Día De Los Niños, Día De Los Libros (Children’s Day/Book Day)
Register for our FREE Digital Library! Los Hermanos Familia is proud to observe the celebration of children, families, and reading that culminates yearly. The celebration emphasizes the importance of literacy for children of all linguistic and cultural backgrounds.
The common goals of our Día observance are to:
• Celebrate children and connect them to the world of learning through books, stories, and libraries.
• Nurture cognitive and literacy development in ways that honor and embrace a child’s home language and culture.
• Introduce families to community resources that provide opportunities for learning through multiple literacies.
• Recognize and respect the culture, heritage and language as powerful tool s for strengthening families and communities.


All students, Level 1 through Level 7, receive instructional and practical art education within a program adapted to their differing maturational and developmental levels. The art program emphasizes building confidence and developing skills. Students use both two- and three-dimensional forms to express their ideas. Through repeated art experiences in drawing, painting, printmaking, collage, ceramics, and fiber arts, the concepts dealing with principles of art and elements of design are identified and explored.
The goal of the art program is always the development of an appreciation, not only for student-created work, but for artistic heritage and for the great works of art. At each level, students learn about art from different cultures and times. Additionally and whenever possible, art activities are integrated into and are correlated with classroom curriculum.
Children have the opportunity to develop their own ideas and to solve problems creatively in art classes. They not only produce art but also learn about its history, aesthetics and evaluation. At all levels, children work on painting, drawing, color theory, ceramics, sculpture, and collage. At St. Nicholas, art is hands-on and experiential where children are encouraged to express ideas and concepts in a visual and tactile manner.


Let martial note in triumph float
And liberty extend its mighty hand...
John Philip Sousa was America's "March King." He was surrounded by music from birth: his father played trombone with the U.S. Marine Band and as a child he studied violin as well as music theory. He grew up during the Civil War in Washington, D.C., where martial music was frequently played both in homes and on the streets.
Sousa attended band rehearsals with his father and, after his parents disapproved of his joining a circus band, was pressed into service as an apprentice musician with the Marine Band. By age twenty-six he was the Band's director -- a position he held from 1880-1892. During those years Sousa added to the Band's repertoire not only the work of Europe's then contemporary composers (Tchaikovsky, Verdi, Wagner and others) but also compositions of his own such as "President Garfield's Inauguration March (1881)," "Semper Fidelis (1888)," and "The Washington Post" (1889).
Sousa was the greatest musical star of his era, combining the charisma and popularity of Leonard Bernstein and the Beatles. He was so popular that he left the Marine Band to start his own band in 1892. It toured the nation with unparalleled success.
Four years later, while on vacation in Europe with his wife, Sousa received word that his good friend and band manager, David Blakely, had died. Sousa quickly returned to the States aboard the S.S. Teutonic. Pacing the deck of the ship, the music of "The Stars and Stripes Forever" began to come to him, its first stirring notes being those of the "Dies Irae." As he wrote in his autobiography, " ...absorbed in thoughts of my manager's death and the many duties and decisions which awaited me in New York. Suddenly, I began to sense a rhythmic beat of a band playing within my brain. Throughout the whole tense voyage, that imaginary band continued to unfold the same themes, echoing and re-echoing the most distant melody. I did not transfer a note of that music to paper while I was on the steamer, but when we reached shore, I set down the measures that my brain-band had been playing for me, and not a note of it has ever changed." For twenty-five years Sousa's Band played the march at almost every concert it held. Although the piece is always played as an instrumental, Sousa did set words -- somewhat triumphalistic by today's standards -- to it.
Let martial note in triumph float
And liberty extend its might hand
A flag appears 'mid thunderous cheers,
The banner of the Western land.
Sousa always wore a neat military-like uniform when he conducted, displayed a lot of vim and vigor on stage, and carried himself with remarkably fine posture. He was the prolific composer of 15 operettas, 70 songs, numerous overtures, concert pieces, vocal works, waltzes, books and articles, along with his 136 marches.
"The Stars and Stripes Forever" was declared the National March of
the United States in 1987. Sousa's other marches included "El Capitan,"
"The Pathfinder of Panama," "Hands Across the Sea," "Solid
Men to the Front" and "The High School Cadets." Sousa also composed
a number of pieces to encourage student bands and music education in U.S. schools:
"Marquette University March," "University of Illinois March"
and "University of Nebraska March."
The Dayton Miller Flute Collection
The "Flute in C" with silver keys and ferrules was used for 11 years by Mr. Louis P. Fritze, a member of the Sousa Band. He played it in the Band's 1910 around-the-world tour. It has been repaired by a broad silver band at the socket of the head-joint and had mother-of-pearl set in the "stopper."
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Water is essential for life on earth. Without it, life as we know it would end. Our bodies are made mostly of water and need it every day to stay healthy. Plants need water to grow. We use water to clean our clothes, dishes, homes, food, and bodies. We use water to cook our food. Water is used to generate electricity and manufacture products.
- Although 70 percent of the earth’s surface is covered with water, only 1 percent of that water is available for drinking. This water, known as “fresh water” comes from rivers, lakes, and underground reservoirs. The remaining 69 percent is salt water. We cannot drink it.
- The average American family uses 400 gallons of water each day.
- Water is the only natural substance that can be found in all three states of matter. Water can be frozen, liquid, or a gas.
- Water is sometimes called the “universal solvent.” It can break down or dissolve more substances than any other liquid.
- Pure water is tasteless and odorless. It has a neutral pH, which means it’s neither acidic nor alkaline.
- It takes longer to boil water at high altitudes than at sea level.
- Water sheds are natural systems that store water. As rain and snow run down mountains, the water collects in small streams that become rivers and then lakes. Lakes are like huge basins that store water in the water shed. Small water sheds are often part of bigger water sheds.
- Most of the water on the earth is salt water found in oceans. This water can’t be used as drinking water.
- Most of the earth’s fresh water is stored in ground water, water that is in the soil or in underground aquifers, or locked up in glaciers in ice caps. The remaining water is found in streams, rivers, and lakes.
Questions and Answers
Question: Why is the ocean salty?
Answer: If all the salt in the ocean could be removed and spread on the earth, it would create a layer 500 feet tall. That’s a lot of salt. The ocean is salty because as rain water runs across the earth’s surface on its way to the ocean, it dissolves salt and minerals in the earth, taking them along with it.
Take a quiz about water basics.
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Tobin, Declan. (2020). Fun Water Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/water/
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Our View: Controversial poem opens community dialogue
The recent controversy swirling around the poem “Howl” by Allen Ginsberg has sparked a community conversation that we believe has the potential to effect positive change.
We aren’t going to weigh in on the literary merits of “Howl” or opine on whether or not we think the poem was age-appropriate. Instead, we’d like local residents to consider this recent string of events as an opportunity to engage in a broader, more open discussion about the range of ideas that should be presented in our public schools and how the district can ensure families are aware of what is being taught and why. It’s also important that families clearly understand they can opt-out of any material they think violates their personal belief systems.
Steamboat Springs School District has a seven-page policy in place that outlines how instructional materials are selected. According to this policy — I-9-E —the district provides students with a “a wide range of instructional materials at various levels of difficulty, with diversity of appeal and presenting different points of view.” It asserts that the school board has the final say on whether or not books and instructional materials are made available to students.
A list of criteria for selection of materials is outlined in the policy, and there is also a section detailing how materials on controversial issues are chosen. Furthermore, the policy states that people may raise official objections to instructional materials, but the board will not permit censorship. Instead, there is a system in place for material to be re-evaluated as well as an appeals procedure if the complainant is not satisfied with the review committee’s decision.
When a teacher chooses to use controversial learning materials and discuss controversial issues, they are required to get prior permission from the building principal and the teacher must be prepared to provide alternative learning activities at the request of a student or parent.
At issue: The Steamboat Springs School District has come under fire recently for how it handled the evaluation of a controversial poem “Howl” as part of the curriculum for a high school music education class.
Our View: The school district has a policy in place to deal with the teaching of controversial materials, and it’s important the policy is communicated clearly to parents and students. It’s also essential that parents take an active role in their child’s life and pay attention to what’s being taught.
- Logan Molen, publisher
- Lisa Schlichtman, editor
- Jason Gilligan, community representative
- Don Moss, community representative
A review of the district policy revealed to us that the district has a solid policy in place to deal with the teaching of controversial subject matter, but we believe more education and awareness in advance of a teacher’s use of this material could have helped the district, the student and her family avoid the current controversy.
Ultimately, we think it’s the district’s responsibility to strictly adhere to its own policy while also diligently working to ensure that students and parents understand the school’s policies, especially when it comes to curriculum. And we believe back-to-school nights and parent-teacher conferences can provide the perfect venues for discussing potentially objectionable materials that might be taught in the classroom, giving students and parents advance knowledge and the opportunity to request different material or another assignment if they so desire.
Parents also have a responsibility to pay attention to syllabuses and talk to their children about what they’re learning in school. These discussions aren’t always comfortable, but they provide a great opportunity and safe space for deeper conversations about important and sometimes challenging issues that can help prepare young people for a world full of conflict and varying viewpoints.
It’s our hope that “Howl” sparked many of these in-depth dinner conversations across the Steamboat Springs community and served as a catalyst to inspire parents to become more active participants in their child’s daily life. We think the school district, and our community as a whole, can learn from this recent controversy to ensure situations like this are handled more proactively in the future.
Start a dialogue, stay on topic and be civil.
If you don't follow the rules, your comment may be deleted.


Ashkenaz: Music Education
It’s the music!
The music is what keeps everything afloat and the dancing afoot. People from far and wide who recognize Ashkenaz as “home” are coming for its yard stompin’ roots revival, whether it be local music fans and dancers or the travelling musicians themselves. Though home is also the backbone to a family when the hard times hit, so it is home where world music can still exist. If it were not for venues like Ashkenaz that celebrate the people’s music, the symbolic art to whom the music represents would not reach to inspire the desperate souls of either folk or kin. But being a home means to those that other places are not home, by definition, so Ashkenaz must embrace its role to educate and distribute notes for a cooperative musical compilation.
Nothing screams music history like the Rock & Roll Hall of Fame; in fact, they are the leading pioneers for music education in the digital age, bringing in a new concept called the digital classroom. Upon clicking open the digital classroom doors it becomes apparent that teachers are encouraged to share the information, as noticeable by the infographics and explicit texts to save the pictures for lesson plans.
Users navigate through music genres and are brought into a list of monthly musicians within that genre. From there, after selecting a specific musician group, the user can play music recordings of popular songs and/or have a chance to see a music tutorial about their specific notation. Inside each musician group’s page provides a detailed bio and a lesson plan of objectives. The user interacts with these objectives in a visual-auditory combination to become more familiar and intimate with musicians for an appreciation of their uniqueness they bring.
The implications of appearing more transparent about music education affords Ashkenaz more web traffic in which internet surfers would be continually redrawn back into their website for information regarding the next month’s artist lineup, since those lineups would be organized
into music education classroom objectives. Teachers of all grade levels will be on the lookout especially, and depending on popularity Ashkenaz may even get more international recognition. In this cause for music education and online availability, Ashkenaz can pair up with other organizations worldwide to create a digital folk music classroom. Taking cue from the Rock ‘n’ Roll Hall of Fame, these digital classrooms may involve video conferencing special events to further open the availability of folk music back to its origins in which physical distance is the only obstacle of reaching larger audiences.
Take a look at our other proposed interpretive projects:


The Kentucky Educational Development Cooperative (KEDC), in partnership with Morehead State University (MSU), Union College (UC), the Kentucky Department of Education (KDE), Reading is Fundamental (RIF), Collaborative Center for Literacy Development (CCLD) – State Agency and National Non-Profits of the National Literacy Project (NLP) and the Southern Regional Education Board (SREB) present Project Literacy Innovations for Neighborhoods in Kentucky (LINK) to provide and expand early literacy for young children, motivate older children to read, and increase student achievement by using school libraries as partners to improve literacy, distributing free books to children and their families through RIF, and offering high-quality literacy activities.
KEDC is an educational service provider serving the 12,321 students in a consortia of eight Rural (based on data from National Center for Education Statistics) districts in Eastern Kentucky of: 1) Barbourville Ind. 2) Knox Co. 3) Lewis Co. 4) Lee Co
5) Middlesboro Ind. 6) Owsley Co. 7) Pineville Ind. 8) Wolfe Co with a total of 37 schools.
KEDC is including Competitive Preference Priority of: 1) Leveraging Technology to Support Instructional Practice and Professional Development by providing online access to books and computer based RTI screeners and remediation. Staff will also be trained how to improve literacy skills through technology; 2) Improving Early Learning and Development Outcomes by providing small group and summer literacy opportunities for early learners and using RTI to enhance their opportunities for remediation and Serving Rural Local Educational Agencies.
By providing these services through researched based activities of strong evidence through nationally recognized partners, the following outcomes will be achieved:
1) By August, of 2017, 100% of participating schools will develop, modify or expand their K-12 Literacy plan based up on research based strategies from the WWC to meet the needs of all students based upon their needs from an RTI technology screener; 2) In each year of the grant a 10% increase over baseline data will occur in; preschoolers who show improvement in the Early Learning and Developmental Outcomes on the Brigance and in the number of 4th and 8th grade students scoring proficient on the K-PREP state test; 3) By August in each year of the grant, 100% of students will obtain access to online books and receive personal books to assist in becoming college and career ready; 4) By August, of 2017, a minimum of 85% of librarians will attend 75% of literacy trainings pertaining to pedagogy in the field of differentiation, universal design for learning (UDL), technology, and other educational literacy strategies.


Foundation phase: Grade R to Grade 3
In the foundation phase, we focus on teaching the foundational skills, concepts and knowledge which are required for further learning. We offer a vibrant, invitational atmosphere where the learners enjoy coming to school and where they acquire a love for learning, that will sustain them throughout their school years. We acknowledge the potential in each learner to reach optimum ability; therefore, there is less emphasis on competitiveness and more emphasis on individual achievement. We encourage opportunities for growth in independence and responsibility so that learners can take up the challenge of being personally responsible and accountable for their actions in the intermediate phase.
The three main learning areas in the foundation phase are:
- Life Skills
A reading programme is followed intensively, and continuous assessment in all subjects is conducted. We encourage participation in cultural and sports activities.
We embrace the 21st learning century with computer literacy.
Language and literacy
Home language (English) and first additional language (Afrikaans).
The curriculum has been written with a learner-centric, problem-solving approach leading to an individualised, well-developed number concept in young learners. This facilitates the successful learning of Mathematics as an abstract subject from Grade 4 to Grade 12.
Developing skills which focus on personal, social and physical development and the promotion of good health.


This Campbell systematic review examines the evidence on the correlation between teacher qualifications and the quality of early childhood learning environments, as measured by the Environment Rating Scale (ERS). The review summarises findings from 48 studies with 82 independent samples. The studies had to be comparative or correlational and report either an overall quality scale or an environment rating scale.
Overall, the review suggests that higher teacher
qualifications are positively associated with classroom quality in early
childhood education and care (effect size = +0.20). The review also suggests a
positive correlation between teacher qualifications and classroom quality on a
number of subscales, including:
structure – focusing on the schedule, time for free play, group time and
provisions for children with disabilities (ES = +0.22).
– this relates to fine motor, art, music/movement, blocks, sand/water, dramatic
play, nature/science, maths/number, use of digital technologies, and promoting
acceptance of diversity (ES = +0.20).
and reasoning – encouraging children to communicate, use language to
develop reasoning skills, and the informal use of language (ES = +0.20).
The researchers conclude that while there is evidence for
the relationship between teacher qualification and classroom quality as
measured by the ERS, further research is also needed into the specific knowledge
and skills that are learned by teachers with higher qualifications that enable
them to complete their roles effectively. It is important to note also, that
while higher quality in early childhood education and care may lead to improved
outcomes for children, we cannot assume that this is the case.
relationship between teacher qualification and the quality of the early
childhood education and care environment (January 2017), Campbell Systematic Reviews, Volume 13, Issue 1.
A systematic review of the role of the teacher during collaborative learning in primary and secondary education suggests that several types of teacher guidance can be positive. However, the challenge for the teacher is to support interaction between pupils without taking control of the moments in which opportunities to learn arise for pupils.
The review, carried out by Anouschka van Leeuwen and Jeroen
Janssen, included both qualitative and quantitative studies (n=66) conducted in
primary and secondary schools, and looked at the relationship between the
teacher’s role and the processes and outcomes of collaboration among pupils.
The authors found that feedback, prompting, questioning and
transferring control of the learning process to pupils were all effective
strategies for collaborative learning. The review concludes that when guiding
collaborative learning, teachers should try to not only focus on the content of
the task, but also on how pupils approach the task and the strategies they use
for collaboration, and should let pupils know that help is available without
imposing this help.
systematic review of teacher guidance during collaborative learning in primary
and secondary education (February 2019), Educational
Research Review, volume 27
Lisa Kim and colleagues recently conducted a meta-analysis to try to identify whether personality characteristics are associated with effective teaching. The analysis, which was published in Educational Psychology Review, looked at 25 studies (total number of participants = 6,294) that reported on relationships between five teacher personality traits (openness, conscientiousness, extraversion, agreeableness and emotional stability) and two teacher job-related outcomes (teacher effectiveness and burnout).
Overall, the results showed that teacher personality may be
associated with teacher effectiveness and job burnout. For teacher
effectiveness, extraversion was found to have the largest effect size (+0.17),
and agreeableness the lowest (+0.03). The characteristic most associated with
less teacher burnout was emotional stability (effect size =+0.21), and openness
had the smallest effect size (+0.04). However, as the effect sizes for burnout
were very small, the authors suggest that the results should be approached with
The researchers also looked at whether the source of the teacher personality report (ie, self-report vs. other-report) and educational level had any moderating effects on the relationship between personality and job-related outcomes. The findings indicated that other-reports of teacher personality were more strongly associated with effectiveness and burnout than self-reports. There were no differences in the strength of the associations between educational levels.
Source: A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout (January 20019), Educational Psychology Review


Feminist pedagogy goals: effect social change; envision teaching as a political act; view knowledge as value-laden; value personal experience and self-representation; provide avenues for multivocality, and lead collaboratively in creating participatory and inclusive environments.
The Living Curricula section comprises four generative projects:
The Dinner Party Curriculum Project includes curricular ideas for k-12 teachers on how to facilitate encounters with Judy Chicago’s monumental artwork, The Dinner Party.
Participatory Art Pedagogy is a multi-media overview of Judy Chicago’s feminist art teaching methodology.
Teaching with the Collection includes award-winning curriculum inspired by The Dinner Party Curriculum Project, which is linked here. At the From the Field section you are invited to share feminist art education curricula to build an archive and to comment with narratives of feminist art pedagogy. To learn about the Judy Chicago Education Award, click here.
Teaching Conversations is a project of a group of feminist colleagues at Penn State who embrace feminist principles of equity and eco-social justice, and set into motion participatory, self-knowledge, and critical inquiry.


"The virtues of the mind are ardor in understanding, zeal in searching, acumen in comprehending, industrious in accomplishing, and memory in preserving. For where these exist, there is also that integrity of mind of which Plato speaks--love of truth and hatred of what is false. It would be desirable if all such virtues were everywhere found alike in everyone, but this has not been ordained for man's nature which varies widely and is of many types. Those whose talents are found to be but mediocre, should not be rejected from school and elementary education. A judgment cannot be reached hastily and quickly. For some youths of keen mind and nature are at first slow to perceive, but in time and with practice later acquire speed in comprehension. Many youths display natures which lie asleep, oppressed by the dullness of the body. When informed and instructed they nevertheless emerge excellent and distinguished. In some there are excellent gifts of mental perception, but memory is at times slow and at times unreliable. Yet memory can be aroused by teaching and use. The primary concern is for the will which, when present, may be the hope for mental processes. If absent, it must first be stimulated with praise and promises, for many things that do not appear are merely latent...Yet the mediocre minds must also be endured and the poorer impulses of the mind can be improved with teaching and practice."
Johann Sturm (1507-1589), Johann Sturm on Education, Spitz and Tinsley (pg. 79)


Tomorrow is Halloween! Whether it’s watching a horror movie or jumping out from behind a door, many people find it fun to be scared or scary on this holiday. It’s also a good time to revisit what parents can do to keep their children from becoming afraid of math. Math anxiety is unnecessarily common in the United States. As a country we have focused intentily on promoting foundational literacy skills, but numeracy skills can also be fostered from an early age. At home, don’t just read to your toddler and pre-schooler; “math” to them also. Get down on the floor with your kids and some blocks to show them what “more” and “less” and different numbers actually mean. Make patterns out of just about anything age-safe such as different color socks or whole fruits and vegetables. When your kids are around 5-6 years old, playing with coins (counting and adding pennies, exchanging coins, etc.) on the floor is another fun activity.
Math outdoors is fun too! Go to the park and arrange rocks or wood chips into rows and columns. Draw shapes in the sandbox. Are there shapes that look the same no matter where you stand? Which shapes look like they’ve flipped or turned? Make shapes out of sticks. Compare the sticks. Which is longer? Which is shorter? Add sticks to go from a triangle to a rectangle to a pentagon and so on. If you keep adding sticks, what does your shape start to look like? (Don’t freak out, but you just did a little Calculus.)
Good old-fashioned floor time or outdoor time are excellent ways of cementing learning with positive memories. As your kids get older, make sure they are exposed regularly throughout their childhood and adolecense to adults who explain math well and enjoy it, especially if you don’t. And if you have math anxiety yourself, make that your best-kept secret. Math doesn’t have to be scary.
Now, what do you get when you take the circumference of a jack-o-lantern divided by its diameter? Answer: A pumpkin π. Happy Halloween from IMACS!


William Waynflete, who had been Provost of Eton, had the foresight to endow two grammar schools, which were intended to supply a succession of educated students who would then continue their studies at Magdalen College.
The original statutes referred to ‘the Grammar School which is built and situated hard by our College’ [i.e. Magdalen College School, Oxford], and added that ‘We have built and founded, out of the Goods by God bestowed upon Us, another Grammar School in the Town of Waynflete… in the Diocese of Lincoln, which is to last (with God’s blessing) throughout all future times…’. A third school, at Brackley in Northamptonshire, was founded in c. 1548.
The College School at Oxford differed from most medieval grammar schools in that it was, until 1987, a department of the college with no separate legal existence or endowment. The statutes provided for the perpetual maintenance of the school, under the guardianship of the College Visitor, the Bishop of Winchester. The College Register states that building began outside the college gates in August 1480, but from c. 1478 students were being taught grammar by a Master and Usher, and from Easter 1480 this took place ‘in a certain low hall to the south of the Chapel in the old building’. All that survives of the first purpose-built Grammar Hall, located in St John’s Quad, is the bell turret and northern end of the Schoolroom, and some additions of 1614. A hall of residence known as Magdalen Hall later grew up around and above the school.
At first, Demies and Commoners of the college attended the school as well as the sons of townsmen and noblemen. Magdalen College School produced some of the best grammar masters of the 16th century, who were pioneers of Latin textbook teaching. In 1491, the 16 Choristers on the foundation of the college received their elementary education in the Song School, from the Informator Choristarum. The Song School was built in 1487. Pupils would progress to the grammar school when they were sufficiently advanced.
Part of the Grammar Hall survived the fire that largely destroyed Magdalen Hall in 1820 but in 1843 the College decided to build a new school on the land east of Longwall Street. In 1849 a large house, 58 High Street, was bought for a boarding house to replace the boarders’ lodgings in Longwall and Holywell Streets. A competition was held for designs for a new grammar school and master’s house in 1844, and J C Buckler’s design (now Longwall Library) was completed in 1851 following a long law suit between school and college. In the 1850s another boarding house was added on the corner of High Street and Longwall, as well as a chapel, dining hall and kitchen on the school site. The laboratory was built in 1863. Numbers grew from 18 to 91 by 1865, of which 63 were boarders.
A new boarding house beyond Magdalen Bridge was completed by 1894 and in 1928 the school moved off the college site to new classrooms in Cowley Place and Iffley Road. Designed by Arthur Blomfield, this building is now our Junior School.
The school received a Board of Education grant from 1920 and became a direct grant school after World War II. The school became independent in the 1980s after the direct grant scheme was phased out.
Copies of Magdalen College School by Lawrence Brockliss can be purchased online here.
Former pupils are called Old Waynfletes after our founder, William Waynflete.
From Roman Catholic martyr Sir Thomas More, to William Tyndale, translator of the Bible into English, and Noel Chavasse VC & Bar, the most highly decorated soldier in British military history, MCS boasts some impressive alumni.


Have you ever noticed mushrooms in the lawn after a rainstorm? It seems like they sprouted overnight, and perhaps they did. Mushrooms are the fruiting bodies of fungus. They are the part of a fungus that allows new fungi to grow. They’re not plants, but an entirely different organism.
Mushrooms are highly nutritious, but not all mushrooms are edible. Many are poisonous and some can even kill you.
- Mushrooms are almost entirely water, yet they’re a good source of B vitamins, selenium, and potassium.
- Mushrooms have more in common with humans than with plants. They have their own immune system, for example, and can produce vitamin D in their cells when exposed to the sun.
- Some mushrooms glow in the dark. Anciently, people carried these mushrooms to light their way through the forest.
- Mushrooms break down organic matter for food.
- The Honey Mushroom in the Blue Mountains of Oregon is the world’s largest organism. This mushroom colony is believed to be at least 2,000 years old. It covers almost four square miles.
- There are thousands of kinds of mushrooms. At the store, you’ll probably find five or six different kinds. Button mushrooms are the most common mushrooms sold in grocery stores.
- Some people are experts at harvesting wild mushrooms. They know which ones are edible—and which ones are toxic.
- Edible: safe to eat
- Immune system: the body’s system for maintaining health and fighting off disease
- Colony: group
Questions and Answers
Question: Do farmers grow mushrooms?
Answer: Yes, although mushrooms don’t grow in fields like other crops. They need a food source, such as wood or compost, and they’re often grown indoors in wooden boxes.
Watch a video about growing mushrooms.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Mushroom Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 24 Feb 2020. < https://easyscienceforkids.com/mushroom/ >.
APA Style Citation
Tobin, Declan. (2020). Mushroom Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/mushroom/
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Motor class works with every child to strengthen their bodies and to develop skills through practice and repetition.
The goals of Motor are to educate the whole child mentally, physically and emotionally. This class is adapted to each child’s individual developmental needs, developing problem-solving skills and decision-making. The exercises encourage peer cooperation, risk-taking and FUN!
All of this is accomplished by exposing children to obstacle courses, creative movement, Yoga, ball and balance skills, dance, relays, relaxation skills, mindfulness principles, Brain Gym, and an introduction to sports.
You can't start too early when it comes to music education, as a child’s first few years are critical for developing the ability to comprehend and produce music. NCRC's Music class partners withLevine Musicto allow children to explore music in a creative and fun way.
The more fun kids have with music, the more effectively they learn. Class activities and lessons combine singing, playing instruments, and speech and movement to build musicianship and improvisation.
Levine’s music class is designed so children grow in their ability to:
Hear and internalize melody, rhythm, beat and meter
Sing with independence, good intonation and expression
NCRC provides children with a love of literature. The library houses a collection of more than 3,000 titles of diverse children's literature to supplement and support the learning objectives and happenings in each classroom.
The primary goal is to constantly challenge their intellect, inspire their imaginations and nurture their desire to learn and to read. The library supports classroom teachers by providing appropriate books for the classrooms based on specific topics and units of study as well as student interest.
The joy of sharing books aims to help children connect to literature on both a cognitive level and an emotional level. Through the library, children learn more about themselves, their thoughts, their opinions, and interests in the process.


How art is helping shape the next generation
Art can be beautiful, thought-provoking and mesmerizing, but recent studies show it can just as easily be a catalyst for improving education and critical thinking.
A recent article by T Brand Studios in the New York Times highlights how Park West Gallery and its non-profit organization, the Park West Foundation, are working to promote arts education and awareness in the classroom to improve the minds of future generations.
The foundation, along with 14-year-old art prodigy Autumn de Forest, contributes to Turnaround Arts, an art program from the President’s Committee on the Arts and the Humanities that uses art education to improve the nation’s bottom-performing five percent of schools. The program works by having high-profile artists, actors, musicians and entertainers visit these schools to inspire creativity in the students.
For instance, Autumn speaks with the students about how art affected her life, but also holds a hands-on art lesson with them. The Park West Foundation donates the materials used by the students.
“If [students] can use art and painting as a mnemonic device for [learning], I think it’s just fantastic,” Autumn says in the article. “They keep track on the schools and the grades, and they just skyrocket, whether it’s arts or dancing or music.”
A two-year study of schools in Turnaround Arts shows that students increased their math scores by an average of 22.5 percent and their reading by 12.6 percent.
“There has also been a wonderful decrease in behavioral reports,” says Margo Lion, co-chair of Turnaround Arts. “I don’t want to say that it’s a panacea, but it really does make a fundamental change.”
World-renowned artist Romero Britto is also among those speaking in favor of art education. Having grown up enduring struggles as part of a family of nine children, Britto voices his favor for keeping art in schools in an article on CBS.
“I still think that, in school, they should emphasize more arts and culture,” Britto says. “It does give a possibility [to] create something unique and new.”
Museum exhibitions that improve thinking and empathy
Park West Gallery believes that art is for all, and has helped underwrite a number of museum exhibitions around the country so that everyone can enjoy art. These include exhibitions featuring Autumn at the Butler Institute of American Art in Ohio, Yaacov Agam at the Museum of Geometric and MADI Art in Texas and an upcoming exhibition at the Museum of Tolerance in California featuring Anatole Krasnyansky.
A study from the University of Arkansas has determined that field trips to an art museum positively impact how students think and feel. Of the 10,000-plus students surveyed in the study, 70 to 88 percent retained factual information from taking museum tours. They also displayed improved critical thinking skills and gains in tolerance and historical empathy.
“I always believed in developing the whole child in every area and providing them with rich experiences including fine and performing arts,” says Diane Pandolfi, Park West Foundation Director, in the T Brand Studio article. “Art goes to our core as human beings. The Park West Foundation is a supporter, a facilitator — I’m very blessed to be serving in this capacity.”
Park West’s charitable efforts stem from the original mission of Park West Gallery Founder and CEO Albert Scaglione to make art available to all. In fact, Scaglione’s own life demonstrates the power of art, as he was so inspired by art that he switched careers from mechanical engineering to opening Park West Gallery in 1969. He describes how freeing it was to follow his dreams in an interview with the Huffington Post:
“The defining moment was saying that this is my new career and I see blue skies and good things happening and then decided to walk away from my doctorate and 11 years in Academia,” Scaglione said. “I did it cold turkey, took a mortgage on my house and it worked!”


Best Types of Scientists Video for Kids
Types of Scientists
A scientist is a person who is trained in a specific area of science and performs different researches to solve problems related to science. This video features a list of different types of scientists and what they do in their job. It includes most of the major types including botanists, zoologists, ecologists, environmental scientists etc. All of them do not wear a white coat and work in labs. Some of them are out exploring new and different things.
- Botanists study plants.
- Ecologists study relationships such as predator-prey.
- Environmental scientists study the health of the environment. They test things such as air quality, water quality, soil quality etc.
- Marine biologists study oceanic organisms.
- Physicians study biology and medicine.
- Zoologists study animals and their behavior.
- Archaeologists study the remains of human life.
- Astronomers study the solar system, outer space and the objects in it.
- Cell Biologists study the structure of cells to learn their working.
- Entomologists focus on the study of insects.
- Herpetologists study of reptiles and amphibians.
- Mycologists study fungi.
- Ornithologists study of birds.
- Meteorologists study about the atmosphere and weather.
- Microbiologists study microorganisms.
- Paleontologists study about dinosaurs.
- Seismologists study everything related to earthquakes.
- Geologists study about the earth’s materials like rocks and minerals.
- Mineralogists study about minerals.
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A vibrant education system is the cornerstone of a developed and progressive nation. Several Legislations have been passed to change the face of education towards betterment. The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), an Act of the Parliament of India enacted on 4 August 2009 is one visionary act, which describes the modalities of the importance of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010 barring Jammu and Kashmir as Jammu and Kashmir enjoys the special status under Article 370 of the Constitution. Central laws are not automatically applicable to J&K state under Article 370 of the Indian Constitution and have to be passed via state legislature.
Right to Education act contains a number of positives that can really change the dynamics of education sector Of Jammu & Kashmir. Right to Education Act makes education makes it a fundamental right of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools.
The Right to Education Act also aims to contain undue influence of private schools as It requires all private schools to reserve 25% of seats to children from poor families (to be reimbursed by the state as part of the public-private partnership plan). It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and in added brighter paradigms no interview of the child or parent for admission.
Pertinently, the non-implementation of Right to Education Act in Jammu and Kashmir has worried many sane voices who point out that when we are at forefront of getting draconian laws implemented why not brighter legislations like Right to Education Act. Despite assurances government has not implemented this visionary act.
“Considering the poor educational status of our state. Right to Education Act is a very bright act as It envisages that all private schools to reserve 25% of seats to children from poor families (to be reimbursed by the state as part of the public-private partnership plan). It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. when we are at forefront of launching the black-laws why can’t we have the bright laws like right to education act ,” states Faizaan Bhat, a columnist on education issues.
Sheikh Sameer, Educationist states – “Right to Education act should be without any ifs and buts implemented in Jammu and Kashmir. As we are very well aware that this historical legislation has been implemented across India except J and K pending passage by Assembly. This act makes elementary education fundamental right from six to 14 and also tames the monopoly of private education system. Education is cornerstone of every civilization. It will be panacea for child labor also. Some capitalistic and hegemonic private schools associations might try to scuttle the implementation of this act as it envisages some reservation for deprived sections and thus we have to remain focused to get this act implemented soon .”
Certainly the opinion shapers, masses and intellectuals in unison are calling for immediately implementing Right to Education Act in Jammu and Kashmir.


- Teaching and Learning in Primary Education!
- Dirty Talk (MIRA Erotik) (German Edition)!
- The Point Of View!
- Art Developing Primary Teaching Skills Paperback - netertingpremtast.ga.
- William Penn.
Synopsis In this book instead of learning dates, the authors argue that children should be doing historical investigations, to involve the children as historians in an imaginative and creative way. Excerpt History is divided into an introduction and seven units.
Corresponding author Corresponding author. Email: Martin. Fautley bcu.
References Hide All. Accessed July Knowledgeable skills or skilful knowledge? Impact — Journal of the Chartered College of Teachers , 4 , 37 — CAIN , T.
Abingdon : Routledge. Music education in a time of cultural transformation.
- Explaining in the Primary School - Ted Wragg, George A Brown - Google Books?
- Quartet No. 1 in D major (D-dur). Movement II, Andante cantabile - Violin 1;
- BA (Hons) Primary Education with QTS.
- Ancient Rome and Modern America (Classical Receptions)!
- Dramas of Nationhood: The Politics of Television in Egypt (Lewis Henry Morgan Lecture Series).
- Art 7-11: Developing Primary Teaching Skills Paperback.
Music Educators Journal , 89 , 27 — Guidance on the Music Standards Fund Grant 1. London : The Stationery Office.
DfE Music Programmes of Study: Key Stage 2. London : Department for Education.
Key concepts in multicultural music education. International Journal of Music Education , 1 , 11 — High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education , 59 2 , — Formal and informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education , 23 2 , — New York : Aldine de Gruyter.
Models of teaching and learning identified in Whole Class Ensemble Tuition
Primary Music: Later Years. London : Falmer. Aldershot : Ashgate. Music Education in England. Music Developing Primary Teaching Skills. Ausgeblendete Felder.
Informing Science Institute - Journal of Information Technology Education: Innovations in Practice
Meine Mediathek Hilfe Erweiterte Buchsuche. E-Book anzeigen. Routledge Amazon. Explaining in the Primary School.
Related Art 7-11: Developing Primary Teaching Skills (Curriculum in Primary Practice)
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BORN LEARNING CAMPAIGN
At United Way Bengaluru, we realize the importance of early childhood learning (ECE) and school readiness for children (0-6 years of age) before they begin formal schooling. While nutrition, healthcare, timely achievement of age-appropriate developmental milestones and basic learning are core elements to ensure this, it also requires the right infrastructure, facilities, and activities for a holistic intervention. Our work is informed by the ECCE Policy of the Government of India.
This is what we aspire to do through our Born Learning Campaign. We partner with the Women and Child Development Department to provide children with an optimal environment to learn and develop in select urban and peri-urban anganwadis. Born Learning Campaign uses a highly scalable module that emphasizes on the need to make early childhood education a norm rather than a preference. This greatly impacts the learning outcomes among children as they progress through the ranks of primary education.
HOW WE DRIVE CHANGE
- Provide access to an optimal learning environment for the children
- Offer appropriate health, hygiene, and nutrition awareness through active involvement of community stakeholders. This sensitizes parent groups towards health, hygiene, and nutrition, which have a significant impact on the learning outcomes among children


Math and Science
All kinds of fun games based on different topics brought to you by the BBC.
Fact Monster Flashcards
Choose your level and operation that you want to practice with these flashcards.
Practice multiplication facts and earn food donations for impoverished countries at the same time!
This site is membership-based but they allow you to practice several questions per day for free. Find any math topic you can imagine.
See your teacher if you forget your username or password.
NASA Kids’ Club
News, multimedia, games and more
Science for Kids
Check out the section on science fair projects from the US government.
PBS kids has many science games to choose from
Videos, games, experiments galore about science and technology topics
Science News for Students
Online science magazine recommended for students


Good gross motor control provides the core stability and strength necessary for hand and finger muscles to do their work. Gross motor skills involve the postural control and movement of large muscle groups in the neck, shoulders, trunk, and legs; these skills allow us to perform tasks like sitting upright, standing, walking, running, and playing. Gross motor skill development typically precedes the development of fine motor skills.
To write proficiently, students must have the postural control and core stability to sit upright, along with the shoulder strength and endurance to stabilize the hand and fingers.
The following gross motor activities can help improve strength and postural stability:
- Beanbag games: try using alphabet beanbags to improve your child’s letter and sound recognition. Have them state the letter on the beanbag, share what sound it makes, come up with a word starting with that same letter, and then toss the beanbag.
- Weight-bearing activities like animal walking, wheelbarrow walking, and push-ups/planks.
- Chair push-ups: have your child place their hands on either side of a chair and push to raise their bottom off the chair. To increase difficulty, have them suspend themselves in the air for a count of 3-5 seconds and simultaneously lift their feet off the floor.
- Wall push-ups: pretend like the wall is falling down and have your child push to keep it up! Push for 5-10 seconds.
- Create a large art project or write on a vertical surface. Ideas include painting on paper adhered to a wall, using an easel or a large whiteboard/chalkboard, etc.
- Air Writing: have your child write letters in the air using their entire arm and describing each step of the way. This activity is ideal for motor planning and reinforces proper letter formation.
- Hanging activities, such as chin-ups, pull-ups, and swinging from monkey bars or tree limbs.
- Climbing activities, such as climbing walls and playground rope or ladder climbing.
- Coordination activities, such as jumping jacks, jumping rope, and hand-clapping games.
- Ball skills, like throwing, catching, and shooting are all great eye-hand coordination activities that focus on consciously using and guiding the hands.
It is important to know that a child can have poor handwriting even with good gross and fine motor skills. Other issues such as impaired motor planning skills, visual motor skills, perceptual/spatial skills, attention, memory, and attitude can all affect handwriting.
About Skills 4 Life:
Skills 4 Life Pediatric Occupational Therapy offers a broad range of pediatric occupational therapy services to help your child master age-appropriate developmental skills, become more independent, increase academic success & develop confidence. The experts at Skills 4 Life specialize in handwriting, keyboarding & executive function coaching, but also work with children on social & emotional learning, motor skills, self-regulation strategies & activities of daily living. Skills 4 Life Pediatric Occupational Therapy offers your child a safe, compassionate environment to learn the critical skills they need to be successful. Learn more about our team & services at www.skills4lifeot.com, or you can contact our office by email at email@example.com or by phone at 303.351.1828 for a free consultation.


Vasco da Gama
Vasco da Gama was the first European explorer to leave Europe and sail to India. This Portuguese explorer was one of the most famous explorers from the Age of Discovery. He was commissioned by the Portuguese King in 1497, to find a maritime route to the East.
He was born in a noble family in 1460 in Sines, Portugal. His father Estêvão da Gama was also an explorer. He was commander of the fortress in Sines in the southwestern pocket of Portugal. Vasco also joined the navy and became a tough and fearless navigator.
Quick Facts: –
- Vasco da Gama has a crater on the moon named after him.
- He started sailing to find a sea route to India on July 8, 1497. He had four ships and a crew of 170 men.
- He made the successful voyage and reached India on May 20, 1498. He was also the commander of two more trips to India.
- In 1519, he was given a newly created county named Vidigueira. The same year, he also became the first non-royal blood count in Portugal.
- He had 20 ships on his second trip. They bombarded Calicut in revenge for an attack on a previous expedition.
- The spices from India were quite popular among Europeans. This was the reason why a safe passage was required.
- In 1524, Vasco da Gama was named as the Portuguese Viceroy. Before taking over his post, he died.
- He contracted Malaria during his third visit to India and died in 1524, in Cochin, India.
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Our goal is to partner with you and support your child’s early development in the preschool years and in doing so meet all the goals you seek for your child to reach. Our everyday interactions and lessons will guide students to learn to make appropriate choices. In doing varied activities and lessons each day, we will begin the process of molding students into being the best little people they can possibly be. There are seven general areas of development that our curriculum will be based upon.
Our goal is to create students that are curious, desire to explore, and aren’t afraid to tackle a problem. Age-appropriate successes and failures will drive students to keep learning. We generally employ the STEAM (science, technology, engineering, arts, and math) areas of learning in all lessons.
This kind of development is perhaps that most difficult to teach; however, there is nothing more rewarding than seeing a group of students playing together cooperatively. All encounters with other students are teaching opportunities that will be seized at CCA.
Together with social development is emotional development--students must feel loved and trust their caregivers. Loving caregivers and positive role models are the norm at CCA. Our goal is to have students be able to express their emotions in words and be able to control their emotions, no matter how intense they may be feeling. Ultimately, we want students to recognize other people’s emotions as well as have a positive image of themselves.
Motor Skill Development (Large and Small):
Physical development is key to living a successful life. Large (gross) motor skill development encompasses activities that develop stamina, strength, positive body image, and general healthy lifestyle choices. Small (fine) motor skill development focuses on activities that are setting up student’s hands and fingers to be strong instruments for writing.
Both written and spoken language fall into this category of development. Reading, writing, singing, dancing, interacting, listening, mimicking, vocabulary expansion--these are all parts of language development. We explore both English and Spanish as part of our everyday curriculum.
We at the Clemson Creative Academy believe that the arts, music, creative movement, role playing, and other creative components of our world are integral parts of a well-rounded individual.
Parents/guardians are the best role models that children have. Clemson Creative Academy feels so strongly about this that we offer parenting classes to teach you the techniques that are being used with your students every day so that you can strive to apply similar techniques at home. The more consistency of interaction that a student can have, the more likely well-rounded students be created.


Most people probably believe a music education degree only leads to teaching careers, yet music education majors can actually pursue a wider array of jobs. In fact, modern music education programs have diversified their curricula to offer more degree options and flexible ways to obtain the appropriate credentials for working within the field. As a result, program participants can achieve a degree that prepares them for traditional or non-traditional music education careers. Here are some insights to consider about music education degrees.
1. Music Education Careers are Varied
Traditional music education degrees prepare graduates to work in school settings, instructional music academies or as independent music teachers. However, with recent expansions in the media, marketing and health industries, many businesses, now seek employees with music degree backgrounds who can use music to enhance production values, advertise products, or improve the quality of life for others. Graduates with music education degrees may thus find additional work opportunities in areas such as music production, music advertising, music preservation or music therapy settings.
2. Notable Music Education Programs are Accredited
Accredited music education degree programs are endorsed by the National Association of Schools of Music (NASM). Additionally, other affiliations that schools may note include membership in the National Association for Music Education (NAfME) or the National Association of Music Merchants (NAMM). Appropriate accreditation and affiliations indicate a reputable degree program.
3. Degree Programs Should Be Flexible
Earning a degree can be time consuming, especially for working individuals. Flexible programs assist degree-seeking students by offering evening, weekend or distance learning classes. For example, a Kent State University master degree in music education provides an online curriculum to facilitate the working schedules of music educators.
4. Degree Levels Meet Different Career Goals
Graduates with bachelor’s degrees will be prepared for entry level jobs primarily in traditional career settings. For those looking to pursue career advancement or to branch out into non-traditional music education careers, further studies towards a master’s may be required. Doctoral degrees are usually earned by those wishing to teach or do research at the university level.
A music education degree can open wider job possibilities than previously imagined. Potential students can avail themselves of flexible programs that address career goals. Whether wishing to teach others the joy of music or desiring a non-traditional music career, music education degrees from accredited schools can strike the right note.
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For most parents, talking to their children about puberty – and all that comes with it – is tough. Everything from one’s personal experience, from humor to fear, can and does come into play, and some level of awkwardness is inescapable.
Still, by the time children are in the later years of elementary education – fourth, fifth, and sixth grades – they’re likely already going through certain aspects of puberty and have a right to reliable information about their bodies, feelings, and how puberty can change their lives. Parents and guardians are encouraged to openly communicate with boys and girls about this stage of life. As always, the ultimate goal is for our children to have loving support and problem solving skills.
How Young Is Too Young?
No age is “too young” to talk about puberty, though very young children, say first, second, or third grade, might simply be confused or disinterested. Further, sometimes an ongoing series of conversations is better than sharing everything at once.
Some parents think if their older child isn’t experiencing puberty or asking questions, bringing the topic up will frighten them or even ruin their innocence. The truth is, most kids have heard something on the playground, seen it on TV, or even seen things in their own homes that raise curiosity. The sooner you’re a known source of solid information and support, the less you risk them getting confused down the road.
In some families, body parts and functions are talked about from day one and this can make certain things about puberty easier. Of course, the change in hormones and brain development leading up to adolescence mean even the most educated children can feel uncomfortable, especially when talking to parents. Every child is different and will be ready in his or her own time. The essential thing is for parents to be honest and able to talk about sometimes sensitive topics.
Have Your Own Resources
Before answering questions and giving information, be sure you know what you’re talking about. I still remember when I got “the talk” even after all these years. Why do I recall it? My father handled it like a pro. He was open, sincere, and honest. In fact, I would use the realistic. Research may have changed since you got “the talk,” and new books might provide the details you need. Feel free to talk with friends and family who have gone through this before, and ask their advice.
If you are a single parent or guardian with a child of the opposite sex, the challenge can be greater. Of course, as a safe and comfortable source, you have an opportunity to normalize the topic and give insight a child might not get from a parent of the same sex. In fact, children should be educated on both boys’ and girls’ bodies, and this situation can reduce confusion in that area. It may also be appropriate to get help from aunts, uncles, cousins and older children if you need someone of the same sex as the child.
Address Their Biggest Concerns
Straight facts and clinical explanations are great, and provide defined answers. However, some of the most pressing questions might be less objective. First, feel free to say that you don’t know the best answer for questions about feelings, emotions and friendships. These vary from person to person. If a child is wondering if his or her body is normal, assure the child that it is, unless you have concerns that something is wrong. Even then, stay calm and discuss a doctor’s appointment.
Taking things a step further, don’t just blanket all puberty experiences as “normal.” Some kids have specific questions, like the size, color or shape of genitalia, sexual dreams and masturbation. Talk about the vast array of possibilities for all of these, and how, for the most part, it’s all normal.
It’s not easy for parents or kids, but talking to your kids about puberty is important. Emphasize health, safety and diversity, and be the reliable source your child needs.


Superheroes in the Classroom is a 16 week curriculum that’s designed for after school programs or clubs. This program gives educators tremendous opportunities to achieve the broader spirit of the Common Core. During the program, students will be asked to investigate a health issue of concern, develop an argument around it, read more widely and create something that will circulate in the community that they will author and take responsibility for.
Classes will use Google’s educational tool suite to share documents, communicate ideas and work with the collective team to produce a finished comic. The typical makeup of a team may include a group of 20 – 25 youth, a teacher or after school coordinator, health professional such as a Science, Health Education or Physical Education teacher and an Art Education teacher who can help students with artistic direction and creative expression. Students can use characters from the Health Heroes’ brand or develop their own. The class should receive constructive feedback about their work after each lesson and share their experiences via blogs and social media.
If you are ready to give your class or group a super duper learning experience, please send an email to email@example.com or use the contact form to get started today.


In my extensive years of providing academic support to youth of all ages, I’ve found student engagement and parent involvement to be two of the most...
Foundational Reading Skills: Using the "See It, Hear It, Say It" instructional strategy, students use Explode The Code Online to improve foundational literacy skills including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our data-driven phonics instruction program features individualized instruction and reinforcement-based continuous assessment.
Foundational Mathematical Skills: Using strategies such as “practice with modeling," “incremental rehearsal," and fun math drills, students use the XtraMath program to promote fluency in computation and knowledge of math facts. XtraMath uses adaptive timed activities to encourage students to answer the questions as quickly as possible combined with spaced repetition to efficiently develop recall. Instruction focuses on basic math skills which are carefully sequenced to follow a logical order of concepts including number sense and operations, spatial relationships and shapes, comparing and measuring, and pattern knowledge.
Computer Training: Having a good grasp on technology, like possessing basic skills on computing devices, navigating through the internet, and understanding social networking systems, is critical in today's world. We provide technology training to people of all ages by customizing technology needs, providing individualized support, and creating an enjoyable learning experience.
Test Prep: Whether a student needs to prepare for standardized testing or prepare for college entrance or career-bound exams, Our Test Prep instruction will provide students the individualized support needed to master important test-taking skills and techniques.
Homework Support: Instruction is combined with independent learning to ensure that students not only understand homework concepts, but also learn how to apply those skills to achieve a deeper level of learning.
Advanced Math & Science: Instruction is one-on-one and individualized. Our highly qualified and certified tutors are trained to provide different styles of teaching to best match the variety of learning styles in each student. Math courses include Pre-Algebra, Algebra I, Algebra II, Geometry, Pre-Calculus, Calculus, and Trigonometry. Science courses include Earth Science, Marine Science, Biology, Chemistry, and Physics.
AREAS OF EXPERTISE
CALIFORNIA LEARNING CENTER
700 Airport Boulevard, Suite 450
Burlingame, CA 94010
MESSAGE FROM OUR TUTORING MANAGER
TUTORWORKS believes in utilizing a blended learning approach which combines personalized instruction from highly qualified instructors and the use of a variety of educational and digital tools. This blended approach accelerates learning and allows for the achievement of remarkable results!
We begin an individual's personalized program by assessing current learning levels and identifying strengths and weaknesses. This allows us to pinpoint where to start and determine the right program in order to achieve the best results.
Designing the Learning Modules
We utilize assessment results to design and customize learning modules which identify specific achievement goals and skills that must be mastered in the way that the individual learns most effectively. Each learning module is catered to individual needs and can be adjusted as the goals are mastered.
We utilize a blended teaching approach. Our highly qualified instructors provide structured learning programs tailored to the individuals and bring in necessary educational and digital tools like computing devices or additional kinesthetic material to enhance the overall learning experience. Our instructors lead interactive and adaptive lessons to create more productive and enjoyable sessions.
We measure the progress during each lesson with invisible assessments and daily verbal reports. An extensive evaluation of student progress is conducted in benchmarks and finally at the end of the program. Comprehensive detailed progress reports are also provided. TUTORWORKS' demonstrated record of effectiveness prove that all of our programs are designed to deliver remarkable results.
In my extensive years of providing academic support to youth of all ages, I’ve found student engagement and parent involvement to be two of the most significant factors in student achievement. To promote both student engagement and parent involvement in our programs, I strive to provide our students with a healthy learning environment that is nurturing, innovative, collaborative, and highly kinesthetic while empowering the parents to become better advocates for their children. Building strong and active partnerships with our families and schools allow me to create an environment that encourages intellectual curiosity and help students develop the skills necessary for sustained critical thinking. A motivational and engaging educational experience provides students with a perfect balance of both challenging and enriching activities which ultimately extend their academic abilities. I share TUTORWORKS’ commitment to developing and implementing programs designed to take students on a journey of transformational learning which not only help them master core academic skills but also create experiences that help them pursue mastery in other life endeavors. Join the TUTORWORKS team and me as we take you on the journey to mastery!


Many parents think that music can be a powerful ally when it comes to educating their children. For children to become familiar with an instrument is something very positive for their creative, intellectual, auditory, sensory, speech and motor development.
They also learn to express their emotions and interests in a different way, something that can help them feel more secure when relating to others.
Music education is a fun way to learn and can facilitate learning in other subjects. Especially in the literacy stage, where it is common to use rhymes or melodies to stimulate them. It also increases the ability to concentrate, something that is fundamental in the first stage of their education.
But there are many doubts that can arise when it comes to introducing children to music. The first thing we have to be clear about is that we cannot force them, if they see it as an imposition we can generate the opposite effect.
Music can help us if we understand it as something fun, especially at an early age. We cannot force them to play an instrument, much less a specific one, they must decide if they want and which one they like.
We must stimulate them so that the interest in music arises in them.
However, there are instruments that are easier to start playing than others because they require less complexity to emit simple melodies or rhythms. Between the ages of 2 and 5, small xylophones, pianos, drums, bongos or other percussion instruments can work well.
From the age of 6 they can start with something more complex like the clarinet, the drum, the violin, the guitar or the piano. They will surely accompany you throughout your musical life.
We show you in detail some of the simplest and funniest instruments to start playing. In addition, they are the most offered by teachers and if you want you can find music teacher on our platform.
Piano: It is one of the most common in beginners. Some experts say that learning to play the piano opens the door for you to play other instruments. Although an expensive instrument, there is a variety of keyboards to suit every pocket.
Guitar: Although stepping on the strings may seem difficult at first, once you have mastered the technique it opens up a world of musical possibilities.
It is undoubtedly the star instrument of pop culture and mastering the simplest chords can motivate children and young people enough to play their favorite songs.
Saxophone: One of the most attractive instruments for children. Its shape and sound attract a lot of attention. As soon as we have mastered the way of blowing and the first movements we will find satisfactory results in a short time. There are several types of saxophones and we must be well informed when acquiring one.
Clarinet: It is one of the most demanded instruments in music bands, so children can easily integrate into a group and this may motivate them much more. The sound of the clarinet is clear and very pleasant. In addition its tonal range is very wide so it can open up a whole field of musical possibilities.
Percussion: Drums, timpani, drums… are some of the most fun instruments for children. They are very attractive because the basic technique is very simple, almost instinctive. But complexity takes a long time to perfect.
It is one of the instruments for which you need more hours of rehearsal at home and perhaps bothering the neighbors can be a problem. But some instruments such as drums can be found electric and we can listen to them with headphones.
The possibilities are many when it comes to choosing an instrument and these are just a few examples. Remember that the more children are motivated to learn, the easier it will be to instill in them a passion for music.
Try talking to someone who already knows how to play or to a teacher. And above all, don’t despair if they get bored, don’t dismiss them as impossible, sometimes this type of learning is a matter of trial and error.
It’s very common for you to start with an instrument and lose interest, so it’s a good idea to explore the second-hand market and not invest too much money at first.


Methodology of musical education of children
How does CCHS celebrate British Values? Welcome to Chelmsford County High School for Girls, a Grammar Methodology of musical education of children with Academy Status.
Our vision of developing the leaders of tomorrow is evident in our commitment to the pursuit of excellence. In achieving their individual potential our students make a valuable contribution to the local and global community. The choice of a secondary school for your daughter is a crucial one and there is convincing evidence that girls thrive best in a single-sex environment. Since 1907 Chelmsford County High School has provided outstanding education for able girls. Each one is also encouraged to discover her unique talents and to achieve her personal best in any field she chooses. Student participants in the FIRST Robotics Competition, Washington, D.
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. A right to education has been recognized by some governments and the United Nations. In most regions, education is compulsory up to a certain age. Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies, this was achieved orally and through imitation.
Story-telling passed knowledge, values, and skills from one generation to the next. Plato founded the Academy in Athens, the first institution of higher learning in Europe. State of Lu, was the country’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan, and Vietnam. The church established cathedral schools in the Early Middle Ages as centres of advanced education. The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations.
In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far. Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Preschools provide education from ages approximately three to seven, depending on the country when children enter primary education.
These are also known as nursery schools and as kindergarten, except in the US, where kindergarten is a term used for primary education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. In India, for example, compulsory education spans over twelve years, with eight years of elementary education, five years of primary schooling and three years of upper primary schooling. In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. Secondary education has a longer history in Europe, where grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves date even further back. Community colleges offer another option at this transitional stage of education.
They provide nonresidential junior college courses to people living in a particular area. Higher education, also called tertiary, third stage, or postsecondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Higher education typically involves work towards a degree-level or foundation degree qualification. Carpentry is normally learned through apprenticeship.


MATH3031 Algebraic Structures and Symmetry
- 6 points
|Semester 1||UWA (Perth)||Face to face|
- Details for undergraduate courses
- Level 3 option in the Mathematics and Statistics major sequence
- The area of knowledge for this unit is Mathematical and Physical Sciences
- Category A broadening unit for Bachelor of Science students where relevant according to the broadening requirements for each student
- Level 3 elective
- The theme of this unit is the theory of groups, and their use in measuring symmetry with special emphasis on geometric examples. Apart from the mathematical interest of groups, they are of great and increasing importance in Chemistry, Geology and Physics, and those aspects that have significance in such disciplines are strongly emphasised. The fundamental notion is that of a group action. Group actions are used to elucidate the structure of a group, culminating in the Sylow theorems, which connect finite groups and number theory. The applications of group actions extend to symmetries of the plane, three-space and higher dimensional spaces, rotation and spin, crystallographic groups and symmetries of regular figures in two and three dimensions. Other algebraic structures such as rings and fields may also be explored.
- Students are able to demonstrate skills and insights in a wide range of algebraic topics with important applications.
- Indicative assessments in this unit are as follows: (1) tests and (2) a final examination. Further information is available in the unit outline.
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course.
- Unit Coordinator(s)
- Professor Gordon Royle
- Unit rules
- MATH2031 Introduction to Pure Mathematics
- Contact hours
- lectures: 3 hours per week
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Resources › For Educators Asking Better Questions With Bloom's Taxonomy Share Flipboard Email Print Roy Botterell / Getty Images For Educators Special Education Applied Behavior Analysis Behavior Management Lesson Plans Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Sue Watson Education Expert Sue Watson is a developmental support counselor who has worked in public education since 1991, specializing in developmental services, behavioral work, and special education. our editorial process Sue Watson Updated October 14, 2019 Benjamin Bloom is known for developing the taxonomy of higher-level thinking questions. The taxonomy provides categories of thinking skills that help educators formulate questions. The taxonomy begins with the lowest level of thinking skill and moves to the highest level of thinking skill. The six thinking skills from the lowest level to the highest level are KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation To really understand what this means, let's take Goldilocks and the 3 Bears and apply Bloom's taxonomy. Knowledge Who was the biggest bear? What food was too hot? Comprehension Why didn't the bears eat the porridge?Why did the bears leave their house? Application List the sequence of events in the story.Draw 3 pictures showing the beginning, middle and ending of the story. Analysis Why do you think Goldilocks went for a sleep?How would you feel if you were Baby Bear?What kind of person do you think Goldilocks is and why? Synthesis How could you re-write this story with a city setting?Write a set of rules to prevent what happened in the story. Evaluation Write a review for the story and specify the type of audience that would enjoy this book.Why has this story been told over and over again throughout the years?Act out a mock court case as though the bears are taking Goldilocks to court. Bloom's taxonomy helps you to ask questions that make learners think. Always remember that higher-level thinking occurs with higher-level questioning. Here are the types of activities to support each of the categories in Bloom's Taxonomy: Knowledge LabelListNameStateOutlineDefineLocateRepeatIdentifyRecite Comprehension DiscussExplainProvide proof ofProvide an outlineDiagramMake a posterMake a collageMake a cartoon stripAnswer who, what, when, where, why questions Application ReportConstructSolveIllustrateConstructDesign Analysis SortAnalyzeInvestigateClassifySurveyDebateGraphCompare Synthesis InventExamineDesignFormulateHypothesizeRe-tell differentlyReportDevelop a gameSongExperimentGenerateCompose Evaluation SolveJustifySelf-evaluateConcludeDo an editorialWeight the pros/consMock trialGroup discussionJustifyJudgeCriticizeAppraiseJudgeRecommendation backed with informed opinionsWhy do you think... The more you move toward higher-level questioning techniques, the easier it gets. Remind yourself to ask open-ended questions, ask questions that stimulate 'why do you think' type answers. The goal is to get them thinking. "What color hat was he wearing?" is a low-level thinking question, "Why do you think he wore that color?" is better. Always look to questioning and activities that make learners think. Bloom's taxonomy provides an excellent framework to help with this.


NAEYC asserts the following mathematical concepts should be present: This instant entertainment is contributing to shorter attention spans in the classroom. Volunteers assist teachers by working with small groups of students, providing feedback on assignments, partnering with students who need additional support, and leading short classroom activities. In its position statement on mathematics, NAEYC maintains that high-quality early learning programs establish a strong mathematical curriculum. Table of Contents Alerts. The QIs presented by Horner et al. Children in the traditional group received small group instruction using traditional manipulatives.
The Inclusion of Digital Technology in the Early Learning Environment
What is adult basic education?
Thanks for signing up! These concrete objects facilitate children's understanding of important math concepts, then later help them link these ideas to representations and abstract ideas. Family Literacy Family literacy is best defined as the degree in which literacy development is encouraged and built upon within the home environment of the youth. Third-graders learn about fractions using virtual manipulatives: We also addressed the question of the extent to which the manipulatives themselves added benefits above and beyond other elements of the intervention.
Using Virtual Manipulatives to Teach Math | LD Topics | LD OnLine
Three of the five studies were group studies and two were single-case. Osana , and Marion Valat. In its position statement on technology, NAEYC asserts that it is vital that digital technology experiences in the early learning environment promote communication, collaboration, creativity, and critical thinking skills National Association for the Education of Young Children, Being able to touch-type greatly increases the efficiency with which you work at the computer. Due to these features, virtual manipulatives may be especially helpful to students with language difficulties, including English Language Learners. Adult education programs provide training for everyone from the elderly to middle-aged and young adults, job seekers, public sector employees, new immigrants, families and even prisoners and other wards of the state. Master's degree or Higher.
National Council of Teachers of Mathematics. Moyer-Packenham and A. These criteria allowed us to establish which of the interventions with manipulatives could be considered evidence-based for each of three outcomes of interest: Although these analyses provide evidence of causal effects of interventions with manipulatives for all three outcome measures, some of these studies were nevertheless of poor quality i. View at Google Scholar E. By coming together, we believe we can more effectively combat illiteracy and barriers to basic education.


Be entertained seeing this terrific chosen and very simple to comprehend Diagram of a Cell science kids video:
Diagram of a Cell Video Information
This video demonstrates how to write a cell diagram. With this video, you will be able to see how you can write a cell diagram easily. The video will be using Fe, Fe2+ and Cd, Cd2+ as an example for its demonstration.
Watch this beneficial Diagram of a Cell facts for kids video and substantially broaden your young kid’s understanding and interest in Diagram of a Cell.
This Diagram of a Cell video is good for young children, from those partaking in early learning programs for Kindergarten kids, leading to kids in elementary school, naturally as well as young children and adult guided educational programs.
Continue and discover our available FREE educational videos for kids, one-by-one pre-selected by our editorial staff. These science for kids videos are a tremendous amassment of science for kids videos on our science kids website. Take pleasure in learning many more captivating as well as academic yet fun basic science facts for young children on our science for children online resource website about many other topics as well, and let your children take pleasure in doing our many COMPLETELY FREE activity sheets, quizzes with questions and answers and complimentary children games online.
Enjoyed our selected Diagram of a Cell video? Take a look at expanded info about Cells.


Teaching assistants are the backbone of any classroom. They help the teacher by making sure each and every student has the support they need for their lessons.
We all learn at different levels and speeds and some children need a little extra help with reading, writing, or numeracy skills. As the classroom TA, you’ll be on hand to guide them through the lesson with any extra help that child needs.
There are different types of teaching assistants, and your role will vary depending on whether you want to help in a primary school classroom, secondary school or specialise in helping children with learning disabilities. But if your dream is to work with children and become a teaching assistant, follow these essentials to become the best TA that you can be!
Being a good teaching assistant will require you to go above and beyond the job role to help in the classroom. This includes helping to set up the classroom for the day ahead, creating any learning aids needed by the teacher, thinking up fun activities for the children to do that supports the lesson topics and continually observing the students during the day to ensure that everyone is learning and having a good time.
Using your initiative is rated very highly by teachers as they will have their hands full with lesson planning, marking homework and other important duties. Your help and input will allow them to focus on teaching the class and they’ll be able to relax knowing that you are on-the-ball and offering any help that’s needed throughout the day.
Being flexible is another key trait of a good teaching assistant. Having the ability to adapt your time to meet the everyday needs of the teacher will ensure that lessons are carried out to plan and that pupils get the best learning tools and environment for their success. Being flexible may mean starting slightly earlier in the day, staying a little late or helping out by making some fun visual aids at home (you can even get your kids to help out if you have a young family of your own!)
Be a friendly face
When working as a TA, being able to build good relationships is essential as you’ll be talking to pupils, staff and parents too. Having the ability to communicate clearly and build a trusting relationship with the students you are supporting will help you develop their educational needs and allow their parents to feel confident that their child’s development is in safe hands.
Understand their needs
Having a keen understanding of what each student needs in order to continue to learn successfully in the classroom is a vital part of being a good teaching assistant. As you gain experience in working in a classroom environment, you’ll develop a clear and thorough understanding of learning and development needs for each of the students you are taking care of.
Some students may only require a little help, while others may need additional lessons to help them catch up; as the TA you’ll be able to work alongside the class teacher to plan out the time you’ll dedicate to each student and the extra support needed to get everyone learning effectively.
Passion and energy
Working with children is a rewarding and fulfilling career, however it will sometimes come with its challenges too. Your duties will vary from day to day and of course no classroom is complete without the occasional temper tantrum, so having a passion for working with children and helping to develop the mindset of the future generation can really help when things get a little tough. A positive, can-do attitude will also teach the students a valuable life lesson and help to develop their own outlook on life too.
You’ll be the first to offer any additional help to the teacher or students by taking on little tasks, such as holding a lunch time reading class, assisting during field trips, running errands for the teacher, sorting out the tables and chairs to keep the classroom tidy and offering to help with the teacher’s schedule. Not only will you gain more experience by offering this help, you’ll be helping the teacher by freeing up some of their valuable time (which they will be incredibly grateful for!)
If you plan on moving up the career ladder and becoming a classroom teacher yourself in the future, having such a hands-on approach will really give you an insight into the world of education and more of an understanding into the everyday life of a classroom teacher. You’ll also be able to call on these skills and experiences in the future to demonstrate just how passionate, dedicated and enthusiastic you are about having a successful career in the classroom.
Ready to start your journey to become a teaching assistant?
[Learn more about our teaching assistant course here]


Amaro Tan means "our place" in Romani. The Amaro Tan School has been providing a safe place for low income Roma and Albanian children to learn and grow since 1999. The German Embassy in Albania gave Amaro Tan 12 computer monitors in March. Updating and improving the rest of the school's computer lab will give 140 students the opportunity to gain current computer literacy skills they would never have access to otherwise, and the tools they need to thrive in the 21st century.
Most Roma Albanian children live in poverty. They have no access to technology at home, and no opportunities to learn to work with computers. Without this skill, their ability to find good work as adults is severely limited. Lack of education restricts Roma employment to the informal sector, and feeds chronic poverty. Children work as beggars or trash pickers, rather than going to school-- which perpetuates the cycle, as these children grow up to the same bleak prospects as their parents.
Amaro Tan was founded to offer Roma children the same opportunities as other children: elementary education, hot meals, opportunities to play, health care, and social and vocational services for their families. Our donors have already changed the lives of hundreds of students. Today, technology is everywhere, and students need to learn to work with computers. A modern computer lab will be a developmentally appropriate, educational and fun place to learn for all ages.
A computer lab will provide all 140 students at the Amaro Tan School with regular, age-appropriate access to computers and technology, bringing them into alignment with Albanian children their age. When they graduate, they will possess a skill necessary for ongoing education, and required for most jobs. Some may discover a passion for technology work. Their success will bring increased prosperity to the Roma community, and, someday, allow them to provide a better life for their own children.