While children can pedal in toy cars and bikes, they share the ride-and-go experience when they can play in a wagon. As they push or pedal toys around the yard, children are not aware that they are learning important skills. One day, they will look back on these experiences with a sense of nostalgia. However, for now, they are just engaged in the process of having fun. That is why, as a parent, you need to know that any ride-on toys or wagons supply a number of advantages for children. Ride-ons help build a variety of skills that children will use throughout life.
Benefits of Ride-on Toys
Ride-on toys improve mobility, encourage exercise, spark creativity, teach cooperation, and enforce staying power. When it comes to mobility, it is important that young children and toddlers stay balanced while they learn to walk or run. Ride-on toys build gross motor skills by promoting the use of the large muscle groups. Children need to balance themselves when they climb on and off ride-on toys. Learning balance keeps them from falling.
Fine Motor Skill Development
Fine motors skills are also developed when children play on ride-ons. That is because they learn to manipulate handlebars or steering wheels. Children also employ the smaller muscle groups, which leads to coordination between the arms, legs, hands, or feet.
Embellishments, such as pretend bells or horns, necessitate that small hands grasp, turn, or push the accessories. The more kids use these kinds of toys, the simpler it becomes for them to develop physically. That is why it is essential that you find the best kids wagon or push or pedal car for your money.
Keep Them Moving
If you buy your child a car or wagon, then you certainly won’t waste your money. While most adults view exercise as unpleasant or challenging, they certainly do not want to project this type of image to their children. That is why a wagon or ride-on toy should be used to get a child moving and playing. When they are zooming from here to there, or back and forth, they don’t even realise they are engaging in any kind of exercise activity.
Although children should always be watched when they play with wagons or ride-on toys, they still are exerting a certain degree of independence. Kids learn how to move around by using their own power, making it possible for them to get from one place to the next by their own means.
An Increased Sense of Confidence
As children learn to coordinate the various movements needed to power a ride-on toy or wagon, they gain more confidence about their own abilities. Moving from toys they push with the feet to operating a toy with pedals represents a milestone in a child’s life. The more comfortable they feel about playing with a wagon or ride-on toy, the more confidence they will display in their other activities.
When children have a wagon to share, they learn how important it is to coordinate their activities and cooperate with one another. They also learn the importance of making compromises, sharing, and working with one another. This type of cooperation will help a child behave positively with others as he progresses in life. A simple purchase of a wagon or ride-on toy can make a major difference in both you and your toddler’s life.


- In The News
- Press Kit
• • •
The Inspired Teaching School gives kids the freedom to think for themselves and encourages them to create learning opportunities on their own, which fosters ownership in their education. This philosophy is such a great character builder.
• • •
Jessica Hiltabidel talks STEAM on CCTV America
May 5, 2015
On May 1, Center for Inspired Teaching‘s Jessica Hiltabidel spoke on CCTV America about STEAM (Science, Technology, Engineering, Arts, and Mathematics) education and the critical importance of building students’ creativity and independent thinking skills.
Topics covered, among others, included how “STEAM” entered education conversations; what we can do to ensure arts and music programs are not the first to go when schools make cuts; and how to engage parents in discussions about the value of arts education.
Previously a mathematics teacher in the Baltimore City Public School System, Jessica now works with the Inspired Teacher Certification Program training new teachers for successful and sustainable careers as educators in Washington, DC. Jessica entered the teaching profession through the Baltimore City Teaching Residency and has taught numerous subjects including special education, elementary education, and middle school math and language arts.
Jessica’s entire interview is available below:


School budgets are being cut all over the country, and music programs are often first on the chopping block. Music is as essential to a well-rounded education as literacy, math, and science. It promotes physical well-being, social understanding, and helps build bridges within local and global communities.
What can we do about these cuts?
How can we ensure music programs continue in our schools?
Music in Schools Today reaches over 5,000 toddlers, children and youth in the San Francisco Bay Area annually with sustainable music education programs that improve student achievement in school and if life. MUST, founded in 1983, provides advocacy and research for music education nationally.
MUSTKazoo is a fun and creative way to raise money for music education! Simply record a song on kazoo, donate and tag your friends to do the same! Together we can save music in schools.
Are you ready for the challenge? We are!
Make a video
Grab a kazoo, a friend, and your phone or computer and film a video!
Film yourself playing a song on kazoo and other classroom instruments with your bandmates, colleagues, friends, or children. xylophone, rhythm sticks, jingle bells-the sky is the limit! Then Submit your song to email@example.com
Once you've uploaded your video, make a donation to the MUSTKazoo Challenge!
donations can be as small as $1 and as large as your imagination. 100% of your donation goes toward funding music education in schools in the San Francisco Bay Area and beyond.
Challenge your friends
Next, challenge two more people to do the same! Use the hashtag #MUSTKazoo and #kazoochallenge and send your video out to your friends. challenge them to play their own song on kazoo and donate to the cause themselves. your song could be featured on the MUSTKazoo website and on social media!
have fun, go viral, and raise money for music education!
Just as an orchestra needs different instruments of varying sizes and sounds, so too do we need sponsors of different levels. No matter how small or large, every instrument is needed!
Piccolo Level - $1 and above
Just like the piccolo, supporters at this level set a brilliant and forceful melody for the rest of the orchestra to support. By donating just $1, you are helping to lead the way for the future of music education!
Trumpet Level - $100 and above
Loud and proud! Donate $100 or more and proclaim your support for Music in Schools Today! Striking and intense, sponsors at the Trumpet Level lead the charge for support of music education.
Violin Level - $500 and above
Show your continuing support for music education by donating at the Violin Level. Donations of $500 dollars or more are the backbone of our funding!
Bassoon Level - $1000 and above
Deepen your commitment to music education by donating $1000! The bassoon is active and penetrating, as are the donations in this level of sponsorship. Your gift actively drives music education and enrichment in our schools!
Cello Level - $2500 and above
Stately and sustaining, just like the cello, supporters giving $2500 dollars or more maintains Music in Schools Today throughout the year and exemplifies the passion of our sponsors.
Tuba Level - $5000 and above
Majestic and weighty, like the sound of a tuba, supporters at the $5000 level are setting the tone for us all! The dedication and support from this sponsorship level resonate throughout the entire MUSTKazoo challenge. Thank you!
Special thanks to the MUSTKazooKrew:
MUSTKazoo Originator and Lead: Margo Hood
Meg Madden Sheri Nelson
Peter Richards Megan Udell


Why Music Education Matters
Thousands of scientific and academic studies have shown that music education improves academic achievement, builds communication skills, fosters creativity, develops teamwork and increases engagement in school.
Students who studied music performance and music appreciation scored higher on the SAT than students with no arts participation. Students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math. (Source: The College Entrance Examination Board).
Musicians have structurally and functionally different brains compared with non-musicians. In particular, the areas of the brain used to process music are larger or more active in musicians. Even just starting to learn a musical instrument changes the neurophysiology of the brain. (Source: Johns Hopkins Brain Science Institute)
Students who report consistent, high-level involvement in instrumental music over the middle and high school years show significantly higher levels of mathematics proficiency by grade 12. (Source: Champions of Change: The Impact of the Arts on Learning)
Music training improves scores in spatial-temporal reasoning used in higher levels of science and math. (Source: Keeping Mozart in Mind)
Students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district. (Source: Journal of Research in Music Education)
Playing an instrument helps youngsters better process speech in noisy classrooms and more accurately interpret the nuances of language that are conveyed by subtle changes in the human voice. (Source: Physiology and Communication Sciences at Northwestern University)
A correlation exists between the amount of music training and the amount of improvement in reading fluency in children. (Source: Learning, Arts and the Brain)
Music activities engage both the left and right hemisphere of the brain. In fact, studying music involves more right- and left-brain functions than any other activity measured. (Source: Good Music, Brighter Children)
For more information on why schools need music education, please download The Benefits of the Study of Music published by The National Association for Music Education.


ERIC Number: EJ1044213
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 40
How Might Educational Research into Children's Ideas about Light Be of Use to Teachers?
Hardman, Mark; Riordan, John-Paul
Physics Education, v49 n6 p644-653 Nov 2014
This paper offers a synthesis of research evidence around teaching light to primary and secondary school pupils as part of the Institute of Physics Promoting and Interpreting Physics Education Research (PIPER) project. Conceptual change literature describes many of the difficulties young people can have understanding the phenomenon of light, and this knowledge can be useful in the classroom. Pupil-teacher dialogue is used to illustrate some of the pedagogical challenges teachers face in this topic. This paper also highlights the range of influences on pupils from everyday life and from the classroom, with a view to promoting teacher awareness of conceptual change research evidence.
Descriptors: Science Instruction, Physics, Educational Research, Light, Elementary School Science, Secondary School Science, Scientific Concepts, Concept Formation, Discussion (Teaching Technique), Environmental Influences
Institute of Physics Publishing. The Public Ledger Building Suite 929, 150 South Independence Mall West, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: firstname.lastname@example.org; Web site: http://journals.iop.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A


Elementary education –
It shapes our lives with the love of learning, socialization, emotional growth
and decision making skills.
Education is the most valuable asset we have – a wealth that cannot be lost and the more it is shared the greater its value. We learn the first steps in life with our elementary school years, where we all learn to walk before we begin to hop, skip and jump into life.
Third grade is the most decisive year for students as they grow from concrete thinkers to abstract thinkers. A highly effective school, that encourages the love and exploration of reading in third grade and beyond almost guarantees better grades in high school and a higher education beyond that.
Did you know that prisons are built based on third grade literacy rates? It has been proven that students that are not accomplished readers are four times more likely to drop out of high school? Those drop out are three times more likely to spend time in prison? So yes, prisons are forecasted to be built based on elementary school literacy rates!
Fourth grade is the journey from learning to read to reading to learn. Students begin to master more complex and mature academic and social skills. Long range planning, time management, following more detailed instructions, peer collaboration on group projects and the social dynamics all challenge fourth graders. Fourth graders struggle between being more independent, advanced students and the worries that managing all that is expected of them.
Fifth and sixth graders begin to grown into themselves as they practice, grow and refine their skills to the next level. Deeper more complex analytical problem solving, more independent learning and projects that force them to use all of the skills mastered to date. The social life of fifth and sixth graders is the most important aspect of school – for them! The transitions experienced at this time is both overwhelming and thrilling as a new individual begins to emerge. They begin to feel powerful, experienced to the point of almost overconfidence.
The importance of a great educational foundation is most important for us as a nation and each student and their success in life.
Science, Technology, Engineering, Art & Math
STEAM projects involve teamwork and thoughtful dialogue in which students exchange ideas and discuss ways to problem-solve. Students learn how to divide up responsibilities, compromise, listen to and encourage each other.
An integrated approach to learning that encourages students to think more broadly about real-world problems. When students engage in activities that combine different elements of STEAM, they experience guided inquiry in which they must ask thoughtful questions, discover answers, apply what they learn, and problem-solve creatively.


Dialogic essay topics
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Tennessee Gov. understands education is a right. Why don’t we?
The stress of college begins for many students and their families long before the first semester. College prices (room, board, and tuition) have risen 42% for public, and 31% for private universities from 2000-2011, according to the National Center for Education Statistics. With the unbelievably high price of college tuition, students are expected to delve deep into their own (or their parent’s) bank accounts for a good education. For most, this means loans taken out and massive debts accrued, or the alternative — foregoing higher education completely. We at the Foghorn do not believe these are good options; thankfully, Tennessee Gov. Bill Haslam recently proposed a simple solution: make college free.
Education is a human right that should not be limited by a student’s financial situation. In order to make for a more progressive society, we must ensure free and easy access to a higher degree. As stated in the Universal Declaration of Human Rights’ (UDHR) Article 26: “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.” Haslam’s Tennessee Promise serves to fulfill this basic human right outlined by the UDHR, a right that has largely been ignored in this country.
The “Tennessee Promise” was proposed by Gov. Bill Haslam during his State of the State address on Monday, Feb. 3 2014. The promise was a big one — two free years of either community college or or technical school for high school graduates in the state of Tennessee. If Gov. Haslam’s promise is fulfilled, Tennessee would be the only state in the country with free college. The initiative is important for Tennessee especially, one of the least-educated states in the country where less than one third of residents have a two-year degree, according to NPR.
At first Haslam’s plan seems a grandiose dream, one that raises more questions than it answers. The biggest question of all — if the students are not paying for college then who is? The answer, according to Haslam, is the state’s lottery where an excess amount of cash is generated to the tune of $300 million. “Net cost to the state, zero. Net impact on our future? Priceless,” Haslam said at the address. Haslam’s plan is a breath of clean air in a polluted education environment — an environment that caters to the wealthy while indebting, or excluding, the less fortunate. Haslam has a feasible plan to offer free education in this country.
However it is shocking that we are so behind other countries in terms of free education. Countries like Germany, Sweden, and Ireland (just to name a few) all have free education for their people. Does our Government place lesser value on higher education? During his first joint address to Congress in 2009, Obama stated that the United States “should once again have the highest proportion of college graduates in the world.” How will this goal be achieved if many in this country can not afford it?
Attending college might not be right for every person, but having access to it should be a right for every person. The Foghorn hopes Gov. Haslam’s enthusiasm for free education proves contagious, and it spreads across the rest of our country.


Extra large creative writing templates and unique student projects that will bring excitement and fun to your writing program. Creative writing plays an important role in a child's literacy development this article makes suggestions for the instruction and evaluation of children's stories. A range of resources and stimuli to generate fantastic creative writing, famous art work, a collection of classic opening lines, an exploration of famous fictional. Encourage your elementary students to show their creative sides, with our creative writing worksheets for grades k-2 try teachervision for free today. Free printable writing paper with borders free border paper for teachers motivate your students to work through the creative writing process by allowing them.
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Teaching creative writing powerpoint templates junior high or high school students will be different from teaching a college-level or adult creative writing. Printable worksheets to teach writing - paragraph writing, letter writing, peer editing checklists, figures of speech, and lots more. Browse resources on teachers pay teachers creative writing grades both purse template and 5 pages of writing templates are included in this download.
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Enterprise education is an essential part of the primary curriculum and many classroom activities provide opportunities for children to apply their entrepreneurial skills in exciting and practical ways.
Taking part in the national competition will help your pupils to become Enterprise Troopers and to:
reflect on their own particular strengths, interests and aspirations;
have a can-do attitude and the drive to make ideas happen;
be skilled in getting on with people, influencing, negotiating and contributing to a team approach;
be creative, innovative, and take imaginative approaches to problem solving.
Crucially they will be able to describe how they have developed and used their entrepreneurship skills, and why these characteristics are important.
A central aim of the national primary competition is to encourage schools to recognise and build upon their existing good practice. The competition resources, enterprise activities and support materials are designed to complement the work you are already doing to encourage your pupils to behave in an entrepreneurial way.
The activities will really enhance learning across the curriculum, helping your pupils to apply their literacy and numeracy skills in real-life contexts. To help with curriculum planning, each competition learning activity has links with:
The National Literacy and Numeracy Framework
The Foundation Phase Framework for Children’s Learning in Wales
National Curriculum subject requirements
PSE, ICT and Curriculum Cymreig
…. as well as the Entrepreneurship ACRO characteristics.
The competition enterprise activities have been designed to be integrated into the curriculum in the most appropriate way to meet the needs of your school. The emphasis is on flexibility.
The competition ideas and activities will help your pupils, to develop the confidence and drive to put their entrepreneurial ideas into action, and turn their ambitions and aspirations into real achievements.
The Enterprise Troopers are based on the ACRO model of entrepreneurship, the four key characteristics of entrepreneurial behaviour:
Attitude: Understanding self and motivation, setting and achieving goals
Creativity: Generating ideas, solving problems and creating opportunities
Relationships: Expressing views and ideas, appreciating others’ viewpoints and working co-operatively
Organisation: Ability to make decisions and fulfill objectives


INSIGHTS INTO THE LIVED EXPERIENCES OF THREE MALE ELEMENTARY SCHOOL TEACHERS
MetadataShow full item record
The purpose of the present study was to understand the lived experiences of three male elementary teachers working at the Kindergarten to Grade 4 level in a single school district in northwestern Alberta. The study investigated how the participants saw their roles as male elementary teachers, the work-related challenges they faced, and how they responded to those challenges. Three male teachers with single-grade assignments ranging from Grade 2 to Grade 4 participated in the study. The participants were asked to reflect on various aspects of their experiences of teaching in the traditionally female-dominated profession of elementary education. Data were collected through individual interviews with each participant between May 2011 and June 2011. Data were analyzed with respect to the participants’ approaches to physical contact with students, their attitudes about role modelling, and their perspectives on men in elementary education. Andrew, Brian, and Peter had various degrees of physical contact with their young students with most of the physical contact in all three participants’ classrooms being initiated by students. All three participants saw role modelling as an important task for male elementary teachers; however, they tended to model socially acceptable human behaviour for all students rather than attempting to serve as “father figures” who modelled stereotypically male attributes for male students to emulate. Finally, all three participants were hopeful that more men would decide to enter the profession in the future.


Strategies to deliver the curriculum
Teachers use a range of strategies to deliver the curriculum depending on the needs of the group and individuals within it. The balance of approaches and the actual approaches used reflects pupil needs, interests and abilities to ensure that there are no barriers to learning and achieving.
Approaches and Strategies
This gives a broad overview of the approaches and strategies used at St Giles. This is not an exhaustive list, it is provided to show the range that may be used for individuals.
|School Organisation||· Small Classes with high levels of staff support – depending on the needs of pupils in the class · Personalised objectives, differentiated groupings, paired and small group teaching, individual timetables where required, flexible learning opportunities · Use of specialised areas – hydrotherapy pool, soft play area, sensory garden, sensory trail, multi-sensory room and library|
|Communication||· Overall communication – offering pupils access to a number of approaches to communication including, Verbal interaction, Makaton signing and symbols, ICT, Assistive and Augmentative Communication (AAC) aids, Picture Exchange Communication · System (PECS), objects of reference · Intensive Interaction · Pupil views · Communication Passports · Working in close collaboration with Speech and Language Therapists (SALT)|
|Cognition||· Personalised Learning – IEPs, Intervention Strategies, individualised target setting in Medium Term planning · Sensory approaches · TEACHH approach · Creative Curriculum approach · Thinking Actively in a Social Context (TASC) · Comprehension and Thinking Skills (CATS) · ‘Talk for Writing’ creative approaches to embedding learning. Incorporating Child Development ‘next steps’ in knowledge, skills and understanding. · Assessment for Learning (AfL) – Levelled Annotation sheets, personalised target setting · Use of Blooms Taxonomy to develop critical thinking · Broad range of tracking and assessment matched to learning profiles e.g. SOLAR, B Squared, Small Steps, Routes for Learning · Visits, visitors, themed days e.g. World Book Day, National E Safety Day. Homework|
|Sensory Processing / Modulation, Attention, Perception||· Sensory diets for some young people with ASD, and following advice from Hearing Impaired (HI) and Visually Impaired (VI) Services, and from Occupational Therapists (OTs) for pupils where appropriate · Use of Sensory Room for specialised curriculum work|
|Social, Moral, Spiritual Development||· Paired and team work · Themed days – National Bullying Day, Red Nose Day · Whole school events – coffee mornings, music events, plays · Age and needs appropriate play areas · Links with the community e.g. Sure Start · (Social and Emotional aspects of learning) SEAL, whole school and Primary Assemblies · Values Based Assemblies · PSHE is taught throughout the school as a discrete subject|
|Physical Development||· Working in close collaboration with physiotherapists · Following advice from OTs re fine motor skill development · Appropriate outdoor areas · Physical Literacy activities (therapeutic physical development activities) e.g. Hydrotherapy, Positioning, Rebound Therapy, TACPACs, Multi-Sensory Massage|
|Behaviour Management||· Individual Behaviour Management Plans and strategies · Working in close collaboration with LA Educational Psychologist and Community · Nursing Team for Learning Disabilities · Team Teach training re Positive Handling|
|Independence||Understanding what you are learning/expected to do Choice Reflection Asking for appropriate support when needed Research skills Accountability Homework|
|Working with Parents||· EHC Plan and Annual Review discussions. · Termly Parent Evenings and open-door policy. · Homework. · Sharing termly lesson content incorporating ideas for home support. · Sharing IEPs and gaining parent views on learning priorities. · Regular Newsletters and Snippets flier.|


Representatives from indigenous groups around the world converged on New York Monday for the sixth meeting of the United Nations Permanent Forum on Indigenous Issues, which will last until May 24. Over 1000 delegates from indigenous communities and organizations are attending sessions at the UN headquarters; they are focusing on the rights of indigenous peoples to lands, territories and natural resources.
The Permanent Forum was established in July 2000 by the UN Economic and Social Council, to which it reports. It consists of 16 independent experts appointed by the Council, half nominated by nongovernmental organizations and half by governments.
The major issue facing the meeting this year will be another attempt to persuade the UN General Assembly to approve a proposed UN Declaration on the Rights of Indigenous Peoples. The declaration emphasizes their rights to self determination and to viable cultural, social, and political institutions of their own choosing. It proposes that indigenous peoples should have the right to participate in the processes of their states if they so choose, to develop their lives and societies in their own ways, and to live without discrimination. They should also have the rights to their own lands.
The declaration failed to pass the General Assembly last November due to pressures from a number of African governments, led by Namibia. It will be up for a second consideration by the General Assembly this year. Canada, New Zealand, and Australia, with support from the U.S., also opposed the draft last year because they viewed the text as “fundamentally flawed.” In a joint statement, the governments of those states argued that the self-determination provisions of the proposed Declaration might threaten the “territorial integrity” of member states of the U.N.
Victoria Tauli-Corpuz, a Filipina who is Chair of the UN Permanent Forum said, “With the increasing desire of States for more economic growth, senseless exploitation of indigenous peoples’ territories and resources continues unabated.” Ms. Tauli-Corpuz was strongly opposed to the strategy of the governments of Canada, New Zealand, and some African countries to reopen the text of the proposed Declaration for further amendments. “We cannot have another 20 years to discuss the Declaration again,” she commented.
Many of the world’s estimated 370 million indigenous peoples suffer from such threats as logging, mineral extraction, condemnation of their lands for parks or game preserves, development projects, and agricultural monoculture. Many of them also lack basic health care, human rights protections, and access to even an elementary education.
Indigenous rights, as a concept, is essential for many of the peaceful societies featured in this website. The G/wi, for instance, won their court case against the government of Botswana last fall, in part due to their argument that the government had violated their indigenous rights to their lands.
Nigel Crawhall, Director of the Secretariat of the Indigenous Peoples of Africa Coordinating Committee based in Cape Town, recently explained, “What is significant is that the government of Botswana denied there was such a concept as indigenous people in Africa and said everyone is indigenous so the concept is meaningless.” He added, “The Court—in line with the African Commission on Human and People’s Rights and the UN Human Rights Council—said that is not the case: There are indigenous people in Africa and they do have rights that are specific to indigenous peoples.”
In a press release timed to coincide with the opening of the Permanent Forum meeting on Monday, Survival International announced that Botswana has denied access to that country for Rodolfo Stavenhagen, the special rapporteur on indigenous peoples for the United Nations. The government imposed similar restrictions on March 17 against four staff members of Survival International plus selected journalists and human rights advocates who have been reporting on the issue in that country.
Survival mentions the government’s argument that the restrictions are intended to provide individual assistance to the outsiders. It is obvious, however, that Botswana wants to ban indigenous rights advocates from monitoring the situation of the G/wi people. Survival’s director, Stephen Corry, said on Monday, “The Botswana government clearly thinks it has something to hide from the UN special rapporteur. And indeed it does—despite the Botswana High Court’s decisive ruling in the Bushmen’s favour, the government is still trying to stop them returning to their land.”


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Researchers find reason behind extinction of sumatran rhinoceros decline was mainly brought about by human-made causes dinosaurs have headgears to. Mystery solved : reason behind extinction of dinosaurs - full documentary sign in. Possible theories many of these however often they can only be related to a specific types of dinosaur caused extinction on the basis that all dinosaurs.
Why did the dinosaurs die out get the full story behind the extinction of the mammoth species that once roamed the earth. Scientists know why dinosaurs went extinct--but there are popular misconceptions about how, when, and even whether dinosaurs went down for the count here are the top.
Smithsonian magazine the mammoth is a great choice for both of these reasons it's commonly known that a single asteroid set off the dinosaurs' extinction. Easy science for kids why did dinosaurs become extinct of late scientists have held heated debates on the reasons for this extinction. As many reason as you know and can think of the reason why dinosaurs became extinct. It may be called the k/t extinction event or even k/pg event causes scientists think the scientists study what happened to the dinosaurs and other groups to. 02 why did the dinosaurs die out dinosaur extinction theories the first dinosaur bones were probably discovered by chinese scholars in antiquity. Climate change is the reason behind extinction of tasmanian tigers, says australia might be the reason behind reasons for the extinction have been.


History of Eltham Hill
In 2006 Eltham Hill School celebrated its Centenary – a considerable achievement in a period of such momentous changes in society, education and the role of women. All of these changes have, of course, been reflected in the history of Eltham Hill but it should be remembered that both pupils and staff have themselves played their part in bringing those changes about.
During these one hundred years, Eltham itself has changed beyond recognition from the Kentish village of 1906, which could trace its history at least as far back as the Domesday Book. Eltham had royal connections for several centuries and, from the 11th century until Tudor times, was often the residence of Kings of England. A splendid palace was built in mediaeval times though little remains today except the Great Hall and 15th century bridge across the moat. Victorian Eltham was a well-to-do residential area. There were a number of large houses standing in extensive grounds as well as the more traditional village cottages.
The turn of the century saw the beginning of developments that were to change Eltham forever. In 1899, the Kentish village was incorporated into the newly formed borough of Woolwich and thus became part of the County of London. Gradually the large houses disappeared or changed their character and use. New building developments provided houses for the comfortable middle class. In nearby Woolwich however, conditions were very different. With the outbreak of the Boer War in 1900, the Arsenal expanded considerably causing a great influx of workers, housed for the most part in crowded and insanitary slums. Despite this, Eltham itself continued to have a rural character thanks mainly to its isolation from public transport. The railway extended only to Well Hall and the newly introduced electric trams only reached Lee Green. There were a few private cars for the very wealthy but most of Eltham’s traffic was made up of horse-drawn vehicles.
As the changes in social conditions began to accelerate in the early years of the century, their impact was felt both in education and the role of women. Pioneer women of great courage had earlier begun the fight for women to receive higher education and enter careers on the same terms as men. In 1900 there were already 200 women doctors and more than 100 women dentists in England and the campaign for the vote was beginning in earnest.
Since the 1870 Education Act, every child had had the right to free elementary education but most still had to leave school at 14 as in fact their teachers had done. Then, in 1902, The 2nd Education Act gave local authorities the right to create secondary (grammar) schools, to be maintained at public expense. This opened the way for able pupils from all walks of life to receive an advanced education at little or no cost to their families. The London County Council, always at the front rank of educational advances, immediately began to plan the building of secondary schools: Fulham and Dalston opened in 1905 and in 1906 came Eltham.


As society has become more technologically inclined, parents have struggled with balancing their kids’ screen time against other priorities such as homework, music lessons, social time with friends, and family time. Screen time is often used as a reward for completing daily tasks such as homework, practicing, and completing household chores. As we fight for our kids to sit down and practice in the rush of all of the daily engagements, let’s entertain the possibility of combining screen time and music learning via gamification (education through games).
Believe it or not, we have already become conditioned to find motivation through gaming in our daily lives. Other non-educational apps, such as Reddit, Foursquare, and Nike, use the concept of gaming as a means of promoting correct use of their products. The traffic app Waze, for example, awards points to drivers and passengers for informing other users of road obstacles, traffic, and accidents.
Of course, age-old thought asserts that music study requires engrossed, concentrated focus, free from distractions. It would be safe to assume that video games (or fun in general) are the antithesis of this required focus. However, if you’ve ever waved your hand in front of your kid’s face to get them to peel their eyes off the iPad and look at you “for just one second, Tommy! PLEASE,” you’d understand that today’s kids dedicate that exact kind of focus and energy to gaming.
For those doubters, consider the following: Gaming requires the following Components of Play:
- Obstacle assessment
- Time management
- Drive to succeed
- Motivation through reward/positive reinforcement
- Patience to try again
Games provide instant feedback, forcing us to come up with an immediate solution to the problem at hand. We’re further motivated to continue playing when we achieve a high score or unlock a new territory. Are these not the same skills we need to learn a new song and achieve mastery on our instruments?
One study showed that students who were presented with music lessons and instruction through gaming made more progress than students who learned in a didactic, teacher-led lesson. The same could be said about practice; when students are presented with small, leveled challenges, they are more likely to feel successful.
Think back to our most recent Halloween recital here at the International School of Music (video below). Our Halloween Recital is one of the most anticipated and well-attended recitals of the year. Why is that? In addition to taking time to celebrate their hard work, students dressed up and competed for prizes for best dressed, and all students went home with a goody bag. How’s that for positive reinforcement to keep learning and practicing?
Check out some clips of smiling faces from this year’s Halloween Recital below:
Ultimately, when students enjoy their music lessons, they’re motivated to practice and make more progress. But should tablets replace paper homework, social interactions, and experiencing life outside the screen? Definitely not, but with the right resources, gaming is a relevant and critical tool to supplement in-class music learning.
WANT TO KNOW MORE?
Gamify your child’s music education and schedule a lesson at the International School of Music today! Send inquiries to:
OTHER MUSIC LEARNING GAMING RESOURCES
- Guitar Hero (and other similar video games): A video game not just for guitar, music teachers have surprisingly told us that this musical video game has inspired many budding musicians who have mastered the game and are looking to play a real live instrument!
- Joytunes: This Apple and Android friendly company has three “teacher and parent approved” apps to support the music lesson environment, in which you can have the app listen to your student on his/her instrument and score the piece’s accuracy to gain points.
- Extra Credits: This YouTube Channel not only teaches important school facts through gaming, but also, in its earlier publications, speaks to how gaming can assist learning.


First Grade Standards, First Grade Reading Standards, First Grade Foundational Skills Standards, First Grade Reading, Reading Skills, Reading Standards
First Grade Reading: Foundational Skills Standards
- RF.1.1. Demonstrate understanding of the organization and basic features of print.
- Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Distinguish long from short vowel sounds in spoken single-syllable words.
- Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
- RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
- Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
- Decode regularly spelled one-syllable words.
- Know final -e and common vowel team conventions for representing long vowel sounds.
- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- Decode two-syllable words following basic patterns by breaking the words into syllables.
- Read words with inflectional endings.
- Recognize and read grade-appropriate irregularly spelled words.
- RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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The TumbleBook Library is an online collection of TumbleBooks – animated, talking picture books which teach kids the joy of reading in a format they will love.
TumbleBooks are created by adding animation, sound, music and narration to existing picture books in order to produce an electronic picture book which you can read or have read to you.
You will need to create an account to access over 400 eBook titles and 300 eAudio titles for children. These can be accessed 24 hours a day, seven days a week.
For further help, visit the BorrowBox Help page.
ePlatform is simple to use – all you need is a library card and password. There are over 100 titles for children available for loan. Once you have created your account, you can borrow in the
convenience of your own home.
To read on your computer, you will need Adobe digital editions.
Ziptales is an online early learning literacy library with all Australian voices and text. It is based on the Australian primary school curriculum with over 500 interactive stories, activities and games.
Ziptales can be used anywhere, on any device. It makes learning fun!
Storybox Library contains over 150 well-known Australian stories read aloud by Australian actors and identities. These stories are for assisting early literacy development at home and for fostering a love of reading in children.
They are a read-aloud experience and have activity sheets which can be used in conjunction with the stories.
PK mag is an e-zine for primary age kids. We publish their creative work from book reviews, poetry, short stories, artwork, photography or stories. If they have created something or been involved in creating something we will publish it for them.
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By Mary Cavanagh, Carol Findell, Carole Greenes
The nationwide Council of academics of arithmetic identifies algebra as one of many 5 significant math content material parts to be studied in ALL grades. This Algebra Readiness sequence makes assembly this mandate effortless and enjoyable, even within the more youthful grades. every one publication positive aspects dozens of reproducibles that supply scholars perform in several problem-solving concepts and algebraic innovations. scholars discover ways to determine variables, clear up for the values of unknowns, determine and proceed styles, use logical reasoning, and much more. contains 10 full-color transparencies with problem-solving steps and note difficulties, ideal for whole-class studying. to be used with Grade five.
Read or Download Algebra Readiness Made Easy: Grade 5: An Essential Part of Every Math Curriculum (Best Practices in Action) PDF
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Extra info for Algebra Readiness Made Easy: Grade 5: An Essential Part of Every Math Curriculum (Best Practices in Action)
How did you figure out the birth date? ________________________ ______________________________________________________ 3. Check your number with the clues. Show your work here. 4. Amelia Earhart flew across the Atlantic in the year she had her 35th birthday. In what year did she fly across the Atlantic? _________ 39 Name _____________________________________________ Date __________________ BIRTHDAY BOGGLE PROBLEM 6 John F. Kennedy was the 35th president of the United States. He also wrote the book Profiles in Courage.
Ben’s Brunches has 2 specials. The signs are clues to the costs of the items. 1. How did Ima figure out the cost of a chicken sandwich? ____________________ ____________________________________ Ima Thinker 2. How can you figure out the cost of an ear of corn? ______________________________________________________ 3. Replace each item in the signs with its cost. Check. Do the sums match the total costs? __________ 44 Algebra Readiness Made Easy: Gr. 5 © 2008 by Greenes, Findell & Cavanagh, Scholastic Teaching Resources I’ll start with Special #2.
10 I’ll start with Clues 1 and 2, and make a list of numbers for M . The first three numbers are 5, 6, and 7. 1. What are all of the numbers on Ima’s list? _____________________________________ _____________________________________ Ima Thinker 2. Complete the date. Neil Armstrong was born on August _______ , 1930. 3. How did you figure out the birth date? ________________________ ______________________________________________________ 4. Check your number with the clues. Show your work here. 33 Name _____________________________________________ Date __________________ BIRTHDAY BOGGLE MAKE THE CASE Mary Cassatt was a painter and printmaker.


This article includes a "list of references, related reading or "external links, but its sources remain unclear because it lacks "inline citations. (January 2012) ("Learn how and when to remove this template message)
A subtractive color model explains the mixing of a limited set of "dyes, "inks, "paint "pigments or natural colorants to create a wider range of "colors, each the result of partially or completely subtracting (that is, absorbing) some wavelengths of "light and not others. The color that a surface displays depends on which parts of the "visible spectrum are not absorbed and therefore remain visible.
Subtractive color systems start with light, presumably white light. Colored inks, paints, or filters between the watchers and the light source or reflective surface subtract wavelengths from the light, giving it color. If the incident light is other than white, our visual mechanisms are able to compensate well, but not perfectly, often giving a flawed impression of the "true" color of the surface.
Conversely, "additive color systems start with darkness. Light sources of various wavelengths are added in various proportions to produce a range of colors. Usually, three "primary colors are combined to stimulate humans’ "trichromatic "color vision, sensed by the three types of "cone cells in the eye, giving an apparently full range.
RYB (Red, Yellow, Blue) is the formerly standard set of subtractive primary colors used for mixing pigments. It is used in art and art education, particularly in "painting. It predated modern scientific "color theory.
Red, yellow, and blue are the primary colors of the standard "color "wheel". The secondary colors, violet (or purple), orange, and green (VOG) make up another triad, formed by mixing equal amounts of red and blue, red and yellow, and blue and yellow, respectively.
The RYB primary colors became the foundation of 18th century theories of color vision as the fundamental sensory qualities blended in the perception of all physical colors and equally in the physical mixture of pigments or dyes. These theories were enhanced by 18th-century investigations of a variety of purely psychological color effects, in particular the contrast between "complementary" or opposing hues produced by color afterimages and in the contrasting shadows in colored light. These ideas and many personal color observations were summarized in two founding documents in color theory: the "Theory of Colors (1810) by the German poet and government minister "Johann Wolfgang von Goethe, and The Law of Simultaneous Color Contrast (1839) by the French industrial chemist "Michel-Eugène Chevreul.
In late 19th and early to mid-20th century commercial printing, use of the traditional RYB terminology persisted even though the more versatile CMY (Cyan, Magenta, Yellow) triad had been adopted, with the cyan sometimes referred to as "process blue" and the magenta as "process red".
In "color printing, the usual primary colors are "cyan, "magenta and "yellow (CMY). Cyan is the complement of red, meaning that the cyan serves as a filter that absorbs red. The amount of cyan applied to a white sheet of paper controls how much of the red in white light will be reflected back from the paper. Ideally, the cyan is completely transparent to green and blue light and has no effect on those parts of the "spectrum. Magenta is the complement of "green, and yellow the complement of "blue. Combinations of different amounts of the three can produce a wide range of colors with good "saturation.
In "inkjet color printing and typical "mass production "photomechanical printing processes, a black ink K (Key) component is included, resulting in the "CMYK color model. The black ink serves to cover unwanted tints in dark areas of the printed image, which result from the imperfect transparency of commercially practical CMY inks; to improve image sharpness, which tends to be degraded by imperfect registration of the three color elements; and to reduce or eliminate consumption of the more expensive color inks where only black or gray is required.
Purely "photographic color processes almost never include a K component, because in all common processes the CMY dyes used are much more perfectly transparent, there are no registration errors to camouflage, and substituting a black dye for a saturated CMY combination, a trivial prospective cost benefit at best, is technologically impractical in non-electronic "analog photography.
|Wikimedia Commons has media related to Subtractive colors.|


Engineering for Biology:
Multidisciplinary Research Experiences for Teachers (MRET) of Elementary Grades
The University of Florida Multidisciplinary Research Experiences for Teachers (MRET) is an integrated program to bring together K-5 teachers, engineering faculty, engineering students, and industry professionals to cultivate the next generation of STEM professionals and catalyze North Central Florida’s STEM education ecosystem. Elementary educators influence fundamental skill development and disposition of students toward math and science from the youngest ages, and the goal of MRET is to prepare K-5 teachers to bolster student interest and enthusiasm for STEM fields. MRET will include four distinct elements designed to heighten elementary educators’ STEM awareness and expertise, including: (1) a 6-week immersive research experience for K-5 teachers; (2) curriculum development assistance through weekly summer meetings led by elementary education experts; (3) exposure to STEM careers through weekly summer seminars from local industry professionals; and (4) engineering student involvement in K-5 classrooms during curriculum development and throughout the school year. Teachers receive compensation similar to teaching summer school for their participation in the program, with bonuses throughout the year for continued engagement in professional development opportunities.
MRET has been generously funded by the National Science Foundation Grant #1711543:
We also receive support in-kind from the Department of Mechanical and Aerospace Engineering at UF’s Herbert Wertheim College of Engineering and the Cade Museum for Creativity and Invention.
Now accepting applications for the 2018 MRET cohort! Apply here!


In Indonesia, the implementation of compulsory education program has been launched and organized since the early days of independence. However, in practice the basic education funding to 2003 remains to be borne directly by the people. New through the National Education Law No.. 30/2003 on the Indonesian constitution confirms that primary education was held without charge. In cultural and institutional mandate of free education has been in effect since the nation was designed before independence. Educational injustice in colonial times have evoked the fighters to provide education for all people through schools, colleges Muhammadiyah, Garden Student and so on. When Indonesia became independent, in 1945 the opening of one of the basic formation of the State of Indonesia as well as to the intellectual life of the nation and promote the general welfare.
In the constitution since the 1960's education budget has been declared 25 percent. For example, the provision MPR / MPRS No.. II/MPRS/1960 on Pattern Lines First National Development Planning Stages 1961-1969 and Ni MPRS decree. XXVII/1966 on Religion, Education and Culture Article 9 paragraph 1, Appendix C1 declared national education budget 25 percent of the state budget. While the Tap MPRS/XXVII/MPRS/1966 on Religion, Education and Culture, stated that Article 6 of the state budget for education by 25 percent in conduct. Fourth Amendment to the 1945 Constitution, Article 31, paragraph 4 also confirms prioritize state education budget at least 20 percent of the state budget and the budgets to meet the national education budget.
This assertion is reinforced in Law no. 20/2003 on National Education System; Fund other than salaries of educators and education service education costs allocated at least 20 per cent of the national and regional budgets. Indeed, the Government repeatedly wants the education budget is less than 20 percent, but the judicial review filed by PGRI, ISPI, and several other individuals and groups about the Law. 20/2003 is mainly related to the allocation of the cost of education 20 percent, the Constitutional Court ruled that the government had ignored or violated the Constitution because it did not carry out the mandate of the Act.
The Court's decisions are directly or indirectly giving the amplifier a judgment, that education should be carried out free of charge to all the people of Indonesia. Article 31 Amendment of the 1945 Constitution states: Every citizen has the right to education. Every citizen is obliged to attend compulsory elementary education and government finance. Derivatives of this article in the Law no. 20/2003 on National Education System (Education Law) Education Law Article 5 states: Every citizen has the same right to obtain quality education. The ruling of this Court reinforced that education is one of the rights that are automatically attached to each person, as defined by Article 26 of the Declaration of Human Rights: Everyone has the right to education. Education shall be free, at least at a basic level and low-level. Primary education shall be compulsory.


Music therapy interventions
There are a range of music therapy techniques and interventions that are used during music therapy sessions.
There are planned components but there are also activities that can be used in the moment dependent upon reaction, feelings and willingness of the participant(s).
Some of the major techniques that can be used are below:
The use of prepared songs to achieve goals and objectives
Receptive music (music and imagery) / stress relief techniques (progressive muscle relaxation)
Through listening to music and using musical imagery clients are able to focus on their bodies and relax in order to feel more comfortable and in control.
Participants have an active or passive role and make choices about instruments, sounds and silences
Song writing/lyric analysis
A form of self-expression for communicating with the world and the examination of meaningful music to explore personal connection.
Drumming and rhythm
Brings clients together with a common purpose using beat
Movement to music
Encouraging physical exercise, dance, and an understanding of their body awareness
Increase individual confidence within a safe environment whilst strengthening vocal chords and increasing respiratory capacity
Music Therapy Sessions
Music therapy sessions are offered after school hours or on the weekends. Sessions can be individual or within a group setting. Sessions vary in length from 30 minutes to 1 hour. An initial assessment is recommended and lasts approximately 45 minutes.
Talk with us – music therapy can work for you too.
Book a music therapy session
Please fill in your details below to book a music therapy session and we will get back in contact to confirm your booking.
Music therapy has the ability to improve the lives of people.
Discover music as therapy
Music therapy is a professional discipline that utilises planned and controlled music to achieve therapeutic goals and aims. Music therapy is the functional use of musical interaction to enhance and develop socialisation, communication, selfexpression, and sensory-motor skills.
Sarah Fisher Dobbin
Sarah has been working in music education with students with a range of needs. This includes working in schools that cater for students with behaviour issues and emotional issues, schools for students with moderate to severe intellectual and physical disabilities and in mainstream settings.
Music therapy goals
There are a range of music therapy techniques and interventions that are used during music therapy sessions. There are planned components but there are also activities that can be used in the moment dependent upon reaction, feelings and willingness of the participant(s).
Music Therapy has been wonderful for April. She is singing with more confidence and with more articulation, making her speech clearer and easier to understand. She is enjoying all aspects of her sessions, becoming increasingly less anxious. She particularly enjoys using the microphone.
Lyn – Mother


Fine motor skills involve the small muscles of the hands that make dexterity possible. Activities like cutting, zipping zippers and tying shoelaces all require the use of fine motor skills. As adults, we usually take the ability to complete these tasks for granted, but for children, these tasks can be difficult to perform. Like the rest of the muscles of the body, the muscles that are required for fine motor skills have to be developed in order to use them appropriately. As a parent, encouraging the development of these muscles in your toddler will help him improve his dexterity and ability to complete such tasks.
Something as simple as stringing beads can help promote the development of fine motor skills in your toddler. To complete this activity, all you have to do is cut a piece of yarn to any length you desire. Tie a knot in one end of the yarn and wrap a piece of tape around the opposite end (the knot will prevent the beads from falling off the yarn and the tape will make it easier to thread the yarn through the hole in the bead). Offer your toddler beads with large holes in the center to make stringing easier, and help her feed the yarn through the hole. This activity works the small muscles of the hands, and you can turn her work of art into a necklace or bracelet for her to wear.
Before your toddler learns how to cut with scissors, he is going to need to have firm control over his fine motor muscles. Get him ready for using scissors by allowing him to tear pieces of paper. Show your toddler how to hold a piece of paper in both of his hands and illustrate how the motion your hands make when tearing the paper. Not only is this activity something your toddler will likely enjoy, but it will help him build those small muscles in his hands.
Another activity that will promote fine motor skill development is pinching. Show your toddler how to pinch her forefinger and thumb together. Once she has a firm grip of the motion, set out objects that she can pick up using the pinching motion of her fingers. Cotton balls, beads, balls and any other type of small object work well. Encourage your toddler to use that pinching motion to pick up the items and place them in a bowl, a glass or just move them from one location on a flat surface to another.
Playing with Clay
Most toddlers enjoy playing with clay. Aside from being enjoyable, this activity helps to foster those fine motor skills. As they tear apart the clay, form it into shapes and press it onto a flat surface, they are working the muscles in their hands. So give your child some clay, cookie cutters, rolling pins and any other items he may find fun to use with the clay and let him explore his creativity while building his fine motor skills.


This article was originally published by Asian Development Blog and is republished with permission.
As governments grapple with the challenge of improving learning outcomes, the answer may well lie outside the classroom.
Micronutrient (minerals and vitamins) deficiency is a major public health issue. It affects more than 3 billion people worldwide, and has serious consequences for fetal and indeed human capital development. Although rising incomes and standard food fortification with iodized salt and iron have benefited many people in Asia, the prevalence of anemia in pregnant womenranges from about 30% in the People’s Republic of China and the Philippines, to around 50% in India and Pakistan.
Numerous studies have analyzed the effects of deficiencies in essential micronutrients—such as zinc, vitamin B, iron, and iodine—on birth weight as well as cognitive and physical development. The research shows that zinc deficiency in particular is associated with impaired learning, reduced attention, and poor memory – all of which are linked to poor learning outcomes.
There are also well-established associations between micronutrient deficiency in impoverished households and impaired cognitive, behavioral, and physical ability. Longitudinal studies in Chile, Costa Rica, and Israel found that children who were anemic in the first 2 years of their life performed poorly in school.
Studies have also shown anemic children to be more wary, hesitant, unhappy, fearful, and tired. They don’t want to separate from their mothers and barely interact with their environment, so they become functionally isolated. This undermines their ability to interact and learn.
What is striking is that micronutrient deficiency is common even among middle-income households.
Even small quantities of critical micronutrients are a powerful and cost-effective lever for improving health and learning outcomes. The cost of iron fortification of flour has been estimated to be about $0.12 per person per year. This would make a significant contribution toward meeting the Sustainable Development Goals 1, 2, 3, and 4.
So, what can we do to ensure children get the micronutrients they need to grow their bodies and their minds at the right pace? Micronutrient programs clearly need more funding – the question is how and where to get the financing and scale up programs?
Eat well to become smart
Financing instruments such as grants can be used for standalone micronutrient programs like those designed by the Global Alliance for Improved Nutrition. Grants for micronutrients can also become part of blended finance for education sector loans that promote reforms in making micronutrient-fortified foods such as rice available to schoolchildren and adolescents.
Another way is to support efforts by some governments to lower or remove taxes on certain fortified foods to make them affordable to all.
If such programs were mainstreamed across ADB’s developing member countries, they would create demand at a scale that is attractive enough for private companies producing fortified products and using reliable quality control and distribution networks to reach consumers.
Since poor diets are increasingly evident in urban areas, where people are more exposed to technology, part of the financing should be allocated to social marketing campaigns, including via social media and mobile apps, to increase awareness and change behaviors toward consumption of nutritious food. In other words, encourage children to eat well to become smart.
Three wins emerge from this strategy. First, all children, regardless of their income status, will have access to essential nutrients for their growth.
Second, governments will use their budgetary resources more effectively by intervening at a critical juncture in cognitive development, and at a relatively low cost. This could also help boost the effectiveness of large and expensive investments in education such as school construction, teacher salaries and training, and early childhood learning materials.
Third, private sector firms also benefit, as they would have a clear incentive to develop new business models, adopt more efficient production techniques to reduce costs, and boost their market share among low-income clients. A great example is the Grameen-Danone partnership to produce fortified yoghurt for the poor in Bangladesh.
If we want to promote continual skills acquisition to benefit from the Fourth Industrial Revolution, the answer to develop critical thinking, social skills, and healthy and productive people is in the mighty micronutrient.


The first Polish artist who adopted Impressionism was Olga Boznanska who was born in Krakow. As a young girl, Olga’s first drawing teacher was her mother, however, as her talent grew so did the prestige of her trainers. After moving to Munich, she studied under Jozef Brandt and became a well known artist in the Munich circle, opening her own studio and even taking over management of the Painting School from Teodor Hummel in 1895. During her art education, she included in her portraits of women many of the props of the day - Japonisme, fans, parasols, and kimonos.
In 1894, she was awarded prizes for her portraits by Austrian Archduke Karl Ludwig in Vienna; and for her portrait of "Miss Marry Breme", she obtained recognition in London. In 1896, she settled in Paris, and the jury of Societe des Beaux-Arts in Paris accepted one of her works for their exhibition. After moving to Paris, she joined the Polish Artistic Society "Art."
In 1900, at the exhibition in New Gallery she was awarded the golden medal. The French government bought "Bretonka" and "Miss Dygat portrait" for the national collection. She also became a member of Société Nationale des Beaux Arts. After her later successes, she represented France, with Claude Monet and August Renoir, at an exhibition in Pittsburgh in 1912. She died in Paris in 1940.


PHIL KIDS KODÁLY MUSICIANSHIP TRAINING
The Phil Kids and Phil Youth Choirs are taught singing and musicianship using Zoltan Kodály’s approach to music education, developed in Hungary during the mid-twentieth century.
Singing is a joyful and sociable activity that feeds both spirit and mind. The singing voice is nature's built-in musical instrument - we all have one - and it is the Kodály concept that every child has the right to learn how to express themselves musically through singing.
Singing gives direct access to music without the technical difficulties of an instrument and is therefore the fastest way to learn music and develop musicianship skills.
The Kodály approach to music education is child centred and taught in a logical, sequential manner. There is no ‘method’, more a series of guidelines. The tools used are relative solfa, rhythm names and handsigns.
Kodály concepts break down into five elements:
• Rhythmic Solfa
• Stick notation
• Pitch Solfa
Children learn very naturally through play. It’s a non-threatening and highly comfortable way for them to absorb basic elements that a teacher can then draw upon to teach musical ideas at a later stage. The emphasis is on fun, making sure the children pick up the melodies correctly, sing together and absorb the elements that make a good choral performance, including diction and ensemble.
Through unaccompanied singing and active participation in games and exercises the children acquire the skills essential to all musicians. They develop musical memory, inner hearing, true intonation and harmonic hearing.
Phil Kids uses a unique award scheme developed by the National Youth Choir of Scotland to chart the progress of the members of the choir and give them goals to work towards. The award scheme is divided into Bronze, Silver and Gold. Members will be tested informally on pitching, sound production, solo singing and simple theory. Award badges and certificates are presented on completion of each relevant stage.
The results speak - or maybe sing - for themselves. Come along to a Phil Kids concert to see how exceptionally successful the Kodály approach is in practice.


Lower Secondary School Teacher Training in Mathematics
This study track is designed to prepare primary and lower secondary school teachers of mathematics (in combination with another subject). This subject belongs to the educational area Mathematics and its applications as described in the Framework Educational Programme for Elementary Education. The study field provides the students with knowledge and skills in mathematics and its didactics,in pedagogy and psychology disciplines with regard to topical research findings, skills in reflection on the educational process at the relevant types and levels of schools, the ability to self-reflect in the role of teacher and the acceptance of moral and ethical demands on teachers.
The objective of the study is the preparation of graduates for the profession of primary and lower secondary school mathematics teacher, and to further the development of essential values and positions of graduates so that they become active, responsible, and independent members of their professional mathematical group and society.
A successful graduate is able to
- work as a mathematics teacher at primary and lower secondary schools
- notice the application of mathematics in other fields, including the school environment, and point out the connections between mathematics and other school subjects
- develop professional knowledge and competence and extend their knowledge of mathematics and related sciences
- work in various civic institutions devoted to pedagogical activities or mentoring
The graduates are fully qualified mathematics teachers for primary and lower secondary schools and the corresponding level of secondary grammar schools. They are also qualified for work in out of school (e.g. leisure time activities) institutions. They are ready to base their professional activities on well-structured knowledge and competences in mathematics. The efficiency of their professional behaviour is based on the didactical knowledge of the content of mathematics teaching in primary and lower secondary schools and wider general knowledge and competences in pedagogy and psychology (knowledge about the wider basis of the elements of education, knowledge of education process theories, knowledge about the participants in education, etc.).
|Faculty||Faculty of Education|
|Type of study||follow-up master's|
|Standard length of studies||2 years|
|Language of instruction||czech|
Field combinations with Lower Secondary School Teacher Training in Mathematics
Combinations with fields of Faculty of Education
BASICS OF HUMAN SCIENCES
Applicants will take a test covering the field "Basics of Human Sciences", detailed information here (Czech only).
Conditions and criteria for admission to studies in Bachelor’s and Master’s degree programmes at the Faculty of Education, MU are made public on the PdF website http://www.ped.muni.cz/studium/pro-uchazece-o-studium.


The Practice of Creative Writing: A Guide for Students by Heather Sellers is made for helping students develop habits and strategies that can aid them in writing good stuff on various topics. With this book, readers will learn about the concepts of Images, Energy, Tension, Pattern, Insight, and Revision. They will also gain knowledge on how they can produce great writings that are filled with strong imagery and stories that perfectly illustrate the things that they want to tell other people. In addition, the readers will have the chance to experiment on different writing styles as they imbibe wisdom regarding discipline and creativity in writing.
Readers will not only be delighted to learn things that can improve their skills in writing, they will also be imbibed with the knowledge that made a number of writers successful and discover the basics of writing that can help in harnessing the various styles that they can use when writing. There are also discussions and examples regarding some writing techniques that the reads will find very useful.
ABOUT THE AUTHOR
Heather Sellers came from Florida. She studied creative writing and elementary education at Florida State University and also got a PhD in English. She also published books about poetry, writing, short stories, children’s books, and a memoir.


The acquisition and maintenance of literacy is of pressing interest and concern to educators and educational policy makers worldwide. What are the common themes, the common questions, and the unique circumstances and initiatives that spring from this interest and concern? To address these questions, Understanding Literacy Development: A Global View brings together leading experts from around the world to explore ways to best provide teaching and learning opportunities, tailored to specific educational needs, to help all children become better readers.The premise is that current generic "one-size-fits-all" approaches are inappropriate for many children and can lead to underachievement and failure. The contributors write from a stance that reflects not only their own particular expertise and experience, but also sheds light on literacy development across cultures, countries, and circumstances. Taken together, chapters in this volume target a wide and comprehensive set of literacy issues, and offer an extensive exploration of the complexities of literacy development, including issues related to early literacy, school instruction, family literacy, adolescent and adult literacy, and teacher development.At a time when education is burdened by increasing economic pressure to do more with less, it is imperative that educators and decision makers at all levels have access to current, broad-ranging, and in-depth information and evidence to inform their choices. This volume, compiling critical research on a wide spectrum of literacy concerns, is an invaluable tool for scholars, teacher educators, professionals and graduate students in the fields of literacy education, early childhood education, educational psychology, educational policy, and related areas.


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Level: K-2 Art Education Lesson Plan
Art Elements: Line
Art Skills: Drawing
Art History: Abstract Art
* Get more free lessons like this, on our Lessons Page
This is a great, one day lesson to introduce your kindergartners to the idea of line, or to review line with your older elementary students. You can keep it simple and introduce the idea of a portrait or connect it to the idea of abstract art. You may even want to look at some Picasso for inspiration! I find that starting with the whole group at the board and letting students come up and draw different kinds of lines is a great way to engage them from the beginning. Who doesn’t love to draw on the board!? As a bonus, your brainstorming can serve as a reference for students all class period long. This would also be a wonderful lesson to leave for a sub.
This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!


Photosynthesis is the method that plants use to make their own food.
Farmers can use their knowledge of these limiting factors to increase crop growth in greenhouses. They may use artificial light so that photosynthesis can continue beyond daylight hours, or in a higher-than-normal light intensity. The use of paraffin lamps inside a greenhouse increases the rate of photosynthesis because the burning paraffin produces carbon dioxide, and heat too.
As temperature increases the rate of photosynthesis does too.
Photosynthesis is a complex reaction and can be
summed up in an equation:
carbon dioxide + water light and chlorophyll glucose + oxygen
[IMAGE] 6 CO 6 H O C H O 6 O
FACTORS THAT EFFECT PHOTOSYNTHESIS Amandeep Virk
* Light: This factor is just as important as the others are in
Photosynthesis, without it photosynthesis would simply not take place.
Sometimes photosynthesis is limited by the concentration of carbon dioxide in the air. Even if there is plenty of light, a plant cannot photosynthesise if there is insufficient carbon dioxide.
Easy Science for Kids Photosynthesis: How Plants Make Food and Energy
When photosynthesis takes place, plants use the suns energy to combine carbon dioxide from the air with water from the soil to create glucose (a carbohydrate)....
Photosynthesis Facts, Information & Worksheets For Kids
While all this is going on, the process is called photosynthesis, and then oxygen is made. But the plant doesn’t need all that oxygen so off it goes into the air and lucky for us, we can then breathe properly and stay alive.
Photosynthesis For Kids | Cool Kid Facts
There was a time a very, very long time ago when there wasn’t much oxygen around so animals and humans couldn’t exist. Well what made it all happen? The plants of course! It was only because of photosynthesis that more and more oxygen was made which meant that animals and humans could develop. Think about it this way, without photosynthesis we wouldn’t even be around.
Photosynthesis Facts - Fun Facts about Photosynthesis
Therefore light is a limiting factor because the rate of
photosynthesis can increase if the intensity of light is strong, but
only to a point, after that the rate of photosynthesis stays constant.
Quiz & Worksheet - Photosynthesis Facts for Kids | …
Without enough light, a plant cannot photosynthesise very quickly, even if there is plenty of water and carbon dioxide. Increasing the light intensity will boost the speed of photosynthesis.
photosynthesis and more before checking out ..
The concentration of carbon dioxide is not a limiting factor
because the most carbon dioxide there is available to plants; the
faster and more efficiently they photosynthesize.
Fun Photosynthesis Facts for Kids
PREDICTION: I predict that as light intensity increases the amount of
oxygen produced by photosynthesis will increase too.


UMBRELLA ORGANIZATION OF THE FRIENDS OF MUSIC
Who we are
The German Musicians Association (Deutscher Tonkünstler Verband – DTKV) as the oldest and largest professional association for musicians (founded 1847) is organized with about 8,100 members in 16 regional associations and is the professional organization for musical professions – artists, composers, music educators etc.
The membership of the German Musicians Association is a trade mark for musical professions. The professional training for musicians or music educators (for example, higher education) is a prerequisite for full membership.
The DTKV is the umbrella organization of Musicians Associations in Germany. Our members are the national associations of Musicians. The Musicians organize themselves in Germany regionally and individually. These are important features of the associations’ structure, because the duties and requirements of the musicians associations vary regionally and a close proximity to its members is required. The cultural sovereignty of the countries that mark out the framework for many conditions of cultural policy certainly plays a role. In many of the national associations, there are therefore regional and local groups, of which most work without an own corporation. This avoids resources being wasted when several individual organizations tackle the same tasks, which can be solved more effectively on the federal level.
Individual membership is accordingly at the national, regional and local association of primary residence.
History of the German Musicians Association
The need for a structured association of musicians and music teachers first expressed itself just at a time at which substantial political, social and artistic cuts occurred.
1844 not only was the year of the first Weber uprisings in Silesia, the appearance of Karl Marx’s “Paris Manuscripts” and Schopenhauer’s “The World as Will and Representation” and Kierkegaard’s “Concept of Dread” – in other words the end of upper-class supremacy; the bourgeois musical culture boomed simultaneously in full swing:
Franz Liszt, Sigismund Thalberg and Clara Schumann made for sensational performances of virtuosic piano technique, which hordes of von Eleven attempted to emulate. No wonder that the “Chiroplast”, a device developed by the London piano teacher J.B. Logier for educating a better hand position and faster finger technique sold like hot cakes – Robert Schumann is only the most famous example of a handicapped musician through incorrect practicing with the advertised machinery.
During this time the musical tempo and excessive virtuosity, it was only a matter of time until the invention of the metronome and Erard’s repetition technique. When Paganini’s incredible violin technique even led Liszt self-doubt of his virtuosity, the culmination of faith in technology was probably fully achieved.
It was no surprise that such paragons, who animated crowds of studious, produced such a need for musicians and music teachers, which resulted in the rampant abuse of unknowing students.
Berlin was the first city in which the organization of a trade association for the protection of the qualified and well-founded music teachers has been effectively translated into action.
Since 1844, much has changed, even though the image of the frail, starving musician, music teacher and composer still isn’t fully out of our heads. Our goal is, as at all times of the Association, to line up the exercise these professions, such as musician, music teacher and all occupations in the area to make music and to shape their future.
Dr. Adelheid Krause-Pichler (translated by Johannes Paqué)
National association Nordrhein-Westfalen
DTKV NRW – Objectives
- Advocacy towards political, social and economic institutions and associations.
- Active design of German cultural policy.
- Improvement of the environment for musicians and music education in Germany.
- Participation in all aspects of musical life, especially in the redesign of music education in regard to the requirements of the present, through collaboration with agencies, other artistic and educational active bodies.
- Promotion of musical talent.
- Promoting the music of the 20th and 21 century.
- Training seminars.
Click here for DTKV Bonn / Rhein-Sieg


Namita Kumari1 & Fr. Thomas Perumalil S.J.2
1 Mother’s International Teacher’s Training Academy, Phulwarisharif, Patna. Email: firstname.lastname@example.org
2Principal, Xavier College of Education, Digha, Patna
Curriculum is the guidemap based on which any formal education program is conducted. It can be considered as the totality of the knowledge and skills that the students are expected to learn in class as well as outside class as part of formal education.The curriculum implemented in primary classes is prescribed by Examination Boards such as the Central Board of Secondary Education (CBSE) in India. The implementation of the curriculum varies between schools because of local factors. For curriculum to be effective several conditions have to be satisfied. So it is meaningful to talk about the effectiveness of curriculum. Teacher motivation is an important parameter related to implementation of the curriculum because it is teachers that ultimately implement the curriculum. It is expected that the teacher’s own sincerity towards work, seriousness and work motivation will have a role to play both in forming an opinion regarding the curriculum, and in shaping its implementation. Student Achievement is a measure of the amount of academic content that the student learns in a determined amount of time. It is one of the parameters by which the quality and performance of a school is judged. In the present paper, academic performance has been used as a measure of student achievement. For this the summative assessment grades of the students have been used. For assessing Teacher Motivation and Effectiveness of curriculum five point Numerical rating scales were constructed, and tested for validity and reliability. For testing validity, a part-whole correlation was carried out and the final rating scale was prepared on its basis. Reliability testing was done using split half method. The annual summative assessment scores were used as a measure of student achievement. Data was collected from three Government schools and four Private schools. The study showed a positive correlation of effectiveness of curriculum with both teacher motivation and student achievement. It was also observed that students whose parents had had higher education scored better in their examination. Poor family economy was detrimental to student performance. Although the difference between teacher motivation in Government and private schools was not significant, the students from private schools performed better in the examinations.
Keywords: Elementary education, Effectiveness of curriculum, Teacher Motivation, Student Achievement.


We are all familiar with the benefits of music education. From language development, encouraging a sense of spatial intelligence, developing creative skills, exposure to social empathy and problem solving, the benefits are countless. I wholly believe that music makes humans happy, emotional, excited (and sometimes angry), stirs memories, brings us together and allows us to communicate in a way only possible to humans. Life and a world without music are quite unthinkable. The ability to physically and mentally be part of a music learning and music-making process is something that enriches lives and the benefits are carried with one throughout life.
To find out more about why music education is beneficial you can read this very interesting article by Dr. Carolyn Phillips author of the book "Twelve Benefits of Music Education".