Educators must consider the assessmentâs reliability when determining the right math intervention assessment. Each assessment scores a studentâs work based on its own metrics, which may vary from assessment to assessment.
Some assessments use accuracy scores to determine a studentâs ability to achieve more complex topics in their intervention plan. While this may seem like the most logical metric to use, other metrics provide a more reliable measure of a studentâs future achievements.
A good indicator educators look at in terms of reliability is fluency scores. Assessments that generate fluency scores derived from foundational skills provide a more reliable insight into mastery of more complex skills among students.
Every administrator wants a predictively valid math intervention assessment. The assessment should accurately predict the needs of each student and drive their intervention plan.
Utilizing a predictively valid intervention assessment allows educators to feel more confident in their plan of action. When considering an assessment, teachers and administrators should pay attention to the predictive validity coefficient. Many educators recognize a coefficient above .60 within a year as a valid assessment.
Student versus classroom
Teachers can decide whether to assess individual students or the classroom as a whole. While it might seem more efficient to rely on an educator's perspective of which students need an intervention assessment, research shows that testing all students can have an impact on everyoneâs success.
By testing an entire classroom, assessments like SpringMath can boost every studentâs performance. In fact, one of every two students who scored below the 25th percentile benefitted from the classwide math intervention based on the current and previous yearsâ results.
The right math intervention will produce the best results for your students and your district. SpringMath brings reliability, predictive validity, and ultimately results, helping your students excel in math.


Arts education refers to the teaching and learning of various forms of art, including music, theater, visual arts, and dance. It aims to develop creativity, self-expression, critical thinking, and cultural awareness among students.
Anti-racism refers to the practice of actively opposing and dismantling racism in all its forms, including systemic, institutional, and individual racism. It involves recognizing and challenging racist attitudes, beliefs, and practices, as well as promoting equity, diversity, and inclusion.
Arts Education Anti-Racism Symposium 2023
Art Education in Maryland Schoolsâ 3rd Annual Arts Education Symposium on Anti-Racism focused on exploring ways to incorporate anti-racism principles and practices in arts education.
I have taken the role of Equity Liaison at my school, and being apart of the NAEA CAN network, I am excited to bring my perspective into the conversation about how the Arts helps to heal and transform.
The symposium was a wonderful experience of self care, social emotional learning, and cultural proficiency discussions. One of the best parts was listening to Paula Liz from Anti-Racist Art Teacher!
Overall, the symposium aimed to provide a platform for educators, artists, researchers, and advocates to share insights, experiences, and strategies for creating more equitable and just education system through the arts. If you are interested in learning more ways to celebrate diversity and have a more inclusive space, please reach out.
Anti-Racism is really a matter of looking within at your own experiences and how we accept our paths, find gratitude in our experiences, and learn from our mistakes, all while knowing others are a valuable part of our growthâ¦ and we are in this together. That is what my ancestors mean by Respect, knowing we are all parts of the whole.


Social interactions profoundly impact the learning processes of learners in traditional societies. The rapid rise of the Internet using population has been the establishment of numerous different styles of network communities. Network societies form when more Internet communities are established, but the basic form of a network society, especially a network learning society, remains unclear. In 1998, a group of Taiwanese researchers created a network learning society, named "EduCities". Based on the experience of building this network learning society, the authors found that a structured network learning society architecture helps participants to coordinate and manage interaction processes. This study describes 10 basic elements involved in establishing a structured network learning society, i.e., participants, shared visions, devices, services, rules, relations, manners, learning domains, learning goals and learning activities. A structured network learning society environment, "EduCities", was then implemented based on the structured network learning society concept. EduCities included numerous structural designs, including EduCity, EduTown, EduSisterTown, EduVillage, EduSisterVillage, EduCitizen, and EduHome were practiced. Participants in EduCities own their roles, managing power, learning goals, and social relations. The structured network learning society concept represents a prototype of an online learning society.
- Architectures for educational technology system
- Distributed learning environments
- Elementary education
- Improving classroom teaching
- Learning communities
ASJC Scopus subject areas
- Computer Science(all)


Art is a powerful form of communication that encourages critical thinking and empathy, and imagines infinite possibilities. Art is interdisciplinary as it is at the core of all disciplines. Art allows opportunity to answer - and raise further - questions. Art provides a voice against inequity and a formidable tool for justice. It is an essential element in society that offers the chance for a multitude of responses and points of view, and a space where all students are encouraged and supported. It has the power to challenge systems and change lives.
Art Education offers students a firmly grounded understanding of the value and role of the arts in their lives. Art education gives students confidence and agency, both in and outside the classroom. It develops students who are able to navigate the world with a critical eye and is a space to promote social justice and dismantle systems of harm. Art education is a space where collaboration is celebrated and multitude forms of knowledge are honored. Art education illustrates the importance of process and teaches the crucial lessons of failure and growth. The satisfaction of creation and the joys of looking at, reflecting on, and understanding Art are among the gifts of Art Education.
An Art curriculum should be student centered and representative of who they are. The curriculum must address their identity, not only because it is a critical element of their work, but also because it forms a critical part of studentsâ understanding. A strong art curriculum allows students to take the space they need to demonstrate their knowledge and learn in ways that work best for them, and not in a prescribed single way. Art curriculum promotes the development of craft, encourages the studentâs insight and vision, and expands their world. The foundation of a successful art curriculum is one that validates studentsâ voices, develops critical minds, and grows empathy.


In an interview on Friday with Bright, a Dutch media outlet, Apple CEO highlighted the significance of teaching coding skills in school.
Apple CEO said that everyone must learn programming before graduating high school, and from my perspective, elementary schools need to teach it. Additionally, Tim Cook said that he eyes coding as the only universal language. Also, it is the most significant language one can learn.
Undoubtedly, your native language is essential to communicate, but a programming language is vital to help you open the door of creativity world. Besides, Tim Cook recommends making programming a part of the early education curriculum for years.
Therefore, according to CNBC reports in 2019, Tim referred to coding as a core skill similar to mathematics and history. Meanwhile, this summer, the Apple CEO collaborated with more than 500 business leaders to put their demands in front of the US government. The request was to update the K-12 curriculum in each state and make computer science courses an essential part of elementary education.
Coding is one of the most valuable skills a person can learn. It can open new doors, jumpstart careers, and help big dreams seem like achievable goals. Everyone around the world should have an opportunity to learn how to code. https://t.co/yWfNlmQwdz
â Tim Cook (@tim_cook) July 12, 2022
However, Tim Cook further said that the United States is the foremost in technology globally. But still, only 5% of our high school students study computer science, which is not justifiable. We are behind the invention of the personal computer, the internet, and the smartphone.
Thus, the letter that Tim Cook wrote included that it is the responsibility of United States schools to prepare the next generation for the new American Dream.
Meanwhile, considering the estimates of the Bureau of Labor Statistics, the US is going towards the road that includes facing a shortage of 1.2 million software engineers by 2026. The previous year, the median annual pay for software developers in the US was $109,020, as the Bureau of Labor Statistics reported.
Therefore, those students who applied for programming positions with untraditional education and career backgrounds claim they are still struggling to secure employment.
Consider an example of Sophia Cheong, who left her restaurant job during the pandemic to become a part of a coding boot camp. She told Insider last year that she got rejected 357 times. Alas, she succeeded in securing an entry-level position in the tech industry.
Furthermore, Sophie said that she is aware of the shortages everywhere. Though she also senses that so many people out there simultaneously are looking for jobs, she is not aware why still nobody found a solution to the problem.
- 9-Year-Old Girl Develops iOS Application; Gets Praised by Apple CEO Tim Cook
- Apple Is Now Producing iPhone 14 In India While There Is Not A Single Official Apple Store In Pakistan


The High Progress Literacy Text Depot
Recommended Sites for Adding to Existing Text Sets
Here is a collection of sites which we recommend using to find additional texts (articles, maps, graphs, timelines, visual art, music, etc.) to grow the text sets in TextDepot for U.S. History.
Clicking on any of the links below will open a new window and take you to one of those sites. When you find materials to add to the text set you are building, come back to TextDepot and use the BE AWESOME button on the text set page to share what you find back with us so you can help to grow this text set.
DPLA connects people to the riches held within Americaâs libraries, archives, museums, and other cultural heritage institutions. All of the materials found through DPLAâphotographs, books, maps, news footage, oral histories, personal letters, museum objects, artwork, government documents, and so much moreâare free and immediately available in digital format. The cultural institutions participating in DPLA represent the richness and diversity of America itself, from the smallest local history museum to our nationâs largest cultural institutions.
The Library of Congress is the largest library in the world, with millions of books, recordings, photographs, newspapers, maps and manuscripts in its collections. The Library is the main research arm of the U.S. Congress and the home of the U.S. Copyright Office.
The Library preserves and provides access to a rich, diverse and enduring source of knowledge to inform, inspire and engage you in your intellectual and creative endeavors. Whether you are new to the Library of Congress or an experienced researcher, we have a world-class staff ready to assist you online and in person.
The National Humanities Center âprovides scholars with the resources necessary to generate new knowledge and to further understanding of all forms of cultural expression, social interaction, and human thought. The Centerâs education programs strengthen teaching on the collegiate and pre-collegiate levels. Model programs developed at the Center provide teachers and faculty with new materials and instructional strategies to make them more effective in the classroom and rekindle their enthusiasm for the subjects they teach.â This link takes you to their primary source collection organized by topic.
CommonLit delivers high-quality, free instructional materials to support literacy development for students in grades 3-12. Our resources are:
- Aligned to the Common Core State Standards;
- Created by teachers, for teachers.
We believe in the transformative power of a great text, and a great question. Thatâs why we are committed to keeping CommonLit completely free, forever.
NewsELA offers a wide range of articles, including news, primary sources, and texts arranged in text sets.
Free membership required.
- 4,560 K-12 passages (and counting)
- Search by grade or by lexile
- Written by experts, curated by educators
- On topics youâre teaching and topics worth knowing
Free membership required.
High Progress Literacy and HPL TextDepot are copyrighted (c) 2014-2022 by High Progress Literacy Associates, LLC. The materials on this site are free for individual use and for educational purposes. Any commercial use is strictly forbidden. HPL TextDepot is a curation service. We offer educators a place to collect, organize, and share materials found on the web. All materials on HPL TextDepot are copyright by the author of each text. Wherever possible, we include a URL at the bottom of each text so members can navigate to the website from which the text came.


Room project: Today for group time, Sandra settle the children by singing, 'skidamarink' after the song, Madelyn was sitting on Sandra's lap, Sandra introduced Madelyn to her peers, explaining to the Joeys that "Madelyn is our new friend". She encouraged the Joeys to say hello Madelyn by saying 'Madelyn' name. To follow on with our number and color project, Sandra showed the children the number card, and she asked the children, holding the number one card. Sandra encouraged the Joeys to say 'one bee', pointing to the number and the bee. Next, she asked the children to hold the number two with fish on the card, she asked Tilly to hold the card and show her peers, what number card Tilly is holding. Tilly pointed to the fish and Sandra helped Tilly to count the fish. Elya, was next, Sandra assist Elya to say 'three' and Sandra and Elya both counted the watermelon together. Mila was next, Mila refused to stand up and show her peers her card however, Tilly was able to point at the ice cream. Sandra and Kavith were able to help Mila to count the ice cream. Abuk had a turn next, Abuk showed her peers the strawberry card that she was holding. Sandra encouraged Abuk to count the strawberry, however, Abuk was more interested in smiley. Madeley had a turn with number six with support from Sandra. Kavith had a turn, and Sandra asked Kavith what number he was holding. Kavith said 'one', Sandra and Kavitha helped Kavith to count, Kavith was unable to count in sequences. Jayden, Lucas, and Pillar had a turn with 'number eight with support from Sandra. Jack V, Elliot, Hunter and Ezekaiah had a turn looking at the pictures on the cards they were given.
Link to Pedagogical Documentation
Outcomes: 3: Children have a strong sense of wellbeing Elements: 3.1 Children become strong in their social and emotional wellbeing. Children in this learning experience were able to demonstrate trust and confidence with their peers and educators.
This learning experience can be linked to Piaget's theories. He believes the child is an active learner and that the child must be given opportunities to explore, discover and experiment.
Critical Reflection: The Joeys enjoyed this learning experience, during interactions with the children, educators were responsive in teaching and scaffolding children learning. By doing so educators supported the children's agency to contribute to their own learning and development. children were given choices, by providing them with different learning resources. Through interactions, educators were able to encourage the children to say the number and the object names. Also, Providing Joey with this learning experience, gives Joey choices, allowing them to be a confident learner. Today's group time learning opportunities include learning about numbers (counting), extending numeracy skills, learning about food, and extending their vocabulary. Follow-up: More activities and experiences on the project.


rethinking schools by Richard J. Meyer
â¦ Karenâs district shifted its stance on reading curriculum. The local newspaper reported second-grade test scores, and the drop in scores led to an outcry in many forums. The district responded swiftly by adopting and mandating the use of a systematic, direct-intense phonics instruction program. The texts used in reading instruction shifted from predictable books to phonetically regular texts that were referred to by the publisher as âpredictableâ and âdecodable,â but that actually consisted of phonetically regular words organized into sentences that strain young readersâ sense-making. Teachers were told to follow verbatim the scripted lessons of the phonics program. Karen describes the change here.


This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Early Language and Literacy KnowledgeBase is an online resource supporting language and literacy development in early learners from birth through age eight. Its focus is to support parents and caregivers in helping early learners with their language and literacy development, and teachers in enhancing their instruction for early learners from pre-Kindergarten through Grade 3.
Task 1: Gather Observational Data
Guideline: Observing the early learner's interaction within the learning environment and with other children, caregivers, parents, and teachers provides useful information for assessing the childâs development and learning. Educators of early learners need to know how to observe young students as well as how to use the observational data as part of the assessment process. This task provides resources for doing so.


Financial habits are instilled at a young age and can shape a personâs future. To help parents teach their children savvy financial skills, Dejesca Diaries has re-launched their âMy Pocket Money Diaryâ, a 92-page diary that prepares children aged four to seven for a cashless society.
More information can be found by visiting https://www.dejescadiaries.com
Cambridge University research suggests that many of the financial habits people carry into adulthood are set by the age of seven. The behaviors children have around budgeting, saving, and borrowing at this age are likely to influence their future financial decisions. The recently updated diary covers foundational skills that help readers make better money management choices throughout their lives.
The diary encourages children to develop their critical thinking skills by learning how to budget, save, spend, and be aware of their financial limitations. The book includes interactive exercises that children can complete with their parents to improve their financial acumen. They will be shown real-life examples that will strengthen their decision-making skills.
In addition, readers can set savings goals, track income and expenses, and record financial milestones. They are shown how to distinguish between wants and needs so they can develop responsible spending habits. To encourage saving, the pocket diary can be purchased alongside the Mr. Winston Archibald Wise Money Box.
Explaining how the diary works, a company spokesperson says, âMy Pocket Money Diary is a fun and interactive tool designed to introduce young children to the concept of money and financial responsibility. This educational product aims to teach kids about budgeting, saving, and making wise spending choices through engaging activities and exercises. My Pocket Money Diary is the perfect tool to empower your little ones with essential money management skills before adapting to the digital age.â
About The Company
Dejesca Diaries is a financial education company based in the United Kingdom. They believe that teaching children financial responsibility is an investment in their future and offer interactive resources that empower children to navigate their finances with confidence.
For more information about Dejesca Diaries and âMy Pocket Money Diaryâ, visit https://www.dejescadiaries.com
Sealy Gill International Ltd
Disclaimer: The views, suggestions, and opinions expressed here are the sole responsibility of the experts. No Florida Times Daily journalist was involved in the writing and production of this article.


What Is Hungarian Piano Playing?
The Hungarian piano playing tradition whose origins trace back to Franz Liszt, has produced many of the greatest pianists in the last century. This great heritage goes back to Beethoven, who taught Carl Czerny, and Czerny in turn taught Liszt. Piano playing in the likes of ZoltÃ¡n Kocsis, AndrÃ¡s Schiff, Jascha Spivakovsky, and Claudio Arrau explore the hidden attractive qualities of the instrument and took delight in beautiful sound, touch and nuance, along with fine sense of musicianship.
âPianists trained in the Hungarian style of teaching, can be immediately identified by their distinctive approach to the piano, the sound created from instrument, and their technical prowess. The analytical approach, with methodology involves a detailed study, application and mastery of correct physical motions used/employed in piano playing. The tradition of the Hungarian style of piano teaching with methodology, explains technical functions of the muscles, hand positions, postures, and other physical elements of pianism to help with proper relaxation and improve technique, music history, piano literature, pedagogy, and other courses. The most important work in all these levels of music education, though, is in the one-on-one private lessons with piano professors. At the end of their studies at the Liszt Academy, pianists are well-qualified to teach and perform at very high levels in the Hungarian tradition of music-making.â
(Sandra Doan, The Hungarian School of Pianism)


The TBAISD Farm to School team strives to bring teachers material that is engaging, comprehensive, and easy to incorporate into their curriculum to encourage lifelong healthy habits!
Food is something every child relates to. Our team wants to help teachers easily find and incorporate Farm to School curriculum into the classroom. This can involve learning activities, cooking demonstrations, garden plots, farm field trips, or hands-on learning experiences.
Using Farm to School in the classroom can be done in a variety of ways, it all depends on classrooms needs. Our resources fit in with the curriculum work teachers are already using. The learning activities found on our webpage have been evaluated by TBAISD instructional specialists, in accordance with state standards for elementary education.
Teachers are seeing students become incredibly engaged in this hands-on approach to teaching across all subjects using food, cooking, and gardening as a lens. This website hosts learning activities, creative classroom activities, and the resources that support teachers to seek out and conduct farm to school within their own classrooms.


Dame Mary Quant, the legendary fashion designer who revolutionized the industry with her trailblazing designs and iconic miniskirts, has died at the age of 93, leaving behind a legacy that continues to inspire and shape the world of fashion today.
Legendary fashion designer Dame Mary Quant, who revolutionized the fashion industry in the 1960s and is credited with popularizing the miniskirt, has passed away peacefully at the age of 93 in her home in Surrey. Model Twiggy Lawson, who became a style icon during the era, paid tribute to Dame Mary, saying that she had âsuch an influence on young girls in the late 50s early 60sâ and that âthe 1960s would have never been the same without her.â
Former Vogue editor Alexandra Shulman also praised Dame Maryâs work, calling her âa visionary who was much more than a great haircut.â Vanessa Friedman, the fashion director of the International New York Times, tweeted, âRIP Mary Quant, who freed the female leg. We owe you.â
Dame Mary was born in southeast London in 1930 and gained a diploma in art education at Goldsmiths College in the 1950s. She opened her first shop, Bazaar, on Kingâs Road in Chelsea in 1955, which soon became the beating heart of Swinging London. Her far-sighted and creative talents quickly established a unique contribution to British fashion.
Dame Mary was one of the most influential figures in the fashion scene of the 1960s and is credited with making fashion accessible to the masses with her sleek, streamlined, and vibrant designs. She explored geometric designs, polka dots, and contrasting colors, and played with new fabrics, including PVC and stretch fabrics, to achieve a modern and playful look.
Her models were showcased in extravagant and provocative window displays overlooking the Kingâs Road, which became a miniskirt catwalk and drew American photographers keen to picture Swinging London. She is also credited with creating hot pants, the skinny rib sweater, and waterproof mascara.
Dame Maryâs impact on fashion cannot be overstated. The Victoria & Albert Museum said that âitâs impossible to overstate Quantâs contribution to fashion. She represented the joyful freedom of 1960s fashion, and provided a new role model for young women. Fashion today owes so much to her trailblazing vision.â
Although there has been a long and bitter dispute with late French designer Andre Courreges, among others, about whether or not Dame Mary actually invented the miniskirt, her role in turning the thigh-skimming super-short hemlines into an international trend has not been disputed.
Dame Mary Quant will always be remembered as a visionary who revolutionized the fashion industry and inspired generations of women to be confident and bold. Her contribution to fashion will continue to be celebrated and her legacy will live on.


Math, the four letter word that can have some students running for the bathroom, the nurseâs office, or anywhere to escape. Math can be one of the hardest subjects in school for students. Because it can be difficult for students, we need to find fun ways to make it stick! Easy kindergarten math games will have your students ready to add, subtract, and multiply in no time!
Why a game?
I know what some of you might be thinking. The word âgameâ can be scary when it comes to the classroom. Sometimes games can change a quiet classroom into a madhouse in a hurry. On the other hand, games are great for collaboration. Allowing your students to collaborate gives them the chance to practice new skills, become the teacher, and learn from each other.
When students are playing a game, they are having fun while practicing a new skill or reviewing an old one. Sometimes the combination of fun and learning can help new ideas stick. In addition to solidifying these skills, some students will be able to help others learn the material.
Everyone is gifted at something and some students may be gifted at math. Allowing them to tap into these gifts and help others will make them feel super important and it might help the struggling student understand a big concept.
So what kind of math games can you play in kindergarten? There are so many to choose from that are ready to go just for you!
Squares Your Brain
A fun game to play with students is Squares Your Brain. This game helps your students gain and strengthen math skills by helping build a strong foundation. With this game, students can either work by themselves or work in groups of 2 or more to build their math skills. When your students play Squares Your Brain, they are getting hands on practice.
Tic-Tac-Toe Math Edition
Another fun math game takes a traditional game, Tic-Tac-Toe, and adds a fun math twist to it. In this game, you would have a 3 x 3 table. In each square you would have a math problem. Students take turns solving the math problems.
If they get the math problem correct, that player gets the square. The other student will have to try to solve math problems to block the other student from getting three in a row.
If someone does not do the math problem correctly, it is their opponentâs job to show them how to do the math correctly in order to get the square.
|3 + 7||9 + 7||8 + 7|
|6 + 8||4 + 15||7 + 6|
|5 + 8||9 + 2||8 + 4|
One thing about education that will never change is the need for review. Students need to review old concepts and new ones throughout the school year in order to make sure it sticks. You can accomplish this through the use of spiral review in your classroom.
Spiral review not only helps teach new skills, it helps students keep important skills in their minds while you learn new concepts. In so many subjects, and especially in math, ideas and concepts build on each other.
If your students lose valuable knowledge it will make new math difficult to learn. Use this great technique throughout the year to strengthen your studentâs foundational math skills.
While math might be the âswear wordâ in your classroom right now, and the word âgameâ may make you shutter in your boots, combine them together to make learning dynamic in your classroom. Math skills are important skills students will need for the rest of their lives. Making sure your students have the foundational skills and solidifying them with a game will help you create math wizards.


Last week, I gave my first talk in German. It was about learning languages in a digital world. The conference went well because I:
- (almost) overcame the fear of speaking German in front of an audience (just a side note - my mother tongue is Croatian, and I speak English. German is by far my weakest language) and
- learned something new about digital media.
If you think about it - I wouldn't have even been there, talking about digital media and learning if there weren't any digital media. Thanks to communication platforms, social media, all kinds of websites and online libraries, I was able to present my topic. In German.
So, let me share with you what I read about learning, children and digital media.
I shall skip the part with babies and young children learning with digital media. Why? Because children under the age of two or three can't really learn this way. Young children are still developing cognitive, language, sensorimotor, and social-emotional skills, which require hands-on exploration and social interaction with trusted caregivers for successful maturation. At this age, children also experience something called "Video deficit" - difficulty learning from 2-dimensional videos. The video deficit is thought to be attributable to infants' and young toddlers' lack of symbolic thinking, immature attentional controls, and the memory flexibility required to effectively transfer knowledge from a 2-dimensional platform to a 3-dimensional world (1). So, the best way children learn is â through play.
Slightly older children can learn something with digital media. But, even they learn better if using digital apps with their parents.
Considering children who can learn from digital media, emerging evidence suggests that interactive apps may be useful and accessible tools for supporting early academic development (2). First, the authors analysed 1447 studies (35 were included in this review). Then, they presented a narrative synthesis of studies examining whether children under six can learn from interactive apps. In short - they can.
Interactive apps have the potential to support active engagement with learning material through embedding learning concepts into game-like activities, scaffolding children's learning through adaptive learning technology, providing feedback and rewards through gameplay, and promoting the repeated practice of foundational skills. Furthermore, besides academic development, using digital media facilitates exposure to new ideas and knowledge, increases opportunities for social contact and support, and new opportunities to access health promotion messages and information (3). And finally, online social media used for collaborative learning significantly impacted interactivity with peers, teachers and online knowledge-sharing behaviour.
Additionally, interactivity with teachers, peers and online knowledge-sharing behaviour has seen a significant impact on students' engagement which consequently has a significant effect on students' academic performance (4).
Wow, there are so many benefits of learning with digital media. But I guess the main question is, "how do we obtain these benefits?"
Will children learn much if we only give them smartphones, instal learning apps and let them learn?
I assume you know the answer. But this is a topic for another article.
Suggested reading on the topic
(1) Barr R. Memory constraints on infant learning from picture books, television, and touchscreens. Child Dev Perspect. 2013;7(4):205â210
(2) Griffith SF, Hagan MB, Heymann P, et al. Apps As Learning Tools: A Systematic Review. Pediatrics. 2020;145(1):e20191579
(3) Reid Chassiakos Y, Radesky J, Christakis D, et al., AAP COUNCIL ON COMMUNICATIONS AND MEDIA. Children and Adolescents and Digital Media. Pediatrics. 2016;138(5): e20162593
(4) Ansari and Khan. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments (2020) 7:9


From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
Semester 2 - Dual-Delivery
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This subject builds on knowledge developed in the previous subject Language and Literacy: F to Year 2 to focus on teaching more complex aspects of language and literacy required in the middle and upper primary years. Teacher Candidates engage with key research and theory to identify key challenges for teaching and learning language and literacy knowledge and skills in this transitional stage of schooling. Teacher Candidates will further develop specialised subject content knowledge for teaching and assessing student language and literacy development linked to the Australian/Victorian Curriculum: English. Teacher Candidates will extend their pedagogical knowledge of effective teaching strategies and assessment tools and of the Clinical Teaching Model to meet specific and diverse leaning needs.
Topics include: reading comprehension, higher order thinking, critical analysis and inquiry around various written, visual, multimodal and digital texts; the importance of reading engagement, rich texts, and text selection; composition and production of complex texts central to English and other subject areas in both print and digital forms including multimodal; and development of academic language proficiency for reading, writing, listening and speaking across all subject areas.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Examine contemporary educational theory and research concerning teaching advanced forms of literacy and the related challenges for students in the middle and upper primary school.
- Examine pedagogical practices for effective classroom communication through a range of strategies that promote the interrelatedness of oral language, reading and writing when planning teaching.
- Plan, organise, sequence, assess and evaluate programs across the curriculum demonstrating strong pedagogical knowledge and subject content knowledge of language and literacy required in the Victorian/Australian Curriculum: English, enabling students to comprehend, compose and produce more complex texts.
- Integrate teaching contemporary literacy knowledge and skills across the curriculum in Years 3-6 including critical literacy, multimodal literacy and digital capabilities to support student participation and engagement.
- Analyse and interpret a range of assessment and diagnostic data to make sound and informed judgements about students' diverse learning needs and plan for differentiated teaching to meet needs of diverse learners.
- Synthesise knowledge of language and literacy subject content with use of effective teaching strategies and student assessment data for planning for improved outcomes for students in Years 3-6 across the full range of abilities and from diverse linguistic, cultural and socioeconomic backgrounds.
- Integrate literacy knowledge and skills to support development, including using ICT/digital tools, to support the teaching of literacy and language and to engage learners.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Teamwork and professional collaboration.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
- Ethical and intercultural understanding.
Last updated: 12 November 2022


Rural Fridays is a unique field experience for preservice teachers that brings children together from many of the very rural, two-room schools in Beaverhead and Madison counties, Montana Western education professor Laura Straus explained. Teacher candidates plan and teach a half day of lessons on each of the Fridays with the added benefit of extensive observation and feedback from the rural teachers and their university instructor.
Teacher education students are utilizing Montana Westerns SMART Boards to teach grade school students as well as expose them to technology not available in the rural classrooms. SMART Boards replace traditional white boards and chalkboards with a digital version of the same concept. Teachers are able to use applications, write with digital ink, save projects performed on the board and give presentations on a large display so the needs of both visual and kinesthetic learners are met.
Montana Western has 12 SMART Boards located across the campus.
Straus added that the presence of SMART boards on campus has been an excellent chance for education majors to experiment with technology themselves.
I think itâs very important for students to have the opportunity to practice using new technology, Straus stated. These tools are destined to be an integral part of not only their student careers, but their adult careers and lives.
Montana Western elementary education senior Jamie Janosko knows the importance of having experience using technology for her future career.
Having a background rich in technology is essential in almost any job today, Janosko noted. Especially for teaching.
Janosko experienced SMART Boards as a student in Montana Western classrooms and is now experiencing them as a teacher during Rural Fridays. She recently used one of the STC SMART Boards to present a lesson plan to Rural Friday children and then to play an educational version of the game show Jeopardy with the students.
Janosko said she enjoyed the experience of using SMART Boards with Rural Fridays students and realized even though they were from rural schools, many of the students were technologically adept. One of Janoskos Rural Fridays students even helped her operate the SMART Board during a portion of the class. The occurrence would not be surprising to Straus, who is well aware of childrens exposure to technology.
Many children today can rightly be called digital natives because they have so much exposure to technology at an early age that it has become a modality in which they are easily engaged and in which they readily learn, Straus added.
While students from some rural schools such as Wisdom, Mont. have access to SMART Boards, students at Reichle Elementary School in Glen, Mont. do not. Becky Jensen, a teacher at Reichle Elementary School, appreciates SMART Boards even though her school does not have the funds to acquire one.
Its definitely an asset to learning, Jensen stated. Anything to enhance curriculum and catch a students attention is great.
After gaining first-hand experience with SMART Boards Janosko agrees they can be an asset to a classroom. She also understands there must be a balance between technology and human interaction.
Technology is evolving the classroom, Janosko stated. Its great students as young as fourth grade are learning how to write, open files, use programs, and be technologically savvy. It does need a balance. Too much technology takes away from learning how to interact with one another, especially at that age.
When used correctly as a tool in the classroom SMART Boards have numerous benefits.
Not only does it build technical skills but it increases students motivation and students are always actively participating, Janosko said of SMART Board use. Struggling readers and hearing-impaired students have programs to aid them in learning. Its a great way to learn and differentiate. I love how you can be presenting in front of the entire class, as opposed to behind a computer clicking away.
Although the SMART Boards do make some things easier, Straus and Janosko both understand they can also add complications for students learning to use them.
I think the use of SmartBoards makes teaching both more efficient and effective, Straus added. It may not always be easier, as it does require extra thought and planning, but those things become second nature as the teacher increases his/her knowledge of the technology.
Janosko says the trick is to use the technology as a supplemental tool, not a replacement, for lesson plans.
In my opinion technology should not change the way a teacher teaches but should support or add to the topic they are teaching, Janosko clarified.
Still, for rural schools that find access to such technology often out of their reach, SMART Boards are a tool that can bring the outside world into a classroom in a very hands-on manner. Both Straus and Janosko say teachers and students alike can benefit from SMART Boards potential to create entertaining lessons catering to different types of learners at the same time.


An Analytical study for pedagogical purposes of French-Canadian folks songs as collected by Marius Barbeau
The purposes of this study were: (1) to examine the Barbeau collections of French-Canadian folk songs and to do an initial musical analysis; (2) to compile from the Barbeau collections a body of French Canadian f o 1 k songs suitable for use in teaching e1ementary c1assroom music; (3) to do a further analysis of the selected songs to determine, through frequency of occurrence, whether there are any melodic, rhythmic and formal structures characteristic of these French-Canadian folk songs; and (4) to suggest a possible teaching sequence of musical elements based on these characteristic structures. The collections examined were: Folk Songs of French Canada (1925); Romancero du Canada (1937); Les enfants disent (1943); Alouette! (1946); Chansons populaires du vieux Quebec (1956); Dansons a la ronde (1958); Jongleur Songs of Old Quebec (1962); and Le rossignol y chante, 2nd ed. (1979). An initial analysis of tone set, scale, range, metre, rhythmic set and form was performed on the total 307 songs found in these collections. Seventy-four songs were then selected based on their suitability for use with children and further analyzed for rhythmic patterns, cadence notes and phrase stress. As a result of these analyses, certain musical elements appeared to be characteristic of these French-Canadian folk songs. Diatonic melodies with major characteristics were most common; however, melodies with dorian, mixolydian, aeolian/minor and lydian characteristics were also identified. Overall, the songs had a very limited melodic range with notes concentrated in a pentachord built on the tonic (1-2-3-4-5). Rhythmically, these songs were very active; one-beat rhythmic patterns based on sixteenth notes were characteristic and 2/4 and 6/8 metres were most common. Phrases which originate before the downbeat and end on the downbeat were preponderant. Based on these results, a teaching sequence of musical elements was suggested for use with older beginners in a music programme based on Zoltan Kodaly's principles of music education. It was recognized that the findings of this study were based on a limited sample of songs. It was the therefore recommended that other songs collected by Barbeau and other French-Canadian scholars be similarly examined and analyzed. Certain modes and metres appeared to be associated with certain types of songs (e.g., lyrical songs, work songs). These observations suggested that further research be done on the interrelationship of song genre with specific melodic, rhythmic and formal characteristics. Also recommended were comparative studies of the musical characteristics of French-Canadian folk songs with those of folk songs of other western cultures. Finally, it was suggested that variants of French-language folk songs found in other languages be studied and that their musical variations and textual transformations be compared.
Bibliography: p. 133-137.
Favreau, S. G. (1985). An Analytical study for pedagogical purposes of French-Canadian folks songs as collected by Marius Barbeau (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/21048


Quality first instruction. All of our students receive high quality, evidence based, core grade level instruction. To ensure quality first instruction, students are monitored and their progress evaluated. Based on data, identified students receive additional differentiated instruction providing extra support, acceleration, and/or extended learning opportunities to improve their academic performance.
Every Tuesday, our teaching staff participates in research-based professional development.
Through reflection, our teachers are continuously improving their knowledge and skills. Key reflection questions teachers engage in:
How am I ensuring access to the common core to students with diverse learning needs?
Am I providing students with classwork that reflects grade-level complexity?
English Language Arts
We utilize our California State Standards as the basis of our instruction in English Language Art. Our teachers employ integrated curriculum strategies to address the standards as well as our adopted curriculum, Core Knowledge Language Arts (CKLA).
Our teachers plan for foundational skills instruction collaboratively, and work with students to meet their specific needs in developing as readers and writers. The teachers use data from a variety of assessments, including Dynamic Indicators of Basic Early Literacy Skills (DIBELs), to determine which skills students need support with acquiring.
California's State Standards for Mathematics include a rigorous set of "Mathematical Practices" that students will utilize in Kindergarten though 12th grade. We follow the standards using our adopted curriculum, Eureka.
NGSS stands for the Next Generation Science Standards. Our teachers utilize a variety of investigations, practices, and integration of curriculum to engage students in STEM (Science, Technology, Engineering and Math) learning. We follow the standards using our adopted curriculum, FOSS.
The State of California requires 200 minutes of PE every two weeks. Our teachers faithfully provide this instruction to ensure the health and well-being of our students.
We promote and implement a comprehensive standards-based visual and performing arts education program available to all students at all grades levels. In the 2023- 2024 school year, our Itinerant Arts provided disciplines will be Visual Arts and Music.


Students subtract numbers to 1,00 using standard algorithm with regrouping.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to subtract numbers to 1,000 using the standard algorithm crossing tens and hundreds, using the terminology of "borrowing" from the hundreds or tens.
By learning how to subtract using the standard algorithm, students are able to more easily solve subtraction problems with larger numbers.
Ask the students to create the given numbers by dragging the MAB blocks. Have them name how many hundreds, tens, and ones are required to create the number.
Explain to students that when using the standard algorithm, we can more easily solve subtraction problems. Remind students that H stands for Hundreds, T stands for Tens, and O stands for Ones. Show students step by step how to solve using the standard algorithm. Ask students if they remember what the little boxes above the HTO stand for (they are used when regrouping). The problem 452 - 137 is written one below the other, in the place value chart. Solve from right to left. You first subtract the ones. The ones number on the bottom is greater than the ones number on the top. This means that you need to borrow ten from the tens column. You do so by crossing out the 5 and writing 4 in the little box. You then add the ten to your ones number, which makes it 12. You then subtract 12 - 7 for the ones column. Next you subtract the tens, and remember to subtract using the number in the little box, not the number you crossed out. Finally you subtract the hundreds and you have solved the problem using the standard algorithm. With the next problems, ask students to determine what the difference is for the yellow boxes. Next they practice a subtraction problem in which they must regroup the tens by borrowing from the hundreds number. Have students work through this problem with you on the board. Then give a few practice problems to solve individually or in pairs.
Check that students understand subtracting numbers to 1,000 using the standard algorithm with regrouping by asking the following questions:
- Why is it useful to be able to use the standard algorithm?
- What do the letters H, T, and O stand for?
- Where do you start subtracting when using the standard algorithm?
- Solve the following problems using the standard algorithm: 458 - 129 = ? and 763 - 382 = ?
Students are given subtraction problems in which they must solve their problems in the place value chart. They are given problems in which they must borrow from the tens column as well as from the hundreds column. They must also write the subtraction problems in the place value chart and then solve for the difference.
Ask students to come up with problems on their own by dragging numbers to the place value chart. Make sure that different kinds of problems are produced: borrowing from the tens, and borrowing from the hundreds. Discuss why it is useful to be able to use the standard algorithm and explain how this is done. Remind students that you always start on the right and borrow from the neighbor column when the bottom number is greater than the top number. You learn how to more easily subtract larger numbers.
To support students who have difficulty with the standard algorithm, start by working on their knowledge of the place value chart (HTO) and how to correctly write a number into the place value chart. You can choose to write the subtraction problems of the ones, tens, hundreds separately and then to write those differences together to make it extra clear which numbers are being subtracted. For students who have difficulty understanding the borrowing(or regrouping), they can be supported by making use of MAB blocks to physically move blocks from the tens column to the ones column.
Optional: MAB blocks.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


\Youâve worked hard all year to provide your students with the instruction and practice they need to become strong readers. As the end of the school year nears, you may be thinking about ways to avoid the dreaded â#summerslide,â which can add up to a month of lost learning on average (Cooper et al., 1996). A recent set of reports by Learning Experience Design (LXD) Research shows that using a #structuredliteracy curriculum can decrease summer learning loss, reducing the need for intervention during the following school year. This research aligns with Dr. Schechterâs previous research examining how using Lexia Reading Core5 minimized the summer slide and supported a rebound effect in a high #ELL school (Brooke, Macaruso, & Schechter, 2019).
The Impact of Core Curriculum
Researchers examined the effects of the 95 Phonics Core Program on the Acadience Reading scores of K-3 students between Fall 2021 and Fall 2022. The 95PCP builds key phonics skills through 30 minutes of daily instruction. Analysis showed positive impacts for the composite scores of rising first graders who started below grade level and the composite scores for all rising third graders. Positive impacts were also found for rising second graders, specifically on the Nonsense Word Fluency Correct Letter Sounds and Whole Words Read assessment measures. Comparing the treatment and control groups at each level revealed that structured literacyâs positive impact on literacy achievement was sustained through the summer and into the next school year (Schechter & Lynch, 2022).
The Impact of Intervention
Structured literacy can strengthen intervention by retaining more students on grade level over the summer. In a kindergarten intervention, students who had been identified as âBelowâ or âWell Belowâ Benchmark received Phonological Awareness (PA) Lessons in small-group interventions. Acadience was used to compare the progress of the treatment group and the control group (who received a different intervention) from Fall 2021 to Fall 2022. The data showed an average increase of six points in the composite scores of rising first graders by Fall 2022, suggesting that the PA Lessons better helped students retain the skills they learned in kindergarten through the summer break. This retention also meant that an additional 11 percent of students in the treatment group began first grade âOnâ or âAboveâ grade level (Schechter & Lynch, 2023).Similar results were found for the first-grade intervention using Phonics Lesson Library (PLL) and Phonics Chip Kit. Students using the PLL had significantly higher composite scores in Fall 2022 (compared to Fall 2021), with an average increase of 21 points. In addition, the number of students that started second grade âOnâ or âAboveâ grade level increased by 14 percentage points due to skills gained starting in Fall 2021 and retained through Fall 2022. (Schechter & Lynch, 2022b).
The Impact of Multiple Tiers of Instruction
When structured literacy is placed in all tiers of instruction, students can catch up during the year and even have higher scores after the summer. This spotlight report focused on rising 2nd and 3rd graders in a Nebraska elementary school, with 86% coming from low-income households and most not speaking English at home. The school started using the 95 Phonics Core Program and the PLL during the 2020-2021 school year. When comparing change from Spring to Fall each summer over multiple years, the data showed that rising 2nd graders experienced a 63 percent decrease in learning loss over the summer months. The 3rd grader reduced the summer slide and grew over the second summer (200 percent reduction). This report suggests that explicit, systematic phonics instruction leads to greater retention of critical reading skills and, by extension, fewer students in need of intervention year over year.
Evaluate Your Literacy Toolkit
Summer vacation is the perfect time to reflect on your schoolâs phonics program and examine benchmark student data to determine whether it is truly meeting the needs of your young readers. Check out our Supplemental Phonics Evaluation Guide and Rubic to strengthen your literacy toolkit. Providing students with evidence-based, systematic phonics instruction is the best way to ensure that they become strong readers and maintain their skills from year to year.


I will be the first to admit that it has been extremely hard to let my toddler try things themselves. The mama bear in me just always wants to be there to offer assistance. But the truth is, allowing toddlers to try things themselves is beneficial for their overall development and growth. Here are some reasons why it is important to encourage toddlers to explore and try things independently:
Letting your toddler try things themselves helps foster a sense of independence. It allows them to gain confidence in their abilities and develop a sense of self-reliance. When they accomplish tasks independently, they feel a sense of achievement, which boosts their self-esteem.
Enhances problem-solving skills:
When toddlers try things on their own, they encounter various challenges and obstacles. This provides them with opportunities to think critically, problem-solve, and find creative solutions. These problem-solving skills are crucial for their cognitive development and will benefit them throughout their lives.
Supports fine and gross motor skill development:
Trying things independently helps toddlers develop their fine and gross motor skills. Whether itâs buttoning up a shirt, stacking blocks, or climbing a small structure, these activities engage their muscles and improve coordination and dexterity.
Encourages exploration and curiosity:
Toddlers are naturally curious and have a strong desire to explore their surroundings. Allowing them to try things themselves encourages this curiosity and exploration. It helps them learn about cause and effect, spatial awareness, and how the world around them works.
Fosters a love for learning:
When toddlers are actively engaged in trying things themselves, they develop a positive attitude towards learning. They become motivated to explore new experiences and develop a growth mindset. This love for learning will benefit them as they grow older and continue their educational journey.
Builds resilience and perseverance:
When toddlers face challenges or encounter failures while trying things on their own, they learn resilience and perseverance. They understand that itâs okay to make mistakes and that setbacks are a natural part of the learning process. This resilience and determination will help them overcome obstacles in various aspects of their lives.
Strengthens parent-child bond:
Allowing toddlers to try things themselves doesnât mean leaving them entirely unsupervised. It provides an opportunity for parents to engage with their child, offer support, and be present as a guide. This strengthens the parent-child bond and fosters trust and communication.
While encouraging independence and exploration, itâs important to ensure a safe environment and provide appropriate levels of supervision to prevent any potential hazards. Parents should strike a balance between allowing their toddlers to try things independently and providing guidance and support when needed. I hope that you found this post to be helpful and feel more comfortable to let your toddler try things by themselves!


âBody music strives to be most accessible for everybody by stimulating different forms of intelligence: kinaesthetic, verbal, aural, and visual.
âGeremia Lorenzo Lodi, Project Intuition BodyMusic
ArtistsInspireâs Interactive Online Workshops cover the gamut of visual and performing arts. One unique approach asks participants to bring absolutely nothing, but themselves, to make music! Musician and Teaching Artist Geremia Lodi leads participants in Body Percussion workshops which get participants moving and active to create music. At the juncture between dance and music education, Geremia teaches participants to make rhythm using just their own body â what he calls the origin of rhythm.
As Geremia explains, âBody Percussion is the art that takes music back to its place of origin: the body! It is a way of learning music through movement. It will help you to focus, develop your coordination, and refine your ability to synchronize with others.â As participants invent, interpret and appreciate musical rhythms created by their own bodies, they bolster their LISTENING SKILLS and their CREATIVITY, foundations of good practice in music education.
Music Education Through Moving
Participants revel in the joyful way to experience music while moving, discovering the expressive potential of the body. Workshops introduce children to body percussion through body rhythm sequences, silent movement, words and rhythm, geometric figures and steps, and playful ways of inviting children to create their own rhythm patterns
Whether in person or online, Geremia Lodiâs Body Percussion workshops highlight surprising and innovative ways to implement music education in any classroom, regardless of access to materials or resources. As Geremia enthuses,âwe are walking musical instruments, always ready to sound out!â


This is an email from the Global Education network regarding their upcoming webinar
âJoin us on Thursday, December 3, from 7:00 â 8:00 pm US-EST, (UTC-5) for a look at the latest research in learning science and why it matters to math teachers. For South African teachers this would be 2am â 3am!
- How can we take the research about teaching and learning and translate it into practice?
- What are: âframing,â the âgrowth mindset,â the âtesting effect,â the âretrieval effect,â âspaced repetition,â âchunking for memory,â âdeliberate practice,â and âaffirmative testing?â
- Why should these and other learning behaviors be familiar to math teachers?
Join Mathtoons CEO, Kristin Garn, and Mathematics Professor, Dr. Raymond Spiteri, as they outline their research looking at building math skills and greatly improving learning outcomes in the math classroom, discuss the best use of technology in the BYOD (bring your own device) math classroom, and demonstrate the use of Mathtoons Media tools.
There is no cost for this Webinar. Sign up at http://learningresearch.eventbrite.com
to attend live or to receive links to watch the Webinar recording later.
Special Note: youâre also encouraged to take part in the live learning analytics portion of the presentation by downloading their Practi mobile app before the webinar:
a) Apple at:
b) Android at http://bitly.com/android_practi.
Create a free Practi account and enter the webinar course code WDS5W to play along.
Mathtoons Media creates apps and software that leverage mobile devices and help students practice the foundational skills necessary for academic success. Funded by the Canadian National Research Council, and in partnerships with UBC, University of Saskatchewan and Athabasca University, Mathtoons has developed straightforward tools that help teachers easily create, trackm and optimize mobile content for student practice.
Kristin Garn founded Mathtoons Media, Inc. in 2011. Prior to this, she had over 20 years experience teaching high school mathematics and university calculus. She has assembled a highly talented development team to create technology that expands the field of learning science research.
Dr. Raymond Spiteri is a professor in the computer science department at University of Saskatchewan in Canada, a numerical analyst, and the President of the Canadian Applied and Industrial Mathematics Society.
Visit The Global Education Conference Network at: http://www.globaleducationconference.com/?xg_source=msg_mes_network â


Planning for the future often looks different and should start early for our children with learning differences and special needs. Below Iâll be covering a variety of topics that I hope you will find helpful when planning your childâs future. We will address foundational skills and how to access resources at an early age.
Through almost ten years of working in public school special education, and being a mom of seventeen-year-old twin boys with Level 3 Autism, Iâve learned that Activities of Daily Living (ADL) are vital in accessing the community when our children are no longer school age. ADLs are the skills our children will need to function as independently as possible, no matter what the future holds for them.
The best advice Iâve ever heard from someone working with adults on the Spectrum is that âfunctional language and safely being able to use a public restroom are the two most important skills we can give a special needs child/adult. Academics are important but are less so if they donât have these two basics mastered.â
What questions should I be asking in planning for my childâs future?
- Education: Will my childâs future include attending college, Trade/Vocational School or spending several days each week in the community at a DayHab facility?
- Legal: Do I have all the necessary documents in place such as a will and Special Needs Trust? Will my child need full Guardianship or will Supported Decision Making be enough?
- Living Arrangement: Will they live independently? If so, where? Is Supported (semi-independent) Living, Group Home or Host Home Companion (Foster Care) the best option? Or will they remain at home with family? What supports will they need to access the community?
- Job/Financial: Will my child have a job? Volunteer? Need Employment Assistance or Supported Employment?
- Local & State Services: Who is my Local Authority? What services are available to my child as a minor and what services will be available to support them as an adult? Is there a waiver list that would help support their community-based, behavioral, medical and financial needs? Should I apply for SSI and Medicaid?
These are just a few of the many decisions that need to be made for our children. Some at an early age, others once they reach high school age. I am currently in the process of making some of the more time-sensitive and critical adult transition decisions for my boys. I hope my experiences over the last twelve years will be helpful to you and your family when making some of these difficult but necessary decisions.


Learn while popping!
This yearâs Pop It is last yearâs fidget spinner, and, believe it or not, they can be pretty cool learning tools; think bubble wrap but less wasteful and equally as satisfying. Pop Its come in all shapes, sizes, and colors, so keep that in mind when choosing the best one for any activity. I try to stick to the traditional circles and squares because I find them most useful, especially in math. There are Pop Its already labeled with letters or numbers, but you can also make your own using a sharpie. Want to see how you can teach with Pop Its? Here are 12 activities to try in both math and literacy.
Practice Counting & Skip Counting
Pop a bubble each time you say a number. Or, count forward (skip count) by numbers other than one (2, 3, 5, 10, etc.).
Learn Odds & Evens
Pop all the odd (numbers ending in 1, 3, 5, 7, or 9) or all the even numbers (numbers ending in 0, 2, 4, 6, or 8).
Create different arrays by popping in rows and columns. Works with addition and multiplication!
Pop Its can be used as a tool for adding, subtracting, multiplying, and dividing.
For adding, pop each digit and then count the total to find the sum.
For subtraction, pop the first digit and then unpop the second digit. Count how many remain to find the difference.
Reimagine the 100
You will need a hundreds pop-it board. Students can use as they normally would to support counting, numeracy skills, and mental math.
Pop the lowercase letter to match each uppercase letter. Then place the matching uppercase letter tile in that spot.
Pop a bubble for each sound. How many sounds do you hear? Write the letter for each sound.
Practice the Alphabet
Practice the alphabet in order and pop each letter as you say it. Or another way to teach with Pop Its is to play a game where one student calls out letter names (or sounds) and the rest of the class pops the corresponding letter.
Teach Consonants & Vowels
Pop all the consonants or all the vowels. Then write them in the correct column.
Pop the bubbles (in the correct order) for the letters that spell the dictated words. Then, write the word on the line. A teacher can call the words or a student! This can also be done with picture cards. Choose a card and pop the letters to spell the word in the picture.
Count the number of syllables in a word by popping one bubble for each. Then, write how many syllables are in the box.
Encourage Writing (Opinion & Persuasive)
Should Pop Its be allowed in school? Create a solid argument with evidence using this free graphic organizer.
Shop our full line of Pop-Its
About the Author
Allyson Caudill is an elementary language & literacy teacher from Raleigh, NC. She is an advocate for inclusive education and co-founder of Ready, Set, Coteach!


If you have an emerging reader at home, it is time to learn some phonics! Red Apple Reading has compiled ten phonics activities for you to play with your little ones.
What comes to mind when you think of phonics practice? Although it may sound boring, the truth is that phonics instruction can be a lot of fun! If you have an emerging reader in your home, now is the time to begin phonics practice.
If you have an emerging reader in your home, now is the time to begin phonics practice. In addition to their reading program, Red Apple Reading has a list of creative activities to help your little one master phonic skills.
In our last post we discussed phonemic awareness and itâs critical importance to learning how to read. This week we will discuss phonics, which the Oxford Dictionary defines as, âa method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system.â So, phonics further builds upon the foundation of phonemic awareness. Once your little one begins to correlate letters with sounds, they will begin building an important foundation for reading! Today Red Apple Reading shares several activities that will help your kiddo become a phonics master!
Red Apple Reading is committed to childrenâs literacy! Here we will explore the importance of phonemic awareness as a foundation for reading. You probably already understand the concept even if you donât immediately recognize the name. Now for the definition: Phonemic awareness is the ability to understand how the spoken word is made up of individual units of sound, and how manipulating these sound units changes the meaning of words.
In this installment of the fundamental reading skills series, weâll be focusing on phonics. Phonics is the relationship between a letter and its sound. For example, the letter âdâ makes the /d/ sound when spoken out loud. Individual letter sounds, as well as some sounds resulting from combinations of letters such as âchâ and âsh,â are called phonemes
Educators have long debated whether phonics-based or whole language-based instruction leads to the most effective reading instruction.


The Speech Pathology Australia Book of the Year Awards aim to promote childrenâs books as literacy tools, as well as raising awareness of the role speech pathologists play in helping children develop language and literacy skills. Literacy is based on good oral language skills. The awards:
â¢ help children get the best, most literate start in life;
â¢ promote quality Australian childrenâs literature;
â¢ enhance awareness of the role speech pathologists play in language and literacy development; and
â¢ encourage a love of reading.
Books are awarded for âBest Book for Language and Literacy Developmentâ in the following categories:
This story is entertaining and lends itself to lots of oral language extension activities. The joys of bath time are relatable and the length of the book is developmentally appropriate.
This beautifully illustrated book addresses the issue of bullying and self-confidence. It promotes the development of phonological awareness skills using rhyme and allows the reader to explore more sophisticated adjectives thereby developing language and sentence structure.
This thought provoking narrative explores themes of acceptance, bullying, friendship and standing up for others. The vocabulary is amusing and rich, and the rhyming format adds to the readability. It's a tale that encourages predictive and problem-solving skills in a funny and relatable way.
This story, written in verse, is a fun read with a lovely message about connection, valuing genuine friendship, and coping with being bullied. The limited amount of text on each page will encourage reluctant readers to try this chapter book.
This beautifully crafted story encourages the reader to explore Aboriginal culture and potentially new concepts through the lens of an Indigenous child. It assists children in learning about Indigenous culture, dance, music, spirituality and connection to Country.


Writing is a terrific way for children to express their thoughts, creativity, and uniqueness. It is also a fundamental way in which children learn to organize ideas. And learning to write well helps children to be better readers.
When engaging in writing, young children often mirror what they see around them: adults and older children writing lists, letters, text messaging. They are observing the way writing is used in our everyday lives.
Writing at home
Here are some suggestions that engage your child in the writing process:
- Have your child write instructions for taking care of the family pet. These will be useful as you plan your summer vacations!
- Write a letter or thank you note to a relative. Talk through what your child wants to say before writing begins.
- Make a shopping list before going to the grocery store.
- Write an online review of a book or an item you recently purchased or a recipe you tried.
- Talk about the presidential election and write a description of the kind of president you want.
- Find a picture in the newspaper and write an article to accompany it.
- Start keeping a personal diary, a household guestbook, or a baby book for a younger sibling.
Does spelling count?
Early attempts at spelling are not the random swings they sometimes appear. Childrenâs âinvented spellingâ gives us a window into what they understand about written language. A good teacher will be able to tell the difference between the misspellings that indicate normal literacy development and those that suggest a possible learning disability. If you have questions, talk to your childâs teacher or reading specialist.
Writing tip: Stay positive!
Kids who are worried about spelling every word correctly will often stick to a small group of words they can spell, or may avoid writing altogether.
What should I write about?
Help your child get their thoughts together in an organized way. Especially when a child starts writing, he may need help planning out what he wants to say.
Writing tip: Get organized!
Use sticky notes to help organize ideas. Put each idea or important word on a note, and lay the notes out on the table for easy rearranging. This helps with planning and organization.
If your child avoids writing, use materials and tools that support both the thinking process and the physical act of writing:
- Use wide lined paper which helps kids line up and space their letters
- Use a whiteboard, which allows them to easily erase and try again
- Use a keyboard, which also allows kids to easily edit


Download full text
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ERIC Number: EJ1114281
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
What Are Their Beliefs? What Is Their Approach in Practice? What Is the Profile of Their Science Teachers and Professors?
International Journal of Environmental and Science Education, v11 n5 p587-602 2016
This qualitative study was conducted with six senior student teachers in the field of science to examine the beliefs of student science teachers, their classroom practices, and the profile of their junior high science teachers and the professors in the education department. The data from this study were collected through individual interviews and observations as well as DASST-C. According to the findings of the study, five of the student teachers held to a conceptual model, one held to an exploratory mental model. When the junior high science teachers of these student science teachers were examined, it was found that four employed an explicit approach, one used a conceptual approach and one had an exploratory approach. When the views of the student teachers' professors in the department of education were examined, most of the faculty members had a teacher-centered approach, but the most popular faculty members employed a student-centered approach. Therefore, we see that the beliefs of the student teachers about the learning-teaching process were passed on from their junior high science teachers and the professors in the education department.
Descriptors: Faculty, Science Teachers, Beliefs, Classroom Techniques, Secondary School Science, Science Education, Foreign Countries, Secondary School Teachers, Interviews, Observation, Student Teachers, Qualitative Research, Freehand Drawing, Portraiture, Secondary School Students
LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: email@example.com; Web site: http://www.ijese.net
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A


Aistear is the early childhood curriculum framework for children from birth up to the age of six years. Early childhood marks the beginning of childrenâs lifelong learning journeys. Irelands early childhood curriculum framework is called Aistear (Irish word for journey).
Aistear provides information to assist practitioners, including infant teachers and Early Start teachers, in planning and providing enjoyable and appropriately challenging learning experiences that afford children the opportunity to grow and develop as competent and confident learners within loving relationships with others.
Aistear outlines the types of learning that are important for children during early childhood and provides practical ideas and suggestions as to how this learning may be nurtured. The Curriculum framework also provides guidelines on supporting childrenâs learning through play, interactions, assessment and partnerships with parents.
Aistear is suitable for all children from birth to six years and can be used in a range of settings. These include; crÃ¨ches, nurseries, playgroups, childrenâs own home, childminding settings, infant classes in primary schools and early start units.
1. The first group of principles concerns children and their lives in early childhood:
â¢ The childâs uniqueness
â¢ Equality and diversity
â¢ Children as citizens
2. The second group of principles concerns childrenâs connections with others:
â¢ Parents family and community
â¢ The adultâs role
3. The third group of principles concerns how children learn and develop:
â¢ Holistic learning and development
â¢ Active learning
â¢ Play and hands-on experiences
â¢ Relevant and meaningful experiences
â¢ Communication and language
â¢ The learning environment
Part one also describes the content of childrenâs learning using four themes, unlike the Primary School Curriculum that uses subjects and curriculum areas.
This theme is about children being confident, happy and healthy.
This theme is about children developing a positive sense of who they are, and feeling that they are valued and respected as part of a family and community.
This theme is about children sharing their experiences, thoughts, ideas and feelings with others with growing confidence and competence,in a variety of ways and for a variety of purposes.
This theme is about children making sense of the things, places and people in their world. They do this by interacting with others,playing, investigating, questioning and forming, testing and refining ideas.
Each of Aistearâs themes connect with most, if not all, of the subjects in the Primary School Curriculum. Through the aforementioned themes, Aistear focuses on the development of childrenâs dispositions and skills, the nurturing of attitudes and values and supporting childrenâs construction of knowledge and understanding of the world.
In supporting childrenâs early learning and development, Aistear;
This introduction to the Aistear SÃolta Practice Guide explains the purpose of, and audience for the Guide and outlines the meaning of the word âcurriculumâ as used in Aistear, in SÃolta and in the Guide. It also gives an overview of the structure of the Practice Guide and describes the aspects of Aistear and SÃolta that it focuses on.


I can assess whether evidence is relevant and sufficient to support a claim.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students will learn how to write relevant and sufficient evidence to support claims. They will start by identifying irrelevant and insufficient evidence in passages. They will then read examples of relevant and sufficient evidence, and they will also write their own evidence to prompts in the lesson.
Students will be able to assess whether evidence is relevant and sufficient to support a claim.
Review the concepts of claim and evidence. Students will decide if this statement, "Driving while using a cell phone causes over one million crashes each year," is a claim or evidence. Ask why it is important to assess whether evidence is relevant and sufficient enough to support a claim.
Discuss how much evidence is needed to fully support a claim. Students will read an example of a claim with a piece of relevant evidence and an example of a claim with sufficient evidence.
Next, students will read a paragraph about football and determine if the evidence is relevant. They will also read about solar power and determine if the evidence is sufficient. Students will read some irrelevant evidence and rewrite the statement with relevant evidence. They will do a similar activity with insufficient evidence. They will add more evidence to the paragraph about homework. Students will then drag evidence to support the claim, "Self-driving cars and trucks would be beneficial to humans." They will also support the claim, "Middle school students shouldn't have bedtimes."
Students will respond to 10 questions which review their knowledge of claims and evidence, and ask students to determine the best evidence to support a claim.
Students will recall:
- What makes evidence relevant and sufficient?
- Why is it important to include relevant and sufficient evidence? What effect does it have on a claim?
Lastly, students will write a paragraph to convince the school district to extend the length of summer vacation.
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


In the top, Wales provided one small piece of the puzzle in the dedication of the AU and he exemplified the human spirit and persistence of a Kuhnian âpuzzle solverâ. See Science Education in the UI General Catalog to learn extra about course requirements for this main and graduating with honors. Iowa also provides trainer preparation programs in Elementary Education and Secondary Education. Support our mission to promote excellence in science teaching and learning by becoming a member.
However, this approach ignores the findings regarding different aspects of curriculum. The unfocused curriculum of the United States can be a curriculum of little or no coherence.
Pupils and Students
Discovery Education helps Kâ12 academics and students with award-winning curricular resources and dynamic skilled improvement. The undergraduate division of Penn Arts and Sciences, the College is the academic residence for more than 6,200 students and offers a liberal arts foundation for all Pennâs undergraduates. Spanning greater than 50 majors and a pair of,000+ programs, the College provides a novel tackle the basic liberal arts education. Inquiry-based science instruction requires classroom lecturers to reshape their relationships to students. Teachers become facilitators who present encouragement and guidance, as a substitute of deliverers of information by way of lectures or assigned readings.
Cultural Studies of Science Education â Examines science training as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. International Journal of Environmental & Science Education â All elements of environmental, science and technology education. International Journal of Science Education -Research related to educational follow, guided by academic realities in methods, colleges, colleges and universities. Journal of Computers in Mathematics and Science Teaching â Use of information technology in the instructing of mathematics and science.
Research in casual science schooling is funded within the United States by the National Science Foundation. The Center for Advancement of Informal Science Education (CAISE) provides resources for the casual science education group. PreconceptionsPrior ideas about how things work are remarkably tenacious and an educator must explicitly handle a studentsâ particular misconceptions if the coed is to reconfigure his false impression in favour of one other explanation.
Four intertwined and equally important strands comprise the NRCâs definition of proficiency in science. All Kâ8 training ought to provide students alternatives to have interaction within the 4 strands of science proficiency. School Partner Program Give your schoolâs science instruction the benefit of a strong national community. Imagine a student with an interest in video production taking a class on environmental science.


Expanding access to quality, affordable childcare is among the most important investments that countries can make to build human capital, accelerate equality, and place women at the center of economic growth. Childcare has the potential to yield multi-generational impacts by improving womenâs economic empowerment, child outcomes, family welfare, business productivity and overall economic growth. For women, access to childcare can enable mothers to participate in the labor market, increase hours, productivity and earnings and improve the quality of work. For children, quality childcare can provide the critical inputs needed during the early years to build the foundational skills that will help them succeed in school and throughout life.
In the context of the COVID-19 pandemic, childcare is essential to support an inclusive recovery to enable parents to return to work, ensure the most vulnerable children have access to quality care, and as a source of job creation itself.


Artists, Emotions and Creativity: An Analytical Study of Artistâs life in Pakistani Muslim Society
Keywords:Art and Emotion, artists and creativity, who is the artist, emotions is the core of art
This article narrates the persona of an artist and how emotion becomes the core value of his creativity. His emotional comforts and discomforts provide him a podium to build an edifice of his experiences in the form of art. The artist takes responsibility to express the emotions of mankind and creates art with complexities or ease but he finds a kind of joy in it. Through his emotional response he reveals the humanity and librates us from narrow confines of our limited perceptions.
Stephanie Z. Dudek, âCreativity in Young Children-Attitude or Ability." (1973), Accessed Februray 23, 2020. https://eric.ed.gov/?id=ED099846
Brent Wilson, "Child art after modernism: Visual culture and new narratives." In Handbook of research and policy in art education, pp. 307-336. Routledge, 2004.
Catarina Martins Silva, "From scribbles to details: The invention of stages of development in drawing and the government of the child." In A Political Sociology of Educational Knowledge, Routledge, 2017, 117-130.
Paul Bloom and Lori Markson, âIntention and Analogy in Childrenâs Naming of Pictorial Representations.â Psychological Science 9, no. 3, May 1998, 200â204. doi:10.1111/1467-9280.00038.
Jeffrey E Young, Janet S. Klosko, and Marjorie E. Weishaar. Schema therapy: A practitioner's guide. (Guilford Press, 2006), 63.
Mratha Simpson, Art is for everyone, (New York: McGraw-Hill Book Company, 1951), 44.
Victor Lownfeld, Creative and mental Growth, New York: The Macmillan Company, 1947, 15-20, Accessed February 20, 2020. https://archive.org/stream/creativementalgr00lowe_0?ref=ol#page/n15/mode/2up
Jay A.Seitz, "The development of bodily-kinesthetic intelligence in children: Implications for education and artistry." Holistic Education Review 5, no. 2 (1992): 35-39.
Gunvor L. Klevberg and David I. Anderson, "Visual and haptic perception of postural affordances in children and adults." Human Movement Science 21, no. 2 (2002): 169-186.
Anne Roe. âThe Personality of Artists.â Educational and Psychological Measurement 6, no. 3 (October 1946): 401â8. doi:10.1177/001316444600600309, Accessed February 27, 2020. https://journals.sagepub.com
Simpson, Art is for everyone, 60.
How to Cite
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This work is licensed under a Creative Commons Attribution 4.0 International License.


Shared Reading: Tips and Strategies
The image of a dedicated educator reading to their students who are listening cozily on a colorful rug may come to mind when you think of shared reading. A critical and joyous part of early literacy development involves fostering a childâs love for reading and language. Shared reading not only enhances childrenâs language skills, but also fosters a deep connection with books and sets the foundation for a lifelong love of reading. It anchors the childâs learning through observing and interacting with the reader and ultimately propels their reading readiness.
Shared reading is a dynamic and interactive experience where an experienced reader engages in reading a text with a learner. It involves reading aloud, discussing the story, and exploring the illustrations together. There are many benefits to shared reading. Learners can naturally absorb the rhythm and tempo of language, understand the structure of stories (the beginning, middle, and end), and grasp the order of events. Moreover, shared reading exposes children to a diverse range of vocabulary as the experienced reader may choose a slightly more challenging text than what the learner can read independently. This offers an opportunity for rigor.
Book Choice for Shared Reading
Itâs important to select books that are age-appropriate and engaging. Consider the size of the text, the presence of vibrant illustrations or minimal illustrations depending on a learnerâs needs, relatable characters, and captivating stories. Of course, ponder the learnerâs interests and incorporate a variety of genres.
Pause and Spark Engagement
When reading, itâs important for the experienced reader to use expressive voices, gestures, and facial expressions to animate the story and spur active engagement. The experienced reader may ask:
- âWhat do you think will happen next?â
- âWhat do you think about that?â
- âCan you point to the character?â
- âHave you ever heard of that?â
- âHow is this character feeling?â
- âHow would you describe this place?â
As always, itâs important to provide wait time and ask for multiple answers. This not only reinforces comprehension, but also serves to boost confidence in their storytelling abilities.
Finally, pacing is also important. With good reading instruction, itâs important not to rush. Affording a learner ample time to engage in the story by asking and answering questions is integral.


Our Mission & History
Through books, EWDC helps children build the skills needed to thrive at school, at home, and in life.
Reading is fundamental to a childâs success in the classroom and in life. But it isnât the only skill that matters. For children to truly thrive, they must also be confident in their potential and have the tools needed to navigate lifeâs obstacles. Unfortunately, too many children aren't getting the support they need to build these interconnected skills, with disparities falling along racial and economic lines. That's where EWDC comes in.
Since 1995, EWDC's programs have helped children develop the foundational skills needed to reach their potential. EWDC programs strengthen literacy skills, build social-emotional competencies, and develop a love of reading and learningâall key indicators of future success in the classroom and beyond.


Toddlers explore and experiment as they learn to walk, climb, and talk. Our toddler program provides a stimulating atmosphere to encourage growth, creativity, and curiosity. The enriched curriculum in toddler classrooms includes a balance of activities, such as age appropriate literacy development, socialization in large and small groups, outdoor play, and time to explore their individual interests.
Wonderspringâs toddler program provides all the hallmarks of a high quality toddler program as noted by the National Association of the Education of Young Children (NAEYC) including:
Positive relationships between teachers and children. Our teachers form close, relationships with children. By interacting with them in ways that show respect, they help toddlers learn to manage their own behavior
Time for children to explore and play. Toddlers need lots of interesting objects to explore. Wonderspring provides toys and materials that can be used in different ways so toddlers develop creativity and problem-solving skills.
Consistent schedules and routines. Our programs provide responsive routines and transitions with time for active play (indoors and outdoors) and rest.
Effective health and safety policies. Wonderspring has developed comprehensive health and safety policies and procedures designed to keep children, staff and families safe and ensure that toddlers stay healthy and ready to learn.
Additionally, Wonderspringâs toddler program utilizes The Creative Curriculum for Infants, Toddlers and Twos, a comprehensive, research-based curriculum designed to enable teachers to implement developmentally appropriate practices and offer responsive daily routines and meaningful experiences that nurture learning and development. The curriculum offers activities that encourage your childâs growth across developmental domains. For a sample schedule go here. Wonderspring also monitors your childâs progress to ensure continual development and prioritizes communication with parents and caregivers.


Author ORCID Identifier
The Wiley handbook of diversity in special education
According to the Organization for Economic Cooperation and Development (OECD), the literacy and numeracy skills that are distributed across a population will have significant impact on economic and social outcomes. In particular, the âhigher the levels of inequality in literacy and numeracy skills â¦ the greater the inequality of distribution of incomeâ (OECD, 2013, p. 26). However, although literacy skills are important, it has been suggested that poor mathematical skills may be more of a handicap than poor literacy skills, especially in the workplace (Butterworth, 2005; McCloskey, 2007). As McCloskey (2007) notes, ââ¦ quantitative concepts and information are involved in many facets of home, work and community life â¦â (p. 421). Poor quantitative skills are likely to pose significant problems in everyday life, even into adulthood (Dougherty, 2003; McCloskey, 2007).
Van Garderen, Delinda; Poch, Apryl L.; Jackson, Christa; and Roberts, Sarah A., "Chapter 11: Teaching mathematics to students with disabilities from diverse backgrounds" (2017). Special Education and Communication Disorders Faculty Publications. 54.