Today’s experiment is very simple, but hopefully fascinating for even very young children. We’re going to investigate which solids dissolve in water.
When a substance dissolves in water, you can’t see it anymore, it’s still there, but has mixed with the water to make a transparent liquid called a solution.
We call substances that dissolve in water soluble. Sugar and salt are examples of soluble substances.
Substances that do not dissolve in water are called insoluble. Sand and flour are examples of insoluble substances.
- Transparent containers – test tubes or beakers
- Water ( warm and cold )
- Substances to try to dissolve eg. sugar, coffee, pepper, sand, flour, salt.
Add a teaspoon of whichever solid you are testing to a glass of cold water and a glass of warm water, stir and observe the difference.
Watch to see if the solid dissolves in the warm water and cold water and if one is better than the other.
Can you design a chart to record your observations?
Which solids dissolve in water
Things like salt, sugar and coffee dissolve in water. They are soluble. They usually dissolve faster and better in warm or hot water.
Pepper and sand are insoluble, they will not dissolve even in hot water.
For older children
Everything is made of particles which are always moving. When a soluble solid ( solute ) is mixed with the right liquid (solvent), it forms a solution. This process is called dissolving.
Two things that affect the speed at which a solid dissolves are temperature and the size of the grains of the solid. Caster sugar which is made of fine particles will dissolve quickly, but bigger sugar particles will take longer.
Solids dissolve faster in hot water as in hot water the water molecules are moving faster, so bump into the solid more often which increases the rate of reaction.
More Dissolving Experiments
Make a naked egg and watch as vinegar dissolves the calcium carbonate of the eggshell.
Lava lamps work because the effervescent tablet dissolves in water releasing carbon dioxide.
More Science for Kids
Don’t forget we have lots more easy science experiments for kids at home you can try.
You might also like our science books! This IS Rocket Science contains 70 fun space experiments for kids, including bottle rockets, film canister rockets, space marble runs and shadow puppets.
Snackable Science contains 60 tasty and edible science snacks!!
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Why Game-ify? Scholars have an answer for that too. "Gamification has gained traction in recent years as an effective way of engaging users to perform actions in contexts that would otherwise be considered tedious and undesirable." Gianetto et al. from Issues in Informing Science and Information Technology. So motivation and engagement are a big part of why you might want to implement learning games and activities into your music lessons. According to Dr. Gwen Dewar, play can actually stimulate the growth of the cerebral cortex and promote creative problem-solving. You can read more about that in her article here. I've been a fan of game-based learning for a while, but it's nice to know there's research supporting what I'm doing. :)
Two of the most tedious and frustrating tasks I encountered in my music education were dictation and sight reading--and all of the solfege, intervals, rhythms, and Kodaly hand signs that went along with it. Sometimes it would seem easy and intuitive and then I'd encounter something that my brian just didn't want to compute. I seemed to be constantly practicing. In fact, one of my college roommates has told me that she saw/heard me solfeging and doing the Kodaly hand signs in my sleep. Talk about tedium, haha!
Kids especially respond well to being "tricked" into learning (although I play games with older students too!). In my last post I created a Chutes and Ladders game to teach three really basic intervals: unison, major second, and major third. It's quite impressive to me how easily children pick up on the intervals and then seem to even forget they're practicing them as they focus on the game. My four year-old kept begging to play the game. Well, I wanted to add to students' interval repertoire, so I've created Whoops! It's basically a modified Sorry! that uses intervals to tell players how many spaces they can move. I've kept unisons, major seconds and major thirds, and added perfect fourths and fifths. It can be played with 2-4 players/teams, and you can use the intervals either visually or auditorily. You can control the length of play by choosing how many player pieces to use. I also think that this makes excellent practice/homework, especially if the student has a parent or sibling that can help him/her by playing or singing the intervals. You can download the full game below, and let me know how it goes!


The pedagogical expeimentation in urban marginalised neighborhoods is linked with the larger aim of impacting the wider arena of education practices and interventions for the marginalised. Ankur disseminates the learnings from its practice to promote child-centred pedagogy in varied contexts. This includes collaborations and interactions with government schools, university departments, educational bodies and institutions, organisations and networks.Contribution to Critical Pedagogy
Collaboration with government school
The aim of the collaboration is to demonstrate how school can become a nurturing space for children and how classrooms can become spaces that invite and value children’s expression. Together with the teachers, we build a pedagogical practice that makes classroom interactions interesting and collaborative and engages children in co-construction of knowledge. The intervention involves rethinking concepts of text, space and neighbourhood in school education. The collaboration underlines the infinite potential of children, locality as an educational resource, and the possibilities in teachers and school. Read more
Bachelor of elementary education department, Delhi University
Ankur takes the colloquia on ‘Story telling and children’s literature’ with students of Bachelor of Elementary Education. The sessions aim to communicate that the role of storytelling and children’s literature is not just to develop reading-listening skills but to promote agency within the learner while they are listening and reading. Active listening and active reading involves encouraging learners to make meaning. To help learners go through such a process, the teacher trainees go through the processes themselves. Some of the themes include what is children’s literature, children as authors, drawing upon children’s literature as a resource in class-room.
Collaboration with department of social work
The collaboration with departments of social work seeks to engage with the thinking of a professional in the making. It presents alternative perspectives and practices of working with children, young people and the communities in working class settlements. Interventions that do not view these settlements and their inhabitants in terms of lack, and engage them in creative process and knowledge building. The multi-level engagements with departments of social work include – resource inputs in orientation programs, field work placements, research guidance, interactions with faculty and presentations at seminars.
Linkages with initiatives
All opportunities are taken up for learning and exchange with other educational and development initiatives working in varied contexts on child-rights, education, child labor, gender justice, youth empowerment and community development. This is done through participation meetings and consultations, presentations at seminars, capacity building workshops, and providing resource inputs in events.
The Right to Creativity initiative has been launched to inject the recognition of children’s creativity in the discourse on child rights and pedagogy. Creativity needs to be seen as an inalienable right of the child. There is a need for learning spaces that nurture children’s creativity and challenge them to explore and express their potential. The creative expressions in different media forms, emerging from right to creativity workshops and events are taken to wider audiences in neighborhoods, schools, organizations and various other platforms. Learnings from these processes feed into the dialogue with collaborators, child rights organizations, academic institutions and others.


Goddard, G. (2006) Evaluation of “FAIR”. The Irene Taylor Trust in partnership with National Youth Theatre at HMP YOI Bullwood Hall.
This study evaluates a music theatre project in a United Kingdom prison. The program was designed to improve the lives of participants by providing them with skills and new experiences. Eighteen women received theater and music education over a three-week period, which culminated in the women providing three performances in the prison. The evaluation studied the impact of the program on the participants over a two-year period using surveys, focus groups, observations, interviews, and diaries. Results show that the program had a positive impact on the women including new-found artistic, educational, and social skills, and improved confidence. The evaluation also found that the success of the program led to increased interest in expanding the program to other prisoners.
The program had a positive impact on participants. Participants reported new artistic, educational, and social skills, and improved confidence. The researchers found evidence that these impacts endure, as they were still evident for some participants even two years after program participation. The success of the program led to increased interest in expanding the program to other prisoners. The prison will be implementing an arts program specifically for self-harmer prisoners.
Significance of the Findings:
The evaluation points to performing arts programs as a means to nurture the positive personal and social development of women in prisons. Correctional officers or those interested in implementing programs aimed at improving the skills of prisoners could use these findings to advocate for arts programs in prisons.
The researchers analyzed the impact of a prison musical theater program in which eighteen women participated in music and theater workshops over a three-week period to prepare for and deliver three performances. The participants ranged in age, were in prison for various crimes, and included some prisoners serving life sentences. The researchers used surveys, focus groups, observations, interviews, and review of diaries to evaluate the program. Participants were interviewed, surveyed, and were part of a focus group before, during, and after participation in the program. The researchers also surveyed prison staff and audience members.
Limitations of the Research:
The evaluation focuses on 18 women who participated in the program. Originally 39 women volunteered but many dropped out of the program or left the program for non-voluntary reasons. It is possible that those who dropped or were removed from the program were inherently different from those who participated and findings from a whole-group perspective may have been different. Also, there is no comparison group so it is possible a non-arts related program would as, or even more effective. It is unknown if the arts program was the only factor that led to the positive effects the researchers identified.
Questions to Guide New Research:
Would other arts programs besides musical theater have similar effects? How do characteristics of those who discontinue participation compare to those who remain in the program?


Learn About Level Up Learning Center in Guelph
Last week we shared some of our favourite summer camps in Guelph and now we want you to learn even more about what they do. We will be featuring a local company each week and sharing with you what they do and what makes them different.
Level Up Kids Learning is designed to provide students with the academic, technical and professional skills required for the 21st Century.
We run a variety of programs that vary from year- round options to march/summer camps, family workshops and learning labs. We don’t just teach coding, your child will learn how to use;
Logic such as sequencing as well as cause and effect
Techniques for solving problems
Project design such as the importance of breaking down big ideas to specific tasks
Benefits of collaboration and techniques for communicating ideas
Ability to take criticism as well as identify and fix errors
Perseverance in the face of difficulty
This is achieved by our:
Level UP AdvantageTM
1. Customized Learning Path
Curiosity and desire to achieve motivate learners.
2. Project-Based Learning
Students complete projects, courses, and challenges.
3. Unlock new Levels
With the Technology field always changing and growing we believe that our children need the extra advantage in helping them pursue their dreams.
Our year-round programs are geared to help your child to focus on a stream or two and gain the confidence as well as experience needed for Post-secondary education.
Our camps encourage the team environment and allow everyone to experiment, learn, laugh and have fun.
Our workshops and labs allow families to learn together, have the village feel without the negative experience. It allows everyone to contribute to the end product.
We truly believe that it takes a village to raise a child. That’s' why this year we have programs running for children as young as 5 years old in our Prentegineers series.
Another reason coding is important even for younger children, according to educator and EdTech thought leader Michael Cohen, is that it supports early literacy development.
“Coding and literacy development complement each other because they are
both based off of a structure of communication that shares ideas and provides an experience,” says Cohen.
He explains that the challenge with early literacy is that many of the fundamental components of writing are abstract and complex.
“Take sequence, for example. Students in the first grade struggle with beginning middle and end in a written context while they understand it clearly in a visual or kinesthetic process. When using coding as a tool to visualise the writing process, students are able to see how sequence, transition, and “bugs” affect the outcome of their writing.”


Have you checked out my brand new, free resource?? Click here to download How to Teach ANYTHING & EVERYTHING: a Guide to Sequencing Musical Concepts→ anacrusic.com/howto
Today on the podcast I’m talking to Rainy Barton all about cultivating a culture of music appreciation. In today’s chat, Rainy shares exactly what music teachers can do to help educate students, parents, administrators and the community to help them understand what it is that you do inside of the music room and why it is important.
Hi, I’m Rainy Barton, and I am an elementary music teacher for grades K-5 in Central Florida. This is my fifth year teaching, all at the same school. I graduated from the University of Florida in 2015 with my Bachelors in Music Education (My instrument was the Oboe!). I was one of the finalists for my county’s Rookie Teacher of the Year in 2017. I am currently certified in Orff Levels I & II from the University of Central Florida program, and cannot wait to continue on to Level III & then Kodaly! I host several after school clubs including a choir, orffestra (It’s basically an instrument ensemble, but since we use Orff instruments I call it Orffestra), ukuleles, & more!
Join the exclusive community where you can chat with your music teacher besties and get exclusive content related to each episode inside of the #TAP Insiders Facebook Group. Join here —> facebook.com/groups/TAPinsiders/
The Anacrusic Podcast is a proud member of the Music Teacher Development Podcast Network. The MuTed network provides support in the form of audio on demand programming designed by and for music educators. You can find more information about our network at mutedpodcasts.com


Learning Can Be Fun - all the games and resources you need to prepare and support Early Learning and Development needs.
Established in 1980, Learning Can Be Fun is a specialist in literacy and numeracy resources, including math and alphabet games, wall charts for counting and reading, workbooks and teaching aids.
With Learning Can Be Fun you will find a range of games and teaching resources for the classroom and home to help make learning literacy and numeracy easy and fun.
Developed in alignment with the Australian curriculum, the Learning Can Be Fun range at Special Needs Resources includes
Literacy Resources such as three, four and five word Letter Puzzles, Flash Cards and Basic Sight Word Dominoes to help develop language, spelling and matching skills and improve knowledge and use of high-frequency words.
Emotions Cards to help develop self awareness and awareness of others, language, listening and communication skills.
Resources to help develop an understanding of and telling of time. These include a range of One, Three, Five and Ten Minute Sand Timer visual aids that provide an easy-to-understand visual demonstration time passing, Student Clocks and Time Domino games.
Fine Motor Skill Development toys such as Shoe Lacing toys
Resources that help in the development of Patterning and Sorting skills including Beading and Threading Sets and Jumbo Tweezers to aid in the development o motor skills.
Numeracy Resources such as blocks, nuts & bolts and counters, mathematical flash cards.
or make 4 interest-free payments of $4.99 AUD fortnightly with More info


Math is Everywhere!
Our language around math matters!
How many times have you heard people say “I’m not good at math”?
Perhaps you’ve said it yourself. Often people make the statement with pride, almost implying it’s “cool” to be bad at math. Imagine if the same number of people claimed “I’m not good at reading”! (The Conversation January 17, 2016)
Parents are important partners in education.
Fostering a joy of learning and a belief in your child’s ability to learn is key to setting a foundation for learning success. This is especially true in the area of math where we often hear people indicating that they have fears of math or that they are not math people. Ensuring positive language around your own math abilities is essential and the first important step.
An article in USA Today speaks to “tossing out those negative misconceptions we’ve cultivated that we’re not good at math” and the author describes three misconceptions that create barriers to math learning: USA Today July 9, 2014
Misconception #1: Math ability is a gift — you either have it or you don't. The reality is everyone has the potential to be good at math. The brain can grow and adapt - we can actually grow our "math brains" through hard work and effort.
Misconception #2: Being good at math is about being fast. In fact, emphasis on speed can lead to increased anxiety and "brain freeze." University of Chicago psychologists have found that this anxiety can impede problem solving. "Brain freeze" is real, and math anxiety can induce it. When we emphasize speed only we send the incorrect message that all problems should be solved quickly, which hurts kids' persistence on more complicated tasks.
Misconception #3: Math is all about "rules" and procedures. Of course, math facts and computations are important. Actually, math is much more than that. Math is about making sense of problems and understanding why particular strategies work. Math is not about the "one right way" to solve a problem. Rather, it's about the multiple ways to see and solve problems.
In considering these misconceptions, and how to create a positive mindset about math, look for opportunities to bring math into daily conversations and simple activities. Math is all around us!
- Kilometers per hour and how long it will take to get somewhere
- Counting and sorting – count and sort as many things as you can
- While shopping – which costs less per unit?, how much do we need to buy?
- Baking and cooking – fractions, reasoning, measuring
- Birthday parties – if we add two more children, how many will we have in total?
- I see two deer on the right and four deer on the left side of the road, how many deer in total?
- Play board games that use money or dice or cards
- Do puzzles
- Plan a garden or paint a room
Developing a positive math attitude is essential in supporting math learning success at school. Just like developing a daily reading habit, developing a mind set of looking for opportunities to use math language and encourage regular application of numeracy skills is essential.
… and the most important first step is speaking positively about your own math abilities – we are all math people!
Sources and further reading:


By creating a safe, consistent, and welcoming environment, SOAR Inclusive Preschool helps to foster the confidence and curiosity of our students. The play-based curriculum includes hands-on lessons and group activities, providing ample opportunities for learners to improve their knowledge-base while developing social skills. See the classes being offered at SOAR Inclusive Preschool.
Explore the world through play in our morning program for children new to preschool. Our youngest learners practice connecting with others through listening and sharing ideas. Lessons combine music, stories, art, and hands-on activities to ease comprehension of new concepts. Students are free to move through centres at their own pace, while the daily schedule and staff provide the structure young children need. Choose the two, three, four, or five-day program, from 9 to 11:30 am.
The afternoon program expands on the lessons of the morning program, with an additional focus on early academic skills and self-management in preparation for Kindergarten. While developing new literacy and numeracy skills, students continue to demonstrate their understanding of early childhood lessons through play and conversation. The consistent schedule and organized classroom encourage student independence in daily routines, easing the transition to the next phase of learning. The afternoon program is offered in a two, three, four or five-days a week, Monday through Friday, 12:30-3:00 pm.
SOAR Inclusive Preschool is designed to set learners up for success and independence from their first day of attendance. When students need help to meet learning or behavioural expectations, we offer a 1:2 support program. Our trained behavioural interventionists support learners who are still developing classroom readiness skills, such as speaking, listening, and following directions. Staff are skilled at fading support as soon as possible, to encourage independence in specific activities and, eventually, the full school day. Contact us t


Today we continue our exploration of natural science experiments with kids. Do you have a lot of wind in your area? What makes the wind blow? How does wind power energy work? How can we use wind energy? Have you made any wind turbines or pinwheels? When it is not too cold, an interesting thing to do is to explore and learn about the wind with fun wind science experiments with kids.
Fun Wind Science Activities for Kids to Explore Wind Power Energy
As usual, we listed the activities based on kids’ age, those preschoolers can do are at the top of the list, and those for older kids are towards the bottom of the list.
Make a pinwheel to watch the wind power: this is a fun activity for young children. They can make the pinwheel themselves, and watch it spin in the wind or when they blow air to it. For old kids, you can explain how wind turbine work, which is essentially the same as this pinwheel.
A very fun way for kids to learn about wind is to fly a kite. This is a helpful instruction on how to make a kite by yourself. If you are busy, buying a kite kit and put it together with your kids. Not only you can save time, but you and kids can also learn from the pre-designed kit what takes to make a good kite.
Check out this pinwheel made from a balloon! It is fascinating to watch the power of air pressure.
This hovercraft is simply smart, and I am sure you want to try it.
Make an anemometer: anemometer is a tool used by meteorologists to measure wind speed. In this activity, you will use a power drill, so parents should stay involved in making it. After it is done, kids can be in charge of of taking data.
Make a wind vane to tell wind direction. Here is an explanation on why wind vane can tell you the wind direction.
Books about wind science for kids
Feel the Wind: for kids age 4 to 8. Have you ever felt the wind tickle your face or heard it whistle through your window? Did you know that some wind travels faster than a car? Read inside to find out more about what causes wind, and learn how to make your own weather vane!
Gusts and Gales: for kids age 4 to 9. Find out about the different types of winds, including global winds, trade winds, local winds, and breezes. Learn about extreme wind weather like hurricanes and tornadoes.
Can you see the wind: for kids age 6 and up. Part of the Rookie Read-About Science series. What is wind? What can we use it for?
The Boy Who Harnessed the Wind is an inspiring story for kids of all ages. When a terrible drought struck William Kamkwamba’s tiny village in Malawi, his family lost all of the season’s crops, leaving them with nothing to eat and nothing to sell. William began to explore science books in his village library, and came up with the idea that would change his family’s life forever. As you guessed, the idea uses the wind.
The Wind at Work: An Activity Guide to Windmills: for kids age 9 and up. The book explains how the wind works, what windmills have contributed to the past, and why they offer environmental promise today as a source of clean, renewable energy. It has 24 wind-related activities.
I hope you like these science experiments. Would you like to have fun Fact Sheet for Wind? It this sheet, kids will find how wind are formed, how is wind measured, and what we are using wind for? To download the sheet, simple enter your email below.
Like to have more natural science experiments with kids? Check out 100+ Natural Science Activities for Kids


Critical thinking is an imperative skill to have abortion essays examples for any hr professional who has to make important decisions how to improve your critical thinking skills concerning employees, which can have a profound effect on their whole career and your business. oct 12, 2012 · how to improve your critical thinking and reflective skills provides tips, writing a book title in an essay tools and techniques for how to improve your critical thinking skills skills you will need to how to improve your critical thinking skills apa format headings sample paper perform with excellence, including how to: what is a helping verb? try to apply this knowledge and you will see what it gives to you. develop your critical thinking skills every day. many studies indicate the parts of the brain 3. despite the apparent importance of critical thinking, it’s lacking in today’s workforce. come up with a checklist to trigger how to finish an essay your thoughts on lasting possibilities and consequences of your action. some ways to improve order an essay your critical thinking skills include: feb 27, 2019 · critical skills are a great instrument, which every person needs not only at high school or college but throughout life. you can improve your critical thinking skills by getting in the essay for dummies habit of asking questions. ask basic questions when you set out to solve how to essay elementary education a problem jan 27, 2020 · the critical thinking skills cheatsheet by far this cheatsheet is one of our most popular critical thinking resources. make how to improve your critical thinking skills sure how to write a source analysis you are solving the …. dantes inferno essay.


<b> Forum for elementary education ESL/EFL teachers </b>
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As an educator, we can use computer-assisted language learning (CALL) in our language classrooms. We can use CALL for collaborative projects—small group of students working together on a research project. The students can use graphics, charts, and text for their presentations. We can also use CALL for peer-editing of compositions where the students can exchange their essays for peer editing. Also, teachers can easily write their comments on the final drafts through this technology. The third usage of CALL is Email; we can communicate with our students and collaborate with other teachers through emails. Our students can also use emails to write to their pen pals around the world. The fourth way of using CALL is blogging. The students can quickly write their thoughts, interact with others, get feedback, post photos, and so on. Two other ways that teachers can use CALL in our classroom are web-based bulletin board communication and reinforcement of classroom material. We can create an opportunity for our students to communicate in their L2 on the bulletin board discussion sites. Also, we can use the CD-ROM that comes with the text books to allow our students to practice the skills learned in class. What other ways can we use CALL in our classrooms?


Question:How do we teach our child to appreciate the Chinese culture here and speak mandarin fluently?
Asked By : Wei Ling
Words from the Expert:
Although we are Chinese by ethnicity, both my husband and I are native English speakers who are more comfortable speaking English in everyday situations. In our hectic schedules, how do we teach our child to appreciate the Chinese culture here and speak mandarin fluently when she grows up?
Being able to speak fluent mandarin has proven to have become more practical in recent times. China’s influence is growing over the world and the region. Moreover, it’s part of the Singapore Chinese cultural identity which exists and has thrived within the rich racial and cultural diversity in our sunny metropolis.
However, according to findings by the Straits Times, English has become the main language spoken at home in Singapore. While effectively bilingual households exist, the number of families speaking mostly English has superseded that of those who speak mandarin. Raising a bilingual child while speaking only one language may seem to be a challenge, but it is not impossible. All it takes is some encouragement from home and positive influence externally.
Starting young gives them the advantage they need
Research has also shown that children who are immersed in a second language from an early age are more likely to do well in language and literacy development.
From a tender age, give your young tot exposure through interactions with Chinese speakers, watching Chinese cartoons and educational shows, or placing them in a bilingual environment. For parents who are not comfortable that their own level of Mandarin to kick start their child’s learning journey, consider placing him/ her in Chinese playgroup, nursery or kindergarten. MindChamps Chinese PreSchool provides a platform, with most of the core and enrichment programmes at MindChamps Chinese PreSchool being effectively bilingual for all levels, starting from playgroup to kindergarten 2.
Be immersed in Chinese culture from a young age
Pick up a calligraphy brush! Learn the intricacies of Chinese tea appreciation. Or check out a riveting Chinese opera in Chinatown.
“Chinese folk art forms are rich and colourful, and they follow the characteristics of children's physical and mental development, life experience and operational ability to choose from some interesting folk art types,” says MindChamps Chinese PreSchool Curriculum Trainer, Chen Ying.
This immersion in Chinese could be the missing link between communication and cultural appreciation in Mandarin. It’s through the initial contact, participation and experience, that children can cultivate a love for Chinese, and also be exposed to different language mediums. These are beliefs that are at the center of MindChamps’ curriculum, which includes a Chinese Culture Appreciation programme.
Mummy and Daddy can do it too!
Children take after their parents. And as our tots’ key influencers at home, we play a key part in how they spend their time at home. Outside of school, parents can ensure that the Mandarin learning journey continues by emphasising comprehensiveness, and integrating activities in different areas, such as reading and writing.
“At MindChamps, children come from school every week with a Chinese book for parents and their children to read together. This helps develop children to listen to the ability to enhance the child's ability to understand the ability to exercise language, while enjoying the fun of reading Chinese books,” says Chen Ying.
She also recommends taking children on field trips, while conducting the bulk of the dialogue in Mandarin. For example, most displays at the Singapore Zoological Gardens are in Mandarin. This helps children get stimulated and forming word associations - through English, moving live animals, and Mandarin.
Be Consistent and Persevere
Keeping a preschooler’s consistent interest and inclination for the Chinese language requires plenty of perseverance and patience on their parents’ parts. When the going gets tough, always be mindful that you are playing an important part in laying the foundation for your child’s future for this beautiful language that is Chinese!
Article written by MindChamps Chinese PreSchool Curriculum Team


“Health for Haiti” is SUNY Broome’s first faculty-led, credit-bearing global service learning course. Launched in January 2014, the focus of this interdisciplinary four-credit course is to provide humanitarian assistance to our neighbor’s in Haiti – and prepare college students to contribute to global security and prosperity. Students explore the dynamics between poverty, education, and health care by engaging in service projects that address pressing community needs identified by our partners in Haiti.
Most people living in Haiti are at high risk for major infectious diseases, in many cases because of unsafe water, inadequate housing, poor sanitation, and widespread poverty. Good opportunities for education are limited in Haiti. Importantly, when project coordinators asked SUNY Broome students from Haiti what kinds of projects we should focus on, they identified the children and young adults as most in need of resources and educational opportunities.
Our projects are aimed at helping communities to have sustainable access to nutritious food, clean water, adequate shelter, educational opportunities, healthcare and good sanitation.
The World Health Organization defines holistic health as a state of complete physical, mental, and social well-being rather than merely the absence of disease or infirmity (1). Therefore, Health for Haiti projects are designed to impact many aspects of life for the communities that we serve and there is a place in the course for students with all types of backgrounds and experiences. By partnering with local volunteers who have experience working in Haiti and a Haitian doctor, SUNY Broome and other SUNY students can use their training to help deliver health education and medical services at clinics and participate in projects aimed at providing clean water, solar power, education, and computer literacy training.
New and Ongoing Projects Include:
- Solar Power
- Clean Water
- Hands-on and Digital Art and Music Education
- Computer Literacy Training
- Education on Nutrition and Hygiene
- Science Education
- Construction of a Hand-Washing Station in Grande Saline
- Construction of a Bathroom Facility in Grande Saline
- Creation and Support of a Sewing School
- Soap-Making Initiative
- ProjectP (Reproductive Health Workshop for Women and Girls)
- Assist with Medical and Dental Clinics
- Assist with Community Gardens
- Food Distributions in Cite Soleil and Grande Saline
- Socialization with Orphans
Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April 1948.
Professor Maureen Hankin is Chairperson of the Dental Hygiene Program at SUNY Broome Community College and co-creator of Health for Haiti. Maureen was inspired to create this unique global service learning course after traveling to Haiti as part of a dental mission.
Dr. Jen Musa is a proud member of the top notch Department of Biology at SUNY Broome Community College and is the co-creator of Health for Haiti. Jen was and continues to be inspired by her Dad’s work in Haiti.


Enjoy this Easy Science for Kids K2 Mountain Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on K2 Mountain. You need to answer all the questions to be able to get your score. You can do this fun K2 Mountain quiz again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the K2 Mountain.
About the K2 Mountain Quiz & FREE Science Quizzes
Our fun easy science quizzes are a free online general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun K2 Mountain quiz helps your kids learn fun facts about the K2 Mountain while enjoying this FREE interactive science quiz for kids.
If your kid is interested in science, or is in a science enrichment class, then this is a fun yet educational activity, with reading comprehension benefits for kids in grade 1-5. Kids will enjoy competing against their classmates and friends, to see who scores better, doing this free and fun interactive science quiz on K2 Mountain.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension training in a faster way, or you restrict the number of times your kids can read about the K2 mountain quiz topic, before they do the actual fun science kids quizzes we offer.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the K2 Mountain quiz answer they think is correct, and at the end you get the quiz score. Your child can try multiple times doing this quiz, till he or she gets the perfect score faster, as your kids learn to listen more carefully and develop a better memory and attention span!


At Corvian Community School, literacy is the first and most essential goal. All students are expected to become proficient in the written and spoken word. Language at Corvian is defined broadly to include words, numbers, and the arts. We consider all of these to be critical areas of development for students to be truly communicative, and we expect our students to have a deep understanding of all three areas. Language is the means by which all other subjects are pursued. Reading instruction is not just limited to a short block of time, but is also incorporated throughout the day across the curriculum. As a result, students become exposed to a variety of genres of literature, such as fiction, non-fiction, poetry, and songs.
Reading instruction in elementary school is one of the biggest concerns for both parents and educators, as success in reading is directly related to later success and achievement in life. At Corvian Community School, we adhere to a balanced literacy approach which focuses on reading for meaning. We incorporate the five major areas of reading instruction (phonemic awareness, explicit phonics instruction, fluency, vocabulary development, and comprehension) into our balanced literacy program. Our instruction is influenced by the principles of Lucy Calkins, Tim Rasinski, Jennifer Saravallo, Marie Clay, Robert Marzano, and Fountas and Pinnell.
In the primary grades, we teach students numerous strategies to decode unfamiliar words, such as phonemic, phonetic, semantic, and syntax awareness.Emergent and beginning readers practice strategies for decoding, fluency, and comprehension in guided groups where they receive direct reading instruction while using texts that are appropriate for their level. They also spend time working on phonics skills with the Making Words and the Words Their Way program. This model focuses on word chunks, word patterns, and the blending of sounds. Students spend time on systematic rules of phonics in short mini-lessons and then transfer and apply these newly learned skills to their reading and writing.
In the upper elementary grades, students are beginning to “read to learn” as opposed to “learning to read.” While reading books on their appropriate guided reading levels, they practice reading comprehension skills and strategies and are exposed to a variety of genre. Students are explicitly taught strategies, (including synthesizing, determining importance, inferring, questioning, and metacognition), and are then given multiple opportunities to apply these strategies across genre and curricula. Students will also participate in novel studies, literature circles, and book clubs as a means to interact with different pieces of text and to experience the joy of reading. In addition, vocabulary and word relationship instruction becomes an integral part of reading workshop to enhance meaning and comprehension of advanced text.


Ventnor National School in Albert Street in 1901 provided a free elementary education to the children of the town but it was intended to produce young men and women who would work as tradesmen, clerks and domestic servants, and the lessons reflected this.
Girls, for example, were taught cookery and also plain sewing which was then sold. On photographs here shows the price list for their ‘plain sewing’, while another shows a cookery class in 1910, the young girls looking for all the world like kitchen maids – which is probably what they were destined to become, as the class appears to be a demonstration of some sort. There appear to be around 50 boys in the classroom in the photograph of a classroom, taken in 1914. These excellently behaved boys may have been posed for the cameraman, but classes were certainly very large – in 1920 the Director of Education said that Albert Street Boys School was overstaffed, and that three teachers should be sufficient for 130 boys.
As the years passed the school, which had been built in 1859, began to show its age and there were ongoing problems keeping it fit for use, as the school logbook shows:
1902 ‘The School smelt badly this week and I have used Jeyes Fluid in the room.’ A Government report that year stated that ‘ . . . improvements are desirable in the backyard and its sanitation.’
1934 ‘This morning the stove smoked so terribly in the classroom of the Boys’ building that I had to put Standard 1 with Standard 2 in the larger room. Later in the morning the woodwork at the back of the same stove caught fire. The Rev L.K. Morton and Mr Ingram were informed, and an asbestos sheet has now been put behind the stove.’
Things came to a head in July 1940 when the building was inspected and condemned as unsuitable for permanent educational purposes. However, the school did not close for another seventeen years, because by this time there were more pressing things on the agenda in Ventnor.
After the evacuation of the British Army from Dunkirk in 1940, the Island found itself on the front line, with travel restricted and the beaches fortified against the real threat of German invasion. Enemy aircraft attacking the Radar Station on the Downs above Ventnor were making life hazardous, with bombs regularly falling on the town. During 1940 and 1941 there were air raid warnings most days, there were regular gas mask inspections, and the school was closed for 17 weeks while air raid shelters were erected. By 1942 Albert Street was thought to be such a dangerous area that children were being kept out of school by their parents, and attendance was below 60% for weeks, and in November that year the children were moved to The Rugen, overlooking Ventnor Park. However, school life during the war was not all bombs and gas masks. Schoolchildren were expected to do what they could to help the war effort: older children were directed to work on farms, and the children from Albert Street school were sent out blackberry picking. In September 1941 they picked 50 lbs of blackberries one day and 45 lbs the next, which would have made a lot of jam!
After D-Day in June 1944 the danger from enemy aircraft gradually ceased, and on 21 September 1944, with the war drawing towards an end, the school returned to Albert Street, where it remained until 1956/7 when the junior school children were moved to the old Ventnor Secondary School site in Leeson Road, and Albert Street School closed for ever. There were many suggestions for the future use of the building – one of the best being that it should become a Museum or Heritage Centre – but instead, it was finally demolished to make room for a block of flats, which stand there today.
Next week: Albert Street School Part 3 – The Final Years includes some stories, photographs and names from the last years of Albert Street School in the 1950s.
Lesley Telford, Ventnor & District Local History Society. Information from our Archives and from ‘A School Scrapbook’ by Fay Brown. This article first published in the South Wight Chronicle in October 2015.


Is your child struggling with handwriting skill ? Does your child cannot use a normal pencil grasp ?
Then it is the time to take occupational therapy. A formal evaluation by an occupational therapist is recommended to assess their fine motor, co ordination, strength, sensory processing and visual perception skill.Handwriting skills are an important developmental task and activity for kids. Through handwriting they are able to express themselves and communicate with the world around them.
Writing skills involves the ability to create words, sentences and paragraphs. Handwriting is complex skill. Handwriting requires pre-foundational skills that are essential for the development of handwriting. A child who develops proximal stability (strength of trunk, shoulder, upper arms, and forearms) will have better control of a writing utensil and will be able to develop better formation of letters. When a child progresses through gross motor developmental milestones, they develop the required proximal stability required for fine motor control. Early childhood development programs help children develop the foundational skills necessary for handwriting, but even the children who did participate in such programs may struggle. Some children with AUTISM, ADHD, SPD, and LEARNING DISABILITY also have difficulty in handwriting.
What an OCCUPATIONAL THERAPIST can do??
There are many components that an OCCUPATIONAL THERAPIST considers when assessing and working with a child with regard to handwriting.
These components include
- Postural control and trunk stability,
- pencil grasp and pressure,
- visual perceptual and visual motor skills,
- pencil control and fluency of movement,
- letter or number recognition and formation (start ,sequence ,sizing, spacing, control)
- spatial organizations
Occupational Therapist will demonstrate proper posture to support the proper use of the arms, hands, head and eyes.
- Analyze fine motor control ,such as the ability to hold a writing utensil
- Develop visual and perceptual ability that influence a child’s ability to form a letter and shapes using a writing utensil
- There are many activities that can develop a tripod grasp such as playing with water guns, pinching clothes pins or squeezing droppers.
- We have some pre-writing skill activities. This development sequence is vertical line, cross shape, triangle etc.,


HKDSE Music Paper 3, Creating, has been one of the core papers in the music examination since 2012. However, in the past, music teacher training in Hong Kong emphasizes the areas of listening and performing only. Therefore, current Hong Kong music teachers have received little training in composing. They do not have confidence in teaching composition for the demanding HKDSE syllabus which requires students to create a composition of 6 to 15 minutes. There are very few teaching and learning resources for musical composition for the senior secondary school level. Teachers find teaching this paper very challenging under this situation.
With the advancement of technology, students have easy access to a tablet or smartphone which enables them to create music. However, music teachers who are trained in an earlier period did not receive training in music technology. They are not able to teach composing with new technology and find it difficult to combine technology and composition in the curriculum. Further, due to the lack of resources in composition pedagogy with mobile computing technology, music teachers have difficulty teaching composition effectively.
On the other hand, the creative process of students is often hindered due to their limited performing skills making it difficult for them to realize their creative idea. Through this all round research project, by applying a theoretic framework, a teaching manual will be produced to provide further resources, teaching guidelines and solution to students. This case study will further validate the pedagogy and make the necessary refinements.
Current Teaching & Learning
* Visual presentation (i.e. Composition + Performance + Listening)
* Composition topics
Cheung, J. (2004). Mapping music education research in Hong Kong. Psychology of Music, 32(3), 343-356.
Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). London: SAGE Publications (CA).
Curriculum Development Council, Hong Kong Examinations and Assessment Authority, & Hong Kong Education and Manpower Bureau. (2007). Music curriculum and assessment guide (secondary 4-6). Hong Kong: Hong Kong Government.
Hickey, M. (2003). Why and how to teach music composition : A new horizon for music education. Reston, Va.: MENC, The National Association for Music Education.
Lupton, M., & Bruce, C. (2010). Craft, process and art: Teaching and learning music composition in higher education. British Journal of Music Education, 27(3), 271-287.
Odam, G. (2000). Teaching composing in secondary schools: The creative dream. British Journal of Music Education, 17(2), 109-127.
Paynter, J. (2000). Making progress with composing. British Journal of Music Education, 17(1), 5-31.
Philpott, C., & Spruce, G. (2012). Debates in music teaching Routledge.
Pitts, A., & Kwami, R. M. (2002). Raising students' performance in music composition through the use of information and communications technology (ICT): A survey of secondary schools in England. British Journal of Music Education, 19(1), 61-71.
Randles, C., & Sullivan, M. (2013). How composers approach teaching composition: Strategies for music teachers. Music Educators Journal, 99(3), 51-57.
Yu-Wu, R. Y. W. (1997). The training of music teachers in Hong Kong. In E. Choi, & M. S. Auh (Eds.), The 1st Asia-Pacific Symposium on Music Education Research (pp. 237). Korea: Korean Music Education Society.


Playing an instrument helps youngsters better process speech in noisy classrooms and more accurately interpret the nuances of language that are conveyed by subtle changes in the human voice. (2017).
- Why Music Education Matters, quoted in the Phoenix Symphony, February 6, 2017
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance. The National Association for Music Education.
- Music Makes the Grade, The National Association for Music Education. Accessed February 24, 2015
Adolescent-centered studies show that even very basic rhythm abilities, such as tapping to a beat, relate with reading skills, and we have provided initial evidence for how both abilities may rely on common underlying neural mechanisms of sound processing. Tierney, A.T. and N. Kraus, The ability to tap to a beat relates to cognitive, linguistic, and perceptual skills.
- Brain and Language, 2013. 124(3): p. 225-231
Students who take music in middle school score significantly higher on algebra assignments in 9th grade than their non-music counterparts. . Window
- Helmrich. B. H. (2010) of opportunity? Adolescence, music, and algebra. Journal of Adolescent Research. 25 (4).


This lesson explores religious persecution in East Germany. Students must decide plausible actions to take against the Protestant Church to diminish power. Acting as a member of The East German Secret Police, students, evaluate, rank, and justify decisions to minimalize Christianity in an atheist society.
Byford, Jeffrey M.; Horn, Brian K.; Grant, John; Casey, Cort; and Hopper, Sherrie
"Exploring Cold War Religious Persecution Using the Rank-Order Approach,"
The Councilor: A Journal of the Social Studies: Vol. 81
, Article 6.
Available at: https://thekeep.eiu.edu/the_councilor/vol81/iss2/6
Curriculum and Instruction Commons, Economics Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Geography Commons, History Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Political Science Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education Commons


This lesson plan is all about animals and I always find it’s very popular toddlers from 2 years right through to seven year olds. There is plenty of rhythm work and imaginative movement for the older children, and the younger ones enjoy the visual storytelling with lots of animal impersonations.
This digital lesson plan includes:
- Singing and playing resonator bells or chime bars
- Recognising the steady beat
- Tapping rhythms
- Introduction to notation (minims/half notes, crotchets/ quarter notes and quavers/ eighth notes)
- Listening skills
- Building confidence
- Using tone blocks and a variety of percussion instruments
- Imaginative movement
- 14 pages long, including 6 printables.
These plans are not intended to read as a script, as everyone will have their own teaching style. More, I hope that they will provide you with in-depth guidance for a number of related activities that I have found in my years of teaching to be particularly effective and engaging combinations.
I have purchased every lesson you have available and LOVE them all!! I lead music classes for toddlers and preschoolers and I love how each of your lessons builds on each other. They are easy to adapt for the different ages. The parents of my students love that their kids are learning early music education while having a blast and that the kids go home and sing and stomp out rhythms. I would highly recommend your plans to everyone. And I look forward to seeing the other lessons.


Would Cycling Help Children in Our Modern Environment?
In 2014 the owner and founder of Specialized Bicycle Company, Mike Sinyard, used his own life experience to create a facility to help fund research into a growing problem in child behavior. Attention-Deficit Hyperactivity Disorder (ADHD) is estimated to affect from 5 to 10 percent of all children in the Western World.
Mike himself had struggled with ADHD through childhood and as his own children displayed some elements of this condition, he felt that mood and ability to concentrate was improved from time spent cycling. Mike explained that the rhythm or the “Zen” of pedaling combined with moderate exercise formed an orderly system that occupied body and mind. The outcomes displayed benefits of sustained attention, motor skill development and behavior.
So in 2014 the “Specialized Foundation” was formed, a connection was made with Stanford researcher Allan Reiss MD to continue research on brain development and disorders that effect children. This approach was to examine and quantify the benefits of physical activity, principally cycling, on children with or without ADHD.
“As a company of passionate riders, we intuitively recognize the benefits of exercise and cycling on our abilities to focus and wanted to learn more about using cycling and exercise as a potential new symptom management tool for children and their families to consider.”
Now as we also face a growing Obesity problem in our society, which manifest in disorders such as Heart Disease and Diabetes. To include exercise in our lifestyle is becoming more apparent as a necessity to achieve longevity and quality of life. Why not make choices such as cycling that can provide outdoor activity, enhanced mobility and recreational enjoyment. Our environment is changing as all levels of government seek to provide infrastructure that allow regular and positive inclusion of cycling to our lifestyle. Dedicated Cycleways segregated from motor vehicles, designated Mountain Bike Trail parks and Rail Trails all offer enjoyable venues to include cycling as part of a healthy lifestyle for children and the whole family.
The research is in early stages to understand and quantify the relationships that have been observed by families and physicians in this matter. The Specialized Foundation promotes cycling as an alternative to therapeutic drugs to achieve health, academic and social success. A balance of physical activity, and nutrition that would lead to improvements in the social, emotional and physical well-being of children. Learn more at www.SpecializedFoundation.org


Many great resources for Ontario teachers.
Since its founding in 1888, The Ontario Historical Society has been committed to education. In fact, in 1899, the Society received its first government grant from the Ministry of Education – in the amount of $500 – to begin publishing materials related to the province’s past! Today, the Society continues in its mandate to preserve, promote, and educate about Ontario’s multi-faceted history. Become a member of The Ontario Historical Society and support your local heritage!
The Ontario Historical Society has many great resources for Ontario Teachers – select a program below to learn more.
Ontario Heritage Directory
This database of over 1,600 contacts will help connect your classroom to its local history! Find nearby museums, archives, historic sites, libraries, and historical societies. Why not….
- Have students use the online directory to research their local history sites?
- Invite a member of your local historical society to act as a guest speaker in the classroom?
- Contact a local heritage group to have them visit your class?
- Discover First Nations groups near you and across Ontario?
- You can now view our directory as a map – a whole new way to discover Ontario’s heritage!
History Educator Webinars
The Ontario Historical Society has offered professional development webinars for educators in partnership with the Ontario Elementary Social Studies Teachers’ Association (OESSTA) and the Ontario History and Social Sciences Teachers’ Association (OHASSTA). These sessions were designed for teachers wanting to learn more about new approaches to teaching within Ontario’s newly revised History and Social Studies and Canada and World Studies curricular standards.
Recordings of both webinars are available now (free).
Reading and Remembrance Program
The Reading and Remembrance Program offers dozens of free bilingual lessons and activities that help promote literacy development in junior- and intermediate-level classes, while promoting student awareness of Canadian Remembrance history.
Readings have strong cross-curricular connections, including visual arts and social studies and have strong cross-cultural themes suitable for Black History Month, Women’s History Month, etc.
This resource was developed for educators by educators. Learn more at www.readingandremembrance.ca
Forging Freedom Program
The Forging Freedom Program offers lesson and activity materials related to Ontario’s Black history.
These materials were developed in commemoration of the Bicentennial of the Abolition of the Atlantic Slave Trade, in honour of this important landmark in the struggle for human dignity.


Library Based Program
The Newberry County Library and Newberry County First Steps have been partnering for many years, which is in keeping with the Legislature’s 2014-2015 focus on language and literacy development.
Providing early literacy skills is foundational to language development and school readiness. Our Library-Based Program is designed to provide literacy activities for 3 and 4 year olds enrolled in preschool programs in Newberry County. Each class receives twice a month visits by the Outreach Librarian. Children receive a book each month to add to their own personal library and books are given to each classroom library. Reading, rhyming, singing, and talking influence literacy and language development, the foundations for all other learning. Children introduced to reading early on tend to read earlier and excel in school compared to children who are not exposed to language and books at a young age (American Academy of Pediatrics).
The Outreach Librarian also serves as a training model for teachers and child care staff, as well as providing a positive learning experience for approximately 600 participating children.


Culminating Project Title
Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Teaching in public schools today is certainly a challenge. There are many factors that go into teaching and many standards that need to be met. There is a growing English Learner population in Central Minnesota. Standardized tests are given many times a year to measure that students are learning the content at a specific grade level.
For some of the EL students it may be the first time that they have entered a school. Other EL students were born in Minnesota and speak a different language in the home. Some of the students live a life of poverty and some do not. All of the EL students are placed in the grade that correlates with their age and they may not have had the proper foundational skills taught to them in reading. In the school in this study the test scores have continually went down over the past several years. District teachers and administrators wanted to try a piece of technology in the classrooms that could help improve the reading skills.
Technology is also a tool that the schools have used to improve reading skills and test scores. In this study the EL students had access to a device called an iPod touch. Technology is rapidly changing in the schools and it can be costly to the school. This study focused on a fifth grade class and compared test scores from two years earlier. Schools have been driven in many directions from these mandated test scores. There can be penalties for failing and rewards for passing. This study showed that technology used one hour a week had no statistical significance on student achievement.
Klinnert, Sarah J., "Using the iPod Touch to Increase Reading Test Scores in EL Students" (2015). Culminating Projects in English. 36.


Richard Allen Schools
- Job Responsibilities
Create daily lesson plans that are engaging, educational and exciting for the kids, encouraging them to want to come to school.
Deliver lesson plans in a way that catches the attention of the students and keeps them occupied and excited about learning.
Reach school and course-wide performance goals for every student in class.
Watch closely for students who are struggling with emotional problems, learning disabilities or situations at home, and help them find the resources they need.
Grade papers and homework regularly to keep students updated on how they are doing and to head any problems off before they become habit.
Increase educational knowledge and stay up to date on new methods by joining professional organizations, attending continuing education courses and attending regular training sessions for teachers.
Weave goals, competencies and objectives into lesson plans in ways that directly apply to the student’s life.
Offer praise and encouragement to students when they do well and when they are struggling, and teach them that they have the power to do well in school no matter what.
Job Skills & Requirements
Bachelor’s degree in elementary education
Pass state certification exams designed to meet the needs of elementary students
3-5 years of teaching experience
Organized, capable and able to multitask


Elementary Education majors at Ozarks are engaged in important discussions about the role of the public schools in producing educated citizens, and address the question, “What is the proper education of the people?” Elementary teachers form the foundation of that proper education, so our majors display competency in many content areas including literacy, language, life science, physical science, mathematics, fine arts, psychology, and computer science. Ozarks elementary education majors understand how the information to be learned in those content areas can be deployed through a host of methods and strategies grounded in theoretical and philosophical constructs from a knowledge base that all students in the classroom learn through different styles and at different rates.
The majority of our students become practicing teachers in both public and private K-6 classrooms in the United States and abroad.
Students pursue Master’s in Teaching programs, preparing themselves for careers in administration, curriculum specialists, and college professors.
Students are also valued by professions in business, government, and other education related fields.
- EDU 3333: Behavior Management in the ClassroomThis course will introduce the student to the fundamentals of selecting, planning, implementing, and evaluating classroom management procedures. Students will be exposed to a sampling of models and strategies. Students will examine discipline models effective for special as well as regular classrooms for K-6 and 7-12.
- EDU 1003: Theories of Human LearningThis course provides students with an introduction to the role of the teacher with an emphasis on how students learn. The course focuses on the study of the nature and scope of educational theory as it relates to human learning. The course provides prospective education majors with the opportunity to explore the profession from different theoretical perspectives, such as cognitive and behavioral learning approaches, brain research, and learning styles. Students come to understand how people develop cognitively, socially, and emotionally and how individuals learn. Students also consider how diversity impacts cognitive, social, and emotional development. In addition, students are introduced to standards, educational research, and methodology guiding the field. This course allows students to combine an in-depth analysis of self, foster higher levels of critical reflection, learn theories and concepts in educational psychology, and participate in field experiences to enhance connections between theory and practice (Open to non-majors; required freshman course for all education major tracks).
- EDU 4403: Educational AssessmentBasic principles of educational assessment and measurement will be discussed for both formal and informal measures. Accommodations for special needs students will be addressed. Students will be expected to develop and review a variety of assessment measures suitable for use in an inclusive classroom by synthesizing human development with theory and practice. Prerequisite: Admission to the Pat Walker Teacher Education Program.


Raising a child is a complicated and challenging business. It’s not just about making sure they eat enough vegetables or do their homework. You also want to ensure that they’re using their time away from school positively. It’s important that they get to play and act like kids, but too much can be harmful. This is especially true for video games. In fact, the World Health Organization has classified “gaming disorder” as a mental health condition. Instead, you can encourage them to use their free time productively.
Here are three different ways you can help your kid reach their maximum potential:
Play an Instrument
Enroll them in music schools and summer camps. There are several research studies proving the positive effects of music on children. It can be a way for them to express themselves or to just have fun. Music can also help them develop social skills. If they’re in a class or a band, they can learn the values of teamwork early on. Playing an instrument is also linked with brain development. According to a study by the Northwestern University, it can even improve their literacy which can help their grades. The catch is they have to be active participants. It’s not just about attending the classes or listening to the music. They have to play the instrument themselves to reap the benefits.
When it comes to music education, it’s crucial to consider a few factors. One is the children themselves. If they have no interest in music, it might best to pick a different extracurricular activity. Their talent might lie elsewhere and you don’t want to force them to do something they don’t want to do. Another factor to consider is the instrument. You don’t want them to struggle to carry their cello or tuba. Pick something right for their size and personality type. If they’re big enough, let them choose their own instrument. Perhaps the most important factor is the purpose. The goal should be to help your kid develop skills and get experience. It’s unrealistic to expect them to master an instrument at an early age.
Learn How to Swim
Swimming is one of the most important skills a child can learn. It’s a great form of exercise since it involves practically all the muscles in your body. It can also prevent risky accidents and save lives. In fact, drowning is one of the leading causes of death in the US. This is especially true for kids. Figures from the Centers of Disease Control and Prevention show that one in every five people who die from drowning are kids aged 14 and below. Even if you don’t have a pool or rarely go to the beach, consider teaching your kid how to swim.
The great thing about swimming is that young children can learn at a very young age. In fact, the American Academy of Pediatrics recommends kids to start learning at one year old. This can help them feel comfortable in the water, so they won’t be afraid when they grow older. If you don’t like the idea of starting lessons at such a young age, you can always enroll them in classes later. Check out the swim lessons in your area. Some programs have an age restriction. Before you spend anything, cover all your bases. Ask about the instructor to student ratio. You want the class to be small so that each child gets apt attention. Explore the facilities and ask other parents about their experience. They may have good recommendations that can help.
Speak a Second Language
Kids are often dismissed as small and adorable humans. But they’re capable of things that even adults would struggle with. One of which is learning a new language. At a young age, children can be fluent in two different languages without much difficulty. According to Cornell University, learning a second language won’t cause confusion or delay for kids. It’s been proven that bilingual children can actually focus better than monolingual kids.
No matter the age, one of the best ways to learn a second language is by immersion. If you’re bilingual, you can help their development by speaking in a different language at home. They can learn English at school. You can also use entertainment to improve their skills. There are shows and games in foreign languages that can improve their vocabulary.
Children are capable of amazing things. A parent’s job is to help them improve and foster their talents and skills. On the other hand, it’s also crucial to take the well-being of the child into account. Kids should still have time to act like kids.


Hands-On Primary Science Incursions & Workshops
Our team of science teaching specialists really care about connecting more children with the fascinating world of science. We are practised in leading educational science workshops in primary schools and kindergartens, and online, inspiring children throughout Australia.
In line with our mission, we also scour the world to bring unique science materials to teachers, parents and children. Mad About Science’s popular online store has grown extensively over a few short years, and now stocks over 3000 quality science resources to help bring science to life in homes and classrooms throughout Australia.
Our talented workshop demonstrators are experienced in teaching science in Primary School and Early Childhood Learning settings. Some are qualified teachers, others are trained scientists with expertise in a variety of areas. All are wonderful with children, are skilled at leading hands-on science workshops, have had thorough background checks and hold current working with children cards.


English 2 follows English 1 to solidify the foundational skills for effective communication in English as well as to foster international awareness, as both are typically required in the globally expanding domain of scientific and technological research activities. It also prepares students to study or do research abroad in the future. Students are assigned training exercises that cover the four language skills — reading, writing, listening, and speaking. The reading and listening materials include topics such as international and intercultural issues as well as the fundamentals of science and technology. Practice exercises in writing and speaking are provided so that students can develop communication competence to participate in discussions and conferences where opinions are exchanged through both text and speech. TOEFL-type exercise problems are also used in the course.
This course aims to establish a solid base on which students can build toward a higher level of communication competence specifically in an English language environment. The base is, as mentioned in "Course description and aims" of English 1, composed of three elements: (1) identifying relevant information accurately, (2) exercising fair judgement to form a valid opinion, and (3) stating opinions clearly and persuasively.
Each student is assigned to a group led by an instructor. Instructors for each group conduct the course using the "Course description and aims" and "Student learning outcomes" as the basic framework. "Class direction," "Course schedule," and other information below explain the features of each class.
By the end of this course, students will:
・Strengthen practical English abilities that are required for learning at university and for research activities both in Japan and abroad
・Be able to accurately grasp the main ideas and arguments of written and spoken materials in diverse areas including international and intercultural issues, science, and technology
・Have increased their knowledge of effective vocabulary and expressions to actively communicate their ideas and opinions in English
・Be able to write their own short paragraphs with a clear purpose
・Be able to state their opinions with good organization
Four language skills, fostering international awareness, communication skills, studying abroad, TOEFL
|Specialist skills||✔ Intercultural skills||✔ Communication skills||Critical thinking skills||Practical and/or problem-solving skills|
Students who have been exempted from English 2 classwork but who need to register should use this course number.
|Course schedule||Required learning|
Notice: if students who do NOT have to register this course number register this course number, their credits are not guaranteed.


Teaching music for kids is a dream job for people who are interested in pursuing music education. However, working in a music classroom may be more difficult than you think. Music teachers have to create exciting activities that engage students and also help them learn different types of instruments, read music, and use their voice as an instrument.
Not every student who enters a music classroom has the same level of interest in music education. Music literacy is not always taught strongly in schools and so the students that you encounter may have varying degrees of understanding of how to read music. Additionally, some students may be more interested in just the instrument or singing parts of the music classroom and not want to devote the time to develop their music literacy. That is where project-based learning comes in. As a teacher in a music classroom, you can help students develop all of those musical skills over the course of several projects.
Project-Based Learning Makes Music Classrooms Personalized
In a project-based music classroom, students personalize their own learning to show their understanding of certain key standards and outcomes. In addition to the academic music standards, project-based learning in the music classroom helps students to develop 21st-century skills such as collaboration, communication and creativity.
Getting Started with Project-Based Learning in the Music Classroom
The keys to project-based learning are that students become more responsible for their education. They connect with their interests and passions in order to make learning relevant for themselves. Project-based learning is inquiry-based and allows students to acquire skills using the tools that they choose.
When designing a project for your students, start small. Center it around learner outcomes and make it relevant to their interests. Remember to come up with a rubric or way to assess the project and allow students and groups to self-assess their outcomes and their process.
Project-Based Learning Ideas for the Music Classroom
To help develop practical instrumental and voice skills, as well as vocal music literacy, there are several different types of small projects that you can use are engaging and also help teach music to kids. Students can:
● Create a remix of a song that they enjoy or add vocals over instrumentals.
● Write two-three minutes of a video game or movie soundtrack.
● Cover a song in a new way.
● Use technology programs to write music.
● Play a song live for their classmates.
In addition to composing music, students can create videos instructing future music classroom students on concepts that they have learned. They might also create a music classroom newsletter to share learning with a wider audience.
If you have a dream of teaching music to kids, then the Bachelor of Arts in Music Education degree program at Grand Canyon University can help get you into a music classroom.


A uniform approach to presenting the units of study not only makes sense, but helps reinforce learning. A common mode of organization is a hierarchical module—sections—lessons—supportive activities approach. Within each learning activity, uniformity also helps to guide students through the content (Kaminski & Currie, 2008, as quoted in “Blended Content and Assignments,” Ch.4, BlendKit Reader, 2nd ed., ed: Kevin Thompson, Ed.D.)
When I read this quote in the Week 4 readings for the BlendKit2015 course, I took it to mean “theme-based” approach to learning. I whole-heartedly support theme-based approach to teaching as I see how easily it is to incorporate different learning styles and levels within one theme. My field is in ESL, and presenting material according to themes is one of the best ways to help learners achieve the language they need to progress along the continuum of language learning.
As with any course, in language learning there are certain skills that must be learned before others can be addressed. For example: students can not learn about the future perfect if they don’t understand the simple present and simple past. A teacher could try to teach the class the higher level skills without the foundational skills; however, that would be an exercise in frustration on both the part of the teacher and the learners.
Adopting a theme and basing the skills to be taught around that theme allows for any level of learner to gain the skills they need at the point on the continuum where they are. By this I mean that one theme could be used in a beginner class and that same theme could be used in an advanced class. For many language instructors, there’s a wide combination of skill levels within one class, and a theme-based approach allows the instructor to address all the levels. It’s the skills within the theme that determine the level of teaching, not the theme itself.
Furthermore, the theme-based approach allows a smooth and easy integration of technology. Within chapter four of the BlendKit Reader, the authors provided a table (“Table 2: Learning activity types with technology-integration ideas,” adapted from Littlejohn & Pegler, 2007, based it on Laurillard’s Conversational Model) showing examples of learning activity types and the technology that could be used to integrate the learning within a blended course. Integrating this chart into my theme-based teaching approach will greatly contribute to my ability to address different learning styles and maintain interests and motivation in the skills being taught.
One thought to be extremely mindful of when integrating technology into any approach is the fact that, “Online technologies can be useful, but they introduce even more variables.” (“Blended Content and Assignments,” Ch.4, BlendKit Reader, 2nd ed., ed: Kevin Thompson, Ed.D.). Some of the technological examples given in Table 2, such as “Second Life,” have value only if they do not increase the barriers for the learners. For ESL learners, a tool like “Second Life” would require another set of skills to be addressed first before students could even use the technology, and, ultimately, would not contribute much to their actual learning of the language.
As with any tool or resource, the instructor needs to ask, “How much will this enhance the learners’ knowledge and skill levels?” and “How much scaffolding is required before this tool or resource could be effectively used by the learners?” If the scaffolding outweighs the benefits, the tool or resource is not appropriate.


Primary School Teaching Resources
The 123HUB is a FREE resource bank and teaching community for primary school teachers. It has been designed to assist teachers in finding good quality online resources. Our aim is to take the effort and guesswork out of finding the best online resources that are available for the primary school curriculum. All of the resources on the 123HUB have been hand picked by teachers.
Now over 2700 quality teaching resources available!
Our fantastic new featured theme for September 2020 is 'STEM'!
Our new featured theme for the month of September 2020 is the fascinating and illuminating topic of STEM (Science, Technology, Engineering and Maths). There are literally hundreds of Science, Maths and Computing resources on the 123HUB which could easily be classified as coming under the STEM banner; however, our featured theme is dedicated solely to highlighting resources that can be applied to the teaching and learning of STEM as a topic to inspire inquiring young minds.
We have over 30 great websites on offer providing STEM challenges, ideas, activities and resources that may be used in the classroom, along with some that have been created with learning STEM at home firmly in mind.
All of our featured themes are made up of a mixture of teaching and investigation resources. They comprise of: information, facts, research, hands-on activities illustrations and video clips, as well as some detailed planning - each of which effectively underpin our engaging and amazing topics.
The featured theme is normally updated monthly during the academic year.
Watch out for our great 'Pirates' and 'Halloween' resources coming in October 2020!
Recently Archived Themes
July and August 2020
Recycling. Our featured theme for July and August 2020 was the very important topic of Recycling. With the threat to our planet, posed by climate change, it is very important that we all, practise the three Rs of Reduce, Reuse and Recycle, as much as we can.
We have over 50 great recycling themed websites on offer to help our understanding of recycling and how to go about it. We explore the Earth, sustainability, the environment, how to recycle and what to recycle, plastics, recycling in school and much more besides. The wide-ranging resources comprise of a mixture of: information, research, activities and investigations, audio and video clips and also some detailed planning - each of which will effectively support this appealing and important topic.
Whilst we try our best to ensure that our resource links remain current, websites do unfortunately get moved and are taken down from time to time. To help us provide a good service, please report any broken links that you discover to:firstname.lastname@example.org


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)


Resources › For Educators Reptiles Printables Share Flipboard Email Print Lynne Stone / Getty Images For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated March 16, 2019 Reptiles are a group of vertebrates that includes crocodiles, lizards, snakes, and turtles. Reptiles have some specific characteristics in common, including: They are four-legged vertebrate animals.Most lay eggs.Their skin is covered with scales (or scutes).They have cold-blooded metabolisms. Because they are cold-blooded, or ectothermic, reptiles must bask in the sun to increase their internal body temperature, which in turn, allows for a higher level of activity (as a rule, warm lizards run faster than cool lizards). When they overheat, reptiles shelter in the shade to cool down, and at night many species are virtually immobile. Teach students about these and other interesting reptile facts with free printables offered in the following slides. 01 of 09 Reptiles Wordsearch In this first activity, students will locate 10 words commonly associated with reptiles. Use the activity to discover what they already know about reptiles and spark discussion about terms with which they're unfamiliar. 02 of 09 Reptiles Vocabulary In this activity, students match each of the 10 words from the word bank with the appropriate definition. It’s a perfect way for students to learn key terms associated with reptiles. 03 of 09 Reptiles Crossword Puzzle Invite your students to learn more about reptiles by matching the clues with the appropriate terms in this crossword puzzle. Each key term has been included in a word bank to make the activity accessible for younger students. 04 of 09 Reptiles Challenge This multiple-choice challenge will test your students' knowledge of the facts related to reptiles. Let your children or students practice their research skills by investigating reptiles at your local library or on the internet. 05 of 09 Reptiles Alphabet Activity Elementary-age students can practice their alphabetizing skills with this activity. They'll place the words associated with reptiles in alphabetical order. 06 of 09 Reptiles Draw and Write Young children or students can draw a picture related to reptiles and write a short sentence about their drawing. To spark their interest, show students pictures of reptiles before they begin to draw. 07 of 09 Fun with Reptiles - Tic-Tac-Toe Prepare ahead of time by cutting the pieces off at the dotted line and then cutting the pieces apart, or have older children do this themselves. Then, have fun to play reptile tic-tac-toe—featuring alligators and snakes—with your students. 08 of 09 Reptiles Theme Paper Have students research facts about reptiles, on the internet or in books, and then write a brief synopsis of what they learned on this reptile theme paper. To motivate students, show a brief documentary on reptiles before they tackle the paper. 09 of 09 Reptiles Puzzle - Turtle Have students cut out the pieces of this turtle puzzle and then reassemble them. Use this printable to give a brief lesson on turtles, including the fact that they have been evolving for over 250 million years.


Time.com's IDEAS section highlights a truth that will bring a sad nod of recognition to most Barbershoppers:
Research shows that many adults who think of themselves as “unmusical” were told as children that they couldn’t or shouldn’t sing by teachers and family members....
Children are natural musicians, as they readily sing, dance and play music from the time they are infants. People ask me all the time how they can tell if their child has musical talent. I assure them that their child – indeed every child – has musical ability that can be developed into a satisfying and lifelong relationship with music.
However, as they get older, some children begin to get messages from peers, family members, the media and (unfortunately) music teachers that they may not be very musical – that they don’t have “talent.”
Author Steven M. Demorest, Professor of Music Education at Northwestern University, discusses the Oscar award-winning short film "Sing" which traces a story just like this for a young child told to simply mouth the words.
Shows like “American Idol” have promoted the notion that singing is a rare ability reserved for the talented few, and that those without such talent entertain us only by being ridiculed and weeded out.
This “talent mindset” of music runs counter to what psychologist Carol Dweck calls the “growth mindset” that is considered critical for learning: Students who view their success as a result of hard work will persevere through challenges, while students who believe their success lies with some innate ability – like “talent” – are more likely to give up.
Read the full story The Idea of "Talent" Is Toxic to Childhood Development | Time.com.


Regents Primary School curriculum is culturally diverse because we infuse the curricula of Cambridge and Indonesian syllabi from Diknas. Chinese language skills are also taught to increase multicultural content in the curriculum.
Communication is essential to learning. Here in the Primary School, students learn to express themselves in many ways. Through language, students predominately use the English language, while Indonesian and Mandarin are also learned in class.
The use of writing, poetry, art, music, dance and times to just be kids are some of the many forms of communication that students enjoy and grow confident in their language acquisition.
The Primary School is organized by grade levels (1 - 6). Each grade level has a homeroom teacher as well as a host of other specialized teachers to complete the students’ education.
Western expatriate teachers focus mainly on teaching English, while local Indonesian teachers focus on teaching Maths, Science, Indonesian, Art, Music, ICT, PE, Religion, Social Studies and other local-content curriculum’s subjects.


THE MUSICAL CURRICULUM (1864) AND THE NEW MUSICAL CURRICULUM (1872): GEORGE FREDERICK ROOT'S INTEGRATED PEDAGOGICAL APPROACH TO MUSIC EDUCATION
Ruviella-Knorr, Jeanne Louise
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George Frederick Root (1820-1895) was widely known for his pedagogical approach to the teaching of music. He authored or composed more than seventy works of considerable length for use in classrooms, colleges, normal institutes, churches, and the concert hall. George Root was a student and friend of Lowell Mason, and in 1839, became one of Mason's teaching assistants in the public schools of Boston. From 1845-1855, he taught at academies and colleges in the New York City area. In 1853, Root organized and directed the first three-month music normal institute in New York City. Root was greatly influenced by Pestalozzi (1746-1827) whose principles became the foundation for Root's pedagogy. Root believed that music instruction should be available to all. His music and methods of teaching were published in numerous instructional manuals and were dispersed to thousands of teachers who attended his normal institutes during an approximate forty-year period. The purpose of this dissertation is three-fold: (1) to compare the integrated pedagogical approach of Root's two instructional manuals for private instruction, The Musical Curriculum (1864) and The New Musical Curriculum (1872), with other manuals of the period; (2) to compare Root's pedagogy in his manuals for private instruction with that found in his manuals for group instruction; and (3) to compare Root's integrated pedagogical approach with that found in current theory and musicianship texts. Root's two editions of The Musical Curriculum (1864 and 1872) are unique works of the period which integrate the study of theory, harmony, and sight-singing with piano and vocal training. His teaching method is comprehensive and progressive. Expressive and artistic performance is encouraged. The student is expected to think perceptively, engage in self-assessment, and develop creativity. These principles are also promoted in today's National Standards for the Fine Arts (2000). A survey of current texts reveals that pedagogical approaches promoted in today's music classroom differ from those presented in Root's instructional manuals. The Musical Curriculum (1864) and The New Musical Curriculum (1872) could serve as models for new integrative curricula, programs, and texts in twenty-first century music classrooms.