Challenge students numeracy skills with this fun shape task.
This resource provides students with a 4-page activity booklet, where students use their critical thinking skills. Their numeracy skills are challenged by counting the sides of the shapes in the worksheet and recording their answers. A suggested teacher answers pdf is also provided.
This resource can be shared with students digitally and/or easily printed (through the pdf files provided).
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by William Steig
Lesson plans and teaching resources
This slide show guides reading with emphasis on personification, context clues, cause and effect, character analysis. Includes writing task.
Teaching resources include a video of former Vice President Al Gore reading the story aloud and additional activities , including discussion questions, printable handouts for identifying story elements, writing, research, and related links and titles. The video runs 14:00 and resides at YouTube. The additional activities require Adobe Reader for access.
A list of 10 vocabulary words and definitions.
Lesson to Teach Reading Comprehension
This lesson emphasizes character analysis/mapping.
A Picture is Worth … A Thousand Different Stories: Using Visual Media to Engage the Imagination and Enhance Skills for Analyzing and Synthesizing Information
This extensive unit includes uses Brave Irene to determine theme in Lesson Plan Four.
Planning Story Characters Using Interactive Trading Cards
This lesson uses trading cards to support students' literacy development in planning for writing. Using an interactive trading cards tool, students first explore the way that the questions on it apply to a character in a familiar story. Students then use the tool to plan a character's development. An extension for this lesson is to have students use these cards to write their own stories. Includes links to online resources.
Strong Verb Image Makers
Students use descriptive language to clarify ideas and create vivid images in an essay. Includes printable student handouts.
Wild Weather Sentences
Students create a sentence about weather using an online sentence generator (included). After manipulating and illustrating the sentence, they write a longer story or description using the sentence as inspiration. Emphasis is on learning to move adverbs and prepositional phrases around in sentences to craft more fluent and more interesting writing.
Teacher models making a web using descriptive words. Students listen to the story Brave Irene . Teacher passes out a list of the descriptive words used in the book, and students create a vocabulary word web using one of the descriptive words from the text. Includes printable graphic organizer.


Giving Up on School: One Family’s Story. (2007). Education Canada, 47(3), 38-42. ERIC Document No. EJ771020. (“Abstract: Although this author expresses her belief in public education, and states that homeschooling her two sons was not her first choice, she describes how she feels that she was forced into this decision by a school system that was insensitive to the special needs of her children. She discusses the experiences of her two boys in a local, publicly-funded school, and how the school environment hurt her children emotionally, behaviorally, and academically. After seven years of trying to make the school system work for her children, she gave up. Rather than working almost full time to make the school work for them, she is now working more than full time to give them the education the school failed to provide. After two years, both boys are thriving. It took the first year to simply restore the confidence in themselves that years of school-induced stress had destroyed” (retrieved 7/16/13 from https://eric.ed.gov/). Author is possibly from Canada.) (Keywords: educational environment; public education; special needs students; learning disabilities; asperger syndrome; parents as teachers; homeschooling, home schooling; school effectiveness; elementary education; individualized instruction; parent school relationship; parent grievances)
Change really does start at home - give today!
Donate a one-time gift or provide monthly support by adding CCHE to your regular giving plan.
Together, we can help change how Canadians perceive home education and see a healthier Canada emerge.


There is a high demand for talented, driven and ambitious Engineers, and the field is excellent for graduates to
enter as it offers not only challenging and interesting careers, but also very good financial rewards. Engineering
requires applicants to be skilled in at least one of several disciplines: Chemical Engineering, Civil Engineering,
Electrical Engineering or Mechanical Engineering.
As a technical field, graduates going into Engineering must have a solid set of academic qualifications. These
include the core GCSEs of Maths, English and Science, relevant A levels including Maths and the Science relevant to
their field, and a degree in Engineering or a related field.
How to Get a Job in Engineering
Although each discipline in Engineering requires specialist knowledge, candidates would do well to demonstrate
skills which are applicable to all:
1. Academic credentials
Engineering is a niche field, which means that the relevant academic credentials are essential. A BEng, or even a
MEng, is critical, and as much of the work in Engineering requires graduates to work on dangerous projects with
hazardous materials, many employers look for a minimum 2:1 qualification.
Most of the larger employers in Engineering run summer schemes or internship programmes. Candidates should try and
get onto one of these programs in order to learn how to apply their degree knowledge in the working world. These
schemes not only give candidates a wealth of experience, they show commitment to the industry. In some cases,
candidates who work over the summer or have placements can impress the firm enough to be asked back full-time after
3. Specialist knowledge
Much of a graduate's specialist knowledge will be gained during their degree, but candidates should make sure to
provide examples of projects which are directly related to their field. For example, an Electrical Engineering
graduate applying for a position at the National Grid would want to highlight experience working with large
transformers on a university project.
4. Problem-solving skills
Problem solving is one of the most important skills for graduates in this field. Work across all sectors of
Engineering requires the ability to assess problems and determine how best to fix them. Candidates can use degree work
such as individual tasks or group projects to provide evidence of their problem-solving skills.
5. Analytical and numeracy skills
Candidates for Engineering work must have excellent analytical and numeracy skills. Engineers are required to be
precise and accurate in all their work, as even the smallest errors can become major hazards. Graduates should be
careful to show accuracy in every stage of their application process, and should be prepared to undertake competency
6. Interpersonal skills
Team work and communication are important for work in any company. Engineers rarely work on their own, and
candidates must be able to work as a team and liaise with other departments. Graduates can show evidence of their
interpersonal skills by highlighting projects in which they worked as part of a team, as well as projects in which
they delegated as a team leader.


Uprooting Inequities: Using Dialogue to Build Community
During this session, participants will engage in a facilitated activity that invites deeper dialogue about the inequities experienced by young people in their school communities. Participants will be asked to identify root causes that connect inequities and imagine ways school culture can shift to create more equitable communities. This activity is a model for the types of discussions teachers/school staff can facilitate to encourage youth-led school culture change. Together, we will engage with skills that draw from restorative practices with a focus toward building stronger relationships between members of the school community.
This training runs for 90 minutes and has a cap of 20 participants per session. Register by clicking one of the dates below.
Beyond the Book Club: Building and Sustaining Anti-Racist Work
In this workshop, participants will explore/engage with anti-racist pedagogies and practices that they can utilize in their own lives and in their work with youth. This workshop will help participants understand the value and need of an anti-racist perspective and how an anti-racist perspective can be used in our organizational and everyday lives. Participants will practice using a critical lens to approach systems analysis, identified implicit biases, and make space for conversation.
This workshop is designed to introduce participants working with young people to the work of scholars and practitioners operating in areas of anti-racism and education. Participants will be provided with an overview of foundational skills for identifying root causes of racism and practice having conversations and dialogues with an anti-racist lens. The session is hosted by two white female facilitators and is intended to be an interactive space. Trainers will model anti-racist and equity-informed facilitation practices to reinforce learning throughout the session.
This training runs for 120 minutes. Register by clicking one of the dates below.


ERIC Number: ED435777
Record Type: RIE
Publication Date: 1999-Oct-29
Effective School Practices: What Works.
Hopkins, Mona S.
This paper describes the Survey of Effective School Practices, which began in 1995-96 to examine key characteristics, common elements, and unique qualities that contributed to having several elementary schools and one middle school in a large Texas school district become state recognized or exemplary. The study involved a survey instrument that measured effective school practices of recognized schools. The survey focused on instructional environment, instructional processes, administration processes, and communication processes. Results indicate seven themes that capture the dynamics of the schools' excellence: high quality teaching, setting high expectations, monitoring standards, rewarding results, using resources that facilitate the teaching process, creating a cooperative work environment, and having effective, frequent communication. What appears to set these schools apart are the commitment, creativity, persistence, and professionalism with which they have gone about the task of instructional implementation. One of the fundamental elements of this success is the collaborative culture that is dedicated to continuous improvement. The survey is appended. (SM)
Descriptors: Academic Standards, Communication Skills, Educational Environment, Educational Quality, Effective Schools Research, Elementary Education, Excellence in Education, Institutional Characteristics, School Administration, School Effectiveness, Teacher Effectiveness, Teacher Expectations of Students, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Brownsville Consolidated Independent School District, TX.
Note: Paper presented at the International Conference on Effective Schools (Houston, TX, October 29, 1999).


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At the moment, social media is understandably swamped with links to free home learning resources for parents: some are excellent in quality; others not so good. With so much available, it may be difficult to decide which ones are the best to investigate and use at home.
Therefore in this section, I'm going to post links to websites and apps that I believe are worth sharing and exploring with your child. I hope you find them useful!
The school pays for a subscription for the EdShed website. This website has two main sections: one for practising basic numeracy skills known as the Maths Shed and one for spelling known as the Spelling Shed. On this website the children can practise theirkey skills while competing against their classmates on a league table; they can also earn points to 'dress up' their chosen avatar. Your child's login in details were sent home in the home learning packs.
For high-quality, daily maths lessons which will deliver new learning appropriate for your child's age and stage, try the White Rose Maths home learning resources.
Spelling Frame is a brilliant website for practising spelling rules. I highly recommend working through the FREE spelling rule activities for your child's year group. Please note the free content is sufficient to practise the rules, and I wouldn't recommend paying for the extra games.


§ 16-67-2. The literacy program.
(a) Activities under this section shall include strategies to improve the performance of students in mathematics, reading and writing, and to specifically address issues of dyslexia. Such activities must be founded on a scientific research base, as described in the No Child Left Behind Act of 2001, title I, part B, § 1208 (20 U.S.C. § 6368). Reading instruction to improve the reading skills of all students in the early grades (specifically kindergarten (K) through to and including grade five (5)) shall be consistent with the council on elementary and secondary education's reading policy. This legislation requires that the following six (6) activities, which comprise the literacy program, be conducted:
(1) Screening for all children first entering school. All school districts that provide elementary education are required to screen all children prior to, or upon, their first entry to school to determine their level of educational readiness. All children are required to participate in this screening. Screening shall address the child's educational development and shall be used to determine whether he or she is educationally disadvantaged in terms of readiness for instruction in the literacy skills of reading, writing, speaking, listening, or mathematics.
(2) Literacy focus in instruction in kindergarten through grade three (3) for all students. All school districts that provide elementary education shall focus their kindergarten through grade three (3) instruction for all students on literacy: reading, writing, speaking, listening, and mathematics. All instruction shall be geared to helping students achieve the outcomes in literacy that have been specified by the commissioner of elementary and secondary education. School districts are encouraged to consider reducing class size to no more than fifteen (15) students as one means to achieving these outcomes. School districts will be held accountable for student achievement of the literacy outcomes.
(3)(i) Supplementary literacy instruction for educationally disadvantaged students in grades kindergarten through twelve (12).
(ii) Supplementary literacy (reading, writing, speaking, listening, and mathematics) instruction may be required for educationally disadvantaged students. The commissioner of elementary and secondary education shall stipulate for each school district the specific cutoff points and the grades for required service each year. Services must be provided first to students who are most educationally disadvantaged. Services shall focus on instruction in reading, writing, speaking, listening, and mathematics. Program emphasis shall be as follows:
(A) Intensive development in literacy. Kindergarten through grade three (3).
(B) Early intervention in literacy. Grades four (4) through six (6).
(C) Remediation in literacy. Grades seven (7) through eight (8).
(D) Intensive remediation in literacy. Grades nine (9) through twelve (12).
(iii) School districts will be held accountable for student achievement of the literacy outcomes.
(4) Dropout prevention programs. Programs shall address the academic, social, or personal needs of potential dropouts. Projects shall be selected at the discretion of the commissioner of elementary and secondary education.
(5) State-level program support. Activities shall provide for necessary planning and administrative functions and for a broadly representative advisory council.
(6) Dyslexia-targeted assistance. The literacy program shall also include assistance to students by providing strategies that formally address dyslexia, when appropriate. In addition, the department of elementary and secondary education shall offer to school districts, at no cost to the school district or to participants in the training, professional development services to enhance the skills of elementary teachers in the use of evidence-based strategies to improve the literacy skills of students with dyslexia.
(b) As used in this section, the term "dyslexia" means a specific and significant impairment in the development of reading, including, but not limited to, phonemic awareness, phonics, fluency, vocabulary, and comprehension that is not solely accounted for by intellectual disability, sensory disability or impairment, or lack of appropriate instruction.
(P.L. 1987, ch. 582, § 1; P.L. 1988, ch. 336, § 3; P.L. 2004, ch. 185, § 1; P.L. 2004, ch. 246, § 1; P.L. 2016, ch. 205, § 1.)


CAROL’S SUMMARY: In the Washington Post article below, the “Nation’s Report Card” sees some encouraging gains in elementary schools scores, but no movement in high school scores. In fact, the average reading performance for seventeen year olds hasn’t changed since the early 1970’s. Our nation’s future depends on improving student achievement and while it is encouraging that gains have been in elementary education, it is sobering from a workforce standpoint that we still have so many underprepared and unprepared high school students.
Student success classes for elementary and middle school students can help this upward trend continue. Success classes which emphasize academic, emotional and social intelligence are a must for high schools in the U.S. where scores lag behind other developed nations. Once students understand how they learn, how they are motivated, how to manage themselves by themselves and with others they can master the basics of focus and solid attention which can foster deep learning. Without these core success habits and framework, students are likely to aimlessly go through high school and college until they get a wake-up call in the world of work. Giving them these tools early eliminates needless stress and sets clear expectations for high school, college and the global business world.
By Maria Glod
Washington Post Staff Writer
Wednesday, April 29, 2009
Math and reading scores for 9- and 13-year-olds have risen since the 2002 enactment of No Child Left Behind, providing fuel to those who want to renew the federal law and strengthen its reach in high schools.
Performance on the National Assessment of Educational Progress, which offers a long view of U.S. student achievement, shows several bright spots. Nine-year-olds posted the highest scores ever in reading and math in 2008. Black and Hispanic students of that age also reached record reading scores, though they continued to trail white peers.
But results released yesterday were disappointing for high school students. Seventeen-year-olds gained some ground in reading since 2004, but their average performance in math and reading has not budged since the early 1970s.
Visit www.washingtonpost.com to view the entire article


At Stoborough we believe that art is a vital and integral part of our children’s education. Art stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of responding to the world, enabling children to communicate what they see, feel and think through the use of colour, line, texture, form and pattern.
We encourage children to explore ideas and meanings through the work of a range of artists and designers.
Careful planning, that includes sequencing of skills and processes taught, enables a clear progression of learning that engages, inspires and challenges the children to experiment, invent and create their own works of art. Equipping children with the key knowledge and skills helps them progress and be able to think critically, developing an understanding of art and design and recognising how art shapes history and contributes to different cultures across the world.
Art education provides opportunities for all children to share and express their individual creativity. Art contributes and supports children’s well-being, providing quality time to self-reflect and ponder on the wider world. Art also provides children with a natural sense of wonder and curiosity about the natural and human made world around them.
Art Progression Map
All the children painted a self-portrait for a display in our school hall, with a focus on tints and tones. Look at the progression through the years!


We have a strong emphasis on the core subjects of English, Mathematics and Science, with a thorough grounding in literacy and numeracy skills. This is complimented by a wide range of other subjects in the weekly timetable including Information and Technology (ICT), Social Studies (History and Geography), Music and drama, Art, Design and Technology, Physical Education including Swimming, French, Religious Education and Personal, Social and Health Education (PSHE).
Cross-curricular links are made wherever possible and relevant. This allows children to use their knowledge and skills across the whole curriculum and to make connections between different subjects.
Learning regularly takes place outside of the classroom as well, with trips and visits to local venues


Gordon Freeborn Matteson
From: History of the Western Reserve pgs 1165-1166
Harriet Taylor Upton and H. G. Cutler
Published by The Lewis publishing company
GORDON FREEBORN MATTESON.—It was largely through the efforts, strenuous efforts, and heroic sacrifices of staid New England's
sons that the Western Reserve derived her courage, her enterprise, her public spirit, and her inspiration for converting the forest-covered lands into thriving hamlets, populous villages and towns, and valuable and attractive agricultural regions. Conspicuous among those that dared the dangers and privations of frontier life in the early part of the last century was Major Matteson, father of Gordon F. Matteson, of this brief sketch.
A son of Freeborn Matteson, Major Matteson was born October 10, 1799, in Shaftsbury,Vermont, and there spent the earlier years of
his life. He married, while living in Bennington county, his native place, Patience Matteson, whose birth occurred July 4, 1800. In 1834 Major Matteson and his family came to Ohio, locating in Hiram, Portage county, in the very house from which Rigdon and Smith, Mormons, were taken by the mob that tarred and feathered them. They subsequently moved to a place near the present Matteson homestead, and the following year bought the farm now owned and occupied by their son Gordon. They improved the land, and carried on general farming the remainder of their lives, the major dying December 21, 1872, while his wife, who preceded him to the better land, passed away May 13, 1861. They were the parents of four children, two of whom were born in Vermont, and the other two in Ohio.
Succeeding to the ownership of the parental acres, Gordon F. Matteson is numbered among the foremost agriculturists of this part of the county. As a boy he assisted his father in clearing and improving the homestead, watching with gratification its gradual development from a dense forest to a valuable farm, yielding abundant harvests each season, and in its transformation he was an important factor. He was born April 25, 1839, in the old log cabin that stood upon the place when his parents bought it, and in the schools of the neighborhood acquired his elementary education. He subsequently completed his studies at the Hiram Eclectic Institute, of which James A. Garfield was then the principal, that being before the organization of the school into Hiram College.
Mr. Matteson married first, in 1864, Mary Roberts, of Hiram, Ohio, and they became the parents of two children, namely: Hugh Frank, born May 28, 1871. and a child that died when but a week old. Hugh Frank Matteson married first, in Garrettsville, Ohio, in 1891, Birdie Holcomb, who died December i, 1892. He married second, in Ravenna, Ohio. Emogene Ramsdell, and they have two children. Fred James and Frank Gordon, twins, born February 24, 1900. Mrs. Mary (Roberts) Matteson died in 1876. and Mr. Matteson married for his second wife. June 19. 1879, Carrie Sherwood. Mrs. Matteson was born in Nelson, Portage county, Ohio, of New England stock. Her father, Ebenezer Sherwood, was born January 24, 1810, in West Cornwall. Connecticut, and when a young man drove across the country from his New England home to Portage county. Ohio, locating in Nelson. There, on May 24, 1835, he married Joanna
McCall, who was born at Parkman, Ohio, and to them five children were born. Mrs. Sherwood's
paternal grandfather, Deacon Sherwood, a native of West Cornwall, Connecticut, married Anna Bonney, who was born and bred in Cornwall, Connecticut.
Return to Facts and Findings


Alison Greene/Myers is a dedicated elementary art teacher. She received her master’s degree in Art Education from Pratt University. She works to inspire children through art education at Evergreen Charter School. The mission behind Evergreen is to “pledge to protect the Earth, respect the web of life upon it, and to honor the dignity of every member of our global family. One planet, one people, one world, in harmony, with peace, freedom and justice for all.” Alison works to use her knowledge and passion for art to impact children in a positive manner. As a new mother Alison is learning the challenges of parenting as well as the honor of raising a child. Seasonal Sammy is an interactive coloring app. Alison shared her perspective on how we can use art as an educational tool. Alison owns and operates Twisted Acres Ranch, a ranch for horses, chickens and organic produce. Her experience growing produce and taking care of animals made her a perfect candidate to gain information from!
Q. How can we use art to teach children
A. Children don’t learn the same way adults do. While we all appreciate art we can use art to reinforce topics covered in everyday curriculum. For example I taught symmetry and basic math through art-based activities. Art is a great way to engage children in a fun & creative way! Allowing children to get creative is a great way to spark their interest in the topic you are teaching them. I always recommend art to students that are visual learners. At Twisted Arches we use our environment to teach. We grow produce and have chickens that give us eggs. We eat the vegetables and eggs we grow. Children can see the lifecycle of food first hand. 2. What is the most effective way to work this kids?
Q. What is the most effective way to work with kids?
A. Get to know each child! Understanding a child’s needs and getting to know them on a personal basis is the best way to understand learning patterns. Find out what works best for the child. Some children are better with written directions while others learn best with hands on material. 3. As an educator and now a mother what will you do to teach your child about healthy food?
Q. As an educator and now mother how will you teach your child about healthy food?
A. I found the best method in teaching children is to expose them to as many new things as possible. As a teacher I show children a variety of artistic methods. As a mother, I will expose my son to as many healthy fruits and vegetables as possible. By doing this I hope to give my son a chance to determine what foods he likes.
Q. From your experience as a farm owner how can we get children involved in growing produce
A. Great question, I thought about this myself! Get your child involved from the start. Show them the seeds, have them plant and water the produce. Make it fun, go check on the produce and watch as it grows. I have a nephew that wants nothing to do with the growing process. So I got creative, I bought him small rocks that could be painted and placed in the garden. Each week he paints a new rock to go next to the tomatoes, zucchini, peas etc. Each time he places a rock there is an opportunity to talk about the growth of the vegetables.
Q. What was your favorite fruit and vegetable as a kid?
A. I have always loved cherries! You can find me eating cherries all summer. Growing up I also really liked asparagus.
By Alexandra Filingeri, Seasonal Sammy App


The presence and use of Information, Communication and Learning Technologies (ICLT) are an integrated feature of the modern classroom at St Pius X. iPads are used by students to access the internet and appropriate applications. All learning spaces have a large flat screen TV installed, which allow easy integration across all Key learning Areas as well as the interaction between mobile devices. All classrooms have access to a printer that can be used from any device through Air Printing. The school is supported by high speed wireless infrastructure.
St Pius X is a well respected and highly regarded school in the local community as it has a rich history of over 50 years of Catholic Education. St Pius X prides itself on honouring and respecting the past, celebrating the present and embracing the future with confidence and resilience. This commitment to the future in providing an inclusive and holistic education has embraced the challenge of using technology by enhancing and extending learning.
At St Pius X, we give our students the opportunities to reach their full potential by using a range of learning tools and pedagogies including the explicit teaching of foundational skills, immersion in rich literature, communicating ideas in a variety of modes, real life problem solving, making connections, demonstrating their learning creatively and accessing a range of modern technologies.
In 2013, St Pius X began leading the way in the Illawarra by implementing 1:1 iPad usage in Year 5. Today’s generation of students view technology as a part of their everyday environment. Students' ability to find, evaluate and create information is enhanced through connecting with the world beyond the classroom. Through technology, mobile learning is possible. To appropriately meet their needs, technology should be pervasive – always available.
St Pius X's 1:1 iPad program has now grown to students in Year 4, 5 and 6, who supply their own iPad for learning tasks; while students in Kindergarten to Year 3 have access to school-supplied iPads in their classroom at a 1:1 ratio.
View our Student Responsible Use of Technology Agreement, which each student and parent/carer is asked to sign at the commencement of each year.
STEAM (Science, Technology, Engineering, Arts and Mathematics) education is a targeted school review and improvement goal for St Pius X, with all classes receiving dedicated lessons each week around STEAM learning. These include coding, robotics and engineering investigation tasks.
See our St Pius X STEAM Site below, which has been created to document our STEAM learning journey and serve as a learning and teaching resource for teachers and students.
Digital citizenship is a priority at St Pius X, with all students participating in learning experiences that focus on being responsible and ethical users of technology.
Teachers use a range of resources developed by the Catholic Education Diocese of Wollongong (CEDoW), the Office of the eSafety Commissioner and other online safety organisations, to assist in the ongoing education of our students in being safe and responsible digital citizens.
The CEDoW Digital Citizenship Program Site provides a program of resources for our students on digital citizenship.
Oliver is our school’s Library Management System. It is fully web-based, so the whole school community can access library resources including eBooks and Audiobooks. Simple, clear search options like dynamic picture searches help young students find books and other resources that appeal to them. They can also choose from a huge selection of background graphics and avatars to personalise their library experience.
Oliver means students and staff can also manage their loans and reservations — anywhere, anytime.


Must-Attend Conferences for Elementary Educators
- Montessori Observation and Record Keeping Workshop
- Comprehensive Literacy and Reading Recovery Conference
- Unconventional Teaching Workshop
- Southern Conference on Children
- Opening Minds Conference
For educators tasked with shaping the paths of elementary level students, conferences serve as a pivotal nexus in which they can meet, learn, and share their experiences. Education is not a profession in which one can do everything, discover new approaches, and stay abreast of the constantly shifting standards of the field, without the support and inspiration of peers or mentors. Below are five conferences that recur annually and will bring innumerable benefits to educators who attend them.
Montessori Observation and Record Keeping Training Conference
While not all early childhood educators are working with Montessori institutions, the central tenets behind this ideological and pedagogical structure can offer benefits to each of them. Because education of the young involves a more intensive relationship with parents, caregivers, and guardians of pupils, learning to use the strategies and interpretive lenses common with the observation of student progress is beneficial. It also provides a closer look at enhanced communication strategies with parents and guardians of young students, which comes in handy for parent-teacher interactions.
Comprehensive Literacy and Reading Recovery Conference
Literacy skills are paramount for students of all abilities and cultural backgrounds. The Comprehensive Literacy and Reading Recovery Conference is held January 23-25, 2019 at Chicago Magnificent Mile Marriott and provides elementary educators with a host of opportunities to confer with peers, learn new teaching strategies, and attend panels of experts in the field. The importance of the ability to read and understand the material, to internalize and utilize printed information, and to be able to use written language to express complex ideas cannot be overstated. In the past, many students who fell behind in these early phases of literacy were allowed to move forward without these essential skills. But today, elementary educators are provided with the tools and skills to ensure each student is prepared for future challenges.
Workshop for Unconventional Teaching
Held in Phoenix, Arizona on March 9, 2019, this day of intensive workshops will provide elementary educators with a new take on the traditional skills they employ. The elementary years are fraught with moments of becoming, and students cope with these new experiences in a variety of ways, some of which are inappropriate. In addition to learning how to maximize the depth of student learning, several vital lessons featured focus on curbing inappropriate behavior and creating a respectful, collaborative, and fun classroom environment.
The Southern Conference on Children
Held in January of each year on the campus of Georgia Southern University in Statesboro, the Southern Conference on Children (SCOC) focuses on several key issues. Every elementary educator knows that teaching children academic subjects is only a portion of their role. SCOC focuses on social and institutional factors, such as the political or cultural climate of a school and how teachers can manage their responsibilities to both children and the institutional framework. However, they also focus on creating an enriched environment that promotes healthy personal student development. Many of their workshops offer the latest techniques to encourage empathy in children, community interaction, and provide positive suggestions for story time or crafting activities.
The Opening Minds Conference
Many conferences for educators tend to focus on educators. While that makes perfect sense, when students are young, it helps to take a broader view. The Opening Minds Conference is held in Chicago each year, bringing together the top voices in medicine, childcare, nursing and medicine, social justice and social service, parks and recreation, policy, tech, business, and library science to name but a few fields. It is indeed an interdisciplinary event. However, each of these professionals or experts has a singular goal—to enrich and nurture young learners within and outside of the classroom.
Related Resource: 15 Cheapest Online Programs in Educational Leadership and Administration
Teaching the young is an enormous responsibility that requires educators to devote vast reserves of energy and care. Conferences and workshops serve as opportunities to recharge enthusiasm for elementary education, set new goals, and reinforce professional relationships that provide support and inspiration for teachers across the country.


As young ones begin to explore and understand the world around them, it is also important to maintain a sense of learning indoors in a controlled home environment. We've compiled a how-to guide that shows the benefits and best practices to encourage our little learners to begin their education at home!
Purpose of a home learning environment
Supporting a child's early learning is extremely important and doesn't necessarily always include going outside or on new adventures, providing new toys to play with or being imaginative and creating fantasy play settings.
Instead what we mean when we discuss a home learning environment, specifically for early years, is a place where activities can take place that involve a parent-child relationship. These activities should be educational or stimulate development skills.
Young children feel a sense of security when their parents are around, and practising learning activities together helps a child feel warmth and encourages them to interact in learning experiences at home or in a childcare setting.
Benefits of regular home learning
It is usually second nature to early years to explore and learn. However what a child gains from a home learning environment is different to what benefits they get from other types of play such as: outdoor, small world and sensory.
The benefits of introducing a safe and controlled environment for your child to learn and try educational activities, are what prepare them for their future educational development. Here's some key outcomes of encouraging early education at home:
Develop literacy and numeracy skills
Although it's obvious, the most important part of creating a home learning environment is to develop both literacy and numeracy skills from a young age. Doing this will help your child to learn key life skills and ways of communicating information.
Language and speech is a vital stepping stone in a young child's development. The ability to communicate thoughts, questions and feelings is essential in any early years environment. This is continuously encouraged with an effective home learning environment.
Independence and confidence
Practising educational activities at home in a safe environment will increase confidence and independence when they reach a school setting. Young children will make connections between these two settings of learning which will help them settle in, ask questions and have a positive attitude to learning.
Readiness for school
Not only does practising educational activities at home increase the development of lots of skills and attributes, but all in all it prepares a child for the transition into a school education. Employing education at home really does aid in the vital weeks of starting school. A child will have more social and emotional skills, creativity skills and cognitive skills.
Creating a safe environment
Essentials to creating a secure environment where a young child feels safe and encouraged:
- Questions! Encourage children to ask any and all questions and ask them open-ended questions too, where there's an endless possibilities of answers they can give.
- Your environment doesn't have to mimic a strict school setting, instead use background music, bright colours and pictures.
- Be on the same level as your little ones, you don't need to symbolise a teacher figure, you want to enable them to learn from themselves not teach them right from wrong. Letting them make sense of information for themselves.
Top tips to enabling home learning
- Encourage core numeracy and literacy. Getting the basics in from a young age is the best way to prepare young children for the rest of their educational lives.
- Resources and more resources! There's an extensive range of home learning packs online to help with basic numeracy and literacy. These activities can be paired with YouTube channels and videos, arts and crafts, books and puppet play, songs, music and rhymes. Here's some activity ideas to help get you started.
- Everyday activities can become an opportunity for learning. If you're baking for example, ask for help and explain what you're doing, children can gain hands on experience of measurements and instructions.
- Creating a routine is also vital, a child will begin to switch on when they know it's time to learn. Whether it’s for an hour each day or an afternoon each week, keep a regular schedule and avoid activities during these times that children might associate with playing rather than learning. Switch off your TV and put the toys away!
Loose parts are a great resource to use in numeracy and literacy activities. They encourage an alternative style of learning that can get little ones to be hands on and you can find them all over your home! To find out more about loose parts and how they can help your child learn, read issue 10 of our Little Learners Magazine.


In 1987, then Dept of Interior Secretary Donald P. Hodel when questioned about the deterioration of the ozone layer in the atmosphere suggested that people wear hats, sunglasses and protective sun creams to protect against skin cancer. He was soundly criticized for a statement that addressed the symptoms but not the cause.
A similar attitude is seen in education–particularly math education–from vendors promoting the next shiny new thing designed to cure educational woes. I just finished reading two articles. The first is a PR puff piece written by “guest contributor” praising the program “Teach to One”. It discusses that students who lack foundational skills in math is a big problem–but “personalized learning” offers a solution to this ill.
“It’s difficult to teach a class that engages both lower-ability and higher-ability children because you can’t always address multiple needs simultaneously. Traditional teaching approaches will always leave some students behind.”
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LANGUAGE & LITERACY
The early years are critical for literacy development. From singing and story time telling in younger classrooms, to phonics and eventually reading and writing in our older ones, your child will develop important literacy skills and a love for reading. Through our literacy program, we focus on sound recognition, reading, listening and comprehension skills in a fun and interactive way.
Early experiences with math help children develop reasoning skills, inventiveness and persistence in problem solving. Our math program introduces number & value recognition, addition & subtraction, measurement, shapes, and patterns through hands-on learning.
Children are natural scientists. They use their senses and special technological tools to observe and investigate their world, recording and analyzing their findings through writing, drawing or taking photos. Our science program allows students to investigate the world around them and to understand concepts through different learning techniques that will help them to make real life connections. Our curriculum includes STEAM activities as a part of the daily schedule.
Our social studies domain, integrated in our English program, helps children understand themselves and
their relationships with family and friends. They learn how they are alike or different from their friends and how, as individuals, they can contribute to society.
ARABIC & RELIGION
Our Arabic and religion programs provide fun and interactive activities for students to learn their native language.
MUSIC & ART
Our art and music programs support our curriculum and the topics covered each month. Students sing and draw about the theme of the month in order to have more in-depth knowledge of the information that they are learning about.
Learning a second language supports children’s language development and helps them learn about other cultures. Our French program introduces our students to simple vocabulary, phrases, conversations and songs.
Our Character Building program develops our students’ confidence, values and ethics in order to become positive and productive members of the society.
Active children become active adults. We show your child fun ways to practice proper techniques for movement, balance and motor skills with plenty of time to slide, climb and run on our age-appropriate playgrounds and gym. Our P.E. program helps to build healthy bodies, healthy habits and boost self-confidence.
By the end of Kindergarten, students will be able to express themselves fluently in English. Students will be able to segment, blend and identify the sounds in spoken words. They will have the ability to use a variety of strategies to read words, sentences and simple texts.
In writing, students will be exposed to various genres and they will be able to put their ideas in drawings and words. They will be able to use their knowledge of sounds and letters to write words and sentences independently.
By the end of Kindergarten, students will understand that mathematics is a language of patterns and relationships and that mathematical understanding is built through problem solving and reasoning.
By the end of Kindergarten, students will acquire reasoning skills, analytical thinking skills, and a problem-solving approach which will cultivate their curiosity about the natural world around them.
Visual Arts & Music Objectives
By the end of Kindergarten, students will have developed fine motor skills and a creative thinking approach enhanced by the various art and crafts activities integrated into our curriculum.
By the end of Kindergarten, students will display fluency in French conversational skills and will be able to identify and name various terminologies in French


Educational cards can be considered as a multipurpose tool for education. Not only do they make education fun and exciting for little kids, but they also make comprehension a lot better than allowing children to imagine the look of a particular object. Flash cards for education come in a variety of categories and topics including alphabets, flags, numbers, transportation, and other related subjects that will further enhance the education of little kids. There are also flash cards solely dedicated to arithmetic, including multiplication, division, addition, and subtraction. This is a very versatile educational tool because this can be used not only by toddlers, but also by children in the primary stage of elementary education.
Depending on the manufacturer of the educational cards, there are flash cards that contain the question on one side of the card, which is presented in front of the class and the back is where the answer is printed. There are also flash cards created for identifying problems. Picture cards are popularly used in playschools which encourages toddlers to participate in the discussion by capturing their attention using colorful pictures and various images. Because toddlers are not yet ready to read books and they do not yet have the discipline and patience of a more mature child, flash cards is used as a way to interact with them and keep their interests all fired up.
Using educational cards in your classroom can also involve games for more fun and excitement. There are companies that manufacture various types of card games that are also educational by nature. This is one way of influencing the learning consciousness of a child. By integrating fun images into the game, the child’s interest is provoked, allowing him to eagerly participate in the game. Flash cards are usually printed with attractive pictures based on the topic of the cards. These pictures make educational cards more effective in conveying the message and stirring the imagination of the child.
Using educational cards can also be more effective by incorporating educational music to make the message more entertaining and less boring. You can also use different sounds in describing different images. For example, instead of just telling the kids that the object in the picture is a train, you can make a -choo-choo" sound of the train to make it more interesting. If it is a tiger, you growl like a tiger and if it is a cat, you meow like a cat. This method of integrating sound and music on each image will allow you to catch the attention of the children and make them more attentive to your lessons.
Using educational cards in teaching kids is an excellent method that will allow children to better understand the lesson by allowing them to actually see the real image of an object rather than encouraging them to just imagine how a particular object looks based on your description. With the help of educational cards, you can make your students enjoy the lesson, instead of just boring them with your tedious narrative.


Ohio’s commitment to ensure equitable opportunities to learn for each child in the state – as detailed in Each Child, Our Future (Ohio’s Strategic Plan for Education 2019-2024) – is reflected in the state’s extensive work in the area of literacy. Through various coordinated initiatives, the Ohio Department of Education (ODE) is building the capacity at the local, regional, and state level to improve the quality of the language and literacy instruction provided to each child, including struggling readers and those with disabilities and learning difficulties.
Ohio’s Plan to Raise Literacy Achievement, first released in 2018 and currently under revision, serves as the framework and guidepost for implementation of multiple efforts designed to increase teacher knowledge and application of the foundational skills of reading; prepare and support teachers, related services personnel, principals, and others to implement evidence-based literacy practices consistently and coherently across systems; and teach all children to read well. These efforts are supported through multiple funding sources and/or initiatives, among them Ohio’s Early Literacy Pilot, Ohio’s State Personnel Development Grant, Striving Readers Comprehensive Literacy and Comprehensive Literacy State Development Subgrants, and Ohio’s Dyslexia Pilot Project.
Read more about selected aspects of the work here:
- Ohio’s Plan to Raise Literacy Achievement
- Striving Readers Comprehensive Literacy and Comprehensive Literacy State Development Subgrants
- Ohio’s Dyslexia Pilot Project
- Cornerstone Connections
Passion and Purpose: Ohio’s Investment in Literacy Advances State’s Commitment to Equity, Improved Outcomes for Every Child (Summer 2019)


The University of Connecticut has been awarded a $5 million grant from the U.S. Department of Education’s Institute of Education Sciences to examine and strengthen gifted education opportunities for underserved populations through four studies. UConn’s National Center for Research on Gifted Education (NCRGE) will investigate strategies for recognizing and responding to untapped talent and explore the outcomes of gifted education services.
Del Siegle, the Lynn and Ray Neag Endowed Chair for Talent Development in the Neag School of Education, will direct this five-year project in collaboration with other researchers at UConn and scholars from the University of California Berkeley, the University of California Santa Cruz, the University of Iowa, Michigan State University, and the University of Wisconsin Whitewater. In addition to Siegle, the UConn research team includes D. Betsy McCoach, E. Jean Gubbins, Catherine Little, Daniel Long, and Christopher Rhoads.
Gifted education encompasses a variety of talent development practices used to support students who have been identified as gifted and talented. These practices provide challenging and stimulating experiences designed to enhance and accelerate student learning.
However, research conducted at UConn and elsewhere has shown gifted education programs often are plagued by widespread inequality and inaccessibility. Because of factors such as students’ socioeconomic status, race, and English-speaking skills, many students’ talents go unrecognized, and many schools fail to provide appropriate educational experiences. This can further perpetuate cultural and economic inequalities.
“The only way our country will reach its full potential is if every student has an opportunity to reach their potential,” says Siegle. “This research will move us toward providing improved educational opportunities for students traditionally underrepresented in gifted programs.”
Currently, there is no universally accepted screening process for the identification of students for gifted services. Identification processes vary from state to state and even from school district to school district within some states. Many school districts use a nomination process through which teachers refer individual students, though evidence suggests teachers overlook many talented students.
A universal screening process in which all students are evaluated can improve equitable identification and increase access for students from underserved groups. However, having every student complete assessments can be expensive.
To improve identification systems, the researchers will investigate how to streamline screening processes while also increasing the number of underserved students being identified for gifted programs. This will include searching for ways to reduce the cost of these processes.
Additionally, the team will conduct a study to investigate the long-term benefits of gifted education beyond academic achievement and also a study to explore the effects teachers have on students’ academic successes.
A final study focuses on expanding the use of academic acceleration, the process of placing students in more advanced-level learning experiences that match their skillset.
Presently, schools often refrain from accelerating students. The research team will tackle this issue by developing and testing a universal screening process for acceleration that includes professional learning sessions and online training modules for educators and parents.
Results from these four studies will be disseminated to the public through the NCRGE website, blog, social media, and online training platforms.
Siegle and his team will also intensify and expand training of researchers by holding an advanced training research institute at UConn for professors working in gifted education.
Siegle received his B.S. in elementary education and his M.Ed. in curriculum from Montana State University-Billings and his Ph.D. in special education from UConn. Currently, Siegle resides as the Director of the National Center for Research on Gifted Education.


Learn about Japanese Artist Ruth Aiko Asawa and understand how to use colored wire to develop 3D wire sculpture art about discovered objects.
“Art will make people better.”- Ruth Asawa
As an elementary art teacher, I attempt to connect artists to the projects that we work on with each other as a class. I discover that seeing pictures of artwork created from the exact same components we are employing as a class is incredibly inspiring to youngsters. It sparks tips, imagination and aids youngsters to realize their personal creativity.
I also think that if we teach youngsters about a wide selection of artists, they will see representation in the planet about them.
One of my favourite artists to share with students is Ruth Aiko Asawa, a Japanese-American sculptor. Ruth overcame lots of tragedies in her life, which includes time with her family members in the internment camps. However, like most excellent artists, she turned her painful experiences into art.
Ruth’s signature style, biomorphic wire types, is great for introducing to young artists. Ruth, inspired by nature in her work, utilized wire to primarily draw in a 3 dimensional space. (And did you know? Shape is one particular of the seven elements of art).
I’m excited to share this wire sculpture art project with you today. It’s a entertaining and quick project that makes use of wires and objects discovered about your household.
Wire Sculpture Art
- Anchor wire to discovered object
First repair wire to an object by tightly wrapping and twisting the wire with each other. If the object has a stem, then attach the wire to it. But if the object is smooth (i.e. a rock), then use clear tape to preserve wire in spot.
- Wrap object
Have children commence to tightly wrap the object. (You may perhaps want to show how to hold the object or show them that the closer they hold the wire to the object, the less difficult it beomes to wrap it).
This wire sculpture art is a excellent way to make fine motor expertise and work on grip. (If the wire runs out, basically twist more with each other to develop one particular extended strand).
- Tie off wire ends
I discover some children will use the complete package of wires and other individuals may only use a couple of wires. When your kid is prepared, basically twist the finish of the wire to a different wire that is currently attached. If the wires are loose at all then be confident to go back and add a tiny tape to safe them in spot.
If your children genuinely take pleasure in generating these objects then experiment with assembling numerous 3D shapes with each other.
1. Ruth overcame lots of setbacks due to prejudice for the duration of her life, but nevertheless kept pursuing her dreams.
I appreciate the book, “What If We Were All the Same” by CM Harris, to introduce conversations of race and prejudice.
2. Ruth was an advocate for art education. Try these tips to incorporate art into your family’s life style:
- Read books about art to inspire children. I very advocate “The Squiggle” by Carole Lexa Schaefer to pair with this wire sculpture art project.
- Promote art education and ask your child’s art teacher if they want aid! Art departments are frequently underfunded and the teachers are overwhelmed (take it from a former art teacher).
- Book a tour with a smaller sized nearby museum. Chances are they will be thrilled to have young artists in the museum and this expertise aids make a connection and foundational appreciate of art for children!
More Sculpture Ideas for Kids
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STEM Education Initiative
To further equip our students for the future that lies ahead for them both professionally and socially, we are committed to providing an education that will help them be independent, critical thinkers, and problem solvers.
In an effort to prepare our students to be college and career ready in an ever-changing world and to be skilled ambassadors for Christ, we are making continued additions and improvements in the area of STEM education:
Science: Our teachers will be attending training on the newly released NGSS (Next Generation Science Standards) at the Sulphur Springs School District. They will continue to explore the subjects of life, earth and space, and physical science in the classroom through instruction, research, and hands-on activities. We will participate in the ACSI Science Fair as well.
Technology: Students will use both class iPads and desktop computers to continue learning technological skills. Students will learn how to become proficient in keyboarding, word processing, and other important skills. They will use technology for research, practice, and the introduction to coding and programming.
Engineering: Through the offerings of afterschool enrichment classes such as Amusement Park Engineering and Drone Building, students will explore the use of different motors, electrical engineering, and robotics.
Mathematics: In each grade, students will learn math in a “building blocks” process, meaning that their foundational skills will be enhanced, deepened, strengthened, and extended with each grade level.
In addition to these different elements, we will also hold our annual Family Science Night and our 4th annual STEM Expo, where students will be encouraged to explore, plan, and present the development and creation of a project in one of six categories: invention, robotics/computer science, reverse engineering, Rube Goldberg, scientific inquiry, and engineering development. Our team of judges (mostly from JPL/NASA) will provide feedback and awards for this event.
“For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities—all things were created through him and for him. And he is before all things, and in him all things hold together.” Colossians 1:16-17


Pre-K Teacher Certification
Several pathways exist for becoming a prekindergarten teacher. Aspiring teachers can choose to obtain a teacher’s license in their state in elementary education, which qualifies them to teach not only teach preschool, but also kindergarten and higher grade levels, or choose to teach only in childcare programs for children under the age of five. All preschool teachers must meet state requirements to obtain their certification.
Preschool and Childcare Teacher
Preschool and childcare teachers must have, at minimum, a high diploma to meet the education requirements for certification within their state. Some states require applicants for certifications to possess an associate’s degree in early childhood education.
Some states and employers require preschool teachers to obtain the Child Development Associate (CDA) certification from the Council for Professional Recognition or the Child Care Professional (CCP) certification from the National Child Care Association.
Early Childhood and Elementary Certification
Preschool teachers can acquire a teacher’s license from their state's Department of Education that qualifies them to teach higher level grades. For instance, candidates for teacher certification may seek to obtain their license to teach pre-K to fourth grade.
The teacher examination tests candidates’ knowledge in the growth and development of children at the prekindergarten age level and in the basic subject areas taught in elementary education. The certification demonstrates a teacher’s expertise in handling the developmental skills and milestones of children, including social skills, language and cognitive developmental skills of children in early childhood and of elementary school age. Certified teachers in early childhood education are also qualified to develop instructional methods for teaching students in early childhood programs.
The traditional pathway for aspiring teachers to acquire their certification is to pursue a bachelor’s degree program in a certification area plus meet student teaching requirements. Colleges and universities offer four-year bachelor’s degree programs in early childhood and elementary education. After completing a bachelor’s degree program in elementary education from an accredited college or university, prospective pre-K and elementary teachers may apply for their certification from their state's Department of Education.
Candidates must complete the teacher licensure application for the certification area they are applying for. In most states, applicants must notarize the documents before submitting the application to their state’s Department of Education. There are also required application fees that must be submitted with the application, usually in check or money order form. Other required documents that must be submitted with the application include official college transcripts and copies of out-of-state teacher licenses, if applicable.
Marie Huntington has been a legal and business writer since 2002 with articles appearing on various websites. She also provides travel-related content online and holds a Juris Doctor from Thomas Cooley Law School.


M3: The Awareness Of Learning Styles
Kinaesthetic is known as physical learners are people who prefer using their body, hands and sense of touch. For example in a science lesson some lessons learn from actually doing particle experiments instead of watching the teacher do the experiment.
Visual- spatial or visual learning is learning by images and techniques. A visual learner would take use images and annotations to help them to learn.
Auditory is learning through hearing and speaking. People to learn from listening will tend to take in information and repeat it to themselves to make they remember the information.
Logical learners prefer using logic reasoning to learn. Logical learners …show more content…
I somewhat agree with these results I really like to solve problems using a logical approach, and most of the time I like working alone, when I am stuck I use my interpersonal learning style to communication with others.
Awareness of learning style
The awareness of learning style helps me in personal development because it helps me to understand the way I enjoy learning, from the test it shows I am both intrapersonal and interpersonal learner and I am always a logical learner. Because I am both an intrapersonal and interpersonal learner I would make use of the time I work in groups so I can benefit from the information I gather, then I can work on indecently to get the work done. Also because I am a Logical learner I like to solve problems and these activities will help me to understand work better.
Review progress on a personal development plan, identifying areas for improvement (using your strengths and weaknesses) (D2)
Week 1 – 4: Short term Objectives
• Improve numeracy skills – I have started doing math exercises out of the AQA core 1& 2 a level maths book every …show more content…
Within these 5 weeks I have improved my responsibility which improve from 2 to 4 this is because after being selected as the course representative I had to feedback information to the tutor group, which is a big responsibility. Also in my Personal Development plan I made a time table this helped me to improve my time management and my planning skills, this increased my planning skills from a score 2 to a 4. In the 5 weeks of the personal development plan, there was a lot of team and group activities in the class, this gave me an opportunity to improve my team working skills by taking all different roles within the group (leader, designer, coder, researcher, and speaker). This also gave me an opportunity to improve my leadership skills, when I had the chance to be the team leader I was able to lead a group and then helped me to increase leadership skills from a score of 2 up to a score of


Learning to Love the Arts: 35 Benefits of Art for Kids
Do you view art as just messy playtime for kids? Or do you realize it’s so much more than that? Art can be good for kids in many ways. Read more...
Benefits of Art to Kids
Children naturally love art – painting, drawing, making music, the theater. Unfortunately, when schools cut back on budgets, the arts are usually the first to go. It seems that schools do not appreciate the importance of art in building a kid’s brain. Read more...
How Art Helps Develop the Young Brain
Neurosciences research is revealing the impressive impact of arts instruction on students' cognitive, social and emotional development by David A. Sousa
Every culture on this planet has art forms. Why is that? Neuroscientists continue to find clues as to how the mental and physical activities required for the arts are so fundamental to brain function.
Art and the brain
Most educators and parents agree that the arts should have a place in the early childhood curriculum. Parents rarely ask "Why?" when they hear that their children will spend time drawing, painting, sculpting, dancing, or playacting activities during the day in child care. After all, art is fun and engaging and children like it! Isn't that reason enough? Read More...
source: ChildCare Education Institute
By: Michael I. PosnerPh.D., and Brenda Patoine
If there were a surefire way to improve your brain, would you try it? Judging by the abundance of products, programs and pills that claim to offer “cognitive enhancement,” many people are lining up for just such quick brain fixes. Recent research offers a possibility with much better, science-based support: that focused training in any of the arts—such as music, dance or theater—strengthens the brain’s attention system, which in turn can improve cognition more generally. Furthermore, this strengthening likely helps explain the effects of arts training on the brain and cognitive performance that have been reported in several scientific studies - See more...
The Importance of Art in Child Development
In recent years, school curricula in the United States have shifted heavily toward common core subjects of reading and math, but what about the arts? Although some may regard art education as a luxury, simple creative activities are some of the building blocks of child development. Learning to create and appreciate visual aesthetics may be more important than ever to the development of the next generation of children as they grow up. Read more..
Canvsly Blog Team.


ERIC Number: ED401253
Record Type: RIE
Publication Date: 1996
Learning for Life: Creating Classrooms for Self-Directed Learning.
Areglado, Ronald J.; And Others
This book explores concepts and methods of self-directed learning (SDL), documenting and illustrating the SDL methodology with practical examples. SDL is a synergistic process in which a teacher helps learners use various strategies and perceptual skills to learn on their own, become more responsible for their learning, and take charge of their own lives. SDL enables learners not only to acquire knowledge of subject matter, but also to understand themselves and their work habits, perceptions, aspirations, value systems, and potential. SOL helps students rely on their own learning power instead of depending solely on the teacher, and teaches them how to work cooperatively with others. The eight chapters define and compare SDL with traditional schools; examine self-directed learners and changing student perceptions; describe an SDL classroom; explore the teacher's role and the principal's role in SDL; and outline how to become a SDL school. A glossary and additional exercises are included. (Contains 47 references.) (ND)
Descriptors: Administrator Role, Class Activities, Classroom Techniques, Cognitive Style, Educational Innovation, Elementary Education, Elementary School Students, Elementary School Teachers, Learner Controlled Instruction, Learning Strategies, Student Motivation, Teacher Role, Teacher Student Relationship, Teaching Methods, Teaching Styles
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardback: ISBN-0-8039-6385-8; paperback: ISBN-0-8039-6386-6).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A


Music is extremely important in our society. Music can be used in a wide range of social and educational settings when it comes to daily life. When we watch TV or go to the cinema, we listen to music. Music is used in most government ceremonies, and we sing songs to celebrate birthdays or worship God. Given the value of music, it’s no wonder that parents use it naturally to express joy, involve their children, or calm them down.
Take a look at some of the established advantages of music education
1. Fine and large motor control is established
Making music, especially if it involves clapping, bouncing, tapping, and dancing can improve large and fine motor skills! Simple songs and back-and-forth play can also help to improve body and brain coordination. During this critical period of development, both of these practices aid in forming important associations across several regions of the developing child’s brain.
2. Music Increases Intimacy
Close relationships have a huge effect on a child’s growth, and music may help to support these close bonds. According to studies, babies will listen to a lullaby as long as they will to baby talk or adult voice. When parents or caregivers sing lullabies and improve their pitch, sound, and lyrics to soothe and relax the infant, they will feel secure and cared for.
3. Enhances communication and creativity
Even before they can talk, babies’ babbling and sound play aid in developing neural pathways for listening and communicating. Did you know that as toddlers, babies who hear language guided and receptive to them babble more and have larger vocabularies? Children can easily and rapidly imitate music and sounds they hear as an alternative means of comprehending and making sense of their surroundings.
4. Promotes a Feeling of Belonging
Music has the power to bring people together and give them a sense of belonging. Children hear accents, songs, and stories in their homes, and they feel attached to their families and communities. Preschool is a significant intersection of home and education in the United States, with one out of every four children having at least one immigrant parent. These young children must now learn about and experience the ideas of “belonging” and “being an outsider” during preschool. Children will encounter an inclusive and linked world early on when teachers integrate music and sound from various cultures or homelands.
5. Music Promotes Discipline & Consistency
The two most underrated qualities of a fulfilling and satisfying life are ‘Discipline’ and ‘Consistency’ and this is where music plays a role. Music is one of the biggest and in-demand forms of art, which is extremely peaceful, beautiful, and calming. Children who begin practicing music at an early age also get into the habit of practicing discipline and maintaining consistency. Music helps people set their priorities aside, and having a passion is no harm. When a child builds up passion from a young age, then they automatically get very focussed which leads to perfection and excellence sooner.


The New Art and Science of Teaching Art and Music
Discover art- and music-specific instructional strategies built on the foundation of The New Art and Science of Teaching framework. Teach technical skills alongside artistic development to support students’ portfolios, repertoires, and creative expression.
- Explore a model for strengthening instructional strategies for art and music.
- Understand which elements of instruction are best suited to teaching art and music, and utilize the specific suggestions and techniques for implementing these elements.
- Receive time-tested strategies and ideas to improve teaching and learning in art and music classrooms.
- Examine teaching methods for increasing student engagement in art and music programs.
- Confront the unique challenges found in art and music education, and feel inspired to collaborate with other teachers to continuously improve fine arts or creative arts programs.
Get your copy today
TABLE OF CONTENTS
Chapter 1: Providing and Communicating Clear Learning Goals
Chapter 2: Using Assessments
Chapter 3: Conducting Direct Instruction Lessons
Chapter 4: Conducting Practicing and Deepening Lessons
Chapter 5: Conducting Knowledge Application Lessons
Chapter 6: Using Strategies That Appear in All Types of Lessons
Chapter 7: Using Engagement Strategies
Chapter 8: Implementing Rules and Procedures
Chapter 9: Building Relationships
Chapter 10: Communicating High Expectations
Chapter 11: Developing Expertise
Appendix A: The New Art and Science of Teaching Framework Overview
Appendix B: Recommended Resources
Appendix C: List of Figures and Tables
- Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
- Marzano, R. J., & Pickering, D. J. (2011). The Highly Engaged Classroom. Bloomington, IN: Marzano Resources.
- Artnet News
- ArtsEdge—Kennedy Center
- Artsonia Online Student Art Portfolios
- Billboard News
- Breezin’ Thru Theory
- Google Drive
- Khan Academy, “Arts and Humanities”
- Music Interactive, Staff Wars
- National Art Education Association (NAEA), “National Art Honor Society Chapter Benefits”
- National Core Arts Standards
- National Core Arts Standards, “Resources”
- Terra Foundation—American Art at the Core of Learning, “Tools for Teachers”
- Tri-M Honor Society for High School and Middle/Junior High School—National Association for Music Education (NAfME)


Cambourne's Conditions of Learning
Language and literacy skills develop within meaningful, natural contexts. Brian Cambourne proposes eight conditions that contribute to true literacy development in children.
Conditions for Literacy Development
Immersion—Children need to be surrounded by interesting, high-quality children’s books and different kinds of text (e.g., charts, labels, newspapers, magazines). Read aloud every day to children, sing to them, play word games, and use movement and dance to generate lively engagement in language, literacy, and stories.
Demonstration— Model reading and writing for children. Let them see you writing notes, letters, stories, recipes, and lists. Make sure they notice you reading to yourself, for pleasure, for information, for directions, and for other purposes. Show them how to hold a book, turn the pages, and read aloud.
Engagement—Help children become active learners who see themselves as potential readers and writers. Set up a risk-free environment so they can experiment with language and literacy. Provide easy access to paper, pencils, crayons, markers, books, and other literacy materials.
Expectation—Set realistic expectations for language and literacy development. Become familiar with the developmental stages of emergent literacy, and support children in appropriate tasks. Expect that they will become accomplished readers and writers in their own time.
Responsibility—Give children choices about books to read. Set up the environment to promote self-direction. Provide easy access to books and literacy materials on low shelves and in baskets and show children how to take care of them.
Approximation—Accept children’s mistakes when they are learning to talk, read, and write. Congratulate them on their accomplishments. Guide them gently into accuracy and soon they will begin to self-correct.
Use—Create a climate for functional and meaningful uses of oral and written language. Encourage children to read along with you; help you write notes, letters, and lists; and engage in lots of conversations.
Response—Listen to children, welcome their comments and questions, and extend their use of oral and written language. Celebrate the enormous language and literacy learning that is occurring daily!
Cambourne, B. (1988). The whole story: natural learning and the acquisition of literacy in the classroom. New York: Ashton Scholastic.
Cambourne, Brian. “Cambourne's Model of Literacy Learning.” Cambourne's Conditions of Learning, 18 Dec. 2018, www.cambournesconditionsoflearning.com.au/.


Programs in this Core Program Area enable youth to become proficient in basic educational disciplines apply learning to everyday situations and embrace technology to achieve success in a career.
Money Matters promotes financial responsibility and independence among Club members ages 13-18 by building their basic money management skills. Participants learn how to manage a checking account, budget, save and invest. They also learn about starting small businesses and paying for college. Money Matters features three components. The Teen Personal Finance Guide is a fun, attractive booklet containing practical tips and activities to help teens learn the important skills of balancing a checkbook, creating a budget and saving and investing for college and retirement.
MusicMakers is a music education program that was developed in collaboration with BGCA, along with NAMM, The International Music Products Association. This program encourages Club members ages 6 to 18 to have fun exploring music making. MusicMakers provides step-by-step activities for three different skill levels for guitar and drums.
Power Hour: Making Minutes Count - this program provides Club professionals with strategies, activities, resources and information to create an engaging homework help and tutoring program that encourages Club members ages 6-12 and 13-18 to become self-directed learners.
Project Learn reinforces and enhances the skills and knowledge young people learn at school during the hours they spend at the Club. This comprehensive strategy is based on research showing that students do much better in school when they spend their non-school hours engaged in fun, educational activities.
Through Project Learn, Club staff use all the areas and programs in the Club to create opportunities for these high-yield learning activities, which include:
Discussions with knowledgeable adults
Homework help and tutoring
Games, like Scrabble that develop young people's cognitive skills
Incentives to reward Club members for positive academic participation
Project Learn also emphasizes parent involvement and collaboration between Club and school professionals as critical factors in creating the best after-school learning environment for Club members ages 6-18. Project Learn has been proven to boost the academic performance of Club members.
Skill Tech: Basic Training & Tech II
Skill Tech is a hands on training program that appeals to members of all ages and technical abilities. Through three levels of animated online lessons in either English or Spanish and include:
Instructor-led group activities
Microsoft office: Word, Excel, Powerpoint, Access, Publisher and Digital Impage Pro
In Tech II, members learn hardware identification and installation
Networking and technology-related careers
The Ultimate Journey is a small-group program to help young people gain an understanding and appreciation for the natural world both globally and locally. This award-winning environmental education program leads Club Members on a fun-filled journey into the beautiful and amazing world of plants and animals. Through participation in games, crafts, and discovery-based activities, young people develop an awareness of the environment, acquire a better understanding of how human actions affect nature, reinforce math and scince skills and learn about conservation of our natural resources.


Vocal, Band, and Orchestra
Music is a CORE subject.
As designated in the No Child Left Behind Act and as such should be valued for fundamental literacy goals presented in a sequential, developmental, process-oriented music program. Music has both intrinsic and fundamental value; it has worth in and of itself and can also be used to achieve a multitude of purposes (e.g. to present issues and ideas, to teach or persuade, to entertain, to design, to plan, and beautify). Music plays a valued role in creating cultures and building civilizations. It is a tool for helping students develop an awareness of the world around them; past and present.
All children should have the opportunity to participate in and have a feeling of aesthetic satisfaction from music education.
Musical experiences add enrichment to everyday life and help foster an appreciation for beauty and order; so that all students can participate in a meaningful way.
Music education and performance are essential for developing a well-rounded individual.
Music education provides and promotes the development of self expression and self esteem. It promotes critical and analytical thinking skills.
Music provides a form of nonverbal communication that can strengthen the presentation of ideas and emotions. Attributes such as self discipline, the collaborative effort, and perseverance, are necessary to music participation. These transfer to the rest of life.
Performance is an important component to the music-learning process.
Performing provides opportunities for application of knowledge, self esteem enhancement, individual growth assessment, self expression, and critical analysis skill development. Exposure or experience is more meaningful to children when they are involved in the process of music-making.
Music literacy provides a foundation for lifelong music participation.
Music provides experiences in creating, performing, listening to, dancing to, and analyzing as a lifelong activity. Literacy leads to informed evaluations of musical performances and develops music consumers with a personal standard of music appreciation.
Historical, Cultural and Social Contexts:
Students demonstrate knowledge and understanding of a variety for music styles and cultures and the context of musical expression or events, both past and present. Students identify significant contributions of composers and performers to music heritage. Students analyze the historical, social and political forces that have influenced the function and role of music in the lives of people.
Creative Expression and Communication:
Students sing, play instruments, improvise, compose, read and notate music.
Analyzing and Responding:
Students listen to a varied repertoire of music and respond by analyzing and describing music using correct terminology. Students evaluate the creating and performing of music by using appropriate criteria.
Valuing Music/Aesthetic Reflection:
Students demonstrate an understanding of reasons why people value music and a respect for diverse opinions regarding music preferences. Students articulate the significance of music in their lives.
Connections, Relationships and Applications:
Students identify similarities and differences between music and other arts disciplines. Students recognize the relationship between concepts and skills learned through music with knowledge learned in other curricular subjects, life experiences and potential careers in and outside the arts. Students develop a desire for lifelong learning in music.


Here is a MailPop Research Round Up on the educational benefits of MailPop:
1. MailPop Uses a Kid-Friendly & Accessible Format
Studies have shown that san-serif typefaces -- those without additional flourishes -- are best for reading because they increase legibility. Sans serifs are preferable for developing readers because their simplified letterforms are easier to recognize. This is especially true with learners with disabilities (like dyslexia) or visual impairments, because letters that look similar may be confused or fonts with too much visual noise can cause stress and interrupt reading.
MailPop uses sans-serif fonts in an easy-to-read format so children can access the words quickly and without additional effort.
2. Reading MailPop Letters Can Lead to Improved Fluency & Stamina
There are three dimensions to fluency: accuracy in word decoding, automatic processing, and prosodic reading. Fluency is considered a bridge to reading comprehension, and as children improve across these three metrics, they will better comprehend texts and become more motivated readers. More motivated readers seek out a greater number of texts and read for longer, increasing their stamina. As they read more -- more often and for longer periods -- motivated readers will deepen their decoding and word recognition skills, strengthen their automaticity, and increase their vocabulary.
Children who struggle with fluency may be able to decode words, but if they have insufficient automaticity, they will not enjoy the process of reading. Both inaccurate reading and minimal reading practice slow the development of fluency in beginning readers, so it is important that they get fluency practice with high-engagement texts.
MailPop provides high-engagement texts each week for children who may not otherwise find a topic they love in a book. By changing the subject matter each week, MailPop allows for children to truly dive deeply into a topic and spark their interest. For subjects they’re particularly interested in, they may read the MailPop more than once, resulting in increased opportunity for improved fluency and stamina.
3. Learning from MailPop each Week Can Lead to Improved Cultural Literacy & Comprehension Skills
Studies show that children improve in reading comprehension as they steadily acquire background knowledge. This suggests that, rather than practicing discrete reading comprehension strategies, children should be reading across content areas and building their “cultural literacy.” Developing readers should therefore explore texts that expose them to the full range of the human experience and that introduce them to other people, lands, cultures, and concepts. This will arm them with the rich background knowledge and vocabulary that will activate their schema and help them read with greater understanding, no matter the difficulty of the text.
MailPop, in partnership with Encyclopedia Brittanica, provides a wide variety of information so each child is sure to find something they want to learn more about. However, weekly exposure to information a child may not research on their own also provides children with improved cultural literacy and reading comprehension skills.
4. MailPop Provides a Weekly Opportunity for Activity-Based Learning
Studies show that learning is enhanced when new content is paired with related activities. This is known as “activity-based learning,” and when the activities have either cultural or personal relevance, then children will be more motivated to learn, will engage more deeply with the material, and will remember it longer. Additionally, when children apply their learning in real-world contexts, they are more likely to stay continuously engaged, ask thoughtful questions, and navigate ambiguities. Perhaps most importantly, activity-based learning lets children with different learning styles show what they know in creative ways and gives them a sense of accomplishment once the task is completed.
MailPop allows for children and caregivers to come together each week to dive deep into a topic and explore through a hands-on, thought-provoking activity.


We will gladly send you a copy of the full standards document upon request.
What are the New Frontiers Standards?
The New Frontiers Standards are a set of learning goals and benchmarks. The set is unique in that it was derived from four separate sources: the WI Model Early Learning Standards, The CDC Developmental Milestones, Fountas and Pinnell’s Continuum of Literacy Learning, and the Common Core. All four of these sets of standards are research based, reputable, and widely used and serve to outline typical developmental milestones. The benefit of drawing from four sources is a resulting set of learning goals that is far more thorough and clearly outlines a child’s skill development continuum with school-readiness ever in mind.
What is the goal of the New Frontiers Standards?
The goal of the New Frontiers Standards document is to guide academic planning and keep consistent and thorough records of a child’s progress during his/her time at New Frontiers. Further, this document is intended to give parents an understanding of the learning goals set for their children. The document will be available in each student’s classroom folder at all times and will be specifically referenced during conference times.
What do the New Frontiers Standards mean for
It is the belief and educational philosophy of New Frontiers
that all children develop at their own rate and that all
children can learn. The New Frontiers Standards are assessed
as “Most of the time”, “Some of the time”, or “Not yet” to
reflect that all children are constantly learning and developing.
The separation of age groups in the document is present in all
four of the above mentioned standard sources and is reflected
in the New Frontiers Standards to give an idea of typical
developmental periods, however, New Frontiers treats the
Standards document as a seamless continuum, understanding
that children may be working on skills at different levels as they
grow. The recording of progress on each child’s Standards document allows teachers to individualize and make accommodations to lessons and activities to ensure that all children are constantly working toward gaining new foundational skills.
The Wisconsin Model Early Learning Standards Steering Committee. The Wisconsin Model Early Learning Standards. Wisconsin: Wisconsin Department of Public Instruction, 2013. Print.
Fountas, Irene C. and Pinnell, Gay Su. The Continuum of Literacy Learning Pre-K – 2. Portsmouth, NH: Heinemann, 2011. Print.
Wisconsin Department of Public Instruction. Wisconsin Common Core Standards. Wisconsin: Wisconsin Department of Public Instruction, 2011. Print.
Centers for Disease Control and Preventions. Developmental Milestones: http://www.cdc.gov/ncbddd/actearly/milestones/. Atlanta, Georgia: The US Department of Health and Human Services. 2016. Web.


Science is all around us at the moment, from nature documentaries to the Spacex launch and everything in between.
With the coronavirus crisis we've seen the importance science plays in our everyday lives, and the pandemic has highlighted the importance of researchers working to find cures to deadly disease and illness.
Possibly as a result of this, recent surveys have suggested the UK public are as interested in science as they every have been.
In a 2015 Public Attitudes Survey found 91% said that young people's interest in science would be crucial to the future.
In light of this, we've taken a look at the current primary school curriculum and pulled together a primary school level quiz to test if you're smarter than a Scottish kid.
But how much basic science do you know about humans, animals and the world around us? Take our quick quiz to find out.
How did you get on? Share your results on Twitter, don't forget to tag us on @EdinburghLive_


In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
Ask the classroom teacher to complete the Classroom Teacher Evaluation Form. Include it, your Language Arts Unit Plan, and the Practicum Reflection as the benchmark assignment submission to the instructor. Attach the Practicum Placement Form and Observation Record.
APA format is not required, but solid academic writing is expected.
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