The secret to reading fast
There is no doubt about it: many college classes require a substantial amount of reading. When you stack up all the chapters and pages you have to read in a given week, it can seem daunting.
The trick, of course, is to figure out how to get through your reading as fast as possible while still retaining the information you’ll need.
One of the most important things students need to realize in their reading is that not every word is important. When you sit down to read a chapter for your class, your eyes should immediately start scanning for the main ideas.
According to “6 Reading Myths” from the Academic Skills Center at Dartmouth University, it’s important to quickly sift through the words in your reading to find the main ideas. “Watch for key words such as ‘causes’ ‘results’ and ‘effects,’” the document recommends.
It’s also important to pay attention to how your reading is structured. “Look carefully at the headings and other organizational clues,” the document explains. “These tip you off to the main points that the author wants you to learn.”
Greg Mills, a music education senior points out that comprehending the reading is only one part of the process.
“Not only do these courses require you to read, but you have to simultaneously analyze what you read and make critical observations based on your findings. These three steps end up creating more of a time commitment,” Mills said.
To help critically analyze your reading much faster, always read with a pen in hand.
This way, as you start to see connections or make observations in the text, you can write down your ideas right away.
Then, when you inevitably have to take a test on the reading or use the information to write a paper, you’ll already have your ideas written down as a reminder.
Reading with a highlighter only allows you to highlight main points. Reading with a pen allows you jot notes to yourself about why you thought it was important.
It may be frustrating to feel as though so many hours in your week are spent reading, but research suggests that it’s to your benefit.
According to a recent study by the Social Science Research Council, college students whose classes required 40 or more pages of reading a week made greater gains in learning than students who read less.
All those chapters may seem like a pain now, but if you learn to get through them quickly, they won’t take as much of your time and you can learn more in your classes to use in your life after college.
Reach the columnist at Emily.Muller@asu.edu


Elementary, middle, and high school programs
COOK Education Center includes three programs, including Foundations, Secondary, and Workshop at COOK. For all programs, school is in session for 210 days on a traditional calendar that typically, but not always begins the day after Labor Day each September. The school day is from 8:30 a.m. to 2:30 p.m. MWThF and from 8:30 a.m. to 1:00 p.m. on Tuesdays.
COOK’s Foundations Program serves elementary and middle school students. Its classrooms are located on the ground floor of the school and it enrolls up to 40 students. We call it Foundations because its curriculum provides students with foundational skills in academic, social, and self-management areas.
The COOK Secondary Program, which has its classrooms on the main floor of the school, enrolls up to 110 secondary students. The curriculum is broadly ranging to accommodate the needs of students for whom independent living and functional skills are essential to students who require a standard course of academic instruction necessary to obtain a high school diploma.
Workshop at COOK
Workshop at COOK is also located on the main floor of the COOK Education Center. It enrolls up to 20 students with very severe disabilities who require many one-to-one learning opportunities to acquire communication, independent living, and self care skills.
COOK Education Center’s programs have many commonalities
Evidence-based instruction is essential
Our students require explicit instruction in small-groups with occasional one-to-one learning opportunities in order to make significant progress. Learning to mastery often requires that our students are shown how to perform tasks or solve problems and it also requires that they are provided many opportunities to practice with lots of positive reinforcement for effort and improvement.
Self-management and self-control
It is also common for our students to require specific instruction in how to organize themselves and their study space, and they often must be taught to interact appropriately with their peers and with their teachers. Some require intensive Behavior Intervention Plans implemented by highly trained personnel in order to consistently display socially appropriate behavior.
A “Catch ’em being good” school
COOK Education Center is a highly structured, Positive Behavior Intervention and Support (PBIS) school. We teach our students how to do the right thing and we frequently catch them doing the right thing and praise them for it. It is common for our students to come to enjoy school, to make good progress, and to make good friends for the first time.
A richly inclusive school
COOK Education Center is a richly inclusive co-educational school, enrolling students across nearly the full age range of special education eligibility and nearly the full range of disabilities.
COOK Education Center makes school as fun as possiblewhile emphasizing the achievement of IEP goals.
We “catch ‘em being good” all day every day!


‘The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.’(1)
In response to this the first of the curriculum’s two aims, the new National Curriculum for Music proposes that ‘As pupils progress, they should develop critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.’(2) Elsewhere there is reference to ‘great composers’ and ‘the history of music’, reinforcing a commitment to a curriculum that conserves and honours the past – the best that has been thought and musically created – as a birthright of the educated citizen.
The new curriculum is striking in its deployment of the retro language of ‘the canon’, ‘the history of music’, ‘appreciation’ and other prompts recalling the period following the Second World War when such language was common currency in our schools and when ‘music appreciation’ was a distinctive entity within the music curriculum.
Classroom ‘music appreciation’ lessons involved listening to recorded music supported by a teacher underlining points of significance through talk and piano demonstration. It was a practice inherited from the pioneers of the music appreciation movement responding to the invention of the gramophone and the wireless at the beginning of the century. The intention had been to cultivate musical taste through the introduction of music from the classical repertoire not easily accessible to the average child.
However, its introduction was not without some concerns, as seen in the Board of Education pamphlet of 1933, which noted:
‘…that singing of songs may be elbowed out of the syllabus by over-indulgence in Eurhymics; that listening to a wireless lesson leaves little time for the less colourful but very necessary practice of sight singing; that our children enjoy more and more culture and perform less and less music.’ (3)
The rigour experienced through singing, sight singing and music reading was threatened by a time consuming and overindulgent music appreciation lesson as well as other novelties of the time.
By the post second world war period the problem posed by ‘music appreciation’ was one of a narrowly conceived repertoire coupled with ways of teaching that were increasingly linked with pupil passivity and disaffection. One influential response came from the publication ‘Sound and Silence’ in 1970. John Paynter and Peter Aston’s 36 projects inviting creative experiment were interpenetrated by some 350 musical works. A fresh relationship was being struck with the past and its authority. The school music canon had become differentiated if not dissolved.
There now came the possibility of music being known and appreciated in the context of pupils’ own creative work. Disparate components of the curriculum could be seen in a more integrated light where the acquisition of skill, including the skill of discrimination and judgement, went in tandem with the development of pupils’ creativity. A die had been cast that opened up imaginative approaches to bringing an eclectic range of musical practices into close proximity to pupils’ own making and thinking and thereby furthering their appreciation of music.
Whether through approaches developed by educational outreach such as the LSO Discovery programme, where music from the orchestral repertoire came to be known and appreciated through compositional workshop-ing, or through newer forms of integrated practice derived from the informal learning practices of popular musicians, pathways to fuller appreciation of music have become many and diverse.
Taking appreciation to imply learning to value, respect, understand, give due regard to music’s provenance and to do so with a sense of pleasure and even gratitude, we have a counterweight to ‘I know what I like’ and the contemporary search for personal authenticity.
However, the proposal that an undifferentiated musical canon exists to be deferred to and appreciated, where there is a ‘one best’, is at odds with much that is vibrant about contemporary music education as it finds a synergy with the energy and fluidity of lived culture at the current time. It is to be hoped that the tensions created will be productive.
(1) National Curriculum Framework. DfE, October 2013.
(2) Music Programme of Study for Key Stage 1-3. Department for Education, October 2013.
(3) Cited in ‘Music in Education in Thought in Practice,’ p. 282. Bernarr Rainbow with Gordon Cox, 2006, The Boydal Press.


What Kind of Instruction do Dyslexics Need?
If dyslexics are going to succeed in school, their instruction must be Orton-Gillingham-based. Carol S. Fitzpatrick is trained in several OG methods. Everything she does has the following traits:
- Multisensory, simultaneous – Because of weakness in decoding, dyslexics function better when as many senses as possible are engaged in receiving input for the brain to process and understand. And, if at all possible, the input should be simultaneous. An example of this would be partner reading. When a competent reader is reading in unison with a struggling reader, the struggler sees the words on the page (visual sense), hears the word read correctly by the partner (auditory sense), and feels the muscles in the mouth and throat move as s/he produces the sounds involved (kinesthetic sense). It is no surprise that partner reading is a successful form of instruction for dyslexics.
- Systematic – Dyslexics need structure to organize their learning. This applies to any subject, but especially to reading. Phonics instruction falls under this category and must be taught in a predictable, logical manner with lots of practice. Dyslexic minds are searching for order and reason in anything they try to learn. That’s why reading is so hard; there are so many words that aren’t predictable. You must provide a logical framework for them to build upon.
- Direct Instruction – Direct instruction means that the teacher explains everything clearly and demonstrates the steps involved. For dyslexics, this usually works best in a small group so they can tune in better (and so the teacher can better tune into them). They’re more comfortable in small groups and will be much more willing to participate without the emotional barriers that prevent them from participating in a large group. They need direct guidance from the teacher. Their minds tend to be disorganized; direct instruction helps them sort and remember their learning.
- Correct Pacing – Dyslexics need to move at the correct pace, not too slow and not too fast. This requires more progress-monitoring than is needed for “normal” students. This applies just as much to older students who have become convinced they’re “dumb” as it is for the younger ones. The pace needs to push them along, but not jeopardize their growing confidence.
- Whole-to-Part – Dyslexics need to see the “Big Picture,” then move on to the details. They can learn practically anything if they understand how it fits into a pattern. In other words, we must help them organize new information into a sensible pattern within their prior knowledge. When constructing their knowledge, they need to see the shape of the building before they start counting the bricks in the walls. This is essential for them to succeed. A simple example of this would be teaching students to use graphic details when reading non-fiction. When given a reading assignment in a textbook, they do better if instructed to read all the headings, charts, and picture captions before reading the main text. They rely heavily on context clues, and this gives them a framework of understanding before they ever start to read. These are skills that good readers use, but they must be taught explicitly to struggling readers.
These five techniques are just plain good instruction for all readers—but they’re critical for dyslexics as well as other struggling readers.
by Carol S. Fitzpatrick © 2009


Sistema England’s Youth Music Spotlighting aimed to bring together music teachers from Sistema-inspired programmes in England to learn and share effective practices with each other and subsequently with the wider music education workforce.
Here you will find video clips of Social Pedagogy taking place on Sistema-inspired programmes in England, as well as a downloadable Tips & Tools for Social Pedagogy resource from teachers for teachers.
‘Social Pedagogy’ – what is it?
As you will see from the ideas and comments contributed by teachers and leaders here, people bring a variety of ideas to the meaning of ‘Social Pedagogy’. However, a widely recognised short-hand in education is, ‘whole child development’. The Children’s Workforce Development Council describes Social Pedagogy in this way:
‘The pedagogical approach rests on an image of a child as a complex social being with rich and extraordinary potential, rather than as an adult-in-waiting who needs to be given the right ingredients for optimal development… There is no universal solution – each situation requires a response based on a combination of information, emotions, self-knowledge and theory.’
See here for a useful introduction to Social Pedagogy.
More work needs to be done to identify the most effective interventions for achieving measurable ‘Social Outcomes’. These practical tools are a starting point from which we hope opportunities for rigorous research will emerge.
‘Building self-esteem, self-confidence, character and resilience, together with a general concern for the young musician’s well-being are equally important as the musical outcomes in a Sistema-inspired programme. For example, a child can be praised for effort or for making progress where there is still a way to go to achieve a desired musical outcome. Engaging with parents and the wider community are also part of a Sistema-inspired programme’s objectives rather than being an added bonus.’ Richard Hallam MBE, Chair, Music Education Council, Trustee, Sistema England
Download Tips & Tools for Social Pedagogy. These are not exhaustive, and if you would like more, download the full Sharing Tips & Tools document, which includes teaching ideas for Differentiation and Repertoire. In whatever context you work with young people, we hope some of the resources here are useful for your practice, and that you can contribute your own ideas below.


topic title goes here
The Place of Phonics in Learning to Read and Write
- Examine state standards related to phonics and phonics instruction.
- Analyze the purpose and limitations of phonics instruction as it relates to teaching reading.
- Examine the definition of phonics and principles of phonics instruction.
Phonological Awareness and Alphabet Knowledge
- Identify the components of phonemic awareness.
- Identify the introduction, blending, segmentation, and discrimination of letter sounds.
Approaches to Teaching Phonics
- Identify guidelines and methods for phonics instruction within a comprehensive reading program.
- Demonstrate knowledge of phonics assessments.
- Compare and contrast the major approaches to teaching phonics.
Teaching and Learning Phonics Elements
- Demonstrate a knowledge of theoretical and classroom contexts for phonics instruction.
- Design developmentally appropriate phonics instruction.
Phonics and Learning to Spell
- Identify approaches to teaching phonics that will benefit reading, writing, and spelling.
- Describe phonological processing, visual processing, and word knowledge as three dimensions of becoming a good speller.
The History and Controversy of Reading and Phonics Instruction
- Examine the historical trends of reading and phonics instruction.
- Demonstrate an understanding of the issues surrounding phonics instruction.
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Please make sure you always have the most recent version of my products, I update my products all the time! I am a science teacher who is still in the classroom and every time I use one of my lesson plans, I think of new things to add! Please make sure you always have my latest version. Here’s how:
-On the TpT homepage, click on “MY TpT” (top right)
-Click on “MY PURCHASES”
-look for my product, if you see the words “NEWLY REVISED RE-DOWNLOAD” this means I have a newer, better version.. There is no need to re-purchase the product for the updates, simply click on that link and you’ll get the latest version! Thank you!!
Kindergarten: Forces and Interactions
Next Generation Science Standards addressed in this packet:
K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2:Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Activity 1 materials: toy cars, meter sticks (or printed meter sticks from the internet or just tape on the floor marking distance for about 5 meters). Using the cars students will investigate the effect of push strength on distance traveled. Students will take turns pushing their car on the floor and recording the distance. Worksheets provided. I do this as a whole class activity, I have 16 kindergarteners, everyone gets to go twice.We then discuss what makes the car stop (friction), worksheet provided.
Activity 2: materials: same as Activity 1 and you will also need a ramp (poster board on a stack of books works!) Using the cars, students will investigate the effect of ramps on distance. Worksheets provided. I do this with my 16 kindergarteners working in groups of 4. I set up 4 ramps in 4 different areas of my classroom.
Activity 3: materials: same as Activity 2, and paper towel or toilet paper rolls, cars or ping pong balls. Using the cars or ping pong balls, challenge your students to create a track that has a direction change in it! Your kids will get so creative with this – I love to see what my kids come up with! Photos of my students’ creations included. I do this with my 16 kindergarteners working in groups of 4. I set up 4 ramps in 4 different areas of my classroom. Have your students try to change the speed of the ball by changing the angle of the ramp- worksheet included.
Follow my store! You will receive an email every time I put up a freebie or a new product for sale.To follow me, go to the top right of this page where you see my photo, next to the little green star it says “Follow Me”. Click on that and you’ll receive the email updates. Thanks for stopping by my PK – 4 science store! Sue
Please note: these units are for the use of one educator.
If you would like to share my lesson plans with a co-worker, your team, your school, or your district, please purchase multiple licenses which are offered at half price.
When you click “add to cart”, please also click on “ buy licenses to share” and then enter the quantity of half-price licenses. Thank you so much!!
Sue from Science for Kids :)


Description - The Huguenots of London by Robin D. Gwynn
Several hundred Huguenot refugee artists and craftsmen are recorded as working in London before and after the Revocation of the Edict of Nantes in 1685, which marked the height of the persecution of the Protestants in France. This book is an introduction to the range of their artistic contributions, centred on the British metropolis, and the extents of their artistic influence outside London. Huguenots are associated with the London goldsmiths' and silkweaving trades, but their contribution to art education, decorative painting, engraving, sculpture, wood-work, furniture, upholstery, jewellry and watch-making in this period is less well known.
Buy The Huguenots of London by Robin D. Gwynn from Australia's Online Independent Bookstore, Boomerang Books.
(226mm x 150mm x 5mm)
The Alpha Press Ltd
Publisher: Sussex Academic Press
Country of Publication:
Book Reviews - The Huguenots of London by Robin D. Gwynn
Author Biography - Robin D. Gwynn
Robin Gwynn is a historian of Early Modern England, formerly Reader in History at Massey University, New Zealand. His speciality has long been the study of Huguenot refugees and the French communities in Britain, and in 1985 he was Director of the Huguenot Heritage tercentenary commemoration under the patronage of H.M. The Queen. His books include the widely acclaimed Huguenot Heritage (2nd edn, Sussex Academic Press, 2001), and editions of later seventeenth century letters and consistory minutes of the largest of the many French churches in England.


Phonics in Proper Perspective (10th Edition)
Phonics in Proper Perspective, tenth edition, is designed to provide both the experienced and the prospective teacher with materials that will lead to better understanding of the purpose and limitations of phonics instruction as it relates to teaching reading, concrete practices to follow in teaching the various steps in phonics analysis, and the rationale that underlies particular instructional practices. This book presents phonics as an important part of teaching beginning reading, reflects the notion that teachers should be knowledgeable about the purpose of phonics instruction and its limitations, and the premise that for children to make normal progress in learning to read, they must learn to associate printed letter forms with the speech sounds they represent. Its new features include: Theme of teacher responsibility and accountability-As designed in the education of the student, provides the strength of instruction and the building blocks for emerging learners. Revision of Chapter 4, Moving into Reading --focuses on the most-common sight words and the importance in recognizing these words in order to excel in today's world. Linked to NCLB topics and pedagogical highlights. Emphasis on direct instruction-Provides approaches, insights, and examples to further help develop the teacher and student.
Specifications of Phonics in Proper Perspective (10th Edition)
|Author||Arthur W. Heilman|
|Number Of Pages||160|
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The Stage 1 Personal Learning Plan (PLP) is a 10-credit subject designed to help students to make informed decisions about their personal development, education, and training. It is a compulsory requirement of the SACE.
Students must complete 10 credits of the Stage 1 Personal Learning Plan with a C grade or better to gain their SACE. Schools will generally organise for students to start the subject in Year 10 so that they can plan for successful SACE learning in Years 11 and 12.
The PLP supports students in developing knowledge and skills that will enable them to:
- identify appropriate future options
- choose appropriate subjects and courses for their SACE
- review their strengths and areas for development, including skills in literacy, numeracy, and information and communication technologies
- identify goals and plans for improvement
- monitor their actions and review and adjust plans as needed to achieve their goals.
The program of learning provides students with time to work with their teachers and other experts to develop knowledge and skills in planning for their SACE and their future beyond school. The aim is for each student to achieve success in the SACE and to prepare for work, further education and training, and community life.
Individual students require different learning activities to develop their capabilities.
PLP supports and teaches students to:
- develop, implement, review, and adjust their Personal Learning Plans
- identify their learning strengths and areas for development, including their capabilities and literacy and numeracy skills, as well as other knowledge and skills that they need to choose particular pathways through education and training, life, and careers
- develop skills in literacy, numeracy, and information and communication technologies
- research options and preferences for employment, study, training, and community participation, using expert sources
- identify goals to build on their strengths, address their challenges, and develop the capabilities they will need for success throughout the SACE and beyond
- work towards articulating their capabilities and making their future options become a reality.


Super cool science for kids. Make a rainbow in a jar. Such a fun way to learn about density.
How to make a sundial - kindergarten sun study
weather experiments @Kasey Collins Collins Perry @Crystal Chou Chou VanWinkle
Learning About Weather Science Experiments
How it Rains Experiment
How Does it Rain? Experiment for kids
Tornado Bottle Weather Science Experiment For Kids
Tornado in a jar experiment to go with weather or science! I especially like the use of the vitamin jar as it is hard plastic and has a child proof lid. Less mess in the Science Center!
Tornado in a Bottle - doing this tomorrow since my son is now fascinated by tornados....


This full lesson plan is one that deals with the basic skills of rolling.
the students will recognize and use basic movement skills and concepts by participating in the “Rolling Extravaganza” station activities according to all set parameters. The students will recognize and describe the concepts of motor skill development using appropriate vocabulary by correctly answering questions given by the teacher . The students will know the positive and negative effects of regular participation in moderate to vigorous physical activities . This Lesson is a good one that can be done at any age to work on the skills of rolling, but is a real good lesson for elementary kids because it works on the basics.


So when Australia Post asked me to talk about ‘Stamp Collecting Month’, I knew I had to make something fun and maybe a little meta – A Giant Stamp Postcard.
Every year for Stamp Collecting Month, Australia Post selects a theme in line with primary school curriculum areas such as history, geography, science, technology and the environment. This year’s theme is Endangered Wildlife. It’s a great conversation starter and gives students and teachers across the country the opportunity to learn more about some of the earth’s unique and varied endangered wildlife creatures.
I’ve chosen my three favourite stamps from the Endangered Wildlife collection and made printable colouring pages that kids can either incorporate into larger projects, or turn into a giant postcard to send to a friend.
All kids love receiving mail, and young stamp collectors in particular will enjoy receiving a giant stamp postcard.
I’ve even created a blank stamp so kids can design their own, and a postcard backing page for easy message writing and addressing.
Make a Giant Stamp Postcard
You will need:
- A4 printer paper
- Cardboard cut to A4 size
- Coloured markers, pencils or paint
- Glue stick
- Endangered Wildlife printable PDF colouring pages or blank stamp PDF page (A4 size)
DOWNLOAD & PRINT
Western Swamp Tortoise
- Large postcard back A4 size PDF – PRINT HERE
- 2x $1 stamps if posting within Australia
- Print out front and back PDF pages for postcard onto A4 paper
- Colour in stamp colouring page as desired, you can use the stamps for reference, or get creative and colourful with your own design.
- Write a message on the back postcard page, it can be about anything you like, but why not include some information about the endangered animal featured. Like for example: “Did you know that in autumn 2016, fewer than 50 Orange-bellied Parrot were known to be alive in the wild.”
- Add the receivers address and don’t forget to include the post code.
- Glue on the front and back postcard pages to the cardboard.
- Add your stamps – 2 x $1 stamps will get your postcard anywhere in Australia.
- Go for a nice walk to your nearest letterbox and post it!
More about ‘Endangered Wildlife’ stamps and Stamp Collecting Month
This year’s collectable stamp issue focuses on animals at risk of extinction. The stamps feature the Snow Leopard, Asian Elephant, Western Lowland Gorilla, Western Swamp Tortoise, Orange-bellied Parrot, Northern Quoll and the Southern Corroboree Frog.
Stamp Collecting Month is also supported by a dedicated online education resource for teachers, parents and students. The website includes information and facts on each animal featured, as well as lesson ideas and activities, stamp images and much more.
For more information on Stamp Collecting Month and this year’s Endangered Wildlife issue, including educational activities, visit the website: www.auspost.com.au/scm.


that tell a story have always been a defining characteristic of American
popular music, yet the narrativity of pop music is underrepresented in academic
literature. This paper utilizes a combination of semiotics and narrative theory
to present a systematic method that can be used to analyze and codify the
lyrics of virtually any pop song into one of four major categories based on
whether it has an open or closed reading and a defined or undefined narrative.
It is hoped that this typology can be used both to better understand how pop
music plays a role in cultural storytelling and to aid teachers and students in
the development and understanding of songwriting pedagogy.
Keywords: lyrics, semiotics, narrative theory, songwriting, popular music, music education, music pedagogy
Randle, Quint and Keith Evans. “So
What Does “Set Fire To The Rain” Really Mean? A Typology for Analyzing Pop Song
Lyrics Using Narrative Theory and Semiotics.” Journal of the Music and Entertainment Industry Educators Association 13, no. 1 (2013): 125-147. https://doi.org/10.25101/13.7


There is a line in the Matthew’s Gospel that says, “For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken away even that which he hath” (XXV:29). This line has often been summarized as, “The rich get richer, and the poor get poorer.”
Researchers have noted repeatedly that some children come to school somewhat “wealthier” than their peers when it comes to early reading skills. As time goes by, those students who start out with some literacy advantages tend to thrive and grow academically, while their less fortunate peers tend to get left behind. Like the line in Matthew’s Gospel, the rich students get richer, and the poor students get poorer. Hence, in 1983, Walberg and Tsai first coined the term the “Matthew Effect” to describe the fact that, without intervention, some students rapidly develop and build upon strong literacy foundations, and other students languish behind their more fortunate peers.
When a child first comes to school, it is possible to assess that child’s “literacy foundations.” A few simple assessments given in kindergarten can reveal which children are coming to school with foundational skills in reading and which students do not yet have those foundational skills. Simple assessments such as letter knowledge, phoneme awareness and vocabulary can identify the students who are at greatest risk of developing life-long reading difficulties (See “C is for Consequences of Reading Failure”). The gap that separates the “haves” from the “have nots” is small but detectable in the early grades. Without intervention, that gap widens over time, until, by the 4th grade, it is nearly insurmountable. Research indicates that past the 4th grade, literacy intervention and remediation programs are only successful with about 13% of struggling readers.
What the Matthew Effect tells us, then, is that early intervention is much more effective than later intervention or remediation. In the early grades, the gap that separates the children who are at risk for reading failure and the children who are likely to be successful readers is quite small. With effective early intervention, research has shown that virtually every child can learn to read (See I is for Instruction). Without early intervention, children are swept along their respective paths by the Matthew Effect until they reach an age where the odds of the struggling readers ever developing literacy skills are depressingly small.
Early, diagnostic assessment is the key to defeating the Matthew Effect. But in most of our schools, early reading assessment is quite rare, and when it does exist, that assessment is rarely used to inform instructional decisions. Most states in the U.S. begin benchmark assessment in the 3rd or 4th grade, and only then do children get the intensive remedial instruction they need. By then, however, for most children, it is too late. If children are not reading fluently at grade level by the 4th grade, odds are they never will.
Early access to quality education, diagnostic assessment is only the first step towards helping all children to be successful readers — to be effective, that assessment must be used to inform instruction, and instruction must be individually catered to the learning needs of each individual child. This is where Judson shines. Our curriculum supports each individual learner. Because good instruction that is based upon the assessment data is also critical for each child’s reading success, we have begun to collect a database of good, focused instructional strategies that can be applied by classroom teachers.


Educational games & toys
Educational games help kids learnWith the start of the school year, more and more parents are searching for just the right educational games that will teach their children special skills. Some of those games touted to be educational sometimes fall short.
There are many online sites that offer educational games with teacher recommendations and comments. It is wise to heed those recommendations.
The field of educational games has expanded tremendously in recent years with the proliferation of computer games geared to every age—even preschool. Earliest public education programs for children, generally begins at the age of five or six.
In most countries elementary education is compulsory for all children. In much of the United States a year of kindergarten often precedes the first grade. The purpose of the elementary school is to introduce children to the skills, information, and attitudes necessary for proper adjustment to their community and to society.
Most parents don't want to wait until their children start kindergarten to introduce them to the learning process. Hence, the great interest in educational games. And, this strong emphasis on learning extends through all school ages.
As more and more children spend time on the computer, the feeling is that kids get more value from their computer time with games that provide lessons in reading, math, and geography, or feature interactive quizzes and puzzles that test their knowledge.
As video games become a common part of childhood, educators and researchers are looking at the ways children play and think about "fun" titles. With many of today's most complex and sophisticated popular games, they say it's possible to help turn game play into an educational experience. And some developers are changing the way they create educational titles for older children.
The key to making these games truly educational is parental involvement, beyond the TV or computer screen. The learning experience unfolds not by pushing buttons in front of a screen, but by interacting with other people in the class or with a parent. New games that have been developed require a mentor who's familiar with the game to help explain the significance of its elements and help the child understand the impact of different decisions.
Now, with the "No Child Left Behind" program focusing so much on passing state tests, there is a greater need for parents to ascertain that their children get a well rounded education by supplying them with stimulating educational games covering a wide variety of subject matter.
These games are not limited to computer games, but include everything from board games, to flash cards, travel games, Big Board Books, puzzles, science kits and more.
So, parents, go online and find the latest and best educational games for your child—regardless of age.
For years, consumers and their children have enjoyed the plethora of innovative and imaginative arts and crafts ideas that toy manufacturers have developed. As new technology evolves, even more creativity has emerged in the field of educational toys.
There are new puzzles, new science kits and even high tech colored pencils. Whatever you're searching for in the field of educational toys, there's an online merchant or cataloguer that will have what you're looking for, and probably some things you never would have thought of!
When shopping for educational toys—particularly for the very young, make certain that you are most careful in selecting toys that have no parts that can be put in your child's mouth or have cords that can become entangled around a child's neck. Check out all the safety requirements before buying. You'll find full disclosure on the Internet sites.
If you've always wanted to finish your undergraduate or graduate education, now is the time to do it. Take your career into your own hands and study at your own pace and on your own schedule with the best selection of affordable online degrees, from bachelors to doctorate degrees from the most respected colleges, universities and distance learning institutions. You'll find comprehensive online college degree resources including the best online degrees that accredited schools have to offer for a variety of career choices. Most schools offer bachelors, associates and online masters' degrees in a range of majors. You can even attain doctorate degrees online! Many online programs have cropped up for students who are too busy to attend a brick-and-mortar university. How can you tell the reputable distance learning institutions from the diploma mills? Before you enroll in a distance learning institution, find out if your chosen school is accredited by an agency recognized by the Council for Higher Education Accreditation (chea.org) and also visit the Better Business Bureau's bbb.org to see if the institution has a record of complaints. Don't judge a school by its Web site - anyone can look official. Instead, complete the checklist at Geteducated.com, a great source for weeding out phonies. Be sure to carefully review the school's admissions policy, and avoid any "university" that fails to consider your academic record, GPA and test scores. Easy A's are tempting, but they (probably) won't get you into Harvard.


There are lots of stories about George Washington, most involving his character. Thus the fabled story about the Cherry Tree. He was six feet tall, a physically strong man, therefore the story of him throwing a coin across the Potomac. Teeth? read to the end about the wooden teeth, (surprise).
(Wigs were popular in his time, but he never wore one, he did however use the white powder)
I have read more history since traveling, than in school. From what I read it was Washington’s character, not his military strategy that made him a great leader. As Jefferson said of him, ‘he had the uncanny ability to judge a person’s abilities and limits. He picked good leaders.’
(hair without the powder)
He fought in the French and Indian war and was once captured by the French. He was released to return to his command, saying much about his diplomacy.
After the F & I War, he courted and married the richest widow in Virginia, Martha Dandridge Curtis (gotta see some smarts here also, if you want to climb the social ladder ). Together they raised her two children. There was never any children born to George and Martha, the bout with small pox during his early travels, had rendered him impotent.
I like the idea that he presided over the convention that produced our Constitution that replaced the ‘Articles of Confederation’.
I am reminded as I write of a song about Mary the mother of Jesus, “Mary Did You Know?” Since George’s mother was Mary it goes thru my mind, Mary (Washington) did you Know:
Your son would be called the Father of a nation?That there would be children named for his memory for hundreds of years? That he would live to see a city named for him and it would become the greatest seat of power in the world?
Mary did you know that the personality you bestowed on him would win him elections to be the first President of a NEW country?
Mothers, they are the best.
History shows George was a slave owner, that was the day he lived in, but his writings and personal history show he thought it was not the best of form for a new country. At his death he freed every slave and indentured person under his authority.
Another amazing fact, unlike his older siblings he never attended school. He was home-schooled that gave him an elementary education (5th grade). Yet he impressed the most educated men in the world, he pushed for public education and had a University named after him.
Nothing anyone could say nor write that would lower my opinion of a couple presidents. George was definitely one.
NOW, Wooden teeth? No! They were carved from hippopotamus ivory, and formed using a combination of gold, lead, human, donkey and horse teeth. The work was done by Dr. John Greenwood, ‘Father of modern dentistry’. George had only one of his original teeth at the time of his inauguration. That is the rest of the story.
Thanks for being with us in Colonial Virginia. We Visited Mt. Vernon years ago and while living in Arlington the boys and I climbed to the top of the Washington Monument. I am glad our leaders in the beginning were well rounded and good natured folk.
PS: (Sermons lived not preached)
Today, when I witnessed a 27-year-old breast cancer patient laughing hysterically at her 2-year-old daughter's antics, I suddenly realized that I need to stop complaining about my life and start celebrating it again.
(DID you think of Chatty? I did!)
Every boys (and some girls) dream, THE HOT ROD! Today you will see old men driving them trying to recapture that ‘50’s feeling.


See the other stories on this trending page for a review of progressive and conservative ideas and actions related to the U.S. education system from early childhood learning through college-degree attainment.
The first week of September traditionally marks the winding down of summer and the return to school for generations of American kids. But the American children coming of age today are facing harsh competition, not just among themselves in their classrooms but also from students halfway around the world.
The just-released CAP report—“The Competition that Really Matters”—warns that America’s school children are falling behind their counterparts in places such as India and China and aren’t being adequately prepared to successfully compete in the global economy. According to the report, both India and China are “rapidly increasing their share of children enrolled at all levels of the education system—from early learning programs to high schools to universities.”
Here at home, however, conservative lawmakers in Congress are cutting school funding to balance state budgets and are pushing federal policies that will make it harder for poor and middle-class students to attend college. Yet in her speech at the recent Republican National Convention in Tampa, Florida, former Secretary of State Condoleezza Rice called education “the civil rights struggle of our day.” That is a statement that can be embraced by progressives and conservatives alike.
That’s why backing progressive policies that would improve education and access to colleges and universities is imperative. This is even more critical when one considers that, in terms of spending on students of color, our schools are as unequal as they were in 1954, when the U.S. Supreme Court declared public education “a right which must be made available on equal terms” in the landmark case Brown v. Board of Education. Read our report “Unequal Education: Federal Loophole Enables Lower Spending on Students of Color” to get the details.
As our children head back to school, we need to do all we can to prepare them for success. As CAP’s President Neera Tanden points out: “We need a commitment from the very top to invest in America’s children and families … Only a renewed leadership on education as a national priority and real investments at all levels of government will enable the United States to remain economically competitive, and we owe it to the next generation to act now.”
See the other stories on this trending page for a review of progressive and conservative ideas and actions related to the U.S. education system from early childhood learning through college degree attainment.
Carl Chancellor is the Senior Editor at the Center for American Progress.


Academic Vocabulary Builds Student Achievement
Use Simple Steps to Build Vocab
First introduce a small number of key words, then have students work in groups to see if they know any of them. Follow with the use of drawings and physical gestures (for example, with the word "fact" the teacher could point to the ground and stomp her foot, and with the word "opinion" she could point to her mind). Lastly, include sentence stems where students can apply the newly-learned words (perhaps in a question/answer mode with partners). For example:
Q: "We are in a classroom. Is that a fact or an opinion?"
A: "'We are in a classroom' is a fact."
Time, Expertise, and Relevance
A Return to Our Roots
Example: Root of the Week
a-, ab-, abs- "away, from"
averse: opposed to; have a dislike for it
aberration: a deviation; an abnormality
abstract: expressing a quality drawn away from an object
absent: not present or existing; missing; lacking
Source: Pamela Smith, Literacy Coach, North Stafford High School, Stafford, Va.
Words Your Way
Greek and Latin Roots in the Common Core State Standards
Root-specific standards are located in the "Foundational Skills" and "Language/Vocabulary Acquisition and Use" sections of the standards.
Sample standards, grades K–5:
Sample standards, grades 6–12:
For more information about these Common Core standards, see http://www.corestandards.org.
Source: Adapted with permission from Nancy Padak.


Primary Programs: NEW STRUCTURE in 2017 (Non-Competitive)
The Primary Programs offering has been totally restructured for 2017. It remains a non-competitive problem-solving program designed for implementation in the regular classroom, but there are now three stages in the Primary Programs section: Foundational Skills (Prep -2); Developing Skills (Grades 3-4); and Competitive Programs (Grades 5-6). These can be organised as a whole class activity or can be conducted in smaller groups, depending upon the needs of the students and school involved.
The gradual introduction and practice of each step of the 6 step problem solving process enables students to build a solid foundation of skills applying the future problem solving process to a range of genre across the curriculum. Through a range of creative and critical thinking strategies they develop adaptability in the application of the six step process. Responsible and ethical attitudes are developed through our topic suggestions leading to more involvement in community issues. The Primary Programs support and extend oral and written literacy, collaborative group work and class discussion.
Grades Prep - 2 Foundation Skills
Focuses on developing step 1-3 of the FPS process through Fairy Tales, literature, science topics, current affairs, issues in the local or school community, ethics education and many other options.
Step 1 - Brainstorm Challenges
Step 2 - Select an Underlying problem
Step 3 - Brainstorm solutions to address Underlying Problem
Twice per year your class/group will send in a short submission “Our best ideas” for evaluation. These can be handwritten or drawn by the students or an adult on suggested A-3 format. Submissions can respond to a stimulus picture provided from the designated topics for the year or any subject area / genre you wish.
Grades 3/4 Developing Skills
Revisit Step 1-3 + Develop use of
Step 4 – Writing criteria to help select the best solution.
Step 5 – Scoring the solutions
Step 6 – Using the highest scoring solution to develop an Action plan
You will do this through applying the process to real world problems in your classroom/school/local community (this leads into Community Problem Solving OR Applying the 6 step process to the designated topics for the year. (This leads into Global Issues Problem Solving in Grades 5-6) OR Try both (Topics – Semester 1, Community – Semester 2)
Twice per year your class/group can return a submission for evaluation. While the completion of at least steps 1-3 is encouraged with 4,5 and 6 as you are able. This submission can use the topic Future Scenes for the year or a real world problem for you in your class/school/local community.


I have an eight-month-old daughter. Like so many of her generation, she will grow up in a large city, in a world in which our lives are increasingly lived online and ever more disconnected from nature, yet continually drawing more and more resources from it.
It will be her generation more than any other that will face the realities of man-made climate change and biodiversity loss. I worry about this, and want her and others of her generation to discover a sense of wonder and joy in the natural world, and realize why it is worth protecting.
For me, this is just one reason why natural history museums are so important.
Stuffed to the gills with skeletons, taxidermied animals, pinned butterflies, fossils, rocks and minerals, these museums can seem to some like dusty remnants of the distant past, archives of the Victorian mania for collecting that are outdated in our shiny digital world. Yet nothing could be further from the truth.
Natural history museums are guardians of our shared natural and cultural heritage, and their collections are crucial and irreplaceable for scientists studying modern and past biodiversity and environments. But equally importantly, they are also places that engage children and adults with real objects and specimens, creating that sense of awe and wonder that cannot be gained from a computer or smartphone screen. After all, nothing really prepares you for seeing a dinosaur skeleton up close for the first time.
Lapworth Museum reopens
This month, we reopened our own natural history museum here at the University of Birmingham following an 18-month closure as part of a £2.7 million redevelopment and expansion.
The Lapworth Museum of Geology dates back to the late 19th century, and our collections include more than 250,000 fossils, rocks, and minerals, many of national or international scientific significance. They tell the story of 4.5 billion years of Earth history, from the first life to the ages of dinosaurs and mammoths, and from the Industrial Revolution to modern biodiversity and climate change. They also help us explain how the world works, why we have earthquakes and volcanoes, and where minerals and gemstones come from.
Our aim has been to use the wonderful resources of these collections to inspire and excite children, families and adults from across the Midlands and beyond.
Our new museum includes entirely new galleries, displays and interpretation, as well as a new dedicated state-of-the-art Education Room for school visits, temporary exhibition space, and improved visitor facilities. We’ve worked hard to develop an exciting, interactive and engaging modern space, while retaining as much of the Victorian and Edwardian character of the original Museum as possible.
In keeping with our engagement goals, the new Museum is free to visit and open seven days a week. I hope we’ve created something that will allow all generations to discover the excitement and magic of the natural world.


Undergraduate Course Descriptions
|NSED - Natural Sciences Education|
|Catalog Nbr.||Course Title/Course Topics||Credits|
|NSED 321||Teaching Elementary/Middle School Science||3.00|
|Study of the theories, models and strategies for teaching science concepts and skills to elementary/middle school children (ages 6-12/13; grades 1-7/8). National and state standards guide the conceptual framework for this course. Kindergarten pedagogical issues addressed to comply with Minnesota licensure requirements. Prerequisites: General Education science requirements for the Elementary Education major.|
Prerequisite for taking this course is admission to the Teacher Education Program.
Other, Refer to Catalog
|NSED 339||Teaching Science in the Secondary School||3.00|
|General principles and problems of teaching science in the secondary schools. Emphasis on organizing activities for teaching, materials, resources, current methodology, and participation in the classroom. (Lecture three hours)|
Prerequisite for taking this course is Junior Status, and admission to the Teacher Education Program.
Spring Term Only


Research shows that there are numerous advantages of introducing technology into the elementary classroom. Let’s learn how student learning has been enhanced with 21st century technology.
54% of 21st century kids start using mobile devices when they are 5 to 8 years old.
30% of the apps on parents’ mobile are downloaded specially for their children’s usage.
77% of the parents accept that usage of tablet increases children’s learning & creativity.
72% of iTunes top selling apps are designed for pre-schoolers and elementary students.
By observing these statistics, we can easily estimate how greatly technology influences elementary education. Educational Technology includes all the approaches of technology that is are utilized to enhance learning. We will let you know how educational technology helps elementary students.
Usage of Mobile devices & Computers in Education:
Educators find the use of technological devices in education, a great way to engage students because it attracts them. Mobile devices and computers provide students with a fun learning environment. As we know, different students have different learning styles, technology helps them learn in the way they’re comfortable with. Many games, story telling apps, online tools, etc., are introduced into the elementary classroom to engage students more effectively than with traditional approaches. With these technological devices, students can learn from anywhere. Tablets, Desktop computers, iPads, etc., help educators and parents to provide students with the personalized learning environment and also helps them learn interactively through many games and apps. It has become easy for teachers to engage students with lesson concepts through animations, presentations, etc., rather than depending on textbooks and blackboard.
Usage of Internet & Social Networks in Education:
Use of internet in education benefits students as well as educators and makes them work on what really matters. Many online tools that connect teachers, students and parents have been introduced into the classroom to help them collaborate from anywhere and at any time. For example, Schoolfy, an educational social networking platform that enables teachers to add their students, parents and other colleagues, saves their time by providing them with many tools which include setting homework, sending documents, creating calendars and students’ assessments. Technology develops students’ social skills, research skills and communication skills. The only task of parents and educators is to make children aware of digital citizenship. 21st century technology also helps educators and parents to make children the perfect digital citizens.
There are some people who oppose technology in classroom as it reduces physical activity. Research has been going on to overcome this criticism. Nayi Disha creates fun educational computer games (which include motion-sensing technology) for young children that require physical activity by the child. As a coin has both sides, every approach in this world is a combination of both positive as well as negative impacts., but Technology has the ability to overcome its negative impacts when used properly.
Every household nowadays has been equipped with at least a technological device namely a desktop computer, laptop computer, smart phone, tablet, etc., and students love to use them. It’s a great way to implement their use in education as it has been already proved that technology improves students’ learning, communication, creativity and problem solving skills. 21st century classroom enables game-based learning, project-based learning, inquiry-based learning, visual learning, auditory learning, kinesthetic learning, etc. We hope this information is useful for you to know about the impact of technology in the elementary classroom. We’d like to have your personal views and your ways of using technology in your elementary classroom. Also, please feel free to share with us how technology has helped you in enhancing students’ learning.


Children's Cottage Preschool
Children's Cottage Preschool Philosophy
For over 2 decades in Napa, our program is characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development.
- Educational Learning Centers
- Mixed age environment student choice of activity from a prescribed range of options
- Uninterrupted blocks of work time
- Discovery model where children learn concepts working with materials rather than direct instruction
The large, light filled preschool room has different Learning Centers that focus on reading, math, science, and social development.
Children are taught through purposeful interaction between students and staff, resulting in cooperative play, empathy for others, and positive problem solving techniques.
Language LessonsOur Program helps children become effective readers, writers, and communicators and prepares them for a successful elementary experience.
Children are exposed to the concepts of number recognition, difference in size/volume, sequencing, and sorting. These concepts form the solid foundation to prepare for elementary school.
Science ExperimentsOur activity-based program explores our environment as we recognize weather and seasonal changes around us. We learn the responsibility of caring for and feeding our classrooms pets.
Art & MusicCrafts projects encourage fine motor skill development as children learn to cut with scissors, hold a pencil or crayon correctly, or color within boundries. Music & movement expose children to fine arts and provide opportunities for self expression.
Why should you invest in quality preschool?
There has been some discussion in about the long-term benefits of preschool. But let me be clear: There is no debate over the benefits of quality preschool. Extensive research has consistently shown that quality preschool programs, taught by well-trained teachers, improve not only readiness to learn, but also social skills that help children for a lifetime. We know from decades of solid research and teacher observations that children who have been lucky enough to go to quality preschool enter kindergarten excited about learning, ready to share, communicate and cooperate with others. Perhaps most important, these lucky kids have a good foundation for learning to read -- the skill they will most need to thrive through high school and beyond. Let's agree that all California kids should be so lucky. Former California Superintendent of Schools


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
It's been so much fun to watch my Little Mozarts - my 4-year-old and 5-year-old students - learn all the notes on the keyboard. Now, we're moving on to finding notes on the treble and bass clefs.
As I was looking for extra activities to help reinforce this new way of reading notes, I found these Search and Find worksheets created by Susan Paradis. I can't wait to try them out this week!
If you're little musician is getting bored of simply playing these new notes and doing flashcards (two great ways to learn notes, but the repetition can get a little tedious), these worksheets would be a great option to use. I will probably laminate my copies so I can use them over and over again!
And parents, if you choose to print a worksheet for your child, you can definitely count it toward their practice time!
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


Martin Fleming and Jim Spohrer of IBM recently wrote, "The role of higher education is important both in productively producing graduates with needed skills (Christensen, Horn, Caldera, & Soares, 2011), as well as being the central player in university-based entrepreneurship ecosystems (Fetters, Greene, Rice, & Butler, 2010).” This was in an introductory paper for the IBM conference on Future Skills and Jobs. All participants were invited to contributed position papers and this post is based on mine. I fully agree with Fleming and Spohrer's point, however, I offer that the process starts earlier.
The skills needed for modern productive work and life demand some level of system design skill from all of us and we need these skills even early in our education. Unfortunately, I do not see a clear set of resources to provide these skills and so a first step is to identify how to teach education and work design to individuals and teams. http://www.slideshare.net/terrigriffith/all-of-us-as-systems-designers-p...
Technology, and even parts of work, has been consumerized. Many tool and process decisions that used to be made by professionals with formal training and organizational authority are now made by the rank and file. This is the case for knowledge management in organizations, university education (e.g., MIT Open Courseware), and elementary education (see Wired's commentary on the Kahn Academy). Let's start with elementary education.
The growing popularity of The Khan Academy with its relatively low-tech videos, problem sets, and gamification raises the question of how students, parents, and teachers should use virtual education. While having access to free explanatory videos is good, having the skill to make effective learning design choices is better. Students, parents, and teachers all need to be thinking about the overall systems design and have evidence-based methods (at least conceptually) for evaluating past choices. Unfortunately the consumerization of education theory hasn’t kept up with the availability of educational options.
At Jim Spohrer's suggestion, I recreated a fourth "r" for the standard reading, 'riting, 'rithmetic, ideas around what should be taught in elementary school. The fourth "r" is recognition. The idea of recognition is that we need to stop-look-listen (prior version of SLL discussion) as we think about learning and work. Rather than chasing shiny technology objects as they appear, we can stop to consider our goals, look for existing solutions, and then listen for feedback as we take our first steps.
It's also true in work organizations that the consumerization of our practices and policies hasn't kept up with our tool opportunities. There is little written about teaching employees how design their work across the broad system of people, technology, and organizational process. For example, while scholars like Richard Hackman and Ruth Wageman provide insights for coaching in teams, they do not cover how teams consider the use of technology.
Organization science researchers (myself included), given the pace of modern technology change, will always be behind the curve unless they shift from studying what has happened to creating models of how to understand, design, adopt, implement, redesign, and ultimately educate others on the best strategies. It isn’t enough to acknowledge that sociotechnical systems exist and are correlated with particular results. We have to help people learn how to build and adjust the systems of their education and their work.
With my forthcoming book, The Plugged-In Manager, and with my academic research, I am trying to build tools and methods that will help all of us develop systems design skills.


One of the issues raised by Gordon Brown during his interview on this morning’s Today programme was skills. Britain’s ‘skills crisis’ is addressed in an important speech this lunchtime by Tory education frontbencher John Hayes.
These are some of the worrying facts highlighted by Mr Hayes:
- Even if the Government were to meet its targets for improving the UK’s skills by 2020, at least 4 million adults will still not have the literacy skills expected of an 11-year-old child and 12 million would not have equivalent numeracy skills.
- Within London unemployment stands at over 300,000, a rate of 7.6% but 61% of employers currently face skills shortages; a rise of 12% in just one year.
- Over a third of adults in the UK do not have a basic school leaving qualification – double the proportion in Canada and Germany. Five million people have no qualifications at all.
- Just 28% of Britons are qualified to apprentice, skilled craft, and technician levels, compared to 51% in France and 65% in Germany.
- Projections suggest that up to 75% of jobs in 2012 are likely to require skills to at least Level 3, but only 50% of the current workforce have attained this level.
Agreeing with the analysis of his fellow Cornerstone MP, Julian Brazier, Mr Hayes rejects the idea that immigration should be used to solve this crisis:
"The Government’s failure to grasp the growing skills deficit helps to explain the scale of migration to Britain from Central and Eastern Europe. Predominately young and hardworking people from the new EU states often have skills that we lack. But immigration is a palliative not a cure for the skills crisis. Unrestricted immigration strains our capacity to provide school places, healthcare and housing and it has an unpredictable affect on unemployment as recently released figures make clear. We should not use immigration as a way of shirking our responsibility to provide people with the skills to succeed."
Until the policy groups report Mr Hayes – like other frontbenchers –
cannot make firm policy but he does outline some options to reskill
- More employer-led vocational education: "We should look again to the role the Sector Skills Councils play. Not all yet work well. But many do. And some, like Skillset, GoSkills and SEMTA, excel. They are employer-led organisations covering specific sectors. Perhaps they should play a more important role at the heart of a demand-led system." and "Better integrating the private sector in vocational course design would improve the fit between the supply of vocation education and demand, so incentivising private sector investment."
- Reworking of the Apprenticeship Schemes: "Central to successful apprenticeship schemes elsewhere in Europe is mentoring by a highly skilled and experienced craftsman. Yet not all Modern Apprenticeship frameworks stipulate the need for each apprentice to have a mentor in the workplace. This lack of mentoring helps to explain why 30 per cent of apprentices drop out of the Modern Apprenticeship programme."
- Professional accreditation to raise status of vocational skills: "Evidence from around the world suggest that licence to practice schemes work help to raise skill levels; increase respect for occupations, improve quality and workmanship; reduce or even eliminate ‘cowboys’ and so increase public confidence… When business and commerce works with educators and trainers, accreditation through independent scrutiny and peer review can provide a competitive edge; a marketing advantage for British business. Quality assurance – designed, respected and chosen by firms which voluntarily opt for excellence. Government could encourage and support this, not least through the buying power of the public sector."
- A new generation of specialist FE colleges: "We could extend the specialist schools idea to FE colleges, giving birth to a new generation of high profile specialist colleges, endowed by and linked to particular businesses or business sectors. Such solutions would work well in urban areas where people could choose between specialist colleges. In rural Britain a different approach is required. We must look at greater collaboration between providers, more satellite campuses and the use of the best technology to facilitate remote teaching and learning. We must go the extra mile to ensure that those in isolated and rural communities have every opportunity to succeed."
A pdf of John Hayes’ full speech and recommendations can be downloaded here.
Later this week there’ll be a debate on vocational education on 100policies.com when David Belchamber will propose his own ideas to address Britain’s skills gaps.


Monday, August 23, 2010
Inquiry is the basis of all education
Students, as part of a bush study, observe the flowers on a nikau palm tree.The students in this particular class were real experts in native plants , ecology and native plant propagation. Such intense inquiry leads not only to science understanding and environmental awareness put also observational art , imaginative art and poetic language work.
The 'new' New Zealand Curriculum (07) is all about students 'using creative, critical and meta cognitive process to make sense of their information, experiences and ideas' - in simple language inquiry learning. The curriculum asks of teachers to ensure all students leave 'confident life long learners'... 'competent thinkers and problem solvers who actively seek, use and create their own knowledge'. Perhaps the opposite is true - teachers do not have to develop such attributes, this is the natural way they learn, their innate 'default mode' until it is 'flipped' by school experiences!
If schools were to centre learning around student inquiry then they would be dramatically changed - and, in particular, how time is used. Today,in almost all classroom literacy and numeracy take up all the 'prime time' , and then, all too often, divorced from whatever inquiry is being done. In an inquiry based classroom all education would centre around inquiry and literacy and numeracy would be integrated into current studies or, at least, developing skills and content comprehension necessary for deep understanding.
To key to inquiry learning is to develop challenging studies and, where possible, studies that arise from the students' interests and concerns. No matter how they are introduced they need to be negotiated with the students so as to develop a sense of ownership and shared purpose. As the curriculum says, students to be able to research and 'reflect on their own learning, draw on their personal knowledge and intuitions, ask questions and challenge the basis of their assumptions and perceptions'. If only!
The best teachers, in my experience, are those who inspire memories in their students of studies; teachers who engage their students in great inquiry studies. Such teachers do 'fewer things well' so as to dig deeply into whatever is being studied. All too often what is seen are 'cut and paste' projects courtesy of one click from 'google'- learners who 'scan' rather than 'dig'. And little evidence is to be seen of transference of literacy and numeracy skills.
Only when done in depth will inquiry ever be taken seriously. It is imperative that that educators, who believe in students being helped to construct their own meanings around their questions, work hard to ensure their students learn to a high personal standard.
All too often schools seem keen to talk about this or that model of inquiry as if it is simply a process - however if nothing worthwhile results then such thinking is superficial and real learning is at risk.
The standards set for current inquiries are too low. When one reads what students produce there is little student 'voice' to be seen; information presented is simply paraphrased rather than critically interpreted. All too often what is missing the importance of relevance, meaning, and sufficient evidence of understanding.
All too often the use of technology is equally as shallow and all too often a distraction - a good example are 'glitzy' but shallow Power Points! The full transformational power of technology is yet to be realized.
Powerful inquiry studies inspire students because of the learning that takes place in the process as well as culminating exhibitions, displays and demonstrations. one vital clue to such studies are the maths, technology and science fair exhibits - which could become models for year long learning. The same would apply to artistic exhibits and performances as well.
In the future students with inquiry and creative skills will be in demand. Such 'key competencies', or 'learning power' are developed by means of involvement in such intense studies or projects. The future will require students who can think through 'messy' problems, write, make, build, imagine, compose, films, and produce all sorts of content.
Teachers need to take inquiry studies seriously and create opportunities for their students to develop their gifts and talents and learning competencies. Authentic assessment should focus on what students can do and this is best determined when students are asked to apply what they have learnt to new experiences or situations.
In the future, as one school mission states for their students, 'by our actions we are known.
The best inquiry studies endure, if they are personally meaningful; if they contribute to the future careers and interests of the students.


Early childhood learning for ages 2 1/2 - 3 years
|Preschool Class||2 days/week||Tuesday/Thursday||
|Extended Days||1 day/week||You Choose||
|Extended Days||2 days/week||You Choose||
|Lunch Bunch||1 day/week||Choose your day||
|Lunch Bunch||2 days/week||Choose your day||
Whether this is your child’s first experience in a setting away from home or they are comfortable in a teacher led classroom, this class will be right for your child. Not only will your child be exposed to educational themes that are stimulating and age appropriate, but their social development will sky rocket with the carefully structured activities led each day.
Our program for children 2 1/2-3 yrs will provide your child with valuable classroom experience to help prepare them for more formal educational settings and more intricate lessons as they get older. Social development at this age is very important and many of our educational lessons are structured around social learning. You will see an improvement with speech, independence, responsibility and empathy to name a few. Listed below are some examples of the educational components you will see in this class:
Literacy: Daily story times, recognition and introduction to the alphabet with proper pronunciation, pre writing skills, recognizing beginning, middle and end of stories, and name recognition.
Math: daily counting and quantity, weight (heavier vs. lighter), shape recognition and labeling, beginning patterns, matching, and comparing and contrasting.
Social studies: community awareness to include introduction to the different types of community helpers, social constructs, imaginative exploration of careers, personal safety and responsibility as well.
Science: Experiences of basic science concepts like: cause and effect, states of matter, and observation and reasoning. Students will also experience nutrition education, basic human anatomy, life cycles, and physical education which will be experienced in our 7000sq. ft. Gymnastics facility and outdoor play yard.
Social/Life skills: Enhancing independence in areas such as clothing themselves, personal hygiene, using verbal and signed language to get needs met, sharing, taking turns, cleaning up after using the potty, character building, manners, and participation in all school activities.
Lunch Extension - Your child can stay after class and have lunch with us from 11:45-1:15 each day, just pack a healthy, nut free lunch and we'll do the rest.
Early childhood learning for ages 2 1/2-3 years flyer
2 day/week program:
2 day/week program:$165/month
1 day/week: +$175/month
2 days/week: +$300/month
*extended day costs are in addition to the morning preschool session you choose.
1 day/week: +$45/month
2 days/week: +$65/month
Registration Fee: $150/year


This is the VOA Special English Education Report.
We continue our series on learning disabilities with a look this week at a condition called dyspraxia.
Dyspraxia is a movement disorder. The World Health Organization says about six percent of children show some sign of it. The majority are male.
The National Center for Learning Disabilities says people with dyspraxia have trouble planning and completing fine motor tasks. The brain has trouble sending messages to the body to do what the person wants. Something as simple as waving goodbye may be difficult.
There are different levels of severity, and the effects can change over time. Babies may not try to crawl or roll over. They may have difficulty moving just their eyes instead of their heads.
As they get older, children may have trouble walking or holding a cup, riding a bicycle or throwing a ball. Trouble with letter formation or slow writing can interfere with school work.
People with dyspraxia may even have trouble speaking. So imagine the difficulty in learning a sport. Adults can have problems driving a car, cleaning the house, or washing and dressing themselves. Social skills are another issue. People with dyspraxia can have trouble making friends.
Like other learning disabilities, it cannot be cured. Children might be laughed at by other children. Teachers might think they are slow. The problem is not with intelligence but with motor skill development. Yet experts say the result of these reactions can be depression and other emotional problems.
This is one reason why early intervention is important. Children might feel a lot better about themselves if they understand why it takes longer for them to learn to do things.
Experts say it is important for parents to provide help and support to dyspraxic children from an early age. Helping them learn easy physical activities that develop coordination can build their trust in themselves. And simple activities can progress toward more complex tasks. Working with occupational, speech and physical therapists can lead to further improvements.
A person with dyspraxia might also have other learning disabilities such as dyslexia or dysgraphia, which affect reading and writing. You can learn about these disorders at voaspecialenglish.com. We have transcripts and MP3s of our series on learning disabilities. Next week the subject is dyscalculia, a disorder involving mathematical abilities.
And that's the VOA Special English Education Report, written by Nancy Steinbach. I'm Bob Doughty.


Using both child-guided and adult-guided learning, Intentional Teaching in the early years can be a powerful tool for enhancing young children’s numeracy skills. As Epstein (2009) notes, this can include providing “opportunities for children to represent things by drawing, building and moving” (p. 47). This paper investigates how kindergarten (four-five year olds) children represented and demonstrated numeracy concepts through their drawings and explanations, completed for a research study that used arts-based strategies to enhance children’s environmental understanding. This research study involved kindergarten children in Australia creating and exchanging postcards (drawings and explanations) of their local environments with their peers in Canada. Findings include that the kindergarten children, through creating postcards of their physical environments and explanations, demonstrated their growing understanding of numeracy concepts, such as spatial orientation, quantification and attributes of objects. The study argues for quality Intentional Teaching and the development of an ‘early childhood numeracy progress monitoring framework’ that maps and assesses children’s mathematical development.
& Sorin, R.
Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning.
Australian Journal of Teacher Education, 41(5).


The Early Childhood Longitudinal Study found that of the children who were read to at least three times a week as they entered kindergarten had a significantly greater phonemic awareness than did children who were read to less often, and were almost twice as likely to score in the top 25 percent in reading.
Everytime when you read to a child, you're sending a " pleasure" message to the child's brain, conditioning it to associate books and print with pleasure. There are, however, " unpleasures" the child comes to associate with reading and school. Learning can be tedious and boring, threatening, and without meaning - endless hours of worksheers, hours of intensive phonics instruction, and hours of unconnected - test questions. If a child seldom experiences the " pleasures" of reading and increasing meets its " unpleasures" the natural reaction will be withdrawal.
What are the skills a child needs for kindergarten?There is one skill that matters above all others, because it is the prime predictor of school success or failure: the child’s vocabulary upon entering school. Yes, the child goes to school to learn new words, but the words he or she already knows determine how much of what the teacher says will be understood. And since most instruction for the first four years of school is oral, the child who has the largest vocabulary will understand the most, while the child with the smallest vocabulary grasps the least.
Once they begin reading, personal vocabulary feeds (or frustrates) comprehension. And, since school grows increasingly complicated with each grade, that's why school-entry vocabulary tests predict so accurately.
We make it a habit to read to the three girls before bedtime. Hope through this, we can send more " pleasure" message for them...


I was in marching band and the skills I learned then, I have utilized in life as an adult. Being in marching band is fun and memories are made, but it is so much more than that. Without even realizing it, kids are learning life lessons that they can hang onto for the rest of their lives. There is a sense of belonging and community and it becomes a family like unit. There are so many values being instilled in the hearts and minds of marching band students, even some that can’t be explained with words. As an adult, I have become aware just how much I took away from my time participating in marching band, and I wanted to share 5 life lessons marching band teaches kids.
1. Discipline and work ethic
There are so many balls to juggle at once during marching band practice. Not only do students have to memorize music, they also have to memorize drill charts, march the correct direction so they don’t run into someone else, know how many counts it takes to get to the next chart, make sure they’re playing the correct notes, and remember to wear the hat, gloves, coat, shoes, and pants. Not only that, uniforms must be dry cleaned between each football game or contest, students must show up to rehearsals early or they are considered to be late, and having a good attitude even when rehearsal goes on longer than expected is a must. Kids get hot, tired, worn out, reeds get broken, they march in the rain, and sometimes they even get stepped on when someone doesn’t read their chart correctly. Working as part of a team is so important and is an essential life skill that is taught.
2. Time management
During marching band season, there will be Friday night football games that are home and away, marching band contests that are in town or several states away, early morning rehearsals before school every day as well as some Saturday mornings, and sectionals that are called with just your instrument group. Now, imagine juggling all of this while also trying to live your life. Students still have homework, even if they miss school. They will have church functions, sports practice, piano lessons, family commitments, and not to mention just trying to find down time for themselves. Once these students become adults, time management will come so much easier to them because they are used to doing it.
I will never forget being at band competitions and hearing the cheers from the other bands. Not only that, if a band member sees someone else is needing help, they never hesitate to give up their time to help them one on one. At any time, you will see someone carrying someone else’s instrument, helping button up a band coat or fix a crooked hat, or helping the pit crew set up all their gear. Being a part of a team instills a sense of confidence, which helps in job interviews and future jobs.
There will always be students who don’t want to do what the rest of the group is doing. But, like I said, you will see most students stepping up to help. If everyone needs to sit on the practice field so the band director can work with the flute section, they do it. If the color guard girl has dropped her flag for the third time, students are patient while she gets extra help. If an extra band rehearsal is called because bad weather caused the last one to be cancelled, students for the most part will cooperate and use flexibility. This is a huge life skill that is important to have in adulthood.
From the first day of marching band practice, respect is taught. If the band director is talking, you stand at attention and are quiet. If your section leader says we need to practice measure 8-20 one more time, you show respect and do it. Not only that, students realize they are representing their school and community at every performance, and respect must be earned and kept. Respect is something that some kids have a hard time with. Marching band helps instill this skill into the minds and hearts of young people.
Were you in marching band? What life skills did you learn that you are using today as an adult?
If you are a parent, student, or teacher who wants to learn more about music, connect with other musicians, or wants to post their latest videos of what they’ve been working on, I would love for you to join my Facebook group Music Education Connection. Collaborate, learn from each other, and grow new friendships. This is a place to receive encouragement, positive feedback, and to ask questions.
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Play helps children to develop the skills, knowledge, and values that lay the foundation for later learning and development. For example, play helps children learn to listen, work with others, and use language to express themselves. Evidence shows that developing these foundational skills is more important for young children than is knowledge related to particular subjects like language arts, science, and math, which children develop as they advance into formal schooling.
Research on playful learning, particularly guided play, indicates that this approach is equally effective to direct instruction in delivering academic content, and leads to better academic and non-academic outcomes for young children. The balance between freedom and structure in guided play encourages children to become active and engaged partners in the learning process. Outcomes supported by playful learning include motivation, executive function and self-regulation skills , cooperation, social skills, creativity, reading, writing, speaking, and math, among others. Furthermore, play helps to build the idea that learning is fun and meaningful. By promoting active engagement and opportunities for new and creative experiences, learning through play empowers a child to be an active and confident learner.
In summary, playful learning is crucial for supporting children’s social and emotional development and creativity, which, in turn, eases their transition to formal schooling and later academic achievement.


Brandon Ballengée’s Love Motel for Insects is a great example of how contemporary art has the ability to enhance a K-12 curriculum that focuses on STEAM (Science, Technology, Engineering, Art, and Mathematics) learning. Love Motel for Insects is an ongoing public art installation raising awareness about local ecosystems by connecting humans and nocturnal anthropods.
The nocturnal insects are attracted by UV lights, creating a performative scene when the sun goes down. These ‘social sculptures’ bring humans and insects together in an intimate setting and offers a unique opportunity to witness tiny and often elusive organisms in action. Ballengée accompanies these installations with talks and workshops. Love Motel for Insects is a great example of how we can use art in a non-intrusive manner to create something that gives us insight into the natural world.
Artfully Learning is an experiential and critical cross-examination of the fine art world and the educational sphere. Through the lens of both art historian and educator, I explore examples of artwork that have symbolic learning capabilities inside and outside the classroom. So why is this important? Why are two seemingly divergent worlds actually more similar and vital to each other than it would seem? First, the discipline(s) of art, as well as education are at a crucial time in our society. Politicians are threatening the foundation of both art by proposing to defund the National Endowment for the Arts and Humanities; and education by suggesting the elimination of the Department of Education and deemphasizing public schools in favor of “school choice.” Secondly, the arts within an educational environment are vital because both areas of interest have numerous benefits across our cultural landscape. These benefits called “habits of mind” were nicely described by Lincoln Center’s Capacities for Imaginative Learning program as:
These criteria are essential for developing an art education curriculum, but they are also evident in many works of contemporary art being made by professional artists. The following series of posts will look at how we might think of responding to contemporary art using the tenets of educational theory and practice.


At secondary level, students begin to study a wider and increasingly more abstract range of concepts. Session content tends to be directed by the student as well as by concepts identified by me.
A typical session starts with a brief mental arithmetic focus, as it is still important to retain and use numeracy skills. We then focus on one or two concepts in more depth, teasing out the difficulties that the student is having and working on their understanding.
Flexibility is key- whilst I plan ahead for which concepts we will cover, if something arises that week that the student wants to revisit, that will be accommodated if possible. I have a range of suitable textbooks and other resources which give lots of opportunity for practise, my emphasis being on students talking and doing as much as possible. I provide tools such as a scientific calculator, geometry set etc but it does help for the student to become familiar with using their own tools if possible.
Students do not have to undertake a national test or exam in this key stage, but I am happy to advise and help with exam technique for any school set exams.


Virtual worlds are emerging as the new frontier in the use of ICTs for the engagement of students in primary, secondary and tertiary education. In 2010 the use of the virtual world, Second Life, was trialled as a pedagogical tool in the training of Visual Art Education students studying at Southern Cross University. The students, physically located at three regional campuses, spent time in-world discussing concepts, visiting art sites, creating 2D and 3D art work and designing an exhibition space. This case study makes a comparison between traditional and mixed mode delivery and recommendations are proposed in relation to strategies for implementing the use of virtual worlds in Visual Arts teacher training and Secondary School Art Education.
Jacka, L & Ellis, A (2010) 'Virtual arts: visual arts education in the virtual world of Second Life', Australian Art Education, vol. 33, no. 2 (Special edn), pp. 125-139.


“While the Board of Education and the Department of Education recognizes the importance of basic skills, we also understand the importance of the art education,” said State Superintendent of Schools Steve Paine. “Art education allows a child to fine-tune other vital skills necessary to succeed in the 21st century such as critical and creative thinking.”
Encompassing the four disciplines of the Arts, theater, visual art, dance and music, Arts in West Virginia Schools Month recognizes the importance they play in the lives of everyone, including children. March is celebrated on the national level, as well, as a time to celebrate all of the four disciplines. National Youth Art Month, Music in Our Schools Month and Theatre in our Schools Month will all be recognized throughout the month of March.
Studies have shown that an Arts-based education increases academic success, heightens standardized tests and lowers the incidence of crime among general and at-risk students. Studies also indicate that young people who participate in the Arts for three days a week for one year are four times more likely to be recognized for academic achievement and three times more likely to be awarded for school attendance.
For more information about Arts in West Virginia Schools Month, contact Julia Lee, West Virginia Department of Education Arts Coordinator, at (304) 558-7805.


This project was an Australian Government initiative to identify effective practices to support literacy development in low SES primary schools. It was implemented in conjunction with the Australian Primary Principals Association, Griffith University and the Australian Catholic University. It involved 60 primary school principals from low SES schools from the Government, Catholic and Independent sectors in Western Australia, Northern Territory, South Australia and Queensland.
The project had an initial emphasis on five modules, which were delivered in a series of professional development workshops. These workshops linked to supported activities in schools, implementation tasks with related materials and online communications. The modules were designed so that principals could use the material for professional learning with their teachers and for the development of the schools as professional learning communities.
Literacy Achievement Advisors were appointed in each state and territory to support principals in putting their new knowledge and skills into action and to provide consistency in the data gathering on the implementation of the project.
Surveys and interviews demonstrated significant improvements in principal and teacher knowledge of the reading process and how to teach it. In the relatively short timeframe of the intervention, student achievement also showed improvements in a range of literacy areas. Emeritus Professor John MacBeath from the University of Cambridge, an external evaluator, made the following comments:
"This is a highly impressive piece of work offering demonstrable benefits to principals, teachers, support staff and to students".
"This study is not only impressive in its reach and rigour but has a great deal to say to school leaders and teachers about the art of the possible, even in the least propitious of circumstances".
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For years, researchers have been linking advanced mental capabilities in students and those who pursue music education. Researchers at Northwestern University worked to find a link by studying children in Los Angeles receiving free music education through the Harmony Project, a nonprofit organization that works to provide free music education to low income students. Researchers split the children into two groups: the first group received two years of music education by the end of the study and the second group received one year by the end of the study. What they found will help to clarify exactly what it takes for music education to impact the learning abilities of children, “we found that the brain changes only followed two years of music training,” Dr. Nina Kraus, director of Northwestern’s Auditory Neuroscience Laboratory, said in a press release. According to the study, music education does make a different but it is not a quick fix.
Contributor: Phoebe Roe