in a week-long comprehensive creative-writing program through the use of drama and literature.
This year marks the first year in which world language will be a required course in grades 2-5. Students will be able to access foreign-language instruction through multiple pathways since the district offers a variety of dual-language programs in addition to the newly revamped World Language program, such as Bilingual School Organization (BISO), International Studies (IS), International Education (IE) and Extended Foreign Language (EFL). In fact, the EFL program is offered in 145 schools and has received numerous accolades since it was implemented in 1997. The district will also continue to explore the taskforce’s recommendation to expand the requirement to offer the program in K-1 in subsequent years.
In convening the Pathways for Biliteracy in Elementary Education taskforce and acting upon its recommendations, Miami-Dade County Public Schools has reaffirmed its commitment to give students access to a world-class foreign-language program that will set a national example as an instructionally sound and inclusive student-centered model. We are certain that the new program will provide our students with a solid foundation as they take their first steps toward becoming bilingual, biliterate and productive citizens of society.
Marie Izquierdo is chief academic officer for Miami-Dade County Public Schools.


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Early Childhood Learning Strategies
Sometimes I think that it could be easier to teach lower grades science but then whenever I have to explain science to some of the students that I tutor, it becomes a little challenging. I used to think that the younger the students, the easier it is to teach but after doing my Field Experience in different grade levels over the years, I have realized that it is the other way around, at least in my perspective. As a future teacher, I would like to learn different Science Strategies that could be used for students in the lower grades when teaching science. Is anyone willing to share some of the science strategies that could be used for Early Childhood?
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I hope I can help! Every issue of the Science and Children issue is available within the Learning Center, and all include at least two free articles! These have strategies for all early childhood and elementary students, so I would browse through to see if you find anything specific to the age(s) you're working with. Check them out here:
Please let me know if you find an article that you enjoy!
Does anyone else have a helpful tool to share?
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From Foundation to Year 2, students are provided with a range of activities and experiences that help students progress in their development and learning. The Junior Primary School Curriculum is organised into the core areas of English, Mathematics, Integrated Studies, Arabic, Islamic Studies, Qur’an, Physical Education and Library.
Integration of Islamic principles and values inside and outside the classroom is embedded in Early Years. Through Islamic Studies, Arabic Language and Qur’an, students are able to incorporate the values, attributes, and behavior of Islamic teachings into their daily lives.
When children begin in the Foundation Level, they are enveloped in Play-Based Learning. This philosophy enables children to learn through experiences which are carefully guided by the teacher.
In early years, teachers use assessment practices to support their teaching and learning. The information is gathered through techniques such as observations, annotated samples, screens, work samples, portfolios and running records. The information is then be used to extend learning, provide feedback and make judgments about student’s learning.
The Brigance screen is used in the Foundation years to help teachers with planning, grouping of students and identifying students who require support or need to be referred for a more comprehensive evaluation.
The early years provide a variety of support and intervention programs for students who require additional support with their learning. The programs include Levelled Literacy Intervention (LLI), Extending Mathematical Understanding (EMU), New Arrivals Program and Oral Language Program.


The Value of Art Education:
Education in the Arts and Through the Arts
Why is Art Education Important?
Art is essential to learning-not just an educational frill. Learning about the visual artsgives students a window onto the rich and interesting world around them, teaching them about their own history and culture, as well as those of other people. It cultivates self-expression,imagination and creativity as well as critical-thinking and problem-solving skills. Students who learn about art develop their capacities to weigh meanings and make evaluations and judgments. Understanding andmaking art can teach students how to work cooperatively in groups and how to work hard to achieve a goal.
The development of all of these skills and attributed not only makes students betterlearners but it also helps students feel good about themselves-it builds self-esteem. And in a world in which ideas and information are often delivered visually, children need to learn how to analyze andjudge the meaning of images and how to use them to communicate their own ideas.
Today's educators and business leaders consider these skills and attributes vital to individual achievement andAmerica's progress. Yet the fact is that most schools have experienced budget cuts in art programs during the last 10 years and, as a result, some schools offer little or no instruction in art. The studentsat these schools are missing an opportunity to expand skills so necessary to succeeding in a competitive economic environment in our culturally diverse, visually oriented world.
Education in thearts and through the arts is essential, and a complete approach to learning includes comprehensive visual arts education for grades K-12.
Parents and Art Education
Parents can make a difference:by encouraging their children's participation in art at home, by supporting art programs in their community and by helping to decide how art will be taught in school. Parents can become influential...
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Boxing Day is celebrated every year on the day after Christmas. This day is mainly observed in countries that were formed by the British Commonwealth. This day was originated because in earlier times, the servants of wealthy families had to work on Christmas Day. Next day, they were presented with gift boxes and allowed to take the day off so that they can spend time with their family. In South Africa, this day is known as the Day of Goodwill and in Ireland, known as ‘St. Stevens Day’.
Quick Facts: –
- On December 26, National Candy Cane Day is celebrated in the United States.
- On this day, postmen, errand-boys and other servants expect to receive a Christmas box.
- Christmas Boxes were often made of clay or wood and contained gift, money or food.
- It is one of the British bank holidays recognized since 1871.
- The practice of this day was mentioned in English Member of Parliament Samuel Pepys’ diary entry on December 19, 1663 for the first time.
- In the United Kingdom, if December 26 falls on a Sunday then Boxing Day is moved to Monday.
- The main purpose of celebrating this day is to tip any service workers that work for us throughout the year.
- The traditions of Boxing Day depend on the country.
- At some places, the celebration includes traditional hunting, family reunion and watching sports events.
- In Australia, Canada, New Zealand and the UK, Boxing Day maximum shopping of the year is done on this day.
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Just like in real life, using the internet involves interacting and collaborating with other people. Readers of this book will find out why it is important to be respectful of the people they meet online. They will learn methods for interacting appropriately in collaborative online discussions and for constructively criticizing others' work. They will also reflect upon how they would feel if someone treated them poorly online.
Wikis can bring people from around the world together to collaborate on online projects. Wikis also offer a great opportunity to practice using technology to produce and publishing writing. Readers of this book will learn how to create, edit, and manage a wiki. They will find out how to use photos, text, sounds, and videos to convey ideas and share information with their group. They will also learn the importance of sharing the workload with team members.
Sometimes it can be difficult to find the information you are looking for in a text. Readers of this book will discover tips and tricks for proficiently comprehending informational texts and carefully searching them for the knowledge they need. They will find out how informational texts are organized, how to identify important points and key details, and how to demonstrate understanding of a text using information from both illustrations and text.
Learn how to avoid developing a bad reputation or revealing too much personal information on the internet. This book will challenge students' prior knowledge of Internet safety and help them adopt better habits, both academically and personally. By learning these foundational skills so early, students will be able to build upon them as technology inevitably advances.
Learn how to gather, organize, and present information using slideshow software on your computer. Students will use relevant prior knowledge of technology to present their ideas in a new way. The domain-specific vocabulary helps students grow deeper in their understanding of how to create slide shows.
Activities provide tips and instructions for creating and sharing audio recordings online.
Learn how to select a topic for a research project with these fun activities. Students will build foundational skills as they learn how to begin new projects effectively. With tips that are relevant across multiple academic disciplines, this book encourages students to think critically about their project before they begin, to avoid wasting time, effort, and resources. Additional text features and search tools, including a glossary and an index, help students locate information and learn new words.


Vital signs of the planet: global climate change and global warming climate kids is great for parents and teachers as well visit the website. Global warming and climate change essay for class 3, 4, 5, 6, 7, 8, 9 and 10 find paragraph, long and short essay on global warming and climate change for your kids. Get fast facts about climate change report: sustainability certification reduced oil palm-driven deforestation. Climate basics for kids we can help you understand how and why our climate is changing, how climate change affects us climate change is happening. Conclusion human-induced climate change has contributed to changing patterns of extreme weather across the globe. What does global climate change mean what is the big deal with carbon climate kids is produced by the earth science communications team at.
An easy-to-understand introduction to climate change and global warming what are the causes and what are the solutions. Get basic facts, tips and information on climate change and global warming what is global warming for kids what is climate change for children explain climate. Read through this special collection of scholastic news online's coverage of climate change to learn scholastic kids really turn earth's climate (weather. Climate change is when there is a big difference in normal climate patterns over a long amount of time the earth’s climate appears to be changing very fast.
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2 2 global climate change and child health to understand the unique nature of human impact on the global environment in the 21 st century with an emphasis on global. Essay - download as (rtf), pdf file climate change is serious concern and must be studied in depth intriguingly 32 patterns to knit for kids.
Easy science for kids - all about climate change climate change is happening in the earth find out and learn more science fun facts about climate change. 1a “global climate change essay” global climate change is a term used to describe a gradual increase or change within the average temperature of earth’s.
Essays - largest database of quality sample essays and research papers on climate change essay. This undergraduate essay on climate change describes the causes and effects of climate change and their effects on the environment.


Instruction definition, the act инструкций practice of instructing or teaching; see. See more. For over 20 years the lesson-by-lesson video instruction has been a cornerstone of the Math-U-See system. Author Steve Demme's unique approach and style. New-York Institution for the Instruction of the Deaf and Dumb. 1 I see, 2 I am seeing, 3 I saw, 4 I have seen, 5 I have just 6 I had seen, 7 I had just seen, 8 I shall.
228 see log 181, 182, 183 (see also older elementary student instruction and whole language) consonants (see phonics instruction) content prediction. Effective instructional practices, 10–11. see also Instructional delivery Elementary and Secondary Education Act, 11. инструкций
see also No Child Left Behind Act (NCLB). SSE2 was see into Intel chips with the Pentium инструкций in 2001 and AMD processors in 2003. Most computers produced in the last several. See Brain Read. Scientists are using new brain imaging technology to study what happens in the brain when children.
Reading instruction changes the brain.
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