Grade 3 is an exciting and busy time for the students of ASK. Students are actively engaged in activities and projects that help them to further develop the skills learned in Grade 2. It is our belief that our students need to be active participants in their own learning. Our teachers’ role is to assist their students by observing their interests and strengths and providing the materials and time for them to explore and developfurther. Social integration and the development of positive social skills is an integral part of our academic program. Our students learn to share and be supportive of each other while working together collaboratively on projects and classroom activities. Strong friendships are further developed as are the skills required to be confident independent learners. At ASK we strive to ensure that our students’ years in elementary education further promote a positive basis for the remainder of their academic lives.
The Language Arts program provides students with instruction, modelling and experience in reading, writing, spelling, phonics, vocabulary, handwriting, listening, speaking and viewing. Instruction takes place in a whole class setting, in small groups and individually where appropriate. Students will learn how to improve their reading, writing, speaking and listening skills through a literature based approach to language. They will develop critical thinking, reading and discussion skills alongside a lifelong love of reading. They will also increase their independent reading time and use a range of reading and writing styles.
By the end of Grade 3 it is anticipated that our students will be expected to:
By the end of Grade 3 students will be expected to:
In writing, Grade 3 students will continue to improve their ability to communicate through stories, reports, poems and letters. They will work towards independent editing and revision. Their writing will show the development of being able to support the main ideas. By the end of Grade 3 students are expected to:
By the end of Grade 3 students are expected to:
In the Mathematics program students will be engaged in a variety of problem solving situations. The focus in class will also be on listening and using appropriate, acquired Mathematics vocabulary. Students will be encouraged not only to supply an answer, but to explain the processes by which that answer was reached. By the end of Grade 3 students will have been actively engaged in:
In Grade 3 emphasis is placed on communities and what part each individual plays within them and in the world itself. By the end of Grade 3 students are expected to:
The Science program covers some very specific scientific areas including living things, the earth, the sun and the moon and the earth’s water supply, life cycles and forms of energy. The Program will draw from the student’s natural desire to classify and broaden their knowledge base. Students are taught skills in scientific processes, scientific reasoning and critical thinking. Goals for Grade 3 include students demonstrating skills in:
The intent of the Art Education program in ASK is to develop visual thinkers and to encourage creative problem solving on all levels of instruction. This program promotes visual literacy through studies in art history, aesthetics, art appreciation and criticism as well as through the process of creating original art. Art encourages inquiry and discovery and wonder.
Structured learning situations are an essential part of the intellectual, social, and emotional growth of every child, and the art curriculum is designed to develop the unique mental capabilities which foster flexible, divergent, original, fluent, and imaginative thinking.
While art enhances learning in all subject areas by providing visual, auditory, and sensory experiences, it has intrinsic value and is worth learning for its own sake.
By the end of Grade 3, students will be expected to:
Theater arts are an important part of the lives of all students and the community. Our program is designed to promote the development of the individual’s need for dramatic self-expression. The program strives to develop the ability to appreciate the role theater arts plays in the improvement of the quality of our lives. Exposure to and appreciation of theater traditions from western and non-western regions and cultures is fundamental to our philosophy. Our department recognizes and benefits from the great variety of cultures represented at ASK.
Physical Education is an integral part of a student’s total education experience. Every Elementary student will have PE daily. The PE program emphasizes fitness, the ability to work with others in small and large groups, sportsmanship, respect for people, property and rules. The PE program for Grade 3 aims to enable students to:


Curriculum: All teachers fully implement high quality, deeply rigorous, and fully aligned TEKS Resource system curriculum.
- Understand deeply what is demanded by the TEKS.
- Follow and understand the TEKS Resource System Curriculum for content area.
- Incorporate student objectives and English Language Proficiency Standards in lesson and unit planning.
- Know the distinction between the readiness, process and supporting standards.pdf from the TEKS content standards eligible for assessment.
- Instructional strategies will closely match the cognitive complexity level evident in the TEKS.
- Process skills (Math Process Skills.pdf, Science Process Skills.pdf, Social Studies Process Skills.pdf and Reading Comprehension Strategies.pdf) will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of learned skills
- Lesson plans are written on the 5E Lesson Plan.docx , Balanced Literacy.pdf or school specific model, such as High School Daily Lesson Plan Template.docx. Use the LessonPlan Teacher Guide.docx to focus your lesson planning and Quality of Lesson Plans Rubric.doc to evaluate your lessons.
- Complete the Lesson Plan Teacher Guide.docx for department collaboration ten days prior to beginning the lesson.
- Access Instructional Coaches for additional support in the design or implementation of fully aligned lessons with quality and fidelity.
- Copy electronic department lesson plan to your personal lesson planner and if necessary, alter your personal changes to the instructional strategies five days prior to beginning the lesson.
Instruction & Feedback: All teachers' instruction is constantly improving in its alignment to TEKS and instructional practices due to actionable, evidence-based feedback.
- Teach lessons that are aligned to the TEKS Resource System Curriculum.
- Utilize instructional decision points that include high yield researched-based instructional practices and 7 Steps to a Language-Rich Interactive Classroom to help students achieve the learning of the curriculum objective.
- Collaborate with colleagues in grade level / content area to align the work in readiness, process and supporting standards.pdf.
- Reflect, adjust instruction and act on daily Check for Understanding (CFU) feedback.
- When reading, greater emphasis is given to critical analysis.pdf rather than literal understanding.
- Provide daily writing opportunities in all content areas that support expository, narrative and persuasive writing in addition to literary writing. 4th_grade_writing_descriptors ; 7th_grade_writing_descriptors.pdf; english_i_writing_descriptors , english_ii_writing_descriptors.pdf; english_iii_writing_descriptors
- K-5 Writing teachers will utilize Written Expression -Project Write and Empowering Writers resources to instruct writing.
- Pre-K through 8th grade English Language Arts teachers will follow ECISD's Writing Expectations
- Utilize Instructional coaches for reflective instructional feedback.
Data Driven Instruction (DDI): All teachers incorporate results from analysis of periodic common formative assessments and/or performance tasks to inform instruction and address student misconceptions and preconceptions.
- Prior to teaching, review 9 weeks assessment and plan according to the rigor of the assessment with a focus on Marzano's High-Yield Instructional Strategies to teach the objectives: Comparing - Similarities, Contrasting - Differences, Classifying, Summarizing, Reinforcing, Practice/Feedback, Linguistic Representation, Cooperative Learning, Generating/Testing Hypotheses, Cues and Question Strategies.
- Utilize thinking_maps.pdf in classroom instruction.
- Analyze 9 weeks assessment which measure grade level progress on the state standards using the Guide to Analyzing Data and be prepared to discuss results with principals and campus leaders.
- Re-teach and adjust teaching practice based on analysis of student progress against the standard.
- To assist with monitoring student growth and effective instruction, students will take a Star Renaissance test four times a year.
Culture of Safety & Development: All educators report feeling part of a safe, risk-taking environment where it is safe to try new things and get smarter at implementing the state standards.
- Utilize and implement EC's PR Plan.
- Post Classroom/Teacher Expectations.
- Communicate high expectations where all students develop and continuously improve through practice, feedback, reflection and teacher interventions.
- Greet students at the door.
- Communicate and foster a caring environment in which growth is a process that involves risk-taking, making mistakes, and perseverance for students and colleagues.
- Work to “Capture Kids Hearts”.
- Regularly contact parents.


National Standards have been established for arts education in Dance, Music, Theater, and Visual Arts. National Visual Arts Standards are included in this article.
National Standards have been established for arts education in Dance, Music, Theater, and Visual Arts. National Visual Arts Standards are as follows.
Understanding and applying media, techniques, and processes
- Students know the difference between materials, techniques and processes.
- Students describe how different materials, techniques and processes cause different responses.
- Students use different media, techniques and processes to communicate ideas, experiences and stories.
- Students use art materials and tools in safe and responsible manner.
Using knowledge of structures and functions
- Students know the differences among visual characteristics and purposes of art in order to convey ideas.
- Students describe how different expressive features and organizational principles cause different responses.
- Students use visual structures and functions of art to communicate ideas.
Choosing and evaluating a range of subject matter, symbols and ideas
- Students explore and understand prospective content for works of art.
- Students select and use subject matter, symbols and ideas to communicate meaning.
Understanding the visual arts in relation to history and cultures
- Students know that the visual arts have both a history and specific relationships to various cultures
- Students identify specific works of art as belonging to particular cultures, times and places.
- Students demonstrate how history, culture and the visual arts can influence each other in making and studying works of art.
Reflecting upon and assessing the characteristics and merits of their [a student’s own] work and the work of others
- Students understand that there are various purposes for creating works of visual art.
- Students describe how people’s experiences influence the development of specific artworks.
- Students understand there are different responses to specific artworks.
Making connections between visual arts and other disciplines
- Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines.
- Students identify connections between the visual arts and other disciplines in the curriculum.
For more information, visit the National Art Education Association website.
Would you like to submit an article or opinion regarding art education and creativity? Send it to us at firstname.lastname@example.org


In resolving the bugging issues relating to modern and contemporary Nigerian art, it is important however to note the differences as well as similarities between the terms - Modern art and Contemporary Art, and then look at them in the Nigerian context. Modern art includes artistic works produced during the period extending roughly from the 1860s to the 1970s, and denotes the style and philosophy of the art produced during that era.
Modern artists experimented with new ways of seeing and with fresh ideas about the nature of materials and functions of art. A tendency toward abstraction is characteristic of much of modern art. This movement actually begins with the heritage of painters like Vincent van Gogh, Paul Cézanne, Paul Gauguin, Georges Seurat and Henri de Toulouse Lautrec, all of whom were essential for the development of modern art. But Contemporary art can be defined variously as art produced at this present point in time, or art produced since World War II. The definition of the word contemporary would support the first view, but museums of contemporary art commonly define their collections as consisting of art produced since World War II.
|Ceramic sculpture by Ato Arinze|
According to Dr. Dele Jegede, the erosion of the traditional base of Nigerian culture through contact with Europeans had set off a metamorphosis in patronage and artistic promotion. Western education interrupted the traditional apprenticeship system. Between the 1930s and 1960s, Christianity and a new social order contributed to the genesis of a new era in Nigerian arts. The Oshogbo and Oye Ekiti workshops were important watersheds, which led to a new patronage system, along with the emergence of galleries, new opportunities for exhibitions, and government-sponsored cultural festivals.
Modern and indeed contemporary Nigerian art traces its origin to the days of the great pioneers like Aina Onabolu, Chief J. D. Akeredolu, and Akinola Lasekan. These were people, who had a form of contact with, or had western oriented or college art training to acquire their skills. From the array of collections seen of the works of the forerunners and those working today, it demonstrates clearly that "contemporary" art in Nigeria is a wide and diverse field. This diversity covers the areas as Painting, Sculpture, Printmaking, Drawing, Textile design, Ceramics, Fashion design, Architecture, Photography, as well as new currents like Installation, Video Art Performance Art, and Sound Art.
However, Dr. Ola Oloidi argues that the man credited with introducing formal Western-style art education into the curriculum in Lagos was not a European, but the self-taught painter Aina Onabolu. Though committed and persevering in the face of official indifference, his real success was not in the classroom but in bringing Kenneth Murray to Nigeria in 1927. Murray's "culturistic" ideology differed from Onabolu's more conventional approach, and it is Murray's students who form the first generation of established artists: Ben Enwonwu, Christopher Ibeto, A. P. Umana, Uthman Ibrahim, D. L. K. Nnachi and J. Ugoji. They in turn spanned out, influencing subsequent generations of art students through their teaching and writings.
In 1952 the first formal art school was established at Yaba Technical Institute (now Yaba College of Technology); college art departments soon followed, and they in turn merged into the universities of the 1960s. At the Nigerian College of Arts, Science and Technology in Zaira, where Etso Clara Ugbodaga-Ngu pioneered as an art teacher, the congenial atmosphere spawned the free thinking, politically minded Zaria Art Society composed of articulate, talented artists, such as Yusuf Grillo, Uche Okeke, Bruce Onobrakpeya, and Demas Nwoko, who were ignited by both the euphoria of Nigerian Independence and by their own artistic rebellion and quest for relevance. Then came Ulli Beier, who embraced and publicly supported the work of this group of rebel artists, and the foundation was laid.
Contemporary Nigerian art is vital and dynamic, drawing on both traditional streams of creativity and on newer outside influences, especially from the west. The infusion of abstraction, the artistic freedom to create new forms and inject new meaning into art or to rework older forms have created a wide range of individual styles in the last decades. These artists are not reluctant to make bold commentaries in the context of their work on contemporary Nigerian society, but they do so with a visual repertoire that speaks to as wide an audience as possible.
By Morgan Nwanguma


What does Elementary Education mean? Elementary Education means in a point of view, which is a great career for me to choices from. For instance, kindergarten teachers have many of the same goals as Elementary Education has. Elementary School teachers help five-years-olds learn to play and communicate with other students and introduce them to subjects they will purse in later grades. For all the careers, Elementary Education is a career, which has definition/nature of work, education and training requirements, and working conditions.
Elementary teachers, teach the same way as preschool and kindergarten teachers, which can teach any grade level. “Preschool, Kindergarten, and Elementary teachers instruct children from the nursery-school level through the sixth grade” (Kepos 132). An elementary school teacher, preschool, kindergarten teacher among their teaching must teach any grade level. Not only can they teach any grade level, they also must concentrate on some of the basic skills. All elementary school students need to concentrate on their basic skills. “Elementary school teachers concentrate on the basic skills, their pupils will need throughout their school years reading, writing, arithmetic, and simple concepts in science” (Kepos 132). For example, each elementary school teacher may teach the concepts of numbers or of addition and subtraction by playing board games. Throughout the process, teachers concentrate or things they need to according to their basic skills. When elementary teachers concentrate on school, they also must go to an on-job-training.
When you become an elementary school teacher, you have to go through an on-job-training. “Teachers who work in public schools must be licensed or certified in the state in which they reach.” (Kepos 132). An elementary school teacher must be trained to the students at a public school. Elementary teachers have to train at a public school, but also have a large group of students at high...


"Every child has the capacity to develop all the skills that any human being has ever developed."Vatsalya provides the conducive environment for children to develop all the skills. To fulfill this objective the environment for children are planned carefully. Children have special needs, varied learning styles, and boundless energy, a classroom for young children is a very special place, we have here a unique, exciting, interesting classroom where active learning happens from the minute the child walks through the door. Our school environment is organized in such a way to expose children to wonderful things to explore and discover through their self directed play.
Our teaching methodology is focused to tend multiple intelligences of children. Every individual child is helped to reach their full potential. Different developmental areas like language development, literacy development, physical development, social development, emotional development, are focused.
We also celebrate different festivals to inculcate in them different needs, views, cultures and beliefs that need to be treated with respect.
We believe home and school share a common goal for the growth and development of a child the purpose of our school reporting system is to communicate to the parents with a realistic assessment of a child. Our reporting system is based upon the belief that well-informed parents are important to child's success. We follow the Continuous Assessment System for evaluation. The parents are regularly informed about the progress of their child.
The role of the parent/guardian is equally needed and important in the growing years of the child. Their cooperation will help in moulding the child’s character and future. This relationship between parents and school begins the moment the child steps into the school.
Our special events are-Grand Parents, graduation day, Christmas celebration,


The Republic of the Congo is located in Central Africa, bordering Gabon, Cameroon, Central Africa, and the Democratic Republic of the Congo. The country is sparsely populated, with the majority of the people living in the southwestern portion of the country. The vast northern area is a tropical jungle, virtually uninhabited. Congo is one of the most urbanized countries in Africa, as about 70% of the country’s population lives in urban areas, including the capital, Brazzaville. The population of Congo is ethnically and linguistically diverse, with 62 languages divided into three groups.
Official Language of the Republic of the Congo
French is the official language of the Congo, while Kituba and Lingala are the country's national languages. About 30% of the Congolese population can fluently speak French. French is widely spoken in the European community and among African elites. However, the African elites rarely speak French in their homes. The majority of the French speakers in Congo (88%) live in the urban area of Brazzaville. French is used as the medium of instruction in schools and other educational facilities throughout the country. It is also taught as a subject as part of the school curriculum. French is also used as the language of communication by the government, as the government is patterned by the French system. While French remains highly prestigious, it appears that ethnic and trade languages of the country have a wider use than French.
Almost every ethnic and sub-ethnic group in Congo has retained their traditional languages. The largest ethnic language in the Republic of the Congo is Kituba. Kituba is mainly spoken as a primary language in the southern half of the country, in regions such as Kouilou, Niari, Pool, and Brazzaville. It is also a national language and is spoken by over 50.35% of the Congolese population. It is a language of regional administration and elementary education in some schools in these regions.
Lingala is mainly spoken in the northern and eastern regions of the Congo. It was especially used as a means of communication between the European settlers and the African community living in the country. It is widely used in trade, administration, and educational training. The tone and structure of Lingala language spoken in the country exhibit a Bantu influence. It is based on some of the local languages including Bangi, Mango, and Losengo. The Lingala language spoken in Congo is divided into several dialects and variations. These include standard Lingala, which is used in educational and news broadcasting, and spoken Lingala, used in everyday activities. Lingala is considered the fastest growing language in the Republic of the Congo, with the majority of the ethnic groups choosing it as a second language.
There are about 60 other distinct minor languages spoken in Congo. Some of the notable minor languages in the country include the Kiteke language, spoken mainly by the Bateke people. The Batekes accounts for about 18% of the Congo’s population, and mostly inhabit the Plateau Department. Kiteke belongs to the Bantu language family. Other languages include Akwa, Beembe, Koongo, Likuba, and Baganda. There are over 100 ethnic groups in Congo,and nearly every ethnic group speaks a language of their own.


Thanksgiving in America
Thanksgiving is an annual feast when we gather together with family and friends to enjoy a day full of food and fun. This day is celebrated to commemorate the coming together of the pilgrims and the Native Americans. The first ever thanksgiving took place in 1621 and the celebration lasted for 3 long days. It became a national holiday in 1864 when the President Abraham Lincoln made the announcement. Initially, it was set on the 4th Thursday in November. In 1939, President Franklin D. Roosevelt moved it to the third Thursday in November. In 1941, it was reversed.
Quick Facts: –
- The President pardons a turkey every year which is guaranteed to spend rest of its life living freely.
- Sarah Josepha Hale wrote the classic song “Mary Had a Little Lamb,” in an effort to convince President Lincoln to make this day a national holiday.
- According to National Turkey Federation 88% of American have turkey on thanksgiving. Americans eat 46 million turkeys each year on this day.
- Minnesota is the top-turkey producing state in the United States with a total production of more than 45 million.
- The snoopy balloon has appeared more than any other balloon in the Macy’s annual parade for this celebration.
- The Macy’s parade began in 1924with 400 employees marching from Convent Ave to 145th street in NYC.
- At the first thanksgiving celebration, people ate using knives, spoons and their fingers. They did not use forks because they were not invented.
- It is the most popular holiday for turkey consumption.
- To accompany the meal full of turkey meat you do require a lot of cranberries.
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Your kids are learning and growing every day. From the classwork they do at school to the activities they choose at home, every moment can be a learning experience for them. When it comes to something as essential as developing fine motor skills, your child benefits from practicing at school and reinforcing the skills at home.
For young children, fine motor skills can be learned by fastening clothing, using art materials, putting together a puzzle, and other skills that help strengthen the small muscles in their hands. While good handwriting may seem obsolete in the age of keyboards and smartphones, experts argue that it is an essential fine motor skill to develop, with long-term benefits. Researchers have found that a solid grasp of fine motor skills in kindergarten are a predictor of science, reading, and math achievement in elementary school.
Let’s dive into why fine motor skills, especially handwriting, are so essential and examine some easy ways to support your child’s fine motor skill development at home.
Why is Developing Fine Motor Skills Important?
Fine motor skills are necessary as your child grows and becomes more self-sufficient - grasping and using utensils, buttoning and zipping clothes, making crafts, and writing by hand all fall under the umbrella of fine motor skills.
An early and firm grasp of fine motor skills will help as your child learns how to write clearly and legibly. Not to be written off, good handwriting has far-reaching effects on many aspects of your child’s life. Researchers have conducted studies to emphasize how the brains of children are stimulated through handwriting.
The results? Children who write letters tend to produce more words and express more ideas than kids that only type on digital machines. The act of writing things down on paper helps the brain to focus better and think clearly. Outside of idea formation and organization, good handwriting and academic achievement seem to be correlated. Researchers stated that working early with preschoolers on fine motor skills helped with the coordination of cognitive, motor, and neuromuscular processes.
How Can You Improve Your Child’s Fine Motor Skills at Home?
Finger dexterity is a foundation of handwriting and fine motor skills in general, and can easily be practiced at home. These activities will help your child develop these essential skills outside of the classroom:
Pincers and Tongs
Young children use their thumbs and forefingers together in a “pincer” motion. Little learners will enjoy placing clothespins around the edge of a box or hanging doll clothes on a low clothesline. Another activity is using small kitchen tongs to grasp and move pom poms or cotton balls from one container to another - make it a game by putting a time limit on the activity, sorting by colors, or counting as they move the pom poms.
Playdough allows children to use finger and hand muscles as they pat, pound, poke, and roll. Preschoolers enjoy working with playdough and creating a finished product to show off, but the process is what is important to build finger dexterity. Additional learning opportunities can be included by encouraging children to form three-dimensional shapes or the letters in their name with the dough.
Puzzles can help build eye/hand coordination and fine motor skills. The ability to coordinate what the eyes see, the mind wants to do, and what the hands can accomplish takes a lot of practice. Knobbed puzzle pieces are especially good at working the hand muscles that are needed later for pencil gripping.
On a piece of cardstock, draw green lines (meaning GO) and a red dot (for STOP). Let the child use safety scissors to cut the first green line, stopping at the red dot. Then, move the scissors to the next green line and repeat. More advanced crafters can cut out images from old magazines or newsletters.
Pencils and Crayons
Nothing provides better fine motor skill practice than creating art! Painting, water coloring, tracing, and coloring all play an important role in improving fine motor skills. Let your child choose their which type of art they would like to create and let them craft a masterpiece. Holding crayons, markers, or paintbrushes and manipulating them will help strengthen fine motor muscles.
How Stratford Schools Can Help
Your child’s fine motor skill development doesn’t need to end when they leave the house. At Stratford, we use a scaffolded approach with our young learners to boost their fine motor skills through a variety of activities. Preschoolers are exposed to a variety of art mediums and fine motor activities to strengthen these important early learning skills.
Learn more about Stratford Schools’ approach to fine motor skills and handwriting by scheduling a school tour.


Part of the series Numeracy for Work.
The Numeracy for Work series provides photocopiable work sheets that help reinforce essential skills to do with numbers and basic mathematics. The work sheets are suitable for students in Years 7–10 and will also support less able students in higher year levels. The photocopiable work sheets are also included as a PDF on the attached CD-ROM, making them ideal resources for use on interactive whiteboards.
In this second series (Level 2) of Numeracy for Work we return to the three workplaces – a supermarket, hotel and factory – to set real and relevant numeracy tasks.
The activities in this title include calculating profit, loss, employee wages and GST, processing orders, and measuring floor plans. Students’ knowledge of each workplace and confidence with numbers will grow as they progress through each work sheet. Tasks include:
- Order positive and negative numbers
- Understand the terms multiple, factor and prime number
- Use basic algebra
- Calculate fractions, equivalent fractions, decimals and percentages
- Order, add and subtract fractions
- Convert fractions, decimals and percentages
- Evaluate one number as a fraction or percentage of another
- Calculate using ratio and direct proportion
- Calculate prices, and percentage discounts and increases
- Calculate wages
- Calculate profit and loss
View Sample Pages
- Supplementary classroom lessons
- Homework activities
- Reinforcement of learning
- Extension work for advanced students
- Preparation for assessment
- Exam revision
- Creative teaching ideas
- Developing greater student interest and understanding
- A fresh approach to a topic
- A way to target student weaknesses
- Suitable for individual or group work
- A variety of activities for home study
Other Titles in the 'Numeracy for Work' Series
Entry Level 1
The Entry Level 1 series has been specifically developed to provide tasks that are familiar and accessible to less able students, using real-world settings – a factory, a supermarket and a hotel – to put everyday numeracy skills in context. The activities are of a lower level than those in series 1 and 2, and are ideal for students who require a foundation in basic skills before progressing to higher levels.
View Numeracy for Work - Entry Level 1
The Level 1 series assists students to develop numeracy skills suited to everyday activities and also provides insight into the type of maths used on the factory floor, in a supermarket and in a hotel.
View Numeracy for Work - Level 1
|Product Type||Teacher Resources,|
|Year Level||Year 7, Year 8, Year 9, Year 10,|
|Author(s)||Jayne Garner and Joy Collins|
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By Fred Saberhagen
Read Online or Download A Century of Progress PDF
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Extra info for A Century of Progress
Contact with other people might make a web to hold him in. They had already reached the western boundary of Chicago, and now they drove on into the city. The only immediately apparent indication was in the design of the street signs. Norlund continued to let Jerry do the driving, while he himself sat in the right seat, observing and contemplating. "Where you from, Mr. " "New York. " If he'd told the truth, that he was a native Chicagoan, efforts to pin him down further would have followed. "Yeah?
And presently, trimmed, brushed, and redolent of bay rum, he gave the barber a quarter and told him to keep the change. From the barber shop Norlund stepped next door to the newsstand and picked up a paper off a pile, meanwhile handing another quarter to the old man tending the stand. The old fingers trembled back his change, two silver dimes, two pennies. Norlund, struck by a sudden thought, delayed, staring impolitely at those fingers and their owner. He couldn't help himself. The man he was looking at had perhaps been born in eighteen sixty.
His hands were shaking, and he put his head down on them as they gripped the steering wheel. It wasn't so much the shaking hands that had forced him to stop, though that was bad enough. It felt as if his mind were shaking too, in danger of giving up on the effort to keep track of swiftly altering reality. Reality was what could kill you, and he feared that if he went on driving he ran a risk of careening head-on into a truck, like that big squarenosed whatever-it-was approaching now. A sanely fearful part of Norlund's mind knew that he had no seat belt, and wasn't even sure that the big flat windshield in front of him was safety glass.


A report released last month by EducationSuperHighway, a nonprofit focused on improving internet access, found Mississippi has made progress in providing all students access to high-speed internet service. Although Mississippi is still ranked among the bottom five of all states when it comes to connectivity, more than 158,000 students have gained access to high-speed internet since 2015.
The improvement comes as many districts are expanding or launching programs that give students access to a digital device each day. At the same time, some schools are using or seeking out technology to increase course offerings and improve access to subjects that have been given the short shrift in an era of standardized testing. Here’s a look at a few efforts to use technology to improve opportunity for students.
1. Online Advanced Placement courses for rural, low-income school districts.
The Global Teaching Project, an initiative aimed at providing high-quality content to promising students, and the Mississippi Public School Consortium for Educational Access have launched a three-year pilot program to bring college-level AP courses to schools that lack certified teachers and course offerings. The pilot program will reach 11 rural Mississippi schools this year. Students in the program have already started taking AP Physics from Meg Urry, Director of the Yale Center for Astronomy and Astrophysics through a mix of videos, live videoconferencing, online lessons, and in-person labs. In some of the schools, a teacher with physics experience leads the lessons. In others, a teacher serves more as a “facilitator” of the online content, according to Matt Dolan, Founder and CEO of the Global Teaching Project. Physics majors from the University of Virginia and Yale University work as tutors, providing individual attention to students via an online platform. Dolan says they hope to offer AP Physics 2 and AP Calculus AB soon.
2. Infusing lessons with music
At Nora Davis Magnet Elementary School in Laurel, the arts are already a regular part of the day. The school is an arts magnet school and days are infused with dance, music, drama, and the visual arts. But three years ago, the school went one step further and bought First Note, a music curriculum that prekindergarten and kindergarten teachers use to bring more music education to students. The curriculum, which was developed by the Seattle-based Children’s Music Foundation, includes videos, music and lesson plans that teachers can incorporate into their lessons each day. Principal Tammy Griffith said she finds students are more focused on their work, thanks to the extra music exposure. “The kids love it, that’s a big part of our success at Nora Davis,” Griffith said. “They especially love music, and they expect to be taught that way.”
3. Using computers to teach foreign language
The Rankin County School District has offered a foreign language program for years, but school officials haven’t been happy with outcomes. When graduated from the district’s high schools, “the major issue was that they couldn’t [understand] the foreign language by a native speaker,” said Josh Frazier, the district’s innovation and research coordinator. “[Students] couldn’t speak it. Some could read it but … [instruction] wasn’t presented in a way where they had a lot of opportunity to speak.”
In 2016, the district purchased the Rosetta Stone foreign language software for Spanish instruction. The district installed the program on laptops, which students have access to daily, and bought headphones so students could access the program on their own, anytime. Officials said while teachers still plan and teach foreign language lessons, having foreign language instruction available on digital devices makes it possible for students to receive individualized instruction whenever they want. The program gives kids more opportunities to become attuned to the sound of Spanish as spoken by native speakers and to practice speaking the language outside of class.


The results of Sistema-based social programmes are almost impossible to quantify – but as Jonathan Govias argues, the potential of ‘the system' is boundless
With the British government investing millions of pounds into the development of a national El Sistema network while simultaneously enforcing a policy of austerity, the new question emerging about El Sistema in England has become: ‘Is it worth it?’ But precisely like the past big question about El Sistema – whether it should be adopted or adapted – this inquiry also ignores the fact that there’s no conclusive answer yet to what precisely ‘it’ is. José Antonio Abreu, the founder of El Sistema, has resolutely resisted attempts to define its practice, with the result that when the question ‘What is Sistema?’ is asked, at least three possible responses can come to mind.
The first and simplest answer is the organisation, the Venezuelan national network of youth orchestras from which the name ‘The System’ is derived. This is the Sistema made famous by the 2007 BBC Proms performances, and the Sistema of exuberant young orchestras captivating audiences across the globe.
The second El Sistema is the concoction of its international mythologisers. This Sistema is defined not by its extremely diverse practices, but by the rhetoric of its evangelists. Good intentions have yielded extravagant promises: this is the Sistema that will eliminate crime, lift millions out of poverty, or close the class divide. While these programmes have delivered much good, if largely conventional music education, their advocates have at times set the bar perilously high for all music educators.
Then there’s the third Sistema, which is nothing more – and nothing less – than the idea that music can transform people cognitively, emotionally, even spiritually, just as much as it can socially. This idea, this promise, so logical and plausible in theory, remains largely uncharted territory in practice.
The puzzle presented by Abreu’s reticence in describing El Sistema is reminiscent of another historical enigma. In the margins of his notebook, the mathematician Pierre de Fermat wrote of his discovery of a proof for a pivotal mathematical thought, yet failed to disclose the proof itself. Until it was solved, 358 years later, that unproved theorem provoked more inquiry, exploration and advancement than a bald, or potentially erroneous proof ever could have.
By refusing to issue an authoritative statement on what constitutes El Sistema, Abreu has granted music educators the liberty to explore this idea unfettered by preconception or tradition. Some have interpreted this space as a vacuum and therefore cling to mirroring superficialities of practice, such as cardboard violins (see The Strad, March 2011). Others view it as carte blanche to describe all forms of music education as producing pro-social outcomes. Between these extremes of copying and chaotic opportunism lies the pursuit of the proof, the search for the mechanics of practice that, regardless of geographic location, target population, musical genre, or instrumental or choral modes, will deliver on Abreu’s conjecture.
Like Fermat, Abreu has offered us a hint. Social action through music demands completely new modes of education: it demands social learning. The most provocative work in this field hasn’t been done by music educators, but by a computer scientist named Sugata Mitra, on faculty at the University of Newcastle. Mitra has devoted almost two decades to the study of the extraordinary motivation and accomplishment of students who learn through social interaction, rather than teacher intervention. At its heart, his work revolves around the massive divide between teaching and learning, and the boundless potential that emerges when the focus is placed squarely on the latter. If Sistema is to deliver on its promise, this is where it must start.
The British government’s funding of Sistema programming through the In Harmony initiative may have raised questions in some quarters, but internationally it represents a comparatively rare example of prudent government investment. There has been no political attempt to dictate day-to-day practice beyond a broad framework, no move to define a single mandatory outcome, and the existing infrastructure has been relatively safeguarded. Crucially, the government has given its target programmes the space and the resources to explore Abreu’s idea to its fullest. There is a time limit, and there remains the accountability concomitant with all public monies, but if the programmes focus their resources on asking the right questions, there may well prove to be no limits to the system.


Youth engage in programs designed to promote personal development and self-expression. Throughout the year, ARK youth are able to showcase their talents through various creative and performing arts programs. Weekly programming includes:
Participants ages 6-14 learn various dance techniques including ballet, jazz, African, hip hop, prophetic praise, and modern dance. In addition to teaching the youth how to dance, the instructors help to strengthen the self-esteem of youth through life skills classes and mentoring.
ARTS + CRAFTS
Youth ages 6-14 participate in arts and crafts activities that allow them to express themselves creatively, while also enhancing their artistic skills. Youth in the program learn foundational skills such as color theory, basic oil clay sculpting, line drawings, handcraft material objects, charcoal still life drawings, and value scale during this class.
Youth ages 6-14 have the opportunity to sign up for Drama class. Youth are taught the importance of creative writing, storytelling, and performance. Youth in the program develop and perform a short stage play that addresses issues that affect their peers on a day to day basis.


Nation's Report Card Begs Us to Get Back to Basics
Technology is changing the world faster than ever. While we might not be able to predict or even imagine what the jobs of the future will look like, we do know one thing: the jobs of tomorrow will require students and workers to know how to read and do basic math.
Sadly, the number of students who are on track to fill the jobs of tomorrow continues to shrink.results of the 2017 administration of the National Assessment of Educational Progress (NAEP), also known as our “Nation’s Report Card,” were released. The test, which measures reading and math, has been administered every two years to students in 4th and 8th grade for the past 50 years, making it the gold standard for tracking the progress of America’s students and future workforce.
The importance of reading on grade level by 3rd grade is well known: 3rd grade marks the critical juncture when students move from learning to read to reading to learn. It is also a predictor of success later in life, impacting a student’s likelihood of graduating high school, entering college, and holding down a job. Yet, according to the 2017 results, only 37 percent of 4th graders are reading on grade level, meaning that more than half of America’s students haven’t mastered the skills they need for success in school and in careers.
Even more disheartening, the test results showed a widening in the achievement gap between traditionally high-performing students and low-income, at-risk students. The scores of our lowest-performing students have declined across the country, with our most disadvantaged students showing the biggest decline in 4th grade reading scores, and the poorest states and districts performing the worst.Although scores remained relatively flat across all subgroups, only 13 percent of black students and 20 percent of Hispanic students can do math at 8th grade level. Not only do these numbers forecast a lack of proficient workers for future businesses, but they also show how we are failing to provide a valuable education and opportunities for the students who need it the most.
In keeping up with the increased need for technology skills in the 21st century workplace, 2017 marks the first year that the test was administered to students on a tablet. In discussing the results, some superintendents have blamed their state’s poor performance on the use of tablets, arguing that it disadvantaged students of color and students in rural communities. While the NAEP Governing Board adjusted the scores to account for the technology gap, the reality is that many students do not have access to technology at home to support their learning. Today, approximately 5 million households with school-age children do not have access to high-speed internet at home.
As our economy gets more and more sophisticated and our reliance on technology increases, the demand for students with math, reading, and technology skills is only going to increase. Today, there are 2.5 million open jobs in STEM fields, with this number expected to continue to grow.
A Call to Action
Last week’s NAEP results show that there are too few students equipped with the skills they will need to succeed in college and the workforce. With more than half of our 4th graders scoring below grade level in reading and math, the businesses of tomorrow will not be able to employ the students of today.
As policymakers engage in a dynamic conversation around apprenticeships and workplace learning, they must not lose focus on the importance of the foundational skills that have to be mastered to prepare all students for a competitive job market. Last week’s release of the “Nation’s Report Card” is a call to action, not just to those in the education system, but also to the larger community of policymakers and leaders who must do more to provide opportunities for all students.


Mathematics A Level at Ormiston Bushfield Academy
A Level Further Mathematics is a fun and rewarding subject. It broadens your skills and promotes deeper mathematical thinking.
The skills you learn in A Level Mathematics are of great benefit in other A Level subjects such as Physics, Chemistry, Biology, Computing, Geography, Psychology, Economics and Business Studies.
Statistics focuses on collecting and analysing data and using it to make predictions. Mechanics uses maths to model and analyse the physical world around us, including the study of forces and motion.
Mechanics is particularly useful to students studying physics and engineering.
Decision Maths looks at using algorithms to find efficient solutions to real life problems. The techniques are important in business, logistics and computer science.
Additional entry requirements – A grade GCSE in Mathematics
Mathematics is a versatile qualification, well-respected by employers and is a “facilitating” subject for entry to higher education.
Careers for those with good mathematics skills and qualifications are well paid, interesting and rewarding.
Mathematical processes enable you to formulate reasoned arguments and, importantly, give you excellent numeracy skills and the ability to interpret data - which is central to many roles in all kinds of organisations.
How to apply
If you want to apply for this course, you will need to contact Ormiston Bushfield Academy directly.


Parisa Mahboubi, PhD, is a senior policy analyst at the C.D. Howe Institute.
Canada faces a troubling trend in the skills levels of its work force. Despite more Canadians obtaining a postsecondary education between 2003 and 2012, literacy and numeracy skills have slid. What gives?
According to OECD international surveys of adult skills in seven participating countries, including the Netherlands, New Zealand, Australia, Norway, Italy and the United States, the problem with declining numeracy scores is widespread. But Canada and Norway were the only countries with a drop in literacy skills. For Canada, this is a paradox: We have the largest share of the working-age population with tertiary education among these Organization for Economic Co-operation and Development countries.
Earning a postsecondary education is gaining more importance, given the increasing demand for skills in the labour market. Higher-education levels should lead to higher proficiency in literacy and numeracy skills and consequently greater employment and earnings potential for workers.
My latest research for the C.D. Howe Institute – Talkin' 'bout My Generation: More Educated, But Less Skilled Canadians – identifies why Canada's working-age population has experienced a troubling slide in skills, despite the expansion of higher education.
First, skills erode with age at an accelerated rate, intensifying the negative impact of an aging population on average performance. Skills depreciation starts as soon as people leave school, likely owing to a lack of investment in continuing learning or not applying existing skills frequently enough.
The decline in skills also depends on factors other than age. My research shows that recent generations obtained lower literacy scores, regardless of their educational achievement. While age-related skill declines are common within OECD countries, a number of them, such as the Netherlands or Italy, do not experience lower literacy skills in successive generations.
Of all possible factors, such as work environment and socioeconomic characteristics, that may affect skills results across generations, education is a crucial element in the skills development of a work force. More education, however, does not necessarily guarantee more skills. Education quality also matters.
One potential explanation for Canada's lower skills level of equally educated individuals over time is differing education quality. Although skills declined for all education levels from 2003 to 2012, including the university-educated, the drop was substantially larger among those with a college degree.
Lower skill levels among those with higher educational attainment may reflect a tradeoff between expanded postsecondary access and admitting more academically weak students. Therefore, those with a high-school education or less are becoming increasingly more academically marginal as more high-school graduates go on to postsecondary institutions than in the past.
Over past decades, postsecondary institutions have seen a spike in enrolment and graduation among Canadian students. University and college enrolments combined have increased by more than 50 per cent from 1992 to 2014. More students are enrolling and even more are graduating. The number of postsecondary graduates has increased by more than three times during the period.
The future work force must acquire the highest possible literacy and numeracy skills at each level of education. Therefore, provinces should focus their attention on education quality at all levels – from early childhood through to postsecondary. Postsecondary institutes also need to review their admission and graduation requirements to ensure they meet standards ensuring minimum literacy and numeracy skills in demand in the workplace.
To tackle age-related declines in literacy and numeracy skills, federal and provincial governments should encourage active learning and offer more targeted training opportunities for individuals who are at most risk for skills deterioration.


By Teachers, For Teachers
With the anticipation of Christmas break right around the corner, you may be wondering how to motivate students and focused on their schoolwork. Here are a few tips and ideas on how to keep students focused.
Make all Lessons and Activities Holiday-Oriented
With a little thought you can find a way to make each and every lesson and activity correlate with the holidays. Turn math into calculating how fast Santa's sleigh can ride, or use Christmas cookies to teach geometry. For spelling use words like Christmas, Mistletoe and Kwanza, and for social studies teach the origin of Christmas. Get your students excited for the holidays by incorporating Christmas into all lessons.
Create a Countdown to Christmas Break
A fun way to learn how to motivate students is to give them something to look forward to. As a class create a calendar countdown! To make each day even more special create a holiday reward, so when students come to class they will be extra excited to see what they get for that day. Some ideas for rewards can be no homework for the day, extra time at recess, a special candy cane treat, or even a treat bag to take home. You can start your countdown at the beginning of the month, or the week before break, just make sure you come up with enough exciting ideas to keep students motivated until the last day.
Write about the Holidays
Channel all of your students’ hyped-up energy about Christmas into a creative writing lesson. Students will be eager to talk about what they want for Christmas, their holiday traditions, or how they will spend their Christmas break. Take this enthusiasm and challenge them to answer any of the following writing prompts.
Put Your Elves to Work
With the excitement of the holidays brings a lot of energy, some may be more than you would like to handle. To help ease this extra energy and keep students focused on school, assign students special Christmas jobs. For instance, one person can be "Santa's secret helper" and is in charge of collecting holiday cards and gifts as they come in. Another student can be the "elf on the shelf" and is charge of making sure everyone is doing their work. Be creative and ask the students to help you come up with special Christmas-related jobs.
Read Festive Holiday Favorites
As a child I remember looking forward to going to school just to hear my teacher read all of my favorite holiday stories. I didn’t realize it then, but it was a great way to keep me motivated to learn in school until Christmas break. Here are a few fun read-alouds for the holiday season.
How do you keep your students motivated and focused on their schoolwork before Christmas break? Please share with us in the comment section below! We would love to hear your thoughts!
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a master's of science in education from the State University of New York College at Buffalo. She is also the elementary education expert for About.com, where she provides educational information and lesson plans for teachers around the globe.


Everyday use theme essays everyday use by alice walker deals with a young woman who is trying to find her place in her heritage the story begins with mama and maggie awaiting the arrival of dee a college student coming home from college the change of dee's attitude toward her heritage ties in. Below you will find three outstanding thesis statements / paper topics for “ everyday use by alice walker that can be used as essay starters all five incorporate at least one of the themes found in the text and are broad enough so that it will be easy to find textual support, yet narrow enough to provide a focused clear thesis. In “everyday use,” alice walker argues that an african-american is both african and american, and to deny the american side of one's heritage is disrespectful of one's ancestors and, consequently, harmful to one's self she uses the principal characters of mama, dee (wangero), and maggie to clarify this. As you look over your notes, use your thesis statement as a guide and see if logical groupings emerge he finds that many notes are related to simple, everyday actions that can help reduce wood and paper consumption ( using cloth diapers instead of disposable diapers, sending email instead of paper memos, using. I like pohnpei397's reply the daughter who returns home in alice walker's short story everyday use, and the man she brings with her, indeed respresent a newly forged cultural identity for african americans that is very much at odd with the conventional identities, as reflected in both the mother and the stay-at-home.
Hi charlotta ryd, phd student at the division of occupational therapy you are about to defend your thesis on 30 november, what is the main focus of your research my thesis is about how the use of everyday technology relates to daily life occupations and need of support among older adults with or. When you are writing a thesis statement about a literary work, it is important to consider using the title or author, a strong verb, and a position you have about what you are writing about in this case, a variety of thesis statements might work for you: 1 walker's everyday use illustrates dee's struggle for identity by. Putting it all together when you've answered the three questions, create a single statement to articulate all three answers in “ everyday use” alice walker uses sympathetic characterization to create feelings of compassion toward momma and maggie which helps develop the.
5 days ago thesis statement essay format, - write an essay on teacher the contemporary music education, in essay statement thesis format our case study their teachers are often keen, broad - based model this involves using pooled data to closely examine the role of a democratic discourse see spruce chris. Story, and a thesis for decoration while the times and effect essay pdf and effect essay jakobson r but in alice walker-everyday useadrian layneamber connallyamari harrisbreanna daviskhadija ismail alice walker s everyday use every day rangoli racial microaggressions in message of babylon ielts general writing my.
This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution specific evidence such as using everyday language, breaking down complex problems, or illustrating his points with humorous stories would be needed to prove. View essay - eng 102 research paper from chemistry 116 at university of alabama at birmingham alice walker's everyday use allows her readers a glance into the struggles of how culture is perceived. Heritage is one of the most important factors that represents where a person came from in “everyday use” by alice walker, this short story characterizes not only the symbolism of heritage, but also separates the difference between what heritage really means and what it may be portrayed as throughout the story, it reveals.


The Composition major in the Bachelor of Music degree trains students to be composers and versatile musicians. The curriculum includes a high level of performance in an applied area or areas. The program contains instruction in conducting, electronic music and improvisation. It also contains instruction in orchestration, theory and history courses. Areas of study include:
All students desiring to pursue a Bachelor of Music, Bachelor of Music Education, or Bachelor of Arts in Music degree must audition. Music faculty review auditions for acceptance into each music degree program.
The Composition program has a rigorous and broad curriculum. Graduates are well equipped to compose, perform, and teach. Many graduates also continue their education through graduate school.
The Bachelor of Music Education degree requires ensemble participation each semester. The Music School offers a variety of ensemble opportunities. These include Band, Choir, Early Music Ensemble, Handbells, Jazz, Opera Theater, Orchestra and Chamber Music. The School of Music presents more than 300 concerts every year.
For more information: Composition


The Modern age of Educational History in Assam began with the annexation of Assam with the British Empire in accordance with the treaty of "Yandabu" in 1826. According to the report of late W. Robinson, who was appointed the first Inspector of Schools in 1840 for the Brahmaputra valley a deplorable condition of the indigenous educational institutions prevailed in 1841 and through the efforts of government and other agencies new initiatives were taken to open new schools. By 1875, the number of educational institutions for General Education rose to 1,293 with an enrolment of 31,462.
It is after the Independence in 1947, that a rapid expansion took place in the field of education. In the post Independence period the major concern of Government of India and of the states was to give increasing attention to education as a factor, vital to national progress and security. Problem of educational reforms and reconstruction were reviewed by various commissions and committees. In the later part of the last century Policy on Education (1986) has been adopted at the national level.
In Assam, government has been quite alive to the requirement, improvement and expansion of education in the state. The state government has followed policies and decisions taken at the national level for implementation in the state. As such it follows the mandate of National Policy on Education (1986) and Programme of Action (1986, revised in 1992) in terms of intervention in Higher Education. The University Grants Commission and National Assessment and Accreditation Council (NAAC) plays a major role in the quality aspect of it.
The post of Director of Public Instruction (DPI) had been created way back in 1874. Officiating from Shillong, the then capital of undivided Assam, DPI's office catered to all aspects of education viz. Elementary, Secondary, Higher, Adult, Technical etc. of the entire state that included the present day Meghalaya, Mizoram and Nagaland. It remained in Shillong, even after all these states shot off for their independent existence as states, till 1973 when the capital of Assam finally shifted to Guwahati.
The present post of Director of Higher Education (DHE) was created in 1989 when a number of Directorates branched off in the seventies and eighties of the last century, such as Directorate of Technical Education, Directorate of Elementary Education, Directorate of Adult Education, Directorate of Secondary Education, Directorate of SCERT etc. The scope of work, accordingly, got sliced out of the total sum, and Directorate was left with the education of colleges and universities. The Sanskrit Board that had shifted from Sylhet to Guwahati after independence also joined the Directorate as a separate entity. The State Selection Board was added to it for upgrading the quality in teacher selection process.


Alma Adams, the 100th woman to enter the U.S. Congress, represents North Carolina’s mostly-black 12th District. After serving 20 years as a state congresswoman, Ms. Adams brings to Washington her fiery determination to work on behalf of the middle class and bring equal rights to the citizens she now represents.
Adams, born Alma Shealy on May 27, 1946 in High Point, N.C., obtained her undergraduate and master’s degrees from North Carolina A&T University. She earned a Ph.D from Ohio State University in Art Education in 1981. Her political career began in 1984 when she became the first Black woman elected to the Greensboro School Board.
In 1987, she was elected to the City Council and served there before being elected to the North Carolina House of Representatives in 1994. Adams served as a state congresswoman until her election to the U.S. Congress. For 10 months, the 12th District’s 730,000 residents were without a representative after former rep Mel Watt was selected to lead the Federal Housing Finance Agency.


|EARLY CHILDHOOD UNIFIED OVERVIEW|
|LICENSURE PROGRAMS (B-K, B-8)|
|PROGRAM OF STUDY|
Virtual Art Gallery
|Virtual Gallery Artworks|
Elementary Education / Early Childhood / Special Education
Early Childhood Unified Program
This course provides an overview of early childhood special education including historical perspectives, rationale, normal and exceptional development, identification, service delivery approaches, program models, teaming, working with families handling culturally diverse populations, and issues in early childhood special education.
(Prerequisite, CD 830) This course is designed to provide students with opportunities to acquire the knowledge and skills necessary to implement developmentally appropriate screening and assessment for young children in home- and center-based programs. In addition, effective team membership, home visiting, and data collection using a variety of methods will be emphasized.
This course is one of the core courses required for licensure in inclusive early childhood programs. The critical thinker, creative planner and effective practitioner is emphasized through gaining skills that foster communication, cooperation, and collaboration among families, communities, service agencies and inclusive early childhood programs. Recognizing the family as a system, and supporting families with sensitivity to family culture/diversity will be emphasized.
(Prerequisite, CD 836 and CD 781.) This course emphasizes methods and materials for working with young children (birth to five) with special needs and their families. Topics include IEPS/IFSPS, instructional strategies, current service delivery approaches, program models, curriculum development and transition.
CD 839 allows two programs to achieve two separate tasks: 1) B-K Candidates who do not have an initial teaching license will be required to take this course to meet the Teacher Work Sample requirement needed to be eligible for licensure; and, 2) B-8 Candidates will continue to be required to take this course to meet the validation portfolio requirements for teaching children K-8. This course will have a dual purpose. The instructor of this course will monitor, provide guidance, and scoring of both the B–8 Validation of Elementary Teaching Experience Portfolio and the B–K Teacher Work Sample. While the actual experience may be with only one grade level, the knowledge and application must span the age range. The Candidate’s portfolio must provide evidence of knowledge and performance of teaching children with and without special needs. It is completed in consultation with the course instructor. All narratives must use person-first language and citations where appropriate.
(Prerequisite, CD 838) This course provides students with 150 hours experience in an early childhood special education preschool setting. Assessment and program planning are included.
(Prerequisite, CD 830, CD 832, CD 838, and CD 841) This course is designed to address recruiting and involving families, developing effective communication skills for working with families and others in the community and promoting family input in planning. Students will become familiar with commercially prepared parenting program materials and with the skills required to facilitate family and parent groups.
(Prerequisites: CD730, CD832, CD837, CD838, CD841, CD842 and EL751) This course will discuss how to implement effective family-centered services for infants and toddlers with special needs and their families. Major emphasis will be on the IFSP process, case management, planning activities for infants and toddlers, implementing home-based programs and family-focused intervention.
(Prerequisite, CD 840 and consent of instructor.) This course provides the opportunity for the student to work with families who have young children (birth to three) with disabilities or are at risk for disabilities. This field experience provides the opportunity to demonstrate competency in IFSP/IEP writing, selection and utilization of curriculum materials, instructional techniques, working with families and the ability to serve as a member of a multi-disciplinary team.
An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable consumer of research in his/her field of endeavor.


- Help students practice the foundational skills and concepts
- Push students to explore more challenging, unfamiliar, open-ended problems
- Reiterate the importance of group work
- Reiterate the importance of writing down solutions, reasoning, and explanations in an organized fashion.
The hope is that, as an entire group, we make significant progress on each of the four problems. I'm super excited to see how this works (and I'm sure we'll all learn a lot even if it completely bombs). Below are the games we're introducing, and the investigation questions.
Investigate the probabilities associated with this game. Think about the possible ways to make the required combinations, and then think about the points that you win for each part of the game. Are the points that Milton Bradley assigned to each combination in the game “fair?” If you feel that they are “unfair” how you would you recommend to the makers of this game that they change the scoring to make it “fair?”
Pig (we're calling this "On a Roll"):
When you think that you understand the game, begin to investigate different strategies that you might use or recommend to others to help players decide when to stop rolling and when to take a chance and roll just one more time.
Deal or No Deal:
Play a version of the game at http://bit.ly/dealnodealgame. Keep track of the revealed suitcases and the banker offers and determine whether or not (with an explanation) you should take each offer. What other questions do you have about this game?
Drunken Walk (we're calling this "Dizzy Walk"):
1 dimensional version:
Where should you put your house? Would your placement of your house change if you initially rolled a die to determine how many times to flip the coin? Explore other questions you have about this game.
2 dimensional version:
Let’s call the address of where Larry starts (0,0) and the address he would end up at after flipping HHTTT (2,3). How many different ways are there for Larry to get to (3,5)?
Imagine instead that Larry starts at (5,5). This time, instead of flipping a coin, you spin a spinner split into 4 equal areas marked North, East, South, & West. Now where would you put your house? What if you can create the spinner and determine the size of the 4 areas.
Here are the nitty gritty details of how to play the games if you're interested (ie our handouts).


The entire music education (jazz and classical) will soon return to its roots and be based on composition and improvisation.
When J.S.Bach taught his sons music, the center of his teaching was improvisation.
C.P.E. Bach's the True Art of Playing Keyboard Instruments describes the skills of a modern jazz pianist: variation, improvisation, figured bass.
For example, figured bass playing - is similar to the ability to interpret jazz chord symbols.
Composition and improvisation were the core skills for all musicians up to the 20th century.
To be continued...
In this article the pianist Gabriela Montero demonstrates spontaneous composition on the theme from "Harry Potter" by John Williams.
Please watch the last video - it is a fugue improvised on Rachmaninov's 3 concerto's opening theme. Masterpiece!!!


Date of Award
Educational Administration and Policy Studies
Kent Seidel, Ph.D.
Linda Brookhart, Ph.D.
Background Knowledge & Vocabulary, Curriculum Narrowing, Integrated Curriculum, No Child Left Behind, Social Justice, Social Studies
Since No Child Left Behind (NCLB) legislation made clear the need for increased accountability of U.S. public schools in 2002, there has been a trend toward narrowing curriculum in social studies and other core subjects to focus predominantly on what is tested through state exams. Concerns exist regarding the unintended consequences of curriculum narrowing on low, middle and high socioeconomic status (SES) students in public schools.
The Center on Education Policy (CEP) and National Center for Education Statistics (NCES) have been tracking the effects of NCLB since it took effect in 2002 and found that 71 percent of districts nationwide reported increasing instructional time for the tested subjects of reading, writing and math at the expense of other core subjects, especially social studies and science (Jennings, et.al 2006). Though the intention of NCLB has been to raise achievement, the results are less than promising (NCES, 2009; CEP, 2008; NAEP, 2007).
This phenomenological study explores three teachers' perceptions of curriculum narrowing, how these changes are impacting teachers, and teachers' beliefs about their role and responsibilities in light of what is expected by districts in an era of increased accountability.
Findings include teachers' perceptions of lack of time as a major stressor to accomplish all that is required for raising achievement and to meet the standards with students. The district mandated focus of instruction was found to be on tested subjects of reading, writing, math and recently science, while social studies was found to be marginalized--not receiving adequate instruction time or resources. P.E. and music were also found to be narrowed, while art had increased over time.
A recurring theme was the stress experienced by teachers who are required to teach scripted curricula with the pressure to produce high achievement on state tests. Such curricula were not perceived to be meeting student needs or to be successful in raising student achievement in reading. Teachers thought teaching in integrated units would allow them to accomplish more instructional goals in the limited time they have with students. They also felt this approach made more sense for student learning of background knowledge and vocabulary essential to student academic success.
Teachers subjected to scripted curricula and evaluation based on high-stakes testing did not feel trusted and experienced a great deal of stress related to following district directives when they did not coincide with teacher beliefs regarding their role as teachers. They understood the need for scripted programming only to support new teachers in hopes of retaining them in the profession.
Overall, the greatest negative impact was found to be on the social studies which have lost importance in these schools. This marginalization left teachers feeling conflicted, as their stated goal of education was to educate students who would become good citizens.
Newberg-Long, Donna Kay, "Narrowing of Curriculum: Teaching in an Age of Accountability" (2010). Electronic Theses and Dissertations. 892.
Received from ProQuest
Donna Kay Newberg-Long
Elementary Education, Educational Administration, Curriculum Development


Art is such an integral part of elementary education. Whether it is a well-planned out lesson that incorporates art activities or an experiment that requires students to draw what they have observed; art components are evident. I have learned through my course work and observing in my 4th grade classroom is that students truly enjoy making and creating things. This was evident last week when students were given the opportunity to create a penguin themed Valentine’s box. Though this activity had no academic basis, my mentor teacher stated that the students had not worked this quietly or intently the entire school year. This was the case because students were given the opportunity to create something and add their own artistic touch upon it.
When creating a unit that has an art component, we must remember to plan activities that will motivate students but also meet the requirements of the state standards. We can motivate students through four aspects: love of color, love of landscape, love of making, and interest in others (Scheuerman, 2014). One of the state standards is to use visual arts to express feelings and present ideas. In most subjects students can present ideas artistically through visual representations. Likewise, incorporating a lesson on the love of color where students are painting from imagination, meaning, or events. We can tie this in with expressions of feelings. For example, students could create an image depiction on a meaningful event in their life that relates to the unit. This will meet state standards but also inspire students to think creatively and express themselves in unique ways. Many times art is one of the first programs to be cut at a school, but it is important especially as elementary teachers that we continue to incorporate motivational art activities within our curriculum.
Scheuerman, R. (2014, February 26). EDU 6363 Course Lecture – Session 8: Standards-based assessment and art methods (I).
Research has indicated that many lessons require outcomes at the lower levels of cognition and those students cannot think independently of the teacher or go beyond the content being taught (Borich, 2010). One approach to help students facilitate a higher level of learning is project-based learning. Project-based learning has three ideas of the importance of learning the process not just the product, helping students set goals, and uses instructional groupings to draw out cooperation from all group members to complete the project (p. 351). Why is project-based learning so important to the development of students? Borich (2010) states that project-based learning plays a critical role in the development of intrinsic motivation to the learning task (p. 351). This is important because as increasing of age is occurring in schools today students are experiencing a decline in academic motivation (Pressley, & McCormick, 2007, p. 261). It is crucial to develop student’s intrinsic motivation in that the work being done is not because it is what the teacher wants, but because the students have a desire to learn and grow academically.
What makes up a good project then? Borich (2010) states several key components which good projects possess. These characteristics are: extended duration, requiring weeks to complete; link several disciplines; focus on the process as well as the product; and involves the teacher as a coach and utilizes small-group work (p. 351). Projects can also be more meaningful towards students when they present a real-world or authentic challenge; allow for student choice and control; be an achievable task in the time allotment; requires collaboration; and can produce a tangible product (p. 351).
One common project that many schools partake in is the egg drop challenge. On the surface this project may seem only like a fun activity, but this activity can not only be engaging as well as incorporate many aspects of a “good” project. Students can be encouraged to experiment with a number of different designs for the challenge. These designs are to be drawn and rationales explained in the group journals. Additionally, the challenge can be used as an analogy to make it an authentic task – the egg being precious cargo re-entering the atmosphere from space and must safely land on the earth’s surface. Also, this project can use several disciplines of science, math, and require writing aspects through the journaling. Most importantly, students will have to work together to design and build their ideas in the given time frame. This is just a brief explanation of how the popular and fun projects can be adapted into a meaningful lesson that will intrinsically motivate students.
Borich, G.D. (2010). Effective teaching methods: research-based practice. Upper Saddle River, NJ: Pearson Prentice Hall.
Pressley, N., & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY: Guildford Press.


Mr Micawber’s famous, and oft-quoted, recipe for happiness:
“Annual income 20 shillings, annual expenditure 19 Shillings and sixpence, result happiness. Annual income 20 Shillings, annual expenditure 20 shillings and sixpence: result misery.”
From David Copperfield by Charles Dickens
This principle still holds true, but financial wellness in the 21st century is a far more complex issue and income is only one measure of financial wellbeing. Having a financial ‘buffer’ to meet unexpected expenditures as well as long- and short-term savings plans also impact a person’s perception of financial wellbeing.
Employers face a number of challenges in promoting employee financial wellness issues:
- A lack of financial wellbeing can affect the psychological and physical wellbeing of employees; the stress and distraction that it can cause affects work performance and decision making. The National Office of statistics states that 1 in 4 people with a mental health issue will be in debt.
- The proportion of the population working beyond age 65 continues to grow, now exceeding 10%, and the increasing State Pension Age will exacerbate this. Whilst retaining the skills acquired by older workers can be beneficial, there will be employees who will continue in work because they can’t afford to retire – potentially impacting the career progression of others and increasing health related costs.
- Personal financial matters are also intensely private, affecting generations of employees in different ways. It may be more ‘comfortable’ for an employer to focus on the communication of employee benefits and savings plans and avoiding the significantly more sensitive issues of debt and financial stress, which can impact even the apparently affluent.
- Providing financial planning resources to build financial capability is essential in promoting financial wellbeing, but employee utilisation of and engagement with them can be relatively low. Leaflets and electronic communications may not improve decision making if employees still have unanswered questions or ‘glaze-over’ due to a perception of because the information may be too complex, using much jargon, or due to the employee’s low numeracy skills.
Financial security tends to improve with age as earnings increase and savings accumulate, but unexpected events can undermine otherwise sound plans.
Generation Y (born in 80’s and 90’s) has been impacted by student loans for tuition fees and challenges of accumulating a deposit to afford a house. The increase in student tuition fees from £3,000 to £12,000p.a. in 2012 has significantly scaled up this problem. When automatic enrolment and the recent introduction of the LISA as an alternative savings vehicle are taken into account, it may be far less clear to these employees what their priorities should be. This age group may also be more likely to rely on purchases on credit, running up additional debt and potentially compromising their credit rating.
Generation X (born early 60’s to late 70’s) may have pressures from children staying financially dependent for longer; living at home or seeking assistance with a deposit for a house (the average age of house purchase now being reported as 35). There may be the added challenge of elderly parents whose care needs could impact the ability of both partners to work full time or result in additional expenditure on care costs. These coincide with a need to save adequately for retirement and effective planning can take a back seat under time pressure from busy career and family responsibilities.
Baby Boomers (born 1946 to early 60’s) being closest to retirement need help with addressing their retirement planning but they might also be affected by health issues. Many may have inadequate retirement savings or be juggling decisions such as how should I invest funds closer to retirement, when can I afford to retire, and what state pension am I entitled to? Exposure to marketing related to ‘pensions liberation’ scams or the effect on their annual allowance of cashing in a small historic pension pot may have unintended consequences.
Overlying all of this is the impact of unexpected events, such as divorce, a disabled child, family bereavement or ill-health, which may undermine an otherwise robust financial position. Consequently, employees from all generations may have debt problems. Employers need to address signposting to relevant assistance, whether via an EAP or direct access to appropriate support services.
An appropriate financial wellness strategy needs to tackle these challenges: improving employees’ understanding and value of their employee benefits, providing financial education to enable sound decisions to be made, and providing access to support should they get into financial difficulty.
Your turn: Use the comment box below to share your perspective on this subject.


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Learning Disorders : A Response-to-intervention Perspective (Hardcover) (Peter Westwood)
about this item
What are learning disorders? How can schools endeavour to address these disorders in today’s inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices.
The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as:
- educational progress of students with learning disorders;
- principles for teaching dyslexic students;
- difficulties with writing and spelling;
- developing students’ numeracy skills;
- specific intervention strategies;
- nonverbal learning disabilities.
Learning Disorders will be of interest to practising teachers, trainee teachers, teaching assistants, educational psychologists, school counsellors and parents. It will also provide valuable insights for any school planning to upgrade its support system for students with special educational needs.


Level 1: Unit 2: Learning on a Walk Academic Activities & Parent Guide: Teaching Children Safety Rules
* EBOOK/PDF digital download will be emailed to the customer immediately upon purchase. No taxes or additional delivery costs are added at checkout.
Includes 10 Themed Academic Activities and a Guide to teach children about diversity.
All activities teach to the Level 1 Learning Objectives in the following areas:
- Cognitive Development
- Mathematical Development
- Physical Development
- Language Development
- Literacy Development
- Social-Emotional Development
- Self-Help Skill Development
Part 1: 10 Themed Academic Activities:
10 "Learning on a Walk" Academic Activities:
- The "Learning on a Walk" Theme includes activities that help your child learn a variety of skills while walking around a neighborhood or park. Activities include stroller ride games, riding a tricycle and walking activities. Examples include: "Color My World", "Up in the Sky" and "Movement Pattern".
- Materials List - All activities utilize items/materials typically found in the home (no need to buy more stuff to complete these activities).
Part 2: Parenting Tip Guides:
Social/Emotional Parenting Guides that address common social-emotional developmental milestones
- "Understanding Safety Rules" Parenting Tips Guide walks parents through strategies to discuss the topic of teaching you child about Safety and why it's important to listen to an adult while on a walk. Includes Social Skill Building Activities to address this topic.


There are art programs in schools. And there are schools devoted solely to art. A new charter school in Jefferson Parish is getting ready for a unique approach to education that uses art in traditional subjects.
Parents and children are signing up for a new elementary charter school in Gretna. It’s designed to teach the basics, like math and science, with help from the arts.
Lots of art: dance, theater and music will be part of the teaching tools.
Willie Rheams heard about the school and thought it might work for his 7-year-old daughter, Faith. So he and his wife attended a meeting for more information.
“They’re going to be — they say — learning without really knowing they’re learning," Rheams says. "And I know from experience kids learn a lot more when they’re like totally engaged, you know? And I thought that might be a good fit for her because the current school she’s at — while academically she did well in most areas, in some she struggled. But we felt like this school would be a better fit for her.”
That school is the Kate Middleton Elementary School.
No. Not that Kate Middleton.
The charter is named after a longtime teacher in Jefferson Parish public schools. It’s being operated by the nonprofit Young Audiences, which for the past 50 years has operated after-school arts programs in Louisiana with some classroom integration.
Roscoe Reddix is a Young Audiences storyteller. He’s been using dance, music and other art forms as teaching tools for the past 20 years, and will be one of the full-time artists at the new charter, working alongside teachers in developing curriculum.
He explains how his skills can be used in various subjects:
“One thing that you often see in science is cycles, and often through music a soundscape can be created that can represent the cycle," he says. "Or through dance, you could show the seasons. You could show birth-life-death kind of sequence — the life of an animal or some creature. I’ve seen the movement of planets through dance. Just something for children to hold on to and retain.”
That retention is thought to be key in developing critical thinking; that outside-the-box approach that creative businesses like Apple need in their staff.
Pam Stewart is director of charter school development for Young Audiences. She says the germ of a stand-alone school was planted about two years ago.
“We had 100 percent of our teachers that we surveyed said that the children in our programs were more actively engaged in their normal classroom when they had been in a Young Audiences residency or after-school program," Stewart says. "So we started looking at the data and realized if we’re doing this in an hour and a half, what is it going to look like, what could happen if we do it for eight hours a day?”
The person in charge of that experiment is first-time principal Folwell Dunbar. He’s been working in education for more than 20 years, from the Peace Corps to charter school operations around the country.
Dunbar says he hopes the students will advance toward not only an art education, but excel in the real world.
“Our mission is actually that all of our graduates get into the high school of their choice, be it a public school, a private school, a school here or a school on the other side of the country.”
The Kate Middleton School is planning to open in August with kindergarten through third-grade students. The next grade year will be added each year until it’s a full K-through-8 in 2018 with 800 students.
There are still some openings. Applications are available at yacharterschool.org.


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Building Blocks of Reading
- Begin talking and singing to your child from birth.
Your baby loves hearing your voice. Play peek-a-boo and pat-a-cake. Recite nursery rhymes or other verses that have strong rhythms and repeat sounds. Sing lullabies and other songs.
- Let your baby know that you hear their babbles, coos and gurgles.
Repeat the sounds they make. Smile back. When you respond to their sounds, they learn that what they “say” means something and is important to you.Sometimes, you can supply the language for them.
- Point to familiar objects and name them.
When a baby hears an object called the same name over and over and over, they learn to connect the spoken word with its meaning.
- Make sharing books part of every day.
In the morning, before bed or any other time, give your baby some books to handle and explore.
- A few minutes is OK—don’t worry if you don’t finish the story.
Very young children can only sit for a few minutes. Even if you only read a page, or if your baby plays on the floor while you’re reading, it is the melodic rhythm of your reading aloud that will benefit your baby's early literacy development.
- Talk or sing about the pictures.
You do not have to read the words exactly as they are on the page. You can simply talk or sing about the pictures in the book.
- Let babies turn the pages.
It is okay to skip pages, or to only look at one page your baby enjoys. Let your baby decide.
- Show children the words.
Try running your finger along the words as your read them from left to right.
- Make the story come alive.
Create funny voices as your tell the story and use facial expressions.
- Make it personal.
Talk about your own family, pets, or community when you are reading about others in the story.


Say & Play with Words, led by National Center for Families Learning (NCFL), a prominent family literacy organization, with support from the PNC Foundation, is tackling the word gap in Detroit. Say & Play with Words is partnering with the United Way for Southeastern Michigan’s Early Learning Communities to offer vocabulary-building training to child care providers from across the city.
Say & Play with Words trainers are offering four training topics focused on language and literacy development and parent engagement. You may attend one, or attend them all. Trainings are FREE thanks to the PNC Foundation. See below for training info and upcoming dates.
One of the best ways to close the word gap is through talking with children, especially young children. During this session, providers will learn about the role of oral language in literacy success, key milestones by age, and activities to building vocabulary.
Reading is another building block of vocabulary. This session will introduce providers to Dialogic Reading, a technique where providers ask questions and prompt discussion while reading to their children.
Phonetics, the sound letters make, is a key predictor in later reading skills. During this session, providers will learn how to introduce letters and the concept of the sounds letters make to young learners.
Parents are a child’s first teacher, and are integral to early learning. During this training, providers will receive parent engagement insights and resources so parents can integrate language and literacy into their children’s daily lives.
Sign up for an upcoming training today! Can’t make one fit your schedule this month, check back as we’re constantly adding training dates.
|Date||Time||Training Workshop||Location||Registration Contact|
|May 24||6:30 - 8:30 pm||Say & Play with Sounds||Mt Calvary Lutheran Church 8129 Packard Avenue Warren, MI 48089||