A step-by-step guide for teachers on how to assign students one or two slides in Google Classroom or Google Drive for distance learning. Here’s a quick post to guide teachers who only want to assign one or two slides from a larger Google Drive resource that includes many more slides.
Here’s a quick tutorial on converting PDFs to distance learning digital resources for learning management systems (LMS) and how to upload a single page from a PDF document into Google Slides and Google Classroom for students to use. Online teaching and using digital resources for our students was thrust on
Read this article for tips about teacher binder organization and get some teacher binder ideas for this school year. How often do you find yourself sitting in a meeting, caught without some essential piece of information that you need? I really hate that feeling of needing specific information – a
Looking for a quick, easy tried and true differentiation strategy for improving your students’ math computation skills? Look no further – a simple sheet of graph paper can improve students’ math arithmetic skills for addition, subtraction, multiplication, and division! – And fractions, decimals, equations, and pretty much any other type
Create student leaders and develop leadership skills with these leadership resources. They’re engaging and enjoyable for students, yet easy for teachers. Creating Student Leaders doesn’t have to be difficult! In fact, I’m here to make sure it’s easy for you as a teacher, yet engaging and fun for students. Create
Teaching Money Skills – Part 1 Students must learn how to count money. It’s a basic life skill that every student needs for independence. Teaching money skills doesn’t have to be tough! Good scaffolding and outside the box strategies to the rescue! Skip counting and working with coins can be easily
Free word problem comprehension strategy teaches students to apply reading comprehension strategies using CUBES or CUBED method – FREE! Provide your students with the tools to solve addition and subtraction word problems with this easy-to-use CUBES word problem strategy. This strategy works because students are given a solid, concrete method
Making a coil-bound teacher planner for your lesson plans, grade book, and other essential teacher forms is easy and kind of fun! I’ve always seen binding machines at the schools where I’ve taught, but I’d never used one before. It seemed intimidating, and who has time to deal with the
This high school graduation plan offers a career pathway for students planning for college, military, 2-year vocational school, or employment as a future goal. Who needs a high school graduation plan? Every student can and will benefit from a well-designed, personalized high school graduation plan focusing on their future goals.
Written especially for teachers, use this easy step-by-step guide on how to assign work to students using Google Classroom for digital classroom lessons and distance learning to teach remotely. Google Classroom is user-friendly, but for those of us who aren’t necessarily teacher-techy, anything new can be confusing. No fears! Here’s


Location: We offer FUN activities and learning experiences via video format on this website and via YouTube on the mymusiclady channel and via a live streaming format beginning the 1st week of August.
MY MUSIC LADY:
Lois Chisolm is the creator behind My Music Lady. With over 20 years of experience teaching children aged 2 and over music, dance, art, drama with the objective of developing their leadership potential, and strong moral character to help them be more caring, responsible people for this world.
Over the past several years, we’ve all seen the trend of schools cutting the arts from their curriculum. Music, art, theater—gone for so many.
There’s no doubt that the arts are fun for kids. Whether finger painting, dancing or acting in a play, through the arts kids develop on many fundamental levels.
Here are the top ten ways that the arts help kids learn and develop important characteristics they will need as adults:
1. Creativity. As the Washington Post says: In an arts program, your child will be asked to recite a monologue in six different ways, create a painting that represents a memory, or compose a new rhythm to enhance a piece of music. If children have practice thinking creatively, it will come naturally to them now and in their future career.
2. Improved Academic Performance. PBS says, “A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.”
3. Motor Skills. Learning to play an instrument, make jewelry, or hold a paint brush does wonders to help kids improve their fine motor skills.
4. Confidence. While mastering a subject certainly builds a student’s confidence, there is something special about participating in the arts. Performing on a stage gives kids a chance to step outside their comfort zone. Hearing, seeing and feeling an audience clapping for you builds a sense of accomplishment and confidence like nothing else.
5. Visual Learning. Especially for young kids, drawing, painting, and sculpting in art class help develop visual-spatial skills. Dr. Kerry Freedman, Head of Art and Design Education at Northern Illinois University says, Children need to know more about the world than just what they can learn through text and numbers. Art education teaches students how to interpret, criticize, and use visual information, and how to make choices based on it.
6. Decision Making. The arts strengthen problem solving and critical thinking skills. Having to make decisions on how to express feelings through dance, drama and art teaches the valuable skill of thinking through life choices in an out of the box way.
7. Perseverance. Having to practice a music piece or a part for a play over and over again until you are able to perform it without thinking teaches the importance of being able to perservere through anything that comes your way.
8. Focus. As you persevere through painting or singing or learning a part in a play, focus is imperative. And certainly focus is vital for studying and learning in class as well as doing a job well or owning your own business later in life.
9. Collaboration. Many of the arts such as band, choir, and theater require kids to work together. It takes them sharing responsibility and compromising with others for the common goal of a great performance. Everyone's position on the team is vital for success. The lead actor will not perform well if the sound and lighting engineers, the stage hands, or the wardrobe assistant didn't perform well.
10. Accountability. No performance is perfect. Mistakes are a part of life, and learning to accept them, fix them, and move on will serve kids well as they grow older.


Leadership and evidence-based approaches to alleviate the burden of blindness
The Al Noor Magrabi Foundation, which started its activities as an NGO dedicated to prevention of low vision and blindness in 2007, wanted to establish its activities on a scientific basis. Unfortunately, the last survey data it had available was done much earlier and so a data update was needed prior to embarking on any future initiatives.
In 2001 this was followed up by another study in Fayoum, a desert oasis. The sample size was 1500 inhabitants, 50% being children. The area involved encompassed 15 villages. These results demonstrated that active trachoma in children aged 1-15 ,greatly exceeded the WHO threshold (by up to 40%) and the prevalence of blindness among adults was around 11 %.
In terms of intervention, there were many different types. Some focused on female groups in Menoufiya, and this resulted in a 96% increase in knowledge and positive attitude towards using eye care. Another focused on school children that resulted in the inclusion of some health education messages in the primary school curriculum (grades 1 – 6).
Surgical and diagnostic training led to an upgrade in the capacity of the local service providers and included cataract and trichiasis surgeries, and other diagnostic and therapeutic aspects.
There was a mass distribution of Zithromax (azithromycin antibiotic) in one village to test application of the SAFE strategy, a series of interventions developed by WHO to control trachoma - Surgery, Antibiotics, Facial cleanliness and Environmental protection.
S – Lid Surgery for those at immediate risk of blindness
A – Antibiotics to treat individual cases and reduced infection in a community
F – Facial cleanliness and hygiene promotion to reduce transmission
E – Environmental improvements
This helped to decrease active trachoma in children from 36% in Menoufiya to 12.5%. However, the prevalence increased to 20% after six months due to persistent bad hygiene factors where the E component wasn't implemented appropriately.
A successful pilot study of gender sensitive intervention, which was applied in two villages, resulted in a more extensive programme being carried out in the Samalout district of the Menia Governorate in Upper Egypt. The programme applied an integrated model for prevention of low vision and blindness through community health education, breaking down barriers, helping people to get assistance, and capacity building of the local providers.
Meanwhile, the Al Noor Magrabi Foundation continued conducting outreach caravans providing free cataract surgeries to deprived areas.
Recent studies of the outreach data, resulted in certain areas being selected for construction of vision centres, to serve as permanent outreach locations that provide examination, treatment and serve as referral centres to the charity hospital.


By Anne Price
Discovering stimulating and difficult maths actions for capable scholars in a mainstream school room could be challenging for the busy instructor, particularly if maths isn't your specialism.
Based on her event as a sophisticated talents instructor and LEA advisor, Anne fee explains the problems and theories surrounding the schooling of capable scholars and hyperlinks those to functional, artistic examples for use within the school room.
Useful assets comprise:
- Photocopiable fabrics,
- suggestion on diversified instructing styles,
- actions and initiatives for people, teams or the total class
GATCOs, Numeracy specialists, studying help academics and pupil and sophistication lecturers trying to find new and artistic methods of training maths actions to capable scholars will locate this e-book invaluable.
Read Online or Download Creative Maths Activities for Able Students: Ideas for Working with Children Aged 11 to 14 PDF
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Consulting scholars considers the aptitude advantages and implications of speaking to scholars approximately educating and studying at school, exploring its impression at assorted degrees. Key concerns incorporated are: * the significance of enticing younger rookies in a concentrated discussion approximately studying* the position of student session in aiding faculties to improve new instructions for development* the broader implications of scholar session and participation in instructing the rules of citizenship and democracy.
A advice method FOR THE ENCOURAGING lecture room, 5/E, simply capabilities as a chief reference for pros or in periods that tackle crew administration, the educational setting, baby advice, baby habit, not easy habit, clash administration, and peace schooling issues. The ebook addresses a long time 3-8 years in 3 elements.
For a few years, handwriting has been the Cinderella ability of literacy. except kids are taught to write down legibly and at velocity their academic achievements can be significantly lowered and their vainness affected. the facility to put in writing legibly isn't really an non-compulsory additional; it really is crucial for everybody even during this age of machine know-how.
The combination of expertise in school rooms is swiftly rising with a view to offer extra academic possibilities for college kids. As digital studying environments develop into extra well known, comparing the effect of this expertise on scholar good fortune is essential. Exploring the Effectiveness of on-line schooling in K-12 Environments combines empirical facts and most sensible practices in present K-12 distance studying and digital faculties.
Additional info for Creative Maths Activities for Able Students: Ideas for Working with Children Aged 11 to 14
By contrast these words from Laurie Angus (1993) draw a very different picture: … educational practice is conceived of in a particularly mechanical way … it is the bit between ‘input’ and ‘outputs’. It is seen largely as a set of techniques … Practice is imposed rather than negotiated or asserted: it is a set of techniques to be employed by teacher technicians on malleable pupils. : 337) This is an image of schools as education factories with production lines set out to construct identical products.
It is probably most suitable for the lower end of the age range. This solution is rapidly obtained using summation. Team 1 85 76 112 79 106 Team 2 79 109 87 85 98 458 458 If possible, the initial task could be followed up by students using their own data obtained directly or from databases. It might, for instance, be interesting to introduce an acceptable percentage difference in team weights or to consider rope length. QXD 17/3/06 8:56 am Page 53 Tug of war Sailing ships need teams of people with strong arms and upper body strength to pull on the ropes to adjust the sails.
We need to present learning as a journey that does not always result in an immediate correct response and does not always have an unbroken straight line between start and finish. Gifted students may have had no previous experience of any wrong turns or dead ends so at an early stage of their learning will need reassurance that seemingly blind alleys may ultimately lead to more exciting destinations. We all know of gifted students who are devastated by failing their driving test, the first examination situation in which they have not succeeded.


Date of Award
Doctor of Education (EdD)
Experts agree best practice in elementary education allows students time for silent reading during school due to the benefits to students in vocabulary development and reading stamina. As students age, this practice typically declines in favor of activities meant to teach vocabulary, prepare for standardized tests, and study novels together as a class to explore and analyze literature, resulting in less reading and subsequently decreasing reading stamina.
Teachers at a high poverty South Carolina high school, recognizing reading stamina as an issue, implemented a protocol described by Penny Kittle (2013) in Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers, a method of individualized instruction centered on silent reading of choice material. A researcher studied the project called the Book Love Initiative guided by the central question, “what happens in a secondary English classroom when a teacher creates and utilizes a balanced approach of appropriate level choice reading, text study, and novel study?”
Employing a QUAN + QUAL mixed-methods approach, the researcher used Kittle’s (2013) reading survey, the Sydney Attribution Scale (Marsh, 1983), student conferencing data, weekly reading records, behavioral observation checklists, and interviews with teacher participants to measure the impact on four constructs identified in research questions: attitudes toward reading, reading volume, stamina behaviors, and classroom environments.
A companion study at a low poverty high school in North Carolina employed similar methods so researchers could determine if there were further reaching implications. Findings at both sites determined the initiative positively impacted the constructs identified in research questions. Companion researchers made recommendations for practice, policy, and research as a result of the study’s findings.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Lynch, Meredith Eubanks, "Filling the Reading Void: Studying Reading Stamina in a Rural High School through Action Research: A Companion Research Study" (2018). Education Dissertations and Projects. 311.


Unit Overview Content Area: English Language Arts Unit Title: Phonological Awareness Timeline: Ongoing Target Course/Grade Level: First Grade Unit Summary: Phonological Awareness instruction will offer students a strong understanding of the sounds in spoken language, an essential concept before students can understand written language. Throughout the year students will receive multiple opportunities to experience oral language. Phonological awareness is not an innate skill and therefore must be acquired through training and practice. The path to phonemic awareness is sequential and occurs in five stages. Phonemic instruction prepares students to learn about their letter symbols in phonics. Primary interdisciplinary connections: Technology, Speech and Language 21 st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills; -flexibility and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. Anchor Standards: Reading Foundational Anchor Standards are not recognized in the Common Core. Learning Targets/Activities Domain: Foundational Skills Cluster: Phonological Awareness Standard # Standards RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes) RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words.
- Fall '19
- REY JOIHN
- Vowel, International Phonetic Alphabet, Phonological awareness, Ones understanding of the spoken word


Our Outreach team has probably visited your child’s classroom with a reading challenge. They are now available virtually. Log into your Beanstack account today to log your books, view book lists, and earn badges! Learn more about the reading challenges available for each grade below.
|1000 Books Before Kindergarten
Parents of babies and preschoolers are encouraged to read 1,000 books to their child before Kindergarten. Read the same book 1,000 times or read 1,000 different books...it doesn't matter as long as you're exposing your child to language. Log your books through your Beanstack account and some to the library to pick up prizes along the way. Get the 1000 Books Before Kindergarten form
|The Kindergarten Challenge
This has been designed by CMPL to assist your Kindergartener in their literacy development. Your child has received the Kindergarten Challenge packet which includes the poster of 100 books to read during kindergarten. Find these books in our collection by looking for the ones with the orange star on the spine. Get the form Kindergarten Challenge here.
|50 in 1st
We have chosen 50 books we think 1st graders will love. Your child
may be able to read some on their own. Some are meant to be read aloud by an adult. The more opportunities you provide for your 1st grader to have positive reading experiences, the more likely you are to raise a lifelong reader. Find these books in our collection by looking for the ones with the blue star on the spine. Get the 50 in 1st form here.
|2nd Grade Story Tellers
Students should choose books at their reading level. If a student struggles with more than 3-5 words on any given page, the book is probably too difficult. Set aside a regular special reading time for your child to read aloud to you.
|3rd Grade True 25
Students can use this form to keep track of 25 nonfiction titles they read over the course of this academic year. The way it works is students read whatever nonfiction books they choose that fits within each category on the following page. They then write the titles of each next to the appropriate category. They should choose three books that fit within each category and 10 nonfiction on books of their own choosing.
|Books Outside the Box
To complete the program, we ask that each participant read 5
diverse books during their 4th grade year. Students who understand other cultures and perspectives are better able to communicate
with diverse groups as they get older.
Register for a Beanstack account, or use your account from last summer to participate. You will need your library card to register. Once you have an account, look for the Log Reading button in the upper left corner of the screen. Click it to log your days. Read 45 days this summer to complete the program.


All learning is easy using the rhyme, rhythm, and repetition of songs that teach basic skills. Discover the mastery and magic that lasts a lifetime!
Ensures individual success and confidence through its use of a multisensory, multimodal approach that requires total participation from all learners.
Winning Reading Boost takes older non-readers to independent reading ability using a unique 36-step curriculum built on carefully sequenced, systematic, and explicit phonics instruction using phonics songs and games.
Integrate songs to promote learning, memory recall and skill development.
Sing, Spell, Read & Write engages students with a sequence of songs, games, and appealing stories that the reader is able to read independently.
Combines the best teaching practices supported by current research on brain function, language acquisition, and reading.
Education research is the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes.
This document is a compendium of research on the Sing, Spell, Read & Write program. Included in the compendium are a variety of studies conducted over the last several years. Types of research include: full studies, historical test score analyses, research base analysis, and summaries of studies.
At the core of the Winning Reading Boost initiative is an intervention for struggling 2nd, 3rd, 4th, and 5th grade readers that builds fluency and reading independence through a unique 36-step learningto-read curriculum built on carefully sequenced, systematic, and explicit phonics instruction.


Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively.
The CQUniversity Library has adapted the SCONUL Seven Pillars of Information Literacy Core Model for Higher Education to inform our information literacy practice.
The SCONUL Model is useful because it defines attitudes and behaviours (i.e. understandings) as well as core skills and competences (i.e. abilities) associated with the seven ‘pillars’ of information literacy development – identify, scope, plan, gather, evaluate, manage and present. These abilities and understandings will be used as the Library plans information literacy support.
A graphical presentation of the seven "understandings" is shown below.
Click here for an interactive presentation of the "skills" associated with these "understandings".


Motor Skill Development for Children
Why Gorilla Gym?
Many parents worry about whether or not their children are hitting their motor skill milestones on time. These milestones give parents an insight into the rate at which their child is developing. Research has shown that there are exercises and activities that you can do to improve motor skill development, which can lead to a more active adolescence. Gorilla Gym makes it easy to perform a wide variety of assisted and unassisted exercises with your child.
The exercises below were developed to help children stay active and have fun, while also improving these vital skills: core strength, coordination, grip and reflex strength, upper body strength, climbing, tumbling, body awareness, and blood flow stimulation. The development of these skills can have lasting benefits for your child. Most importantly, it provides a fun and safe way to stay active.
Make sure to check back because we are always adding new videos!
Improving the skills listed below can do wonders to start your child on the path to an active and healthy lifestyle.
Core Strength: All movement originates at the core. A strong core leads to better posture, balance, and decreased risk of injury. Core muscles include your abdominal, along with the muscles around your back, hips and pelvis. These muscles keep your core stable while your limbs are active.
Coordination: Improves balance, spatial awareness, and the ability to react to audio and visual stimuli.
Grip Reflex and Grip Strength: The reflex to grab something as it touches your palm is present as early as 16 weeks old. Grip strength is required for many day to day activities as your child grows older.
Upper Body Strength: Upper body strength and stability is important when doing everyday tasks; it helps your child control their arms and shoulders when doing activities such as drawing, cutting, and writing.
Blood Flow Stimulation: Studies have shown that aerobic activity increases blood flow to the brain. In children, this has lead to superior scholastic achievement, cognitive control, and memory.
Climbing: Improves balance, motor skills, physical fitness, coordination and spatial awareness.
Tumbling: Improves motor skills, body awareness and control, strength, and flexibility.
Body Awareness: Helps to understand concepts like distance, speed and placement (over, under, behind etc.)


Esta página está siendo traducida al español. Gracias por su paciencia.
El Desarrollo Temprano del Niño
Call it a remarkable confluence.
Findings from the fields of health and child development, neuroscience, social sciences, and economics come to the same conclusion: development of a child’s early language skills and literacy—starting from birth—is key to the health of a child, the family, the community, and our society as a whole.
Below are a few of the landmark studies and research on the importance and far-reaching ramifications of early childhood development.
Read to Grow welcomes your interest in this information and would be glad to provide you more.
Brains are built over time, from the bottom up. The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow.
In the first few years of life, 700 new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient.
In mid-2014, the American Academy of Pediatrics issued a policy statement saying that all pediatric primary care should include literacy promotion, starting at birth.
But while we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book.
Whether rich or poor, residents of the United States or China, illiterate or college graduates, parents who have books in the home increase the level of education their children will attain, according to a 20-year study led by Mariah Evans, University of Nevada, Reno associate professor of sociology and resource economics.
Evans said, “Even a little bit goes a long way,” in terms of the number of books in a home. Having as few as 20 books in the home still has a significant impact on propelling a child to a higher level of education, and the more books you add, the greater the benefit.
Reading to very young children even before they have begun to identify letters can form an important foundation for vocabulary development and language skills later in life. This is especially true for lower-income families where offspring are more likely to fall behind in early language and cognitive achievement…. Therefore, programs that improve the awareness and ability of low-income parents and caregivers to read frequently to infant and toddlers may lead to important literacy gains in the school years.
In an official policy of June 2014, The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry.
By the age of 4, an average child in a professional family accumulates experience with 45 million words, an average child in a working-class family 26 million words, and a child in an average welfare family 13 million. This is the so-called “30 Million Word Gap” – findings from a study by Betty Hart and Todd R. Risley.
Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma.
Researchers confirmed this link in a first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who do not read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers.
Those seeking to reduce deficits and strengthen the economy should make significant investments in early childhood education, asserts Nobel Prize-winning James J. Heckman.
Professor Heckman’s ground-breaking work with a consortium of economists, psychologists, statisticians and neuroscientists shows that early childhood development directly influences economic, health and social outcomes for individuals and society. Adverse early environments create deficits in skills and abilities that drive down productivity and increase social costs—thereby adding to financial deficits borne by the public.


This class will be online.
This introduction to 7th grade math and pre-algebraic concepts will help prepare students for some of the critical thinking required in 7th grade math. Through hands-on projects and real-world applications, we will provide opportunities to practice mathematical study and note-taking skills and explore arithmetic operations and topics that include equations, expressions, problem-solving methods, estimation, probability and more. This program serves as a reinforcement of key concepts and foundational skills that will help students find success in their 7th grade math class.
*Note this class is not an acceleration class. Only students entering 7th grade in the fall will be permitted to take this course.


Job Description of a General Music Teacher
If you love working with children and are passionate and enthusiastic about music, becoming a general music teacher could be the right career choice for you. General music teachers play an important role in bringing the gift of music to their students. They may work with children in public and private schools, from pre-K until high school. As of 2010, the average salary for music teachers was between $43,580 and $48,690, according to the Career Development Office at the Berklee College of Music.
Education and Training
Music teachers are usually drawn to the profession because they are already accomplished musicians. To become a music teacher, you must play at least one instrument with a high level of proficiency, although you'll need to learn additional instruments, including piano, during your undergraduate studies. General music teachers need to have at least a bachelor's degree in music education, but many teachers also earn master's or doctoral degrees in music performance or music education. Some music teachers decide to apply for voluntary national certification with the Music Teachers National Association. To work in a public school, you will also need a state teaching license.
General music teachers teach children and adolescents the fundamental principles of music and musicianship skills, such as music theory and basic notation. To help children learn these principles, they may teach children how to sing or play easily-accessible instruments, such as drums, recorders or xylophones. They may teach music in their own classrooms or travel to different classrooms throughout the day. In addition to teaching, general music teachers must also often direct school musicals or ensembles for public performance, help develop educational programs and collaborate with other teachers. General music teachers also try to recognize musical talent in their students in order to encourage them to undertake further musical studies, such as joining a school orchestra or band.
In addition to musical instrument proficiency, a strong background in music theory and musicianship and basic piano skills, music teachers must also have the ability to work well with, and relate to, children of all ages. You must be able to convey your enthusiasm and excitement for music to your students to help instill them with a desire to learn. You should also continue your own musical development and participate in musical ensembles during your free time to help keep your musical skills fresh and sharp, suggests Chris Foley, pianist and teacher at the Royal Conservatory of Music in Toronto.
While sharing the gift of music can be rewarding and fulfilling, teaching music isn't just about music. You'll need to have effective classroom management skills and know how to assess and grade your students' progress. You may need to participate in extracurricular activities or work after hours to assist students who need extra help. Sometimes, you may have to deal with children who have behavioral disorders or developmental or learning disabilities. This requires patience, dedication and a positive attitude, in addition to knowing effective strategies for integrating these students into your classroom.
- Berklee College of Music Career Development Center: Salary Ranges for U.S. Music Positions
- Music Teachers National Association: MTNA Professional Certification Overview
- Artists House Music: The Responsibilities of a Music Teacher to His or Her Students
- Music Teachers Helper: Skill Upgrades for Music Teachers
- National Association for Music Education: Teaching Students with Behavior Problems
- Richard Lewisohn/Digital Vision/Getty Images


Our daily activities
We concentrate on developing confidence and building relationships as they begin to wonder about their world.
Developing child's motor skills in a safe environment. With your child's natural curiosity and eagerness to explore the world, our facilities are designed to discover, build motor skills and improve coordination.
Building child's sensory and mental skills by participating in a variety of fun and interactive activities such as matching and sorting, colors, counting and categorizing objects.
Introducing child to books and language for early literacy development.
Improving child's self-esteem while gaining awareness of others and realizing a sense of group identity.
Updated on: [September 07, 2018]


Job searching resources:
Helpful resources for resumes and cover letters:
With a degree in Elementary Education, you might work as a kindergarten, elementary or middle school teacher.
According to the Occupational Outlook Handbook, these professions make a median salary between $40,000 to $60,000 a year, and are expected to grow at an average rate. They generally require bachelors degree or higher.
For more career guidance, help with your job search, or other information, visit TAMUCT Career Services.
These are important professional organizations related to Elementary Education.The most important is Texas Education Agency. Let us know if any organizations are missing.


Wednesday, August 14
Thursday, August 15
'AROUND THE TABLE' CONFERENCE SESSIONS
Introduction to Trauma Informed Education Practices
Speaker: Kyle Quadros
During this introductory session, we will explore adverse childhood experiences and they physiological and neurological alter the human mind and body. This session will explore trauma's impact on how students learn and behave. Participants will leave with tangible interventions they can use immediately, but more importantly, they will leave with an understanding of how every interaction directly helps shape the developing brain.
Building Racially & Culturally Safe Spaces
Speakers: Victoria Restler & Adrienne C. Goss
This interactive session will lead participants through an examination of belief systems that shape how we experience and respond to race and culture. Scenarios involving classroom and youth organization contexts will be used to provide opportunities to apply and reflect on the content of the workshop.
Using Restorative Practices to Increase Student Engagement
Speaker: Chace Baptista
“Problem” behaviors are opportunities to teach and practice socially engaged learning. In this session, you’ll learn new ways to create a more positive school culture using a Restorative Practices approach. Employing affective statements and proactive community building activities, participants will gain clear, respectful, and equitable methods they can use to promote mutual respect, positive classroom culture, and increase student engagement.
Speakers: Jay Chattelle, Eli Nixon, Keith Ranaldi, Antonia Lara Sanchez, Anna Snyder, Ysanel Torres, Valerie Tutson & Shaffany Terrell
Around the Table’s 7X7’s are inspired by a PechaKucha format. This lively segment of Around the Table features 7 individual artists, educators, and youth workers. Each presenter will show 7 images and will speak for 7 minutes about their art practice and their work with young people. 3 minutes will be set aside for each presenter to take audience questions.
Funding Classroom Projects
Speaker: Maggie Anderson
RISCA’s Project Grants in Education (PGE) program provides program support to artists and cultural organizations collaborating with schools and other educational entities. You will learn from RISCA’s Arts in Education Director how one can successfully apply to these grants that can help increase access to high quality curriculum-based arts learning in schools, foster the professional development of arts educators, engage families and community members in arts learning for students, and help to ensure that students are able to demonstrate proficiency in one or more artistic disciplines upon graduation.
Creating Takes Courage: Social Justice & Art Education
Speaker: Aarav Sundaresh
How do you incorporate social justice within your class or workshop? In this session, you will learn different ways to teach culturally relevant content to youth as we discuss curricula building, youth voice, and responsive practices for social and racial equity.
Teaching Artist 101
Speaker: Michelle Nugent
Interested in becoming a teaching artist? Unsure of what it entails? Learn about the very basics of the field. Hear about what a teaching artist's work is like, what the foundational requirements and professional development hurdles are, and more!
Equitable Contract Creation
Speaker: Mollie Flanagan
In this session we will take a look at creating partnership agreements that more fairly respond to the needs of independent artists when they work with large institutions. Learn how to navigate administrative hierarchies, advocate for a fair wage in the arts, and anticipate what employers in arts and education expect from teaching artists during different phases of the work.
Implicit Bias Training
Speaker: Melissa Bowler
Implicit bias, or unconscious bias, is the thoughts and feelings we have in an unconscious and unaware state that affect – positively or negatively – our actions and attitudes towards people or stereotypes. Due to different experiences and varying cultural backgrounds, we all harbor implicit bias. In this session, you will explore implicit bias through participatory exercises led by Melissa Bowler that can help increase your bias awareness to promote a more inclusive culture that helps to reduce the amount of bias in your school, workplace, and daily life.
At the Drawing Board
Andrea Pérez Bessin
Guest Funders Panel:
Maggie Anderson, RISCA
Micah Salkind, Providence Arts, Culture & Tourism
Nancy Wolanski, Grantmakers Council of RI
In this final workshop of Around the Table Conference, we will reflect upon the sessions we’ve attended and use what we have learned to develop potential project plans in response to prompts that are site-specific, partnership organization specific, and age specific. As we collaborate in small groups, ideas from this workshop session will become an open source reference for teaching artists and educators to use in their own practices. Topics relating to project management, curriculum development, budgeting, and funding research will also be addressed. In the second half of this session, small groups will present their project plans to our Guest Funders Panel for constructive feedback and guidance.


Stage 3 - number – subtraction
8 Ways of Learning for Aboriginal students. Tell a story. Make a plan. Think and do. Draw it. Take it outside. Try a new way. Watch first, then do. Share it with others.
Supporting speakers of Aboriginal English
Consider how you can include the following 8 Ways of Learning for Aboriginal students in your teaching strategies.
- Story Sharing: Approaching learning through narrative.
- Learning Maps: Explicitly mapping/ visualising processes.
- Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and learning.
- Symbols and Images: Using images and metaphors to understand concepts and content.
- Land Links: Place-based learning, linking content to local land and place.
- Non-linear: Producing innovations and understanding by thinking laterally or combining systems.
- Deconstruct/Reconstruct: Modelling and scaffolding, working from wholes to parts (watch then do).
- Community Links: Centring local viewpoints, applying learning for community benefit.
Activities to support the strategy
Open ended mathematical problems starting backwards. Students utilise the maths graphic organiser below with the given mathematical problem in the centre. Alternatively place answer in the centre and students create their own problem and then work backwards to solve the problem.
For example, 480 in centre
Students can work out a number sentence to get to it by thinking of a situation that would involve that number. Think that 480 is a number divisible by 10 and 48, and 48 is divisible by 4 and 12. A baker has time to bake 10 batches of bread rolls for a party, he has 4 trays which hold up to 12 rolls, how many rolls will he make? Use Newman's prompts to help guide students in comprehension.
Students are able to choose how they wish to represent the information and can change the subject in the number sentence to make it more relevant e.g. football players, community members, etc.
Discussion time at the end to compare results and explore strategies they used which was the most effective, what worked best, and what didn’t work, etc. Highlight and model as the teacher the correct mathematical terminology to use.
- Use Newman’s prompts to help guide students in comprehension.
Concealed mathematical problems using concrete materials: For example, Blocks under a Bowl from DENS (Developing Early Numeracy Skills from Count me In Too) hide cubes underneath the bowl and model subtracting a few at a time and then creating a sentence about it. Students work out answer mentally and check through concrete materials when bowl is lifted. Students experiment and subtract cubes in pairs or small groups with their own materials and bowls. This will help develop language and understanding of how to both solve and create concealed subtraction problems through mental strategies. Teachers can then model writing a number sentence before having students also write an appropriate number sentence.
ACMNA123 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers
MA3-5NA: Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size.
- Teach This has an online graphic organiser similar to the one above.
Math Doodles: Doodles introduces three challenges plus an additional Soap functional sneak peek challenge. Each Challenge provides plenty of mathematical practice, within a recreational math setting. The mathematical puzzles allow users to play, explore, and experiment with mathematical concepts, while developing and strengthening their strategy and problem solving skills. Math Doodles challenges are designed to allow for multiple solutions and strategies.


The heart is one of the most important organs in human body. It keeps us alive. It is the only organ that has both muscles and nervous tissues. The main job of our heart is to pump blood to the cells and tissue of our body. It is located in the chest and protected by the rib cage. The branch of science that includes the study of human heart and its diseases is known as cardiology. An average adult’s heart beats approximately 72 times in a minute. It is 100,000 times in a day and 2.5 billion times in the entire lifetime.
Fun Facts: –
- Every day, human heart creates enough energy to drive a truck approximately 20 miles.
- It has its own electrical impulse so it will continue to beat even if it is separated from the body.
- Our heart beat changes and mimics to the music we are listening to.
- It pumps about 1.5 gallons of blood every minute.
- Human heart starts beating after just 4 weeks of conception.
- Prolonged lack of sleep can cause irregular jumping heartbeats. This situation is known as Premature Ventricular Contractions (PVC).
- A woman’s heart beats faster by 8 beats as compared to the heart of a man.
- The electrocardiograph was invented in 1903 by physiologist William Einthoven. It measures the electric current in the heart.
- Our heart works continuously during our entire life and never gets a break.
- A good belly laugh helps to keep your heart healthy.
- Our heart is located in the center of our chest, right below the sternum.
- Contrary to a popular myth, a sneeze does not stop your heart.
Cite This Page
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APA Style Citation
Tobin, Declan. (2020). Fun Human Heart Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/diagram-of-the-heart-facts-for-kids-video/
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The Importance of the Primary Years
The primary years lay the foundation for what is learnt in high school, at the tertiary level and for skills required in the workplace. It is therefore of paramount importance that students master the basic literacy and numeracy skills taught in primary school. Does this mean every student requires additional tutoring? The short answer is no. For some students though, mastering the basic literacy and numeracy skills taught in primary school can be difficult, in part because of an overcrowded curriculum that does not always permit much time for revising concepts.
Our modern curriculum has also moved away, to a large extent, from drill and practice. Good writing needs to be technically accurate, with correct use of grammar and punctuation, which require practice and if you want to know your times tables for example, drill and practice is the only way. At Amanda Dixon PhD we combine modern teaching practices with a traditional approach.
Early Secondary - Years 7 & 8
At Amanda Dixon PhD we see students in the early secondary years, often because they have missed some of the basic skills in English and Mathematics taught in primary school. We cover any gaps in students' primary education, cover the curriculum in English and Mathematics in the early secondary years and also help students with their essay writing skills.


Milton the Mouse came to live with the Stewart family, a musical household.
He increased his sensory perception, became smarter, and discovered he had talent!
Part 4. The Arts Budget Wars
In my previous blogs I have discussed how the Arts make learning better, students smarter, and as a result test scores go up. That’s all very well until it comes to Budget time. It never seems to go away, that school budget fight for Arts. After 50 years of research, studies, testing, and observations, we still don’t concede—we just don’t get it—that the arts are vital to reading, writing, and arithmetic competency.
Here’s an early case study: In 1976-77 a federally-funded (Title IV-C Project 1596) was initiated in 3 rural schools (K-8) in Shasta County, California. It was a program involving the Fine Arts and Language in order to “Systematically Reinforce Reading Skills.” I was part of that exciting project as Art Director, Music collaborator, and Project Writer. Basically, we introduced developmental art lessons and music lessons into the school curriculum and coordinated the learned skills and concepts with reading and language instruction. It was a winner. We were told to expect a 25% increase in reading scores (based on studies even earlier than 1976); and after the 3-year program that’s exactly what happened. The yearly test scores went up 25% across the board. Some students benefited even more, with scores beyond that 25% figure. Even though math was not tabulated in this study, it was observed that the math scores went up too.
That’s old news; since then stacks of studies and fascinating results of brain research have connected the Arts to improved learning. So, it’s a given, and it’s what every good teacher knows: Arts instruction increases learning and student performance. Everyone seems to accept this until it comes to Budget time. That’s when priorities shift, and well-meaning but ill-informed administrators, accountants, and school board members decide Arts education is a frill and not necessary to learning. They cut it out of the budget. What can we do to convince them that by doing so, they are cutting student test scores? reducing student accomplishments? lowering school morale? increasing behavior problems? Lowering the level of learning?
Educators: If we want student achievement to shine in statewide assessment, it would seem a slam-dunk to beef up the art and music instruction for all students. Take note: all students. Slower students are the ones who will benefit most from Arts training. If we remove them from Arts classes for tutoring in other subjects, we take away the very class they need. For example, music training carries directly over to language skills. Some students learn tangentially. They may be slow in reading, but paying attention to notes on a music staff requires the same focus, eye movement, and attentiveness. Those skills carry over automatically to other areas of learning. Arts training can be coordinated with classroom subject matter; that’s another win-win result because it improves retention of information. Art easily pairs up with science. Music and language share similar sound and rhythm. Dance forms give basic movement patterns that are utilized in everyday life, and students gain a sense of personal space as well as better physical coordination. This is individual development, not competitive sports, and it is enjoyable. Hand that low achieving student a musical instrument and watch the light of discovery turn on! Give the wallflower student a part in the play and wait for them to shine!
To the parents: What can you do? My next blog will address some of the things we can do as parents. Stay tuned. In the meantime take a look at these (if you haven’t already):
**(Read results for yourself: https://psycnet.apa.org/record/2019-34936-001)
(Music education does it again:) https://interlude.hk/music-education-helps-improve-childrens-ability-learn/


The first battle when you are searching for simple science experiments for children to do on their own is to slim down the undertaking choices to some thing they can manage. You want to established it up so they can make the closing decisions without having overwhelming them.
Your first methods will be to filter out all of the undertaking selections that are not going to perform.
The evident initial phase is to appear at the subject matter. If it is an earth science matter, then you only look for for earth science, if it is evaporation, then look for that. However often it is a extremely common or open-finished type of thing. In that case you will use the factors the youngsters look to like or just use the great factor.
Now you narrow you research to the appropriate grade level. This way you will not be distracted by other tasks that could search amazing but do not in shape this certain assignment. At this point will not appear at how complicated it could or may not be. The truth is that there are effortless science experiments for kids to do that are acceptable for each grade amount.
Next you will get a shut appear at the sort of task. The most typical are investigation, assortment,experimentation and demonstration. Again, you will not be aspect-tracked with other fun experiments that do not match the assignment.
The subsequent stage is to seem at your time body. Someday the assignment will tell you that it is to be accomplished above specific particular time frame. Most of the time even so, it is the household routine that will dictate your time. Do you have a weekend? Do easy science for kids have one particular working day? Get rid of all the experiments that will consider much more time than you have.
By now your list need to be whittled down to a far more workable stage and your can zone in on them.
Your goal will be to end up with a excellent range of great choices, about five-10 so the kid can select one.
Just take a fast look at the resources checklist. Eradicate all the types with strange or high-priced objects. There are a lot of easy science experiments for little ones that use common family substances.
Search at the instructions. Get rid of the types that are sketchy or just way too challenging to understand. If a grown-up has difficulties with it, you know the children will also.
Other issues to look for are the sources they give you. Do they have effortless on-line investigation materials the youngsters can use for their report? Are there pre-established spreadsheets to maintain keep track of of the data? Is there a report template to use?
With any luck , this will go away you with a strong record of five-10 excellent science truthful undertaking tips. Now you need to have to flip the project over to its rightful owner, the kid, so they make the final choice. Do your ideal to completely go away this up to the kids and allow them take it from there.


In my previous series of reports on the 44th International Horn Symposium, I mentioned purchasing several publications, one of them being this interesting collection of rules for horn playing and general musicianship. Here’s a quick recap from the earlier post.
One other publication I picked up is a reprint of a short handbook by Christopher Leuba called The Rules of the Game. I’ve only thumbed through it a few times today, but it appears to be similar in some ways to The Art of Musicianship by Philip Farkas: i.e. it uses excerpts from the standard orchestral and solo repertoire to set out some basic principles of music making.
Chris Leuba is former Principal Horn of the Chicago and Minneapolis Symphonies, and has numerous articles and other publications to his credit. Having read his earlier book, A Study of Musical Intonation, I was very excited to see that The Rules of the Game was being made available again by Faust Music. The content is laid out in two broad sections; the first presents guidelines for good musicianship, and the second focuses on principles of good brass playing. Mr. Leuba’s writing style is to the point and easily understood, and often filled with good natured humor. In his introduction he points out what he considers should be the main focus in one’s musical education: listening.
Were there to be a fundamental overhaul of our music education in the schools, as well as in private teaching, I would suggest that the skill of listening would be the one on which I would place the greatest emphasis. The traditional French and Italian methods of solfeggio training address this succinctly, helping train the performers’ ears and eyes to cooperate towards a common concept. Solfeggio combined with Suzuki might be an ideal.
Part I contains 28 separate rules, each with written explanations and musical examples. Of those, here are a few I found particularly helpful and/or interesting.
- 1) Any music which can be subdivided must be subdivided.
- 6) Staccato means separated, not short.
- 20) “High Notes” High notes are not louder than lower ones. Harmonic progression and rhythmic flow dictate the relative degree of loudness…
- 28) Any music which can be subdivided must be subdivided. SUBDIVIDE AND CONQUER !!!
Yes, rules 1) and 28) are repeated, obviously to emphasize their importance. There are many other great one-liners in this section, but my favorite has to be “Subdivide and Conquer.” Don’t let the humor fool you, though, because these are all tried and true principles of great musicianship. Part 2 is equally valuable, but geared more towards brass players. Here are some excerpts from this section, which contains 20 more rules.
- 3) Posture…Sit, or stand, “around” the spine, and not in front of it.
- 14) FAULTS…The source of a fault is usually to be found in the note preceding it.
- 18) REPETITION REINFORCES! Do not repeat errors.
If you want to find out what the rest of the “rules” are, you’ll have to buy the book yourself. Informed by years of experience as a high level performer and teacher, Chris Leuba’s The Rules of the Game is highly recommended to teachers and performers of all levels.


The academy’s commitment to Numeracy
At the academy, we are striving to improve our students’ use of numeracy as well as improving their confidence when manipulating number. We are committed to improving the use of numeracy across all areas of our curriculum, as well as preparing our students for the application of numeracy in the real world outside of the academy.
What do we mean by ‘Numeracy’?
‘To be numerate is to confidently and effectively use mathematics to think logically and meet the everyday demands of life’.
‘Numeracy is a life skill – vital for you to make informed decisions in your everyday life and vital for the UK to build a strong economy and compete globally’.
‘It helps people manage their personal and social lives as well as increasing opportunities at work’.
Numeracy is an amalgamation of the skills involved in improving our skills not just with number, but with literacy. To become numerate is to be literate with numbers.
Attitudes towards Numeracy
Here at the academy, we are focused on making sure our students approach numeracy with a positive mindset. Students are too often exposed to negative statements regarding numeracy such as: ‘I was never good at maths at school’. When students hear this from family, friends and films, we make it socially acceptable to be bad at maths. This stems from memories of maths at school involving all the things we found difficult, such as trigonometry, Pythagoras and complex algebra. Numeracy is the application of number skills in the real world, and we strive to acknowledge the importance of numeracy. Students should always remember that it is always possible to become better with number and as long as we keep a positive mind set towards numeracy, they can be successful.
Opportunities to improve Numeracy at The Academy
At the academy, we provide a variety of opportunities to improve their numerical skills.
* Students are provided with a thorough, rigorous and challenging curriculum that will encourage the embedding of numerical concepts and skills.
* One Ready to Learn is used each week to embed key numeracy skills. KS3 students are given the opportunity to take part in our Numeracy Ninjas, which allows students to attempt 30 Numeracy questions and be awarded a ‘ninja belt’ depending on how many questions they get right. Key Stage 4 students use the time focusing on key topics on Mathswatch.
* Symphony maths is used to help improve the numerical skills of targeted students.
* Sixth form students are taking a lead on our breakfast club providing targeted support for a cohort of students with an aim of improving their numerical ability.
* Our ‘Numeracy Leaders’ encourages students to take a lead role of numerical topics with lessons across the curriculum and give students an opportunity to support other students in the classroom with numeracy.
Numeracy across the curriculum
Numeracy plays a big part in developing understanding of content across the curriculum and students are encouraged to apply their knowledge to build and improve their understanding of content across all subjects within the academy. As well as building on their understanding of numerical content across the curriculum, students are given the opportunities to experience and learn about numeracy in different environments within the academy. We encourage students to participate in activities provided to them within the academy, whether that be taking part in world numeracy day, world pi day or our numeracy days designed to apply and discover new numerical methods in a practical and interactive environment.
What can you do as parents?
We would ask that you support us in helping your child to develop good numeracy skills. This website will help you with practical ideas to support your child with numeracy and mathematical skills.
“Teachers adopt a consistent approach to supporting the development of students' literacy and numeracy skills across the curriculum.”
Quoted by OFSTED May 2019


English Language Arts
This course is designed to foster the development of effective communication skills. The primary focus of this course will be the development and mastery of effective reading strategies to increase fluency, and enhance both comprehension and appreciation of academic and real-life reading situations. The Communications program encompasses the areas of reading, writing, spelling, speaking and listening. Our Curriculum is based on the PA Core Standards and contains the reading of both fiction and nonfiction texts.
This course is designed to foster the development of effective numeracy skills. The primary focus of this course will be the development strong computational and problem solving. Our Curriculum is based on the PA Core Standards.
This course is designed as an inquiry based course that builds on a child’s interest and desire to learn about the world around them. When possible, science and reading are linked through nonfiction texts. Our Curriculum is based on the PA Science Standards.
This course is designed to build a child’s understanding of the world and community around them. Students will learn geography and map skills as well as learn about different types of communities and the natural resources within them. Students will also learn about our country’s history and growth from Native American communities, British colonies, westward expansion, and finally the development of small communities into big cities. Students will also demonstrate knowledge of immigration, cultures from around the world, and basic economics such as goods and services, supply and demand, budgets, and importing and exporting. We also study our national, state and local governments. Finally, we finish the year learning about Pennsylvania history. When possible, social studies and reading are linked through nonfiction texts. Our Curriculum is based on the Geography, History, Economics, and Civics and Government Standards.


SPOTLIGHT ON REPERTOIRE
The Early ‘Wind Band’ Music of Mozart
The modern wind band has undergone a renaissance over the past 40 years, largely through the advocacy of Tim Reynish, who we met last week. Although it lends itself so well to the ‘light’ side of music and has a particularly important role in music education … how many school have enough strings for a full symphony orchestra, while most can muster a workable flexible wind band? However the symphonic wind orchestra has an established place on the mainstream concert platform and many leading composers have contributed works which I am sure will endure.
However the story of wind band music goes back a long way, with what we might consider the original wind band music being the Harmoniemusik of Mozart and Haydn. The “Harmonie” was the name for an ensemble of wind instruments which would perform for the guests at hunting parties and social events of the patron, often outdoors where it was not practicable to have a full orchestra (or the patron wasn’t rich enough to employ a full orchestra).
Mozart composed many divertimenti for wind and strings for these kind of events, including his two wind serenades in Eb major and C minor. But his masterwork was the Serenade for 13 Instruments in B-flat major, K. 361 which became known as the “Gran Partita”.
Scored 2 oboes, 2 clarinets, 2 basset-horns,2 bassoons, two pairs of natural horns (pitched in different keys) and double bass, this was the largest work of the classical period for solo instruments. Although it is a divertimento (which by definition might be a more light-hearted form of musical entertainment) the ‘Gran Partita’ stands alongside the great genres of instrumental music – sonata, string quartet and symphony – with a richness of tone-colour and a density of texture unheard of in the wind ensemble repertoire of its time. The configuration became the basis for several works that followed, including (much later) the Strauss Wind Serenades and Dvorak’s Serenade, which had similar scoring but also included cello and double bass. Much more up to date, Adam Gorb wrote his Symphony No.1 for this combination of instruments – a cleverly composed (and often quite humorous) pastiche of many other composers first symphonies.
Salieri, a contemporary (and some believe rival!) of Mozart, is reputed to have said of the opening of the 3rd movement …
“Extraordinary! On the page it looked nothing! The beginning simple, almost comic. Just a pulse. Bassoons, basset horns – like a rusty squeezebox. And then, suddenly, high above it, an oboe. A single note, hanging there, unwavering. Until a clarinet took it over, sweetened it into a phrase of such delight! This was no composition by a performing monkey! This was a music I had never heard. Filled with such longing, such unfulfillable longing. It seemed to me that I was hearing the voice of God.”
There are many excellent recordings of the work, but I have chosen this one by the Zefira Ensemble performing on original instruments. Although the video quality isn’t the best, I thought it would be interesting for you to see these instruments in action.
I hope you enjoy this performance of the ‘Gran Partita’ and thought that some of you may like to follow the score. I have included here a link to the facsimile of Mozart’s original handwritten score which I always find fascinating:


A Small Band that Changed the World:
The Impact of Gaetano Carusi and his Italian Band on the American Concert Band
3:30 pm – Thursday, March 8
The Italian band led by Gaetano Carusi, who was recruited for the United States Marine Corps from Catania, Sicily and arrived in Washington, D.C. in 1805, left an indelible mark on the development of the American concert band. Since all bands in America (public school, university, community, and professional) are modeled in some fashion on the military bands, the influence of Carusi’s group of Italian musicians on the nation’s premiere military band in its earliest years cannot be overstated. Their unique instrumentation and approach to programming formed the early paradigm for the American band; the genre of the Italian march had a significant influence on what became the American march; and the honored place of the band in Italian culture influenced the band movement that would, by 1825, become a vital part of American culture. These profoundly important influences have been almost wholly ignored in the existing literature on the history of the wind band.
This session will include a description of wind bands in America before the Italian arrival in 1805, a narrative of the circumstances leading to Carusi’s recruitment and his life in the United States, and a discussion of the Italian influence on programming, instrumentation, march form, and the place of the band in the overall culture of the nation.
A Staff Sergeant in the United States Army Reserve, Dr. Kinsey currently serves as enlisted conductor of the 380th Army Band in Richmond, Virginia. He is a member of the Delaware Music Educators Association, International Tuba-Euphonium Association, National Association for Music Education, International Society for Music Education, the College Band Directors National Association, and Kappa Delta Pi International Honor Society in Education. He is a life member of the International Percy Grainger Society. In his spare time, he operates a successful clarinet repair shop from the home in Smyrna that he shares with his partner, clarinetist Christopher Nichols, and Finzi the Pomeranian. Dr. Kinsey has published articles in Teaching Music, the WASBE Journal, and the Journal of Band Research and is a book reviewer for Music Educators Journal. Combining a passion for research with his activities as a conductor, he has been invited to present sessions at the New Jersey and Delaware Music Educators Association conferences, the International Society for Music Education conference, the International Society for the Promotion and Research of Wind Music Conference, and the National Association for Music Education National Conference.
Jordan E. Kinsey recently began his first year as Director of Bands at Wesley College. In addition to leadership of the marching band and Wind Symphony, Dr. Kinsey teaches musical theatre and jazz appreciation courses in the core liberal arts curriculum and is tasked with designing and implementing new undergraduate and graduate programs in music education that will launch in the Fall of 2018.
Praised as a tireless and dynamic educator, Dr. Kinsey taught instrumental and vocal music in the public schools of Kentucky, Missouri, Kansas, and Pennsylvania before entering doctoral studies. A native of Paducah, KY, he holds the Bachelor of Music in Music Education from Murray State University, the Master of Music in Wind Conducting from Southern Illinois University, and the Doctor of Musical Arts in Wind Conducting from the Mason Gross School of the Arts at Rutgers University, where he was a student of Kraig Alan Williams and William L. Berz.


Coming Up Taller
We Need To Support The Arts For Better Life Now And In the Future Think of a world without any of the arts, no Television or movies, no music, no beautiful paintings or sculpture, no books or poems.Wouldn't the worlds life be drab without all these things? Architecture is an art and without it our buildings could all be dull boxes. Interior design is an art that makes our homes beautiful to live in. Without the various art forms, we would not have beautiful and varied fabrics, floor coverings, furniture and accessories. There would be no entertainment, beautiful clothes or jewelry. What a drab and unhappy world we would live in without the arts.
Artists and art groups need to be supported so they can continue to make our world a brighter, more interesting place to live. We need to start to support the arts in the elementary schools, high schools and colleges so that young artists can learn to think creatively from an early age. Some reasons for supporting the arts in schools are:
- Art education helps make well rounded students.
- Art is a great stress reliever for children.
- The many art forms give children a sense of self worth.
- Art in schools helps students develop independent thinking and problem solving skills.
- Art in the schools helps children develop communication skills and creative expression.
- Art helps children relate better to the outside world.
Down through history the church, governments and wealthy individuals have recognized the value of art and artists to society. Patrons of the arts in history were noblemen, kings and churches. In today's society, patrons of the arts can be anyone who wants to further art in the community. City, State and Federal government agencies support the art community because they have found that art is good for the economy. A healthy arts community can lead to economic development and a bigger tax base. Many small businesses and individual entrepreneurs are artists of on kind or another. They create jobs and pay taxes as well as improving the communities where they are located.
Because art is so important to the health and well being of society, there are many foundations and organizations devoted to supporting the arts. A few of them are:
- The Ford foundation--they give grants.
- The National Endowment for the Arts
- Andy Warhol Foundation for the Visual arts--supports cultural organizations who support artists.
- Henry Moore Foundation--promotes public appreciation of art.
- New York Foundation for the Arts
- Princess Grace Foundation--helps young artists in film, theater and dance.
- International Child Art Foundation--promote children's art and visual learning around the world.
the latest pages
Institute of Museum and Library ServicesThe agency was a consolidation of the Institute of Museum Services and the Library Programs Office that was a part of the Departme...
The National Endowment for the HumanitiesFounded in 1965, the NEH bequests grants that are intended to support the teaching of the humanities, fund research and groundbrea...
The Scholastic Art and Writing AwardsThe program dates back to 1923 and is managed by a non-profit organization called The Alliance for Young Artists and Writers. The ...
Humanities ProgramsMaybe they’ve yet not found something which interests them, or perhaps they have interest in many things. Either way, students c...
National Arts and Humanities Youth Program Awards“The programs receiving National Arts and Humanities Youth Program awards each use achievement in the arts and humanities as “...
National Book FestivalConducting such festivals is a boost to people who love reading because for more than a decade, the use of internet has taken over...


I am often asked what you can do to help a student at home gain learning success. There are so many things to do, but keep in mind that, like building a house, you must start with some basic foundational skills.
Following is a list of tools that can help you. Keep in mind this is by no means an exhaustive list. It takes a professional to adequately fill in the over 150 crucial skills necessary for learning success!
have your child copy basic shapes for visual motor integration
have your child jump on a mini tramp while singing the ABC’s or doing math problems
gymnastics and horse back riding are excellent for building a strong core for learning
mazes, dot-to-dot, and hidden picture books are excellent for visual discrimination skills
singing is good for the rhythm of our language
crawling forward and backward are excellent skills for plugging in what might have been missed as an infant
rhyme, rhyme, and more rhyming is good for reading and spelling
any activity that crosses the invisible vertical mid-line of the body can help re-wire the neural pathways in the brain
coloring and drawing are excellent for fine motor skills


Year 6 Maths Visit to Huntingdon Racecourse
Year 6 pupils swapped their school ties for racing silks when they visited Huntingdon racecourse to experience maths in action. Guided by an ex-jockey, and the Clerk of the Course, children learned about the important relationship between weight and performance in racing, and how the handicapping system works. They practised their numeracy skills working out weights and measures, and used a trundle wheel to calculate distances in the Parade Ring – establishing how many horses can safely parade at one time. The 10- and 11-year-olds also looked closely at the construction of hurdles and fences, learning how they are built, and measuring their height and spread.
Please click on the first photo to start the slideshow.


Help light up the world with #learningmusic
by Michael Elliott
Everyone who has ever had a positive experience of playing an instrument or singing will agree that – however big the challenges – learning music is good for us.Whether you live in Beijing, Manilla, Mumbai or Manchester, learning to play or sing music has the power to reward effort with a unique sense of satisfaction and achievement. It builds confidence and personal resilience, it encourages concentration and, as studies constantly show, it improves children’s performance in key classroom subjects.
During lockdown we have seen daily examples of how the power of learning music can also transform the lives of others, with stirring and often breath-taking musical performances on balconies, residential streets and online platforms bringing communities together and giving audiences as well as performers a real sense of wellbeing which contributes to mental health.
Beyond the personal and social benefits it brings, many nations are increasingly realising that learning music is good for economies. This is because the qualities and disciplines that are nurtured through playing an instrument or singing foster adaptability, resilience and other soft skills in areas such as communication, team working and creativity that are likely to be required for many of the jobs and industries of tomorrow.
Music education organisations such as ABRSM know all this but we, like many others, are often guilty of taking it for granted and assuming that everyone else also knows the full extent of what learning music can do. There are, of course, also huge swathes of people around the world who have not had the opportunity to learn music or to recognise any of the benefits that it brings or who, for a range of reasons, see it as an activity reserved only for the privileged.
We need to do something about this and get better at telling others why it matters, partly by connecting the wealth of personal, social and economic arguments so that people understand the range of everything that learning music does. We need to get better too at showing how the music that has so thrilled us and lifted our spirits during the weeks of lockdown does not just appear by magic and is the product of individual talent and years of dedication to learning music.
Today ABRSM is delighted to launch #LearningMusic, a new social media initiative which we hope will start the ball rolling by helping more people understand precisely what learning music can do for them – and we want you to get involved.
#LearningMusic is a celebration and a chance to share what learning music means for you. It’s also a great chance for you to tell others who have yet to get the message about the incredible benefits.
Over the next ten weeks you’ll be able to visit our #LearningMusic website and literally ‘light up the world’ by showing your support for music learning and making the relevant part of our world map light up.


Whether you are a trained healthcare provider, a grocery store clerk, or a retired professor, you are probably seeking information about COVID-19 and how best to take care of yourself and others. However, your age, level of education, and other factors may influence how you seek information and how likely you are to benefit from it.
IES researchers Dr. Taka Yamashita (University of Maryland, Baltimore County) and Dr. Phyllis Cummins (Miami University) have been exploring the intersection of education, age, health, and problem solving (grant R305A170183). Program officer, Dr. Meredith Larson, spoke with them about their work and its implications during the current pandemic.
What has the COVID-19 epidemic brought to your attention?
For us, the COVID-19 epidemic has highlighted health information disparities by education and basic skills. In combination with other risk factors, like older age and lower income, some sub-populations are particularly vulnerable in the public health crisis. It is our sincere hope that our research underlines the urgent needs to promote education, literacy, and numeracy throughout the life course, not only to protect vulnerable populations but also to promote disaster preparedness and the well-being of our society.
What does your research suggest are important factors for predicting health information seeking behavior?
In general, we often seek health information only when we need it due to poor health. What is interesting is that, when we need health information, some sociodemographic characteristics and basic skills (for example, reading and numeracy skills) lead to differences. For example, in our analysis of PIAAC data, older age is related to lower usage of online health information sources while greater literacy skills are related to use of more online health information sources. Also, people with greater educational attainment and higher literacy skills are more likely to seek disease prevention and health promotion information from online sources and books. Overall, age, education, and literacy skills are closely and consistently related to what kind of health information sources people use and how much they do it.
How might these factors affect what people find or whether they benefit from it?
Age, education, and literacy skills differentiate how and where people seek health information. We believe that the Internet is one of the best information sources in terms of timeliness and amount of available information. However, some sub-populations, such as younger adults, those with higher education, and those with higher literacy skills, tend to take advantage of and benefit from the online health information more than their counterparts. As such, older adults, those with lower education, and those with lower literacy skills tend not only to miss online health information sources but also to under-utilize and/or mis-use health information.
What could information providers do to better reach different audiences?
Information providers could consider how and where they publish their information. For example, older adults, those with lower education, and those with lower literacy skills tend not to use online sources. Therefore, it is critical to provide accessible health information to offline sources such as newspapers and healthcare professionals (for example, face-to-face with a physician or nurse). Also, paying attention to the “at-risk” populations’ needs is important. There are simple things like using a large font, plain English and multiple languages (for example, English and Spanish) that can immediately enhance the quality of health communication.
Where can people go to learn more about this line of research?
More information about our studies on education and literacy can be found on our IES grant page. Also, one of our recent articles on literacy skills, language use, and online health information seeking among Hispanic adults in the United States has been featured in the CDC (Centers for Disease Control and Prevention) health communications science digest.
Written by Meredith Larson. This is the second in a series of blog posts that explores how researchers respond to various education-related issues and challenges. The first blog post can be found here.


Every day in the car, Julie Donnison plays spelling and times tables games with her granddaughter after picking her up from school. The daily activity brings them closer together and helps her granddaughter to learn in a fun way.
Earlier this year, Julie along with 30 others parents attended Parents Victoria's forum to discuss the role of parents in literary and numeracy.
The forum was an opportunity to talk openly about topics important to them.
Many parents said they are often so busy doing multiple activities with their kids that it can be easy to lose sight of the bigger picture in education.
'Any way families support their children with their learning, attendance, and engagement makes a huge, positive impact on the whole school experience,' says Gail McHardy from Parents Victoria.
'Successful engagement starts with respectful and effective communication.'
Colleen Coath also attended the forum with her colleagues from the Parents and Friends Association (PFA) for Meadows Primary School. She said she found it to be informative and a chance to meet other parents and share stories.
One of the ways Meadows Primary School engages with parents is by holding the Maths Expo. It's an opportunity for kids to show their work and play maths games with their parents and families.
'We all want the best for our kids and to succeed in life,' Colleen says.
'School and home provide the skills they need to achieve their goals.'
Parents lead the future of education
Parents and carers said they supported developing further supports and resources for schools and independently by families. They provided suggestion on resources parents and carers would want and use.
Importantly, the message was clear parents and carers can be partners in learning and education when it comes to literacy and numeracy.
'Sharing ideas and unpacking common concerns with Department representatives was greatly valued and gave parent participants an opportunity for a discussion,' Gail says.
Parents Victoria looks forward to continuing the conversation on family engagement at their upcoming two-day conference.
Literacy and numeracy strategy
Strong literacy and numeracy outcomes for all children and young people are a key part of the Education State targets.
Phase 2 of the
Literacy and Numeracy Strategy was released this year, focusing on providing resources and professional learning to teachers, improving literacy and numeracy for primary and secondary students.
Research shows that families are the most significant influence on their children's learning, development, health, safety and wellbeing. Family can play a key role in helping a child prepare for school, and then succeed when they reach school.
Through everyday activities at home parents can also help them develop their numeracy skills, such as calculating and using numbers, recognising patterns, and using language to develop mathematical understanding.
A guide for parents of children aged 0-12 is available in
Literacy and numeracy tips to help your child every day.
Parents Victoria 2018 Conference: Shedding light on family engagement
Parents Victoria provides practical help for school leaders to work with families and create great outcomes together.
The organisation is hosting a two-day conference on family engagement. A key focus is building better relationships with families to improve outcomes for students and the school.
- 20 and 21 August 2018
- Pullman Melbourne on the Park
Further information see:
For School Leaders – the benefits and why it matters


Bilingual Children's Language and Literacy Development: New Zealand Case Studies
Edited by: Roger Barnard, Ted Glynn
- Related Formats:
- Hardback, Ebook(PDF)
- 29th Oct 2003
- Multilingual Matters
- Number of pages:
- 210mm x 148mm
This text contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori immersion school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.
Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective.
Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.


STEM PROGRAMS FOR K-12
LEVEL UP YOUR CHILD’S STEM SKILLS. Level UP STEM programs consists of key classes which are monitored and adjusted to address every child’s learning goals and interests.
- Elementary School: Foundations in computer science
- Middle School: Specialization through guided career paths
- High School: Preparation for College, Career and Industry Certification
FOUNDATIONS IN COMPUTER SCIENCE
- BLOCK BASED CODING
Computer science fosters creativity and teaches students critical thinking skills to become proactive learners, so elementary school is the ideal time for students to be introduced to CS.
Our Computer Science Fundamentals courses are flexibly designed to spark an interest in future STEM learning.
SPECIALIZED LEARNING PATHS
- CAREER EXPLORATION 1&2
- VIDEO GAME DESIGNER
- WEB DEVELOPER
- DIGITAL ART AND DESIGN
- UNREAL ENGINE
Students work through our levels and earn badges as they master new skills.
COLLEGE AND CAREER READINESS
From health sciences to information technology, the number of jobs that require some level of post-secondary education is constantly increasing as technology and certifications evolve. Our courses stay up-to-date with current certifications and allow students to study programs customized to fit their needs while still fulfilling related requirements. The CTE program blends together foundational skills, such as reading and researching, with more specific skills for the chosen industry, to ensure success and even provide a framework for continuing on to obtain a college degree. All courses abide by state, industry, and national standards.
- ARTS, AV TECHNOLOGY AND COMMUNICATION
- BUSINESS MANAGEMENT & ADMIN
- CAREER DEVELOPMENT
- HEALTH SCIENCES
- INFORMATION TECHNOLOGY
- MARKETING SALES & SERVICE
- SCIENCE, TECHNOLOGY, ENGINEERING & MATH
CTE programs have been shown in studies to increase the rate of graduation by 3.2% for every course taken, and students who are unsure of their future life path will have the opportunity to explore viable options, saving themselves money and time in the long run, and providing them a clear plan to achieve their future. On average, the national high school graduation rate is 80%, but when a typical high school course load is blended with career courses, that rate rises to 93%. The curriculum can even start being integrated in middle school for earlier success.
Students in our CTE program will learn soft skills, employability skills, and how to work with and within the latest technology and standards.
Professional Tools and Languages
Build Real Games and Apps
Make professional grade games and software using cutting edge technology.
Our friendly teachers will help your child achieve their goals. Learning new languages can be challenging. When your child needs encouragement, our teachers will be there.
Future Innovation Starts Here
Make Something Extraordinary with Level UP Learning. Our award-winning courses for ages 8 and up teach real 21st century Career Technical Education skills .
Level UP’s Complete Learning System for Coding
The Best STEM enrichment program in the Country. Level UP classes take place online, with inspiring teachers where real computer science and technology learning is fun.
How does it work?
Our year round classes are offered in 12 week segments. Students can enroll at anytime.
Classes are offered one hour a week.
Select the time and day that works best for you-and select the learning path you would like your child to be enrolled in. Don’t worry if you are undecided we will help your child select the appropriate course.
At the end of the 3 months your child can Level UP to the next course, or change learning paths and learn something completely different. We can create a completely unique learning path for your child. 12 weeks of robotics, followed by animation, followed by Roblox game design. Sounds great!
With each level students progress to more advanced concepts, and complete more advanced projects.


In this phase your role remains to teach, guide and assist your child in their educational, physical, emotional and social development. You should also still work with the teacher so that your child progresses confidently through school. It is advised to continue checking homework and assisting when necessary. If your child is battling with concepts, you should work with them until they understand the concepts, independently.
Intermediate phase (Grades 4-6)
This phase is about using foundational concepts to build their knowledge and learn new concepts. A child with strong foundational skills is more likely to succeed in this phase, and to develop a sense of independent learning. Your role as a parent in this phase is to guide and instruct your child and for them to attempt the work individually without your continuous involvement. This does not mean your child is expected to work unassisted, but that they are required to work for periods independently, knowing that you are available should they get stuck.
This phase teaches them how to use their previous knowledge to learn new concepts. Your child is now at a stage where they are learning to work independently and develop their skills, but they are still reliant on the teacher and yourself to teach, instruct, and help them.
The parent and the teacher
The teacher’s role remains to introduce and practice new concepts at school. Your child then comes home and attempts to perform the concepts and tasks independently. It is your role to assist your child as needed at home and to continue to bring the teachers attention to any concepts your child cannot grasp. The teacher will advise you on how to assist your child with school work at home. Assistance may include organising extra lessons or getting extra work to do at home. Time management may play a role here as your child will need to spend more time on school work – but be careful not to overload your child.
The way forward
In the Intermediate Phase, children are introduced to new concepts like time management, study/revision timetables and more advanced assessments. The use of goal setting and time management (homework books, daily activities and calendars) are essential. It is vital to teach your child how to do these. A positive starting point is goal setting. Remember to assist your child so that they will be able to use these skills independently. It will be less stressful in the high school years!


Something to think about – Hickey (1997) makes an analogy between music and visual arts to demonstrate the exclusion of improvisation and composition in schools: In order to learn to paint, fifth grade students are given paint sets and are asked to paint only by numbers and to stay in the lines at all times. They would proceed to paint in this manner for their entire stay in arts education. She suggests that music education uses the same “by the numbers,” and “stay in the lines” method by relying too heavily on playing notated music.
Now, we would never consider teaching writing skills by having students laboriously copy, over and over, the exact text from a Shakespeare work. Even those dreary research reports are (supposed to be) original works. So how come we almost always teach music – all the way through college – by having them reproduce what’s already there on the page? We need to encourage creativity, exploration, original thinking and production, and so on. Society has moved far beyond the industrial/factory model of training workers to follow directions. We need thinkers and problem solvers, and perhaps music composition, arranging, and improvisation can help develop these skills no matter what career path students follow in life.