Essay benefits of preschool education
Explore difference opinions about the value of early childhood education. Early childhood education essay writing service, custom early childhood education papers, term papers, free early childhood education samples, research papers, help. Human development is a question of deep research and study in the contemporary society many specialists try to investigate different stages of human development and. The two most-often cited studies thought to prove the long-term benefits of early childhood education early childhood research & practice (ecrp). Persuasive essay- why we need preschool the many benefit of a preschool education remain with persuasive essay- why we need preschool persuasive essay. Importance of early childhood education: family involvement but if you keep in mind that the patterns for success begin in early childhood, then the benefits have.
It is very essential to recognize importance of early childhood education and how benefits of early childhood education this essay and no longer. The writer of proverbs 22:6 wrote: “train a child in the way he should go, and when he is old he will not turn from it” early education has benefits that can. Persuasive essay who is my target the concern of my paper is early childhood education apart from the social benefits that come with public preschool.
Free essay: early education programs have shown overall benefits to children’s behavior that continues through adulthood the strongest effects are produced. A second approach focuses on providing early childhood education many of the benefits from early childhood interventions listed above can be.
The benefits of early childhood education introduction early childhood education is a term that is used to commonly describe the formal teaching and care of young. Many preschool programs to participate in a math and science fair or to win an award for writing an essay or i see many benefits to art education but i. Benefits of preschool essay submitted by: after reading chapter 1 and drawing from your experience, discuss the benefits of a preschool education.
- Introduction early childhood education is a term that is used to commonly describe the formal teaching and care of young children by individuals or professionals.
- Here you will learn about many benefits of sending your child to preschool and disadvantages of preschool education disadvantages of sending your child to.
The benefits of early childhood education the writer of proverbs 22:6 wrote: “train a child in the way he should go, and when he is old he will not turn from it. The benefits of early childhood education debby mansfield argosy university phoenix abstract this paper presents a comparison study using data acquired.


To work as a teacher, individuals must be licensed in their home state, however, licensure is not always required by private schools. Licensure is granted by each state's Board of Education and requires a bachelor's degree as well as completion of an approved teacher training program and supervised practice teaching.
Teaching programs begin at the bachelor degree level. Most aspiring educators opt to pursue a degree in early childhood education, elementary education, secondary education, or special education. Secondary education degrees generally are in an area of specialization, such as English, mathematics, science, social studies, or foreign language.
Many states require teachers to earn a master's degree within a certain number of years of beginning a teaching career. Master of science degrees in education (MSEd) are available in elementary and secondary education, special education, administration, educational counseling, early childhood, English as a second language, instructional technology, reading and language arts, and more.
Individuals interested in educational administration often pursue a doctoral degree. The doctorate in education (EdD) is generally required for leadership positions, such as principal or superintendent of a school district. Doctoral degrees are also offered in many other areas, such as special education, secondary education, and reading instruction.
Another part of licensure is the exam component. Most states use the PRAXIS exam series.
Alternative paths to licensure are becoming increasingly common where aspiring teachers with a bachelor's degree in a subject other than education can pursue teaching credentials. Such programs offer students teacher preparation courses and provisional licensure with the goal of earning full licensure within one or two years.


Canopy sprinklers control flying-foxes
A proactive approach to flying-fox management is delivering nation-leading results for the Sunshine Coast Council in Queensland.
The humble sprinkler is proving to be an effective tool to manage flying-foxes across the Sunshine Coast as council works in partnership with local residents to manage suburban roosts.
Council recently voted to extend the use of proactive management techniques following a three-year trial funded through the Environment Levy.
Environment Portfolio Councillor Jenny McKay said flying-foxes irregular roosting habits presented a challenge for local councils.
“Council appreciates that flying-fox management does present challenges, particularly for communities where there are large roosts,” Cr McKay said.
“This report demonstrates that the best outcomes are achieved by partnering with the community, empowering local residents to have direct involvement in innovative management techniques and leading the way in education and research.
“In addition to managing vegetation and creating buffer zones, we have initiated an innovative partnership approach which gives residents the ability to control the use of canopy-mounted sprinklers to deter flying-foxes from buffer zones; this has proven to be very effective.
“While moving these animals on can provide temporary relief for affected residents, there are also no guarantees that the flying-foxes may not return, sometimes within days.
“By managing the surrounding areas, and keeping a level of distance between residents and flying-fox roosts, we’re doing everything we can to minimise interactions and reduce the effects of noise and odour that can come from large roosts.”
Council has also embarked upon a nation-leading flying-fox tracking project to gain a better understanding of the species’ habits.
That research is now being included as an education resource in the national primary school curriculum.
“We know that flying-foxes are highly nomadic creatures and we cannot control where they land, but we are working with some of Australia’s most esteemed researchers from the University of Queensland, CSIRO and the University of Melbourne to learn as much as we can about the factors that affect their roosting habits,” Cr McKay said.
“We have successfully used satellite tracking of a number of flying-foxes to gather data over a six-month period, and that data is now being analysed to give us a better picture of where these animals travel, not just within our region, but across Australia.
“We are also trialling use of acoustic fences to address noise issues caused by large flying-fox roosts, and investigating ways to potentially attract flying-foxes to alternative habitats, such as environmental reserves, to try and coax the animals out of suburban areas.
“The results of this ongoing research will continue to inform our flying-fox management practices into the future.”


The Role of a Quantity Surveyor
Published: 18 Dec 2013
What does a surveyor do?
As the construction industry grows, more and more skilled roles are becoming available, especially in positions like quantity surveyor. Quantity surveyors are responsible for the cost of any building project - from initial estimates, right through to the final acquisition of materials. Surveying jobs and their associated roles are varied - but focussed on providing clients value for money while adhering to the strict regulations which govern every aspect of the construction industry.
The day to day responsibilities of include roles inside the office, on the construction site - or in meetings with clients and other project personnel. While the very nature of construction work ensures no two projects are ever the same, a typical work day might involve:
- preparation of contracts, including details regarding quantities of required materials
- on-going cost analysis of maintenance and repair work
- feasibility studies of client requests
- analysing completed work and arranging payment to contractors
- allocating upcoming work to contractors
- site visits, assessments and projections for future work
Quantity surveyors may choose to specialize in a specific area of the construction industry - and focus on areas like property taxation, costing advice, maintenance of existing buildings and application to funding sources.
A quantity surveyor must hold an appropriate qualification, either a relevant university degree or a professional accreditation from the Royal Institute for Chartered Surveyors. Relevant university courses include those in surveying, construction and civil and structural engineering. The RICS website hosts a list of university courses which applicants can choose from to begin their path towards a career in quantity surveying. Each undergraduate course takes from three to four years of full time study to complete.
Graduates of degrees outside the RICS' approved list have the option of taking a postgraduate conversion course to transfer their existing qualifications into the construction industry. Postgraduate conversion courses normally take a year of full time study to complete.
It is possible to move into an associated role in surveying without a RICS accredited degree. Technical surveyors, for example, are well placed to transfer their skills into a quantity surveying role but will still need to complete a degree for a professional position in that discipline, possibly over a period of part time study.
Starting positions in quantity surveying normally come with annual salaries of £20,000 to £25,000. Experienced surveyors can expect to see this amount rise over the course of their careers to anything from £30,000 to £45,000. In the trade's most senior positions, quantity surveyors may attain salaries reaching £50,000 to £60,000 a year.
Becoming a surveyor is about more than having the relevant academic experience. Employers will expect applicants to be excellent communicators and possess impressive numeracy skills to handle the financial and mathematical demands of the role. Given the demands of the construction world and its frequent challenges, you should demonstrate innovative approaches to problem solving and an ability to negotiate across the various levels of any construction environment.
Obviously, a passion for the construction trade and knowledge of the wider industry are qualities which should make employers take notice - prospective quantity surveyors can keep themselves appraised of industry developments through various trade publications. Work experience is also highly valued - prospective and current students may be able to seek out roles on construction sites or with quantity surveying firms, who offer structured placements designed to help applicants find their path into the industry.
See the roles we have available in quantity surveying here


Change in the world is accelerating. One of the biggest changes and bringer of changes is the internet. So what happens when this great change meets an important part of our culture, such as art? The internet brings much more speed and immediacy. Instead of going to an art museum, we can just sit at our computer and look at pictures. Thus we often try to consume more art rather than spend time with each piece. Soon art becomes more of a commodity than actual art. As Jeremy Grant, a “found art” creator, says, “internet viewing of art doesn't ask the viewer to really spend time with art - to engage with it.” We can become so obsessed with finding art we like that we forget to look deeper into an art piece. Soon, artists have to fight to get noticed, and can start to create art for others instead of for themselves. Another thing the internet brings is more availability. People are able to access huge collections of art for free. More people are able to create, and types of art have become more varied. Art education has also become widely available, although (as with anything on the internet) some of the information is untrue. New tools and techniques have been developed, and the way we defined art was stretched more than it ever has been. Art is beginning to blur the lines between pop culture and art more than ever before. With more availability, art starts to become a sort of community where people around the world can experience and create art together and improve their craft. This raises question though; how deep and genuine can online relationships be? Shun-Luoi Fong, a photographer who explores the effects of community says, “I think the relationships can be genuine, but limited.” While we can connect with people and share our thoughts, our meeting can never contain the same energy as meeting someone in real life.
The lines between pop culture and art are continually being blurred, and the internet has brought a whole new wave of pieces that do that, but it started before the internet was around (some people say that it started with Andy Warhol, but others argue it goes back even farther than that). One popular form that blurs the lines is fanart. Fanart is when artists take something (especially a character) that is not their own and depict it using their own medium. But recently, there has been some especially good fan art, some even surpassing their original forms. This brings into consideration that beauty and creativity can be expressed by many means. There are many other new forms of art brought about by technology, and again, we must remember, as Fong pu
ts it, “they are tools, and can be used for good or ill.” Before the printing press was invented, books were seldom considered an art, but now that book availability has continually increased, books are often considered as art, whether they contain beautifully crafted pictures, poetry, or a meaningful story. As with all art though, Fong says “you have to be discerning, but that is true whether you are visiting a local museum with a limited collection, viewing a play on the stage, watching a movie in the theater, or consuming large amounts of art on the internet.”
The world of art may be changing, We have more technology and people will continually try and go through their days faster and faster. But the true meaning of art will never completely change, even though many people will forget what art means.
|Lord of the Rings fanart|
|Kingdom Hearts fanart|


Welcome. We’re thrilled to have you take this intro to NGS analysis with us. Before you begin, it’s important to have some foundational skills in Linux and R. Below you will find self-assessments for Linux and R. If you are unable to complete these, see our list of recommended resources (below) to help bring you up to speed in these areas.
If you are unable to complete the Linux Self-Assessment, we recommend you go through this excellent tutorial:
CodeAcademy Linux Tutorial (1 – 2 hours)
Supplementary Materials for Linux:
If you are unable to complete the R Self-Assessment, we recommend you go through this tutorial:
Swirl (6 – 8 hours)
Supplementary Materials for R:


The early years foundation stage curriculum is a specified combination of play-based activities designed to teach foundational skills like math and reading. This standardized educational curriculum was developed by the United Kingdom for children under 5 years old.Continue Reading
All education providers and day care centers in the United Kingdom must implement and instruct the EYFS curriculum. The curriculum includes play activities designed to introduce and improve skills in math, reading, language, world studies and art, in addition to fostering motor skills.
The communicative component of the curriculum helps children learn to express themselves appropriately and to listen to others. The reading component teaches children numbers and letters and introduces them to a wide variety of literature. In mathematics, children learn numbers and counting as well as shapes. Children learn to understand the world through exploring their environment and establishing appropriate peer relationships. The expressive art and design programs encourage children to explore music, art and technology. Educators tailor the curriculum to meet the individual needs and abilities of each child and work with parents if there are any areas of concern for a specific child.
The goal of the EYFS curriculum is to ensure that children under 5 years old receive the same education no matter where they attend school in the United Kingdom. Consistency and equal opportunity of education are primary goals of the program. Professionals assess children at various intervals during their participation in the EYFS Curriculum.Learn more about Parenting


MA in International Education
This study examines the importance teachers place on teaching intercultural competencies in a Common Core State Standards (CCSS) based curriculum. In addition, this study explores how teaching intercultural competence is evident in their daily instruction. The purpose of this capstone is to understand what professional development and additional resources are required for teachers to learn the knowledge and skills to effectively incorporate intercultural competencies into their daily instruction. A qualitative approach was used to gather data for this study. Data was obtained from interviews with Franklin Academy teachers. Responses were analyzed using Deardorff’s (2008) Pyramid Model of Intercultural Competence and the intercultural competence indicators as a frame of reference. Findings suggest that although Franklin Academy teachers believe it is very important that their students are interculturally competent, there was little evidence demonstrating how such knowledge and skills were implemented in their instruction. In addition, further in-depth professional development and additional available resources were highly recommended by the participants to help improve teaching intercultural competence. However, the majority of teachers were unable to provide specific examples of professional development they would like to see made available. The results of this study have implications for teaching a CCSS based curriculums because the findings support the notion that intercultural competencies need to be embedded into the curriculum in order to prepare U.S. students to become interculturally competent. This study can be used by stakeholders to better understand the importance of including intercultural competence in the CCSS, as well as the necessity of providing professional development and additional resources for teachers. Additionally, findings provide ideas regarding specific additional resources that would benefit educators teaching intercultural competencies.
Keywords: Intercultural competence indicators, interculturally competent students, Common Core State Standards, professional development, model of intercultural competence
Curriculum and Instruction | Elementary Education and Teaching | International and Comparative Education
McCann, Shannon, "Preparing Franklin Academy's Students' in Becoming Interculturally Competent" (2016). Capstone Collection. 2889.


Five BIG Differences between Traditional and Montessori Elementary Education
Many people are familiar with Montessori at the preschool level. But more and more people are now discovering the benefits of Montessori for the elementary years. If you are new to Montessori elementary education, you might be wondering if Montessori is really that different from traditional elementary programs. The answer is that they are in fact radically different. While we acknowledge and applaud teachers in non-Montessori schools who do things differently, this is a comparison between the traditional view of elementary education and the Montessori approach.
Here is a list of five BIG differences between traditional and Montessori for the elementary years:
In traditional elementary classrooms, the teacher teaches and the child listens. The child is required to memorize and recall information for testing. The child is passive in his learning.
In Montessori classrooms, the child learns through hands-on projects and self-motivated, active discovery.
In traditional elementary school, teachers are required to teach an establish curriculum at an established pace.
By contrast, Montessori education teaches individuals in small groups based on observable needs. The curriculum does not dictate the pace of learning. Rather the child learns what and when she is ready. The child may work on a lesson as long as needed. The teacher is present to act as a guide or coach.
An Individual Approach
In traditional elementary schools, students at every grade level have the same program, i.e. 3rd graders take the pre-established 3rd grade program.
In Montessori elementary, grade levels are flexibly defined within a developmental age range (usually of 2-3 years.) Each child will work with his teacher in his unique progression through the curriculum. Groups of developmentally similar children work on the right projects or lessons for them. This approach recognizes the individual needs of each child, not just their chronological age.
Accounting for Accountability
In traditional schools, the teacher is the one accountable for covering the curriculum. If the children fall behind or are ready to move forward faster, there isn’t a whole lot the teacher can do about it. He or she is responsible for covering a certain amount of information within a specified period of time.
In a Montessori school, the child is accountable for her own learning. Children are taught how to track their own progress every day. The child participates in creating her own learning path.Children are involved in choosing their own individual and group projects beginning in first grade. The child learns self-motivation and accountability from a very young age.
Where do you get your Confidence?
In traditional classrooms, it is assumed that the child needs external motivation and praise in order to learn. The teacher uses rewards and punishments. Self-confidence comes from external sources.
In the Montessori classroom, the child works to satisfy his own curiosity and inner need for accomplishment. The child’s natural learning pace is honored, allowing the child to be successful at every lesson. The child gains genuine inner confidence through his own achievements.
If you are interested in learning more about Montessori elementary education, we welcome you to join The Children’s Tree Montessori School for a workshop on January 25th. Dinner and childcare will be offered for $10 per family. Dinner will be 5:30-6:00pm; Free workshop will be 6:00-7:30pm. Register online: http://childrenstree.org/


Numeracy refers to the application of mathematical understanding in daily activities at school, at home, at work, and in the community. Numeracy is more than teaching the rules and procedures of mathematics. It is the application of the skills learned in mathematics in a cross-curricular, real-world way.
Numeracy describes the set of skills needed to tackle real-world problems in a variety of situations by applying numerical reasoning, and then carrying out the mathematical procedures to find the solution. Numeracy is an essential life skill and pupils need to be able to apply this skill across the curriculum in different subject areas, and in real life contexts. They need numeracy to help them understand how the world is measured, represented, compared and how it changes and they need mathematical literacy to help them do this in reflective and critical ways.
Global Learning is an excellent opportunity to develop numeracy skills in an authentic and relevant context which pupils find engaging and motivating. Numeracy is particularly developed through the enquiry and critical thinking theme of global learning.
Numeracy exemplification materials and resources with a global learning component are available on the Welsh Government interactive LNF website.
View some planning and pedagogical tools
Explore the interactive LNF guide and download documents here
Find out more about the National Numeracy Programme.


Some of the Best Elementary Music Ed Websites to Follow in 2017
The year is just about over, but it is never too late to follow some great websites and social media music education groups that can enhance your knowledge of how to integrate technology into the elementary music classroom. Whether you want to find some information webinars or are looking for some free resources, there is a lot of info that can assist an elementary music educator with technology in the classroom. Here are a few that I use and assist me greatly:
- http://www.freetech4teachers.com – Richard Byrne’s Excellent website for all things free, tech, and education. He also does a great job explaining how to utilize numerous technological tools for the classroom.
- http://midnightmusic.com.au/ – Katie Wardrobe’s website which includes lesson plans, webinars, and more. Her tutorials on how to use certain technology tools is the classroom are topnotch.
- http://www.musictechteacher.com/ – Karen Garrett’s website is a staple for technology in the elementary music classroom. She includes lesson plans and resources that assist you when integrating tech into the classroom. In addition, her quizzes and games are fabulous for the elementary music classroom. You can use them in a 1:1 classroom or a classroom with one device connected to a projector.
- http://www.cphmusic.net/ – Cherie Herring’s website with ways and freebies of how she uses technology in the elementary music classroom. She teaches in a 1:1 iPad elementary school and she is a certified SMART board trainer. Her SMART board lessons are excellent and you can find some of them on her website and some on her Teachers Pay Teachers page.
- http://www.mrsmiraclesmusicroom.com/search/label/Technology?&max-results=20 – Aileen Miracle’s website has just about everything an elementary music educator might be looking for in terms of ideas, lesson plans, explanations of units, assessments, current educational trends, and so much more. This specific link leads to her posts that involve technology. It is a great resource.
- http://amymburns.com/ – This is my website and there are a plethora of free lessons integrating tech into the elementary music classroom, ideas for the classrooms, students’ works, and so much more.
And some great social media sites for elementary music educators to find tech resources from other music educators:
- Music Teacher Face book Group – This group has over 17,000 music educators involved in it. If you have a question, it will be very likely that you will receive numerous answers within the hour.
- Elementary Music Teachers Face book Group – This group along with the Primary Music Education Facebook Group are groups that are geared towards music educators teaching younger students. You can ask music tech questions to these groups and you will find some great advice.
- Primary Music Education Facebook Group
- I Teach Music Technology! Facebook Group – This group is geared more towards teaching older students, but it is still a great resource.
- Twitter hashtags of #mused #musedchat and especially #edtech and #elmused give you numerous twitter feeds that involve posts, websites, resources, etc about music education and elementary music ed.
Have a healthy and happy 2017!


Here’s a fun science experiment for kids all about rainbows! Have fun making rainbow reflections and exploring all the colors and designs that are created!
Are you following our Science for Kids Pinterest board?
Materials for Rainbow Reflection Science for Kids
- Blank white paper
Procedure for Exploring Rainbow Reflections
- Look carefully at the blank side of a CD. What do you see? What happens when you tilt it back and forth?
- Find a dark room in your house. Place the CD on the floor.
- Tape a piece of white paper to your wall. Aim the flashlight at the CD so that it makes the rainbow reflect onto your blank paper. What colors do you see? What different patterns can you make by moving the flashlight around?
Question to Spark More Curiosity & Critical Thinking
How do you think the colors are getting onto the paper?
Experiment with changing the distance from the CD to the paper. What happens? Why?
Lucy’s Observations & Comments: “I saw the rainbow come up and go on the wall.” “The rainbow is reflecting off the CD!” “There’s so many different kinds of rainbows.”
What’s Going On
White light (like light from the flashlight) is made up of 7 colors (red, orange, yellow, green, blue, indigo, violet). The CD separates the white light into the 7 colors that make it up, where they then reflect onto the wall. A CD is made of aluminum (and covered with a clear coat of plastic.) It also has ridges in the metal which the light reflects off of.
Want to go even further?
Even more activities to inspire creativity and critical thinking for various ages:
- Have someone hold the flashlight for you. Use some crayons to trace the rainbow pattern made by the reflection.
- On a sunny day, spray a hose outside. Can you see a rainbow in the spray of water?
- Can you find other items in your home that might cause a rainbow reflection?
Be sure not to miss these other fun science activities on Buggy and Buddy:
- Exploring Surface Tension with Paperclips
- Create a Homemade Marble Run
- 10 Easy to Set Up Science Experiments for Kids


[Wind car designed and built by students in SCI 412]
The integration of Engineering into the Next Generation Science Standards (NGSS) presents elementary school teacher candidates with challenges and opportunities. In SCI 412, the Elementary Education Science Methods course that is taught by our department, students recently tried their hand at applying engineering practices to design and build a wind-powered model car. To amp up the stakes (and make learning fun), there was a friendly competition between the wind cars to see which one would travel farthest. Congratulations to all the competitors – we look forward to you joining the ranks of Connecticut’s teachers after graduation!


ERIC Number: ED409527
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Literacy for the Twenty-First Century: A Balanced Approach.
Tompkins, Gail E.
Intended as a comprehensive textbook for preservice teachers, this book aims to present a thoughtful, balanced approach to the teaching of reading and writing, incorporating the best of both traditional and holistic practices. It incorporates the teaching of both skills and strategies within a literature-based reading perspective, and is intended to show beginning teachers how to teach reading and writing effectively, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of students in today's classrooms. The book is organized into 4 sections and 12 chapters, as follows. Part 1, "What is Literacy?", contains chapters on becoming an effective teacher of reading and on building and maintaining an active partnership among students, teachers, and parents. Part 2 examines the question "How do readers and writers construct meaning?" Its 4 chapters focus on teaching the basic components of reading and writing: graphophonics, skills and strategies, word identification, vocabulary, and the structure of text. Answering the question "How do teachers organize literacy instruction?" is the focus of the 6 chapters in the third section of the book. This section deals with reading and writing processes, literature focus units, reading and writing workshop, working with emergent readers and writers, reading and writing across the curriculum, and assessing students' literacy development. Part 4 is a comprehensive review of 36 instructional procedures used in literature-based reading classrooms. Appendixes list award-winning books for children, and resources about authors and illustrators. (SR)
Descriptors: Conventional Instruction, Elementary Education, Higher Education, Holistic Approach, Instructional Effectiveness, Language Arts, Literacy, Preservice Teacher Education, Reading Instruction, Reading Teachers, Reading Writing Relationship, Teaching Guides, Textbooks, Writing Instruction, Writing Teachers
Merrill Prentice Hall, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($48).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A


SUBDOMAIN 601.4 – SCHOOLS & SOCIETY
Competency 601.4.4: Technology Fundamentals – The graduate identifies the general
characteristics and uses of technology; describes the functions and appropriate uses of
common computer hardware and media devices to enrich learning opportunities; and uses
computer software applications.
Objective 601.4.4-10: Create a multimedia presentation incorporating text, audio, video,
and graphics using non-computer technology.
Your task is to create a brief multimedia lesson that incorporates a variety of non-computerbased
First, locate the topic provided for your program (listed below). Then design a lesson that
incorporates a variety of multimedia instructional/learning materials (audio, video, pictures,
text, and artifacts). Next, write a learning objective, select the grade-level, and identify
specific materials that would help students meet the learning objective for your lesson.
For example, if you are an elementary education major, you might have the fifth-grade
learning objective “Given a cultural topic, students will explain five characteristics of Lakota
Sioux culture.” A specific material you might incorporate is Iktomi and the Ducks and Other
Sioux Stories by Zitkala-Sa.
You will not develop a lesson plan for this task. You will write a script that provides a
context and explanation for using each of the selected materials in the lesson. A script
details what you will say and do during the lesson and what students will be doing during
Elementary Topic (grades K?8):
Secondary Topics (grades 5?9 or 7?12):
Math: Fine Arts in Mathematics
Science: The Solar System
Social Sciences: A Study of War
I AM A ELEMENTARY EDUCATION MAJOR K-8 SO THERE I CAN DO THE ELEMENTARY OR SECONDARY TOPIC K-8 GRADE.
A. Write a learning objective on the topic provided for your program. (See “Instructional
Objectives” in the Web Links below for information about instructional objectives.)
B. Identify the grade level for the lesson you would teach to meet the learning objective.
C. Write a script “dialogue” (suggested length of 2-3 pages)
1. Include instructions to students on the lesson topic.
2. Indicate where each non-computer multimedia material will be incorporated into the
Note: You do not need to write a lesson plan for this lesson.
D. Provide a materials list for the lesson that includes at least one of each different type
1. Audio (cassette tapes, radio broadcasts)
2. Video (film, filmstrip, video, laser disc, DVD)
3. Picture (graphics, photos, posters)
4. Text (books, magazines, newsprint)
5. Tangible artifacts (items, relics, models)
E. In the materials list, include:
1. Proper APA-formatted references for each material you will incorporate into the
2. A short description of each material
3. The source of each material (library, store, personal collection, local museum)
Note: “Grades K?8” refers to kindergarten through 8th grade. The term “Grades 5?9 or 7?
12″ refers to grades 5 through 9 or 7 through 12.
Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable
Document Format) files.
Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
Note: When using outside sources to support ideas and elements in a paper or project, the
submission MUST include APA formatted in-text citations with a corresponding reference list
for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted
if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from outside sources, even if cited correctly. For tips on using APA
style, please refer to the APA Handout Web link below.
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This e-book encourages readers to discover major features of present considering in fundamental schooling (for a long time 3-13) targeting pedagogy: the examine of strategies of training. The authors ponder contexts, wisdom, talents and curriculum inside a framework of perform. a particular characteristic is the voices of lecturers, childrens, mom and dad, advisors and inspectors and others.
The publication covers: studying, wisdom and pedagogy; pedagogic matters, program of perform. The authors additionally current a dialogue of nationwide options and The nationwide Curriculum replace for 2000, discussions of a world-wide curriculum, and ICT and citizenship seen as instruments for constructing facets of pedagogy.
Read Online or Download Developing Pedagogy: Researching Practice (Developing Practice in Primary Education series) PDF
Similar Elementary Education books
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The blunders childrens make in arithmetic are not simply ‘mistakes’ - they can be clever generalizations from earlier studying. Following a number of many years of educational research of such blunders, the word ‘errors and misconceptions’ has lately entered the vocabulary of arithmetic instructor schooling and has turn into widespread within the curriculum for preliminary instructor schooling.
Are you operating or education to paintings within the early years quarter? do you want aid and tips in knowing the main topics within the Early Years origin level record? Are you searching for sensible suggestions and techniques on the way to enforce EYFS on your atmosphere? certain? Then this is often the fundamental advisor for you!
Designed to aid fundamental institution lecturers construct a multicultural size into their educating of technology, this publication presents a wide selection of useful principles to be used in either multi-ethnic and all-white school rooms. The members additionally research the underlying reason for a multicultural method of technology schooling.
Additional info for Developing Pedagogy: Researching Practice (Developing Practice in Primary Education series)


According to a study conducted by Leger Marketing on behalf of XM Radio Canada, children and young people who learn to play instruments may have an advantage over their non-musical peers.
The study concluded that 7 out of 10 Canadians who learned an instrument said it had a positive effect on their lives and assisted them in their academic studies. 66 percent of respondents placed instrument skills on the same level of importance as learning a second language. The poll also revealed that those students who learn an instrument early in life are more likely to pursue post-secondary education (this could be due to many factors, including assumed privilege of those able to access instruments and lessons).
“Learning to play an instrument is a huge part of many Canadians’ lives and has significant impact years later,” said Janet Gillespie, Marketing Vice-President, XM Canada. “Ensuring that Canadian children have access to music education is critical for keeping Canadian music alive and growing people not only culturally but personally. It’s a prime reason that XM Canada proudly supports initiatives to develop musical talent through organizations such as S’Cool Life Fund and MusiCounts.”
XM Canada recognizes the critical factor that musical studies play in the development of childhood learning and in November, 2010, launched the XM Instrument Fund. The fund will support existing music programs as well as establish new programming and provide critical money for new instruments.
This report affirms what many music educators already know–music enriches young lives and provides the critical self-confidence, motivation and achievement necessary to mold dynamic, self-sufficient and successful human beings. 45% of respondents claimed music heightened their creativity, while 32% claimed increased confidence and ability to self-teach, plus 46% reported heightened mental focus.
Music BC Charitable Foundation’s Shore 104.3 FMAdopt an Instrument program performs a similar service for Vancouver and the BC lower mainland, with plans to provide even more schools with new and refurbished donated instruments.


Phonics: Short u
In this short u activity, students read the sentences and write a short u sound word on the line. Students write the words on the line to complete the 5 sentences.
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Worksheet Set: Super Phonics Level 2
Supercharge beginning readers phonics skills with this extensive collection of worksheets. With exercises on long and short vowels, consonant blends, rhyming words, word endings, and much more, this resource is a primary grade teacher's...
Pre-K - 2nd English Language Arts CCSS: Adaptable
Phonics Floor Game: Short Vowels
Turn your phonics instruction into a game! First, hop on to word family foot prints to match the short vowel sound cards. Then, take the game to the next level; write a word on the foot print that has the same word family sound.
K - 2nd English Language Arts CCSS: Adaptable
Alphabet and Phonics Maze: Short U
In this short U worksheet, students complete a phonics maze by finding the best way to match each picture on the left to its appropriate alternate match on the bottom of the worksheet. Students practice writing the first letter of each...
1st - 3rd Visual & Performing Arts


In this classroom word and picture matching worksheet, students examine 7 pictures that depict common classroom tasks. Students match these with the words that describe them.
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Wanted! A Few Good Friends
What are your scholars' rights and responsibilities? As part of a larger unit, this instructional activity references past activities. Use the discussion prompts to help scholars recall school rules, then read Lily's Purple Plastic...
1st - 3rd English Language Arts CCSS: Designed
Phonological Awareness: A Sound Beginning
Looking for ways to spice up your phonics instruction? Choose from a variety of phonological activities to complement a reading lesson. The guide goes through the basic components of good phonics instruction focusing on sound types,...
K - 2nd English Language Arts CCSS: Adaptable
New Review A Classroom Guide to Peter H. Reynolds's Creatrilogy
Help young readers find, identify, and use their voices with a set of empowering activities based on Peter H. Reynolds' trilogy of books. Sky Color, Ish, and The Dot focus on recognizing moods and treating each other kindly, and their...
3rd - 6th Math CCSS: Adaptable
EdTech Tuesdays: Integrating Technology in the Classroom with Erin Klein
Possibilities abound with technology in the classroom! Discover how one educator fostered an incredible learning experience for her students using a digital platform called Storybird for a collaborative writing project.
2 mins Pre-K - 12th English Language Arts CCSS: Adaptable
Writing Classroom Agreements using Inspiration & Word to Go
How can you foster a thoughtful learning community for your class? First, the class brainstorms a list of behaviors that will help make the classroom a great place to learn. Then learners group similar ideas together and come up with...
3rd - 8th English Language Arts
Creating a Classroom Constitution
Youngsters identify and interpret the importance of having rules in order to maintain order at home, at school, in their community, and in the United States. They create a working Classroom Constitution that governs the classroom and...
1st - 5th English Language Arts
Hands are for Helping (Responsible Personal Conduct)
Youngster learn the importance of cooperation and sharing through a fun art project! Following a brief introductory discussion in which the class brainstorms how they can use their hands to share, youngster get divided into pairs to...
K - 2nd Visual & Performing Arts


“The greatest success of the Freedmen’s Bureau,” wrote W. E. B. Du Bois in 1901, “lay in the planting of the free school among Negroes, and the idea of free elementary education among all classes in the South.” This was a key moment in the history of the United States, a time when the country wrestled with the meaning of freedom once slavery formally ended in 1865. To President Andrew Johnson, freedom was simply the absence of chains, nothing more. To Republicans in Congress, however, freedom meant much more. Critically for us today, freedom for the African American community after the Civil War meant to be literate, that is, “the ability to get an education.”
But the South would not take the success of these Freedmen’s schools lightly. Again, Dubois:
The opposition to Negro education was bitter in the South, for the South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent. Nevertheless, men strive to know. It was some inkling of this paradox, even in the unquiet days of the Bureau, that allayed an opposition to human training, which still to-day lies smouldering, but not flaming.
Education can be revolutionary, dangerous, yet a central aspect of our freedom. Hence the status quo opposes it. This is the reason why Freedmen’s Bureau agents were under constant threat of private violence. This is also why the Klan targeted Freedmen’s schools. And this is why, during the Civil Rights Movement, Freedom Summer in 1964 featured Freedom Schools, which sought to empower K-12 students to become active and engaged citizens.
This history flashes in front of my eyes as I think about the fight over the nomination of Betsy DeVos for Secretary of Education.
This might be the fight of our lives. Much can be said about DeVos’ lack of qualifications for the position she now holds, or the obscene amounts of money she spent in order to further her cause, or how much money she gave members of Congress who then voted on her nomination. One can also debate the fact that Secretary DeVos “wants to use America’s schools to build ‘God’s Kingdom.’”
In today’s New York Times, Ross Douthat buys none of this. He cannot understand why so much effort and angst was placed on the DeVos nomination. After all, he writes, “we have an education secretary who perhaps errs a little too much on the side of choice-as-panacea, overseeing (with limited powers) an American education bureaucracy that pretty obviously errs the other way.” Striking the right balance between these competing sides is key. But as an empirical matter, he cannot understand why the nomination deserved the level of political controversy that it received. So how does he make sense of it? In the end, it wasn’t all that hard. It was those pesky unions, liberal bastions of old school bureaucratic waste; it was those pesky suburbanites, who love their public schools; and it was an “older culture-war bogeymen:” fears of “a looming theocracy.”
This is nonsense. The fight over the DeVos nomination is not a new fight. This is a fight at the heart of the meaning of American citizenship. This was true in 1865. This was true in 1964. This is true today.
When you think about Secretary DeVos, remember DuBois: "men strive to know." Back in 1901, DuBois could write that "opposition to human training lies smouldering, but not flaming." The fight over the nomination of Betsy DeVos makes clear that the fight is not only flaming today, but ablaze.


Neurologists implant neurostimulator in brain to control seizures
It has been 30 days since neurologists at the University of Alabama at Birmingham turned on the neurostimulator implanted in Sarah Conner’s brain to control her seizures.
In that short time, she can already say, “I’m doing pretty good.”
Conner, 24, has suffered from seizures for 10 years. In June, she became the first patient in the Southeast to receive a new device called a responsive neurostimulator since its approval by the Federal Drug Administration last year.
UAB neurosurgeon Kristen Riley, M.D., implanted the RNS system, developed by NeuroPace, into Conner’s brain. It includes an electrical generator, about the size of a flash drive, which is implanted in the skull. Electrodes are run to the locations in the brain known to cause seizures.
“It is designed to record a patient’s specific brain activity and recognize patterns that are associated with seizures,” said Riley, associate professor in the Department of Neurosurgery. “The RNS system then delivers stimulation in order to help modulate and control the seizures.”
Prior to receiving the RNS system, Conner experienced multiple semi-partial seizures every day, lasting anywhere from 10 seconds to more than a minute. When they hit, she lost all ability to function.
“It affected my motor function and sensory perception,” Conner said. “I couldn’t tell where my hand was, for instance. I couldn’t even do simple functions such as open a door because my body wouldn’t respond. It was as if I’d forgotten how to do it.”
A month after the surgery, UAB neurologist Neil Billeaud, M.D., turned on the device. At a follow-up visit 30 days later, Conner reported dramatic improvement.
“I used to have several seizures every day; but now that I have the stimulator, I get a little flash, maybe once every other day,” she said. “The flash lasts just a second or two and then it’s gone.”
The RNS system is constantly recording Conner’s brain activity, and the data is downloaded to a laptop computer. If Conner says she had a flash last week, Billeaud can pinpoint the specific time and see what brain activity was occurring. As the system learns more about specific patterns that indicate a seizure is likely, Billeaud can tweak the parameters to make the RNS system even more effective in controlling seizures.
Jerzy Szaflarski, M.D., Ph.D., professor in the Department of Neurology and director of the UAB Epilepsy Center, says data from research studies dating back several years indicate that many patients will respond to the stimulation and have significant reduction in their seizures.
“This is not a treatment that will cure epilepsy,” he said. “This is a treatment that will help control seizures in a very specific group of patients who otherwise are not candidates for surgery. I don’t expect too many patients to become seizure-free; but if we can decrease their seizures by even half, we can make huge improvements in their lives.”
Conner agrees. She is working on a degree in elementary education and had episodes in the past in which she had a seizure while student-teaching. The reduction in seizures will give her more independence.
“I’ll be able to do more,” Conner said. “For instance, I’ll be able to drive. I’m 24, and I’ve never driven a car. The big hindrance with the seizures was that, when they hit, I couldn’t function and was unable to do anything. Now I simply feel this flash, and then it goes away without affecting my motor function.”
The RNS system is for patients who have severe seizures but do not respond to medications and are not candidates for surgery because the location of their seizure onset is at a sensitive part of the brain. It is also only for patients whose seizure onset can be traced to just one or two locations in the brain.
“We’re very excited to offer this therapy to our patients who are not candidates for more traditional therapies for epilepsy,” Szaflarski said. “We see multiple patients like that every year, and the RNS system could make a huge difference in the lives of those patients. There is already data to show that the quality of life of those patients has improved significantly with RNS.”


Comparing a Perforated and a Slotted Spoon
Survey of Ingredients
Latches, Locks, and Keys Stick Houses
Animate Vs. Inanimate
Pressed Butterfly Art
The Little Mice and the Red Ripe Strawberry
Change and Growth
Making Strawberry Jam
The Very Hungry Caterpillar
Taking a Walk to the Post Office
Working with clay
Introduction to an apple peeler/corer
Introduction to drawing tools
How To: use a knife
Summer Squash Muffins
what will melt in the sun?
Summer Is Here
Exploring Our Emergency Backpack
Evening Under The Stars
What do you think that we need to do when we hear a fire alarm?
All About ME!!
What city do you live in?
Exploring Jackie’s car
Expanding our knowledge about hospitals through different means…
Using different styles of mazes to explore systems and interactions
Expanding our knowledge about the Fire Department through different means…
Exploring Directions:What direction do you live from The CCC?
Searching For Bridges
Little Red Riding Hood
Making Orange Juice
Our Radishes are Ready
You Got Mail?
Penguins play Connect Four
Penguin Winter Gathering
Find the shape.. Find the sign…
Needle Point Activity
Exploring the concept of “inside”
Forming Relationships Through Classroom and Outdoor Activities
How did you come to school?
[wppa type=”photo” photo=”431″]Any comment[/wppa]
Fine Motor skill development
What is your choice?
Bringing clay exploration to the table:
Tall, taller, tallest
Today in the penguin room
Scale & Structure
Three little pigs


Promoting Early Reading: A Parent Handbook for Developing Children's Phonological Awareness Using Authentic Activities
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The purpose of this project was to create a handbook for parents to develop their children's phonological awareness using authentic activities that parents and children can complete together. The handbook aims to provide parents with fundamental background information regarding phonological awareness as well as effective instruction practices, followed by authentic activities that are clearly laid out and easy to implement. Through a comprehensive study of the literature it became evident that parents should be the target audience for the handbook as they have the greatest influence on the development of their young children. Phonological awareness was also found to be an important contributor to early literacy development including oral language skills and reading. The handbook was reviewed by 2 teaching professionals in order to claim face validity of the document. The results of the project indicate that the handbook which was produced meets its goals of creating a product that is easy to use, practical, and effective for both parents and children. The implementation of the handbook in the home environment can benefit children's phonological awareness and in turn improve their oral language and reading abilities.


ERIC Number: ED459972
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Teaching Reading to American Indian/Alaska Native Students. ERIC Digest.
This digest summarizes ways to help young American Indian and Alaska Native children become fluent readers. There are numerous reading intervention programs, each with its own set of claims and counter-claims. Phonics approaches are designed for standard English speakers, and students with limited English abilities end up parroting what they read without comprehension. A major criticism of basal readers and research-based reading programs is that the material is chosen for a generic American audience with few, if any, stories that relate to Indian culture. The language experience approach uses words from students' oral vocabularies, familiar stories, community oral histories, and predictable books to teach reading lessons. The whole-language approach is compatible with Native beliefs and traditional teaching methods, but its lack of structure can overwhelm teachers. Balanced approaches draw on both phonics and whole-language methods. In balanced approaches, teachers can supplement basal readers with community and tribal reading materials. Using materials written in students' Native language improves reading skills in the Native language and English, and attitudes towards school. Parents can help their children by reading to them. Teachers should use reading materials that relate to children's lives and provide opportunities to learn new words and practice oral language in English and in their Native language. (Contains 19 references.)
Descriptors: American Indian Education, Basal Reading, Culturally Relevant Education, Elementary Education, Language Experience Approach, Limited English Speaking, Phonics, Reading Instruction, Reading Material Selection, Reading Strategies, Whole Language Approach
ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free). For full text: http://www.ael.org/eric/digests/edorc01-10.htm.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.


Stay tuned next week to learn more about expressive reading!
Monday, August 25, 2014
Sunday, August 10, 2014
Have you ever had parents come in panicked with the thought their child might be dyslexic? I have and this is often because they see their child confusing b and d. I often told parents this is a very natural part of a child's literacy development. Then my own child did it and I understood the panic! So how do we reassure parents that a b/d confusion is natural? We have found that the best way to do this is to simply avoid the confusion completely!
Last week we shared with you the funny finger play, "5 Little Monkeys." (See below) We encouraged you to have children follow your every movement and to turn so they saw your hands "make the bed." We want to be sure they are viewing your left hand showing the "headboard" and your right hand showing the "footboard." Why? It is THE BEST way we have found to avoid or correct b/d confusion!
The children can say the word bed while looking at their hands making the bed. The left hand makes the letter b and begins the word, bed. The right hand makes the letter d and ends the word bed.
As a teacher of young children, I have used this technique for years. Often third grade teachers will come to me and ask why some children stop and use their fingers before writing certain letters. I know immediately what is happening - they are checking themselves to be sure the b and d are facing the correct way! Use this tip to help children - but the key begins in preschool with a simple finger play!
Monday, August 4, 2014
Finger plays and songs are important in a preschooler's world. We suggest teaching children this funny finger play with all the motions as shown in our video above. Be sure to have children "make the bed" the correct way. You need to turn, as I do in the video, so they do not make the bed in the opposite direction. For specifics, see the photo below:
Stay tuned next week for the reason why this is so important!


At Happy Days, we believe that a positive sense of trust and security begins in infancy.
Warm and responsive care is essential for this healthy early development. We maintain a high teacher to infant ratio so that the children receive the care and attention that they need. Our teachers and aides provide an abundance of one-on-one interaction with the infants – talking, singing, holding, and playing games like peek-a-boo. These interactions stimulate the children’s mental and physical development and create a comfortable and pleasant atmosphere.
We have created a safe hands-on infant environment in which the children may explore the world around them.
We enrich the infant environment with soft colorful toys, picture books, and music. As motor skills develop, infants are safe to explore, crawl, climb, stand, and finally walk! Within this environment we provide an emergent curriculum program that introduces beginning sign language skills to promote communication. We also introduce basic art materials, encouraging sensory play and helping to develop fine motor skills.
We also support the importance of early literacy development.
Our teachers read to the children throughout the day as well as provide a variety of “cardboard” books for them to explore on their own. Infants are invited to become an active part of their own reading development by choosing books of interest, turning the pages, pointing to pictures while the teacher reads the words or identifies the object. As their speech develops, they are encouraged to name pictures in the books.
During the day, we keep a record of your infant’s day.
This includes an overview of how the child’s day went including a schedule of diapering, eating, and sleeping. Parents are encouraged to get to know the teachers and keep them updated as to how the child is doing at home, eating or sleeping patterns, or any changes in routines. This helps us to create a relationship with families and provide better care for your child.


Music education at Radford College aims to instil a deep love of music in all students. It encourages each student to experience the joy of music, regardless of age or ability, as an integral part of the school curriculum. There is an emphasis on active participation, individual expression and knowledge and understanding of the musical elements. Music is an important element of the Radford community. It is an ingredient that both challenges and enriches students through performance and academic study. Music is a universal language that encompasses intellectual properties. However, it is the intrinsic value of music that is often neglected as a worthwhile pursuit. Music is a vehicle that enables the human spirit to flourish. It often gives a sense of well-being, achievement, emotive connectedness and spiritual fulfilment.
|Performances take place all year round||
Radford College has an extensive and diverse Music Program. It offers students a broad musical experience by encompassing three pillars for successful music making. These pillars provide students with an educational experience that develops skills, knowledge, understanding and values.
These pillars are:
- Classroom Music: Classroom music for Pre-Kindergarten to Year 8 is part of the core curriculum and classroom music is an elective for Years 9-12. Classroom music focuses on developing sound perception, understanding of the musical elements and general musicianship. Classroom music is the foundation on which all music-making is built.
- Instrumental Studies: There are two methods for instrumental studies lessons. These are Individual Lessons and the Beginner Instrumental Program (BIP). BIP is for entry level students in Year 5-7 who are learning a concert band instrument. Both individual lessons and BIP sessions are held weekly and conducted by visiting specialist instrumental tutors. These lessons build technical fluency, musical literacy and individual expression. Instrumental tuition is the practical application of knowledge and understanding built in classroom music.
- Co-curricular Music: Performance, production and theory groups conducted before or after school and at lunchtime. Students have the opportunity of joining instrumental and/or vocal ensembles, as well as production or theory groups. This is an important aspect of giving back to the school community and provides a crucial social dimension to music-making. Radford has an extensive co-curricular music program offering over 30 ensembles and production/theory groups.
Each pillar of the Music Program supports and enhances the other two and is of equal importance in encouraging students to understand and enjoy music.


Check out this great list of activities for kindergarten, first grade, and second grade!
Read all about this fun Meet the Teacher activity, along with several back to school anchor charts and class posters that are perfect for the start of the new school year
I LOVE this letter recognition resource for guided reading, one-to-on instruction and intervention! It fits into a binder and is SO versatile! It’s a must have if you teach pre-k, kindergarten, first grade, or ESL students!
Teaching adjectives and verbs with popcorn?! Sign. Me. Up. This activity is teacher and student-approved. I promise, your kiddos will love it and will be talking about it all school year long. Plus, they’ll have a great foundation for these concepts afterward!
If you teach little guys, then the start of the year is all about teaching them foundational skills in everything. Which is why I love math crafts! They’re a fun way to reinforce foundational numeracy skills, such as subitizing and making ten, along with fine motor work and following directions! #winning
And, if you want to get your kiddos pumped up about a school year full of reading, while teaching them to LOVE books, then you have to check out these activities that help celebrate reading! They will share out their thoughts on their favorite books – and work on their reading reading comprehension skills as an added bonus!
Another great must-have for teaching foundational math skills is this math binder that’s great for small group instruction, math stations, and intervention. Teachers will appreciate the simplicity of the format and students benefit from the engaging activities!
Lastly, is this resource that includes FIFTY SETS of flashcards based off of kindergarten and first grade standards. They are extremely versatile and can be added to a number of activities that you already do in your classroom – from centers to small group to guided reading – the possibilities are endless!
This is the *best* science curriculum for the start of the school year! Your students will familiarize themselves with introductory science vocabulary, concepts, and skills – including safety!
And, don’t forget, there’s a MEGA SALE going on on Teachers Pay Teachers right now where you can save 25% right now! Al of the resources mentioned above have a ‘Shop this Resource’ link underneath the image. Or, you can hop over to shop all of my resources at Babbling Abby on TpT.
PS. I would LOVE to have you as a part of The Inspired Apple. You can join using the sign up form posted below and grab some super fun free stuff just for signing up!


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When Terry Kammerle, a Grade 2 teacher at Madeira Park Elementary on the Sunshine Coast, first set out to include technology in her classroom she wasn’t so sure how to get started. The school where she taught didn’t have updated technology that her students could readily access. Terry knew that technology could help her students but was hesitant about implementing the technology on her own. When the Special Education Technology Coordinator, Sandy Magnussen, came to Terry with the possibility of implementing technology in the classroom to support her students’ literacy development, Terry jumped at the opportunity to work with Sandy to meet her technology implementation goals.
Throughout the year, Terry worked closely with Sandy and they co-taught the class regularly. The teaching duo explored iOS apps that support literacy – they started with Clicker Sentences and Kids Love Sight Words and had students working on sentence structure. The students loved being able to customize words in the apps. As the year progressed, the team also explored Kurzweil 3000 to access a digital copy of Charlotte’s web making it available to those students who needed an alternative format to the printed book.
Students also really took off using Clicker Books to create digital books to showcase their learning taking advantage of the speech-to-text (dictation) and text-to-speech (read aloud) features in the iOS operating system to help with the writing and reading process. The students were able to publish their work into a web-based portable document format (.pdf) with the teachers creating a QR code for each book so that parents could open a digital copy of the book at home.
Throughout the year, the tudents and teachers developed confidence in using the technology to support reading and writing in the classroom. Many students can now independently type and/or dictate stories copying and pasting pictures from the internet seamlessly to support their writing. They see themselves as readers, writers and creators of digital books.
Terry is glad she took a risk in expanding her teaching approach that included integrating technology tools into her literacy program. She continues to explore ways to support her students in the classroom by providing choice – now one of the choices is the use of technology to complete reading and writing tasks. We congratulate Terry, Sandy and the rest of the team at Madeira Park for implementing technology successfully to support and enhance the learning of students in the classroom.
To learn more about the technology used in this SETstory, search for it by name in learningSET.


We assess for and then build skills necessary for academic learning.
We like to refer to these skills as foundation skills because they directly impact learning in school. When students who have weak or missing foundations begin to falter at school, a bevy of professionals step in to keep that student on schedule.
Consider the following analogy between a struggling student’s learning career and the building of the Leaning Tower of Pizza.
Just as the bell-tower at Pisa was in danger of collapsing before its foundation was fixed; students with missing foundational skills will continue to struggle at school until those foundations are in place.
In both cases, we find effort expended to keep building the structure without time given to strengthen the foundation. Unless the techniques used will increase the surety of the foundation, then the struggle continues. However, when foundation skills are directly strengthened, academic learning can take place successfully.


Before discussing How To Become An Elementary School Teacher we should know what his job description, elementary teacher? An elementary teacher helps young children develop social skills and positive learning habits in an enthusiastic, stimulating, and positive classroom environment. This can be a rewarding career, as elementary educators help foster the social and intellectual development of their students. If you love kids and want to help them succeed, becoming an elementary school teacher is a rewarding career choice with unlimited possibilities. With the right education and training, the potential for employment is excellent. Teachers are always in demand and someone who exhibits skills to truly instill memorable experiences in their students is even harder to find.
When employed by public schools, these professionals are required to have a bachelor’s degree and a certificate or license issued by the state where they work. Private school teachers may not need a license, though they’ll likely still need a degree. This bachelor’s degree can’t be in just anything though. If you want to be an elementary school teacher, you should get your degree in education or specifically elementary education.
Key Skills and Strengths How To Become An Elementary School Teacher
- Ingenuity: Kindergarteners and elementary grade students often view the world with a level of imagination and freshness educators shouldn’t take for granted. They will need to engage a student’s interest in creative assignments and interesting class activities.
- Empathy: Students aged 5-11 will struggle with very different social, domestic, and academic challenges than adults are used to addressing. Teachers will need to understand their students’ perspectives in order to instruct diverse groups and help them achieve their goals.
Enjoy Working with Children: This might seem obvious, but the role of an elementary school teacher will be infinitely easier and rewarding for those who enjoy working with children. Prospective educators might not consider this characteristic until it is too late. You should assess your previous interactions with children between the ages of 5-11, such as babysitting, and make sure you’ll be able to work with this age group full-time.
- Persistence: Classrooms are known to get unruly, and this age group can be volatile, swinging from quiet interest to temper tantrums to sleepiness within minutes. Educators will need to maintain control of their emotions, exercise patience, and adopt behavior control strategies.
Communication and Presentation: Teachers will often need to tailor their language to fit their audience, translating texts, lessons, and media into vocabulary that is accessible to children ages 5-11. Additionally, teachers must communicate with parents on a regular basis to praise achievements, address concerns, and collaborate on learning strategies.
Steps to How To Become An Elementary School Teacher
Step 1: Earn a Bachelor’s Degree in Elementary Education
Aspiring teachers who have a bachelor’s degree in a field other than education can enroll in graduate education programs or complete alternative certification programs to gain the training they need.
Step 2: Pass a Licensing Exam
Licensure, which is required by all states to teach in a public institution, is earned by passing a national examination that measures teachers’ content knowledge and basic skills knowledge.
Step 3: Earn a Master’s Degree
The focus of many master’s degree programs is to develop teachers who have a deeper understanding of their content knowledge. These programs also seek to prepare teachers to become experts in pedagogy.
Step 4: Participate in Ongoing Professional Development and Advance your Career Simultaneously
To more How To Become An Elementary School Teacher, please CLICK HERE to Find your dream job! Search for jobs, posts your resume, compare salaries and find career advice and research.


• Successful readers use a repertoire of comprehension strategies,
not just one at a time.
• Students begin to read more effectively as teachers give them
access to a manageable array of reading comprehension
• Students can start immediately to use and combine these
tools while they read.
Most comprehension strategy instruction I’ve observed as a literacy consultant has targeted the modeling and practicing of one broadly defined strategy, over and over again, until the students get good at it. This traditional approach implies that learning these strategies is hard for kids and they need weeks to master even one of them.
But my experience as a teacher has shown me that children can easily grasp the basics of several comprehension strategies all at once if the strategies are introduced in language they can understand. Then they can begin right away to use the strategies, concurrently, as they read. It’s the fine points of reading comprehension strategies that take time for kids to learn. But mastery of these strategies is a long-term goal; fine-tuning doesn’t need to occur all at once.
If we begin by teaching just one strategy at a time, our instructional emphasis too easily becomes “getting good at the strategy” rather than getting good at reading comprehension. If we teach children to apply these reading comprehension strategies as a package, we are more likely to remain focused on our real goal, empowering children to understand what they read.
Getting Started with Reading Comprehension Instruction
Taking that first step is often the most difficult part of trying anything new in the classroom. And getting started can be the hardest part of teaching reading comprehension too. We imagine if we persuasively introduce reading comprehension strategies to our students, instructions in these strategies over the next few months will just fall into place. That’s probably a bit of wishful thinking but first impressions can be strong and lasting.
Take heart! Keep it simple and offer your students a reasonable portion of new knowledge that satisfies but does not overwhelm them. Speak in language they can understand and explain each strategy in a way that is simply enough for all of the children in your class to succeed. A child’s mind can easily become overloaded. So remember; there’s always tomorrow or next week to continue the conversation. Our goal for any instruction is to make today successful.
You will begin by introducing your students to several strategies with a brief “hands on, minds on” explanation that uses terms easy for children to understand. In such an introduction session [which is outlined step by step in Ms. Boyle’s book]. . . the instructional goal is to explain to students what a reading comprehension strategy is and then identify and introduce several strategies. Mastery of these strategies is not the instructional goal now. So, rather than drilling students extensively in use of any particular comprehension strategy you will, instead, in this initial lesson, briefly identify a few strategies and then explain for the students why good readers use these strategies.
To explore more details on this approach to teaching comprehension strategies, including the importance to teacher modeling, thinking aloud together, and guided practice on a variety of genres of books and materials (fiction as well as content area reading) plus a host of reproducible supporting materials, visit
Excerpted, with permission from
Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction
Copyright Maupin House Publishing, Inc. All rights reserved.


PART I – SYNTHESIS
This position provides leadership in the research, design, and development of instructional materials for the traditional, flipped, hybrid, and fully online K-12 classroom.
The candidate will:
- Design and develop a wide-variety of instructional resources based on needs of staff and administration.
- Assist administration and teachers in selecting, evaluating, and experimenting with web-based instructional technologies.
- Develop and maintain expertise in instructional design and technology integration.
- Design process for analyzing effectiveness of training materials and professional development.
- Design needs assessment tools.
- Collaborate with Directors of Secondary and Elementary Education to ensure learning objectives and instructional methods are met.
- Support teachers in creating instructional material, activities, information resources, and evaluation methods.
- Masters in Educational Technology, Instructional Design, Curriculum and Instruction, or related discipline.
- Demonstrate understanding of learning theories.
- Communicate effectively orally and in writing.
- Be able to analyze training needs and effectively implement solution.
- Proficient in multiple word processing and presentation tools
- Expertise in learning & content management systems
- Competent in lesson building software
- Experience with coding and website development.
PART II – REFLECTION
The main role of an instructional designer is to create instructional materials that teachers can implement in the classroom. Their work is done behind-the-scenes and allows teachers to focus on the implementation rather than the research. Their role is much like an equipment manager of a football team who prepares the equipment so the players can focus on playing and not worrying if their shoulder pads are going to fit right or if their helmet has the latest concussion preventing design.
Teachers are the ones who deliver content to the students. They utilize the information and tools the instructional designer has recommended to deliver the material. Their job is made easier because of the the work done by the instructional designer. The teacher typically is an expert in one field of study and adapts instruction to their content.
There are three main differences between a teacher and an instructional designer. The first is that a teacher directly delivers content to the students and the instructional designer does not. The second is that the instructional designer develops the curriculum the teacher delivers. The teacher arranges the specific content for the curriculum, but does not develop the curriculum. The third difference between a teacher and instructional designer is that the instructional designer trains the teacher through professional development on current technologies and other curriculum implementation tools.
In my experience as an educator, I have not directly worked with an instructional designer. I feel as though I have been a teacher and instructional designer. I have developed my instruction from professional development unrelated to my school and have integrated technology I have learned through my education and post-graduate studies.
PART III – ID Job Listings
Kansas State University Libraries, Instructional Designer – http://tinyurl.com/l7rj75m
Northern State University, Instructional Design Coordinator – http://tinyurl.com/k8duuep
San Diego Unified School District, Instructional Designer – http://tinyurl.com/nxezwwl


|1: Music Education as a Powerful Stimulus for Brain Plasticity|
Full professor at the Institute for Music Physiology and Musicians' Medicine University for Music and Drama, Hanover, Germany
There is general agreement that music is an important value "in itself", providing joy, feeling for aesthetic values and a unique means to explore and to express emotions. During the last decade, however, music educators have become increasingly interested in understanding "secondary" effects of music education, especially on brain activation patterns and brain networks. Evidence from neurobiological research, demonstrating that music education causes remarkable central nervous adaptations has fueled this interest. In short, music making turns out to be the behavior, which probably most effectively induces short- and long-term brain plasticity.
Neural plasticity permits the adaptation of the brain to environmental factors that cannot be anticipated by genetic programming. The neural and behavioral changes attributed to plasticity have been observed on different time scales, ranging from several minutes to the whole life-time of the individual. Very different processes are likely to support plastic changes at the extremes of this time-line. Accordingly, experience-driven neuroplasticity has been explained by both the improvement and de novo growth of new dendrites, synapses, and neurons and the disinhibition or inhibition of pre-existing lateral connections between neurons by sensory input. The former mechanism entails structural changes at the microscopic and macroscopic level, whereas the latter can be achieved by strengthening or inhibiting pre-existing synaptic connections in the spirit of Hebbian learning. Sometimes even more rapid changes of brain responses occurring in the order of milliseconds have been discussed under the heading of neural plasticity. These are likely due to attentional modulation of neural circuits, however, and should be distinguished from true plastic changes.


With Thanksgiving around the corner, our school walls are covered with beautiful fall and holiday-themed artwork. It makes me realize how thankful I am for my artistic coworkers.
One I’m particularly thankful for is Susan Joyer who loves art, loves kids and loves children’s literature. That is a winning combination in my book, in fact that winning combination is in one of my books—The Giant’s Sneeze.
I wrote this story to give my students an entertaining way to practice their “ch” sounds, a fairly common speech error. Since my artistic talents are limited, Susan Joyer volunteered to illustrate the story so we could both use it with our students to encourage pre-reading skills along with articulation.
Speech and reading skills are interdependent and children make leaps toward literacy when those skills are taught together. It so happens, this practice fits in nicely with one of the Common Cores Standards—Reading: Foundational Skills (RF.1.3) where students are expected to,
“Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).”
Like “ch” for example.
I had a chance to read our book to a couple of classes yesterday. It was fun to watch the kids’ enthusiastic response to Susan’s illustrations and to the story. They chimed right in when the giant gave his mighty warning of several “ch” sounds before each sneeze. They laughed at the blustering sneeze-breeze that turned milk into cheese and scattered millions of bees. They were especially entranced with the honey tornado caused by the gusty sneeze when it, “rounded up the scattered bees, and funneled their honey far into the seas.”
Gabe, one of the first grade students, wondered if the giant put bread on his honey. That sparked some lively discussions about what the honey tornado might look like with thick slices of bread stuck to the sides. By the end of the story, the students had no problem identifying the sound represented by “ch” and they had no trouble showing me how to articulate the sound clearly. We’ll probably need to review the information after the holiday break, but that should be an easy job. I’ve already heard students say, “Read it again, read it again!”
Thanksgiving will be here soon. I can almost smell the turkey cooking and apple cider simmering on the stove. There will be ten of us around our table and I’m grateful for each one. When I return to work on the following Monday, fall decorations will start coming down and winter snowflakes and snowmen will begin to make an appearance. My Thanksgiving attitude will linger as I watch the transformation brought about by many of my coworkers who use their artistic talents to create an inviting learning environment for our students, and an inviting place to go to work each day. And I feel especially grateful to Susan Joyer for using her artistic talents to bring The Giant’s Sneeze to life.
Happy Thanksgiving! May it be filled with good food, friends and family.


Choice-based art education regards students as artists and offers them real choices for responding to their own ideas and interests through the making of art. Choice-based art education supports multiple modes of learning and assessment for the diverse needs of students.
Teaching for Artistic Behavior Inc. is a grassroots organization developed by and for art teachers, and serves to promote and support choice-based art education in public and private education settings.”
Four core practices, Personal Context, Pedagogical Context, Classroom Context and
Assessments are the foundation of Teaching for Artistic Behavior.
Choice-based art education regards students as artists and offers students real choices for responding to their own ideas and interests through art making.
* The student is the artist
* Students control subject matter, materials, approach
* Student beliefs drive work
* Students are self-motivated
* Experimentation and mistakes are honored
Results: personal work and deep learning
Choice-based art education supports multiple modes of learning and teaching.
Modes of Instruction:
* Whole group demonstrations
* Small group instruction
* Peer coaches
* Self initiated groups
* Sharing work with the group or class
* Student work
Choice-based art education provides resources and opportunities to construct knowledge and meaning in the process of making art.
* Brief, whole group demonstrations
* Students plan outside of class
* Students work at personal pace
* Environment attractive, inspiring
* Environment organized for group and individual work
* Highly organized for ease of use
* Students take responsibility for care of room/materials
* Students help to collect materials, beginning art process
* Choosing materials important part of the process
* Centers provide ongoing instruction and inspiration
* Centers allow for independent work while allowing teacher to instruct in multiple
Choice-based art education utilizes multiple forms of assessment to support student and teacher growth.
* Artistic behaviors are honored and noted in the ongoing assessment process
* Teacher-created documentation captures observations of students’ artistic behaviors, needs and
* Rubrics are negotiated between students and teachers and are broad enough to affirm student differences
* Self-assessment occurs on a regular basis, both informally and with self-reflection writing
* Collaborative assessment includes peer coaching, group sharing, curating exhibitions and conferencing with the teacher
COPYRIGHT 2009 TEACHING FOR ARTISTIC BEHAVIOR, INC.http://teachingforartisticbehavior.org/artisticbehavior.html


Date of Graduation
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
Teaching English as a Second Language
Dr. Sedique Popal
Dr. Luz Navarrette
Currently, the state of California has 1,332,405 students from grades k-12 who speak a language other than English at home (Caledfacts, 2016). When I started my first year teaching fifth grade with 95% of my students being English language learners (ELLs), I was surprised to see an achievement gap of two to three years in my student’s reading and math skills. I found that my student’s developmental language and math skills contributed to a lack of engagement during math time. Upon further research, I found that these three factors play a role in the wide achievement gaps between ELLs and Native English speakers: 1) developmental English Language skills (Soto-Hinman, 2012) and 2) developmental math skills (Starkey, Aber, and Johnston 2016), both of which result in 3) a lack of student engagement in math (Attard, 2014). This field project is a multiplication review workbook for students which consists of 39 pages with six engaging lessons. The workbook allows students to develop language skills to help them understand the concept of multiplication. The workbook is comprised of six lessons that focus on the key components of multiplying: repeated addition, equal groups, make and array, use a number line, 1 digit by 1 digit and 2 digit by 1 digit. Each lesson integrates an overview of a vocabulary word which is the concept of the lesson. Students will be able to practice their oral language development as they deepen their understanding of essential math content.
Douglas, Michelle, "Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids" (2017). Master's Projects and Capstones. 642.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Other Mathematics Commons, Reading and Language Commons, Science and Mathematics Education Commons


Carl Czerny (sometimes Karl; February 21, 1791 – July 15, 1857) was an Austrian pianist, composer and teacher. He is best remembered today for his books of etudes for the piano. As a precocious pianist, Czerny became the leading performer of Beethoven's pieces at a time when a new form of the piano was being introduced to facilitate a performer's ability to execute special stylistic nuances and techniques which were not possible on an older instrument. Czerny was a great influence on the myriads of piano students who studied with him, such as Franz Liszt.
With an emphasis on principled practice, Czerny inculcated a discipline of detailed study to his students and taught that each student must take responsibility for his personal transformation and sense of duty through music education.
Czerny was born in Vienna to a family of Bohemian origins. He was taught piano by his father before taking lessons from Johann Nepomuk Hummel, Antonio Salieri, and Ludwig van Beethoven. He was a child prodigy, making his first appearance in public in 1800 playing a Mozart piano concerto. Later, he gave the Vienna premiere of Beethoven's Piano Concerto No. 5 "Emperor" in 1812.
He quickly took to teaching, and by the age of 15, he was already a sought after instructor. He eventually instructed Franz Liszt, among many others. Liszt later dedicated his 12 Transcendental Etudes to Czerny, who was one of the first composers to use étude ("study") for a title. Liszt also referenced him in the collaborative work The Hexameron.
Czerny composed a very large number of pieces (up to an op. 861), including a number of Masses and Requiems, and a large number of symphonies, concertos, sonatas and string quartets. None of these pieces are often played today, however, and he is known as a composer almost exclusively because of the large number of didactic piano pieces he wrote, many of which are still used today, such as The School of Velocity and The Art of Finger Dexterity.
Signum Records has recently issued at least three CD recordings of Czerny's symphonies and concerti, including a concerto for piano with four hands in C Major. In fact, the view of Czerny as primarily a composer of didactic works is being challenged, as can be seen in the review cited below of a Sony Classical CD of some of Czerny's four-hand works.
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