Providing traditional music lessons on a range of instruments
Do you want to learn an instrument? Would you like to explore musical instruments? Come and experience the vast repertoire of music through the ages?
Music engages both hemisphere’s of the brain. Get your brain in gear by learning an instrument. Ask Central Coast Music Therapy if music lessons are meant for you.
Music is fun. It nurtures creativity and self-expression. Learning music encourages good listening and comprehension while improving memory and concentration.
Through instrument exploration clients/students will gain an understanding of instruments and experience a wide range of musical styles. The experiences gained through music develop physical, cognitive, psychological and social benefits for the individual. Some benefits of learning an instrument include:
- fine and gross motor skills (physical)
- provide body awareness (physical)
- discipline through practice (cognitive)
- increase attention span/attention to task (cognitive)
- provides a sense of accomplishment (psychological)
- promote a sense of control (psychological)
- develop interpersonal relationships (social)
- increase involvement and participation (social)
Our staff is able to provide traditional music lessons on a range of instruments including:
- Beginner guitar
- Beginner ukulele
- Early childhood music exploration
- Music appreciation
When learning an instrument the student will be able to engage, for example, in:
- Sound exploration
- Music based discussion
- Music skill building
- Music performance
- Music instruction
Book or enquire about a music lesson
Book a music lesson
Please fill in your details below to book a music therapy session and we will get back in contact to confirm your booking.
Music therapy has the ability to improve the lives of people.
Discover music as therapy
Music therapy is a professional discipline that utilises planned and controlled music to achieve therapeutic goals and aims. Music therapy is the functional use of musical interaction to enhance and develop socialisation, communication, selfexpression, and sensory-motor skills.
Sarah Fisher Dobbin
Sarah has been working in music education with students with a range of needs. This includes working in schools that cater for students with behaviour issues and emotional issues, schools for students with moderate to severe intellectual and physical disabilities and in mainstream settings.
Music therapy goals
There are a range of music therapy techniques and interventions that are used during music therapy sessions. There are planned components but there are also activities that can be used in the moment dependent upon reaction, feelings and willingness of the participant(s).
Music Therapy has been wonderful for April. She is singing with more confidence and with more articulation, making her speech clearer and easier to understand. She is enjoying all aspects of her sessions, becoming increasingly less anxious. She particularly enjoys using the microphone.
Lyn – Mother


ERIC Number: EJ509172
Record Type: Journal
Publication Date: 1995
Reference Count: N/A
Children's Literature as a Springboard for Music.
Fallin, Jana R.
Music Educators Journal, v81 n5 p24-27 Mar 1995
Maintains that children's literature is a treasure waiting to be discovered by music educators. Describes how children's literature can enhance student motivation, creativity, and foster multicultural education. Includes a list of 40 trade books that can be used as resources for music education. (CFR)
Publication Type: Reports - Descriptive; Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


"Villa-Lobos's programme included not only initial music instruction in primary and technical schools but also education on a mass popular scale through choral, or 'Orpheonic' (originally acappella) singing, of Brazilian music in particular. Such 'civic exhortations' involved on one occasion in 1935 some 30,000 voices and 1000 band musicians, and in 1940, and again in 1943, nearer 40,000 singers. The regime's patriotism undoubtedly boosted Villa-Lobos' own, but whether he truly shared its far-right leanings has been a matter of considerable debate. That he was initially concerned more with his individual career is undisputed. But at the same time his music and education policy was intentionally taken up as instruments of ideology, and he himself saw the mass gatherings as a powerful tool for inculcating a nationalist fervour."
It is known that in the 1930s and 40s, Villa-Lobos fostered music education and Brazilian nationalism simultaneously through choral performances involving tens of thousands of singers. According to Behague, scholars differ on the question of how much the composer accepted the right-wing politics of his government but tend to agree that these mass choral celebrations helped advance his career.
Have questions about what plagiarism is or about how to avoid it?
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J. Richard Gentry
Author, Educator, Speaker
Best 21st Century Practices
for Kid Writing in
Kindergarten and First Grade
Session time is flexible; full day recommended; may be extended to 2 days or more
What are the best practices for developing emerging writers (and readers!) in kindergarten and first grade? This power packed hands-on workshop brings kid writing into the 21st century.
Phase Observation and Kid Writing treat literacy as global development based on how children process reading and writing rather than testing and teaching skills in isolation. The spotlight is on formative assessment and targeted teaching allowing for more input from the teacher for monitoring each child’s literacy development and improving student outcomes in order to align with district and state requirements and common formative assessment expectations.
Step One: Draw-Your-Story or Draw-Your-information
Step Two: Kid Writing – Guided Phonics-Based Spelling
-Stretching Through with a Moving Target
-The Magic Line
Step Three: Adult Writing: Teacher Publishing for Reading and Rereading
Step Four: Focused Mini-Lessons, High Frequency Words, Handwriting
Step Five: Quick Share
Step Six: Publication for motivation and success
Resource (Just released May 2017):
Feldgus, E., Cardonick, I., & Gentry, J.R.(2017).
Kid Writing in the 21st Century:
A Systematic Approach to
Phonics, Spelling, and
Los Angeles, CA: (Hameray Publishing Group)


Individualized Program: Each child’s ABA Intervention program is uniquely created for his or her needs based on a comprehensive functional assessment that identifies core deficits and excesses. This is individually tailored to fit unique learning styles, and continuously adapted as the child progresses to higher skill levels
Language Priority: Acquiring language is one of our primary goals. Each child learns to request wants and needs, to comment about the world, to answer questions, to imitate the language of others, and eventually to read, write and respond in their own words. We use several methods – including PECS (Picture Exchange Communication System) for those with significant deficits in vocalizing. We concurrently teach vocalization to give the foundational skills for language development.
Generalization: ABCs unique 5-level generalization program was developed by Co-Founder Brenda Terzich-Garland (Recreating Environment to Accelerate Learning, R.E.A.L, 1996) to enable skills learned in therapy to be used quickly in everyday life. This is a systematic 5-level program to generalize skills from a structured environment to the natural environment for integration into daily life.
Data-based: We believe that data specific to behaviors of each child should be the fundamental basis for their program. Hence, data of how the child reacts is meticulously collected each session and analyzed fully — daily, weekly, monthly and quarterly– to see the child’s rate of improvement and determine how to progress with the child’s program.
1:1 Child/Adult Ratio: ABC believes in ensuring a 1 to 1 ratio to give appropriate focus to each child specially at the start of a program. Only when a child can benefit from social interaction do we enhance the program to enable interaction in pairs or small groups.
Parent training: Parents play a central role in a child’s development. We aim to give the best training to ensure a consistent approach in both our center and at the child’s home. We have an open door policy where parents can observe upon appointment. We automatically include parent/caregiver training as part of our package to maximize the effectivity of our program for your child.
Positive Programming: To address behavior problems that prevent children from learning skills, ABC uses Positive Programming Procedures.
Our global success is driven by: our data-based approach, our emphasis on language, and our unique 5-level generalization (R.E.A.L.) program.


In this fine book, addressed not only to dave chappelle's numerous fans from all walks of life but also to scholars searching for an interesting application of critical theory, kevin wisniewski gathers 12 essays that collectively might be said to answer the question that rapper lil jon asks--what this question and its. Instead of searching the online catalog, however, you search for articles inindexes, which are listings of articles by subject and by year of the article's publication a large majority of critical articles will be in the form of book reviews, which are critical essays designed to tell their readers whether a book is worth reading. Six characters in search of an author, luigi pirandello's best-known play, contrasts illusion and reality, as do several of the author's other works it may also be thought of as a dramatic criticism of the popular but artificial “well-made” play of the nineteenth century instead of starting with a cleverly constructed drama. More than sixteen years have passed since the initial publication of in search of april raintree because it has been used as at the same time, the serious attention these critical essays pay to the book validates its importance as a central text in native literature the book certainly deserves a place in. Critical analysis learning and teaching resources on the topic of critically evaluating information to use an individual resource in your teaching materials ( in when searching for information on a particular health question, the evidence pyramid will help with determining which pieces of evidence are the best quality.
Guide to critical essay writing the different stages you need to go through to write an excellent critical essay: de-code the essay title plan your essay research your subject structure your esssay develop your argument and introduce counter-arguments use relevant evidence develop your academic writing style find. Part of becoming a successful critical reader is being able to translate the thoughts you had whilst reading into your writing below are some written examples of the observations a critical reader may make whilst commenting on various issues in text. Why is brainstorming an important step 8 planning 8 researching the topic 9 searching advice 9 exploring encyclopaedia, bibliographies 9 searching journal indexes, electronic journals 9 how much to read 10 getting started 10 reserve list 11 recording a reference 11 note-taking 11 reading critically 12. Research papers search engines how to write the research paper english ms watson sources for free research paper on water pollution lifewire dissertation proposal qualitative research writing college essay scientific net google research papers search the core team new ai based search engines are a game.
A literature review is a critical analysis of published sources, or literature, on a particular topic it is an the literature review is generally in the format of a standard essay made up of three components: an introduction, a body and a conclusion it is not a list the library would be the best place to search for your sources. A literary critical analysis where one or two main concepts are analysed using specific examples from the work to support one's assertions and point of view.
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The masterful story illustrator of the “Golden Age of American Illustration”
Henry Patrick Raleigh was born in Portland, Oregon in 1880. Henry dropped out of school when he was 12, to help support his family. At first he sold newspapers, then he got a job with coffee-importing firm. He worked at the San Francisco docks alongside sailors from around the world. His young imagination pictured the distant ports as the sailors filled his ears with amazing tales. He was anxious to transfer these vivid images on to paper. He started to sketch and found pleasure sharing his drawings. He was able to impress the dock workers as well as his boss, Colonel Clarence Bickford. Bickford took a liking to this bright child and offered to pay Raleigh’s tuition to attend the renowned San Francisco art school, the Hopkins Academy. From the beginning of his art education, he outpaced the other students.
In three short years he graduated from Hopkins and got a job with the San Francisco Bulletin newspaper. As an “on the scene” newspaper artist, he saw life in its most extreme and emotionally charged aspects. Raleigh honed his skills as a sketch artist. His abilities grew and at the age of nineteen he was among the highest paid newspaper artists in San Francisco. William Randolph Hearst discovered Henry and asked him to relocate to New York City to work for the Journal. Nine months later, The World offered him a position, with an exceptional salary increase, to focus on illustrating Special Features. This new position required him to work only three days a week. He covered all of the society events to sketch the well-dressed men and beautiful women of New York society. Working a short week gave him the opportunity and the time he needed to expand his career into magazine illustration.
Early assignments came from Vanity Fair, Harper’s Bazar, Collier’s, and Saturday Evening Post. Henry had just turned thirty and he was making more money than he could have imagined. He traveled to Europe at least once a year because he found that traveling to exotic locations was the one thing that would balance his life. Travel was the revitalization tonic that stoked the fire of passion for illustration. WWI was in its third year and Raleigh’s “Hunger Poster” was selected by the government for a distribution of 5 million copies. He subsequently illustrated four additional abstract and emotionally charged war posters. In 1914 Raleigh was chosen by Collier’s to provide illustrations for a five-part serialized story by the most popular author of the period, H. G. Wells. The “Bealby” story was immensely important for Collier’s and overnight made Raleigh one of the most sought after illustrators in America.
The 1920’s was age of optimism. The magazines of the period grew in readership and profitability and so did the artists. Raleigh worked at a feverish pace. By his twenty-fifth year as a commercial artist he had published over 20,000 illustrations. During the depression and for three decades his average income was well over $100,000 per year. He has often been referred to as the most prolific commercial artist of the period. In a 1925 article rebounded Art Critic, Evert Shinn proclaimed him “America’s greatest illustrator”. He was praised in articles in International Studio, Harper’s and Vanity Fair, periodicals not usually impressed with the art of illustration. He was the star of the famous Westport, Conn, art colony. He had a reputation for generosity and supported three families. For almost thirty years, most issue of the Saturday Evening Post featured the drawings of Henry Raleigh. In all he was called upon to illustrate over five hundred Post stories for such revered authors as F. Scott Fitzgerald, Agatha Christie, Stephen Vincent Benet, William Faulkner, Sinclair Lewis, and Somerset Maugham.


These Print and Fold Alphabet Books are designed with a high level of picture support. Each sentence has the same pattern: _____ is for _____. Because of this highly supportive format, children can learn basic foundational skills while also developing letter identification skills. These books are designed to be introduced at school and then sent home for repeated reading.
This pack includes a book for each letter of the alphabet. For the vowels, two books are included. One book features the short vowel sound and the other book focuses solely on the long vowel sound.
My kids love to use these to play Very First Alphabet Sentence Matching Games. To prepare, just print on cardstock and cut the individual pages out to use as playing cards for your favorite memory/matching games.
I have included two pages of cards for a Very First Alphabet Sentence Bang Game. To play, just lay the alphabet cards you would like students to read and the “Bang” cards face down on a table. Students take turns picking and reading cards. But if they get a “Bang" card, they have to put all their cards back. My kids ask to play this game again and again.
The letters on the title page are presented in outline form. I like to have students use colored pencils or thin markers to trace within each letter using several different colors.
These pictures appear in color, but also print well in black and white.
Thanks so much for stopping by and taking a look!
Sincerely, Anne Gardner, NBCT Literacy
Very First Sight Word Sentences
Very First Reading Comprehension Passages: Guided Reading Level C
Very First Reading Comprehension Games
Kindergarten Reading Comprehension Passages for Students Transitioning to Level D
Reading Comprehension Passages for Guided Reading Level D
Reading Comprehension Passages for Guided Reading Level E
Reading Comprehension Passages for Guided Reading Level F
Reading Comprehension Passages for Guided Reading Level G/H
Reading Comprehension Passages for Guided Reading Level I/J


ERIC Number: ED450466
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Early Childhood Education & the Elementary School Principal: Standards for Quality Programs for Young Children. Second Edition.
National Association of Elementary School Principals, Alexandria, VA.
This second edition provides principals, teachers, and parents with new insight into early childhood education. Research underscores the importance of increasing emphasis on literacy and language acquisition, using assessment tools effectively, expanding community linkages, meeting the needs of a diverse student body, balancing academic and emotional learning, and infusing new technology into curriculum and instructional practices. Quality indicators for the organization include a continuing review of research, a public mission statement, scheduling practices reflecting developmental stages, grouping practices facilitating individual learning, and the allocation of sufficient time. Quality indicators for curriculum and instruction include balancing and integrating of all learning areas, varying teaching strategies, providing adequate materials, and creating a stimulating environment. Quality indicators for personnel include a knowledgeable principal who collaborates with key groups, programs, and agencies. Quality indicators for assessment and accountability include an approach consistent with developmental philosophy and research, a school, that is ready for children, and principals who support the implementation and management of programs. Quality indicators relating to parents include sustained communication, partnerships with schools, program involvement, and a principal who works with the community to address unique needs and situations. Quality indicators relating to the community include staff who understand the impact of culture and home environment on learning, provisions for child care, and a principal who works to ensure a smooth transition into public schools. Appendix A provides a checklist of quality indicators, and Appendix B provides a planning guide for school improvement. (Contains 46 references.) (TEJ)
Descriptors: Academic Achievement, Academic Standards, Benchmarking, Curriculum Development, Curriculum Enrichment, Curriculum Evaluation, Developmentally Appropriate Practices, Early Childhood Education, Early Intervention, Educational Quality, Educationally Disadvantaged, Elementary Education, Parent School Relationship, Program Effectiveness, Total Quality Management
National Principals' Resource Center, NAESP, 1615 Duke Street, Alexandria, VA 22314-3483 ($19.95). Tel: 800-386-2377 (Toll Free).
Publication Type: Legal/Legislative/Regulatory Materials
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: National Association of Elementary School Principals, Alexandria, VA.


The 2018 Games are Over!
We had 65 teams this year.
Kidlink Hopes that Everyone Enjoyed the Games!
Landmark 2018 Certificates & Slideshow coming Soon!
Hello and Welcome from your project coordinator, Terry Smith, associate professor in elementary education at Radford University.
This challenging project is for students ages 9 and up, typically in grades 4 through middle school. Because the age ranges can go as high as 16 with some of our international players who speak English as a second language, the project has two levels of play. The younger players are in the Primary Game (Groups A, B, and and sometimes we add a C group) and the older players usually are in the Challenge Game. Younger teams are welcome to be in the Challenge Game, but the level of difficulty is much greater. See the instructions on each of the links above for rules specific to these two levels of play.
Who participates in Landmark? Teams from The Czech Republic, Lebanon, Russia, USA, Germany, Taiwan, China, Pakistan, South Africa, France, Brazil, Canada, Australia, Israel, Canada, Spain, England and Slovenia.
Sample Videos: Mrs. Bashour’s class in Lebanon.
Project-based Learning in Global Competencies
The cross-curricular Landmark Games provide practice for developing the global competencies students need to succeed. While working with topics related to geography, history, literacy, math, and science, students are also developing the competencies with Collaboration, Organization, Critical Thinking, Problem Solving, Creativity, Technology Skills, and Global Awareness. One exciting outcome is that Teachers develop enduring relationships for future classroom-to-classroom interactions around the world!
How to Register and Join
If you have played before, you do not need to register again. Previous teachers can just send their information directly to firstname.lastname@example.org.
If you have not played before and are not already a Kidlink member : Go to the following link for new teacher registration.
Networking With Other Professionals
We have a project Facebook Group (a closed group for teachers only – Please Request to Join) where important project communications are shared. And you can tell us about your part of the world, what your class likes to do, and about your school. You can communicate with other participants from all over the world. We always encourage creative use of technology so also communicate with Skype, Twitter, Padlet, and texting as well as email!


Playing, talking, and reading with young children boosts their language and early literacy development—and sets the stage for success in school and life. This free downloadable e-book From Babbles to Books, by Brookes Publishing Co., is packed with easy-to-use (and -share) ideas you can try right away.
Whether you use this book as a source of fresh classroom strategies or to help parents support their early learners at home, you’ll find more than 100 tips and dozens of activities like these:
- 12 Ways to Include Babies, Toddlers, and Children in Conversations
- Tips for Boosting Key Language Skills During Everyday Routines
- What Shared Storytime Should Look Like
- How to Use Fiction and Nonfiction Together


Observational methods in human development research studies developmental psychology turned observations developmental psychology changed. Biang, katherine t and klett, mitch, conflict resolution and moral development in early childhood: an observational study (2015)mcnair scholars paper 2. Research methods in developmental psychology by angela lukowski and helen milojevich university of calfornia, irvine what do infants know about the world in which they live – and how do they grow and change with age. Quizzes science psychology developmental psychology lifespan developmental psychology quiz in naturalistic observation research. Journal of applied developmental psychology 12 while doing our research of child development we began to observe a group of [tags: child observation report. Methods of collecting data observational research: one major advantage of the case study in psychology is the potential for the development of novel. Msc psychoanalytic developmental psychology “i chose to study psychoanalytic developmental psychology at the anna through observations and research. Research papers on child development and developmental issues observed in early childhood psychology paper masters' teaches you how to write on child development through observation.
Developmental psychology chapter 1 1 orientation to lifespan development a life span development- field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan. [tags: child development observation] 880 words (25 pages) strong essays: child observation report essay - the pre-school is in a small predominately-white rural village with a high ratio of staff. Home introduction ecological theory research methods assignment: observation correlational research interpreting correlation theories of development. Recently published articles from journal of experimental child psychology to the original research article in facing bias in literacy development. Within a longitudinal developmental research associated with the longitudinal developmental research design developmental psychology. Applied developmental psychology focuses on how knowledge and research regarding human psy 5/610 evolution and development psy 5/610 observational research.
Naturalistic observation is often the only way human development can be studied developmental psychology became scientific, like other forms of psychology, in the middle of the nineteenth century. A study method that involves covertly or overtly watching subjects' behaviors in their natural environment, without intervention naturalistic observation is a common research method in behavioral sciences such as sociology and psychology. Naturalistic observation research in the natural environment most naturalistic observation is unobtrusive research in psychology.
Developmental psychology developmental psychology is the scientific study of how and why human beings change over the course of their life originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. To study changes in individuals over time, developmental psychologists use systematic observation self-reports, clinical interviews, or structured observation case studies and ethnography or participant observation three common research methods are the experimental method (which investigates cause and effect), correlational method. There are many different ways to approach an observational study psychology 101 crash course psychology hank green research methods developmental psychology. Developmental research methods it is imperative that individuals studying any branch of psychology become familiar with the methodology applied to this scientific discipline.
Case study using erikson's developmental stages 2013 case study r is a 23-year old woman who was raised in a middle-to-upper class suburban household. The most important skill needed for structured observation is an understanding of developmental theories and the effect environmental factors have on development all aspects of observed behaviour according to sheppard (2006) as citied in (adams, dominelli, & payne, 2009, p 211), must be rigorously explained, analysed and. The developmental psychology graduate program has been (observation), and psychology most students would be expected to complete psychology 770 (research. Naturalistic observation is the research practice of studying human, nonhuman, and nonliving subjects in their natural environments some things are best observed outside of a controlled laboratory facility.
Many different research methodologies are used in psychology so many approaches exist because psychologists are interested in a wide range of. Developmental psychology test 1 if a researcher wanted to study the development of which of the following is the major drawback to observational research.
How do psychologists study child development methods of studying children: the background updated education & development health, sports & psychology. Research techniques: self-report, naturalistic observation, experiment, clinical interview developmental psychology – fall 2001 bc1127 and 1129.


Belmont is a moderate learning difficulty school which specialises in complex difficulties such as social, emotional, medical, speech, language and comprehension difficulties. Our senior leaders, teachers and support staff are highly skilled in meeting the individual learning, behaviour and social needs of children with complex learning difficulties. The school accesses a range of specialist services through Gloucestershire’s multi agency disciplinary teams when required, eg Speech and Language Therapist, Occupational Therapist and a school nurse. Belmont also employs specialist roles ie Communication Support Worker and an Interventions Learning Support Worker.
As a school we offer a range of academic and holistic interventions for all of our pupils. Interventions will be identified and delivered based on a child’s need. Interventions are carried out individually, in pairs or small groups depending on pupil’s needs and the intervention. Progress is tracked and monitored to evaluate the success of the intervention. To support our emotional, health and wellbeing strategy we have introduced a key intervention called THRIVE.
THRIVE at Belmont School
THRIVE is a whole school intervention which focuses on a child’s mental well-being. THRIVE is based on 3 main theories: Attachment Theory, Neuroscience and Child Development. The purpose of this intervention is to ensure that every child feels valued, involved and appreciated. If children have been emotionally thrown off track, THRIVE allows us to understand the needs being signalled by their behaviour and allows us to implement targeted strategies and activities to help them re-engage.
At Belmont, children are assessed based on their personal social and emotional well-being. Using this data and other information about the child, activities and strategies are implemented to ensure their social and emotional needs are being met within teaching and learning. THRIVE has become a standard lesson within our weekly timetable to ensure children’s holistic needs are being met. As a school we are now working towards increasing parental engagement with THRIVE to ensure that each child’s holistic needs are being met in a consistent manner.
For Further information on the THRIVE approach please see the THRIVE website https://www.thriveapproach.com/ or contact Katy Hanna (Assistant Headteacher and Lead THRIVE Practioner).
Additional interventions run at Belmont include:
Speech and Language Therapy – supporting programmes are carried out by Belmont staff
Dancing Bears, Apples and Pears – developing literacy skills
Numicon – developing numeracy skills
Speak Up – build confidence in communication for older pupils
Social Understanding of Language Program (SULP) – improves communication in social settings
Occupational Therapy – supporting programmes are carried out by Belmont staff
Active Listening – a form of child centred counselling
Therapeutic Play/Sand Play – helps younger pupils explore their issues and feelings
Relax Kids – helps with anxiety and calming
Behaviour Mentoring – Cool Connections, Heartmath
Fine and gross motor skills
Drawing and Talking Therapy
Lego Friendships and Lego Communication
Access to the sensory garden.
As a school we are regularly looking at new interventions to support our children.
Thanks to staff, parents and carers and governors for their ongoing support to make our school such an outstanding one!
The school can provide a paper copy of the information on this website to parents/carers free of charge.


Rourke O’Brien is the head of the Childrens Music Foundation. He is on a mission to bring more music into the classroom, and make it a more significant element of elementary education. He has designed a Dvd Format program called “First Note”…and now there are approximately 1000 students and 45 or so teachers giving it a beta test.
Patricia Campbell, the professor of music at the University of Washington, is a board member of Childrens Music Foundation, and she is joining with O’Brien in his quest to get a much larger amount of music curriculum exposed to the younger generation, as music programs have been neglected. Campbell states, “We’re looking at a new way of bringing responsibility and hopefully an invitation to people who aren’t music specialists, but who love children, a chance to make music a part of childrens environment. If children don’t have musical training, they are not going to be musical — and all the neuroscientists say if you don’t use these musical synapses, they will die.”
Rourke and Campbell are hoping to make a difference by giving classroom teachers a chance to include music along with the rest of their curriculum. I applaude their efforts.


Brainstorming is a great way to generate new ideas and it is also very effective in finding solutions to problems. A brainstorming technique encourages the participants to suggest as many ideas as possible on a given issue or a question. It invites them to express any thoughts they might have about the topic, without having to worry about how relevant, or connected, they might be.
As the term cooperation suggests, this technique helps participants work together in groups, so that they can learn from each other. It enables individuals to feel close, listen to each other, and be able to explain their own ideas in a clear way. Cooperative learning has been found to increase attendance, time on task, enjoyment of learning, motivation and independence.
Creativity is said to be the expression of intense inner emotions and challenging ideas. Whether it’s art, dance, singing, designing a project plan or conducting a science experiment, it provides young people with an opportunity to demonstrate their individuality and gain self-confidence. Creative expression in education differs in different cultures, but it is considered important to the formation of meaningful relationships, and peaceful, cohesive societies.
Discussion is important because it helps young people process information rather than simply receive it. Our job is to set clear directions for the discussion activity, take on the role of facilitator, and create an environment where everyone feels safe to express their opinion. This is a chance for everyone to share ideas and pool their resources together.
We use the term experiential-based technique when we refer to education where we engage participants in critical thinking, problem solving and decision making in contexts that are relevant to them. Sometimes this is done through a sensory-type of activity, and sometimes just by having time to think, write, or share their thoughts on a particular issue.
Role-playing is a technique that involves assigning a specific role, or character, to each participant and then having them act out a scene or situation, as that character. For example, one participant might pretend to be someone who needs to share an experience with his friend, while the other participant takes on the role of a friend who doesn’t listen or pay attention to what he is telling her/him. Through role playing it becomes easier to discuss complex social issues in a non-threatening environment. It helps participants become aware of their own, and other people’s, behaviors in “real” situations, and by that learn and draw conclusions based on their experience.
Value-based education is a technique that includes these moral aspects, but also the social, emotional, physical, spiritual and intellectual aspects of human development. The purpose of value-based education is to encourage participants to reflect on an issue and take a stand on something; to be able to express and explain their opinions, and to both listen to others and also be listened to in return. This is achieved by getting the group to consider a specific topic, and allowing them to express their thoughts and opinions in an environment, where all comments are welcomed, and everyone is worth listening to.


2. Professional Development
Teacher Reference CenterThe Teacher Reference Center (TRC) provides indexing and abstracts for 280 (mostly peer-reviewed) periodicals. Topics include: Assessment, Best Practices, Continuing Education, Current Pedagogical Research, Curriculum Development, Elementary Education, Higher Education, Instructional Media, Language Arts, Literacy Standards, School Administration, Science & Mathematics, and Teacher Education.
Professional DevelopmentA comprehensive collection of full-text education journals, including: Booklist, Education Digest, High School Journal and School Library Journal. This database also contains over 200 educational reports.
ERICComplete database on educational materials from the Education Resources Information Center (ERIC). ERIC contains more than 1.4 million records and links to more than 337,000 full-text documents from ERIC back to 1966. ERIC indexes two different kinds of publications:
•Journal Articles (EJ accession numbers)
Use the Find it! button to locate possible full text or click one of these options at the bottom of the listing
•ERIC Documents (ED accession numbers)
These reports, government studies, and conference papers can often be found in full text online from 1993 - to the present.
If you want to see an advance search in the ERIC database along with a review of the EBSCO interface full text, citation and email features I recommend this watching this 3 minute video put together by Eastern University in St. Davids, PA.
1. Conduct an advanced search in the Teacher Reference Center to find articles about “Technology Education” and “Alaska”. How many results were returned? From the results limit your search to full text and published after 2008. Look the list (it should be less than 10 articles).Select and article from the results, using the EBSCO citation feature, copy and paste the APA citation from the article you chose into your blog post for this lesson. Need help with the advance search? Check out this 3 minute video from EBSCO.
2. Next search ERIC for “Technology Education” and “Alaska”, how many results were returned? Refine your results to full text and published after 2008. How many results are returned? Look for a title in the results list that does not have a PDF or HTML full text link.
Note that to view the full text you can click on the title to open the record details, in the availability selection there should be a link to the full text. There is also a link to the full text in the search results list under the title.
3. Now search Professional Development to find articles about “Technology Education” and “Alaska”. How many results were returned? From the results limit your search to full text and published after 2008. Looking at the results list are some of the titles familiar? Was there overlap from your earlier searches?
4. From the EBSCO interface, click New Search (in the upper left corner) and click on choose databases, check ERIC, Professional Development and Teacher Reference Center.
Conduct one last search for “Technology Education” and “Alaska”, how many results were returned? Refine your results to full text and published after 2008. How many results are returned? On you blog post for this lesson, share your thoughts about the value of searching an individual educational resource compared to searching all three databases simultaneously.


John Wallace has been working with the Chicago-based authors of Brass for Beginners® to introduce this innovative, cross-curriculum, early-years music programme to the UK. With a wide appeal and scope to enhance the programme with visiting professional musicians to run staff and student workshops, Brass for Beginners® could be at the heart of the UK’s future brass and general music education for early years.
Bringing Music to Life
Using ‘Ragnar’, a hypothetical first trumpeter, as the central character of a story-driven programme, together with specially designed polymer natural trumpets, the children are engaged in wide reaching topics whilst embracing the fundamentals of playing brass. John Wallace has been working on the scheme with the organisation and believes that by combining the use of natural trumpets with Ragnar’s adventures (and the seamless integration of music, geography, history, philosophy and science curricula) is a recipe for success in championing brass playing and its associated music education in the UK’s primary schools.
“In looking at ways of expanding the US programme to meet and exceed UK educational criteria, it can be seen that there is also wide scope to involve visiting professional musicians to offer essential CPD for staff; positively engage students in a cross-curricula approach; and successfully facilitate the benchmarks for Wider Opportunities within schools.”
Read more about the programme and watch students, past and present, in action. There are also some exciting workshop/exhibition events where you can learn about Brass for Beginners® first hand, including the Music and Drama Education Expo at Olympia London, where John Wallace, Chris Hasselbring and Kirsten Montgomery will be presenting a workshop from 1.40-2.35pm on 9 February 2017.


Irchester Primary School has been praised by Ofsted for showing good practice in science.
The recent report celebrates the role of Lab 13 in driving improvement at the school.
The project involves a scientist in residence working in school with the pupils and teachers to raise the focus of science and use it as the context through which real and relevant literacy and numeracy skills are learned.
The approach to learning is through pupil-led investigations prompted by their questions.
Headteacher Julia Alison said: “We have the highest aspirations for our pupils.
“We want them to develop the creative, imaginative and problem solving mind they will need to make the most of future learning opportunities at secondary school, university and beyond.”
The school has gone on to build on the success of Lab 13 by becoming a Learn Hub for training in teaching primary science.


ERIC Number: ED458578
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
When Writers Read. Second Edition.
When writers read, they evaluate all the time. This book is about what students can do to become better evaluators of themselves as writers and readers--and how the teacher can help. The book has been extensively revised in this second edition which is organized around five concepts that are central to an effective writing-reading program: voices, decisions, time, response, and self-discipline. These five concepts are explained in the book's initial chapters. It continues with chapters entitled: Groups; Across the Curriculum; Across the Grades; Teachers' Roles; Students' Roles; Skills Readers and Writers Use; Processes Readers and Writers Use; and Momentum. The book is based upon extensive research conducted with children from a range of schools and with varying life experiences. It notes that although not all of the students began as enthusiastic writers and readers, most of them eventually became so through the creation of classroom atmospheres in which students learn about each other and themselves, and take more initiative than they have in previous years--practices advocated in the book. (Contains 121 references.) (NKA)
Descriptors: Authors, Classroom Environment, Classroom Research, Classroom Techniques, Elementary Education, Reading Processes, Reading Writing Relationship, Self Evaluation (Individuals), Teacher Role, Theory Practice Relationship, Writing Processes
Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($21). Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A


LS107 Crash Course in Information Graphics for Learning
10:45 AM - 11:45 AM Wednesday, March 22
Do you know how to create an effective diagram? Can you create a graph that tells a story? Because visualizing abstractions can improve comprehension and facilitate learning, an important skill in L&D is the ability to convey abstract concepts and statistics in a meaningful way. But if you don’t know how to design the best type of graphic to meet your learning goal, how will your explanation be a success?
In this session, you’ll explore how people perceive and process information visualizations. You’ll look at different types of information graphics and match them to the learning they best promote. You’ll also examine what goes into designing an information graphic, how to choose an appealing visual style, and some of the resources that are available for information graphic creation.
In this session, you will learn:
- How visual perception should influence the type of information graphic you choose
- How to match the graphic type with the learning goal
- A design process for creating information graphics
- Where to find resources for designing information graphics
Novice to intermediate designers and developers.
discussed in this session:
Information graphic creation and information graphic tools.
Learning Experience Design Consultant
The eLearning Coach
Connie Malamed is a learning experience design consultant with Connie Malamed and Associates and publisher of The eLearning Coach website and podcast. Connie is an author, speaker and workshop facilitator in the fields of learning experience design, design thinking, and visual communication. She has helped nonprofit, government, and corporate clients improve performance by creating meaningful learning experiences for more than 20 years. She is the author of Visual Design Solutions and Visual Language for Designers. Connie has degrees in art education and instructional design.


‘Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others’. Statutory framework for the early years foundation stage 1.8 page 9
The course will consider the many elements that contribute to creating an outstanding indoor and outdoor learning environment —from aesthetics, access to a range of open-ended natural and man-made resources and materials, through to providing opportunities for inquiry-based learning. We will explore how the environment impacts on children’s wellbeing and learning dispositions, and the role of the adult in planning and supporting high-quality adult-guided and child-initiated learning.
Course Cost: Cost: £165 +VAT
Additional Places £145+VAT *Course 16th October 2018 Registration: 09:00 AM Course Starts: 09:30 AM Course Ends: 03:30 PM
Course VenueDurham Cricket Ground
Lorna boasts a breadth of quality teaching experience, having taught across all Primary Key Stages in the role of class teacher and Senior Manager. As a local authority Communication, Language and Literacy Development Consultant, she supported teachers in the development of early reading, writing and phonics through training, modelling of teaching, development of learning environment, and analysis of data. Her particular area of interest is working within Early Years, using her creativity and innovative approach to generate exciting indoor and outdoor learning experiences. Lorna has a Level 3 Forest School Leader qualification and provides stimulating sessions within a school’s natural environment and in Forest School settings.


TELL 430 is the fourth of seven courses leading to an ESL endorsement. This course focuses on the role of literacy development in content-area learning. Specifically, the course is designed to expand mainstream teachers' understanding of second language literacy development so they can support second language learners' literacy and content learning.
Teachers learn through a two-part framework. First, this course builds on previous learning by extending the second language acquisition concepts of communication , pattern , and variability from oral language development to literacy learning. Second, teachers are introduced to five ESL Guidelines for Curriculum Development that support their students' literacy and content mastery.
This methods course highlights the use of effective strategies grounded in sociocultural teaching practices, as represented by the Standards for Effective Pedagogy.
- Focus on promoting academic language development and supporting students in developing literacy skills in reading, writing, listening, speaking, and thinking
- Guide teachers to reconsider the sociocultural context of literacy development
- Deepen teachers' understanding of the concepts of communication , pattern , and variability in second language learners' development of literacy skills
- Present numerous strategies for reading, writing, and vocabulary development
- Contrast students' tasks in first and second language literacy development
- Examine family literacy and discuss effective literate practices across cultures


Here's the definition for a science fair and more information about science fairs and science fair projects. Popcorn is a great tasting snack, but is is also a fascinating food and great subject for your science fair or school project. Get ideas for 5th-grade science fair projects these are experiments and topics suitable for upper elementary school level science fair projects. Easy science for kids science fair ideas video for kids - learn fun facts about animals, the human body, our planet and much more fun free science fair ideas video. Helpful energy science fair projects for kids download the catalog to view curriculum and kit pricing and to place an order. Hst has ready-to-go, diy science fair kits with all the materials and instructions specializing in science and stem.
Here's a list of over 30 science fair ideas to get you started then download science experiments, and watch experiment videos to inspire your project. Check out these amazing ideas for science fair projects for elementary students each of these ideas are simple enough that your child can take the lead. This guide can help find elementary school science fair project ideas appropriate for the kindergarten through fifth-grade level.
Explore 1000s of free science fair projects, kids projects, expo ideas, exhibition topics, craft models, science experiments with creative ideas on for aerodynamics. If you're hunting for the best science fair project ideas for children, this is a good place to start we'll take a look at five great concepts that you.
Explore science with these fun activities that can be easily done in less than an hour and using supplies found around the home. Avid sports fans can turn their love for basketball into a science fair project that will have their fans cheering all you need to do is come up with a hypothesis.


Results 1 - 20 of 53193 explore junktique sally's board 6th grade common core writing on pinterest | see more ideas about struggling readers, english and english language. 1 stem school in the nation, created short daily reading and writing prompts for their students to use with that day's times they told us they wanted to do it again this year, but wanted to tailor the tasks more closely to common core demands so we agreed each week, they will send us the questions. Bcps writing in science left sidebar writing place home science writing rubric sample writing prompts writing a conclusion/discussion writing table and graph analysis technical writing vocabulary writing to learn in science interactive notebooks using solve in science standards additional resources. How can teachers successfully prepare their students for the new text-based writing assessments common core: writing to texts titles meets all the common core state standards (ccss) for writing the series provides rubrics with differentiated instruction to help every student achieve on-grade-level competency in. Success with writing · backwards planning for success with writing · teaching writing with the common core standards · night writer project · resources for report writing · anchor papers for writing · tools for writing · on demand writing prompts · writing photos from the field · common core standards in writing.
Where do you find released writing prompts are you looking for a fabulous collection of released writing prompts from state writing assessments would 114. - workshop 10: what are the common core instructional shifts in reading/writing & social studies feb 05, 2016 - in this grade 12 literary criticism module, students read and analyze toni morrison's novel song of solomon, as they continue to build the skills required to craft strong informative essays and. 6th grade ccss reading standards for literature and informational text – reading – literature and informational text standards, side-by-side guiding/ criteria questions when crafting writing prompts – provides a description of the three purposes of writing in the ccss and guiding questions to ask oneself when.
Hi scott, in reading the key design considerations to the common core (in the introduction) as well as portions of appendix a, it's important to consider how writing and reading might be integrated with evidence-based writing such a key element of the ccss, the sources from which students students draw. Writing prompt worksheets need something to get you started these worksheets will get your little pen-smiths going kindergarten opinion writing · kindergarten creative writing prompts · first grade creative writing prompts · second grade creative writing prompts · third grade creative writing prompts · fourth grade. Quill provides free writing and grammar activities for middle and high school students.
Center jar common core writing prompts for the 4 types of writing- upper grades 6th grade writing promptsfourth grade writingexpository writing promptsdescriptive writing activitiesteaching narrative writingopinion writing promptswriting prompts for kidswriting workshopargumentative essay common core. Reading: foundational skills · introduction for k-5 · kindergarten · grade 1 · grade 2 · grade 3 · grade 4 · grade 5 · writing · introduction · kindergarten · grade 1 · grade 2 · grade 3 · grade 4 · grade 5 · introduction for 6-12 · grade 6 · grade 7 · grade 8 · grade 9-10 · grade 11-12.
Persuasive lessons inspire your students to develop a passion for writing skills as well as brainstorming suggestions to teach students to think “impressively. Free, printable 6th grade ela common core worksheets includes language, informational, foundational skills and more use in class or home visit today.
Writing prompts, sixth 6th grade english language arts standards, grade level help, internet 4 classrooms internet resources, teachers, students, children. This is a pdf with a set of fifteen creative writing prompts that are aligned to common core writing anchor standards 1,2, and 3 these are visual prompts and are meant to be used for practice on common core writing anchor standards they are suitable for upper elementary, middle school, and high school if you like.


By James Carson
Three new reports published in September have highlighted the significance of literacy in our lives.
The first report, from the National Literacy Trust (NLT), discusses how low levels of literacy can contribute to health inequalities, poverty and crime. Among the findings, the NLT notes that:
- Those with lower levels of literacy are more likely to be obese, smoke, and drink heavily;
- Those with low literacy are more likely to live in disadvantaged housing conditions and more deprived areas;
- Young people who are not in education, employment or training (NEET) are 20 times more likely to commit a criminal offence.
Another study, from Save the Children UK, reports that disadvantaged 11-year-olds are as much as seven years behind their more able peers for reading, making Britain one of the most unequal countries in the western world. To coincide with the report’s publication, Save the Children has launched the Read on. Get On campaign to ensure every child born this year is reading well by the time they are 11 in 2025. Aside from the benefits to individual children, the charity says that a successful campaign would see the British economy benefit to the tune of £32 billion.
The new Secretary of State for Education in England, Nicky Morgan, has endorsed the campaign. But Justin Forsyth, chief executive of Save the Children stressed the need for wider involvement:
“Read On. Get On. is not just about teachers, charities and politicians, it’s about galvanising the nation so that parents, grandparents and volunteers play their part in teaching children to read. We want every child to be given a fair and equal chance to learn to read well, regardless of their background.”
Low levels of literacy among adults are also raising concerns. A recent House of Commons, Business, Innovations and Skills Committee report noted that successive governments had failed to address the “alarmingly high” proportion of low literacy and numeracy skills among adults. The Committee underlined the implications of basic skills deficiencies:
“Problems with reading, writing and maths have a huge impact on people’s daily lives, including getting and keeping a job, understanding bills, forms and documents, and guiding children through education.”
The Committee called on the government to launch a high-profile campaign to boost adult reading skills, and expressed concern at funding cuts for literacy schemes with a good track record of success, such as the TUC’s Unionlearn.
The Idox Information Service has a range of research reports, articles and case studies on the theme of literacy. Items we’ve recently summarised for our database include:
N.B. abstracts and full text access to subscription journal articles are only available to members of the Idox Information Service.


Today we’re going to talk about baby’s gross motor skill development between 12 and 18 months of age. He has mastered creeping and crawling and graduated to furniture cruising. His strength, coordination and balance grow daily. Now, he begins to take those first shaky steps toward independent mobility! He occasionally will fall as he practices his walking skills. And, at times he may revert to crawling if he feels that is a more efficient way to reach his goals. But, walking has opened up the world to him and he will be eager to experience it.
Children with autism may need additional support making the transition from crawling to walking. Motor planning presents them difficulties. To understand motor planning, think about trying to cross a stream by stepping on rocks. You need to evaluate which rocks will best help you cross the stream without falling in, right? Then, you step, hop and jump from one to the next using your arms to create momentum and maintain balance. You may also have to adjust course during the trip. Children with autism need extra practice developing these mental and physical skills.
Obstacle courses made from pillows are great ways for crawlers to grow their motor planning skills. Whether your baby moves around or over the pillows he is still exercising his problem solving muscle as well as his body’s large muscle groups. Obstacle courses are just as entertaining and valuable for beginning walkers!
Rocking or riding toys entice children to work on their core balance; learn how to hold on with two hands; and, continue upper body strengthening. They’ll make use of their motor planning skills when they learn to place their feet on the base of the rocker. I offer a word of caution, though. Children with autism may not have the motor planning ability to extend their arms protectively when they lose their balance so stay close!
Just a reminder, early childhood development varies. Your child’s development may be ahead or behind the age estimates and still be within normal ranges. If you have questions about your child’s developmental progress, ask your pediatrician to conduct motor screenings during well baby visits. If necessary, your doctor can make additional referrals to address any concerns that arise.Tags: baby toys, gross motor development, gross motor skills, play, toys for autistic children, toys for children with autism


Bumblebees – Do They Make Honey?
Bumblebees seem scary because they’re so big, but they’re generally gentle and unaggressive. Leave them alone and they’ll leave you alone too. Bumblebees live all over the U.S. You might see them in meadows or orchards. They are large and fuzzy with bright bands of yellow, black or red.
Bumblebees make only a tiny bit of honey, but farmers like them because they pollinate crop so fruit grows. They don’t live in hives or paper nests, but they live in underground burrows, usually left over from mice or other small animals.
Fun Facts About Bumble Bees for Kids
- Bumblebees only live for one season before they die.
- Each bumblebee has a special job. The queen bumblebee lays eggs, while the workers bring food and build an underground nest of wax. Drones are male bumblebees that mate with the queen.
- At the end of the summer, worker bees sometimes kill the queen bee before dying themselves. New queen bees live alone over the winter and start a new colony in the spring.
- Bumblebees can sting more than once.
- Unaggressive: gentle, peaceful
- Orchard: farm where fruit trees grow
- Pollinate: spread pollen to plants so fruit grows
- Burrow: hole, den
Learn More All About Bumblebees
Watch this interesting video all about bumblebees:
A video documentary about a bumblebee’s life and purpose.
Question: Are bumblebees endangered?
Answer: Bumblebees seem to disappearing and scientists aren’t sure why.
Question: Do bumblebees communicate with each other?
Answer: Bumblebees use smell and body movement to communicate. After they’ve taken all the pollen from a flower, they leave a smell letting other bumblebees know that the flower is empty.
Enjoyed the Easy Science for Kids Website all about Bumblebees info? Take the FREE & fun all about Bumblebees quiz and download FREE Bumblebees worksheet for kids. For lengthy info click here.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Bumblebee Fun Facts for Kids ." Easy Science for Kids, May 2018. Web. 23 May 2018. < http://easyscienceforkids.com/all-about-bumblebees/ >.
APA Style Citation
Tobin, Declan. (2018). Bumblebee Fun Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-bumblebees/
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ERIC Number: ED114198
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Increasing Creativity Through Art Education Among Pre-School Children.
Jyvaskyla Studies in Education, Psychology and Social Research, n29 1975
This book describes a study (conducted in Finland) which examined antecedent conditions for the development of creativity in children and evaluated a kindergarten activity program designed to increase children's creativity. Subjects were 168 kindergarten children (86 girls and 82 boys). Extensive information about each child's family was gathered, including data on social background and environmental stimuli in the home. Experimental groups were given 6 weeks of structured art education and creativity enrichment activities. Before the training children were evaluated on tests of play ability, intelligence, vocabulary and creativity; after training they were given tests of intelligence, school readiness, and creativity. Results indicated that social background variables were not strongly related to creativity before or after training; however, the more creative activities and art interests the parents had, the more creative their children were both before and after the training. The training program appeared to increase children's creativity more than traditional kindergarten classes. The program increased both boys' and girls' creativity, with girls becoming more fluent, flexible and original, and boys becoming better at drawing. Recommendations for early education programs and for further research concerning creativity training programs for young children are provided. (BRT)
Descriptors: Art Education, Comparative Analysis, Creative Activities, Creative Art, Creativity, Creativity Tests, Cultural Influences, Demography, Early Childhood Education, Family Influence, Intelligence, Kindergarten Children, Parent Attitudes, School Readiness Tests, Sex Differences, Vocabulary Development
Jyvaskyla University Library, SF-40100, Jyvaskyla 10, Finland (Paper, no price quoted)
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: Jyvaskyla Univ. (Finland).
Identifiers - Location: Finland


…How Silent The Woods Would Be!
Hello and Welcome to our blog
‘If Only The Best Birds Sang’.
Let us tell you a little about it:
We hope our blog can:
1. enable family and friends to see
the work that the children do,
reflecting the variety of their interests,
and that which is important to
a group of primary school students,
using a variety of media and blogging tools.
2. give opportunities for the children to
access educational websites
and activities, relevant to their learning,
many of which they have already used in school.
3. help the children learn about
digital language and literacy,
their digital footprint and online safety,
copyright and etiquette.
3. provide information about aspects
of the primary school curriculum
and the work we are doing in class
for parents and other interested visitors.
4. communicate beyond our classroom and school,
to include family members abroad
and a wider school blogging community.
Click here to meet some
of our ‘Blogging Buddies’.
Since September 2012
a short blogging and online literacy session
has been timetabled daily.
From September 2016
we have also been working on a history blog:
so ‘If Only the Best Birds Sang’
has been a little quieter.
As work in various areas is completed
it is added to the blog.
In this way blogging is
an integrated part of our school day.
We have been very fortunate to
have Transition Year students
and others on work experience
work with individual children on the blog.
Online safety presents interesting challenges.
Because no photos or video footage where a child
could be identified are included,
we try to get the originality,
character and personality of the class
across in other innovative ways.
(You can read about some of the ways
we do that here.)
Teacher moderates all comments
and encourages students to write
good quality, grammatically correct comments.
Our Twitter feed is a very important part of our
blog. We use it to keep in contact with the
‘Blogging Buddies’ we make. Teacher retweets
news and views and pictures that we can then
talk about in class.
The blog title comes from the longer quotation,
‘If only the best birds sang,
how silent the woods would be.’
(variously attributed to Henry D Thoreau
or Henry Van Dyke)
This reflects a wish that
all students would have
the self belief to join in,
in the areas of music, art, drama, sports
and school work
Certainly Teacher has observed
that seeing their work online
enhances the children’s self esteem,
Thank you for visiting our blog.
Why not stay and look around.
We would LOVE if you left a comment
on one of our posts.


ERIC Number: ED467588
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Assessment Portfolios for Elementary Students: Milwaukee Public Schools.
Henn-Reinke, Kathryn; Lawrence, Lillian; Plicka, Greta; Skarich, Nancy; Yemma, Mary; Cooper, Albert P., Sr.
Developed by educators in the Milwaukee, Wisconsin, public schools, this book shows ways to engage students in high quality work, reveal information about students that cannot be seen through standardized tests, and help students become responsible for their own academic growth. The Assessment Portfolios described are used in 21 Milwaukee schools that are part of the P-5 (preschool to grade 5) program focusing on raising student achievement. The chapters of part 1, The Assessment Portfolio as a Vehicle for Change, are: (1) Rationale for the Design and Implementation of an Assessment Portfolio; (2) How To Implement an Assessment Portfolio at the District/School Level; (3) Managing the Portfolio in the Classroom: Questions and Answers; (4) Teaching Students What They Need To Know To Use the Assessment Portfolio Effectively; and (5) Lessons Learned. Part 2, Assessment Portfolio Materials, contains: (6) Reading: Story Elements and Personal Response to Literature; (7) Writing; (8) Mathematics; (9) The Learning Project; and (10) Individual Conferencing and Goal Setting. The five appendixes contain camera ready copies of various rubrics and assessments. (SLD)
Descriptors: Elementary Education, Elementary School Students, Low Achievement, Portfolio Assessment, Student Evaluation, Urban Education
Eye on Education, 6 Depot Way West, Suite 106, Larchmont, NY 10538 ($24.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A


***PLEASE REMEMBER TO SHARE YOUR RESULTS OF THE FIRST MATH QUIZ WITH YOUR PARENTS/GUARDIANS, HAVE THEM SIGN IT, AND THEN SHOW YOUR MATH TEACHER. Thank you to those students who brought in their signatures today!
TOPIC: Multiplying and Dividing Integers using Algorithms (Sign Rules)
TODAY: As a class we reviewed the 4 questions assigned as practice work. Solutions for this practice is on D2L - see "Content", see "Unit 2 - Integers". Also posted on D2l under 'Content', under "Review", is a solution key for your Review Quiz #1 that was returned in yesterday's class. Then it was time for you to do some independent work on practicing and refining your skills for multiplying (x 40) and dividing (x 40) integers using the "rules for signs" (same signs - positive, different signs - negative). This was also continued practice on your basic multiplying and dividing foundational skills.
Please use the following procedure that was described in class:
1. Complete all the questions that you can (front and back) without any aids, meaning you are completing questions by inspection or some other method that you can do in your head or with a little bit of "scratch" work.
2. Go back and try any questions you missed the first time - maybe another question tweaked your memory or maybe your brain is now warmed up.
3. Circle or hi-lite or somehow mark the questions you still could not complete.
4. Complete these questions with the help of a Multiplication Table.
WHY ARE WE ASKING YOU TO FOLLOW Steps 1-4? You're hoping that some patterns will emerge - maybe you don't know your 6 times tables, maybe you're not sure how to tackle any problems where you a multiplying numbers larger than 10 or 12. You're hoping that this will show you what you need to work on in order to improve your overall math skills.
PRACTICE PROBLEMS: None assigned as this is your first official long weekend of the year! But, this is an excellent opportunity to catch up if you are behind in any of your classes.
DUE DATE: n/a


Building Health Literate Organizations:
A Guidebook to Achieving Organizational Change
A health literate health care organization is described as easier for people to use, and critical to delivering patient-centered care (Ten Attributes of Health Literate Health Care Organizations). It supports patient-provider communication to improve health care quality, reduce errors, facilitate shared decision-making, and improve health outcomes.
This guidebook will help health care organizations of any size engage in organizational change to become health literate. It complements many excellent health literacy resources, helping you use them effectively and reliably. It includes background, resources, examples, and lessons learned to help build a health literate health care organization.
How to Use the Guidebook
The guidebook contains chapters and a case study on key health literacy development areas that intersect with the attributes of health literate health care organizations:
- Engaging leadership
- Preparing the workforce
- The care environment
- Involving populations served
- Verbal communication
- Reader-friendly materials
Each chapter answers these questions:
- Why? Why do you need to address health literacy issues in this area? Why is it important?
- What? What would success in this area look like? What are the target outcomes? Success may include changes to process, behavior, and attitudes, as well as health outcomes.
- How? What tools, resources, and actions will you use to reach the target outcomes?
Start with any chapter. This is not a step-by-step process and there is not one correct starting point. Each chapter relates to the others, but each can stand alone. Each is necessary, but not sufficient, to bring about improvement. Start where you can begin to build a pattern of success. Build to work in more than one area at a time, eventually working in all key areas for results you can sustain.
Abrams MA, Kurtz-Rossi S, Riffenburgh A, Savage BA. Building Health Literate
Organizations: A Guidebook to Achieving Organizational Change. 2014. Available at: http://www.HealthLiterateOrganization.org
Development of the guidebook was supported, in part, by the Community Responsive Grant Program through the Wellmark Foundation, Des Moines, Iowa.


Department of Music
Music education curriculum and social change: A study of popular music in secondary schools in Beijing, China
In Chinese society over the last two decades, modernisation and globalisation, together with the transition to a market economy, have created new imperatives and challenges for the school music curriculum. As a result, the 2011 reform of the Curriculum Standards for Primary Education and Junior Secondary Education marks the first time that the school music curriculum officially included popular songs. In response to this change, this empirical study explores Chinese adolescents' (mainly 12-17 years of age) popular music preferences in their daily lives and to what extent and in what ways they prefer learning about popular music in Beijing's schools. Data were drawn from survey questionnaires completed by 2971 secondary students and from interviews with 14 school leaders and teachers from 12 secondary schools in 2012. The survey findings of this research reveal the extent of Chinese students' preferences for a variety of popular music styles in their daily lives and in school and the consequent need for the teaching profession to improve students' learning in this area. This paper argues that teaching and learning about popular music rely on the interplay between music found inside and outside the school environment and between formal and informal school music activities, together with interactions between schools and students that might be enabled by developments in the school music curriculum. However, when a new wave of campaigns to assimilate popular music into school education is launched, what will remain to be seen is the degree of the Chinese government's zeal as it strives to transform popular music into a tool for its own purposes, whether it be political ideology, an integration of socialist educational ideals or a mediation of liberal education. © 2014 Taylor and Francis.
Beijing, curriculum change, music education, popular music, social change
Source Publication Title
Music Education Research
Taylor & Francis
Link to Publisher's Edition
Ho, Wai-Chung. "Music education curriculum and social change: A study of popular music in secondary schools in Beijing, China." Music Education Research 16.3 (2014): 267-289.


One problem with this location was that it violated a former treaty with the Wabanaki Confederacy of First Nations, which included the Mi'kmaq
Lindsay Robert Marshall, a Mi'kmaq
leader, said: "It feels like disrespect.
14) The British could not simply ignore the Mi'kmaq
(the predominate Indigenous peoples in this territory), as their retaliatory efforts interfered with British commercial designs in the fish and fur trade.
Before proceeding to a more detailed discussion of Mi'kmaq
Honour Song and Nukapianguaq, I want to first provide a brief overview of certain theories and viewpoints on multicultural music education that inform my analysis, specifically Deborah Bradley's theory of multicultural human subjectivity, and Elizabeth Mackinlay's work on embodied learning.
In spite of government bureaucracy, the Mi'kmaq
have established the Mi'kmaq
Justice Institute and had mandated it to not only administer justice as it relates to Mi'kmaq
people but also to further promote new justice arrangements, which are culturally relevant.
At and following the massive RCMP assault on protesters in Rexton on October 17,40 people were arrested and six Mi'kmaq
Warriors thrown into solitary confinement.
MURDER | NOVA SCOTIA | RACISM | MI'KMAQ
NATION | JUDICIAL SYSTEM
Nancy Jeddore of the Mi'kmaq
tribe is credited with 17 works in the late 1800s that were collected in a book by a missionary, but the works have been largely forgotten.
The second part of the book is based on the author's fieldwork with the Mi'kmaq
Then there is Pam Palmater, a woman who hunkered down with Chief Spence in Ottawa and became an unofficial but unshakeable spokesperson for the Idle No More movement: Day after day, the Mi'kmaq
lawyer with the blonde streak and the feather earrings dominated Canadian newscasts, talk shows and the Twittersphere.
The dualism of her identity seems to disappear, however, since she states that her teaching approach combines only Mi'kmaq
and Anishnawbe teachings (204).
The Act has long discriminated against women and eroded cultural values and practices within the Mi'kmaq
Mi anfonodd ata i restr o blanhigion meddyginiaethol a ddefnyddir gan y Mi'kmaq
, sef llwyth o frodorion o ogledd ddwyrain Canada.
Ostensibly, it is a murder mystery in which the title character, a Mi'kmaq
RCMP officer named Markus Paul, seeks to unravel the truth behind a mysterious death that has remained unsolved for more than 20 years.
had a hunting and gathering tradition and their own customs, ceremonies, language and belief system.


Our programs have been implemented across a diverse range of contexts and cultural environments
THE WAY WE WORK
The Playing For Change Foundation supports music education programs for children in areas that are rich in cultural traditions but limited in economic resources. Programs are free to children and provide instruction in vocals, dance, instruments, and musical theory. For many, it is the first and only opportunity they would have to learn music, for some, it is their first opportunity to attend school of any kind.
Students in PFCF programs report increased confidence, better learning in core subjects like math and reading, and a belief in a positive future. Music education is particularly powerful for children with different learning styles. Music creates connections that bridge class, gender and cultural divides, instills vital knowledge, and fosters joy and resilience.
Each week more than 2000 young people attend free classes in dance, instrument instruction, languages and musical theory, all taught by qualified, local teachers. The foundation also works with partners to help meet basic needs in our communities, which are home to some of the world’s most economically vulnerable children. This work includes providing primary education, humanitarian aid such as clean water, solar power, food, medicine, clothes, books and school supplies, and tools and training to support micro-enterprise. To date, the lives of more than 16,000 children and community members have been improved through music education and development efforts of the Playing For Change Foundation and educational performances through Playing for Change.


Written by Rachel Gelven |
Photos via Morgan PawPrint staff |
The job shadowing program at Morgan may seem boring to underclassmen, but it actually provides a lot of opportunities for students to figure out what they want to do. The program occurs through the school with the guidance department spear-heading it. In this program, students sign up to take a day-off from school to go into a place of work to experience what goes on in that career of interest.
The program is a collaboration between the guidance department here at Morgan and the Youth and Family Services organization for Clinton. For this program, The Youth and Family Services does research to find interesting and relevant businesses/workplaces for students to visit, and the Guidance Department gives this information to the students and organizes the sign-ups and field trip dates.
Although a day off from school makes it seem like job shadowing can be easy, sometimes it isn’t. Many students shadow in-depth jobs such as law enforcement or elementary education, which can be a great deal of work. However, this doesn’t stop students from investigating what they might want to do when they grow up.
Students have the opportunity to delve into any occupation from something in the medical field all the way to working with computers. This opportunity is very beneficial for students according to Youth and Family Services member Jill Paglino as well as Guidance Counselor Maya Rodowicz. Mrs. Rodowicz believes that the most beneficial factor is that, “you really don’t know what a career is like until you experience it, so this program gives students that opportunity”. Also, Mrs. Paglino said, “I didn’t have access to a job shadowing program in my high school. I think it would have been beneficial to try and find a job you like, as a teenager. You don’t know what you want to do and this helps”.
One of the more popular careers being offered in the job shadowing program is law enforcement. For this job shadow, the students go to the police station and learn about the job by touring the station and learning about an average day on the job.Also, students are even able to go into the police van and learn about what its role is to the department.
Junior Noah Scarpace is interested in this field and has recently gone on the job shadow. “It was fantastic. We rode in police cruisers to the station, where were then given a tour of the station along with each individual unit. The officers and detectives were super friendly and very informative, After the tour, we were tasked to investigate a mock crime scene which simulated a homicide. During this, we learned how to dust for fingerprints and use conductive reasoning to determine a motive and cause of death for the “victim””.
Senior Abby Pitarra has been on a few job shadows to Joel since she is interested in going into elementary education. Abby said the experience was good, and she said it was good to see what being in a classroom all day is like”. I got to work with different kids and their worksheets. It was cool to see how it works in a classroom and how the kids learn”.
The students who participate get a chance to experience what a job they are interested in is like, whether it is walking around a police station or going to a hospital or even spending the day in a tattoo parlor.
If any students are interested in signing up for the program in the future or are just curious, see Mrs. Theiler for a survey for job shadow placement or see her with any questions about the program.


The secret of education is respecting the pupil.
What We Do
The Media Education Lab improves media literacy education through scholarship and community service. We have five primary areas of expertise:
Research and Scholarship
Scholars and researchers recognize that digital media comptencies contribute to citizenship, literacy development, and personal, social and professional development. Our research is largely applied and practical, designed to further our understanding of "what works" in the field. We evaluated the PBS Student Reporting Labs news literacy program. We are interested in exploring programs for urban children and teens that incorporate media literacy education because they provide substantial opportunities for students to develop the four C’s: communication, critical thinking, creative and collaborative skills. We seek to understand how these competencies transform the lives of adolescents, particularly in low-income communities.
Teacher Education and Staff Development
We support local educators who are interested in digital media literacy through the provision of workshops, staff development and partnerships. We offer a wide variety of customized workshops of copyright, fair use, and digital media and programs that introduce educators to digital and media literacy education. We are interested in the cognitive, social and behavioral impact of media literacy education as it develops in the family, the library, the community, the school, and in informal educational settings. We address policy issues that affect the quality of teaching and learning about media and popular culture. Graduate and undergraduate students are able to take advantage of the ongoing research programs and be active participants in all of the community outreach and educational programs of the Media Education Lab.
We create engaging multimedia resources that help educators, parents and others integrate media literacy education into their work with learners of all ages. We have created online games, videos, lesson plans and hands-on manipulatives for media literacy education. We created My Pop Studio, an online game for girls ages 9 - 14, includes a curriculum that helps educators extend student learning and connect home to classroom. Members of the Media Education Lab team provide workshops, keynote speeches, summer institutes, consulting services, and multimedia education materials development. Learn more about the range of topics and issues and professional development opportunities for educators. Staff of the Media Education Lab are active teachers, researchers and advocates who create learning experiences that professionals find energizing, inspiring, thought-provoking and practical.
Our mission is to improve the practice of media literacy education through research and community service. As a result, we are active leaders internationally, nationally and regionally in promoting media literacy. We have met with FCC commissioners about media literacy and net neutrality and petitioned the U.S. Copyright Office to enable educators to "rip" DVDs for media literacy education. Renee Hobbs helped found the organization that became the National Association for Media Literacy Education, the nation's largest membership organization for media literacy, which hosts the biannual National Media Education Conference. Hobbs is also co-editor of the online, open access peer-reviewed journal for media literacy, the Journal of Media Literacy Education.
Youth and Community Media Production
We offer teachers as well as undergraduates and graduate students the opportunity to participate in, support and develop media literacy programs in local schools and after-school programs. We pioneered a media literacy initiative for Rhode Island foster teens in the summer of 2012, learning how creative media production activities can create a bridge between teens and the community. We think every learner needs to be a media producer as a way to "create to learn."
Learn about our history by reading our Year End Reports:


Our Approach to Reading
In St. Declan's we have moved away from the more traditional 'reader and workbook' approach. After a comprehensive review of the children's reading, we are focusing on the following areas:
- children who are not reaching their potential in reading. These children read two or more years below their chronological age on assessment.
- children who may be reading fluently but have significant difficulties with comprehension.
- children who are reading at or beyond their chronological age but who need to be encouraged to read a wider range of reading material.
In St. Declan's we use First Steps to enhance the objectives of the Primary School Curriculum. We emphasise comprehension strategies such as predicting, developing vocabulary, making comparisons, re-reading, visualising, etc. The aim of using these strategies is to support the children towards being more independent readers. First Steps is widely used and is endorsed by the Department of Education & Science. (click on the icon to access First Steps)
St. Declan's has made a substantial investment in Treetops (Oxford Reading Tree) which is a series of levelled fiction and non-fiction books. This enables teachers to place the children on a book that is at their assessed fluency level. This series allows teachers to ensure that each child is on the right book for his or her level. (click on the icon to access Treetops)
The school also has a subscription to the online reading programme Reading A-Z. This is an excellent website which has up to 40 short books for each letter of the alphabet. The books provide a range of high-interest fiction and non-fiction texts which can be both downloaded and printed, and also projected on the class whiteboards. (click on the icon to access Reading A-Z)
Children are trained in using the software allowing them to administer loans in each class. Parents have generously supported our appeal for new and good quality used books which allows us to have multiple copies of suitable books for each class level. (click on the icon to access Junior Librarian)
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kothari commision had focused on? a.elementary education b.higher education c.secondary education d.education as a whole3 9073
Silver is most abundantly found in the state of 1.Bihar 2.Tamil Nadu 3. Rajasthan 4. Karnataka3 15475
which one of the following rights was described by b.r.ambedkar as 'the heart and sc the constitution ? a.right of freedom of religious b.right of property c.right of equality d.right of constitutional remidies2 3627
One plate (women civil worker lifting Plate - Satti) sand measures how many cubic feet?
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WHAT WE HAVE TO IF WE MAKE A BILL 5% CST IN PLACE OF 2% CST AND DIPOSIT THE TAX
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what is meant by Responsive testing in Mobile sites ?
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Abstract class and interface, multiple inheritance, live example
Critical speed of turbine means the natural frequency and resonance frequency are matching and cause for vibration and noise. which is the natural frequency. how it reflect in vibration.
how to design coil turns ?
How many types bend used in civil reinforcing
What is a local field potential?
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Describe the Quantifying of Mycobacterium Cells ?
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How to deploy from one server to another server?


Part of the series Primary Checkpoints.
The Primary Checkpoints series is designed to provide ready-made stimulating activities for students in a wide variety of subject areas. The activities and questions are presented in a way that familiarises students with a variety of assessment formats and are ideal for class work or homework.
How is it structured?
- Each unit starts with a different text type on a theme that is relevant to the age and ability level of the student
- Reading comprehension questions and language convention tasks are based on the text type
- Numeracy tasks include mental arithmetic questions and a problem solving task
- Encouragement pages offer tasks that are related to other curriculum areas, such as, science, geography, history, health, fitness and social issues
How will it support my teaching?
- The checkpoint units in each book are an ideal assessment tool and provide a record of student progress
- The books offer ready made units of work based on popular themes, such as, celebrations, sport, transport and inventions, which saves you time on planning
- Questions are presented in a way that familiarises students with popular testing styles, providing teachers and parents with a valuable tool in preparing students for national assessment
- The flexible and varied nature of the books allows them to be used throughout the year for extension or revision
How will it benefit my students?
- Different text types help students to question information gained from a variety of sources, which develops skills in critical literacy
- Engaging themes encourage learning and the common layout prepares students for popular assessment formats
- Full colour photographs help students relate learning to every day contexts
- Develops literacy and numeracy skills through cross-curricular themes
Primary Checkpoints 5
- Unit 1: Food The Food Pyramid
- Unit 2: Celebrations A Tale of Two Cities
- Unit 3: Sport & Games Rules! Rules! Rules!
- Unit 4: Tales Why Emu Can't Fly
- Checkpoint: Unit 1 Paddy Kept Calm in Blaze
- Unit 5: Transport Fast! Faster! Fastest!
- Unit 6: Rules Making Laws
- Unit 7: Humour Strange Customs and Beliefs
- Unit 8: Inventions Aussie Firsts
- Checkpoint: Unit 2 Frankenstein's Monster
- Unit 9: Australia Convicted!
- Unit 10: Records & Facts A Table of Lengths
- Unit 11: Recreation The Dancing Frog
- Unit 12: Health & Fitness Exercise and Diet
- Checkpoint: Unit 3 The Birth of Pegasus
- Unit 13: Communicating The Internet - Good or Bad?
- Unit 14: Beasts How a Spider Spins a Web
- Unit 15: How it Works Barcodes
- Checkpoint: Unit 4 Ridiculous Rhymes
|Publisher||Cambridge University Press|
|Product Type||Student Books,|
|Year Level||Year 5,|
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Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and capably. Come to understand other perspectives and cultures. Why are the standards changing? The Goal of Common Core is to Prepare Students to be College and Career Ready Upon Graduation
Why are the standards changing? Provide rigor for all groups of students To ensure students are better prepared for a global economy. To engage all students in the learning process. The old focus was on facts and memorization. The new focus is on teaching students higher level thinking skills.
Shared Responsibility for Students’ Literacy Development “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4). “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4). Adapted from “Key Design Considerations” (page 4 of the Standards)
Parent Roadmaps www.commoncoreworks.org/domain/114 ELA: English and Spanish 3 rd. Or 7 gr example for articulation Click onto the tab at the top (subject area) and then to Parent Roadmaps. Open the document to read helpful information.
Procedural Skills Mathematical Proficiency as defined by the California Framework (2006) Problem Solving Conceptual Understanding DOING MATH
Common Core Standards for Mathematics The standards for mathematics: aim for clarity and specificity stress conceptual understanding of key ideas balance mathematical understanding and procedural skill are internationally benchmarked
Math Activity Sharing Candy Bars Collaborative Learning Activity to support students in devising a variety of ways to problem solve. Concrete Real world (Relevance) Group Effort Explain the thought process (Rigor) More than 1 answer is expected Creativity is encouraged!
What will it look like in the classroom? Hands on discovery All students are involve. Group work. (Structured so all are involved) Partner work Dissecting the text Literacy across curriculums
RIGOR and RELEVANCE “ Students are academically stimulated in instructional units that are authentic, choice-driven, and demand skills. “Not Just About Time: Instructional Practices and Productive Time In School” Gad Yair, 2000
Questions? Link for parents to see assessment https://sbacpt.tds.airast.org/student
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