Literacy For All
Today, nearly one in six people around the world cannot read or write
The world is in the grip of a crisis that has devastating impact on personal autonomy, economic security, job opportunities, levels of health, and the quality of democracy. This crisis is not in the headlines, is not new, and is not being tackled with the trillions that are dedicated to bank bailouts or to military spending. It is the fact around the world, almost one in six people over the age of 15 cannot read and write.
The impact is not evenly felt. Almost two thirds of non-literate people are women and globally, almost one in five women cannot read. In some countries, more than four out of five women cannot read and write. This is both a sign and a cause of womenâs continuing marginalisation and poverty. There is also a regional dimension â just over two thirds of non-literate people in the world are in Asia and the Pacific. And these factors can overlap: barely half of adult women in south and west Asia can read or write.
What has (not) been done
In 2000, the worldâs governments committed to an agenda for education that had been developed in agreement with education activists, teachers, student representatives and other citizensâ groups from all over the world. This agenda promised universal primary education for all, good quality primary education, and a huge reduction in the number of non-literate adults.
But despite some progress in raising literacy levels since the 1990s, there has, overall, been a failure to fulfil these commitments. Not only are there still 773.5 million adults who cannot read and write, but the often very poor quality of education being provided to children now means that the crisis will â on current trends â continue for future generations. Too often, children are being accepted into school, but are not learning even the most basic literacy and numeracy skills, let alone the more complex creative, social and analytical skills that are central to the right to education. Recent estimates suggest that of 650 million children of primary school age, 250 million are not acquiring even basic literacy and numeracy.
Literacy is crucial to personal well-being, to the development of communities and nations, to health, to personal autonomy and to political participation and governance. The right to education â still less the other rights to which education enables access â cannot be realised without addressing one of its most fundamental building blocks: the ability to read and write. While this is far from the sole aim of education, it is a necessary part of it.
What GCE is doing
Tackling the literacy crisis requires action on access to schooling, quality of schooling, and the provision of meaningful learning opportunities outside the formal school system. In 2012 and 2013, GCE is focusing on two factors that can improve the poor quality of schooling in many parts of the world:
- Teachers â the disastrous lack of trained teachers undermines education quality. Globally, another 1.7m primary school teachers are needed to provide universal primary education by 2015, and millions more need to be adequately trained. This was the subject of a report, Closing the Trained Teacher Gap in 2012, and is the focus of GCEâs Global Action Week in 2013.
- Mother tongue early grade materials â it is well known that teaching â and providing materials â in mother tongue languages makes a huge impact on the achievement of literacy and learning in the early grades of schooling. GCE will be working with member coalitions in 2013 to produce resources and tools to advocate for more mother tongue materials.


Moderate Stress During Pregnancy Does Not Hinder, and May Help, Child Development
Along with hope and joy, a pregnancy brings a host of new concerns for the welfare of both mom and baby. Adding these concerns to the already hectic lives of most American women brings up another worryâare stress and anxiety during pregnancy detrimental to a babyâs development? The research to date is conflicting, leaving expectant parents worrying about the effects of their worrying on their unborn children.
A new study reports that moderate prenatal distress actually enhances child development. The women who reported higher levels of anxiety, stress, and depressive symptoms during their pregnancies had children with more advanced motor and mental development than women who reported lower levels of distress. The findings are in the May/June 2006 issue of Child Development .
About the Study
Researchers from Johns Hopkins University and the National Institute of Child Health and Human Development recruited healthy pregnant women. Ninety-four mother-child pairs completed the study, which began at the 24th week of pregnancy and extended to the childâs second birthday. Three times during pregnancy and twice postpartum, the women completed a series of questionnaires designed to assess anxiety, stress, and depression, as well as pregnancy-specific negativity. A psychologist evaluated each childâs development at age two. The data was analyzed for associations between prenatal distress and child development.
Women who reported higher levels of anxiety, stress, and depressive symptoms during pregnancy had children with more advanced mental and motor skill development at age two. This connection remained evident even after researchers accounted for the role that postpartum distress may have played in child development.
Attitudes specific to pregnancy showed a different effect. The children born to women who reported negative thoughts about their pregnancies showed slower mental development and poorer control of emotions. On the other hand, children of mothers who were positive about their pregnancies exhibited more advanced development and better emotional control.
This study began at week 24 of pregnancy, so the effects of distress during the first and second trimesters are unknown. In addition, the women were healthy and only confronted with the stress of daily life. Therefore, these findings do not apply to women with preexisting mood disorders or who endure intense or prolonged stress during pregnancy.
How Does This Affect You?
From this study, expectant parents can be reassured that the moderate stress and anxiety of a busy lifestyle will not harm their baby, and in fact, may even help a little. These results fit with previous findings that moderate maternal stress accelerates growth and development of young children. Just as weight-bearing exercise stresses bones to make them stronger, it is theorized that intrauterine exposure to moderate stress may enhance brain and organ development.
Expectant parents should also be wary. The adverse effects linked to a motherâs negative feelings about her pregnancy should not be overlooked. Moderate stress must be distinguished from more significant and lasting distress. Concerns about your baby and mood swings are common during pregnancy, but in some cases, can become overwhelming. If you or your partner experiences any of the following symptoms, talk with your healthcare provider:
- Mood swings that become more frequent or intense, or last for more than two weeks
- Persistent sadness or feelings of guilt, worthlessness, or hopelessness
- Recurrent anxiety and increased irritability
- Change in sleeping or eating habits
- Difficulty concentrating
- Loss of interest in activities usually enjoyed
American Pregnancy Association
The Nemours Foundation
Emotional changes. American Pregnancy Association website. Available at: http://www.americanpregnancy.org/pregnancyhealth/index.htm . Accessed May 17, 2006.
DiPietro JA, Atella LD, Novak M, et al. Maternal psychological distress during pregnancy in relation to child development at age two. Child Dev . 2006;77.
Last reviewed May 2006 by ]]>Richard Glickman-Simon, MD]]>
Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition.
Copyright Â© 2007 EBSCO Publishing All rights reserved.


Top tips to get your kids singing, dancing and learning
Sam Moran from Nick Jr.âs shares his wisdom
By Sam Moran
August 16 2018
Sam Moran from Nick Jr.âs Play Along with Sam knows all too well how to make learning fun. âWe all know that our children resist being âtaughtâ things, which is why Iâve always been a huge advocate for learning through play,â he says. âMy songs, while being entertaining, are often mixed with developmentally appropriate lessons so children donât even realise theyâre learning.â Here, Sam shares his top five tips to get your kids singing, dancing and, most importantly, learning.
1 Have fun with rhyme time
Nursery rhymes and songs have been used for centuries to teach children simple lessons. Rhyming words help build vocabulary quickly, because they extend upon already familiar sounding words with new words that have new meanings.
2 Sing counting songs
Learning to count is achieved through pure repetition and songs can be a great fun way to do this. Anything that encourages your child to count on their fingers, while singing, will help them along the way. My favourite as a child was â1, 2, 3, 4, 5, once I caught a fish alive, 6, 7, 8, 9, 10, then I let him go againâ.
3 Use music to overcome fears
All of us can remember being scared of things we didnât understand as a child â whether it be trying a new type of food, or visiting the dentist. A child is scared of what they donât understand, so if you can find something, like a song, that explains it, then you can help remove that fear. There are songs that talk about these experiences from a childâs point of view and Iâve found that singing these songs can help take the fear away and actually create a desire to experiment. I still havenât found the song that makes me like brussel sprouts, though!
4 Encourage their efforts
Learning music at a young age creates many benefits for a childâs developing brain; ones that persist throughout their lives. While studying music education, I was shocked that researchers believe the main reason most people donât think they can sing is that they were told so at a very young age, or told to be quiet. Young childrenâs vocal chords are not developed enough to be able to sing in tune. So, donât just assume that your three-year-old canât sing. Itâs through them singing out loud that they âfindâ their voice and stretch their vocal chords in new ways. So, if you can bear it, try to catch yourself from telling them not to sing so they can develop their voice.
5 Join in!
While children are often engaged with singing and dancing themselves, sometimes they might need a bit of extra encouragement. In my experience, there is no better way than to do it yourself and encourage them to join you. Dancing helps develop a childâs gross motor skills in a fun way. My daughter still insists that we âballroom danceâ together in the lounge room at any opportunity.
A FINAL NOTE FROM ME: Nick Jr.âs Play Along with Sam revolves around songs that help kids in developing their rhyming, counting, dancing and singing skills amongst many others. I like to integrate fun themes like favourite events â Christmas and Halloween; family activities including going to the beach or the zoo; dress-ups and dance parties to stir the creative and inquisitive minds of preschoolers. Itâs all about exploring the world they live in!


ART ELEMENTS AT AMoA for Homeschoolers!
Art Elements is an on-going art education class for Homeschool students in K-12th grades that offers individual instruction, guidance, contructive critique and encouragement through age and skill appropriate activities, in a group setting. Scaffolded lessons will focus on the Elements of Art and Principles of Design during each semester, over a total of 14 class periods.
REGISTER NOW! Class sizes are limited and a new semester starts soon!
The Museum has partnered with the Rapides Parish School Board and Visual Understanding in Education, a separate 501(c)(3) organization, to introduce a new visual literacy program in our public schools and educators. We are currently conducting pilot programs over three year period in one Title I elementary school. The Visual Thinking Strategies (VTS) teaching method and curriculum centers on open-ended yet highly-structured discussions of visual art.
The Louisiana Board of Elementary and Secondary Education requires one hour of Visual Arts per week to be taught in the classroom, and the Alexandria Museum of Art is here to help you with that task. The educator's guides below provide teachers with classroom ready projects.
March is Youth Art Month across the nation. Each year, AMoA hosts the Youth Art Month Student Art Competition and the Youth Art Month Festival complete with art and food vendors, interactive art activities, and art demonstrations and more. Each year we seek local artists and art educators to join us by leading an art activity or providing live demonstrations as well as invite High School service organizations to participate by volunteering for service hours.
If you would like to be a Food Vendor, please use this FORM and return it to AMoA.
The Youth Art Month Competition was designed to showcase the talented students in our local schools. Each year a themed competition is held for all K-12 students including students with special needs and homeschool students. Teachers are invited to submit their students' artwork that has been completed during the current school year.
Due to an overwhelming increase in submissions, AMoA hosts a Juried Student Art Competition with all entries submitted digitally and a final 50 pieces are selected for the competition. There are four award categories: K- 2nd grade, 3rdâ 5th grade, 6th-8th grade, 9th-12th grade and each category is awarded a 1st Place, 2nd Place, 3rd Place and one Honorable Mention awards. Awards are announced and presented during the Youth Art Month Festival. Competing artwork is on display at the Alexandria Museum of Art March through April. Check with your teacher about entering the competition, click below for more information or contact email@example.com.
Outreach through Art Education - Camp Carter
Through Art Education Outreach, the Museum seeks to engage the community in activities that will enrich overall educational experiences in ways that cannot always be accomplished in the regular classroom. Many students who are challenged in the classroom often excel in art classes, and Camp Carter will allow students that attend Carter C. Raymond Elementary School in Lecompte, the opportunity. The overall experience for the camper is one that provides educational opportunities during the summer, builds self-esteem and confidence, aids in the development of social skills, promotes acceptance of others and allows them to experience success that will translate into other academic areas. This will be the 9th year for the program, the second (2nd) for the Alexandria Museum of Art as facilitators.
Art Educators from the Alexandria Museum of Art, with three (3) contracted professional teaching artists and/or art educators will conduct the 12 day camp which will reach approximately 60 at-risk students from this Title 1 school Rapides Parish. Additionally, three (3) college education students will assist the instructors as âcounselorsâ and (3) teens who will be rising seniors in high school from the Museumâs teen club, the Muse, will aid the counselors. The Alexandria Museum of Art is proud to partner with Louisiana Charities Trust, the Rapides Parish School Board, Louisiana State University and the faculty, staff and students of Carter C. Raymond Elementary School.


Our Toddler Program
18 Months â 36 Months
Toddlers are full of energy, play, and exploration. We provide an age appropriate environment where toddlers can safely discover and explore. Teachers develop activities that focus on cognition, language and literacy development, social-emotional skills , fine motor skills, and gross motor skills. Toddlers are sensitive and establish a strong bond with our teachers. They have long periods of play and are not always willing to share. We develop activities where they learn to share and respect others. Our teachers model good manners by saying âpleaseâ and âthank youâ and encourage your child to do the same in return. We work on self help skills of hand washing, eating, picking up toys, and working closely with parents on potty training.
The nurturing guidance of our staff encourages learning experiences through play, so your child is learning all day. Activities in the toddler room include:
Running, jumping, rolling, catching, dancing
Building, stacking, sorting, counting


Art and craft is part of human community and culture. Curriculum stakeholders ,designers and implementers come up with Discipline Based Art Education a guiding framework for children to learn about their local socio-cultural art and craft and is effectively excuted by following its four basic disciplines which are Art history ,Art production ,Art aesthetics (Art appreciation) and Art criticism.
Art is a new visual object or sulpture ,picture drawn ,an idea in its visual form never formed before with emotions religious or other motives behind the skilled person who is known as an artist,whilst craft referred to those art being repeated time and time again.Those making crafts are called craftters.
Now lets discuss the four disciplines used in Discipline Based Art Education in details.
Art history is fundamental for children to look back to their art history and identify the value effects of their arts at that time and their influence in the modern society and its cultural dynamism. When childern view various artefacts made in the past and the artists behind the objects can now recognise the art and craft's contribution in the society in maintaining and transferring cultural values through its art and craft.
Nziramasanga (1999:364)advocates ,"...art teaches pupils to understand and feel confidant about their culture''. The study of art and craft history in primary school education can motivate pupils to develop a sense of confidence in a culture of art and craft where they can discover that through art and craft one can able to express feeling encode or decode messages .
Art history help children to exercise their artistic skills as practising to produce visual objects essential in specific performance and attitiudes towards art and craft as history is a motivating stimuli element in which children can imitate the popular artists as a role model to acquire essential techniques of art or craft as Dun(1995:12)"...from these copies they progressed to more independent work". Therefore is the study study of art history can help the artefacts to be understood both for aesthetic qualities as they poses for the signicant messeges and value drawings carrying across time and space to the next succeeding generation to other culture(Discipline Based Art Education module).
Children should learn about traditions and history of craftmanship.
Art production is mainly focused on the process of producing phase in art sessions or lessons. Riddle(1972:6) propounds that all extra skills ,seeing ,conclusion and selectively can be acquired along the way one practices imagination and search for new ways to express themselves. Hence children learn art skills simply by having adequate practical practice. Remember it take over 300 times trails to produce the perfect piece in art.
Creativity is the most component of true art ,in art production artists produce unique artefacts in various forms to create desired,attractive and beautiful effects.
Children should be promoted to created images and promoted and emphasised to express them visually in different artefacts . In addition attitudes to creativity and initiative is important aspect in art . As Bruce (1982:6)ascribes ,''A good art education ,however aims to give you more than just practical skills . It tries to get deeper to affect the way you see and think about things. For that it is better to think of it as visual ,rather than art education. Thus education is regarded as learning by repetition which is not relevant to studying art.
Children learn art production as they look closely to observe lines ,feel the texture ,how roughness or smoothness is the object so that they can able to produce an improved artistic visual perspective. For instance when drawing portraits they should observe facial lines . A potrait according to Maided (1994:18)"... is a drawing ,painting or photography of a person showing the face and part of the upper body.'' When drawing portraits as mentioned by Masekela (1994:4)that teachers should concentrate on imparting skills of observation . moreso observation develops the ability in children to see themselves as an artists.
The best method of Discipline Based Art Education is teaching by demostration as this enhance to observe some skills and techniques which involved in art. Kruger and Van Schalkwyk(1997:96)postulate that demostration help to convey information verbally and visually to guide pupils by means of direct actions.
Art criticism and art appreciations will be discussed in the next article.
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38-Member Panel Adopts 81 Standards for the Arts
National standards that set down for the first time what all students should know and be able to do in the arts were approved here last week by a 38-member panel of artists, educators, and business representatives.
Numbering 81 in all, the new standards are still subject to some last-minute tinkering directed by the panel.
In general, however, the standards, which will be voluntary for schools, call for a more ambitious, sequential form of arts instruction than most students currently receive.
By the time students graduate from high school, the standards say, they should be able to "communicate'' at a basic level in each of four arts disiplines--dance, music, theater, and visual arts.
Students also should be able to communicate proficiently in at least one of the four disciplines, the standards recommend.
Beyond making and performing art, the standards also call upon schools to prepare students to be able to analyze art and to transfer their understanding of the knowledge and skills needed for one art form to another. (See Education Week, Dec. 15, 1993.)
Although it approved the new standards last week, the arts panel does not plan to unveil them in their entirety until March 7, when they are scheduled to be officially presented to U.S. Secretary of Education Richard W. Riley.
One of Seven Areas
The arts standards are part of a broader national movement to create benchmarks for students in a wide range of academic subjects.
The initial step in the effort came in 1989, when national standards for student achievement in mathematics were set by the National Council of Teachers of Mathematics.
Picking up on the N.C.T.M.'s idea, President Bush and the nation's governors called for the setting of "world class'' competencies in five core subject areas, as part of the national education goals.
Currently, the federal government is helping to sponsor standards-setting efforts in a total of seven subject areas besides mathematics: the arts, civics, English, foreign languages, geography, history, and science.
However, the standards-setting efforts are also spurring concern among many educators, who worry that schools will be unable to implement all of them. (See Education Week, Jan. 19, 1994.)
Launched about 18 months ago with more than $1 million from the U.S. Education Department and the National Endowment for the Humanities, the arts-standards project is the first of those efforts to complete its task.
The effort has been led by four national arts organizations: the American Association of Theatre Education, the Music Educators National Conference, the National Art Education Association, and the National Dance Association.
Vol. 13, Issue 20


Our teachers use a variety of strategies to assess student learning. These include observing work in class and looking closely at tasks throughout the year.
Twice a year, teachers formally assess a studentâs achievement based on the outcomes described in the syllabus of each subject. A written report using the common grade scale is sent home in the first half of the year, usually near the end of Term 2, and again in Term 4. This gives a clear picture of your childâs learning.
We provide detailed information to students about what we expect from them throughout the year and how their work will be assessed. Students have a number of formal assessments throughout their schooling.
Best Start â a mandatory, one-to-one assessment that identifies a studentâs literacy and numeracy skills at the beginning of Kindergarten.
National Assessment Program â Literacy and Numeracy (NAPLAN) â reading, writing, language conventions (spelling, punctuation and grammar) and numeracy tests for students in Years 3 and 5. The Australian Curriculum, Assessment and Reporting Authority (ACARA) holds the tests in May each year. Results and student reports are released in August.


Below is reprint of an article I wrote a few years ago. I thought I would repost it here, since this is a perennial question that I am asked by parents of three- to seven-year-olds. Is there a perfect time to start music lessons? Here are my thoughts.â>I am a trained Waldorf early childhood teacher and have also completed training as a âMusic Togetherâ teacher (a music and movement program for preschoolers and their parents) through the Center for Music and Young Children in Princeton, NJ. In addition, I am a Suzuki parent and a strong supporter of Suzuki music education. I have been interested in comparing the similarities and differences between Suzuki and Waldorf pedagogy ever since discovering how much they share in common.
In spite of the number of similarities in approach, one fundamental difference between the two pedagogies is regarding the age at which a child should begin formal music instruction. Suzuki students are encouraged to begin instrumental lessons as early as age two or three. On the other hand, students in a Waldorf school do not begin lessons with string instruments until third or fourth grade. My personal opinion is that Suzuki, for many children, starts too early, and that Waldorf schools may start too late. Based on my research and observation, I believe that the age of seven may be a more appropriate age for most children to begin private music lessons â for many of the same reasons that make seven the ideal age for a child to begin formal, academic learning at school, according to Waldorf philosophy.


Date of Award/Publication
MS in Literacy Education
Gloria E. Jacobs
Emergent literacy is quickly becoming a vital aspect of schooling; as it often reveals a studentâs later success. This research asked what strategies teachers can use to assist emergent learners in their literacy development. Research indicates that print concepts, oral language, phonological awareness, and letter knowledge are the strongest predictors of future reading success. Observations and interviews of seven preschool students indicated the need for explicit, hands-on approaches to teach emergent literacy skills. Young learners require adult-mediated discussions and play, as well as the use of manipulatives and technology to increase their understanding. Utilizing hands-on materials and technologies encouraged student participation. This study found that teachers must take advantage of the interests of students and adjust their teaching accordingly.
Wheater, Jenna, "Strategies to Assist Emergent Literacy Learners in Acquiring Alphabetic Knowledge, Print Awareness, and Phonological Awareness Skills" (2011). Education Masters. Paper 41.
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.


While focusing on larger self-generated projects, students may choose to work in any of the following genres: Students will develop an awareness of legal and ethical issues surrounding the use of information and research.
Computer lab used to develop writing skills. A minor in reading prepares students to teach reading and writing at the early childhood level. Practice in extemporaneous speaking. Portions of certain programs may need to be completed in an Online classroom at Online rates.
Intensive work in writing paragraphs and short essays to remedy basic errors in grammar, usage, and syntax. Students also study the nature of academic argument and oral presentation. This course examines the similarities and differences in how literary works and film narratives construct meaning.
Tests are studied within the historical and cultural contexts in which they were written. This course will help students understand how organizations create and maintain training modules, with a focus on content management and standardization and application literacy.
The candidate structures the classroom and curriculum to meet the learning needs of diverse learners. ART Elementary Arts: Focusing on ways that rhetoric works within their own disciplines, they will complete projects that will initiate them into writing for their own professions.
The candidate realizes the impact of a positive classroom environment in fostering a climate of teaching and learning. The knowledge Kskills Sand dispositions D reflecting the expected proficiencies at the initial and advanced levels are shown below: See special descriptions in schedule.
To prepare the student for graduate study in reading. The focus of the course will vary semester-by-semester, ranging from the satirical works of Horace and Juvenal to the more contemporary modes of essay writing in the 21st century.
Students will focus on the elements of winning grant proposals and making persuasive cases for support. Completion of Portfolio I: Arts and Sciences faculty hold graduate degrees and have completed substantial graduate level study appropriate to the academic field in which they are teaching.
The candidate believes that a positive constructivist learning community plays a critical role in student active engagement, freedom to think divergently, attitude toward learning, and participation in learning activities. As a descriptive study, students will focus on other nonstandard forms of English and how language functions in society.
Courses related to each major are described below. Field experiences or labs are required in all education courses and are of three types as described below: This course is geared for the development of a professional portfolio.
This first semester focuses on improving grammar, style, and written expression in personal narratives, along with increasing reading comprehension. Students will study why race and gender remain paramount issues in American culture, a culture that has historically defined itself, at least theoretically as moored in the ideals of equality.
Subject matter will vary from year to year.Course List by Subject Print-Friendly Page â¢ EDU - Educational Principles in a Pluralistic Society â¢ EDU - Teaching Writing â¢ EDU - Introductory â¢ GLS - Theoretical Approaches to Children's and Young Adult Literature â¢ GLS ENG-L Native American Literature 3 ENG-L Studies in British & American Authors 3 Fine Arts ( GPA) 6 credits EDUC-E Elementary Education for a Pluralistic Society (P: English Comp.) (D) 3 SPH-K Movement Exp.
For Pre & Elem School Children 2 Admission to the Teacher Education Program (TEP). Bachelor - English. ENG Literature in Society ENG Survey of Literary Masterpieces ENG Mythology in Literature and Life ENG Children's Literature in a Pluralistic Society Required upper division English courses.
ENG American Ethnic Literature. This course examines the social function of children's literature from oral origins to modern anthologies, exploring messages in nursery rhymes, fairy tales, and early childhood fiction.
School of Education Elementary Program Elementary Education K-6 w/Minor Choice (REPA) ENG-LChildrenâs Literature E only for RM. Humanities & Fine Arts (12 hrs) Teaching in a Pluralistic Society EDUC-K 05, Teaching Exceptional Children.
children's literature in a pluralistic society (eng/) children's literature in a pluralistic society (eng/) CLASSROOM MANAGEMENT (EDU/) CLASSROOM MANAGEMENT (EDU/) COLLEGE MATHEMATICS Industry: Education Management.Download


01 Jun The Importance of Spelling and Handwriting in a Digital Age
This article appeared in Awsum on June 1, 2017:
Itâs a fair question for parents to consider: Why should my child learn to master the skills of spelling and handwriting in a world governed by spell checkers and keyboards? Isnât the mere notion of teaching these skills as archaic as attempting to master trigonometry without the use of a scientific calculator? Edublox reading, maths and learning clinic investigates the importance of handwriting and spelling in the learning process and shares some tips on how to identify problems that children may be experiencing.
Over the last 30 years, we have witnessed many technological changes in the educational landscape. Certain skills, like spelling correctly and being able to write legibly by hand, however, still remain universally relevant. Although spell checkers and autocorrect functions may serve as proofing tools in order to communicate clearer messages, it should not deter children from learning the skills in the first place.
Pens and keyboards bring into play vastly different cognitive processes. Handwriting is a complex task which requires various skills â feeling the pen and paper, moving the writing implement, and directing movement by intent. Children take several years to master this precise motor exercise: you need to hold the scripting tool firmly while moving it in such a way as to leave a different mark for each letter.
If children do not master these skills, their spelling is likely to suffer as a result. Handwriting errors can cause a word look like another word, where slow, laboured writing of letters may cause a student to forget the word they are trying to write.
The skill of spelling embraces many subskills, such as the ability to perceive the whole in its individual parts, auditory perception of letter sounds and auditory memory, and decoding skills. Together, spelling and handwriting are important foundational skills in the learning process.
The problem with teaching spelling in a digital age is that good language and strong spelling skills have become optional in the way that we communicate on social media and through the various devices available to us. Search engines are also incredibly forgiving and simply suggests the correct spelling of search terms without even prompting the user to consider where they went wrong. Traditionally, spelling does not allow any room for âcreativeâ answers or âstyleâ â a word is either spelled correctly or it is misspelled. Itâs important that parents encourage their children to learn to spell correctly and to use spelling applications and emoticons as secondary tools in the communication process.
If parents notice that their children are struggling to spell despite an effort to do so without the help of digital tools, there might be underlying shortcomings that a reputable learning clinic can help to resolve. If the problems are caused by poor handwriting, which includes illegible or exceptionally slow writing, a child might be struggling with dysgraphia (a Greek term that encapsulates symptoms like trouble with pencil grip, mixing up cursive and print, and inconsistent spacing between words).
Ironically, there are online programs that are wonderful tools in a reputable learning clinicâs toolkit when it comes to reading and consequently spelling. Parents should look out for programs that aim to resolve learning and spelling problems and not simply enable the child to manage them better. Search for something that is visually engaging and fun to work with and one that tracks progress so that parents are aware of the childâs improvement.
Proper spelling and neat handwriting have definitely not become outdated skills. Especially with the rise of the digital age, parents should pursue solutions if their children are struggling and value these âmanualâ skills â without it, we may see language take a back seat in years to come.


Spy science 40 secret sleuthing code cracking spy catching activities for kids by jim wiese ed shems illustrator 408 rating details 48 ratings 4 reviews popular childrens book author wiese teaches kids fundamental science through simple activities related to spies and espionage . Spy gadgets for kids spy gear for kids mystery games for kids fun activities for kids kids fun spy kids winter activities babysitting activities diy gifts for kids forward a detective kit will teach kids how to read clues and solve mysteries. Spy science 40 secret sleuthing code cracking spy catching activities for kids jim wiese ed shems spy games activity games fun experiments for kids activities for kids science fun party activities science for kids crafts for kids science education. Sh h h h h h top secret crack the code of superspy science fun make your own spy sunglasses write messages with invisible ink hook up a secret alarm and much more discover how spies use science to keep or uncover top secrets. Dear internet archive supporter i ask only once a year please help the internet archive today spy science 40 secret sleuthing code cracking spy catching activities for kids item preview remove circle share or embed this item embed embed for
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New expertise and knowledge can spark a lifetime of change. Technology can create richer studying environments and enhance studying outcomes, but not all college students benefit equally from these advances. While youngsters around the world are attending school in report numbers, in line with UNESCO , 250 million college-age children still arenât studying primary studying or math, and only 40% of kids in low- and middle-revenue countries are on track to gain the abilities wanted for immediatelyâs workforce.
The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched during 2009-10 and replaces the earlier scheme of Built-in Education for Disabled Children (IEDC). The aim of this scheme is to enable all college students with disabilities to pursue four years of secondary education in an inclusive and enabling surroundings, after finishing eight years of elementary education.
Expertise performs an increasingly vital function in enhancing entry to education for â¦ Read the moreRead more


Learning & support
Learning and support
Learning to read
At the academy we start the process of teaching our children to read using systematic synthetic phonics. We use the system called Read write Inc. You can download a comprehensive parent leaflet on this method of teaching reading from this link Read Write Inc. Experience shows us that some children find learning phonics easier if they combine this with being very active. We therefore select a small group of children each learning block to take part in 'active phonics' sessions which combines PE with learning phonics.
As children move beyond learning to say the sounds that the letters and blends of letters make, they start to learn about basic spelling, grammar and punctuation. In addition they also learn comprehension skills - this means making sure that they actually understand what they are reading. We use whole class reading (pupils are read stories), guided reading (reading in small groups with a teacher or teaching assistant who talks with the pupils about what they are reading and checks their understanding and individual reading as a variety of strategies to enhance scholar skills. Programmes such as No Nonsense Grammar, No Nonsense Spelling and The Power of Reading to support literacy development across the academy.
Research shows that children who read for pleasure do much better at school than those that don't. We therefore strongly encourage all our children to read outside the academy. It doesn't matter if this is a story book, a magazine or even web pages - as long as they are reading and enjoying it (for our youngest pupils its all about having them enjoy the pictures in a book and listening to stories). It is generally better to get a book that is quite easy for the child to read as this will encourage them to read more. Even better if parents can spend some time each day reading with their children and modelling reading for their own pleasure. This sets up good habits in children for life. In order to encourage our scholars to read all staff within the academy have a display frame showing the book/magazine that they are currently reading. Both staff and children are strongly encouraged to have regular conversations about what they are reading.
The short video below highlights the importance of reading with your child and how it can make such a difference to their success in the future.
Learning to write
Our early literacy specialist teacher, Mrs L Jones, has put together a helpful sheet to support parents and carers in helping their child learn to write. This can be downloaded from the bottom of this page.
Maths - Mental recall
We ask that you help your children with their mental maths recall (ability to use times table 1-12 times tables). Each class will have a weekly timestable focus and we ask you to help them learn these.
At the end of each learning block
teachers and senior staff will check the progress of every child in the academy. If we feel that any child needs some additional support because they are not making the progress that we think they should, then we will arrange for them to have this until they catch up. This intervention might be some one to one work with a teaching assistant, it could be working in a different class group, some additional time reading, doing phonics or maths mental recall. Children who are having intervention will be re-assessed after a further learning block to check that the intervention has led to sufficient progress. We will keep parents informed of any interventions that we arrange.


Our educational curriculum is inspired by childrenâs inquisitive nature, thirst for knowledge and natural desire to learn.
At Sage your child will experience an engaging and comprehensive learning program including music, drama and art, as well as languages. Literacy and numeracy teaching and learning opportunities are integrated into every aspect of our educational program. This ensures your child is learning foundational skills to prepare them for further education, whilst still having loads of fun.
We believe that every interaction, transition and routine is a learning opportunity. Children learn best in play based self-directed learning environments where they are supported and extended by passionate and professional educators.
The Curriculum at Sage is based on the National Early Years Learning Framework. This framework guides our planning and evaluation of childrenâs learning experiences and provides a basis for ensuring that our centre, intentional teaching, relationships and practices provide children with the optimum environment for learning.
At Sage we foster connections to the natural world by nurturing childrenâs understanding and respect for the environment. This is interwoven into all aspects of our centre design including the herb and vegetable gardens that are used in our everyday cooking, a worm farm, recycling stations and play based sustainable experiences.


Angel shark is a type of marine fish that is commonly found in the Pacific Ocean along the coasts of Alaska, California, Mexico, Costa Rica and Chile. These unique sharks have flat bodies, long pelvic and pectoral fins.
They have two dorsal fins and no anal fin. They are sometimes referred to as monkfish. They have 5 pairs of gills located on the lower side of their body.
They are carnivorous and their diet consists of different fishes, squids, krill, lobsters and mollusks. Their scientific name is Squatina squatina and they belong to the Squatinidae family.
Quick Facts: â
- Angel sharks have a pair of barbells on their nose that help them to sense and taste their prey.
- Near these nasal barbels they also have simple whisker like projections.
- The spiracles located on their head help to pump water through their gill slits.
- These fish can grow up to a length of 9 feet at maximum and the average length is 5 feet.
- They have sharp, pointed teeth with strong jaws and can injure their prey severely before eating it.
- They prefer shallow temperate and tropical waters and they usually stay in small areas of about 50 feet.
- They are nocturnal and spend most of the day buried in the sea bed and ocean rocks.
- These sharks can give birth to as much as 25 pups in one single year.
- Their average lifespan in the wild can range somewhere from 28 to 30 years.
- They have grey to reddish or greenish-brown skin scattered with small white or black dots.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Kids Facts about the Angel Shark ." Easy Science for Kids, Dec 2018. Web. 11 Dec 2018. < https://easyscienceforkids.com/angel-shark/ >.
APA Style Citation
Tobin, Declan. (2018). Fun Kids Facts about the Angel Shark. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/angel-shark/
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Youth in Mexico have been impacted by the growth of drug activity and violence infiltrating their neighborhoods and communities. The instability and risks that youth face in this type of environment are barriers to their education and their ability to feel safe and protected.
Thankfully, there is hope. Organizations like BMAI share our mission of using free music education as fuel for positive change in impoverished communities. Nearly 1,600 children from at-risk environments receive exceptionally strong music instruction ranging from popular to classical music, which focus on instilling values like teamwork, respect, responsibility, and discipline. Hundreds of children are on the BMAI wait list, a testament to the strength, promise, and demand for these music programs. Watch this video to get a behind the scenes look at the school, students, and the wonderful administrators who make it all happen!
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Playing For Change (PFC) is a movement created to inspire and connect the world through music, born from the shared belief that music has the power to break down boundaries and overcome distances between people. The primary focus of PFC is to record and film musicians performing in their natural environments and combine their talents and cultural power in innovative videos called Songs Around The World. Creating these videos motivated PFC to form the Playing For Change Bandâa tangible, traveling representation of its mission, featuring musicians met along their journey; and establish the Playing For Change Foundationâa separate 501(c)3 nonprofit organization dedicated to building music and art schools for children around the world. Through these efforts, Playing For Change aims to create hope and inspiration for the future of our planet.
To learn more about the work of the PFC Foundation, visit http://www.playingforchange.org


If you need a boost in confidence before starting your first research methods subject this is the course for you. This subject will review foundation skills in mathematics and statistics such as calculator skills, basic algebra, descriptive statistics, tables and graphs, sigma notation, and the normal distribution. The subject is particularly relevant to those students studying Foundations of Psychology 1 (PSY101) and Research Methods and Statistics in Psychology (PSY201)
Topics that you will cover in this subject include:
- Order of operations;
- Signed numbers;
- Graphing techniques;
- Descriptive statistics;
- Normal distribution.
Introductory Statistics for the Social Sciences will require around 14 hours of self-paced, online learning with support and feedback from your subject coordinator as you build your skills and confidence in statistics.
Please note that there is a new Study Link subject that covers basic numeracy skills â âBasic Mathematics Skillsâ (SSS027)
|Session||CRN||Subject code||Subject name||Mode||Campus/Location||Term begins||Application closing date||Term ends|
|201915||293||SSS013||Introd Statistics - Social Sc||Online||Orange||5/11/2018||1/02/2019||3/05/2019|
|201945||199||SSS013||Introd Statistics - Social Sc||Online||Orange||18/02/2019||7/06/2019||16/08/2019|
|201975||284||SSS013||Introd Statistics - Social Sc||Online||Orange||24/06/2019||20/09/2019||20/12/2019|
Please note: You can start any time to suit you between Term start date and the close of applications.
Study material: 14 hrs
Subject Coordinator: Dr Matt Ncube
This subject will be useful if you're studying:
- Humanities, Social Work and Human Services
- Information and Library Studies
- Teaching and Education


As YCIS moves into 21st Century learning, our purpose-built Learning Communities give students every opportunity to dig deeper into self-directed learning. The development of âsoft skillsâ (including communication, collaboration, co-operation, resilience and flexibility) is fostered and grown and students move into wider thinking, as well as better developed social skills. These learning spaces are flexible, open, transparent and able to be used effectively by both large and small groups of students.
Learning Communities are ideally sized groupings (70-140) of students and teachers (including specialists and learning support), which are designed and organised to facilitate:
- Purposeful collaboration
- Integration of knowledge
- A spirit of belonging and connection.
The physical spaces in which Learning Communities operate are flexible and cater for both individual and collective needs and responsibilities. There are spaces for quiet individual study and reflection, for teamwork and conversation, and for small and large group instruction. These spaces, coupled with the furnishings, support the sharing of outcomes and the design and making of the physical manifestations of learning. Creative expression in all its forms is enhanced by the spaces within our Learning Communities.
Every teacher in Years 3, 4 and 5 ensures that each child is treated with the upmost care and respect. We provide a curriculum and learning programme that are both challenging and stimulating, ensuring that children enjoy their learning, as well as feel part of an ever-growing educational environment.
Through Character Education, the children acquire the skills of becoming responsible global citizens, as well as learning to take ownership of their own learning. Our open Learning Community environment helps to provide the students with a sense of well-being and confidence in communicating in two languages. Students are provided with a plethora of resources and opportunities, creating a stimulating atmosphere, where creativity, exploration and imagination are greatly encouraged and developed.
Our bilingual teaching and learning programme in the Upper Primary helps students develop the skills they need in English and Chinese in order to become proficient speakers. In each area of the Learning Communities, students immerse themselves in both languages as Western and Chinese Co-Teachers facilitate learning and provide feedback.
Students are supported throughout the programme by differentiated classes and groups. YCIS provides services to students who qualify for our English as an Additional Language (EAL) programme and for our level-based Chinese classes. We want to build our students up to be capable communicators and confident risk-takers.
Learning Community teams collaborate on, innovate, design and implement learning programmes that are:
- Conducive to creative and critical thinking
We draw on studentsâ interest to create units of study that follow the standards based on the National Curriculum in England. We find it important that students enjoy learning while exploring and retaining necessary foundational skills. Flexible co-teaching enables us to use fluid grouping not only within our space, but also across the year levels. This allows us to cater for individual needs to deepen understanding and embed concepts. We are also able to provide choices and a differentiated environment where students can thrive.
Collaboration is at the heart of everything we do within our Learning Communities. Teachers openly collaborate on all aspects of learning, which in turn models excellent collaborative skills for the students. Teachers meet every day to discuss and share best practices, to reflect on the dayâs learning, to plan the next steps and to ensure that all students within the community are making the necessary progress in all aspects of their learning. As well as collaboration amongst teachers, collaboration amongst students is continually encouraged and improved. Students have the opportunity to work with a diverse range of personalities and nationalities in a variety of engaging projects, to help build their communication skills for now and the future.
The Arts (visual and performing arts, music and violin) are core to the YCIS programme. The Arts encourage students to see what they look at, hear what they listen to, and feel what they touch. Students seek, find and develop multiple solutions to problems, recognising that the world is filled with different possibilities and perspectives. Fine motor skills are developed through creating artworks and playing (violin and classroom music instruments). Gross motor skills are developed through movement (dance) and exploration of space (drama).
Year 3 is the final year of the Violin programme. Students are now playing more complex music, and perform as an ensemble throughout the year. Performing Arts is introduced from Year 4, providing students with the opportunity to develop drama and dance related skills and understandings. Self-discipline, including concentration, is important in the Arts subjects. In the Arts classrooms, students are learning and creating with others, developing their collaborative skills. Learning is made visible through displays of student artwork, performing in concerts and in Years 4 and 5, through the recording and performing of music compositions.


Theories, Concepts, and Models on Health Literacy in Childhood and Adolescence
TeCoMo is a theoretical research project, exploring health literacy in childhood and adolescence from a holistic public health and health promotion perspective.
Recent evidence has highlighted the critical relevance of health literacy for health and its importance for health promotion and prevention. Interestingly, so far, little health literacy research puts children and adolescents at the core. This contrasts with the importance given to childhood and youth for healthy human development, as well as for health and well-being throughout adulthood. Therefore, TeCoMo addresses this gap by exploring:
- How can health literacy be applied to children and adolescence?
- What relevance and need for health literacy is there in different age and development stages?
- Which health literacy components and levels are feasible for what age group?
The project aims to develop target group-specific health literacy definitions and models which will be embedded in a holistic, conceptual framework. These will potentially serve as a foundation for further practical research and intervention development. TeCoMo profoundly emphasizes the relevance of:
- a health promoting, public health approach to health literacy;
- integrating child development perspectives and age group-specific needs for health literacy;
- parents and other adults in the direct environment of children;
- contextual factors and social structures;
- considering health literacy from an health inequality perspective;
- producing a workable and applicable framework
Relevance and Expected Outcomes
TeCoMo strives to:
- strengthen health literacy research in childhood and adolescence in Germany;
- establish a theoretical and conceptual bases for the development and
- implementation of health literacy projects and interventions targeting youth;
- enhance the understanding of health literacy in childhood and adolescence of parents, caretakers, teachers and health professionals, among others.
TeCoMo is divided into three phases:
- Knowledge collection and synthesis: A systematic literature review is performed to a) scope the state of the art of health literacy in childhood and adolescence, and b) identify child development factors with possible relevance for health literacy development.
- Theory, concept and model development: Developing target group-specific health literacy definitions and models embedded in a holistic, conceptual framework, which integrates multidisciplinary perspective from literacy, child development, socialization research, among others.
- Integrating and dissemination of results: Evaluating and adjusting present adult health literacy models and conceptual frameworks to integrate perspectives of health literacy concerning children and adolescents.
|Prof. Dr. Ullrich Bauer|
|Dr. Paulo Pinheiro|


The Developmental Literacy Continuum is a Formative Assessment tool for teachers. Students can be plotted on a continuum to situate where they are in their literacy development (determining their zone of proximal development) in three strands of language learning, Reading, Writing and Talk ( Also the 3 strands of the Quebec Education Program in English and French ). The on-line version is accompanied by a paper guide that describes the phases of development as well as the individual indicators within. The guide also provides teaching strategies for teachers to help in the planning of further teaching once a student is situated within the continuum.
Preliminary support and training can be provided by the LEARN team in collaboration with your school board consultants.
Using Developmental Continua
A set of developmental continua describe observable behaviors or actions called âindicatorsâ. These behaviors or action are clustered in phases of development. Within a phase the indicators are often similar in their degree of difficulty and compliment each other. They work together. When most of the indicators in a phase are observable in a studentâs work on a consistent basis, in a variety of situations, over a period of time (more than once!!) it can be said that a student has attained that phase. Teaching can begin to address indicators in the next phase. Indicators can also reflect a certain degree of increasing difficulty in relation to each other, within a phase, but in which order any given student will acquire them may vary greatly.
For example in the list below for Exploring Literacy in Reading, different children will not necessarily acquire these in this order but one can see how the indicators all relate to relatively the same level of reading development.
- names all letters of the alphabet
- matches sounds to letters
- recognizes words that rhyme
- reads some sight words
Once the studentâs phase of development in Reading, Writing or Talk has been determined, based on what s/he is able to do, the continuum will also show what still needs to be developed within that phase in order for the student to move along in their learning. The studentâs Zone of Proximal Development (ZDP),(Vygotsky) has been established. This information now can help guide our teaching.
It is important to remember that if learning activities are below the phase of development of the student s/he will find the tasks very easy and before long will loose interest as there is no real challenge.. they know this stuff already. If the learning tasks are to far beyond the studentâs phase of development s/he will soon feel there is no possibility of success as the mountain is too high and slowly (or not so slowly) disengage from the activity. We often wonder why students are disengaged or unmotivated in class. This may in part be due to the fact that the activities are not targeting their zone of proximal development where they are challenged to do new things but can also attain success and be aware of their progress.
Screen Shot from Digital Version
The Literacy Continuum looks at three areas, Reading, Writing and the Talk. However, this is really for practical purposes only. Literacy development does not occur in isolation in three separate domains. Reading, Writing and Talk are strongly interlinked and interdependent. This does not mean that a student will necessarily be in the same phase in all three areas. However, the areas of strength of a student can be engaged in developing teaching and learning strategies that will help develop the areas that are not as strong.
In order to be able to make professional judgements about how a student is doing in a particular phase and what indicators have been demonstrated consistently, in a variety of situations, over a period of time, the teacher will need evidence. One of the most effective approaches is to have students keep a process portfolio of their work. That is to say an organized selection of artifacts that reflect the learning of the student. These can be work samples, audio recordings, videos of an activity or photos of projects, events etc. A digital portfolio such as EPEARL is ideal for this.


Getting Started with Planning Numeracy
At the core of a successful numeracy plan is a clear mapping of student numeracy skills with the level of skill required to understand and engage in curriculum content successfully. This requires both the analysis of studentsâ skills and identification of the level of numeracy skills and demands within syllabus content. Explicit teaching of numeracy needs to occur when there are gaps between studentsâ numeracy skills and syllabus numeracy demands. This process involves:
- identification of students existing numeracy skills
- identification of numeracy skills required by students to engage successfully with curriculum content
- planning of the explicit teaching of the required numeracy skills to bridge the gap.
Identify the numeracy demands of your key learning area:
In faculty groups or stage/year groups teachers brainstorm all the areas in which students experience difficulty with curriculum content, common misconceptions, areas of confusion or misunderstandings. This is KLA specific data which needs to be addressed by teachers within their teaching methods and made a focus for improving student outcomes.
Identify areas of weakness through SMART analysis of NAPLAN data:
These areas will require targeted focus and need to be considered when planning teaching and learning activities. This is general numeracy data which adds another dimension for consideration when planning teaching and learning activities to ensure students understand the curriculum content.
Use the Numeracy skills framework to identify numeracy skills:
Identify the prior knowledge of students, where students are at stage level and where to take them next. Follow the thread of skills required, this information is used to plan teaching and learning activities. Using the Numeracy Skills Framework identify where students are and where to take them next. Use the planning guide to develop lessons and learning activities. Consider key questions based on the Quality Teaching framework when planning activities.
Plan numeracy activities
Provide students with opportunities to demonstrate their thinking and apply numeracy skills within a subject area. Encourage students to discuss reason and communicate their mathematical thinking justifying the response.
What key concepts or big ideas from the syllabus are identified?
How are learning experiences designed so that key concepts relate to each other?
How are learning experiences designed to require a sustained focus on the key concepts or ideas?
What learning experiences build skills and processes to help students grasp the key concepts?
What activities will help students grasp the essential learnings of the lesson sequence?
What opportunities will students have to relate their learning to situations beyond the classroom?
How do the learning experiences make links between studentsâ background knowledge and new knowledge?
How will students demonstrate their understanding of the key concepts?
What products or performances will be most meaningful for students and how can they have some control over the product or performance?
How do the learning experiences allow all students to engage and participate?
What criteria are students given for the quality of work expected from them?
Are these criteria related to achievement of syllabus outcomes?
How will students demonstrate their achievement of syllabus outcomes?
How do students know what a quality product or performance looks like?
How does the work challenge all students?


Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. The national curriculum for music aims to ensure that all pupils:
To teach the essential skills of music and develop this to a high standard for all pupils.
To promote a culture of enjoyment in the learning of music.
To provide a stimulating music curriculum that inspires life-long performers. Nurture
To facilitate independent learning, and progress across the curriculum.
To prepare pupils for the next stage in their education.


Whoâs your mummy?
Ancient Egypt comes to life again this summer when Cal State San Bernardino offers its popular art workshops to budding artists and archeologists from throughout the Inland Empire.
The Robert V. Fullerton Art Museum at the university hosts its annual summer Egyptian Art Workshop series for kids ages 10-13 July 27-30.
The four-day workshop features both morning and afternoon sessions for all kinds of ancient fun, including a mock archeological dig.
Billie Sessions, art education teacher and a professor emeritus from the universityâs department of art, conducts the workshops.
âThe focus of the workshops is art and education, everything in context. We make a giant timeline â from the Sphinx to cell phones,â says Sessions, who created the series a decade ago with Eva Kirsch, Robert V. Fullerton Art Museum director.
The art museum is home to what is considered the largest collection of ancient Egyptian art west of the Mississippi River, some 500 pieces encompassing more than 4,000 years of Egyptian history.
Workshop kids get to participate in a mock archeological dig and learn about ancient Egyptian culture and history.
Summer workshop activities feature an art museum tour and scavenger hunts. Also pottery and clay sculpting, jewelry making, puzzles, workbooks and prizes.
âOn the first day of the workshops, kids make beads using bead molds more than 2,000 years old. They hold on to these authentic Egyptian molds and press little marble-size balls of clay into them,â says Sessions, who is also a ceramicist.
Kids will also use clay to make little Shabti figurines and canopic jars, which will be part of a student exhibition in early October.
âMy main goal is to tie art in with other school subjects. The world of art touches on so many areas of knowledge. We would know much less about the history of the world if it werenât for art,â she says.
âThe kids are learning and having a ball.â
Assisting her with the class is Keith Brockie, a ceramicist and chairman of the art department at Arroyo High School.
Tiffany Talavera, in charge of visitor and education services at the Fullerton Art Museum, is the art museum liaison and helps facilitate the hands-on fun.
âThe kids enjoy this every year, and I look forward to it too,â Tiffany says. âThese kids are sharp as a tack and this workshop will help spark an interest in arts and sciences â art history, anthropology, archeology â they get a good balance.â
And since itâs a âparent freeâ zone, kids get to experience the ancient past without their mummies.
Egyptian Art Workshop for Kids
When: July 27-30; Session 1: 9:30 a.m. to 12:30 p.m.; Session 2: 3 to 6 p.m.
Where: Robert V. Fullerton Art Museum, Cal State San Bernardino
Cost (includes snacks, drinks, materials): $60 general admission; $50 discount admission for university faculty, staff, Alumni Association and Friends of the Museum members
Information and registration: (909) 537-3374


8:00 in the morning is the most important part of each and every day. Having students enter their classrooms feeling valued, welcome, and safe are pivotal for learning to occur throughout any school day.
To foster this approach, at the Georgia Elementary school, we start each day with a Morning Meeting. Morning meetings consist of greetings, individual sharing, and working collaboratively to problem solve or participate in a morning message activity. However, Georgia Elementary has created a more interactive digital approach that embeds math, science, and literacy skills and for students to take on leadership roles while reporting out to their classmates.
Some students become weather reporters where they describe the daily weather and plot it on a daily line graph. Temperature, cloud cover, rain, and wind are reported out and plotted for monthly comparisons.
Other students share the day of the Month, day of the week, and year and date of the day on a calendar. Days of school attended are counted out together as a whole class as one students takes the teacher role of leading the class.
Math is incorporated as students add a penny to each day. Numeracy skills and place value are shown as students interactively add a penny to their class piggy bank each day.
Coming to school each day is fun when you can be the teacher in some capacity. Children s roles change weekly and everyone has a responsibility each week. Students do a great job taking on this challenge and many prideful smiles are daily.
Target 2 â Leadership in a Student Centered Learning Environment FWSU will foster development of teacher & student leaders who provide innovative opportunities for local and global student-centered learning
Action Step â Provide multiple avenues for students and staff to lead, advocate, and serve within the school and community.


Have you seen the commercials for Audible? You can listen to books just about anywhere. I personally have been a fan of audiobooks for years. Yes- I can read and I understand the benefits of sitting down with a good book. However, as a working mother, audiobooks allow me to multitask which is priceless. I have been able to listen to old favorites and find new treasures all because of the accessibility of audiobooks.
I am not sure what took me so long but this year I decided to make audiobooks a bigger part of my classroom routine. As an ELL/ELA teacher, I have a number of students who are not reading at grade level. This is a challenge for two reasons. The first reason is (like it or not) students are expected to participate in high stakes testing every year. These standardized state tests feature excerpts from âgrade-levelâ texts. The more exposure I can provide to this type of text the better prepared the student will be. The other is for the pure pleasure of accessing a great story. Personally, it doesnât seem fair to me that struggling readers should miss out on amazing stories.
Benefits of audiobooks:
- Students can go back and hear it againâ¦as often as they need to.
- Students can access a text at a reading level above their own.
- The narratorâs interpretation of the text may help students understand the elements of indirect characterization.
- Students report an increase in self-confidence when they can participate in class discussions related to a grade level text.
If I havenât convinced you yet, this is what the experts have to say:
University of Virginia psychology professor Dan Willingham author of the Science and Education Blog had this to say:
So listening to an audiobook may have more information that will make comprehension a little easier. Prosody might clarify the meaning of ambiguous words or help you to assign syntactic roles to words.
BookListReader.com author Mary Burkey wrote about an audio study in the article New Research Shows Audiobooks Have Powerful Impact on Literacy Development. She states
For me, the most important part of the study is that the researchers focused on just listening, with no follow-along-in-the-book or other reading intervention added. The impact of purely listening to books is striking. Two notable findings are that students using Tales2go attained 58% of the annual expected gain in reading achievement in just 10 weeks, putting them three months ahead of control students.
How do I make it work in my classroom?
- Students have the text in front of them as they are listening. The expectation is that they are following along in the text as they listen to the audio.
- When they get caught listening without reading along in the text (which they do) there are two consequences: start over or choose a new book at their level.
- They are expected to answer basic comprehension questions as well as open response questions. Open response questions require text evidence to support their answer. Students learn pretty quickly they if you did not follow along in the book it is a lot harder to go searching for the text evidence.
- We do have a purpose for reading each day and I provide the questions that need to be answered before they begin reading.
- Students are periodically challenged to read excerpts from the text without audio support to prepare for standardized testing.
How can a parent or guardian make it work at home?
- First of all, you donât have to buy both the book and the audio version. If you read the full article on BookListRead.com you see that text is not required.
- You can borrow books and audio CDs from your local library.
- Search the internet for free audio files. Books that are in the public domain are available on several websites. The one caveat is that these will not be current best sellers. Public domain texts are often considered classics.
- Choose a story that you know and love from your childhood. Your discussions about the book will be more authentic if you know and have enjoyed the book yourself.
- Ask questions about the story. You donât have to come up with a full lesson plan but trying asking questions that canât be answered with a âyesâ or ânoâ.
- Try listening to books during your daily carpooling activities or on long road trips.
So go ahead, try that free book on Audible.com, and start listening.


LoveReading has teamed up with Audiobooks.com to give you the chance to get 2 free audiobooks when you sign up. Try it for 30 days for free with no strings attached. You can cancel anytime, although we're sure you'll love it. Click the button to find out more:Find out more
Appropriate as a supplemental text for all music education methods courses and a core text in music education curriculum. This text is intended to assist preservice and experienced teachers make thoughtful decisions regarding music teaching and learning that are essential to effective practice. It emphasizes contextual issues as well as matters specifically pertinent to the teaching of music in all school settings, and it provides the structural knowledge and seminal questions that need to be addressed in making good choices about what and how to teach in music.
|Publication date:||16th October 2003|
|Author:||Richard J. Colwell, Liz Wing|
|Publisher:||Pearson an imprint of Pearson Education (US)|
|Format:||Paperback / softback|
Dr. Liz Wing is Head of Music Education at the University of Cincinnati's College-Conservatory of Music and an international authority on curriculum and teacher education. Dr. Richard Colwell is professor emeritus at the University of Illinois and editor of research handbooks on music teaching and learning.More About Richard J. Colwell, Liz Wing


Mr Mike Creamer
Miss Caitlin Mackie
Miss Clare-Louise Casey
Introduction to the department
Modern Studies is the social, political and economic study of local, national and international issues. Modern Studies is concerned with whatâs going on in the world, how we find out about it and what we can do to change it.
Broad General Education (BGE)
In the broad general education, Modern Studies aims to develop in pupils a greater understanding of the contemporary world and their place within it. The purpose of Modern Studies is to develop knowledge and understanding of current political and social issues in local, Scottish, UK and international contexts. Pupils will develop an awareness of the social and political issues they will meet in their lives. They will be encouraged to develop transferable skills that will be applied throughout their school career, as well as those more specific to Modern Studies. They will learn to critically analyse information and develop research skills to assess evidence, as well as reinforcing literacy and numeracy skills required for the Senior Phase and beyond.
In the Senior Phase, Modern Studies course offers pupils an opportunity to continue to develop their interest in political, social and international issues. The course is varied and engaging and will ensure that pupils are challenged and supported throughout.
National 4 and 5 Modern Studies courses:
Unit 1: Democracy in Scotland and Britain. This unit will focus on Scotlandâs political system and will examine the role of the Scottish Parliament.
Unit 2: Social Issues in Britain - Law and Order. This unit will focus on the legal system in Scotland. Topics include the impact of crime on society, the role of the police and courts and how the state tackles the issue of crime.
Unit 3: International Issues: Pupils will focus on the social, economic and political influence of the United States of America.
There are three unit areas in the Higher Modern Studies Course:
1 Democracy in Scotland and the United Kingdom
Pupils will study aspects of the democratic political system in the United Kingdom (UK) including the place of Scotland within this.
2 Social Issues in the United Kingdom: Crime and the Law
Pupils will focus on relevant and contemporary aspects of crime, criminology and the law.
3 International Issues: Terrorism
The study of a world issue will focus on a significant recent issue or conflict which has a global impact.


Lowenthal, Patrick R.
College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of Pages
Application of Emotional Intelligence in Elementary Education Classrooms Teacher preparation programs do not train teachers about emotional intelligence; nor do they train teachers how to integrate emotional intelligence into daily activities and the classroom environment. Focusing on emotional intelligence in the classroom can positively influence a child's learning, growth and development, and role in the social environment we all live. The following research project investigates the research on emotional intelligence, how it is used in the classroom, how it leads to student success, and how educators can encourage personal emotional inquiry and emotional intelligence in social and personal situations. The project culminates with a resource handbook that helps educators use emotional intelligence methods for improvement in the classroom.
Date of Award
Â© Sabrina Farmer
All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the âfair useâ standards of the U.S. copyright laws and regulations.
Farmer, Sabrina D., "Application of Emotional Intelligence in Elementary Education Classrooms" (2007). All Regis University Theses. 83.


View a selection of implementation strategies from educators who are successfully using ALEKS to achieve dramatic learning outcomes.
Submit your ALEKS implementation strategy by completing our online survey.
Crocker Middle School, Hillsborough School District
Grade(s): 6 - 8
Scenario: Computers in Classroom
Purpose: Intervention, Special Education, At-Risk Students, Supplement
ALEKS Portion of Curriculum: 20-30%
Time Spent in ALEKS: 1 hour per week, 12 hours per term
ALEKS Course: Middle School Math Course 2, Middle School Math Course 3, Pre-Algebra, Algebra 1
Maxine Seward, Resource Specialist
My experience has been positive thus far. Most students are motivated to use the program and are able to do so independently. The reports are helpful, and I have made use of the worksheets for homework.
What challenges did the class or school face in math prior to using ALEKS?
It is difficult to meet the needs of students who are achieving math skills at different rates. It is also a challenge to work with special needs students at multi-grade levels and keep them all busy learning varied topics.
How do you implement ALEKS?
ALEKS is used as a supplement to instruction and is sometimes given as a homework assignment. Students are required to work in ALEKS a minimum of one hour per week. This is mostly accomplished at home. Additional time in the program may be spent in the classroom as well.
Do you cover ALEKS concepts in a particular order?
No. The students I work with need instruction and practice in all areas. Topics are addressed as they appear in ALEKS.
How do you structure your class period with ALEKS?
Some students may be asked to work in ALEKS while I am working with another group. I have one student who is significantly below grade level and is more motivated to work in ALEKS than engage in group instruction.
How did you modify your regular teaching approach as a result of ALEKS?
My approach has been modified in that I do not need to look for worksheets to keep certain students busy while I am working with another group.
How often are students required or encouraged to work on ALEKS at home?
Students are required to work in ALEKS a minimum of one hour per week. This is mostly accomplished at home.
How do you cultivate parental involvement and support for ALEKS?
Parents are introduced to the program at the start of the school year and are encouraged to promote its use at home.
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
I would estimate that ALEKS homework is given 15-20 percent of the time.
How do you incorporate ALEKS into your grading system?
ALEKS homework is graded and incorporated into the overall homework score. Students are graded on completion of the one hour per week requirement. Their grade reflects the percent of time they complete with regard to the one hour per week requirement, which is evaluated every three weeks.
Do you require students to make regular amounts of progress in ALEKS?
I am tracking their time in ALEKS, but I do also discuss the number of topics students are adding (or not adding) to their pie. I am contemplating what a reasonable requirement might be regarding topics added per week.
Since using ALEKS, please describe the learning outcomes or progress you have seen.
Students have learned some new concepts strictly through the use of ALEKS. Foundational skills are being strengthened through repeated practice. Students are proud of their progress and motivated to complete a slice of their pie (particularly because they receive a slice of dessert pie of their choice when that happens).
Are there any best practices you would like to share with other teachers implementing ALEKS?
I realize the program is geared to not using a calculator unless ALEKS provides one. However, I work with special needs students who have an accommodation that allows the use of a calculator for classwork and tests. Since I have started allowing students to use a calculator for some topics, I have noticed they are more self-confident in their skills and are willing to challenge themselves.


I want to start this blog by reiterating two things many teachers and educators already know:
1) Engaging children with fun and interesting lessons makes learning so much easier.
2) Encouraging children to learn and develop outside of the classroom helps foster a love of learning, increases self-confidence, and helps build grit.
With this being true, I want to do a short post on: Learning outside of the classroom!
Explorative play and experiential learning activities outside of the classroom have the potential to positively impact the lives of young people. Whether it be setting up a lemonade stand, planting flowers, playing make-believe, or even creating YouTube videos, these types of learning experiences help lay the foundations for shaping a childâs growing knowledge, confidence, self-awareness, and personal identity. On top of this, this type of play and exploration has been shown to help children develop grit, creativity, communication skills, and teamwork skills â all skills that will serve them well in the future.
And if that is not enough, children who engage in explorative play and experiential learning activities outside of the classroom often achieve better grades at school, have greater levels of physical fitness and motor skill development, have increased confidence and self-esteem, display enhanced leadership skills, and are often more socially competent and environmentally responsible than their non-playing and non-experimenting peers.
This being the case, isnât it time for parents and teachers to bring âplaytimeâ back? Isnât it time to encourage our kids to experiment with tasks and activities (suited to their maturity and experience levels) and let them learn by doing? Yes, thatâs right! It is that time!
Learning outside of the classroom in action.
Check out this video by Jenny â a perfect example of a young person learning by doing.
1) Communication skills
2) How to edit a video and use a camera
3) Researching skills (I am sure she looked up what other YouTubers do to make cool videos)
4) Grit (I am sure she had to redo certain sections â not giving up until the task was complete.)
5) The power of social media (I am sure she is learning more about the power of social media.) and how to use it for the right reasons.
I am sure Jenny learned many other things too, many of which wonât become apparent until later in life when she draws on these skills to help her at school, university, or in her profession.
In closing I would like to just say this - Let the children play, create, and experiment, itâs good for them!
Thanks for reading,
Keep English (and Education) Real!
Malone, K. (2008). Every Experience Matters: An evidence based research report on the role of learning outside the classroom for childrenâs whole development from birth to eighteen years. Report commissioned by Farming and Countryside Education for UK Department Children, School and Families, Wollongong, Australia.
Gopnik, A. (2012): Let the children play, it's good for them. Smithsonian Magazine.


ERIC Number: EJ1097949
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 60
16 Minutes of "Eyes-on-Text" Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy
Paige, David D.
Reading Horizons, v51 n1 Article 3 p1-20 Apr-May 2011
Research continues to suggest that adolescents struggle with reading, indicating that much work remains to ensure that all students read at levels consistent with the skills required for academic achievement (Biancarosa & Snow, 2006). This article investigates whole class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. In this quasi-experimental study involving 112 students, WCCR was implemented on a daily basis with students utilizing the repeated reading of narrative text. Results suggest that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes. Implications for teaching are discussed.
Descriptors: Reading Instruction, Reading Strategies, Oral Reading, Grade 6, Language Arts, Group Activities, Teaching Methods, Reading Fluency, Quasiexperimental Design, Program Effectiveness, Phonology, Decoding (Reading), Effect Size, Reading Skills, Middle School Students, Teacher Attitudes, Student Attitudes, Reading Tests, Multivariate Analysis
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test


All Children Deserve a Head Start
A coin flip. If you live in sub-Saharan Africa, those are your chances of growing up in a family where members live on less than $1.90 per day, according to a new report on childhood poverty from Unicef and the World Bank.
Childhood poverty robs children of their futures. Itâs a global problem, impacting children from Malawi and Tanzania to Missouri and Tennessee. Thatâs why it demands a global solution.
Fortunately, one intervention makes a demonstrable difference: Early childhood development programs. These efforts help kids acquire the skills they need to escape a life of poverty. Boosting funding for such programs is the moral choice â and an economically wise one, too.
Failing to invest in a skilled and healthy workforce is ultimately harming future economic growth. - Jim Kim, World Bank President
Early traumas lead to life-long health problems. By age 50, those who grew up in poverty are 83 percent more likely to be diagnosed with diabetes and 40 percent more likely to be diagnosed with heart disease than people who had a middle-class upbringing.
A rocky childhood damages peopleâs financial health, too. Across the globe, nearly 250 million children will see their lifetime incomes reduced by 26 percent, all because they were born into poor families, according to a series of articles in the leading health journal The Lancet.
When children are deprived of opportunity from birth, it affects not only their economic prospects, but their nationâs. Childhood poverty costs America up to $500 billion annually, as children wind up ill, imprisoned, or underemployed as adults. Globally, the World Bank has found that stunted children drag down GDP per capita by between seven and 10 percent.
Early childhood interventions level the playing field for underprivileged children. And they do so at a bargain price.
In the United States, disadvantaged children who participate in Head Start â the early childhood development program â enter kindergarten with bigger vocabularies and better foundational skills. That cuts the achievement gap between them and their more fortunate peers by 45 percent. The program also slashes child mortality.
Every dollar invested in early childhood development in the United States yields savings of up to $8.60, according to a recent White House study. Instead of becoming burdens to society, children who benefit from early childhood interventions become contributors. Alumni of the Head Start program include Shaquille O'Neal, former Health and Human Services Secretary Sylvia Mathews Burwell, and Rep. Loretta Sanchez (D-Calif.).
Investments in early childhood development programs in impoverished nations have yielded even more impressive results.
Kids in Mozambique who attend preschool increase their cognitive development scores by 87 percent. Their social competency, motor skills, and emotional maturity also surpass students who donât attend preschool. Theyâre 22 percent more likely to enroll in primary school at the appropriate age. And once theyâre in primary school, they spend 46 percent more hours studying each week than their peers who lacked similar opportunities.
But early childhood development programs can â and should â start much earlier than pre-school. The first few years of life literally craft the architecture of a childâs brain. About 700 new neural connections form every second, according to Harvard researchers.
Thatâs why World Bank president Jim Kim urged global leaders to boost funding for early child development interventions at the recent World Economic Forum in Davos. Kim warns that âFailing to invest in a skilled and healthy workforce is ultimately harming future economic growth.â
Those interventions ought to coach pregnant women and new parents on stimulation and responsive care â and build these trainings into routine maternal and child health services. My organization, the Conrad N. Hilton Foundation, has prioritized working with health systems in this effort. To date, our partners have supported 320,000 Sub-Saharan African children and their caregivers who are affected by HIV and AIDS.
All too often, early intervention programs are the only thing standing between bright kids and a bleak future. Offering these programs to more children, here and around the world, would ensure they have a chance to realize their full potential.


As promised, I asked. At dinner a few nights ago over something kid friendly like spaghetti, I asked my three. Why dear children, is it important to be exposed to art, taught about art and encouraged to make your own? First, the surly 11-year-old grunted âHistoryâ. Then the sick 15-year-old mumbled âDunnoâ.
I was saved by the 9-year-old who got the conversation rolling. He started with a description of how cool it would be to go to a museum with a friend and be able to have favorites he got to see. How fun it would be to talk about the art. That he would tell his buddy about the refrigerator paintings (take a look at Mark Rothkoâs paintings to see what he means). He got the other kids brainstorming and we started their list of reasons children should be exposed to art in all its forms and encouraged to make their own.
- knowing about art allows for a more enjoyable experience; allows you to feel socially connected and able to talk with people. This is an interesting point. It brings to mind the value of a liberal arts education being in part to generate well-rounded, broadly exposed young adults who can interact with others on many levels.
- art helps us remember history. Indeed, this was my point about art preserving our cultural heritage and collective memory. It preserves the past both in the physical sense but also in the ephemera of our thoughts and knowledge base.
- art makes the world less plain. Yes certainly, there is this â the obvious but important view that art education allows an emphasis on the beauty that surrounds us. It helps us raise children who see that in life there is value in the simple moments.
- this ties into the next idea: âart makes me feel goodâ. And, time spent learning about what makes us individually feel calm and âgoodâ is increasingly important in this pressured world.
- Art can make âme feel differentâ. Yes, art can challenge us to stretch beyond feeling good. Kids can explore and confront the more difficult sides of life through art.
We would like to generate an ongoing list here of the reasons for arts education. Please add you ideas to the list. Ask your kids tonight and see if you can push them beyond âDunnoâ.


Music Education in New Zealand Society: Exploring a Meaningful Education
Browne, J. (2017). Music Education in New Zealand Society: Exploring a Meaningful Education (Thesis, Master of Arts (MA)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/11574
Permanent Research Commons link: https://hdl.handle.net/10289/11574
Music has been embedded in cultures throughout history, becoming integral to everyday life. During the last century, scientists have discovered an astonishing link between musical exposure and neurological function. Scientific studies demonstrate that listening to and performing music engages nearly every area of the brain, improving cognitive function, memory and general well-being, suggesting neurological, social and psychological benefits. Despite these discoveries, research indicates that the role of music within New Zealandâs education system has stagnated, being underfunded and undervalued by successive governments. Music is now often perceived as an extracurricular activity, and meaningful music education has become a luxury activity for those who can afford it. This thesis will outline an account of the role of music in ancient and contemporary cultures, providing historical proof of musicâs pre-eminence in the thinking, philosophy and educational activities of civilisations. The benefits of a meaningful musical education will be explored through a comprehensive literature review based on scientific and statistical research. Governmental and public attitudes towards music will also be explored, in order to question the role and value of music education in New Zealand and more broadly in Western society.
University of Waikato
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