Math literacy among First Nations students focus of research
What can be done to improve the performance of Aboriginal students in mathematics?
This is the question that Drs Florence Glanfield, Dwayne Donald and Gladys Sterenberg, a research team from the Faculty of Education at the University of Alberta, have been trying to answer in a research project that has garnered them the ATA’s 2009/10 Educational Research Award of $5,000.
The project began in September 2007 when teachers at a First Nation school in northeastern Alberta asked the researchers for help in improving the numeracy skills of their students. Convinced that no strategy could succeed without taking into account Aboriginal wisdom traditions, the researchers encouraged the entire school community to participate in planning and undertaking the research.
The numeracy skills of students in five classes in the school were assessed using a combination of performance-based tasks, paper-and-pencil tests and teacher–student interviews. The teachers and students also watched the interviews (which had been taped) together, and the teachers attempted to elicit from the students what they were thinking as they tried to solve the math problems that had been presented to them. The researchers discovered that some children who were unable to complete the worksheets were nevertheless able to verbalize their thought processes during the interviews by using manipulatives. Conversely, some of the children who had completed their worksheets successfully were unable to explain their thinking during the interviews.
The researchers realized that the relatively poor performance of Aboriginal students likely had to do with the fact that Aboriginal children tend to have had little exposure outside their classrooms to the language used in discussing mathematical concepts. As a result, they may not understand the language used in mathematics textbooks, assessment instruments and other commercially produced resources. With the help of the researchers, the teachers are now exploring ways of modifying their instructional and assessment practices to ensure a greater correspondence between what students experience in the classroom and how they view the world of everyday reality.
The ATA presents the Educational Research Award annually to faculty members or sessional lecturers at an Alberta university whose research is deemed to be of exceptional practical benefit to classroom teachers.


We give a review of one sample appplication in the "School Mathematics" category of the Wolfram Demonstrations Project. The reader interested in browsing the hundreds of additional resources on the site should go to http://demonstrations.wolfram.com/. See the "About" note below to learn more and to download the free Mathematica Player needed to run these programs.
Equation of a Line Game
Sergio Hannibal Mejía
Yokohama Int'l School
This is a mathematical activity designed to help students practice finding the equation of a line in slope-intercept form. It is designed to work well with interactive boards as a classroom activity. (Click the image below to go to the site http://demonstrations.wolfram.com/EquationOfALineGame/.)
About the Wolfram Demonstrations Project (from the website)...
The Wolfram Demonstrations Project was conceived by Stephen Wolfram as a way to bring computational exploration to the widest possible audience. With hundreds of interactive, open-code Demonstrations--created solely in Mathematica by users from around the world--The Wolfram Demonstrations Project brings to life ideas in math, science, and many other areas, from elementary education to front-line research. All Demonstrations, and their code, are provided free of charge and run on any computer with Mathematica 6 or the free Mathematica Player.


Health Care software can be open source and freeware, and it is useful to keep medical records, disease databases and more. It can also be used to design health related websites such as that of Lilly ICOS, which is where people .
Software refers to several computer programs and information designed to give a computer directions so that it can perform one or more tasks. Computer software is different from hardware in that the latter is composed of actual physical objects (monitor, keyboard, mouse) while the former is impalpable. Examples of software are application software, shareware, middleware, programming languages, operating systems, testware, firmware, shrinkware, device drivers and programming tools. Software download allows users to obtain this technology, either paying for it, or as a free trial. Shareware, for instance, is provided on a trial basis, meaning that customers may try it for free. If, at the end of the trial, they are convinced of its qualities, they may pay for it and own it permanently. Shareware should not be confused with freeware, which is fully available for use without payment, even though the proprietor may ask for an optional fee, or donation.
The vocable freeware was invented by Andrew Fluegelman when he was trying to find a way to commercialize a communication program, while at the same time circumventing the traditional methods of distribution. What Fluegelman ultimately came up with was the aforementioned shareware business model, but the word freeware stuck, even though it does not necessarily mean what he first envisioned. Freeware is licensed without cost and is either completely functional for an unlimited period; or has only basic functions enabled with a fully functional version available commercially or in the form of shareware. The freeware author may reserve several rights, as well as impose a few restrictions on the user. Antivirus software may or may not be freeware, depending on the developer. An antivirus is used to prevent, detect, and remove malware, including computer viruses, computer worm, trojan horses, spyware and adware. Antiviruses mainly use three methods of identification, signature-based detection, Heuristic-based detection and file emulation.
There is also video software available, which manages the post-production video editing of digital video sequences on a computer non-linear editing systems (any system that performs random access editing on source material). It has taken the place of flatbed celluloid film editing tools and analogue video tape-to-tape online editing devices. Music software, on the other hand, deals with a great variety of functions, ranging from musical composition, audio recording and editing, music synthesis, music playing, music education tools, and more.
In general, this technology can be applied to several different fields, such as business, computer-aided design, databases, decision making, education, image editing, industrial automation, mathematics, medicine, molecular modeling, quantum chemistry, telecommunications, video games and word processing. Even creating davebollinger.com required using some of this technology, and by browsing through the website, you will be able to learn more about it and about its many applications.


SPED 660: Inclusion of Students with Special Needs (3)
Teachers/educational leaders will use diversity in their classroom/school to examine exceptional individuals including students labeled mentally disabled, emotionally disturbed , gifted, learning disabled, and sensory impaired. In this course, the participants use case analyses to gain a deeper understanding of assessment of strategies, teaching methodologies, techniques, materials, specific learning characteristics, and individual learning styles. Additionally, the course examines the family's response to their special needs children and way of supporting them from preschool through adulthood. They will also analyze research findings regarding children's special needs and use those findings to document practices as it relates to making decisions promoting the full inclusion of students. Prerequisite: Consent of instructor.
*These courses may be taken only by students who have been admitted to the Master of Education in Elementary Education Program.


Increasingly, business leaders, educators, industry experts, and others are rallying around the importance of science, technology, engineering, and mathematics (STEM) in education. This is a key issue for K-12 education and it's a requirement to create the kind of workforce our country needs. The Obama administration has clearly focused on this as a major education initiative and a business imperative.
If the United States is to maintain its economic power, then we will need a STEM-educated workforce that can meet the demands of business in an increasingly complex and technology-driven economy.
In fact, a study by Georgetown University Center on Education and the Workforce shows that by 2018, 8 million jobs in the U.S. economy will require a college degree in STEM--170,000 in Minnesota alone, which, sadly, has one of the nation's largest achievement gaps between white students and students of color in science and mathematics.
As a high school life science teacher and university professor, I have come to realize that we need to begin STEM education early with our children, certainly in elementary school and possibly even younger.
Children at birth are natural scientists, engineers, and problem-solvers. They consider the world around them and try to make sense of it the best way they know how: touching, tasting, building, dismantling, creating, discovering, and exploring. For kids, this isn't education. It's fun!
Yet, research documents that by the time students reach fourth grade, a third of boys and girls have lost an interest in science. By eighth grade, almost 50 percent have lost interest or deemed it irrelevant to their education or future plans. At this point in the K–12 system, the STEM pipeline has narrowed to half. That means millions of students have tuned out or lack the confidence to believe they can do science.
Effective teachers with content knowledge in science and mathematics play a key role in student achievement. Many STEM teachers in high school and middle school have a degree or a minor in their subjects, but elementary teachers are generalists and typically major in education.
So, if teachers at the elementary level are generalists, are they even prepared to teach STEM effectively? Research shows that many elementary teachers feel anxious about teaching STEM subjects. If they themselves lack confidence, how can they impart passion and knowledge to their students?
Those are the questions that St. Catherine University is aiming to address at our National Center for STEM Elementary Education. We have developed a program that helps elementary teachers overcome anxiety, get immersed in STEM topics and develop the confidence to become effective teachers for tomorrow's needs.
St. Kate's elementary education majors are now required to complete a STEM certificate for initial licensure. The certificate is three interdisciplinary courses--in biology, chemistry, and physics/engineering--a unique feature of the certificate.
The courses are co-taught by STEM and education faculty team members who collaborate to create a positive and productive learning environment for teachers-in-training. Content is academically rigorous and meets state and national standards.
In addition, these elementary education majors receive STEM teaching experience prior to their student teaching assignment in the university's unique Eco-STARS partnership program. Eco-STARS includes training, mentoring by teachers at partner schools, and supervision by university education faculty to provide effective feedback.
St. Kate's elementary majors emerge from this experience more confident and comfortable in teaching science. In fact, many of them are being asked in their student teaching assignment to teach science and engineering, and the STEM certificate is credited with helping graduates secure teaching positions in a tight economic climate.
The National Center for STEM Elementary Education also works with school districts to produce systemic and sustainable STEM professional development programs with customizable STEM graduate certificates for both elementary and Montessori teachers.


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September 2010. The world is shrinking as globalization brings us closer to people around the world. We want to widen the focus of this call to include the following: What kinds of literacy projects are happening in countries around the world? What aspects of literacy are currently drawing attention in your country? What can we learn from your best literacy practices? How do literacy practices compare across different countries?
The world is shrinking as globalization brings us closer to people around the world. We want to widen the focus of this call to include the following: What kinds of literacy projects are happening in countries around the world? What aspects of literacy are currently drawing attention in your country? What can we learn from your best literacy practices? How do literacy practices compare across different countries?
We also invite articles from American teachers and researchers that address the following questions: What literacy projects have you and your students engaged in that involve other countries? How has current technology opened the door to international literacy practices? What projects have your students been involved in that support the literacy development of students in underdeveloped countries? Are you involved in other international literacy practices, projects, initiatives, and issues that would be of interest to VM readers? Deadline: September 1, 2009.
Talking about Talk
December 2010. As educators of young adolescents, we understand the importance of the social nature of literacy and the role of talk in the classroom. In recent years, our understanding of talk has deepened, and we have worked consciously to provide our students with opportunities to share their ideas with others. As students explore new ideas, participation in discussion enriches, deepens, and expands their understandings. What do students talk about in your classroom? What does talk look like and sound like? How does observing and reflecting on this talk inform your teaching? How do you facilitate rich and meaningful talk? How do you invite all students into the conversation? How does talk inform student learning in the classroom? Deadline: December 1, 2009.
Honoring Student Voices
March 2011. In the most authentic and engaging classrooms, students feel a sense of ownership and responsibility toward the learning community to which they belong. In this isue, we are honoring the voices of oung adolescents by inviting them to ubmit their stories about authrntic and engaging literacy experiences. What makes literacy meaningful and relevant to you? What positive middle level literacy classroom experiences have you had etht you want to share with others? What advice do you have for teacher sin the future to make literacy learning more valuable? Please talk to your students about these questions and help t hem brainstorm additional topics. Deadline: March 1, 2010.
Looking Back and Moving Forward
May 2011. NCTE and Voices have traveled together toward new understandings about young adolescents’ literacy and learning. As NCTE celebrates its 100th anniversary, we are taking our final steps as VM’s editorial team. We invite you to get on board and join us as we reminisce about where we have been and as we look to the future for new possibilities. In this final issue, we reflect on seminal literacy practices of yesterday and seek new and evolving ways of helping our diverse students become strong and independent learners. What are the seminal literacy practices advocated by NCTE that every teacher of young adolescents should embrace? In looking forward to the future, what new and evolving practices should we take along? Let’s get “on the road again” (Willie Nelson) and take one final journey together. Deadline: May 1, 2010.


- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
Literacy Resources Clearinghouse
The clearinghouse includes books, journals, aritcles, research reports, organizations and more for enhancing the instructional practices of Kentucky's educators. Use the search field below to find resources according to Author, titles, year published, type or keywords. You can also browse resouces through the filter option which provides a broader search interface. All resouces can be exported in a variety of formats including Rich Text Format (RTF), XML, BibTex and Google Scholar.
Filters: Keyword is Reading Strategies [Clear All Filters]
Implementing a structured story web and outline strategy to assist struggling readers.. The Reading Teacher. 59(6),(2006).
Relationships among learner characteristics and adolescents' perceptions of reading strategy use.. Reading Psychology. 30,(2009).
The impact of a strategy-based reading intervention on the comprehension and strategy use of struggling adolescent readers. . Journal of Educational Psychology.. 102(2),(2010).
Teaching struggling readers: Capitalizing on diversity for effective learning. The Reading Teacher. 61(8),(2008).
Student accountability: Guided reading kidstations. The Reading Teacher. 59(2),(2005).
Closing the Gap Early: Implementing a Literacy Intervention for At-Risk Kindergartners in Urban Schools.. Reading Teacher. 63, 404 - 419.(2010).
Teaching children to use a context plus phonics strategy. Reading Horizons. 25,(1985).
Thinking aloud: Struggling readers often require more than a model. The Reading Teacher. 58(7),(2005).
Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together. Early Childhood Education Journal. 38(6), 431 - 438.(2011).


Researchers are beginning to uncover the mysteries of how the human brain processes and integrates information. Music’s effect on sensory integration has received some notable attention in recent years. The positive findings about music learning, especially in early childhood, have sparked some schools, businesses, and states to propose and implement programs that specifically integrate music skills and activities to promote thinking skills.
Research suggests that students retain more information when there is stimulation on both sides of the brain. This is accomplished through multisensory types of experiences. Elementary music classes meet this criteria through their moving, speaking, singing, playing, and listening activities. This capstone project explored the integrated learning environment created by combining components of elementary music education with language arts.
The purpose of this project was to explore ways to develop a collaborative effort with elementary classroom teachers, and to stimulate and enhance learning in the music classroom by involving students in creative musical-linguistic exploration. The project involved a review of literature in the areas of curriculum integration, sensory (brain) integration, and the effects of combining skills in the areas of elementary music education and language arts.
As a result of this project, it is recommended that music teachers interested in curriculum integration opportunities begin on a small scale, within their own classrooms. As music teachers become ready to try curriculum integration with another teacher, the following guide is recommended: (a) develop a rapport with other interested teachers, (b) make time to compare curricular content or processing skills that are compatible in both subject areas, (c) make meaningful, natural connections between subject areas, (d) explore options and designs for curriculum integration keeping in mind your rationale for doing the project, (e) set up and carry out the project, allowing time for reflection and adaptation throughout, and, upon completion of the project, (f) all teachers and students involved should evaluate the project to determine its overall worthiness and effectiveness.
This project offers one way of combining facets of language arts and music into a unit for the elementary music teacher and classroom teacher. The project is geared to a second grade level but could be adapted for other elementary grades as well. A selection of planning and evaluating tools, twelve music lessons, and list of resources to develop this project further are included.
Some interdisciplinary connections may seem contrived or devoid of any musical thinking. Teachers are cautioned to make sure rhythmic and melodic patterns are not used simply to help students memorize reading or mathematical facts and figures. Interdisciplinary projects or lessons that preserve the integrity of music education lead to a richer educational experience and an increase in motivation among students and teachers involved.


Pow! Using Comic Books to Get Kids Reading
For decades, comic books were derided as gaudy, sub-literate threats to children's brain cells. Now, teachers, researchers, and librarians are taking a new look at comics and they like what they see: a way, in a culture now dominated by TV, video games, and the Internet, to get children reading.
It's not really a new concept. As far back as the 1940s, series such as "Classics Illustrated" and "Picture Stories From the Bible" were using comics as an educational tool. Today there are literacy and comics programs, such as the Comic Book Project, springing up all over the country. Sponsored by state officials and educators, these programs focus on the simple goal of promoting the reading habit.
Comic Books Can Motivate Your Kids
Educational journals such as The Reading Teacher now openly acknowledge what generations of comics fans already knew: "Comic books have had a motivating power in literacy development for children, especially young boys, since their introduction in the 1930s. This nontraditional type of literature -- often dismissed by educators as superficial and shallow -- is highly visual, contains complex literary elements, and lends itself to critical examination of moral, ethical, and social issues." (B. Norton, The Reading Teacher, #57, p. 140)
Because their format is equal parts pictures and text, comic books can hold a child's attention longer than blocks of print. The genre has also proven to be an excellent means of expanding a child's vocabulary by giving context to words the child wouldn't normally be exposed to. (Ironically, this is something generations of fans, who got their first exposure to words such as "Brobdingnagian" and "excelsior" from comics, were aware of long before experts stumbled on to it.)
Not surprisingly, librarians have found that increasing the availability of comics and "graphic novels" (the catch-all term for comics bound in book form) draws more children and teenagers into libraries. This represents a major shift in thinking. While the focus used to be on getting children to read the "right" material, the primary concern now is simply to get children reading, in the belief that:
- Comic books teach and bolster reading skills.
- Children are more likely to read something they enjoy.
- Children are more likely to continue reading once they learn to think of reading as enjoyable.
Other Avenues Open
Interestingly, the researchers and educators promoting literacy and comics programs have found that comics open up many other educational avenues. Almost always fiction, comics are useful for introducing concepts such as narrative structure and character development. At the same time, they appear to enhance the development of analytical skills and critical thought. They can also be conduits to the discussion of cultural and personal issues. Many comics readers end up wanting to create their own, making the genre a valuable tool for promoting not only literacy but art, writing, and self-expression.
Because some of today's comic books and graphic novels are written for adults, you'll want to check with a librarian or bookseller for appropriate content. But comic books, far from being the mind-destroying junk of popular myth, may be the boost in reading aptitude your children need -- especially if they resist reading or find it a struggle -- and can be a great way to open up their imaginations and promote creativity.
The lesson educators and parents are learning? When kids read what excites them, they read better and they read more.
A veteran freelance writer, Steven Grant has written articles, criticism, screenplays, novels for teens, and hundreds of comics books. He currently writes a weekly online column, Permanent Damage, and lives just outside of Las Vegas.


Make BigIQkids Part of Your Child’s Daily Routine
Raising and nurturing a self motivated, highly academic children can be an exciting yet daunting challenge. Unfortunately, these complicated little people do not come with instruction manuals. But thankfully, the new frontier of e-learning can provide an excellent supplemental platform to help mold and shape the disposition of your child for the better.
How to Memorize Math Facts to Mastery
Memorizing math facts is the most important step to understanding math. Math facts are the building blocks to all other math concepts and memorizing makes them readily available. Memorize math facts at appropriate grade levels to insure readiness for all math lessons. BigIQkids.com math facts program makes memorizing math facts mastery easy!
Math Programs Resource
MATH FACTS PROGRAM ... AN INTERACTIVE ONLINE MATH FACTS PROGRAM!
Created by BigIQkids.com
BigIQkids.com math facts program is an on-line learning program specifically designed to facilitate a child’s quest to attain mastery of fundamental math skills. Our state of the art, interactive application will dramatically change your child's attitude about math and provide the training they require to succeed in school. Using a "self-motivated learning" approach, this interactive program monitors the child's progress and advances the student based upon subject matter proficiency. Building upon retention, speed and accuracy, parents will love BigIQkids.com math facts program’s intuitive interface and the ability to tailor each lesson to a particular child’s needs.
BigIQkids.com is an online software program for smart kids. It provides daily lessons around children's homework to help the student master his/her subject matter. Throw away your flash cards, work books and printables! BigIQkids.com is a revolutionary approach to elementary education (k-6) that leverages interactive technologies to promote spelling efficiency, vocabulary building, math fact mastery and extensive knowledge of the 50 US States via multimedia reinforcement and independent learning.
Visit BigIQkids.com and find out what the other smart kids are using to keep the edge!
Contact us at: email@example.com


While children hold an important place in the culture and traditions of Papua New Guinea, they face daily struggles and an uncertain future. Challenges lie in all areas; from going to school, to finding health services, and feeling safe at home. These problems prevent them from enjoying their childhood and their rights to which they are entitled. Widespread poverty, declining health and social services, and inaccessibility to places and people in need, are all factors crippling children’s development.
Traditional culture is being eroded as more people are drifting to the cities, with many young people unable to find jobs. High levels of frustration lead to crime and violence, while many children are exposed to abuse and sexual exploitation. Children are also vulnerable to diseases, especially malaria, pneumonia, diarrheal diseases and more recently HIV and AIDS, which has reached epidemic proportions. These issues are threatening the basic right of children to have a healthy, happy and safe childhood.
Despite these challenges, some progress has been made by UNICEF working with Government and other key development partners.
In 2009 alone, significant achievements were made;
• Lukautim Pikinini Act (Child) Act 2009 was passed, an important step forward in rights based child protection legislation
• Universal Basic Education Plan (UBE) was launched accompanied by a declaration from the Government to abolish school fees for elementary education from 2010.
• 500 school children and 3000 people benefited from access to safe water and improved sanitation through the installation of Water and Environment Sanitation (WES) equipment including 36 rainwater catchment systems, 108 latrines and 3 gravity-fed water supply systems.
• UNICEF supplied technical and financial assistance to Provincial Health offices with communication and Water, Environment and Sanitation activities during the cholera outbreak.
• Access for pregnant women who are HIV positive to Prevention of Parents to Child Transmission (PPTCT) services has increased from 2.3 percent in 2007 to 6.5 percent in 2009.


Outdoor summer activities are great tools for improving your child's Gross Motor Skills. Parents often ask: "What is the difference between Gross and Fine Motor Skills, and how do they impact on my child's ability to learn?"
Gross Motor Skills involve bigger muscle groups, like the arms, legs, feet, and torso.
Fine Motor Skills involve smaller muscles, like hands, fingers, toes, or lips.
All motor skills require a connection between the brain and muscles in the body. They require practice to improve and enhance coordination. Motor Skills usually develop sequentially. Gross Motor Skills usually need to be developed and mastered before Fine Motor Skills can evolve. Most children roll, sit up, crawl, then walk, before running.
Here are five fun, easy activities to promote Gross Motor Skill development. You can adapt where you and your child play these games according to your own seasonal environment.
- Take a "discovery walk" around your neighborhood, bike path, nearby park, or beach. Look for objects that are up in trees, building, or rocks, and things that are on ground level. Look for colors, shapes, and sizes. This promotes bending and stretching, as well as walking and running.
- Create an obstacle course with three or four objects in your yard. (Some example for obstacles are bases, hoops, tires, beanbags, etc.) Have your child practice running, jumping, skipping, and hopping around the objects. Increase the difficulty by running, jumping, skipping, and hopping backwards around the objects.
- Lay a Hula Hoop on the ground. Have your child stand about five feet away and throw a bean bag or block into the hoop. (You'll want an object that will not roll.) Once your child can do this easily, increase the distance by twelve inch increments. If starting the toss at a five foot distance is too difficult, start at three feet, and increase the distance in six inch increments.
- Hold a Hula Hoop vertically, and let your child toss a bean bag through the hoop, taking one step backwards for each successful toss.
- Hold a Hula Hoop vertically, and let your child kick a large beach ball, or other large, soft ball through the hoop. Take one step backwards for each successful kick.
In my next post I'll give you five more activities for improving your child's coordination, balance, and Gross Motor Skills, as well as having a great time outdoors with you!


How fluently do music psychologists, music educators, and practicing musicians communicate with one another? Circumstances do not always favor an easy interaction. Each group has its own language, and the specialist ways of communicating that exist within each group may not always work across group boundaries. Moreover, cross-disciplinary interactions are not always explicitly encouraged by the institutions within which music researchers and practitioners work. These everyday limitations help to explain why music educators and practicing musicians have not benefited as much as they could from the past few decades of music psychology research and why music psychologists often neglect to cite, and so benefit from, relevant studies published in the mainstream research journals of music education.
In this book, we attempt to bridge the interdisciplinary gaps that currently separate music psychologists, music educators, and practicing musicians by developing new approaches to teaching, learning, and making music that are informed and inspired by the results of recent research in music psychology, music education, and acoustics—whether that research is published in music psychology or in music education journals. In this way, we aim to produce something fresh—a book that is without precedent in either music psychology or music education.
To help achieve this aim, each chapter is coauthored by two internationally recognized scholars: one a scientist (psychologist, acoustician, physiologist, or physician) and the other a performer or music educator. Authors who are well versed in both music education and music psychology are coupled with collaborators with relevant complementary expertise in the area of the chapter. These collaborations, many of which are entirely new (some coauthors have not, at the time of writing, met face to face!), have at times been inspirational and at other times frustrating. The artistic authors wondered why the scientific authors sometimes indulged in virtuosic scientific methodology and terminology with little or no meaning for practicing musicians; referred so often to the literature as to give an impression of insecurity; made simplistic generalizations in areas that obviously involved complex cognitive, artistic, and judgmental processes; or
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: The Science & Psychology of Music Performance: Creative Strategies for Teaching and Learning. Contributors: Richard Parncutt - Editor, Gary E. McPherson - Editor. Publisher: Oxford University Press. Place of publication: New York. Publication year: 2002. Page number: ix.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.


The Art of Lions and Horses
Jewish art has taken on vastly different forms throughout the many eras of history. Yet one particularly unusual method of Jewish art is almost never discussed: carving. Jewish carvings can be seen in many synagogues today, but they are also found in an unexpected source: carousels. Jewish Art Education's newest program will discuss this unique art form and how it was used by European Jewish artists.
S. Ansky, born Shlomo-Zanvil Rappaport in 1863 in Vitebsk, now Belarus. He was a political revolutionary and an ethnographer who came to the realization that a centuries-old Jewish life was about to disappear as his contemporaries adopted modern lifestyles.
After traveling abroad, he returned to St. Petersburg in 1905 and affiliated with the Jewish Historic-Ethnographic Society. By 1912, he had conceived and organized a two-year ethnographic expedition to survey Ukrainian Jewish life. Their aim was to collect Jewish art and material culture that would become the basis of a Jewish museum in St. Petersburg.
Ansky produced THE JEWISH ARTISTIC HERITAGE ALBUM, which established Jewish art as a reality. This exhibition fulfills Ansky’s hope that the past serve as a basis for the art of the future, both in the sense that Jewish carvers who came to North America continued to practice their art in synagogues here, and that they embraced new forms using traditional artistic techniques.
All images and text are from the catalog of an exhibition at the American Folk Art Museum in New York City. It is titled: Gilded Lions and Jeweled Horses, and was written in 2007 by Zimiles, M.
The Washington Jewish Week visited one of Myrna Teck's lectures on the Art of the High Holidays and talked to Myrna and Executive Director Robert Barkin about JAE and our new Jewish Art in Jewish Classrooms. In her article, writer Lisa Traiger focused on the question of defining Jewish art. We're sure you will like this close-up look at Jewish Art Education and our plans for the future. It is also downloadable as a PDF.
Jewish Art in Classrooms Project Advances
Since announcing our project to use the visual arts to teach our children about Jewish customs and practices, we have received overwhelming support for Jewish Art in Jewish Classrooms.
We are pleased to tell you that we are pushing forward with this important initiative, a project that will make a huge difference in how our children understand their Jewish identity. (See more details on the project.)
Since the announcement just before the High Holidays, we have hired a professional curriculum writer with experience in both Jewish education and the visual arts to develop our classroom program and begun work on the accompanying short film.
We have also heard from rabbis who have worked in this area, as well as many educators who have validated our concept for teaching important Jewish practices. We are confident that we will find an enthusiastic audience for our materials.
This initiative is all the more important because of the recent findings of a Pew Research Center study that found that Jewish identity is changing in America. The study noted strong Jewish pride, but also found that increasing numbers of self-described Jews also declared that they have no religion.
JAJC is directly focused on tying together this sense of pride to the important concepts of religious practice and civilization, with the purpose of promoting Jewish continuity.


English as a Second Languaje -ESL
New educational technologies for bilingualism.
The Little Bridge platform is an English Language learning system focused on Elementary school children. Used in thousands of schools around the world and recognized worldwide as the best educational tool for teaching English in Elementary Education.
Little Bridge has won the 2014 BETT award (best educational resource in the world) and the 2015 ELTONS prize (best digital resource)
This program is carefully structured to ensure effective learning. It is intuitive to use, can be used in classrooms as a source of teacher-led instructions, or as a source of autonomous learning so they can work independently in the school space or at home, even if teachers have little or no English proficiency.
• 6 levels with more than 1000+ Fun activities available in British or American English.
• Internal games, prizes, medals and ways to modify the avatar of each student to encourage use
• Explore an English village in a 3-dimensional world by recognizing vocabulary and solving missions.
• Grammar Visualizer with the Grammar Factory.
• Karaoke Songs
• Letters Game
• Digipals: Social network for children around the world. Safe and designed to encourage use of communication in English. It also includes a powerful and easy-to-use “Sentence Maker” tool that helps students build sentences while interacting with each other in English.
• Each child will receive a virtual pet called Domino which should be cared by kids within the platform.
• Availability in PC / MAC and for Android Tablets for level 1
• Access for each student in class, their home or anywhere with internet connectivity.


Psicologia em Estudo
Print version ISSN 1413-7372
GOLDBERG, Luciane Germano; YUNES, Maria Angela Mattar and FREITAS, José Vicente de. Drawing in childhood and the ecology of human development. Psicol. estud. [online]. 2005, vol.10, n.1, pp. 97-106. ISSN 1413-7372. http://dx.doi.org/10.1590/S1413-73722005000100012.
This work is a result of reflexions on the Ecology of Human Development of Urie Bronfenbrenner associated to thoughts of Environmental Education scientists. The focus of this article is to understand the relation among perception, drawing and the concept of molar activity under the ecological perspective of Bronfenbrenner. We supposed that drawing is also a way to express with creativity the perception children have of their own environment. The importance of imagination and the potential of expression of drawing will be emphasized as a relevant tool to build knowledge and integrate experiences which are originally from different contexts. These graphic experiences are part of psychological evolution and are essential to raise sensitive and creative individuals who are able to transcend and transform reality. In order to work with these ideas we bring examples of children's drawings produced in a non governmental institution located in the extreme south of Brazil and we propose environmental education through art education.
Keywords : Children's drawing; ecology of development; art education.


By the time Markesha Harris entered third grade, she was already having a difficult time in school. Not only was she learning to overcome a speech impediment, but she was reluctant to raise her hand in class for fear she’d be teased over her struggles with reading. That’s when her mother looked into the Hartman Literacy and Learning Center at Marquette University.
Through the Hartman program, participating students are bussed to Marquette from urban partner schools twice a week during the school year, where they receive two hours of literacy instruction from Marquette University students who are training to be urban elementary school teachers.
And the Center’s programs really work.
After just six months of twice-weekly phonics-based sessions to help her recognize words and develop better comprehension strategies, Markesha was showing signs of improvement with her reading, as well as her confidence levels. After completing the program, Markesha went on to achieve a 4.0 grade point average at Messmer High School in Milwaukee.
Today, she is a sophomore at Marquette University studying engineering.
“The Hartman Center made me think about college at a very young age,” Markesha says. “It probably would have been on my radar, but probably not Marquette. The Hartman Center made me excited about attending college, and I could not wait.” [Read More About Markesha's Story]
Each year the Hartman Center provides free services for over 100 struggling readers like Markesha, from Milwaukee’s inner city. In addition to supporting the literacy development of inner-city youth, the program provides participating students with the confidence and knowledge they need to think ahead to both high school and college.
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Find out how.


The Little Friends Loom is an interactive activity for children that teaches teamwork, communication, creativity and many more important life skills. Developed in a classroom by a preschool teacher, Little Friends Loom satisfies numerous objectives of early childhood learning standards.
- Math skills: use numbers to compare beads or other decorative manipulatives and explore ways to measure yarn.
- Physical science: solve problems involving properties of objects and materials and make predictions based on prior weaving experiences (for example, longer stitches use more yarn than shorter stitches).
- Literacy and social development: children exercise their expressive and receptive language skills to work with their play partner on the other side of the screen.
- Highest point value on ECERS-R art scale: an art activity that is worked on over an extended period of time
We currently offer two different versions of The Little Friends Loom: The Original and the Sit-N-Weave. The Original loom is elevated slightly so that children can stand at it to work on the weaving. The Sit-N-Weave allows them to kneel or sit on the floor since many preschoolers enjoy working from this position. Both models feature the same high-quality, hand-crafted workmanship and natural finish wood for a pleasing, organic effect.
The Little Friends Loom perfectly complements most early childhood curriculums and is particularly suited to the ethics of Waldorf and Montessori approaches to education.
Once completed to the students’ satisfaction, the weaving makes a striking piece of wall art you can display and enjoy in your classroom for years to come. It can be removed for display and replaced with a fresh canvas, to continue the creative cycle.


NII Explore delivers STEM education and coding to local students
Hundreds of eyes watched guest science teacher Phillip Craig, Director of NII Explore, hold up a jar of soil to the camera as he asked the excited grade one and two students what soil is made of.
The replies came fast and furious: “Dead bugs!”, “Sand!”, “Leaves!”, and “Poop!”, which unsurprisingly turned the remote class into a screen full of giggles.
With this most unusual school year coming to an end, NII Explore’s second week of Science in the Classroom programming is underway. The goal of the program? To help lighten the load of teachers by bringing fun, interactive STEM learning to more than 180 classrooms remotely across Bruce, Grey and Huron counties.
Covering the Ontario science curriculum, the programming includes topics such daily and seasonal changes, soil, conservation and energy, space, and heat.
Teachers receive lesson plans on these topics as well as take-home assignments to extend the learning with their students.
Sponsored by Bruce Power, the program features three two-week sessions that run until the end of the school year for students from kindergarten to grade eight.
And while the classes are already at capacity, with more than 5,000 eager participants, parents and teachers can explore many of these lessons on the NII Explore Instagram account @NIIExplore or at nii.ca/explore.
“We know that this has been a long year for everyone, teachers and students alike, so we are just happy to help where we can and bring some excitement into science class,” said Phillip Craig. “The world is a pretty cool place—helping students explore it and make these discoveries, all while having fun, has been great to see.”
Also presented to classrooms around the region is the free NII Explore Coding in the Classroom program. Since March 2020, NII has delivered coding classes to more than 1,400 students—initially as an extra-curricular offering and this year to classrooms across Bruce and Grey counties.
The program supports grade 2-8 curriculum goals of patterns, problem-solving and literacy education, helping rural students learn foundational skills that are key to working in a digital economy.
While coding may seem daunting at first, NII Explore staff have created a space where coding can be explored in a fun, easy-to-understand way—even for those who have never taken part in coding education before.
“My students loved the coding classes! They were very engaged. Some tried to rush ahead and didn't wait for instructions as they were so enthusiastic and confident,” said Jennifer McKellar, a grade 4 teacher at Huron Heights Public School in Kincardine.
Laura Sandre, a grade 5/6 French Immersion teacher at Immaculate Conception School in Formosa, agrees:
“It turned out to be an activity that bolstered individual skills but also class cooperation. My favourite student quote was: ‘Well I'm creative, so I knew I could do it. And you know I'm always up for a challenge!’”
While the program is ending for this term, NII looks forward to the next season of Coding in the Classroom this fall.
NII Explore is a program dedicated to delivering enhanced educational opportunities for school-aged children to learn, experiment, discover and create. NII Explore’s educational programming offers a range of learning styles that connects students to the best teaching and knowledge available. Learn more at nii.ca/explore.


With the beginning of a new year, many people set resolutions. Instead of pledging to lose weight or clean out your closet, try a new type of resolution–begin a relationship with Theatre Action Project.
While this may be an unconventional resolution, it will most definitely be rewarding to you. Here are the top ten reasons why you should empower arts education with Theatre Action Project.
1. The Arts Support Academics.
If you are a parent or are involved in the life of a child, you know how important education is to their future. Many studies link arts education to improvement in academic performance. One study conducted by the University of Windsor saw that students who were involved in arts (especially music–oriented) education had significantly higher scores on math tests.
Another study by Edward B. Fiske, shows arts education enables young people to reach for and attain higher levels of achievement.
2. The Arts Build Confidence
One of Theatre Action Project’s goals is to build self-esteem and confidence in children, which will stay with them throughout their lives. All programs are created to further this part of TAP’s mission. Additionally, activities like “ The Changing Lives Youth Theatre Ensemble” help young people show their peers how to deal with tough issues.
In the past year, the bullying epidemic in schools had drawn widespread attention. You can help combat this problem by supporting TAP’s programs that work to equip today’s youth with the tools to address these situations.
3. Listening to Music Can Improve Your Health
If you have ever been to a TAP event, you know you will hear lots of wonderful music. According to new research, listening to music can be very beneficial to your health. Just another great reason to volunteer at our events!
The National Center for Biotechnology Information, has recently released research data, which shows music therapy can help lessen the effects of stress-induced asthma.
Another study released by NCBI shows a definite relationship between music and stress relief. The music created by children may not qualify as music therapy, but the music they play combined with their smiling faces is guaranteed to relieve your stress and put a smile on your face.
4. The Arts are Important to Our History
Artwork was one of the first ways our ancestors communicated with one another and kept records of their history. Much of our understanding of past civilizations comes from their artwork. By enjoying the artwork made by TAP kids, you are observing “future” history.
5. The Arts Can Make Better Business People
Our culture values business savvy individuals, and according to Dvora Yanow, Professor at California State University at Hayward, the improvisational skills children learn from theater and music can make them strong members of the work place. Improvisational skills will help them learn to quickly solve problems and think on their feet. (http://class.csueastbay.edu/publicadmin/dyanow/Improv.pdf)
6. The Arts Can Make Better Business People, Part II
Teamwork is a large part of many of TAP’s activities. It is also a large part of schoolwork, and later on in life, the workplace.
7. The Arts are a Significant Part of the United States Economy
Six percent of the United States’ gross national product is based on the arts, which is more than is based on construction (4.8%) and just under wholesale trade (6.9%). What better way to be a patriot than by supporting future artists?
8. Tax Deductions
Remember, any donations of money or supplies are tax deductable!
9. Music Education Enhances Spatial Skills
New studies show a strong link between musical education and spatial intelligence. Spatial intelligence is the ability to perceive the world accurately, form mental images of objects, and to recognize when objects change shape. This is crucial for higher brain functions such as mathematics. Progress in science is also closely linked to the development of spatial intelligence because the problems that are encountered cannot be explained verbally.
Studies show that 19 preschool children who received eight months of music lessons far exceeded the spatial reasoning performance of a comparable group of 15 preschool children who did not receive music lessons. In addition, scores on puzzle task tests significantly increased during the course of the period they received the music lessons.
These are some of the kids you will be working with. Isn’t that reason enough to volunteer with Theatre Action Project?


The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development.
Puglisi ML., Hulme C., Hamilton LG., Snowling MJ.
The home literacy environment is a well-established predictor of children's language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children's reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children's language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children's outcomes. In contrast, direct literacy instruction remained a predictor of children's reading/spelling skills. We argue that the relationship between early informal home literacy activities and children's language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.


Language Arts Teaching Manual Vol. 2 – Early Childhood
Language Arts Volume 2 – Early Childhood Manual provides illustrated presentations that introduce the Montessori language arts curriculum for children ages two and a half to six. The Manual provides background information and practical descriptions of visual perception and concept development, the preliminary skills for early literacy development.
Visual discrimination can be developed through working with puzzles, object to picture matching, picture to picture matching, whole to parts matching, and patterning. Concept development can be developed through exercises of association, opposites, rhyming objects, and classification.
- View Table of Contents & Sample Pages:: Click Here
Are you starting a teacher training program?
Do you already have a program but would like to assess your manual options?


The Production Challenge has been developed to be a programme that recognizes the ability of emerging artists, designers and producers to create a Word Class, financially successful programme in the field of arts, culture and entertainment
The main objective of the Challenge is to establish emerging achievers as competitive in Global context, and the principal focus is on Innovation and The Youth.
The central theme of the Challenge is the creation of productions:
Any artistic and aesthetic creation
Rules of the Challenge is available at: http://www.nydt.org/home.asp?pid=1214
REFLECTIONMusic Teaching Technology for Beginners. Synapse transmission between neurons in different systems of dimension - how can it improve the music education for beginners ?…Continue
Started by Stepanov Sergey May 12.


WARHOL - EARLY DRAWINGS
8 January - 3 March 2013
Somewhat of a sensation!
It is extremely rare for the discovery of an art treasure to point to new directions in an artist’s oeuvre. This is, nonetheless, exactly what has happened with the unusual unearthing of several hundred drawings from one of the most important artists of the twentieth century, Andy Warhol.
Approximately 300 drawings by Andy Warhol (1928-1987) from his earliest years were found quite by chance. The drawings had been registered in Warhol’s posthumous estate and archived in 1990, but since then they had lain untouched. In 2011 the Germany gallery owner Daniel Blau happened to be granted access to the drawings and noted that this was an exceptional collection of fine works.
Warhol was born in Pittsburgh and studied art at the Carnegie Institute in the 1940s before he moved to New York in 1949. At the time art education was influenced by teachers who came from Europe, and this is one of the reasons why many of Warhol’s early drawings were particularly reminiscent of the known works of German and Austrian artists such as Grosz, Dix, Schiele and Klimt. Even older sources of inspiration such as woodcuts from the 17th and 18th centuries also seem to have influenced his choice of subjects.
This is the first time a selection of about 170 of these drawings will be shown at a museum. The exhibition is curated by Poul Erik Tøjner, Director of Louisiana Museum of Modern Art.
Featured works © The Andy Warhol Foundation for the Visual Arts, Inc./billedkunst.dk 2013.
"Gives us a more varied look at the icon Andy Warhol...and shows another, more poetic, artist".
"...rhytmicly and beautifully displayed and clearly demonstrates his intentions and flow of his work process".
"Everything is in focus, and it is fabulous. Warhol gave edge to the paper, indeed"
"The exhibit adds new facets to our image of the artist as a young kid"
”Pleasure meeting Warhol in an entirely new way. In fact a scoop for Louisiana to be the first museum in the world to have it on show”.
The exhibition catalogue is published in English and German, From Silverpoint to Silver Screen. Andy Warhol. 1950s Drawings. The catalogue features a preface by Michael Semff, director of the Staatliche Grafische Sammlung München, and Poul Erik Tøjner, director of Louisiana Museum of Modern Art, Humlebæk, the articles A treasure is found by Daniel Blau, From Silverpoint to Silver Screen by Sydney Picasso, Environments, Situations, Spaces by James Hofmaier, as well as illustrations and a list of works. Please note that the exhibition presents a selection of works – not all the works shown in the catalogue. Sold in the Louisian Shop, DKk 398 / members DKk 328


As a child in Spain, Picasso showed exceptional artistic gifts that were recognized by his father, a professor of drawing. After encountering contemporary art in Barcelona, Picasso moved to Paris and soon made his mark as a daring innovator. Compulsively creative, he developed the concept of Cubism, which challenged not only current styles but also notions of realism. Picasso surrounded himself with writers, admirers, lovers, and dealers, and by the 1920s had emerged as one of the most famous artists in the western world. His later work ranged from near-abstraction to returns to figuration and often involved pictorial “dialogues” with his great forebears.
Born in Paris, Degas had a conventional art education based on traditional techniques and subject matter. In his late twenties he began painting city life, and he soon become a leading figure in the Impressionist group. His work was innovative and experimental, and he was criticized at the time for his candid scenes of popular entertainment, such as ballets and nightclubs. Though Degas could be severe in his judgments, he was loyal to close friends and generous to younger artists. In his later years, when Picasso first visited Paris, Degas was becoming more reclusive while his drawing, painting, and sculpture achieved an expressive breadth that was dramatically revealed after his death.


PROGRAM PHILOSOPHY: Unique Little Hands Child Development Center believes in creating a stimulating environment for children in order to foster their exploration and creative skills. We believe in having developmentally appropriate materials available to children at all ages to inspire them to use their own thoughts and ideas to investigate materials.
We believe that parents play the most vital role in their child's education. Family involvement is the foundation for astrong, quality education. We believe in cultivating the art of inquiry along with critical and reflective thinking. It is vital to teach communication skills, allowing each child to communicate their ideas, emotions, and creative ability.
We believe that children learn through play. For example:
Social/Emotional Development: relationships with others, empathy, emotions.
Language and Literacy Development: writing, speech, sounds, hearing, name recognition.
Fine Motor Development: grasping/releasing objects, pincher grasp, turning pages of a book, feeding self, stacking objects, nesting objects, tearing paper, holding crayons, markers, etc.
Gross Motor Development: kicking, running, climbing, walking, rolling over, and pulling self-up, squatting, jumping, hanging.
Cognitive Development: imagination, curiosity, classifying, problem solving, cause and effect, sizes, shapes, space, time, math concepts and counting.
Sensory Development: touch, taste, smell, hearing, sight, sound.
Creative Representation: developing a sense of self through self-exploration, expressing self through dramatic play, using art materials to explore and be creative.
Children's attitudes about life, school, learning, people, and themselves are influenced by the quality of their interaction with others. Educators can have a lifelong influence on a child's behavior and attitudes and must be prepared to act as lifelong learners along with the children in which they facilitate learning.
PLACEMENT INTO OLDER CLASSES: Children are assessed for class placement into the older classes by chronological ages and in terms of their total development – social, physical and emotional. Interest level in the activities typical of each group is also taken into consideration, as is the actual availability of an open place at a particular time that matches the enrollment days of the child being moved. The classroom teacher is also consulted as to the readiness of the child. Parents will be notified and encouraged to set up a transitional conference with the new teacher.


Enterprise Learning Academy (ELA) Choice Program:
Theme: Academically Talented Arts School
The District has established innovative programs and offerings in neighborhood schools, making them good options for students. Our school choice program is Academically Talented Arts School.
What does school choice mean to Enterprise?
•Each school in Duval County has an academic theme that is to be integrated into the curriculum and culture of the school and will brand the school as a unique option for parents and their students.
•Definition of Academically Talented Theme: The Academically Talented Arts Program offers students an enriched academic learning experience through exposure to a variety of fields of knowledge. These programs nurture and stimulate the academic strengths and talents of all children while meeting their unique learning needs through a wide range of activities which allow for critical thinking across contents, conduct thoughtful research, think creatively, and develop individual potential.
M – Mastering Basic Foundational Skills via Arts
A – A Global Citizen
N – New Ideas for our Community
A – Advancing College and Career Readiness Skills
T – Teaching Leadership through Academics
E – Experimenting with the Arts
E – Everyone Educates with the Arts
The sky is the limit when it comes to what students experience in the Academically Talented Arts School choice option program. While we are not a “Magnet” school, we provide a supplemental program to enhance our students’ educational experience!
At every grade level, students utilize critical thinking and a variety of strategies to engage in the learning process. To ensure we are teaching the whole child, students engage in music and art twice a week and have the opportunity to participate in a variety of art and music clubs.
Our programs offer instructional delivery systems specifically designed for an academically challenging and rigorous program. Lesson development considers the various ways talented students think. Instruction occurs on a deeper level, but is differentiated contingent on student needs. We utilize a myriad of questioning skills, model higher level thinking skills, facilitate collaborative discussions and also delve into deeper cognitive complexity through collaborative and individual projects.
The elementary program focuses on differentiating the curriculum to accommodate the needs of academically talented students. Students begin to learn research skills at the primary level and continually grow and utilize these skills to present new information in a project-based format. Students propose a variety of solutions to real world problems using creative problem solving. A variety of products and performances are developed by each student as a creative way to show their knowledge.
Enterprise Learning Academy Technology Mission Statement:
By being a M.A.N.A.T.E.E students at Enterprise Learning Academy experience a culture of learning and exploring through the use of Arts.
Manatee Slogan for Success
M – Manatees
A – Are
N – Noble
A – Accountable
T – Trustworthy
E – Excellent
E – Engaged
S – Students
Apply Here: https://dcps.duvalschools.org/enroll.


- Featured images
A child is exposed to more new information between the ages of two to six, than in any other comparable period in their life. This is the time when a child is developing learning habits and traits that will form their individual character for years to come. Recognizing this, we at Greenwich Village School, concentrate on providing the nurturing “one on one” learning environment, the children in this age group require. This “one on one” method has been very successful in maximizing the mental, social, and confidence development of each child. The primary goal of Greenwich village is to provide all of our students with the mental, physical, emotional, social, and problem solving skills that all children need to succeed in the elementary school learning environment and beyond.
Mental and problem solving skills are developed in several ways. In the classroom setting, we begin with letter and number recognition and from there develop basic writing, reading, and arithmetic skills. Each child advances at a pace that they are comfortable with. Gentle encouragement is offered to aid the individual child’s progression. In this way, the child becomes confident of their new abilities before they move on. During each session, children are taught to follow directions and are given choices in order to enhance their problem solving skills. Memory skills are advanced by learning stories and songs and through “one on one” conversation. We participate in many activities to enhance the child’s creative ability.
Physical skill development is very important for pre-schoolers. We provide physical and gross motor skill development through both structured and unstructured activities. We offer a large fenced yard with swings, slides, seesaws and other playground equipment, where the children can participate in supervised, unstructured play to aid in the development of large muscle groups. Our children also participate in structured group activities, such as circle games, marching and general group exercise. Our individual activities include coloring, puzzle building, and other hand coordination activities designed to develop the small muscle groups and hand motor skills.
As our young students prepare for their elementary school learning environment, perhaps no factor is more important than their emotional preparedness. Daily attendance in a structured and caring learning environment is the first step in preparing our children for elementary school. Additionally, each child requires encouragement and praise for their individual accomplishments in order for the child to become confident of their abilities and ready to attempt new challenges. Family involvement is paramount during this process and parents are continuously apprised of each child’s development.
Play time is a time for children to learn about themselves and about their social environment. They learn to interact with others in an informal atmosphere. Formally, the children learn the social structure of a learning environment.
At Greenwich Village, it is our intent to provide a positive, nurturing and valuable educational experience for each child. We stress family involvement to help each child make the delicate transition from home to school. Our society’s future looks very bright through the eyes of our children.
Bright Stars: ⭐⭐
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By Maren Schmidt, Author of Understanding Montessori
Most ten-year-olds can tell you the stages of development for a butterfly or a frog. A butterfly begins as an egg, becoming a larva, a caterpillar, then a chrysalis emerging into a butterfly. A frog starts as an egg, hatching into a tadpole, turning into a polliwog, at last transforming into an adult frog. At each stage of change the frog and butterfly have differing needs for nourishment and environment.
As human beings, we also go through distinct changes, perhaps not with the physical drama of a butterfly or frog, but with identifiable changes in behavior with indicated physical and psychological needs. Too many times children are treated as though they are miniature adults. The human being, though, does not fully reach adulthood until around the age of twenty-four years.
In the infant who cannot feed him or herself, it is easy for us to observe the swift changes of the first two years of life. By the age of three years, a child learns to crawl, walk, talk, and eat table food, along with a multitude of self-care skills that help the child become more independent from caregivers.
Unfortunately for many of our children, this early independence leads adults to think that children three years and older are tiny grown-ups.
Many of us are more aware of the requirements of cocoons and polliwogs than children’s needs between the ages of three to six years.
The three to six-year-old is in a period of unconscious learning, absorbing information about his or her time and place from every aspect of the immediate environment. The child is unaware of learning and chooses to place his or her attention on activities that are repeated frequently. The child watches, listens, copies others and learns. This style of learning creates the following distinct needs for the young child:
- A need for an environment rich in language and experiences as vocabulary and story-telling capabilities are developed.
- A need to use his or her hands to connect the body and the brain to the realities of life.
- A need to create an emotional foundation built on the love, trust and respect of surrounding adults.
- A need to repeat activities in order to develop self-mastery and independence.
- A need for direct guidance on how to interact with people–within the family and the larger social network of school, church and other activities.
- A need for opportunities to refine the five senses of hearing, seeing, tasting, smelling and touching and to connect precise language to those experiences.
- A need for truthful and accurate information as the young child doesn’t have a wealth of experiences to discern between fact and fiction, fantasy and reality.
- A need for movement as the brain requires the body’s motions for optimum neural development.
- A need for opportunities to exercise his or her will by having freedom within limits that enlarge as skills grow.
During this period of building foundational skills, the child is laying the groundwork for the adult he or she will become. The child is father to the man.
As the first tooth is lost and adult teeth emerge around the ages of six or seven years, the child begins a different phase of development. At this age, we notice that the baby face look of the younger child is replaced by a taller thinner appearance. The older child wants opportunities to go out into the world and step outside the familiar circle of family, school and church; desires novel experiences; is concerned with friends and working in a group instead of focusing on personal skills; wants to know why and problem solve; is concerned with learning about right and wrong; desires an idea of the big picture of the universe.Observe the differences between a four-year-old and a seven-year-old and you should see creatures as different as a larva to a caterpillar, or a tadpole to a polliwog.
We’d make sure a caterpillar had the right leaves to eat, and a polliwog had a pond. Let’s use our influence as adults to create a world where our children have the opportunities to grow and change in the time specific ways children need.


Reading in Asian Languages
Making Sense of Written Texts in Chinese, Japanese, and Korean
Edited by Kenneth S. Goodman, Shaomei Wang, Mieko Iventosch, Yetta M. Goodman
Routledge – 2011 – 296 pages
Reading in Asian Languages is rich with information about how literacy works in the non-alphabetic writing systems (Chinese, Japanese, Korean) used by hundreds of millions of people and refutes the common Western belief that such systems are hard to learn or to use. The contributors share a comprehensive view of reading as construction of meaning which they show is fully applicable to character-based reading.
The book explains how and why non-alphabetic writing works well for its users; provides explanations for why it is no more difficult for children to learn than are alphabetic writing systems where they are used; and demonstrates in a number of ways that there is a single process of making sense of written language regardless of the orthography. Unique in its perspective and offering practical theory-based methodology for the teaching of literacy in Chinese, Japanese, and Korean to first and second language learners, it is a useful resource for teachers of increasingly popular courses in these languages in North America as well as for teachers and researchers in Asia. It will stimulate innovation in both research and instruction.
Dedication. Acknowledgements. Foreword Jun Liu Part 1: Writing Systems in Chinese, Japanese, and Korean 1. The Process of Reading in Non-Alphabetic Languages: An Introduction Ken Goodman 2. How a Morphosyllabic Writing System Works in Chinese Yueh-Nu Hung 3. Similarities and Dissimilarities in Reading Chinese and English: Goodman’s Reading Model Perspective Yueh-Nu Hung 4. Chinese Writing Reform: A Social-Cultural Perspective Shaomei Wang 5. Ideography and Borrowing in Chinese Ning Yu 6. Chinese Unconventional Characters:Characteristics, Controversial Arguments, and Pedagogical Implications Junlin Pan 7. A Successful Mixture of Alphabetic and Non-Alphabetic Writing: Chinese Characters in Korean Rodney E. Tyson 8. Orthography: Human Creativity and Adaptability Mieko Shimizu Iventosch Part 2: Studies of Reading in Chinese and Japanese 9. Making Sense in Reading Chinese: An Error Detection Study Jingguo Xu 10. Miscues and Eye Movements of Japanese Beginning Readers Daniel Ferguson, Yasuhiko Kato, and Mariko Nagahiro 11. How Readers Process Japanese Orthography with Two Different Texts Koomi Kim 12 . The Taxonomy of Chinese Reading Miscues Shaomei Wang Part 3: Implications and Applications for Instruction 13. Understanding and Facilitating Literacy Development among Chinese Speaking Young Children Lianju Lee 14. Teachers’ Reflections on Chinese Miscue Analysis: A Graduate Course in Reading Wen-Yun Lin 15. Experiencing Korean Culture and Language Through Korean Children’s Literature Yoo Kyung Sung 16. Teaching Japanese Written Language Mieko Shimizu Iventosch 17. Kamishibai Junko Sakoi. Contributors. Index
Ken Goodman is Professor Emeritus of the University of Arizona.
Shaomei Wang is a lecturer in German, Russian and Asian Languages and Literature at Tufts University.
Mieko Shimizu Iventosch teachesJapanese as a foreign language at Pima Community College and at the University of Arizona.
Yetta Goodman is Regents Professor Emerita of the University of Arizona.


Art for Orcas Kids
Art for Orcas Kids
A*OK brings ART lessons to the students of the Orcas Island School District. Our mission is to:
- Inspire creative thinking and problem solving
- Introduce the discipline of art-making and craftsmanship
- Follow the Washington Common Core State Standards for the Arts.
- Honor the discipline of art-making and craftsmanship
- Incorporate various cultures and art movements to expand our students’ knowledge of unique life experiences, social justice and current issues.
A*OK provides talented teaching-artists to work with students offering opportunity for students to tap into their imaginations, and create works of their own – the results can be transformative in the lives of children.
To that end, our Art for Orcas Kids (A*OK) program is looking forward to incorporating our curriculum in the best way possible. The folks at OIEF and the A*OK steering committee have budgeted for and have been providing supplemental art education at the Orcas schools since 2014 and we are happy to continue to offer art at school, and, in particular, the more in-depth exploratory classes with our talented teacher Ms. Brook Meinhardt. Ms. Meinhardt has professional training and experience in commercial illustration, graphic design, fine arts and many years of creating age based art curriculum.
A*OK receives grant money from the Orcas Island Community Foundation (OICF) and Arts in Education Program (ArtsWA / Washington State Arts Commission), as well as from fundraising events and generous private donations. A*OK often participates in OICF’s Annual GiveOrcas Grant Catalog Programs. Orcas Island School District recognizes Visual Arts as a Washington State mandated core subject and supports the A*OK program by providing a Certified Staff member to work alongside and sponsor our teaching artists in the classroom.
Orcas Island Elementary School Artists-In-Classrooms
A*OK is available to provide curriculum and brings local artists into the elementary school for 20 weeks. Every child (K-5th grade) has a once-a-week art experience, working in a variety of visual arts. This opportunity has had a profound impact on how students appreciate art.
Orcas Island Middle School Visual Art Exploratories
A*OK teaching artists provide in-depth instruction for middle school students. Four quarters of Visual Arts programming is provided weekly during “Exploratory” class offerings. Students have the opportunity to explore a variety of media, styles, and genres.
Orcas Island High School Art Club
A*OK teaching artist and Program Director Brook Meinhardt provides Orcas Island High School students with the opportunity to create and learn a variety of visual art techniques and delve deeper into specific artists and their style of work on a weekly basis. Because of A*OK, Students of all ages can express themselves in ways that cannot be put into words and they can work with guidance on portfolios.
Annual Student Art Exhibit at the Orcas Center, Eastsound, WA
Each year in May, to celebrate National Arts Education Month, a month-long student art exhibit is held at the Orcas Center. The exhibit features art created as a result of A*OK programming brought to K-8 classes. In addition, incredible Orcas Island High School student artwork is also on display.
A*OK provided free, age-appropriate art kits were provided to students in all grades at the Orcas Island Public School following the 2020 state mandated school closures. “The minute schools closed, I thought of things I would do with my kids to keep them busy when they came home, and I thought of all my students and thought I could easily put together some kind of an art kit for school kids.” Each packet has different art exercises or projects for at home exploration and provided learning opportunities that were hands-on instead of virtual, an essential service during the pandemic.
So, if you love art and want to ensure that remarkable local artists can continue to work with Orcas Island public school students, a donation is always welcome.
You can securely and safely donate online to A*OK.
or you can send your check to:
PO Box 782
Eastsound WA 98245
Orcas Island Education Foundation, P.O. Box 782, Eastsound, WA 98245
EIN# 91-1276459 // email@example.com
Copyright © 2022 | Orcas Island Education Foundation | All rights reserved


6. Despite all these challenges, high school graduation rates are on the rise.
In the 2009–10 school year, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. That’s up from 75.5 percent in 2008-09 and 72.6 percent in 2001-02.
There are still troubling gaps in high school graduations rates across ethnicities, though. Among all public high school students, Asian/Pacific Islanders had the highest graduation rate in 2009-10 (93.5 percent), followed by Whites (83.0 percent), Hispanics (71.4 percent), American Indian/ Alaska Natives (69.1 percent), and Blacks (66.1 percent).
7. The percentage of students taking high school math and science courses also has risen.
The percentages of high school graduates who had taken math courses in algebra I, geometry, algebra II/trigonometry, analysis/precalculus, statistics/ probability, and calculus all increased from 1990 to 2009.
Similarly, the percentages of high school graduates who had taken science courses in chemistry and physics also increased between 1990 and 2009.
- Arkansas Department of Education Names Curriculum Associates’ Magnetic Reading™ Foundations an Approved English Language Arts Foundational Skills Program for Grades K–2 - March 31, 2023
- New Mexico’s Aztec Municipal School District Renews Multiyear Partnership Driving Student Engagement in Science - March 30, 2023
- 7 Mindsets Announces Formation of 7m Cares - March 30, 2023


National Social and Political Activist
Born in New Julfa, Iran, Diana Apcar moved to Calcutta, India, at a young age. She received her elementary education in the local Armenian Sandukhtyan school, then studied in English educational institutions. Since then she became interested in various national issues. She married a wealthy silk trader, Apcar Apcaryan, and moved to Yokahama, Japan.
In 1919 she was appointed as the Diplomatic Representative and Consul of the First Republic of Armenia in Japan, in recognition of her humanitarian efforts in welcoming hundreds of Armenian Genocide survivors who managed to find their way from the Caucasus, across Siberia, to Japan. She fed, housed, and clothed them, and arranged their transport to safe locations. Through her efforts, many of them were able to emigrate to the United States. She lived in Japan the remainder of her life. Her children moved to the United States.
Apcar lived far from her homeland, but its problems and tribulations were always at the center of her attention. She maintained a close relationship with the Holy See of Echmiadzin, and provided financial and moral assistance to her contemporaries living in the Far East. The Catholicos of All Armenians presented her with an Encyclical on April 24, 1926, in recognition of her national activities.
Apcar was among the most educated women of the time. She was fluent in English and Japanese. She kept her presence in media, publishing articles on Armenia, Armenians, and the Armenian Cause, introducing the Japanese to her homeland and nation, and promoting the concept of Armenian statehood. She published works dedicated to the Armenian question and the massacre (for example, The Truth About the Armenian Massacres, 1910; The Case of the Armenians, 1914; The Murder of Armenia, 1916; American Mandate for Armenia, 1920, etc.).
After his visit to Japan, the diplomatic representative of the Republic of Armenia G. Jamoev wrote: “Mrs. Apcar provides publicity to the question of independence of Armenia through the media, and introduces Japanese society to the Armenian nation. She does great works for Armenia.”
Prepared by the Central State Archives, Republic of Armenia
Central State Archives of the Republic of Armenia, fonds 199, 200, 409.
- Stepanyan, Biographical Dictionary, v. 1, Yerevan, 1973.
Soviet Armenian Encyclopedia, v.1, Yerevan.
Teotig, Amenuyn Daretsuyts, 1921.


A discussion on the orff methodology
Archived from the original on 15 September Musical skills and knowledge were developed through elaborate music and dance improvisations that sometimes merged into compositions and choreographies. It began in Germany Bavaria in the s with adult music and dance students, and was revitalized there around to a great extent through the efforts of Orff's colleague, Gunild Keetman--for use with school children of that area.
The following basic principles are fundamental for this approach: Music, speech and dance are seen as integrated domains Music, dance and speech complement each other and at the same time provide starting points for creative activities. Along with these non-pitched, barred instruments are pitched instruments, known often as Orff instruments. These are common orchestral and concert band percussive instruments that can be used to add more body motion to rhythmic exercises. Ongoing teacher leadership is needed for further advancements in all areas. In the s he sent Doreen Hall, a young music education instructor, to Salzburg to study with Orff and Keetman. McRae, Shirley W April Exploration - discovering possibilities with a given piece of material involving any of the activity components listed above. A teacher could use speech to teach rhythm by having students say their own names and names of other students in a natural rhythm. Gunild Keetman, gifted in both music and movement, came to the school as a student and stayed on as a teacher. At this point, improvisation is encouraged through new vocal melodies that can be sung with the ostinato pitched instruments, or with new rhythmic basses to the song. The original idea by Orff and Keetman has become an artistic education with music at its core. Composer David Hewson was exposed to Orff Schulwerk and this influence helped to shape a lot of his later music. Musical skills and knowledge were developed through elaborate music and dance improvisations that sometimes merged into compositions and choreographies. Later on Gunild Keetmann extended the concept for the education of children and youth. This can be achieved through movement, percussion of all types , and singing.
The tonal and topical content is to come from the child's surrounding folk tradition. The order following so and mi in volume 1 are la, re, do, which completes the pentatonic scale.
For information on Orff teacher certification, associations, and additional info about the Orff approach, please visit the following:. There are some syncopated rhythms in this poem, so the teacher would be repeat the poem multiple times.
In this way, the Orff-Schulwerk method is incorporating improvisation even in the early stages of musical learning Carder,
based on 111 review


4th Grade Lessons
The Artist and the Landscape
My name is Carrie Goe-Nettleton, Art Educator at the Yellowstone Art Museum. I am an experienced classroom educator who is certified in K-12 art education. I created these lessons to be directly connected to the art in the Online Art Suitcase. They are all aligned to the National and Montana Visual Arts standards. All lessons include a list of materials, detailed procedures, and tips for setting up for art making in your classroom. They all begin with guiding questions using Visual Thinking Strategies (VTS) that will assist you in talking about art with your students. You can access each lesson here or by clicking on an image of the art on the home page.
Landscapes with Colored Pencil
Lesson Overview: Students will create their own landscape including a foreground, middle ground, and background. Using colored pencils, students will work to create the illusion of depth in their drawing and to tell a story about the place they are creating, including details that reflect their own identity.
Mixed Media Imagined Landscapes
Lesson Overview: Using simple, light weight, found objects –string, buttons, paper clips, popsicle sticks, etc. –students will create their own abstract landscape of a place that is important to them.
Inspired by Sound
Watercolor and Ink Radial Design
Lesson Overview: Starting with a circle, students will create a work of art that is inspired by the sounds of a powwow. They will discuss the use of shape and line to create balance, repetition and symmetry.
Lesson Overview: Students will create a print inspired by animals. They will discuss the use of positive and negative space in printmaking and will use cardboard to create the printing plate.
Nature Tessellations with Watercolor Pencil
Lesson Overview: Using and exploring watercolor pencil techniques, students will make a four piece tessellation using line, shape and pattern to create a repetitive work of art that is inspired by their surroundings.
Narrative Art with Oil Pastels
Lesson Overview: When the Queen Goes Out, I Like to… -Students will write and illustrate their response using oil pastels. Students will be asked questions about the color wheel, color mixing, and complementary colors and the way that they are used in Sheila Miles’ work. This lesson will incorporate writing and art.


5 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2022 LITERACY AND AAC-theore�cal and prac�cal considera�ons Nitzan Cohen Usually, students with complex communica�on needs do not learn reading and wri�ng like their peers, by the phone�c approach. It seems that the reason for this is the (mis)concep�on that nonspeaking students cannot be literate. Nowadays, it is well documented, that being unable to speak isn't necessarily withholding literacy development. Being able to read and write, allows AAC users to reach the same goals as their peers (leisure ac�vi�es, learning, employment, and social connec�ons), but for them, literacy is also a way to communicate independently and to develop language capaci�es. Literacy is freedom! Without it, AAC user will have to communicate via graphical symbols programmed beforehand by others. In this case, the dependency on the communica�on partner is vast. Using the alphabet le�ers will make it possible to express any message freely. Reading and wri�ng became even more important with the arrival of social media pla�orms. Although the online social world opened many opportuni�es people, it worsened the disadvantages of the non-literate people. More than ever, it is important to be a competent reader! This review considers the variables that influence learning reading and wri�ng amongst AAC users. Assessment models and interven�on strategies are presented with many demonstra�ons and prac�cal ideas. "Join-In" the Conversa�on Communica�ng with symbols on popular web communica�on networks Sharon Shaham Social networks and apps for communica�on such as Facebook and WhatsApp have become widely used for communica�on and for sharing experiences. For AAC speakers, these pla�orms can create opportuni�es that are not available during face-to-face interac�ons. AAC speakers who use these applica�ons, indicate that during face-to-face conversa�ons they may use more telegraphic language or even abstain from communica�on due to factors such as the �me it takes to generate messages and background noise. These difficul�es are heightened during group interac�ons. When interac�ng on social networks and communica�on pla�orms, people can take the �me they need to review the messages posted and to compose their own, in a quiet environment. It enables AAC speakers to interact with others and join various group conversa�ons (e.g., family, friend, work groups on WhatsApp and similar apps) with less of the obstacles and distrac�ons that are present during face-to-face interac�ons. There may also be limita�ons and disadvantages to communica�on over digital pla�orms, but the ability to select this method of interac�on as needed or desired, is important to AAC speakers as it is for the general popula�on. "Join-In", by d-bur LTD, was created with the goal of providing a pla�orm for AAC speakers that facilitates par�cipa�on in digital life and enhances access to the most popular apps on the web including Facebook, Messenger, WhatsApp, YouTube and many more. It is designed to meet a wide range of sensory, cogni�ve, and physical access needs and works as an add-on to popular AAC pla�orms such as Grid 3, Communicator 5 and other leading AAC so�ware. A freestanding Join-In Pro version will also soon enter the Israeli and interna�onal markets. During the past year, a feature enabling symbol users to send their messages exactly in the format they are generated on their devices – that is – text with symbols as well as to receive symbolated text messages, has been added following requests from the AAC community. This feature facilitates fuller par�cipa�on of AAC symbol users in the digital life experiences, even if they are s�ll non-literate.


Undeniably, early childhood learning is an incredibly powerful tool in easing the transition from the parental nurturing in babies and the beginning of the educational journey of a child when they are first thrown into a traditional school setting.
Whether you are currently working in another branch of education and are looking to move into early childhood learning, or else you are still in college or university and are considering your future career moves, then continue reading.
Here is how to widen your career options in early childhood learning.
Childhood Leadership Certification
A fantastic example of an innovative and incredibly beneficial, both in a personal and a professional context, is the choice to embark upon an early childhood leadership program.
Essentially, this program is specifically designed with mission-driven teachers and educators in mind and is focused on filling the gap in confident and experienced leaders teaching young children.
Childhood leadership programs cover the development of the curriculum in terms of early learners, address the various legal issues and laws in education and schools across the country (and beyond), and teach everything related to systems thinking. Additionally, the successful acquisition of a childhood leadership certificate will then make you a desirable candidate for numerous teaching jobs.
The Core Framework of Early Childhood Learning
As in every other area of the educational system, there is a core framework containing a clear guide that encompasses the main areas of learning, and whether currently working in the field or aspiring to in the future, it is important that you are fully versed in each of them.
The basic framework for early childhood education is as follows:
- Physical Development
- Expressive Design & Arts
- Language & Communication
- Connecting with the World Around Them
- Social, Personal & Emotional Development
Stackable Credentials & Your Career in Early Learning
Not only is dedicating your professional life to the education of young children an incredibly selfless, not to mention multi-faceted ambition, the individual, personal benefits to such a pathway truly know no bounds.
With every course you complete and every new skill you learn, not to mention each child you interact with and each learning institution you work in, you are building your credentials and, therefore, increasing your employability status higher and higher.
Ongoing Professional Learning
When focused on expanding your horizons and maybe even ascending the ladder to become an influential decision-maker in matters pertaining to early childhood education, it is and will always remain important to always remain committed to improvement.
A professional learning environment for teachers and other education professionals needs to take place in a community whereby said learners are focused on professional improvement and have unlimited access to coordinated and monitored resources.
Additionally, support should always be provided should individual educators require supplemented learning and be taught with a combination of both research and theory to provide a full and comprehensive learning experience.
Finally, as someone focused on advancing their career in early childhood education and learning, you must also get into the habit of always being objective and reflecting on your achievements and professional progress.
Always remember that, just as you are teaching young children, there is always room for you to be taught and to always keep an open mind and a sense of perspective.


ESC 432: Teaching Mathematics in Middle and High School.
3 hours, lecture; 2 hours, lab; 4 credits; 30 hours fieldwork required. Introduction to methods and materials for teaching mathematics in middle and high school, overview of curriculum, current standards, lesson planning; instructional strategies, uses of technology, problem solving; assessment, inclusion of special student populations, and literacy development in mathematics. PREREQ: A cumulative index of 3.0 or better in ESC 301, 302, 409, 429; completion at least 50 percent of the credits in the student's major, with a minimum 2.7 cumulative GPA; submission of scores on the New York State LAST examination to the Division of Education Office.
Last modified: 9/16/2013