Eric Ortiz of the Sacramento Bee wrote an article today (http://www.sacbee.com/music/story/2419848.html) about what the next decade might hold for classical music. He wrote, “The winds of economic and social change are leaving an indelible stamp on classical music. The art form, including opera, is becoming more international in focus. And orchestras and presenters are growing more attentive to what audiences want, as opposed to deciding what they want to give an audience.” Ortiz identified four trends in classical music that he thinks will shape the future:
1) the increasing influence of China,
2) the use of orchestras in video game music may introduce new audiences to symphonic music,
3) the increasing influence of video presentations of opera, and
4) the rediscovery of music from Latin America.
I’m not sure about numbers two and three because of my unfamiliarity with those two fields, but I think Ortiz is right on with is first and fourth predictions. Piano superstar Lang-Lang is credited with already inspiring more than 25 million young Chinese to take up the piano. As many studies have shown, playing an instrument as a child is one of the top predictors of arts participation and enjoyment in adulthood. That many young people playing piano will make an impact in ways we can’t even imagine. Recent data suggests that after years of decline, American adults are now playing musical instruments in larger numbers. While there are some predictions of the future marginalization of classical music, these trends suggest doomsday predictions may be premature.
Latin America has produced several leading composers in the mid-twentieth century including Heitor Villa-Lobos, Alberto Ginastera and Carlos Chávez. Today Argentinean-born composer Osvaldo Golijov is one of the hottest names in classical music. The San Antonio Symphony is playing a work of his on May 21 and 22 with soprano superstar Dawn Upshaw, one of Golijov’s greatest advocates.
In much of Latin American music, tonal melody and harmony are more prevalent than in the atonal-influenced music of Europe. This more accessible harmonic language, coupled with exciting rhythms of Latin American music, has created a compelling style that is gaining a strong following in the United States. Another important trend from Latin America is El Sistema–the amazing music education system from Venezuela. Sir Simon Rattle, the conductor of the Berlin Philharmonic, has called El Sistema the most important development in classical music. Will El Sistema ever transform America like it is transforming Venezuela?
One subject that Eric Ortiz did not discuss is the titanic changes in electronic distribution of music. The CD is dying and downloading is now King. A huge new on-line audience is consuming classical music in ways that avoid the traditional distribution channels. Will this new audience ever develop an appreciation of live symphonic music? Or will the “cocooning” of America continue until live public concerts of any style become as rare as public symphony concerts were in the 18th century?
Facebook: San Antonio Symphony
For more blogs by Jack Fishman visit: www.sasymphony.org/blog


Literacy and Numeracy
Literacy and numeracy are among the most important life skills that our schools teach. Literacy and numeracy skills are crucial to a person’s ability to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society.
In 2011, the Department of Education launched their national strategy to improve literacy and numeracy among children and young people.
The five areas for immediate action are as follows:
Improved professional development for teachers
Increasing the time available for teaching literacy and numeracy improving arrangements for assessment of children’s literacy and numeracy achievement
Improving arrangements for assessment of children’s literacy and numeracy
Better arrangement for reporting children’s progress
Co-operating with the administration of national and international assessment studies
Read more about Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People, 2011 – 2020.
See also education.ie


Response to Intervention in the Core Content Areas addresses the needs of educators across the spectrum of students and in different content area classrooms.
Chapters address the concept of RtI, early identification, more intense instruction, assessment, and making data-based decisions to form a foundation for the reader before moving on to focus on different types of students (English language learners and culturally and linguistically diverse students) and on how RtI can be implemented in the different content areas (reading, writing, math, science, and social studies). Each chapter is written by an expert in the field and includes a case study related to real teacher experiences to help educators understand the RtI process.
Jeffrey P. Bakken, PhD, is professor and chair of the Department of Special Education at Illinois State University. He has a bachelor's degree in elementary education from the University of Wisconsin-LaCrosse, and graduate degrees in the area of special education-learning disabilities from Purdue University. His specific areas of interest include transition, teacher effectiveness, assessment, learning strategies, and technology.
296 pages. 2012


Date of Conferral
Doctor of Education (Ed.D.)
There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.
Bilingual, Multilingual, and Multicultural Education Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons


ELEMENTARY BUNDLE PreK-2 (46 WORKSHEETS)
* A HUGE BUNDLE OF ACTIVITIES FOR ELEMENTARY EDUCATION ~ COVERS A WIDE RANGE OF TOPICS ~ SEE BELOW:
Here is what you receive:
Worksheets 1 – 3 : ALPHABET BEFORE AFTER and IN-BETWEEN; each set has 3 letters in it with one missing; students must fill in the blanks with the correct letters; (36 examples)
Worksheet 4 : ALPHABET MATCHUPS! Students must match the 3 letters on the TOP with the NEXT 3 letters on the BOTTOM; (15 examples to match)
Worksheets 5 – 8 : ALPHABET UP AND DOWN! Made up of 6 letters PER SET! Some of the letters go UP and some of them go DOWN; students must fill in CIRCLES with the correct letters; (28 examples)
Worksheets 9 – 11 : COLORING BALLOONS! Students must color each balloon TWO DIFFERENT COLORS according to the legend given; PLUS a BONUS page of SPELLING colors! (11 balloons to color – 16 spelling examples)
Worksheets 12 – 16 : COLORING SHAPES WITH NUMBERS! Students must color an exact number of items with the correct color! (8 sets to color plus BONUS coloring at the end)
Worksheets 17 – 22 : COUNTING AND COUNTING AGAIN! How many of “these” objects are there? Students must count matching objects and WRITE the number in space provided; (20 sets to count PLUS a FULL BONUS PAGE of counting also)
Worksheets 23 – 26 : COUNTING UP AND DOWN! Sets of 6 numbers; students must fill in the CIRCLES with the correct missing numbers; some go UP and some go DOWN; (28 examples)
Worksheets 27 – 28 : NUMBER PATTERNS ELEMENTARY; students are given 3 sets of numbers and must figure out the PATTERN; good thinking activity! (18 examples)
Worksheet 29 : NUMBERS 1-100 WORD SEARCH PUZZLE! ; fun activity searching for the numbers 1 – 100! (28 words to find!)
Worksheets 30 – 32 : NUMBERS SMALL, MEDIUM AND LARGE! Students are given sets of 3 numbers and must decide the smallest, largest and the middle of the three; good thinking activity; (22 examples PLUS a BONUS)
Worksheets 33 – 37 : PRINTING OUR LETTERS! 5 FULL pages where students must PRINT the OPPOSITE of what is given either an UPPER or LOWER case letter; (26 examples PLUS TWO PAGES of writing the WHOLE ALPHABET)
Worksheets 38 – 42 : SAME, DIFFERENT AND COUNTING! 5 FULL pages where students must COUNT the objects that are the SAME and DIFFERENT and write their numbers; (10 sets of objects, 20 answers)
Worksheets 43 – 46 : TELLING TIME – WHAT TIME IS IT? 4 FULL worksheets of CLOCKS WITH and WITHOUR HANDS; students must write the time WITH the hands and DRAW THE HANDS on the clocks without them; (24 examples)
~ ~ ~ See the 14-page DOWNLOAD PREVIEW ~ ~ ~
All worksheets are decorated for fun. By David Filipek.
(Elementary Bundle 46 Worksheets PreK - 2)
Copyright© 2016 by David Filipek
All rights reserved by author.
Permission for downloads to copy for single classroom use only.
Electronic distribution limited to single classroom use only. Not for public display.


Tools to support learners as they prepare for exams and end-of-year lessons to inspire creative thinking
Exam season is almost upon us! While your students will have been working hard to revise subject knowledge over the holidays, it’s always a good idea to go over those vital exam skills to ensure that they’re ready for anything.
We’ve selected a few of the top resources to help you do just that, as well as some cross-curricular lesson ideas to make sure your classes are engaged right up until the end of the academic year.
Exam skills resources
- Exam preparation booklet*
Ideal for pupils looking for last-minute ways to revise ahead of their exam, this comprehensive booklet offers a variety of alternative techniques.
- Essay-writing toolkit
This extensive guide contains a variety of tools, tips and tricks to help students become more confident in their essay writing.
- Exam answer planner
Support students as they plan answers to longer questions by encouraging the use of this editable worksheet, including a list of key command words.
- Graphic organiser templates
Easily adapted to suit any subject area, these templates are another useful way of helping visual learners to organise answers to exam questions.
- Rapid revision progress
Use this well-structured presentation to get pupils to practise specific skills in order to maximise marks in short-answer questions during exams.
- Post a Pringle task
Develop higher-level thinking skills with this unusual project, in which students must design packaging that enables a Pringle to be sent through the post.
- Paper clip boat challenge*
Introduce pupils to the concept of water tension by getting them to experiment with ways to make a paper clip float.
- A to Z quiz*
Test learners' general knowledge with this alphabet-themed quiz, earning more points for questions that are slightly trickier.
- Pirate maths game
Why not embrace the pirate theme by playing this addictive game, through which pupils can practise key numeracy skills, as part of a mini unit of work?
- Whodunnit? murder mystery
Allow students to go through the steps required to solve this stimulating mystery, before getting them to work together to create their own.
*This resource is being sold by the author
For more secondary inspiration, check out this collection of featured resources for Term 4.


Beyond phonics - the case for teaching children the logic of the English spelling system
Press release issued: 13 March 2017
Why is there the letter 'g' in sign? Why not spell the word 'does' duz?
When children are taught to read and write though phonics they have to remember many exceptions, so-called 'sight words'.
In addition, the linguist David Crystal estimated that almost half of all English words have unpredictable spellings from the phonics point of view.
A recent paper published in the journal Educational Psychology by Professor Jeffrey Bowers from the School of Experimental Psychology at the University of Bristol and his brother, Peter Bowers, based at WordWorks Literacy Centre in Ontario, Canada, argues that phonics is a flawed approach because it mistakenly assumes that the primary purpose of letters is to represent sounds.
Jeffrey Bowers said: “Contrary to this common view, a fundamental design feature of English spellings is to represent meaning (through morphology), and spellings are highly consistent once this is appreciated. Indeed, the linguists Chomsky and Halle called English spellings 'near optimal'.
“Consider again the spelling <sign>. This spelling is entirely consistent in all morphologically related words: <sign>, <signing>, <design>, <resign>, even when the pronunciations of the words change, such as <signature> and <designate>.
“So the answer to the question of why there is a <g> in <sign> is that there is a <g> in <signature>, and the spelling of morphemes is highly consistent. Or consider the spelling of <does>. The spelling makes sense given that the spelling of <do> is consistent across its morphological family: <do>, <doing>, <redo>, <does>, <done>. Phonics would predict the selling to be <duz>, but that obscures the consistent spelling of <do>.”
The researchers highlight a number of theoretical reasons why instruction should be designed to teach children the logic of their writing system, what they call Structured Word Inquiry.
They say psychological research shows that memory and learning is best (and most enjoyable) when information is presented in a meaningful format in which children can reason about a subject.
Jeffrey Bowers added: "This characterises structured word inquiry but not phonics. In addition, children who are struggling with phonics often have difficulty processing the sounds of words.
"Given that phonics selectively focuses on letter-sound correspondences, this approach may be especially difficult for them.
"Structured word inquiry, by contrast, involves teaching children not only about letter-sound correspondences but also the meaningful and logical structure of English spellings. Accordingly, children struggling with phonics with underlying phonological deficits can bring to bear a broader range of their skills to learning to read and write."
There is now a growing community of schools across the world in which children are being taught the correct how the writing system works rather than phonics and growing research that shows that this approach is promising and is especially helpful for children who are struggling with phonics.
There is currently a large scale Nuffield-funded intervention study, led by academics from the University of Bristol, being carried out in a dozen primary schools in Bristol that is assessing how effective structured word inquiry is for children who are struggling with current phonics instruction.
'Beyond phonics: The case for teaching children the logic of the English spelling system' by J. Bowers and P. Bowers in Educational Psychologist


Symposium reveals state public education history
March 01, 2010
Valerie Wesson, an elementary education major at ECSU, finally learned the historical details of old, empty schools strung across Bertie County.
While attending a recent Black History month symposium, "The Effort to Educate: Rosenwald Schools in Northeastern North Carolina" she learned those schools represent an important chapter of the state's public education history. They were constructed for students who preceded Wesson by several decades. Wesson was born in Bertie County, and saw the structures as a youngster and during return trips to visit relatives there. However, the symposium provided more information than brief accounts from her relatives.
During the symposium, Gregory Tyler, a curator and genealogist at Historic Hope Plantation in Windsor, N.C., explained the rise of Rosenwald schools in northeastern North Carolina. Rosenwald schools, funded partially by Sears and Roebuck president, Julius Rosenwald, were established as a means to fill in the deficient expenditure gaps of early, southern Black education.
While most regions in the South received building funding, North Carolina stands out the state with the most Rosenwald grant-based schools. North Carolina received approximated 800 of the Rosenwald Funded schools which were constructed across 93 of state's 100 counties.
The Rosenwald Fund supported over 5,357 schools. All were constructed for Negro students between 1913 and 1932. The first Rosenwald funded school was built in Alabama. North Carolina received its first Rosenwald funded school in Chowan County 1915. The blueprints were distributed to school systems for free several years. Some of the former Rosenwald Funded schools continued in use by school systems well into the 1970s. Renovations were made for growing school bodies. The school in Colraine later renovated of its classrooms into a cafeteria for its elementary school students. According to Tyler, the Bertie County structures ranged from one to 10 rooms.
"Nineteen of structures in Bertie County received funding from the Rosenwald Fund and were constructed based upon the Rosenwald School Plans. Up to 12 additional schools used the Rosenwald School plans but were not funded by the Rosenwald Fund after Rosenwald's death in 1932," Tyler said.
"North Carolina received approximated 800 of the Rosenwald Funded schools and they constructed across 93 of state's 100 counties. The first Rosenwald Funded school was built in Alabama" Tyler said. "North Carolina received its first Rosenwald Funded school in Chowan County in 1915. "
The blueprints were distributed to school systems for free over the course of several years. Some school systems used the former Rosenwald Funded schools well into the 1970s. Renovations were made for some growing school bodies. The school in Colraine later renovated one of its classrooms into a cafeteria for its elementary school students.
Tyler said she has made the presentation for at least three audiences and looks forward to making it again. She has been with Hope Plantation since 2006 thought the symposium at ECSU was another way to reach a young adult audience. She said students like Wesson are surprised to learn how Rosenwald Schools remained part of school systems or became part of churches built near the schools.
"My other audiences were in many cases African Americans from Bertie County who could recall their experiences attending Rosenwald Schools. I've interviewed 10 people who attended the Rosenwald Funded schools," Tyler said. "This is a relevant discussion for Black History Month because we as residents can see how far we have come."


Newcomb Music School
In 1908-1909, Brandt Van Blarcom Dixon, the first and only president of the women’s college of Tulane University (Sophie Newcomb College) visited women’s colleges and other coordinate colleges. Seeing their work, he came back to New Orleans with plans for two new programs for women students. A Household Arts School (sometimes called domestic science, or home economics) and a Music School were established in 1909.
It is significant that these two innovations came together, linked as they were to social expectations for women. The Music School eventually became as famous as Newcomb’s art program. Its first faculty members were Guiseppi Ferrata, once a student of Franz Liszt and thus truly connected to European music, and Leon Ryder Maxwell, a graduate of the New England Conservatory of Music and thus also connected to older traditions of music education.
From the beginning, the women students took their music into the community. Besides accompanying their teachers in lectures to public schools, they also formed their own musical groups. One of the most popular of these student groups was the Guitar and Mandolin Club. Oral histories with graduates of the College from the 1920s remember this group as playing at a number of nightclubs, as well as private parties in the region.
In the post World War I years, the faculty also came to include some women. Prominent among these was vocal teacher Clara del Marmol, who stayed at the College for over fifty years, but, likely because she was a woman, was never promoted to professor.
There are many other aspects of the Music School’s program that speak of gender, as well. The Music program at Newcomb was the first to allow male students to “cross register” that is, to come over from the all-male Tulane undergraduate side to the women’s side of the campus. Notably, at least one assistant to the chair would not let brass or percussion instruments into the practice rooms, deeming them as producing the “wrong kind of music” for women. In a 1920s photo of the faculty, all six men are named but two among the five women are unnamed.
One can also see trails of documentation to the archives that tell of the gendered history of the school. In the early 1920s, Professor Maxwell began the formation of a music library with his personal collection of sheet music and books. When the Newcomb, Howard, and Tilton Libraries were merged in the late 1930s, the new library was called Howard-Tilton Library, with Newcomb disappearing under the umbrella of the University’s chosen name. The music library remained in Dixon Hall, where the older Newcomb College Library had been, serving many male and female students. The sheet music collection is today a part of Special Collections, while Maxwell’s books became part of the Maxwell Music Library within Howard-Tilton, today the Music and Media Library.


Planet Saturn Video for Kids
This video is all about planet Saturn.
All about Saturn
Saturn is the second largest and fifth brightest planet of the solar system but it has the lowest density. It is the sixth planet from the earth. It is the most distant planet which is clearly visible to naked human eyes. But if telescope is used then some other features, planet’s rings can be easily seen. Galileo Galilei, an Italian astronomer has observed these rings for the first time in 1610. This planet can be called a gas giant which is made up of Hydrogen, Methane and Helium. It is big enough to hold more than 800 earths.
Fast facts: –
- The rings we see with this planet are made of small wedges of ice and rock. These rings are not solid.
- It has a total of 53 moons.
- A year on Saturn is more than 30 years on earth.
- It is also called as ‘the ringed planet’.
- Saturn takes 29.4 earth years to orbit the Sun.
- Till now, four spaceships have visited the Saturn.
- Saturn has a slightly weaker magnetic field than the magnetic field on earth.
- The rings are huge but thin. They are less than a kilometre thick.
- Surface temperature of this planet is -139°C.
- The axis of this planet s tilted and as it orbits the Sun, we get different views of the rings.
- NASA’s Pioneer 11 was the first to visit Saturn in 1979.
- The planet has a core made up of rock and metal. It is equal to the earth in size.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun facts about planet Saturn for kids ." Easy Science for Kids, Jul 2017. Web. 24 Jul 2017. < http://easyscienceforkids.com/planet-saturn-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2017). Fun facts about planet Saturn for kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/planet-saturn-video-for-kids/
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The vast majority is very quick to criticize ICT4D projects and highlight statistics such as the World Bank statistic that states that about 70% of ICT projects fail, without even understanding the context of these numbers. In this case, how does the World Bank define failure? What constitutes a project as a failure? Some projects may be black and white with a clear boundary between success and failure; however, most projects lack this definitive boundary. For example, the Zambian Interactive Radio Instruction (IRI) program, known as Learning at the Taonga Market (LTM) was launched in 2000 to create low cost, high quality education for educationally and geographically marginalized areas in Zambia. The LTM integrates IRI, which acts as an active teaching tool, and the Lifeline radio, which is a dual-powered device that uses both wind-up and solar technology minimizing the dependency on other energy sources to teach lessons written and recorded by the Educational Broadcasting Services in conjunction with the Education Development Center. This program was designed to use existing technology, such as the radio, to provide high-quality education for over 800,000 children who cannot attend school. Since its implementation, over 160,000 children have received education through the LTM and these children have tested better than the children attending mainstream schools.
While this program appears to be working, some people argue it is another failed ICT project. Even though the demand for the LTM program and the enrolment of G1 participants have steadily increased, the retention rate is uncomfortably low as only 2,916 of the total 7,782 learners completed G5. Additionally, when testing the participants’ literacy and numeracy skills, it was apparent that the children had gained knowledge. However, the mean numeracy score dropped from 71.5% in 2001 to 63% in 2003 and the literacy skills dropped from 56.6% in 2001 to 48.8% in 2003. Even though observers noticed an improvement in literacy and numeracy skills, the tests proved otherwise. Does this mean that the project failed?
The lowered retention rate could be due to a lack of monitoring and evaluation; some people could be counted as “drop outs” even if they just switched IRI centers. Additionally, the discrepancies in the numeracy and literacy tests could be due to the different sample sizes tested in 2001 and 2003. Therefore, is it accurate to consider this project a failure on the basis of somewhat skewed data? And even if the data were accurate, should this project be classified as a failure based on two statistics, even when vast improvements and increases in demand have been noted? All these questions cannot be answered unless we define failure.


Become a sketchbook artist. You’ll find all the basic skills here.
What is sketchbook art, and why is keeping a sketchbook one of the most valuable things you’ll ever do? This 6-week kourse explains it all in beautiful video lessons that give you the foundational skills to draw and watercolor—skills you’ll build on for the rest of your life. Each week, you’ll get a new teacher and new lessons: Danny Gregory tells you how to start a lifetime habit of being creative through the art of sketchbooking. Koosje Koene shares the joys of trying new things and recharging your inspiration. Travel to India and learn to watercolor with Prashant Miranda. Jane LaFazio shows you how to turn your sketchbook into the story of your creative journey. Roz Stendahl teaches you how to draw your pet. Tommy Kane shares the relaxing beauty of intricate drawings. Beginning is for beginners, and for anyone who wants a fresh start on making art.
Topics in over 80 videos and lessons include:
- How to start a sketchbook
- Urban Sketching
- Color pencils
- Basic, versatile watercolor techniques
- How to draw and paint animals
- Textural techniques
- Combining pencil, pen, and watercolor
- Overcoming creative blocks
- Turning your sketchbook into an illustrated journal
- Sketchbook themes
- Parting gifts from your teachers
and much more!
Materials used in this kourse: pencils, pens, markers, color pencils, watercolors, gouache (though you don’t need all these materials to take this kourse)


Phonics Games that Kids Love
Reading Eggs includes interactive phonics games and activities that will teach your child how to read. Register now for your free trial!
Phonics is an essential part of learning to read, and Reading Eggs is the proven way to help children build early phonics skills and phonemic awareness.
Suitable for ages 3-13, Reading Eggs features online phonics activities and games to help your child learn phonics in a fun, interactive and highly motivating way.
Register now for your free trial of Reading Eggs. It’s fast, easy and obligation-free – no credit card required!
Phonics games that are proven to work
- Uses a systematic phonics method to teach your child to read
- 91% of parents noticed an improvement in their child's reading ability since using Reading Eggs
- Based on solid scientific research
- Used in over 12,000 elementary schools worldwide (and counting!)
- Developed by expert educators with 30+ years' experience
- Money-back guaranteed
- Detailed assessment reports show and recognize progress
Why children love learning phonics with Reading Eggs
- Hundreds of educational games, colorful animations, fun songs and exciting rewards
- Makes learning to read fun and highly motivating
- One–on–one lessons match your child’s ability
- Over 2500 e-books for children of all ages and reading levels
Reading Eggs features hundreds of structured lessons and thousands of phonics games and activities to support your child’s literacy development in phonics, phonemic awareness, vocabulary, fluency and comprehension – the five keys to reading success.


Teachers are essential for the development of human capital in society. Their skills are formed in teacher training programs, but are also highly influenced by the type and overall quality of the students who enter these programs and become teachers. Understanding which segment of the population is part of the teacher corps is important in order to determine the focus of interventions which can improve the quality of teachers.
This paper compares the dispersions of literacy and numeracy skills of primary and secondary school teachers relative to those of other respondents. We use international data of 15 different countries from the Programme for the International Assessment of Adult Competencies (PIAAC) and the Adult Literacy and Lifeskills Survey (ALL), both conducted by the OECD. These data sets are representative samples of the adult population in various countries. They include reading and math test scores, and contain detailed information about occupations. For each country, we compare average math and literacy skills between teachers and other respondents, and we investigate differences at the 10th and 90th percentiles of the distributions.
In most countries, teachers outperform others in the bottom percentiles, while in some countries they perform better than others throughout the skill distribution. These results imply that the scope to improve teachers’ skills varies between countries and that policy makers should take the shape of the skills distribution into account when designing interventions in order to most efficiently raise teachers’ skills.


This rhyme seems to have become one of the modern classics. You’ll get lots of use from this resource and its integrated education value. The five ducklings range in size from 9. 5 - 12cm high so they can be used for seriation activities i.e. smallest to largest, largest to smallest etc a great way introduce the maths concept of sequences.
Magnet Rhyme Resource Includes:
These early childhood teaching resources can be used as a magnet board, flannel or felt board resource - A great $$$ saver.
► Free Extension Acitivty Included: Game Five Little Ducks Sequence and Shadow Matching Activity: enabling this magnet rhyme to be integrated into other curriculum areas, particularly in the development of pre-numeracy skills.


Young children learn by exploring their immediate world through everyday activities, developing intuitive understandings of phenomena that surround them. These intuitive understandings are long lasting and generally incorrect. Sensing Science will test the hypothesis that representations, data collection and student reflection integrated into creative exploration can make learning about temperature and heat accessible to early elementary students.
Concepts involving temperature and heat are among the phenomena children experience most frequently, yet they are all but ignored in early elementary education because of their abstract and invisible nature. Sensing Science will use existing surface temperature sensors in conjunction with a computer, enabling K-2 students to interact with their assumptions, record and replay their actions and reflect on their archived data. Using sensors, models, drawings, and other representations will make it possible for children to explore their world, investigating the widest possible range of scenarios throughout the classroom, on the playground and elsewhere.
The project will:
- Research student preconceptions of temperature and heat, then develop and iteratively refine early elementary explorations to address these preconceptions.
- Utilize technology for visualizing the digital data collected by temperature sensors and Infrared cameras in a variety of ways in order to support temperature and heat science explorations and facilitate formative assessment of our understanding student assumptions.
- Disseminate research findings, materials, and project technologies, which will be available as open-source technology, ensuring that others can contribute to and build on this work.
We propose formative research process for the two years of this project. School and parental consent will be mandatory for participation and secured prior to classroom implementation due to videotaping of student work.
We aim to answer the following research questions:
- How can visualizations, data collection linked to everyday experiences and student reflection integrated into creative exploration address student preconceptions and promote K-2 student understanding of temperature and heat?
- How can the use of replay of video and reflection aid in addressing K-2 student preconceptions and improve student understanding of heat and temperature?
- Can the use of visualizations and data collection via digital sensing technology advance K-2 students past the goals of the K-2 science frameworks?
We will closely observe students' actions and actively elicit spontaneous ideas in order to test and revise assumptions about common preconceptions regarding temperature and heat. We will determine the optimal design of visualizations and explorations. Initial iterative design tests will take place in Littleton Public Schools (MA) during the first year. We will test the materials with two classrooms in each grade K-2 during the first year. In addition to the Littleton Public Schools pilot teachers, during the second year, selected K-2 teachers will also participate from Cambridge Public Schools (MA) will also participate.
Immediately after finishing an activity, students will complete a short assessment before moving on to the next activity. These assessments will be situated in the context of a challenge, video or story different from that of the just-completed activity, and will vary in form depending on the content taught. Assessments will be tailored to the content of each curriculum level. All assessments will be developed and piloted with the Littleton Public School District during the first year of the project and revised during the second year for use in the both Littleton and Cambridge Public Schools.
Expected Research Theory Outcomes: By listening to children attempt to explain the data from the probes and encouraging them to reflect on their representations of their own thinking, we should have a much better idea of how to collect children's theories in terms of their complexity. We will then generalize our findings into a theory of progressive differentiation of student theories of temperature and heat. Our goal will be to identify fundamental ways of thinking about thermal events that explain the order and prevalence of this progression.
Expected Research Practice Outcomes: With this knowledge we can develop a semi-structured protocol that teachers can use to have better dialogue with their students and to ask better questions that support students' reconstruction of their initial assumptions. We do not expect that young children will develop a complete theory of temperature or heat, but we do expect that teachers can help children formulate more plausible stories.


They also accomplish greater grades in high school.
5. A study of the arts provides children with an internal look of other cultures and teaches them to be empathetic to the people of these cultures. With music study, students discover the value of sustained effort to attain excellence and the concrete benefits of hard work.
8. Music was believed mostly to be the province of the cortex, where greater brain functions such as reasoning, assumed and language are seated. In music, a mistake is a error; the instrument is in tune or not, the notes are well played or not, the entrance is made or not. For instance, in one study, individuals who played musical instruments as youngsters revealed more durable brainstem responses to sound than did non-musicians (Skoe and Kraus 2012).
Many of the advantages of music education are recognized, from enhanced language acquisition to progression and improvement of fine motor skills and spatial awareness. There are also distinctions in brain volume.
Can you stop time? There’s a strong association between fast-paced music and effective exercising. Music therapy is used to help improve language skills in autistic children as well as enable them to express themselves more effectively. It covers one entire beat. How Does Music Affect the Brain? Playing any musical instrument involves hand-eye coordination, steady fingers and elbows, controlled breath, and a focused mind. The best way to read and write music is to use the conventional musical notations. Is it really magic?… The fact that it is ‘liked’ by every person has a psychological effect on their mind. guzzle provides a list of amazing alternative amps for music recognition.
To learn more about music education visit emerging options for smart music education systems


[dropcap]R[/dropcap]afael Trujillo(1891-1961) was dictator of the Dominican Republic from 1930 to 1938 and again from 1942 to 1952. He was the man who used to think that he is God.
He once appointed his daughter as the queen and his 3-year-old son as the colonel in an event. He even campaigned for his wife to award her with Noble prize even though she was illiterate.
Here’s the brief overview of Rafael Trujillo’s life:
RAFAEL TRUJILLO’S EARLY YEARS
Rafael Leonidas Trujillo Molina was the third of 11 children, born to lower-middle-class parents in San Cristobal, Dominican Republic, on October 24, 1891. After receiving an elementary education, he worked as a telegraph operator and a guard on a sugar plantation.
During the United States’ occupation of the Dominican Republic from 1916 to 1924, Trujillo joined the Constabulary Guard and was trained by U.S. Marines. His military career quickly progressed and by 1927 he was named commander in chief of the National Army.
TRUJILLO’S BRUTAL REGIME
Despite the fact that he technically ceded the presidency to his brother Hector in 1952 and 1957 and installed Joaquin Balaguer in 1960, Trujillo retained ultimate control over the Dominican Republic for 31 years. The secret police force he established included a widespread network of spies that was used to censor the press and to threaten, expel, torture or kill dissenters in orchestrated accidents or “suicides.”
Before a definitive border had been established in 1936, disputes between the Dominican Republic and neighboring country of Haiti had persisted for centuries. Trujillo feared the “darkening” of Dominican people and publicly promoted anti-Haitian sentiments. In October 1937, amid reports of Haitians stealing cattle and crops from Dominicans along the northwest border, Trujillo ordered the massacre of an estimated 20,000 Haitians. Punishment for the atrocity amounted to an agreement in which a paltry US$525,000 was paid to the Haitian government.
THE ERA OF TRUJILLO COMES TO AN END
Years later, after discovering that the Venezuelan government led by President Romulo Betancourt had sponsored a plot to oust him, Trujillo retaliated by sending agents to assassinate Betancourt in Caracas on June 24, 1960. News of the failed assassination attempt infuriated world leaders and prompted the Organization of American States (OAS) to dissolve diplomatic ties and impose economic sanctions on the Dominican Republic.
Meanwhile, underground resistance movements had arisen in opposition to the dictator since the 1940s, but they were often swiftly suppressed, as was the case with the three revolutionary Mirabal sisters who were notoriously killed by Trujillo’s henchmen in a purported car accident in 1960. On May 30, 1961, however, Rafael Trujillo was ambushed while traveling home in his car and gunned down by seven assassins, some of whom were members of his own armed forces.


Photo provided by Bies
“A bandaid feel me better.” We relish the quirky sayings our children devise as they wade through the task of decoding the furtive rules we use as we communicate. Our children’s faulty contrivances are not only endearing, but give us some insight into their progress as they decipher our mysterious code.
The development of language and literacy skills are key to success not only academically, but in life. Brilliance of thought or tenderness of feelings can easily go unnoticed without the ability to properly and effectively communicate. In the words of psychologist Lev Vygotsky, “A word devoid of thought is a dead thing, and a thought unembodied in words remains a shadow.” Moreover, language serves as the channel for most learning, as it involves the ability to receive information whether it be instructional, social, or otherwise.
Language and literacy span a HUGE list of skills and categories, and represent a rapidly advancing aspect of a child’s development. Children are almost constantly surrounded by language whether in print, in song, in conversation (with adults or other child-decipherers), or even within their own minds. It is critical to their development as well as their daily life.
Language includes receptive language (listening and understanding), and expressive language (effectively communicating ideas). Both spheres require the continued mastery of vocabulary, something we continue to hone throughout adulthood (though, unfortunately, at a much more sluggish pace than our younger selves), as well as grammar and semantics. Language development also includes the advancement of oral and aural skills, often a matter of muscle and air control, discernment of sounds, or learned active listening skills, which frequently come with experience combined with physical growth and development.
Literacy development incorporates a sizable list of activities and skills comprised in the early childhood experience. In simple terms it is reading and writing, but these skills are end goals, not the jumping off point. At the preschool level, children must build the foundations necessary to later become independent readers and writers. They must be able to discern sounds before they can manipulate them, manipulate them before they can anticipate them, and anticipate them before they can read them. Then, to varying degrees appropriate to their own developmental levels, they become readers and writers themselves.
While many programs check the box next to Literacy by handing out alphabet coloring sheets, letter recognition is but one part of early literacy development. Along with letter recognition, one of the strongest predictors at the preschool level of literacy success in later years is phonological awareness (the ability to hear and manipulate sounds in words-think Dr. Seuss). This involves the ability to hear and create things like rhymes and alliterations – key components in fingerplays, nursery rhymes, and songs. These types of activities may be seen as cute, or “soft”, but they are essential to developing successful readers! Literacy is also encouraged as children and adults read and write books together, explore environmental print (simply print in the child’s environment: cereal boxes, restaurant signs, labels, DVD boxes, etc.), and engage in conversation.
Surrounding children in a print-rich, language-rich environment and expressing to them our passion for language and literacy in word and in deed goes a long way to building successful, life-long learners.
You may also be interested in the article, A Culture of Literacy: Teaching Preschoolers the ABC’s and More.


Media education, education and media
Pier Luigi Capucci
"The current mediascape requires a deep inquiry on the use of the media (of the “old” and “new” media) in many fields and in particular in the educational realm. Tools like computers, consoles, smartphones, extended TV, MP3 readers, photo and videocameras are of common use today and give rise to many applications which can change the way we get in touch each other, communicate, learn and teach. In our culture the remote and mediated communication has become increasingly relevant. In order to have an idea of the extent of this process, which occurred in less than 200 years, we could compare today’s many opportunities – synchronous communications like cellular and old plain telephony, IP based communications like Skype and chats, and asynchronous communications like email, fora, blogs, social networks and so on... – which can be very inexpensive, with the communications technologies which were available by mid of the XIX Century. Before the mass diffusion of photography (which Baudelaire considered as a bane) only a small number of people was able to create pictures. Today everybody can easily create images through many devices, like cameras, computers, smartphones, webcams... And photography has become that “brothel without walls” as defined by McLuhan. Today people can create videos in an easy and economic way, a common task that only twenty years ago was very difficult and expensive, and, more, they can share online their videos with millions people. Ten years ago the audiovisual remote synchronous communication was complex and expensive and only the television organizations could manage it. Today a videoconference can be made with cheap and personal tools which everybody can manage, just like PCs, smartphones and wired or wireless connections. And many other examples could be done”.
Leia mais e veja os vídeos na página pessoal de Pier Luigi Capucci clicando aqui.
International conference in Milan, “New Media Art Education & Research 3: Always Already New”, organized by the Planetary Collegium’s M-Node (Milan Node) PhD and the NABA degree course in Media Design & New Media Art, in collaboration with NoemaLab and Mediateca Santa Teresa.
All the videos of the conference are on YouTube.


Personalized learning is somewhat that educators of all kinds are motivated for. A teacher who can make learning relevant, real also appropriate for each student in their class is one who can see amazing successes also empowered students. But with too many students also too little time making learning as personalized as possible is not always easy.
Handy info-graphic use in learning is to drive a great example of personalized learning. When you learn to drive, you are basically having a personalized, one on one instruction with real time observation also feedback. Can you imagine if students could learn math that way?
Why Learn Math Like You Learn To Drive?
Info graphic explores ‘traditional teaching' as compared with teaching ‘focused on point of learning'
Teaching focused on point of learning:-
1) Demonstrates skill
2) Watches student perform skill
3) Observes also gives critical feedback
4) Ensures testing is practically applied
1. Demonstrates skill
2. Students practice skill on their own, with little feedback
3. Testing is less about demonstrating that student has acquired practical skill
4. Many ‘life also death' professions are taught in ‘focused on point of learning' method, with one-on-one training also feedback (like surgeons also pilots)
5. Kids who excel in math in elementary school are twice as likely to find out employment as adults, achieve higher levels of education also earn more money in their lifetimes
6. America's GDP is estimated to increase by $77 trillion if students in US could increase their math scores to be equal to those of students in Canada
7. Only 41% of 4th graders scored proficient in mathematics in 2013
8. Only 24% of 8th graders scored proficient in mathematics in 2013
9. US students consistently perform poorly in math despite increased spending per student.
Does this approach of teaching math fail even smartest kids?
Here is why math education your children need is most likely not what their school is teaching. As sure as one plus one equals two, it happens year after year. Kids who have been bringing home as in chemistry also acing AP Calculus arrive at college with visions of STEM careers dancing in their heads. Then they hit an invisible, but very painful, wall.
According to research from University of California, Los Angeles, as many as 60 percent of all college students who intend to study a STEM (science, technology, engineering, also math) subject end up transferring out. In an era when politicians also educators are beside themselves with worry over American students' lagging math also science scores compared to whiz kids of Shanghai also Japan, this attrition trend so troubles experts it has spawned an entire field of research on "STEM drop-out," citing reasons from gender also race to GPAs also peer relationships.
One theory for STEM exodus is that American students aren't getting a good foundation in math - a necessary skill in many scientific also technical curricula. After all, about a third of American high school seniors don't score proficient in math. But here's kicker: STEM attrition rates are even higher at most selective colleges like Ivy Leagues places where kids need killer AP scores also grades just to get in.
So, why do even most accomplished students burn out of STEM programs when they hit college? From alluring grade inflation in arts also humanities, to what one engineering professor characterized as boring, largely theoretical "math-science death march" of first-year requirements.
We have not found the right balance between traditional math and discovery math. The solution above includes one on one teaching which a great idea is if cost was not an issue. Cost is an issue. Find a practical (cost effective) solution that combines teaching traditional foundational skills and allows for creativity but neither should be at the expense of the other. Traditional math skills have been taught in the drill and kill format for years. With technology we can now provide the same principles in a more fun and engaging format and make learning the basics into a drill and thrill format.


Please use this identifier to cite or link to this item:
|Title:||Music education in state schools in Britain - a historical survey and brief comparative study of music education in state and music schools in other countries.|
|Authors:||Davies, David Gwerfyl.|
|Presented at:||University of Leicester|
|Abstract:||The Subjective elements of music became a philosophical football which was kicked about by amateurs and professionals alike towards the end of the nineteenth century. Much time and mental energy was spent in fruitless attempts to evaluate the affectiveness of music. Was music 'a language of emotion'. How a subjective experience can be expressed, or embodied in an objective art form is still debated. Fortunately, the affectiveness of music in the class-room is relatively uncomplicated, seldom arousing real emotion, but those of a tertiary order. Theorists have readily invented numerous scientific tests to evaluate children's responses to music. Historically, music education can be traced to the ecclesiastical schools of the Middle Ages, but for centuries it remained in a peripheral area, dependent upon the personal interest of the Headmaster, though often recognised as having ethical and recreational value. Educational thought in England slowly accepted its rightful place in education, but the support of religious, philanthropic, and social reformers was necessary before sight-singing was introduced in the National schools in 1870, but not as an integral part of the curriculum. The nationwide success of simple sight-singing won official approval but did nothing to formulate a systematic method of tuition. This was eventually achieved by Curwen, whose Tonic Sol-fa became the accepted medium for teaching music in schools, giving them, and thousands of uneducated adults, 'an experience from within'. Other countries have successfully implemented the music methods of Kodaly, Orff, Ward and Suzuki in their schools; these have largely been ignored in Britain. In official reports, the criticisms of music in our schools, particularly in secondary schools, are devastating. The quantified success of objective thought, reason, clear objectives and continued application is conveniently forgotten in order that the English tradition of non-direction in music education may be preserved.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.


Primary school curriculum
St Joseph's primary campus students participate in nine (9) Key Learning Areas (subjects). These KLAs are Religious Education, English, Mathematics, Studies of Society and the Environment, Health and Physical Education, Science, Italian (our LOTE language), The Arts and Technology.
The aim of the KLA Religious Education is to develop the students' religious literacy in the light of the Catholic Tradition so that they may participate critically and effectively in the life of their faith communities and also the wider community.
Our school has implemented an Integrated approach to the education of our students in line with the syllabus documents developed by the Queensland Studies Authority. The students are also arranged in Stage groupings rather than traditional year level age groups. These stages see the students grouped in the following manner:
Early Stage One is made up of our Prep and Year One students. Late Stage One consists of our Years Two and Three students, Stage Two with Years Four and Five and Stage Three with our students from Years Six and Seven.
The flexibility offered by Integrating the Curriculum and arranging the students in Stage groups enables the school to match activities, techniques, contexts, concepts and content to the interests, needs and ability of each individual student. Another advantage to this model of class structure is the opportunity for students to develop friendship groups across year levels.
As with all that we do at St Joseph's, the needs of the individual student is of paramount importance. Through the mechanisms above (staging of classes and integration of curriculum) we are more effective in meeting the needs of each individual student in our school.
With the development of this stage based approach we have established teaching teams within each stage. Through this development we hope to achieve a more comprehensive curriculum that meets the needs of our students and also ease the stress of curriculum development on our teaching staff.
Integrated units of work in line with the syllabus documents developed by the Queensland Studies Authority. Our curriculum development reflects the change in emphasis towards Essential Learnings. To achieve these Essential Learnings in the most practicable and efficient manner, Integrated Units of work have been developed that include aspects of the KLAs Studies of Society and the Environment, Science, Health and Physical Education, Religious Education and English.
These units of work have been developed firstly from a whole school perspective and then further refined and developed within each stage level. The units are cyclic in nature and follow a two-year rotation. Although these units have been developed from a whole school perspective it is important to realize that the flexibility of the planning must be maintained by regular monitoring and evaluation of the effectiveness and rigor of these units.
In late 2006 St. Joseph's was selected as one of fifty pilot schools for the Kidsmatter program being implemented nationally. Via this initiative we have focused on the development of social and emotional well being for our students and the development of continued support for our students and families in the area of mental health.
Our teaching staff is undertaking continued in-service and the development of curriculum with a focus on the support for the mental health and social and emotion al well-being of our students and their families. As such the school has purchased and implemented the 'You Can Do It!' program which is a forma-l approach to the teaching of social and emotional well-being intelligence and competency. These lessons are taught on a weekly basis in each class.
Parents are also supported in the development of these key competences (Resilience, Organisation, Confidence, Getting Along and Confidence) with information regarding parent workshops access to websites and physical resources to help their children with these skills.


|Article: Electronic||Free Download|
What is the connection between Shakespeare and sustainability? To explain we would like to present a case study of an educational institute where, just like Shakespeare, sustainability as a content and a medium of teaching and learning, is educating students about the relationship between members within society, the environment and economics, the commonly accepted three elements of sustainability (triple bottom line). At the University of Western Sydney, Australia, it can be seen that sustainability is related to and can be relevant to many aspects of university education. For example, it is included in an academic literacy development course, a core engineering first semester subject and an entire Environmental Health course. These three examples demonstrate how sustainability can be integrated into subjects and courses in many different disciplines. The concepts and ideas generated by the controversies surrounding sustainability lend themselves to critical thinking, something that is considered to be a graduate attribute by many Australian universities. This paper argues that education for sustainability is a theme which should be included in university education globally, either within disciplines or in an interdisciplinary context, as it is an essential approach to preservation of our planet and its inhabitants for the future. As a core theme in today’s world sustainability is as universal and topical as is Shakespeare, especially as the urgency for action to preserve the planet and its inhabitants is mounting leaving not much room for contemplating; “to be or not to be” or may be more aptly “to do or not to do” is not a question anymore.
|Keywords:||Sustainability, Critical Thinking, Education Tools & Resources|
Academic, Associate Lecturer in Learning Skills, University Of Western Sydney, University of Western Sydney, Sydney, NSW, Australia
Lecturer, Learning Skills Unit, Student Support Services, University of Western Sydney, Lawson, NSW, Australia
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VANCOUVER (NEWS 1130) – The president of the Vancouver Aquarium has said cetaceans that are rescued in the future are at risk of being put down, now that the attraction is no longer allowed to house them.
However, a new mega-project aims to eliminate that worry, creating a new home for whales, dolphins and porpoises.
“We will be building a permanent sanctuary for orcas, belugas and other cold-water dolphins. They will have space, orders of magnitude greater than what they could ever have in an aquarium and the depth to dive. What we’re looking for is a cove or an inlet that can be netted off, that will be a permanent habitat for retired orcas, beluga whales and cold water-dolphins who are currently living in concrete tanks,” explains Dr. Lori Marino, a neuroscientist, specialist in animal behaviour and executive director of The Whale Sanctuary Project.
“There are sanctuaries for all kinds of large wild animals, elephants and primates and big cats. There’s not a single permanent sanctuary for dolphins and whales. And we plan to change that.”
The project is currently reviewing three sites, one in Nova Scotia, Washington State and one here in BC.
The hope is to have the location picked by the end of the year and open in 2019 or 2020. “It would also have a marine mammal veterinary hospital, a great state-of-the-art education facility. And we will also be doing rescues and rehabs. So we will serve the purpose of being able to house wild animals who come in injured or sick,” says Marino.
She adds the site will allow visitors but animals will not be on display.
Marino hopes it becomes the go-to place for cetaceans unable to return to the wild, meaning places like the Vancouver Aquarium would no longer need to house them in concrete pens.
“We hope that once the smoke clears and everyone calms down, the Vancouver Aquarium will see that there are options for them. We would like to extend an invitation to discuss those options with them. We are hoping that the Vancouver Aquarium will see that if we are able to build a sanctuary then we would be able to house large marine mammals.”
She says in the end, the project is about the wellbeing of animals. “This is not an us-against-[aquarium,] this is doing the best thing for the animals in good faith.”
The changes to the aquarium being allowed to house cetaceans came down during a Vancouver Park Board vote on Monday night.


Want Higher Math and Science Test Scores? Put on Your Headphones
From space travel to Silicon Valley, America has always been an innovative, progress forward country. Further, most of the world’s best Universities are found in our nation, as well as the biggest corporations, eager to hire their recent grads. So how come our children are posting flat test scores in science and math? Should we be concerned other nations, such as Singapore, are seeing test scores skyrocket, while ours remain flat? Of course we should.
With innovation comes the need for high-skilled workers. From engineers to statisticians, companies are beginning to rely on other countries to supply the brainpower where the U.S. lacks. To be fair, this isn’t a bad or unnatural thing, since globalization is the driving force of today’s economy, but it raises concerns in the realm of competitiveness. And where there is concern, there is debate.
In an effort to pinpoint the ‘where and why’ American students aren’t learning as fast and efficiently as their contemporaries, schools have given (arguably) math and science most of their attention. Pressure is the keyword, as districts demand test scores are the main focus. Like a business consultant hired to eliminate overhead, schools are beginning to push subjects like music and art farther and farther down the priority list.
In Music Education for Creativity, Not A Tool For Test Scores, author Sarah McCammon reports that music educators are pleading music’s untestable benefits as the reason their classes should remain relevant. In her words,
“some advocates say that rhetoric is missing the point and overlooking the virtues of music that can’t be tested.”
Few would argue music isn’t important to development, but it’s difficult to see, on paper that is, how it improves test scores. But what about that other buzzword, the one that usually describes the great minds who started the corporations hiring all the engineers? That’s right, creativity. Undoubtedly a key component in competitiveness, and a staple of America’s economic dominance, creativity is difficult to test for, but vital for success. That’s why many music teachers are arguing their classes should remain high on the priority list. Having a well-rounded education, including the arts, helps a student approach math, sciences, and life in general with more creativity and depth.
All of this is good and well, but is it a bit of an overreaction? Are schools really putting music on the back burner? Some would argue no. For instance, the NPR article suggests schools, in general, aren’t ditching the pianos and violins so soon. To illustrate, Russ Whitehurst,
“points to a 2010 U.S. Department of Education report that found 94 percent of public elementary schools offer some kind of music classes, even if hours are being cut back in many places.”
As creativity becomes a focus for schools, especially higher education, there’s no surprise courses such as Stanford’s “Creativity: Music to My Ears” are becoming available to everyone, including non-musicians. Whether or not more or less music is the answer, the problem of America’s science and math drought is real and troubling.
Struggling With Math and Science?
As global competitiveness continues to grow, it’s crucial students don’t get too far behind in such topics. Luckily, we’re here to help. If you’re feeling overwhelmed by your math and science courses, don’t hesitate to contact us today. Whether you’re from Los Angeles, Orange County, or San Diego, we’ll match you with the perfect tutor. From Pre-Algebra to Physics, we’ve got your back.


Using Capital Letters
For this identifying proper nouns worksheet, learners change underlined common nouns to proper nouns with capital letters. Students write eight short answers.
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Four guiding principles should shape practice in early years settings. These are:
• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive relationships;
• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
• children develop and learn in different ways and at different rates.
The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
There are seven areas of learning. All of these areas of learning and development are important and interconnected.
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics development involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Please see the individual documents below which outline the stages of development for each area.
The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. The purpose of the booklet below is to help you as a parent/carer find out more about how your child is learning and developing during their first five years, in relation to the EYFS. Children develop more rapidly during the first five years of their lives than at any other time. The booklet helps you as a parent know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS. In this guide, your child’s first five years have been divided up into six age bands which overlap. This is because every child is different and children do not grow and develop at the same rate. It highlights what you might notice your child doing at these points. Children learn and develop through playing, exploring, being active, creative and being asked questions to help their thinking. After each age band there's an example of some ideas and tips as to how you can help your child’s learning and development. The booklet can help you to know how your child is developing by highlighting what to expect, remembering that all children are different. One way of using this booklet could be to use it as a reference - see what you notice your child can do. It can also be used as a prompt to explore and try new things together.
Click here for more information.


It is believed that one in 20 Afghan children today lives with disabilities, either from birth or as a consequence of war. Continuing conflict and displacement of refugees have increased the difficulties of planning and providing of specific rehabilitation and education services for the disabled. As the country’s situation remains unstable, it is assumed that the number of disabled children is constantly rising. Due to lack of resources and awareness and weak political support, Afghan schools do not have even minimal facilities for disabled children’s education.
Children with disabilities are often marginalized from society and their families because of stigma, and live in poverty. About 75% of disabled children do not go to school. Young Afghans with disabilities have very limited opportunities to be employed and to lead a dignified life in the future.
In 2004, 2 staff teachers and 6 volunteers – themselves disabled – started gathering children with disabilities to teach them sign language and basic literacy and numeracy skills. In 2011, AfD stepped in to provide operational and advocacy support. From its informal beginnings as a community-based initiative, the Rahyab school (Persian for ‘finding one’s way) is born, and has grown to welcome 400 children every day, 40% of whom are girls. The community continues to support the school, and in 2013, land and material were donated by community members for the construction of a school building.
The school provides basic education, food and transportation for blind, deaf and/or speech impaired boys and girls from very poor families. AfD provides the children with breakfast and lunch every day, without which many of them would not have access to regular daily meals. It also supports the school by providing funds for school supplies, teacher’s pay and other management bills.
The school’s education is specifically designed to teach children skills that will help them cope with their disabilities, such as braille, sign language and other communication skills. The school also provides psychological therapy to overcome traumas and vocational training to enhance children’s self-sufficiency. It now employs 36 specially trained teachers, many of whom are themselves disabled and thus understand the special needs of the children. To date, 15 former students have found jobs in various areas such as hotels, tailoring businesses and as technicians in mobile repair shops.
We plan to develop strategic partnerships with businesses in Afghanistan, NGOs and government agencies to introduce our graduates as prospective employees.
AfD’s work with the school has been supported by the Mohammed S. Farsi Foundation and the Ferdows Foundation.


Although this book promotes a balanced approach for the introductory courses for reading, it has long been recognized as a leader in phonics instruction. This tenth edition strengthens the book's reputation and serves as an authoritative and practical guide to teaching reading. Throughout the text readers will experience a wealth of classroom applications in the form of activities and games, detailed lesson plans, and examples of decoding and comprehension strategies.
A three-part organization covers the foundations of literacy instruction, teaching students to become strategic readers, and implementing a literacy program.
For elementary school reading teachers.
<:st> Previous editions of this standard teacher-trainee textbook are cited in The tenth edition includes new classroom applications (such as new activities and games, lesson plans, school assignments, decoding and comprehension strategies); portfolio assignments for students; inclusion strategies; and a companion literacy website with additional resources. Annotation c. Book News, Inc., Portland, OR (booknews.com)


This book introduces the reader to the field of teaching, discusses theory and practice of Art Education, and synthesizes and prepares the reader to make the transition from reader to Art teacher. It presents art education as an integration of philosophy, history, theory, and practice. Bates illustrates how to apply theory to practice as an art educator. Models, methods, and experiences are provided to enlighten, inspire, and amuse. BECOMING AN ART TEACHER is a refreshing approach to art methods.
The author is an art educator who draws on 20 years of experience teaching K-12 art in public schools across the US, during which time she evolved a philosophy and a practical approach that eschews "making bats" (her term for mindless projects). Instead she advocates activities that engage the mind, are expressive, and connect with the world of art. This is a detailed presentation of both practical and theoretical aspects of the profession, for aspiring art teachers (and their teachers) who want to cultivate their own and others' visual creativity and understanding. Annotation c. Book News, Inc., Portland, OR (booknews.com)


Tattoos are a rage among college students who sport it for the ‘cool dude’ or ‘cool babe’ look.
Melanie was clenching her teeth as tattoo artist etched body designs on her. Melanie was a tattoo aficionado and had various designs of multiple hues done on her body. This time there was a difference - the artist was etching a flower design on her flesh. No ink was used. She had reached her pain threshold but she hardly seemed to mind. Melanie was stretching her limits and experimenting with the emerging trend of scarification, a form of body modification, that can trace its roots to sadism!
In our daily life we have seen tattoos of all shapes, sizes, intents, purposes and design. Tattoos are a rage among college students, especially those in the West, who sport it for the ‘cool dude’ or ‘cool babe’ look.
A tattoo is a permanent design or marking that is created mostly for decorative purposes, by introducing colored ink into the surface layers of the skin.They are also referred to as Tats, Art, Ink, or Work. A tattoo on the lower back of a woman is condescendingly referred to as the ‘tramp stamp’.
A number of mainstream art galleries have come forth to support traditional and designer ‘body art’, as tattooing has come to be lovingly referred to. Enthusiasts, with a passion for tattoos, cherish it as artwork and consider tattooists as artists who work on the body, as on a canvas.
The word "tattoo" is believed to have originated from the Polynesian word tatau, meaning ‘to mark’ or ‘strike twice’ (a reference to the traditional methods of tattooing designs). The first tattoo was probably born from an accident, when a wounded person was smeared with soot gathered from the fire. The wound would have healed, but the mark made by the soot might have remained to become a precursor to modern day body designs and tattoos.
Tattoos – A Historical Perspective
Tattooing is a wide spread practice, popular among most cultures of the world. It has been a popular Eurasian practice since the Neolithic times. Mummies from Egypt and Pazyryk in Russia have been unearthed with tattoos on their bodies.
Tattooing has been in existence in Japan since Paleolithic times. The indigenous people of Japan, called the ‘Ainu’, followed a custom of wearing facial tattoos and employed a hand method of tattooing called the ‘Tebori’.
Captain James Cook chanced upon the Polynesian people of Marquesas Island during his voyages. He made a reference to their custom in his diary,…. “they print signs on people’s body and call this tattaw”. The sailors who sailed with him introduced the custom to Europe.
The maoris of New Zealand, people of Polynesian descent, Africans, South American and tribal populations the world over, including India, have indulged in various forms of tattooing. It ranges from smearing ashes on wounds to bruising, pricking or making cuts on the skin to apply colored dyes.
Scarification is a form of body modification that existed in primitive communities. Scars were seen as scores to count or highlight important events in life. Today scarification is a more challenging form of body modification. Although not as popular as the ‘tattoo’ it is definitely considered a body art.
Licensed Tattoo Studios
Today tattooing is carried out in licensed tattoo studios, in hygenic conditions, where state-of-the-art equipments are employed for tattooing. It has come of age in North America and Europe, with tattoos or body designs aggressively competing for space with mainstream art.
Latest Publications and Research on Tattoos A Body ArtBody Art Education: The Earlier, the Better. - Published by PubMed
Tattoos: ancient body art may assist in medical emergencies. - Published by PubMed


Our Fifth Grade Team was asked to talk at a Title One meeting in Northern Utah. At first we looked at our schedules to see if that would be possible. Then we looked at what we were teaching to see what we would have to turn over to a substitute to teach. Some concepts are best to teach ourselves and, even though we have great subs, have the sub teach something else. We finally worked it out and we will be heading up on Friday. We will be talking about what we did to help our students do so well on the year end tests. There are so many things that we did and so many ideas we tried to get going last year that it would be hard to narrow them down
Our district Superintendent of Elementary Education visited with our school a couple of years ago and told us to "think out of the box". We were in the middle of the legislative time when our state lawmakers were deciding whether to take away days from the teachers to learn and prepare for the school year. He wanted us to do what we could to help our students with less money and less days to prepare our lessons in. So our school went to it and came up with a few things to change, morph, or get rid of. This was the start of what we did to help our students.
We looked at a few things to change in each subject in our grade level. We refined our lesson plans in Social Studies and put the lessons and activities on a wiki. Spelling became more of a focus and we added word sorts and Kagen Activities to help practice their words. Science was retooled and we took the lessons, added experiments and activities, and limited the lecturing where possible. Guests were invited to help teach the curriculum. Zion National Park Ranges aight about land forms and erosion while Discovery Gateway sent a presenter to show off experiments with matter. We wanted the students to have fun with what they were learning, but we made sure the learning was happening.
When we tested, we added two little things that made a big difference to the testing outcome. We tested in our own rooms to make the students feel comfortable and we made them explain their answers. We take all our year end test on computers. Testing in our rooms helped the students feel like they were taking another test in our rooms instead of taking the test in the computer lab where we visit once a week. We had parent volunteers sign up and get trained on the ethics of testing and on how to be in the testing environment and observe, but not help the students. Parents were not allowed to be the same rooms as their students.
Having the students explain their answers helped them focus to get the right answers. It made the students that hurry through the test slow down and have to think about why they answer the questions. We had them fold a paper into 32 squares and show their work in math or explain their answer in language and science. When the test finished, they turned in their scratch paper to the Escher to look over and then destroy. Students are allowed to u scratch paper on all tests, the paper just needs to be destroyed after the test.
These are not the end of what we will do the help our students succeed, but they are the start of our journey to helping these kids succeed.
- Posted using BlogPress from my iPad


No prep, ready to use, interactive word work companion.
All you need to supplement your spelling/phonics instruction with the skills strand of Core Knowledge Language Arts.
This packet includes:
- Teacher notes (how I use in my classroom)
- Spelling word cards for ng vowel review (CKLA does not start spelling words until unit 3)
- Interactive spelling practice pages for each long vowel sound (a,e,i,o,u)
Interactive spelling page activities include:
- color the rule
- illustrate the word
- rainbow write it
- roll it, write it 3x each
- spin it, use it in a sentence
- unscramble it
- search it
I hope you find this useful in your classroom! Please leave fair feedback in my store if you download!


Kiddos May Be on Break, But Their Literacy Development Isn’t!
I used to think that there was nothing I could do about this pause and often decline in literacy development, but now I know better. As educators, we can do something about this drop in reading and writing over breaks. In fact, it’s our duty to do so. To get all kids reading over school breaks, access, choice, time, and space are everything!
Step 1: Access Kids and families must have access to books!
If your school does not have a winter/summer break book borrowing program, create one in your own classroom! Create some type of check-out system, set up guidelines for returning books, and invite students to select 5-10 books from your own classroom library to borrow over the break from school. When I did this, rarely would I lose a book. On the few occasions I did, I just hoped those books found more readers. No loss for me.
Better yet- talk with your school principal, reading specialist, librarian, and other like-minded teachers to set-up a school wide book borrowing program over school breaks. Give the gift of access to all students in your school, not just to one classroom.
Also, you can find the libraries closest to your students homes using this: Public Libraries by State & City. Once you find your students’ local libraries, give the address (and maybe even directions) to the closest location to families who may not regularly use the library. If necessary, talk with parents and students about how to obtain a library card. Independent bookstores and online retailers are another great resource. Encourage parents to bring their children on a regular, weekly field trip to the local library or independent bookstore.
Step 2: Choice Kids read more if they choose their own reading.
In the past, parents have frequently asked me for reading lists for their children over school breaks. Now that I’m a literacy coach, I not only have parents asking, but I often also have other teachers asking. While I can easily recommend many books I love, my response is always, “Ask the child what he wants to read.” If the child isn’t quite sure where to go with that question, start asking more questions inquiring about genre preference, topic interest, likes, dislikes, favorites, and more. Get to know the child to be able to make book recommendations. If the child does know what he wants to read- go with it! Honor that child’s choice. Choice equates to motivation. As adults, we choose our own reading. Could you imagine if we were only allowed to read what one person assigned us? I, for one, would probably read much much less- if at all. Choice not only turns into motivation, but it also empowers our kiddos. They will start to see themselves as readers if they have the power over choosing what they read.
Step 3: Time and Space Make sure parents understand the importance of a quiet place to read.
One of my dear friends, Robyn in Plainsboro, New Jersey, turned an entire room in her home into “The Reading Room.” Imagine the wonderful message this devoted room sends to her two children! However, I fully understand not every family can have a devoted reading room. A reading nook, corner, or even just a devoted reading couch, chair, or pillow will do!
Encourage parents to read with, to, and alongside their children. For example, for 30 minutes each night, turn off the TV, everyone in the family grab a piece of reading material of their own choosing, and read uninterrupted. Children do what they see adults doing. If a child’s mom, dad, or older sibling is reading independently, the child will likely join in.
Parent education makes a huge difference. Now, many teachers think of parent education as holding special nights to have formal talks with families about the importance of their child’s education. While these nights hold value, they certainly do not reach every family in every situation. Parent education can be as simple as having a conversation in person, sending simple notes home, making a phone call, and even asking your students to talk with their parents.
Whatever you do, just make sure the parents in your class and in your school understand the importance and power that reading holds for their children. If we, as an entire education system, make sure every single one of our kiddos is reading over breaks, imagine the power, access, and joy it would create for all of our kiddos! We have the power to make this a reality.


Practice Tips for Music Students
featured on the
Fine Living Network
by Larry Newman, Director of Children’s Music Workshop
The excitement of a new adventure is enough to provide an ample supply of positive motivation for the first several weeks of the instrumental music experience. Once the initial enthusiasm wears off, it is important to immediately develop wholesome practice habits and learn these practice tips for music students which will guarantee a successful and personally gratifying process for your child. Your support and guidance will be the key factors in establishing the practice schedule insuring the attainment of musical goals.
For our first year elementary players, we like to see three or four days per week of home music practice – even if just a few minutes. The first year is “exploratory” and our goal is to instill a love for music. We encourage students to play at home for their parents. Practice is encouraged but not heavily stressed.
For the second year elementary players, the most effective practice tips for music students is based on a fifteen minute home practice session four to five times per week dedicated to quality practice. It is suggested that you and your young musician mutually agree on a practice time, and a special area of your home designated for their area of musical study. A final one or two minute recital is always effective in building performance responsibilities.
PRACTICE TIPS FOR MUSIC STUDENTS #1:
Let your kids explore music.
The first year a child plays an instrument is an exploratory year. The goal of the music educator is not to quickly turn a child into a virtuoso, but to help instill a love of music.
PRACTICE TIPS FOR MUSIC STUDENTS #2:
Try group lessons.
We find that most kids do better in group lessons because they like the social interaction.
PRACTICE TIPS FOR MUSIC STUDENTS #3:
Show up for lessons.
Parents should try to attend a child’s first few music lessons. Knowing what’s going on in the class will allow you to better help your young music student at home.
PRACTICE TIPS FOR MUSIC STUDENTS #4:
Help kids learn the basics.
Learning the fundamentals is very important. Violin students, for example, will need to learn to hold the bow correctly and develop proper posture.
PRACTICE TIPS FOR MUSIC STUDENTS #5:
One of the most important things you can do as a parent is to stay in touch with your child’s instructor. You may find that email is the easiest way to do this.
PRACTICE TIPS FOR MUSIC STUDENTS #6:
Keep the instrument handy.
Children can get really attached to their instrument. It’s important for parents to leave the instrument out, rather than storing it away, so that the child can always have access to it.
PRACTICE TIPS FOR MUSIC STUDENTS #7:
Don’t make practice a chore.
In the first year of study, don’t force practice. Instead offer encouragement and show that you’re interested in how your son or daughter is doing. When you’re folding laundry or doing paperwork, for example, have your child perform a mini concert of songs he or she is learning.
Every instrumentalist enjoys the opportunity to display their talents. You might even ask for a paragraph of what new progress was made during the practice. A special calendar can also serve as a reminder as well as a reward poster for the commitment needed to accomplish the assigned material. Remember, positive reinforcement is the most effective communication you can share in this important quest.
As students mature, it is vital to develop a discipline which makes home music practice a natural part of the day. Although many new concepts are taught during instrumental music rehearsals, the limited time does not afford the personal attention which is vital in developing the technical facility required for the upcoming years of musical exploration. The cooperative efforts of the instrumental music director, the student musicians and the willing parent/s constitute the proven recipe for success.
Don’t expect flawless play from your young musician. The clearest indication that child is successful in music education is that he or she will show love and enthusiasm for the music.
Instrumental music means more to your child than just playing an instrument. It offers an opportunity to experience a whole new level of communication. This artistic language will be with them for a lifetime. These formative years of music education can open up a world of aesthetic possibilities which will bring new meaning to the growth and development of your child. Let us join hands in establishing a solid foundation of growth by creating a disciplined practice schedule at the onset of their instrumental music career.
Instructional Videos for Mom and Dad:
Helpful Tutorials to Help with Parent Guided Home Practice


Please visit our grade level pages to learn more specific information. The following is an overview of Lower Dauphin’s K-5 curriculum.
A rigorous and integrated Language Arts program which includes reading, writing, speaking and listening is essential to ensure our students’ college and career readiness. All Lower Dauphin students in grades kindergarten through fifth grade receive daily English/Language Arts instruction which is aligned with the Pennsylvania Core Standards. Students are taught to successfully read and comprehend both Literature and Informational text and to use the traits of Focus, Content, Organization, Style and Conventions to strengthen their writing of those texts. Additionally, the skills and strategies of reading, writing, speaking and listening are consistently incorporated into all other curricular areas. Click here to view Pennsylvania's Pre K to Grade 5 Core State Standards for English Language Arts.
Our students learn science skills and concepts through an exciting hands-on curriculum that turns the classroom into a fun-filled science laboratory. Concepts are taught in the context of real life scenarios so that students are able to make the connection between science and their own lives.
In Social Studies, our youngest students study themselves and the people closest to them. In later years, study is expanded to cover the larger community which is beyond a student’s immediate surroundings. In fourth grade, the focus turns to Pennsylvania history followed by the study of the United States of America in fifth grade.
Our elementary math curriculum is fully aligned to the Pennsylvania Core Standards. Instruction is focused on mastery of grade level content as well as development of mathematical practices, including 1) making sense of problems and persevering at solving them, 2) constructing viable arguments, 3) reasoning abstractly and quantitatively, 4) using tools strategically, 5) looking for and making use of structure, 6) looking for and expressing regularity in repeated reasoning, and 7) attending to precision. Click here to view Pennsylvania's PreK to Grade 12 Core State Standards for Mathematics.
Please feel free to contact Douglas G. Winner, Director of Elementary Education, at firstname.lastname@example.org if you have any questions regarding our elementary core curriculum.


What We Know About Early Literacy and Language Development
This handout provides information on how early language and literacy skills unfold for infants and toddlers across the first 3 years of life.
Early language and literacy (reading and writing) development begins in the first 3 years of life and is closely linked to a child’s earliest experiences with books and stories. The interactions that young children have with such literacy materials as books, paper, and crayons, and with the adults in their lives are the building blocks for language, reading, and writing development. This relatively new understanding of early literacy development complements the current research supporting the critical role of early experiences in shaping brain development.
Podcast | Disponible en español


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Aim Of Course
The aim is to ensure Home Economics is fun, stimulating, interesting and raising awareness of the many aspects of practical work.
Literacy and numeracy skills are used when carrying out practical work. Home Economics is a choice subject in the Senior Phase.
Food based course:
- Food safety and hygiene
- Cookery terms
- Food preparation techniques
- Building knife skills and cooker skills for independent living
- Preparation of healthy snacks and meals to enable a healthy lifestyle
Practice of skills learned within the class to reinforce and build confidence e.g. using scales, measuring jugs and basic hygiene practice and washing and drying dishes.
Assessment will be in line with the national guidelines for Curriculum for Excellence and appropriate to young person’s ability within the subject. Senior Phase SQA certification is at appropriate level.
Parents’ evenings and formal reports and reviews.