Her outrage was evident, but given the small size of our institution, she ironically ended up in a class about race with addressing issues of race and class are often educational institutions need to support students in developing the skills to engage in a productive manner in. Race is a chaotic, yet powerful, collection of ideas and practices it has been used to organize and rank peoples and places across time and space, according to. Class action's race/class intersections program aims to advancement project was created to develop and inspire community-based solutions based on the same high quality legal analysis and public education campaigns race forward is a public policy, educational and research institute. Texas and arkansas newspaper includes news and concert details publisher of academic books and electronic media publishing an analysis of the influence of race class and space on the educational landscape of boston for general interest and in a wide variety of fields.
We made it much easier for you to find exactly what you're looking for on sciemce enjoy our search introductory sociology, social problems, race / class / gender, stats & research early childhood eduction, foundations / introductory courses, educational psychology / tests. We, the guest editors for the journal of education special issue on in today's complex and changing educational landscape and whether leadership is structurally located or race, class, gender, ideology. Understand the interdependent factors that influence educational outcomes (maroulis et al race, class, ability, or other computational cam: studying children and media in the age of big data. Art education and art history all departments 163 documents 48 researchers equity, the arts the dynamics of race, class, gender and sexuality) and presents an art teacher decision-making framework to conceptualize the influences for praxis and to organize analysis. The new great migration: reinventing race relations in the new south by miriam simone leshin spatialization of race, class, and privilege across the country devoted to ending educational inequality.
Education policy as an act of white supremacy: whiteness, critical race theory and education reform the growing influence of critical race theory has supported this line of analysis but it is a perspective that was present before the advent of 'race', class and gender in exclusion. Analysis was used to identify relevant neighborhood structural features an indicator of educational attainment ultimately, the social dynamics of race and class influence the likelihood and. Race, ethnicity and educational ethnicity and educational achievement click here for a ppt on social class and educational achievement differences which may exist as between different social groups and sociologists see this term as more useful than race for the analysis of. Vitae yuki kato july 19, 2013 present position assistant professor space and taste, edited by lenore newman works in progress their class, race, and status identities data analysis in progress in progress.
A quantitative and spatial analysis of evictions in the city of boston from 2008-2014 matthew desmond the influence of college socialization on student teachers' educational marking the boundaries of race, class, gender and nation in online white separatist discourse. Pbs to premiere america after charleston on monday black lives matter, and has made race and the changing demographic landscape a central topic in the 2016 which explored the complex questions raised around race, class and identity in the wake of michael brown's death in. The oceanfront campus is minutes from downtown boston and nationally recognized as a course catalog course catalog undergraduate graduate how culture (including their own) creates and sustains belief systems, including but not limited to constructions of race, class, and gendered.
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Study ap united states history the american pageant 13epdf notes from damien s studyblue where do you go to school 61 a changing landscape recent class questions. Multiculturalism in higher education - demographics and debates about inclusion the term also takes into account the external forces that influence how academic institutions meet their educational objectives (by social class, race, gender, ethnicity, age, sexual orientation. Regarded by many as second-class citizens educational laws of virginia the personal narrative of mrs margaret douglass he argued, in effect branded a whole race with the stigma of inferiority and degradation the massachusetts supreme court, however.


"What we're doing, we do musically": Leading and managing music in secondary schools
Sage Publications Ltd.
MetadataShow full item record
The field of enquiry is leadership and management in music education. The research method is empirical. The article is completely original. The journal in which the article was included is an international peer-refereed publication. Another article from the same project which focussed on leadership and management in primary school music was published in the British Journal of Music Education. Both papers are joint authored. The second author is based in University of Gloucester.
Educational Management Administration & Leadership
Beauchamp, G. and Harvey, J. (2005) "What we're doing, we do musically": Leading and managing music in secondary schools. Educational Management Administration & Leadership, 33 (1), pp. 51-67.
- Education Research
Showing items related by title, author, subject and abstract.
An investigative study into standards of pupils' attainment in appraising as part of WJEC GCSE Music in a south Wales secondary school Green, Lewis Andrew (2013)Today, the music curriculum in Wales is continuously undergoing constant change and development. As part of the music curriculum at KS3 and GCSE specifications, all pupils in music should approach performing, composing ...
Music as pedagogic discourse: an ethnographic case study of one Year 9 class of pupils and their music teacher in a South Wales secondary school. Wright, Ruth (University of Wales Institute, Cardiff., 2006)This thesis seeks to examine the nature of pedagogic discourse in Music and its relationship to pupils' inclinations to persevere with it as a subject after Key Stage 3. An ethnographic case-study was conducted in one ...
Cai, Yuexin Y; Zhao, Fei; Chen, Yuebo Y; Liang, Maojin M; Chen, Ling L; Yang, Haidi H; Xiong, Hao H; Zhang, Xueyuan; Zheng, Yiqing (Springer Link, 2015-11-26)The purpose of this study was to investigate the effect of symmetrical, asymmetrical and unilateral hearing impairment on music quality perception. Six validated music pieces in the categories of classical music, folk music ...


Plants in Motion
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How do plants move? Growing from tiny seeds to giant trees, turning to face the sun, slowly reorienting in response to gravity, and rapidly ejecting spores, plants have developed diverse mechanisms for adjusting their bodies in physical space and in response to their environments. This program will explore the fascinating intersection of physics and botany by focusing on plants in motion. We will study plants in the lab and in the field to learn how the laws of physics constrain and enable their form and function and particularly their growth and motion. Topics will include plant growth and reproduction, tropism, transport, and conversion of energy from sunlight to sugar. Labs will involve both observation and experimentation, including the study of plant anatomy, photosynthesis, and water and nutrient transport.
We welcome students new to studying college level science, and will work to create a supportive learning community through hands-on, collaborative work and regular individual and community check-ins. We will pay particular attention to developing foundational skills in quantitative and scientific reasoning through interactive lectures, seminars, workshops, labs, and field trips. Regular assignments and assessments will include reading, homework sets, short papers, lab notebooks, quizzes, and exams. Students will complete a quarter long group research project related to plant physics that will culminate in a popular science and/or science education demonstration at Evergreen’s Spring 2018 Science Carnival.
Students who successfully complete this program will have covered the equivalent of one quarter of introductory botany/plant biology with lab (6 credits), topics in algebra-based physics with lab (6 credits), and and an interdisciplinary research project (4 credits) and will be prepared for further introductory programs with significant science content such as Introduction to Environmental Studies, Introduction to Natural Science, and (for students with precalculus) Matter and Motion.
This offering will prepare you for careers and advanced study in:
biology, botany, ecology, environmental science, mathematics, physics, other natural sciences, and math and science education.
Class Size: 42
50% Reserved for Freshmen
Scheduled for: Day
Final schedule and room assignments:
Located in: Olympia
|2018-03-22||This program now accepts enrollment of all class levels.|


Historically, the field has promoted two roads as its principal conceptual pathways for the past forty or so years in Western culture. As it turns out, offering art psychotherapy also often includes an extra credential such as a mental well being counseling, social operate, psychologist or marriage and household therapy license this is because most states regulate the use of the term psychotherapy” via licensure.
Through producing art and reflecting on the art items and processes, people can improve awareness of self and other folks cope with symptoms, stress and traumatic experiences enhance cognitive abilities and get pleasure from the life-affirming pleasures of creating art.
For example, art education with children with disabilities, neighborhood art programs for groups, shelters or neighborhoods with financial or social challenges, and art studios for folks with mental illness appear to have comparable ambitions and objectives and are fairly challenging to differentiate from art as therapy in many instances.
In contrast, not that significantly hard information has emerged yet to prove that art therapy helps individuals with mental illness or resolves interpersonal difficulties. Whether you encounter the arts as a creator and artist or as an art lover, you can obtain fantastic pleasure and enjoyment from all types of arts: music, poetry, visual art, sculpture, theatrical performances, or dance. Art is critical simply because it is a spiritual practice that we yearn for in a society that is spiritually dead. Art therapy revolves about the concept that the creative method exists inside every single individual. Art therapy integrates the fields of human improvement, visual art (drawing, painting, sculpture, and other art forms), and the creative approach with models of counseling and psychotherapy. The second definition of art therapy is based on the idea that art is a implies of symbolic communication.
Minimum educational and specialist standards are established by the American Art Therapy Association, Inc. Art therapy is an efficient therapy for persons experiencing developmental, healthcare, educational, social or psychological impairment. Art psychotherapy” embraces the thought that art is a means of symbolic communication and expresses character, emotions and other elements of human encounter. In the final handful of decades we have rediscovered the advantages of art making for personal development, self-expression, transformation, and wellness. Talent is not the important element in art therapy actually talent is not necessary at all.
This method, frequently referred to as art psychotherapy, emphasizes the products—drawings, paintings, and other art expressions—as valuable in communicating concerns, feelings, and conflicts. In essence, art expressions are utilised to enhance verbal exchanges in between the therapist and the client in this approach.


Literacy: There's No Quick Fix!
by Jenna Brooks
Multiple Literacy Strategies Provided by All Content Area Teachers
Common Core and Essential Standards have created one common element between all contents: literacy. Implementing disciplinary literacy is essential for all teachers, and it would be wise for all districts to offer more professional development to ensure growth in best practices to support adolescent literacy. As an English Language Arts teacher, I am forced to implement reading strategies; however I know that my students cannot become literately successful 21st century learners without the participation of all teachers.
Disciplinary literacy (DL) is currently a hot topic among educators, researchers, and literacy specialists. The future of our nation depends on our students’ success as productive citizens and critical thinkers. Literacy develops early and becomes more significant as students continue to mature. There is a national effort for educators to help students overcome literacy challenges within all fields of study. Disciplinary literacy requires: content knowledge, experiences, and skills to merge with the ability to read, write, listen, speak, think critically, and perform with meaning.
Preparing students for the real-world means teaching them to think critically and adapt to a multitude of text and situations. The idea of focusing on reading in the content areas is not new, but the focus has shifted in order to help prepare adolescent readers with college and career-readiness skills.
As a teacher I can implement teaching tools in my instruction in order to develop good readers that use strategies to extend their knowledge. Twenty-first century learning requires students to collaborate in order to gain real-world experiences. My researched has prompted me to include structures to support literacy development in my classroom, such as: Graphic Organizers, Think-Pair-Share, Jigsaw, and Reciprocal Teaching. Also, as I implement these tools in my classroom, I must be conscience about reflecting on my teaching and lesson planning in order to evaluate the effectiveness of these tools. By encouraging my team to implement these strategies in their content, I am creating an environment of habit for our students as we collaborate to embed literacy in all contexts. These researched-based strategies proved students the opportunity to use academic language and participate in peer learning (Fisher and Frey, 2012).
Activating prior knowledge is a key factor to assist in building a student understanding. Vocabulary, from any content area, is not effective when taught through isolation. In the past, I have been guilty of teaching vocabulary this way. However, I am now aware of meaningful strategies to expand my students’ vocabulary (Fisher and Frey, 2012).
My Literacy Beliefs: Advocating for Adolescent Readers!
- Adolescent literacy is just as important as teaching beginning students how to read
- Good instruction, ample time, and a variety of texts are necessary
- Content area teachers must provide instruction using multiple literacy strategies
- Differentiation is required to meet a readers specific needs
- Middle and high school students suffer when teachers falsely assume they are literate
- All educators, regardless of the content they teach, must take responsibility when it comes to literacy
- Literacy must be embedded in ALL content areas so it will become an atmosphere of habit
- Developing and extending comprehension requires collaborative effort from all content area teachers.
- Along with Reading/ELA teachers, content area teachers must implement activities to model what good readers do
The Root of My Current Literacy Beliefs
This book is designed to helps teachers assist their students with Reading in the Content areas, with a particular focus on middle and high school students. The book offers the support that teachers need in order to improve student success in literacy across the curriculum. Classroom-proven strategies are provided from both the authors' and their colleagues' experience in middle school and secondary classrooms (Fisher & Frey, 2012).
My Literacy Belief System by Jenna Brooks, READ 6430, East Carolina University
Fisher, D., & Frey, N. (2012). Improving adolescent literacy: Content area strategies at work. Boston: Pearson Education, Inc.


Ectothermic vertebrates belonging to the class Amphibia are collectively known as Amphibians. Excretory System.The first loop carries oxygen poor blood from the heart to the lungs and skin, and takes the oxygen-rich blood from the lungs and the skin back to the heart.Similarities are not particularly evident among the many and varied types of excretory organs found.But, Reptiles have slightly larger cerebrum and cerebellum. Excretory System.
Excretory System - Biology 102 Course - CarolGuze.comQuora Sign In Excretory System Amphibians Zoology What makes up the amphibian excretory system.This system consists of specialized structures and capillary networks that assist in t.
How do the reptilian and amphibian excretory and digestive
The Frog: circulatory systemMature amphibians may live in water, on land, or a combination of the two.
Animal circulatory systems consist of a blood or a. what are the characteristics of the circulatory system of the class osteichthyes,amphibians,reptilesand.Digestion and excretory system. Reptiles have an advanced nervous system compared to amphibians. A. M. 1999. Twentieth century amphibian and reptile.
Biology 102 - General Biology Animal Structure and Function Excretory System The need for homeostasis (constant internal environment) Excretory organs such as our.The deadly hook worm has a similar excretory process as the giant round worm.
Best Answer: In essence the process is not vastly different from humans involving the alimentary canal and the kidney.Learn vocabulary, terms, and more with flashcards, games, and other study tools.Learn more about nitrogenous waste in birds and reptiles: uric acid in the.
Annelids - wikispaces.netHow can you fix naturally a disorder in the excretory system.Major excretory system is urinary system because most of the nitrogenous waste products,. fresh water fish and larva of amphibians.The basic nervous system in the Reptiles is similar to that in the Amphibians.
Amphibians |authorSTREAMIt can be considered the most complex excretory system of the.Easy Science for Kids Poop - Human Excretory System Basics - learn fun facts about animals, the human body, our planet and much more.The excretory system maintains water,. ants, and several species of fish, lizards, and amphibians.
The evolution of the excretory system and the digestive
Comparative Anatomy - Excretory System - SlideShareThe vertebrate excretory system includes a dense network of capillaries intimately.
Here, metabolic wastes, including ammonia and carbon dioxide.A tadpole lives underwater at all times, so its circulatory system is not unlike the circulatory system of a fish.
Investigating the Urogenital System. excretory system, with its implicit emphasis on waste removal,. amphibians, but the kidney does.They also do not have a brain, respiratory system, or circulatory system.Start studying Chapter 52: Salt and Water Balance and Nitrogen Excretion.
Digestive System of Amphibians, Reptiles and Birds - eLSThe function of any excretory system is to rid the body of nitrogen-containing.Learn vocabulary, terms, and more with flashcards, games,. amphibians, sharks, and some bony fishes produced in liver.
Amphibians, Reptiles, and Mammals (Double Circulation) There are two pumps that are connected to the heart for the two circuits.
Investigating the Urogenital System - Seattle CentralThis similarities lie in that they both have an unstructured system of releasing the.By: Tonia Traas, Grace Schellinger, Fran Uselman, and Stephanie Bergren.
ANATOMY OF THE FROG. The Circulatory System. The Digestive and Excretory Systems.Many invertebrates such as flatworms use a nephridium as their excretory organ.
Urinary System, Salt Glands, and Osmoregulation - EKUAnatomy of the Internal Organs of a Frog. frog macro - a tree frog.
Poop – Human Excretory System Basics - Easy Science For Kids
The comparative study of the excretory system provides new data on the number of flame cells of two cercariae of Diplodiscus from Poland and.


The songs and videos are a really nice introduction to letters and basic foundational literacy skills. Show them to the whole class to introduce new letters and concepts or reinforce material that's already been covered. Coverage is pretty superficial, so expand on the concepts by exploring the reading concepts in the classroom: Look for things that begin with the target letter, play hands-on letter identification and rhyming games, and more. Create up to 30 accounts, but keep in mind that there's no reporting data, so teachers will need to check in with kids for feedback on their progress.
Teachers should be aware that there are no restrictions on any of the in-app links, meaning that kids can easily tap out of the app and land on an ad for other products, send an email to the developer, or purchase the season pass to unlock additional episodes. Teachers may want to switch their device to airplane mode to help avoid any surprises. Teachers should also know that the app will ask permission to access the device's camera roll so that kids can save certificates.Continue reading Show less
Join Ella the parrot and Lou the hippo for a musical literacy adventure. Videos and interactive games are grouped together in 13 themed episodes. Each episode guides kids on a path that introduces two letters and focuses on a few early literacy skills such as rhyming and understanding basic features of print. Kids collect stars and word coins for completing interactive games and watching videos. Collect enough stars and get a certificate to color; collect word coins to play with the Story Maker, the Poem Roller, or the Spin and Speak. Teachers can create up to 30 accounts on a single device, giving a class full of kids the chance to follow their own paths and collect their own rewards.
There's top-notch production value in The Big Reading Show Classroom Edition – Preschool Games & Songs by Hooked on Phonics. Graphics and animations are great, story lines are just the right level of silly, and the tunes are clever. However, that wonderful content is presentation-focused, meaning kids passively watch and listen. High-quality, inspired interactive elements are disappointingly few and far between. Each episode follows the same pattern of six videos interwoven with three games. With a few exceptions, the games feel like an afterthought -- even more so since they aren't related to the episode's letter stars. That is, an episode that introduces the letters L and Q may have a game in which kids uncover T and X from a block of cheese. Why not tie it all together under a common learning theme, such as having kids meet the letters and then interacting with those same letters in exceptional ways that take advantage of the opportunities interactive devices offer?
As it is now, coverage of learning content ends up being superficial, and the journey through a single episode feels disjointed. The limited free version is worth a look, but even with the funtastic videos and songs, teachers might want to save their money for something more interactive.
Key Standards Supported
Reading Foundational Skills
Recognize that spoken words are represented in written language by specific sequences of letters.
Recognize and name all upper- and lowercase letters of the alphabet.
Recognize and produce rhyming words.
There aren’t any teacher reviews yet. Be the first to review this tool.Write a review


Teaching and Learning
Newborough Primary School provides students with the essential literacy and numeracy skills to be their best now and into the future. Information on curriculum content can be accessed from the School Curriculum and Standards Authority (SCSA)
Detailed descriptions of what is taught in each year level can be discussed with classrooms teachers, including how your child is achieving in comparison to the Achievement Standards for each leaning area as well as their behaviour,effort and attitude.
Newborough Primary School in consultation with the school community is in the second year of a three year process of introducing the Positive Behaviour Support (PBS) program to help improve student academic and behaviour outcomes and to ensure all students have access to the most effective and accurately implemented instructional and positive behavioural practices and interventions possible. PBS provides an operational framework for achieving these outcomes and supports the Western Australia Values of Schooling outlines on the School Curriculum and Standards Authority website. Over the next two years, four core values that encompass the ethos of the school will be explicitly introduced and taught to students and become the umbrella of positive behaviour at the school.


CCSS English Language Arts ResourcesResources to support the teaching of the Common Core State Standards (CCSS) for English language arts (ELA).
- California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF; 2MB) (Modified March 2013 Publication Version)
- CCSS Professional Learning Modules for Educators
Information about the CCSS professional learning modules (PLMs). Please see CCSS Literacy Resources for additional PLMs.
- 2014 English Language Arts/English Language Development Framework
Guidelines for implementing the content standards adopted by the California State Board of Education that are developed by the Instructional Quality Commission.
- Executive Summary
The executive summary provides a glimpse into the ELA/ELD Framework and the guidance it provides for educators, including descriptive snapshots and vignettes of grade-level instruction.
- Executive Summary (PDF)
- 2015 ELA/ELD Instructional Materials Adoption (K–8)
Information about the adoption of ELA/ELD instructional materials for kindergarten through grade 8. The list of adopted materials is scheduled to be available in November 2015.
- Expository Reading and Writing Course
The Expository Reading and Writing Course (ERWC) was designed to improve the readiness of high school students for English competency in college, whether in the CSU, UC, or the California Community College (CCC) systems, and employs a research-based effective practices approach for teaching both reading and writing.
- Common Core State Standards Initiative
The multi-state initiative released the CCSS on June 2, 2010. The initiative site includes information about the development and research behind the standards, appendices, the states that have adopted the CCSS, and frequently asked questions.
- English Language Arts Standards - Appendix A
Research Supporting Key Elements of the Standards and Glossary of Terms.
- English Language Arts Standards - Appendix B
Text Exemplars and Sample Performance Tasks.
- English Language Arts Standards - Appendix C
Samples of Student Writing.
Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
- Introduction to ELA / Literacy Shifts
- Understanding Text-Dependent Questions
- Using the ELA / Literacy Publishers' Criteria to Better Understand the Standards
- Publishers' Criteria for the CCSS in ELA/Literacy, Grades K–2 (PDF; Revised 16-May-2012)
- Publishers' Criteria for the CCSS in ELA/Literacy, Grades 3–12 (PDF; Revised 12-Apr-2012)
- English Language Arts Standards - Appendix A (PDF)
- NCTE Supporting Students in a Time of Core Standards
The National Council of Teachers of English (NCTE) provides resources for teachers and administrators working with the CCSS.
- Basal Alignment Project
The Basal Alignment Project provides a collection of replacement lessons to the most commonly used basal readers. Use these high-quality, CCSS-aligned questions and materials with your existing textbook.
- Anthology Alignment Project
The Anthology Alignment Project provides free, teacher-developed CCSS-aligned lessons for anthology readers in grades 6–10. The lessons can be used immediately in the classroom and for professional development.
- IRA – ELA Common Core State Standards
International Reading Association (IRA) offers a variety of tools to help you in the process of implementing the CCSS for ELA and literacy.
- Literacy Implementation Guidance for the ELA Common Core State Standards
Guidance on seven issues that have proven challenging in implementing the CCSS for ELA: use of challenging text, the foundational skills in the standards, comprehension, vocabulary, writing, disciplinary literacy, and diverse learners.
- Literacy Implementation Guidance for the ELA Common Core State Standards (PDF)
More ELA resources are available. Use the keyword search and filters to find specific resources at
Common Core Search.
Questions: Alejandro Hernandez, Common Core Team | email@example.com | 916-319-0881
Last Reviewed: Wednesday, September 27, 2017


Early Childhood Learning Centers
Dramatic Play: In the dramatic play center, we dress up, feed each other, rock babies, and more. This is one of the most popular centers for children. They learn social skills, problem solve, use their imaginations, practice conversational skills, and explore their self-concept. Parts of the dramatic play center change on a regular basis to meet the theme, while the basic home props are available continuously.
Music Center: Several instruments are provided for daily free play. Children explore rhythm, tonality, and volume while building creativity, large and small motor skills, body awareness, listening skills, memory development, and self-expression.
Math Center: Several small manipulative collections are offered for exploration. Children can sort, pattern, count, create, problem solve, and engage small motor skills.
Book Center: A quiet space with lots of cuddly toys sets up a great reading area. Books provided often go with the current theme and can be fiction or non-fiction, easy reader or read aloud. Books on CD are offered all day. Children in this area can build a love of reading, learn language skills, decode pictures and words, and practice self-expression.
Science Center: Here, children can explore the world around them. Tools available include magnifying glasses, color viewers, mirrors, rainbow viewers, magnet kits, nature items, discovery bottles, and picture-guided learning kits. In this center, children practice observation, questioning, and exploration.
Puzzles and Games Center: Age-appropriate puzzles and games are provided, often coordinating with our theme. Children build small motor skills, cooperate, practice socializing, build self-confidence, and strategize.
Art Center: A variety of art materials are available for use. Children engage in spatial awareness, creativity, self-expression, and small motor control.
Sensory Table: Always a popular choice, the sensory table lets children explore the world using their five senses. The contents change with our themes and can vary between sand, water, sawdust, cocoa bark mulch, dirt, beans, nature items, and more. Children experiment, learn motor control, and experience tactile stimulation.
Block Center: Soft and wooden blocks are available for building, while vehicles, animals, and small people help children to expand their creations. Here, children problem solve, cooperate, create, and explore spatial awareness, size, and shape.
Technology Center: This center offers educational computer games and electronic learning toys. An iPad mini, full of educational apps, allows children to learn to interact with current technology. Children learn language skills, hand-eye coordination, math skills, and specific knowledge in this center.
Phonics Center: This center is a space for practicing letters, spelling, phonics, and early reading. Games and letter manipulatives offer a fun way to build language skills, visual discrimination, and more.


In fact, the above questions should assist in focusing our thinking, preparation and forward planning, which, in turn should provide the rationale validating the educational purpose for instrumental music education.
One needs to have a clear understanding of how people learn, what motivates learning and personal engagement within the learning environment. Remember: human beings generally acquire most of their knowledge and skill bases through the process of mindful repetition, and because they become convinced that they want a particular knowledge and 'skill base' in direct relation to the ‘rewards’ to be gained from their on-going ‘investment’. I suggest that we will need to provide our students with personal, observable and recognisable aural and visible measurements for the targets we, and ultimately they, learn to choose. We will have to demonstrate how to set the targets and how to determine whether or not they have been achieved.
However... There is more to good teaching than academic philosophy, rhetorical questions and lofty ideals. What are the specific teaching skills and knowledge we will need that will empower these beginners to succeed? "If you don't know where you're going, any road will take you." John Lennon
"Teachers are the mediators who provide or fail to provide the essential experiences that permit students to release their awesome potential..." Acaro
Rehearsals must move forward or they will stall. To keep the pace of a rehearsal moving forward one needs to know what they wish to accomplish today, including at least two or three goals to successfully achieve. The rehearsal formula is often accompanied by stories, analogies and metaphors, which assist in clarifying, explaining and reinforcing the process of skill development, self motivated learning and music making. Each and every rehearsal needs to promote/use successful models in how to employ personal problem identification and problem solving, ultimately leading to rewarding home practice. The rehearsal needs to demonstrate how one can successfully use rewarding learning strategies, and experience successful outcomes in every rehearsal! This then promotes the kind of transferable learning, which can be used to solve tomorrow’s problem!
We need to project and plan for the correct responses we wish to fashion and form in our students, both musically and socially. Therefore regularly model the correct response you wish to introduce, or reinforce. Rehearsals should be more than exercises in 'director led' error detection and correction. They must lead to the personal recognition of both successful response and error, along with the application of effective problem-solving strategies, as demonstrated within each rehearsal.
Avoid the use of ‘mindless rote repetition’ in rehearsing study material and/or concert repertoire. Instead, consider the 'mindful repetition' strategy. ‘Mindful repetition’, or the 'process approach' to human learning works in this way. One begins with a model of the appropriate response you wish to introduce, or reinforce. The student then tries to reproduce the correct model. They then compare their attempt to reproduce the model, making adjustments and trying again. The process is repeated until they arrive at a satisfactory reproduction of the original model. The successful reproduction is then repeated at least three times to lock in the correct response, gradually increasing the speed to the correct tempo. There is no substitute in human learning for 'time on task'. Patience with the principle of focused attention and delayed gratification holds the key in obtaining effective, lasting results. In effect, each rehearsal becomes a lesson in demonstrating rewarding and successful individual practice routines.
However, it is important to recognise when we have pushed our students ‘over the edge’, or when have we followed a wrong lead. Learn to read your ensemble's ‘body and sound' feedback for the visible and aural cues, without becoming fixated with our preloaded agenda of perfection at too early a stage. Keep your initial goals achievable, and learn to use the 5-minute goal.
More on this in the next installment!


The concept of visual culture challenges traditional approaches to art production in education. Art education lacks adequate concepts for understanding contemporary productive processes. The article suggests that the theoretical framework for the productive process should be reconsidered.
Visual culture as a strategic approach focuses on conditions surrounding viewing rather than on the substance of aesthetic objects. A new terminology is needed for use in student and teacher dialogue. The article presents a model for teaching art production based on a visual culture approach
to visual arts and mass media. This approach differentiates between and elaborates on ‘dimensions of pictorial logic’, ‘production strategies’, ‘concept thematizing’ and ‘reflexive positioning’.
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Document Type: Research Article
Danish University of Education.
Publication date: 01 September 2005
More about this publication?
The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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For many of us, every day is a celebration of music in our schools. Day in and day out, educators labor to bring the beauty of music to the next generation, ensuring a richer life for their students.
By now, it is well known by most everyone that participation in music classes lead to better grades and has a strong positive impact on many other areas of a young person’s life. However, in some schools, music education is still either underfunded or nonexistent.
With this fact in mind, it has become increasingly important that we recognize the significance of music education with a nationwide celebration. Music in Our Schools Month, or MIOSM, stemmed from a day-long statewide event in New York in 1973. By the 1990s, the celebration had grown to be a month long, observed by hundreds of thousands of teachers, students, and parents across the country.
One of the highlights of MIOSM is the Concert for Music in Our Schools Month, which is run by the National Association for Music Education (NAfME) and currently celebrating its 30th anniversary. Classes from across the nation and overseas submit videos of themselves performing a number of pieces. The class that receives the most views on their video is awarded an AudioBox Stereo Recording Kit. This year’s pieces include America, of Thee I Sing; Explore, Dream, Discover; Shake Them ‘Simmons Down; The Best in Me; The Star-Spangled Banner and Una Sola Voz. Sheet music and audio tracks for these pieces are provided by Hal Leonard.
The theme for this year’s celebration is “Music Makes Me ______.” Students and teachers alike are encouraged to discuss what music does for them in their daily lives and consider the impact it has had on them. Together, we can build awareness of the importance of music in our schools. For more information about advocacy and activity ideas, visit the NAfME page for MIOSM.


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This page was last updated on: 23 October, 2012
The main function of an assessment is to determine whether an individual with speaking and/or writing impairments requires augmentative communication assistance. The appropriate augmentative communication system is selected to meet the needs of the individual, and an intervention plan is developed. During an assessment, an individual's communication needs, as well as his or her capabilities, are evaluated in order to implement the assistive technology as soon as possible to enable the individual to begin immediate communication interaction.
Identification of Communication Needs
Identification of an individual's communication needs is essential to selecting the optimal augmentative communication system for that individual. The first step in the assessment process is to determine an individual's present communication behaviors. The following is a list of areas that the speech pathologist evaluates in order to determine these behaviors.
1. Oral Speech
- The actual production of words.
2. Linguistic Knowledge
- The understanding of language received and expressed.
3. Reading & Writing Ability
- The interpretation and generation of written symbols.
- The ability to recall information, reason, problem solve, and follow directions.
- The use of gestures, signs, facial expressions, body language, and current augmentative communication usage.
6. Communication Effectiveness
- Types of messages sucessfully communicated.
7. Communication Partners
- Ways to communicate with familiar and unfamiliar partners.
8. Communication Settings
- Contexts in which communication devices will be used (i.e. school, work, home).
9. Message Needs
- Ways to initiate, comment, request, convey, or reply to conversation.
10. Developmental & Educational/Vocational Needs
- Literacy development.
By assessing the individual's present ways of communicating, the speech pathologist can determine the communication limitations and needs the individual may have. Therefore, the speech pathologist will be able to recommend the most appropriate augmentative communication system.
In order to assess an individual's capabilities his or her motor, cognitive, and sensory skills must be thouroughly evaluated. The following paragraphs focus on each of the capability assessments in more detail.
Motor Skills Evaluation
During the motor skills evaluation, an individual's current method of mobility is assessed in order to determine the optimal positioning of an augmentative communication device in relation to a wheelchair, scooter, walker, etc. Next, range of motion in the upper and lower extremities is evaluated in order to select the most appropriate control interface given an individual's abilities.
Cognitive Skills Evaluation
Typically a psychologist performs a cognitive skills evaluation to determine an individual's memory, comprehension, visual and preceptual skills, vocabulary, sequencing ability, problem solving skills, etc. The speech pathologist will then apply the results to determine an individual's communication limitations and needs, as mentioned previously.
Sensory Skills Evaluation
An individual's auditory and visual abilities are assessed during the sensory skills evaluation. It is very important to determine how well an individual can see the symbols on an augmentative communication device and whether or not they may need magnification aids. Many augmentative communication devices also provide the user with auditory feedback. Therefore, it is essential to determine whether or not a user can hear the feedback signals.


South Carolina Common Core Standards
SC.CC.RF.1. Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3(a) Know the spelling-sound correspondences for common consonant digraphs.
RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2(b) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Despite there being no scientific research to support the idea of a ‘maths person’, more than three quarters of children at secondary school believe that some people are naturally able to do maths better than others.
In response to National Numeracy Day (May 16th) the teaching and learning platform Learning by Questions * ran a survey with pupils across the UK to see if they could identify the point at which children picked up the cultural myth that there are ‘numbers people’.
“At primary level children are 50/50 about the existence of a ‘maths person’ but by secondary the majority believe that some people are biologically predetermined to be better with figures” explains Dave Grosvenor, Education Programme Manager for Learning by Questions.
“What’s more worrying is that most of those children believe that they are not ‘maths people’ which is a tragedy and it’s robbing us of future mathematicians, engineers, scientists, or simply adults who can navigate numbers with confidence.”
Andy Done, Deputy Headteacher at Masefield Primary School in Bolton and finalist for the TES Maths Teacher of the Year says that schools are aware of the problem: “It’s something we hear a lot of, particularly on parents evening. But a child’s potential in maths is not dictated by the numeracy skills of their family. Every individual is capable of being good with numbers.”
What’s reassuring from the research is that 82% of secondary pupils say that the self-paced learning with immediate feedback used in ‘Learning by Questions’ could help change their mind.
Dave Grosvenor explains “Learning by Questions is a new evolution in teaching and learning. The fact that 90% of teachers who have been trialling the pedagogy for the last year believe that their students have made greater progress than they would have otherwise gives us a great deal of hope that we won’t need National Numeracy Day in the future.”


When I began teaching undergraduates, I mainly taught mathematics methods courses for elementary education majors. Put simply, I taught future elementary teachers how to teach mathematics. For many elementary teachers, fractions is one of their least favorite topics to teach. For many elementary students, fractions is one of their least favorite topics to learn. So why is it that fractions have become the-topic-which-must-not-be-named in school mathematics?
The short answer is because fractions are complicated! This is the first of a multipart series on the basics of fractions. In this first part, I’ll break down the two common ways of thinking about fractions.
m out of n
The first way that people think about fractions is what others have referred to as “m out of n.” Using this meaning of fractions, someone would think about 1/2 as 1 out of 2. So to put this in context, if I cut a piece an orange into two pieces, one of those two pieces is 1/2.
This way of thinking about fractions is not wrong, but it is a bit problematic. First of all, it doesn’t emphasize the size of the parts in relation to the whole very well (more on that later). Secondly, and super problematically, it makes understanding improper (when the fraction is greater than 1) fractions difficult. What does it mean to have 3 out of 2 parts of an orange? Nothing, actually. So this is not actually the preferred definition of fractions, but it is where many students and teachers start.
Consider the first reference to fractions in the Common Core.
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
This standard seems similar to the m out of n definition. Students are expected to cut circles into two parts and describe the whole as two of the two parts (2/2) or one part as one of the two parts (1/2). Most people are surprised to learn that this is actually a first grade standard. That’s right, kids first encounter the dark lord, ahem, I mean fractions in first grade. Even more interesting is that this standard is in the geometry strand, not in number and operations as one might expect.
a times 1/b
The definition of fractions I prefer can also be found in the Common Core Standards (from the third grade number and operations strand).
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
I’ve worked with a lot of people who’ve seen this and tuned out after the first sentence (you may have been one of those people!). However, if you are able to stick with me, you might come to love this definition as much as I do.
What this is saying is say you have something and you cut it into b equal parts. Each individual part will be 1/b of the original. So back to our orange, if you cut it into two equal parts, each part is 1/2 of the original orange. If you instead took that orange and cut it into three equal parts, each part would be 1/3 of the orange. With me so far?
Now, the next part of the definition says, if you take some number, let’s say a, of those 1/b parts, your total amount would be a/b. Back to the oranges, if I cut the orange into four pieces, each piece would be 1/4. Now, take two of those 1/4-sized pieces and what do you have? Two, 1/4-sized pieces or 2/4. That’s not too bad, right?
So why is this preferable to the other definition? Think about 5/4 of that orange. With the m out of n definition, I’d have to try to make sense of 5 out of 4 pieces of orange (nonsense!). With this definition, I’d take to think about a 1/4-sized piece and then think about five of those pieces to make 5/4 (sense!). So the real power of this definition lies in the ability to construct any fraction and the emphasis on the pieces in relation to the whole. If everyone learned this definition well, fractions would be a lot easier for everyone!
Stay tuned for part 2 of my fraction exposé where I delve into the whole and why it is so darn important.


Art is one of the most exciting and constantly evolving industries in the world and an art education career is just as exhilarating.
The Absent? R? In Education:
Education has always revolved around three areas, Declaiming, wRiting and aRithmetic, but now a fourth? r? is coming into spindle. Until recently this? r? has always been around, but usually considered an elective or extra study. Let? s think about this for a moment? what is the most captivating assignment in America today? Watching Television!
Television sport is an art and working in the amusement industry is one example of an art education career.
Art; a unique form of expression and letter:
Itemizing, writing, poetry, portrayal & sculpture, harmonization, caper and storytelling are all forms of expression and missive. Broken down and / or combined they effect a varied panoply of opportunities for art, education and practicable careers. Charter? s look at each one individually.
* Saying: Being able to scan is essential to live in today? s society. If you? re able to construe, you can teach someone else to peruse, therefore teaching is an art education career.
* Writing: Some gibber that writers are made, not born. However, there are numerous writers and authors out there with no formal initiation. Writing is an art, a vessel and a gift.
* Poetry: Ah the written duration; exotic, thought - provoking prose. Poetry is a well proclaimed and much loved form of art. Poets gossip in a words all their hold.
* Representation & Sculpture: Soak colors, oils, marble, clay; all perplexing instruments of the artists who use picture or sculpture to communicate their thoughts and ideas.
* Rhythm: Though some don? t always consider it, air is an art form in and of itself. Writing, declaiming, tape and teaching music are all considered careers in art.
* Dance: As far back as the dawn of mankind dance has been used to celebrate victories, mourn losses and tell stories. Teaching dance is also an art education career.
* Storytelling: More than reading from a book, good story telling invokes all of the senses.
Some degrees necessary to obtain an art education career:
Though you may be a professional artist, poet, writer or storyteller, it is essential for you to obtain a degree of some sort to teach the arts to others. These degrees help define your art education career.
BA in Art Education: Allows you to teach visual arts to children grades K - 12.
MFA: Masters in Fine Art; necessary to teach on the college level.
PHD: The highest level of education obtainable; you can even obtain a PHD in Creative Writing!
Examples of an art education career:
Teacher of Visual Arts ( painting, writing, sculpture, dance, script / screen writing )
Illustration and Animation
Remember, any form of expression or communication is considered art and can be turned into a career.


Teaching English Language Learners: A Differentiated Approach to Language Development, 1/e Doug Fisher and Carol Rothenberg Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this text will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This text is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. Features of this text: Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices. Accessing Prior Knowledge Activities allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter. Spotlight on Instruction features visit classrooms of effective teachers of English language learners providing an authentic context as you learn. Application to Practice case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom. Teacher Tools in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools. Related Books from Merrill Education: Fifty Strategies for Teaching English Language Learners , Second Edition, Adrienne L. Herrell and Michael L. Jordan, ISBN: 0-13-098462-0 102 Content Strategies for English Language Learners: Teaching for Academic Success in Grades 3-12, Jodi Reiss, ISBN: 0-13-221819-4Douglas Fisher is the author of 'Teaching English Language Learners: A Differentiated Approach', published 2006 under ISBN 9780131704398 and ISBN 0131704397.


Our faculty are dedicated to the success of students both in and out of the classroom. The resources in this section are here to help current students navigate the academic and social aspects of their education, and to develop an understanding what it means to take their education into their own hands.
Taking Responsibility for Your Own Education
At the college level instructors will not and should not come around to get you going. Part of the college experience is developing reliable self-motivation. Students who get As say they always try to put something extra into every project — to go beyond what is required. You have a unique set of abilities and interests — use them!
Train your eye — and practice, practice, practice
Developing the eye is a lifetime job. The sooner you get started, the better. Make use of your sketchbook to study and understand things that interest you. Whatever you intend to do in art/design/art history/art education, try to practice it as much as possible. No level of skill that you attain will be too high.
Try to experience as much art as you can
While studying at the University of Arkansas, students will be exposed to art all over campus, the surrounding community and study abroad in Rome and Taiwan. Not only is there a constant change of dynamic exhibits in the Fine Arts Gallery showcases and in the Gallery itself, but the Crystal Bridges Museum of American Art and the 21C Museum Hotel have opened in nearly Bentonville as well as many start-up galleries in the greater Northwest Arkansas. There are exhibits in Anne Kittrell Gallery in the Arkansas Union and major art installations in the newly finished Hillside Auditorium.
And don’t limit yourself to just art. Observe the design of the world around you — architecture, fashion and product design, films, magazines, labels, patterns, etc.
Develop your skills at speaking and writing
Although artists have their primary focus on visual communication, being able to speak and write articulately is of vital importance. Everything from teaching, to writing grant proposals and artist statements, to negotiating and promoting your interests, and working with others in teams relies on fluency in language. This is even more true for Art Historians and Art Educators.
Think of everything you study as helping you to become a better artist/art historian/art educator
The courses you will take outside the Art Department will help you to understand and think about the world we live in; where we came from and where we are going. This knowledge will help you to make richer and more interesting art works. The best artists and art professionals continue to learn throughout their lives.


When people complain about my stance on flash cards they will often say to me ” Well how to you teach them the names of things? ” Well besides simply talking about the things you play with , things you eat and things you see as you go about your day you can play games like this with your littlest learners, but please don’t push that’s not how anyone especially infants learn. This should be fun, when they decide they are done move on to something else. Also this activity is a one on one activity, an adult needs to be able to reach the fruit easily at all times for safety reasons.
- Gather your materials. You will need some light bowls we are using Dandelion Bowls made from corn ( no worries about safety and they are light) , whole pieces of fruit. A knife for cutting some fruit for tasting after ( depending on your child’s ability to eat solids, you could use purees too).
- Start by putting one or two fruits under the bowls, I like that the bowls don’t completely cover the fruit because it teased her into investigating .
- As they turn them over label the fruits for them saying something like ” What have you found? Oh it’s an orange! Oranges are food. ” As they explore narrate their exploration but don’t lead it.
- Another reason to use safe bowls – everything ends up in the mouth at our house.
- After they discover all the fruit cut some up, mash some etc… for them to taste . This picture shows how close I am to her as well.
- The activity might just bring other people to the table too.
. . . .
Books About Fruit
The Very Hungry Caterpillar When I sat down to think which book is my absolute favorite, the one that kept coming back into my mind was this classic. As a child the holes the caterpillar made in the pages fascinated me, the colors enchanted me and I remembering being amazed that the caterpillar turned into that huge colorful butterfly! In university while studying elementary education I chose this book as the literary inspiration for a cross curricular unit study for grade 1. I made math lessons with fruit, science lessons about observing insects and the butterfly life cycle and health lessons about smart food choices. Then teaching preschool I used this awesome book to teach the days of the week, basic counting and more. When I was pregnant I chose this book along with a few other favorites to be my son’s nursery theme. Now that my son is 3 we often pull down the Very Hungry Caterpillar felt board and play with it as we read the story. To me this book is a given, and for every stage of my life, student, student teacher, teacher, mother it has come along for the ride!
Eating the Alphabet: Fruits & Vegetables from A to Z
by Lois Ehlert is an alphabet book extraordinaire! Wonderful paintings of fruits and vegetables seem ultra simple and it is but somehow the way the author has pieced this simple book together is brilliant. Maybe it’s that children learn about food at the table multiple times a day and feel proud being able to identify not only some of the letters but some of the pictures too! From a teaching standpoint I love that there are both upper and lower case letters on each page! This book will grow with your child, and beware it will also make you
The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear (Child’s Play Library)
by Audrey and Ron Wood is a fantastic book that children adore! The story not only unique in that the narrator speaks directly to the mouse , it’s illustrations will enchant your child’s imagination and make the most overtired parent smile. The little mouse is trying to keep the strawberry away from the bear, and his adorable attempts to hide it make my son laugh every time! Great book!
…Full Disclosure : I was given the Dandelion bowls free of charge to try out , I was not compensated to make mention of them.


The project aims to redesign and digitize local games played by Tanzanian children all over the country into digital format for the aim of improving their numeracy skills. Group discussions, observations, and interviews were conducted to 53 children and 12 teachers in 3 schools in Dar es Salaam, Dodoma, and Pwani to explore game mechanics of local games children used to play. A total of 11 games were identified as shown in the table below .
|No.||Swahili names||English name|
|1||“Kukimbizana”, “Kidali”, “Kidali cha juu”||Last tag|
|2||“Mduara”, “Ukuti”, “Kioo”||Dancing in a Circle|
|3||“Kula mbakishie baba”||Don’t drop the stick|
|5||“Kuruka Kamba”||Jumping rope|
|6||“Marede”||Filling the bottle|
|8||“Kuendesha magari ya miti/ udongo”||Toy cars|
Out of 11 games, three games namely manati, ruka kamba, and danadana have been redesigned and developed to be played into tablets.
DanadanaThe danadana game is one of the very famous game amongst boys in primary schools. This is a football game with a player playing ball without dropping it. Every touch of the ball is counted (See Plate 1). The other pupils count every touch of the ball and the player who plays the ball without dropping with maximum touches emerges as the winner. On the other hand, the player is disqualified once the ball is dropped. This game teaches children number counting.
This is game resembles the catapult game in terms of rules and design but famously played with pupils in many villages in the country Plate 3. In fact, the older pupils tend to use manati to hunt birds in rural areas as part of the game. The winner of this game is a pupil who managed to shoot and kill many birds per that day. You need skills to able to hit the correct target.
Therefore, the same concept of manati was redesigned to develop a number identification game. Birds labeled different numbers are placed in on top of the tree (similar to seeing birds on the tree). A player is required to hit the correct bird as per instruction given via voice overs. Player scores a point once the correct ball is hit. Once the ball is hit, the numbers are rearranged randomly and a player is asked to hit another bird based on instructions from voice-over. Once a player scores 5 point, the player moved to the next level with more challenging activity.


ERIC Number: ED059396
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Office of Education (DHEW), Washington, DC.
Nearly 25 million students leave the formal education system of the United States each year without adequate preparation for a career. Career education offers an opportunity to develop and implement more appropriate curriculums that will meet the needs and desires of students and serve the purposes of society. The fundamental concept of career education is that all educational experiences, curriculum, instruction, and counseling should be geared to preparation for economic independence and an appreciation for the dignity of work. Beginning with the early elementary school years (K-6), the student is provided an opportunity to explore a wide spectrum of occupational clusters so that by the middle grades (Grades 7-9) he can examine more closely those clusters in which he is most interested. By the end of the 10th grade he develops elementary job skills that he can pursue if he does not complete the 12th grade. If he does complete the 12th grade, the student is prepared to enter the labor market or to continue his education at a post-secondary institution. To put a career education program into action requires a profound rethinking of missions and restructuring of operations by all who are concerned with American education, but the benefits gained will be worth the investment. (SB)
Descriptors: Career Choice, Career Counseling, Career Development, Career Education, Career Exploration, Career Guidance, Career Planning, Educational Innovation, Elementary Education, Occupational Clusters, Secondary Education
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 1780-0878; HE 5.280:80075 $.20)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC.


~ by Angela Stradford
Early childhood development, a concept that might not be that familiar with our community, is slowly becoming more and more popular. Parents and schools are realising the impact proper early learning has on children.
Osizweni’s Toy Library provides children at the early childhood developmental phase (age 3-7) with opportunities to use a variety of educational toys that have been specifically designed to cultivate their cognitive, social, psychological and physical competencies in fun and interesting ways. The centre is not merely for the purpose of keeping the children occupied outside the conventional classroom. It is facilitated learning through a wide array of educational equipment, guided by practitioners and the Toy Library staff. As the children navigate through the different educational tasks, they acquire skills and competencies (such as sustained concentration; adequate grasp of chronology; resilience; social cohesion; self-confidence) that enhance their school readiness levels, and allow their transition from preschool to school to be less stressful.
On a weekly basis over 30 Early Childhood learning Centres visit the Toy Library in an attempt to benefit from the many educational resources made available to them. On an annual basis, the Toy Library hosts a competition for the top 10 attending Early Childhood Centre’s. These Centres compete against one another in an aim to achieve the following:
- Give learners an opportunity to express themselves by displaying the knowledge and skills they have acquired at the Centre throughout the year
- Introduce learners to healthy competition from a young age.
- To lay a good foundation enabling better progression in life.
- To encourage and enhance the love for numeracy and literacy.
- Encourage and motivate Practitioners through the performance of their learners.
- Allows Practitioners introspection of their work.
Learners compete in teams by taking part in 15 different activities, these activities included puzzles; numeracy worksheets; patterns; Maths lotto; Maths bingo; visual tracking; threading and matching objects. These inter-active activities are either done manually or are computer based.
ECD centres rotate their group of learners between activities. Learners begin the activity at the same time, the top three winners in each activity are selected based on correctly completing the activity in the shortest amount of time. The school with the highest amount of placings wins the overall competition.
This year’s winners for the Grade R group of learners are Illuminate Day Care Centre in first place followed by Bambanani Day care Centre in second place and Isiqalo Day Care Centre in third place. The winners for the age 4-5 group of learners are Ekujabuleni Day Care Center in first place followed by illuminate Day Care Centre in second place and Isidingo Day Care Centre in third place.
”The impact which the Toy Library has on learners is always seen during these competitions. Most of the best performing Day Care Centres are those who are committed and consistent in their weekly attendance to the Toy Library the learners did well and we are very thankful to the Day Care Centres that participated in the competitions” said Maker Masemola, Osizweni Toy Library Senior Practitioner.


By Karissa Donkin
Hosted by the National Strategy for Early Literacy, the panel centered on New Brunswick’s low literacy rates, ways to improve literacy programs, and how literacy can lead to a self-sufficient province.
New Brunswick has the second lowest literacy rates across the country. Statistics reveal that only half of New Brunswickers over 16 have sufficient literacy skills.
Doug Wilms of the University of New Brunswick’s Canadian Research Institute for Social Policy was a presenter at the consultation. He says that literacy should be established at a young age.
“It’s not just about learning to read, it’s about reading to learn,” Wilms said.
Stacey Doyle of the Saint John Learning Exchange said literacy development begins at a young age.
“Family literacy is really important. It starts with parents reading to their kids,” she said.
Most of the programs offered in the province are targeted at adults instead of children.
The Saint John Learning Exchange offers literacy programs to adults over 18. They also assist those who want to get an education.
Doyle said programs like those offered by the Saint John Learning Exchange become more important when there’s an economic downtown.
“Typically when you see an economic crisis, more people come here to upgrade their skills to move forward and have a better chance at getting a job,” Doyle said.
Because of the economic crisis, many choose to continue to work while they improve their literacy.
The panel stressed that New Brunswick will never be self-sufficient if literacy is not made a priority in the province.
Don Jamieson, a presenter at the consultation representing the Canadian Language and Literacy Research Network, says that the improving literacy can solve economic problems.
“If adults have better literacy skills, they are going to be more productive in the workplace, they are going to be better citizens, health care costs are going to go down and there are going to be fewer requirements for social support and welfare,” Jamieson said
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Progression Learning: the gradual release of responsibility
The teaching strategies in the above graphic illustrate the process of a gradual release of responsibility from the teacher to the student. These are imperative techniques for teachers to utilize as they progress through any GrapeSEED unit with their English learners, encouraging not only language and literacy development, but growth in confidence as well. It is important to realize these strategies are not necessarily a continuum. More specifically, in the case of GrapeSEED, there is not always a fixed time or lesson when a teacher would move from one strategy to the next.
During the first year of training, teachers attend our ‘Progression Training’, which encourages and demonstrates how teachers would consider their students’ abilities, the number of exposures they’ve had, and which unit they’re on so that depending on the situation, they may choose to incorporate any or all of the strategies in a given lesson.
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Get practical insights and ideas as a superintendent, principal, teacher or parent into helping our children overcome language barriers.


Education Development Center (EDC) considers the impact of gender, inclusion, and social norms throughout the project life cycle, while respecting local culture. EDC endeavors to promote gender equality and inclusion among our staff and in the communities where we work. through the implementation of gender and inclusion assessments and strategies. Additionally, we strive to design and implement programs and policies that:
EDC’s basic education programs in low-resource contexts support the development of learners who can use language to explain and analyze the world around them and who have the foundational skills to think critically and solve the range of problems they will encounter in school and life. Integration of early literacy and mathematics instruction promotes the development of thinking and decision-making skills and lays the foundation for later success. The Literacy, Language and Learning (L3) Initiative’s effort to bridge literacy and math in Rwandan primary education is one promising example.
The USAID Huguka Dukore activity is a 5-year (December 9, 2016-December 8, 2021) youth employment program that will provide 40,000 out-of-school youth, including 34,000 new youth and 6,000 Akazi Kanoze alumni, with market-relevant employability skills and pathways to new or better employment. Huguka Dukore will build upon and scale up successfully proven Akazi Kanoze interventions, across at least 19 districts (of 30 total) countrywide using innovations that will invite more youth to participate in Rwanda?s continued economic growth.
Results and Lessons Learned from the L3 Initiative
The Literacy, Language, and Learning (L3) Initiative was a five-year project funded by United States Agency for International Development (USAID) and implemented in Rwanda between August 2011 and January 2017. L3’s strategic objective was to strengthen teaching and learning, so that children leave primary school with solid literacy and numeracy skills. This executive report summarizes the activities of the project, recommendations and lessons learned.
This report presents results of the endline literacy and mathematics assessments conducted in October 2016. The results of the endline are compared with the baseline, which was conducted in October 2014 at the beginning of the L3 intervention.
Rwanda has made commendable efforts to improve basic education, including literacy in the early grades. Students are learning to read and write in Kinyarwanda, and they are acquiring the language skills to read and write in English. The Ministry of Education’s Rwanda Education Board and its development partners have laid a firm strategic and policy foundation for continuing to raise literacy rates.
Over the last few years, Rwanda has expanded primary school education to all students. Now, with the help of donors like the U.S. Agency for International Development (USAID), Rwanda is focusing on improving the quality of its education system — especially in the teaching of primary school literacy — so that all children achieve the learning necessary to succeed in school and to escape poverty.


ERIC Number: EJ978130
Record Type: Journal
Publication Date: 2012
Reference Count: 3
Professor's Page: Is Understanding a Proficiency?
Australian Primary Mathematics Classroom, v17 n1 p19-20 2012
The everyday use of "proficient" carries connotations of having reached a level of expertise. One would not describe someone stumbling through a rendition of "Chopsticks" as a proficient piano player; but novice pianists work on musical proficiencies--practicing scales or playing a polka--in parallel. They do not put off playing the polka until they can play scales fluently. Like learning to play the piano, becoming mathematically proficient means engaging in certain actions even before one displays full competence with these actions. Becoming a proficient mathematician means working with all of the proficiencies (fluency, reasoning, problem solving and understanding) from the beginning. This challenges the popularly held view (myth even) that children first become fluent in adding, creating equivalent fractions, naming shapes, or whatever and only then can apply this to solve problems, or reason about it. One needs continuously to challenge this "fluency first" view as otherwise building the other proficiencies into mathematics lessons may be put off to some later (and again often mythical) time when learners are "ready" to engage with them. In other words, taking the stance of the proficiencies as actions means moving from seeing school mathematics as a body of knowledge for learners to acquire, to seeing it as an activity to engage in; or, in the words of Brent Davis, moving from seeing mathematics as preformed to mathematics as performed. In this article, the author discusses what these proficiencies look like in action. Paying attention in mathematics lessons to a good balance of the actions involved in fluency, problem solving and reasoning will lead to connected, robust, related understanding.
Descriptors: Expertise, Problem Solving, Mathematics Instruction, Primary Education, Foreign Countries, Teaching Methods, Mathematics Curriculum
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: email@example.com; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Primary Education
Authoring Institution: N/A
Identifiers - Location: Australia


Curriculum Design in 59
At CCSD59, our teachers and staff have been hard at work designing the curriculum taught in our classrooms. Today, we’d like to take a moment to celebrate this work and share a new Curriculum Design page on the district website.
This new page explains, in greater detail, the process by which our standards-based curriculum is being developed. Some questions that are answered include:
- How is the curriculum created?
- How do we know our approach is successful?
- Where is the curriculum?
- What shapes our curriculum?
Please take a moment and review the new page. The curriculum at CCSD59 is uniquely built by our teachers and staff, through research, and aligned with foundational skills and standards in all content areas.
If you have any questions, please don’t hesitate to connect with the Instruction Department.
INTERESTED IN LEARNING MORE?
- Curriculum and Instruction – What does our curriculum and instruction look like? Gain a deeper understanding of what happens within the walls of our classrooms.
- Portrait of a Student – These students are the future. Who are they? Each of the nearly 7,000 students in our district is important to us, and we are committed to providing learning opportunities that put every student on a path to success.
- Modern Learning – With the affordances of our modern world, learning experiences are adapting to utilize all available tools and resources to amplify student learning success.


'Social-Emotional Learning' a Ripe Market for Ed Tech, Report Contends
Ed tech can help students develop critical social and emotional skills and character traits, but the market for such tools is currently underdeveloped, according to a new report from the World Economic Forum and the Boston Consulting Group.
The report, titled New Vision for Education: Fostering Social and Emotional Learning Through Technology, identifies two main areas for growth: Products that target core academic subjects, which the groups contend can do a better job of incorporating features that support development of everything from communication skills to cultural awareness, and newer technologies, such as wearable devices and virtual reality systems, which the groups believe warrant additional investment.
Technology "can personalize learning, engage the disengaged, complement what happens in the classroom, extend education outside the classroom, and provide access to learning to students," the report reads, but "the number of [social-emotional learning] products in the ed-tech market today is insufficient."
K-12 educators and policymakers have in recent years paid increasing attention to the importance of social and relational skills to success in school and in life. The notion of social-emotional learning, which often overlaps with such ideas as "noncognitive skills" and character development, does not yet have a consensus definition, although many in the field follow the model outlined by the Collaborative for Academic, Social, and Emotional Learning. Some efforts have been made to bring the different notions together, and many districts are trying to incorporate the concept into their curricula and school-improvement strategies, under the general principle that students will benefit from help in developing the ability to understand and regulate their own emotions, form strong and supportive relationships, solve problems, and set and achieve goals.
Some research has shown that students perform better academically and have improved life outcomes when they receive explicit instruction around these areas. Both the newly passed Every Student Succeeds Act and the recently issued National Education Technology Plan include acknowledgement of the trend.
For the World Economic Forum and the Boston Consulting Group, the idea of social-emotional learning covers a set of 10 "competencies and character traits" that their report describes as "every bit as important as the foundational skills required for traditional academic learning." The groups believe that SEL is most effective when introduced via direct instruction in the early years, and when embedded through schools' core curricula in the elementary and secondary years.
A survey of 2,000 parents and educators in five countries (China, Kenya, South Korea, the United Kingdom, and the United States) found that social-emotional learning is widely recognized, but poorly understood.
"Parents and educators across the world primarily see SEL as a means of achieving better classroom discipline today, not as a way to ensure better academic and economic outcomes over the long term," the report reads.
That lack of understanding is one reason why technology tools related to social-emotional learning have been slow to take off, the groups contend. A survey of ed-tech-related investments found that only 5 percent of of venture capital in the ed-tech sector between 2011 and 2015 went to companies that include SEL in their products.
The area that is most immediately ripe for growth, the World Economic Forum and the Boston Consulting Group believe, is in adding new SEL-focused features into existing tools. The report includes a list of 55 such features, including strategies for structuring student interactions (e.g., to encourage turn-taking), encouraging students to adopt different perspectives (e.g., via role-playing), and develop "grit" (e.g., by including rankings and leader boards, which ostensibly can help motivate students to persist through challenges.)
But futuristic technologies such as wearable devices that track students emotional states and physiological reactions to stress, for example, or virtual reality systems that can simulate physical environments and "foster greater self-awareness and spur creativity," are also important for "expanding the realm of the possible," the report says.
In addition to misunderstandings by parents and educators, barriers to further adoption of ed-tech products that focus on social-emotional learning include a lack of valid and reliable ways to measure the skills in question, insufficient prioritization by both policymakers and investors, and continued concerns about screen time, data privacy, and the general use of technology in the classroom.
The report is the second in a series from the World Economic Forum on ways to address the "21st century skills gap" through technology.
- Urban Districts Embrace Social-Emotional Learning
- Benefits of Social-Emotional Programs Far Outweight Their Costs, Study Finds
- ESSA Law Broadens Definition of School Success
Follow @BenjaminBHerold for the latest news on ed-tech policies, practices, and trends.


The orchestral instruments: The clarinets
The clarinet produces a sound that can be soft and stealthily cat-like, but also shrill and intense. And everything in between. In this video you will meet the four clarinet players of the Royal Stockholm Philharmonic Orchestra.
The clarinet family is huge! There are tons of different kinds of clarinets, but what we usually start to play as kids is called the B clarinet. The clarinet produces a sound that can be soft and stealthily cat-like, but also shrill and intense. And everything in between. The clarinet is one of the woodwind instruments.
This video is part of a series of playful videos on how the instruments used in a symphony orchestra function and sound. In each film, musicians from the Royal Stockholm Philharmonic Orchestra talk about their instruments and play one or several musical pieces together.
The series about the orchestral instruments is produced with the support of Konserthuset Stockholm's main sponsor SEB.
Sigurd Ågren Clarinet Polka, arr Mats Nilsson
Wolfgang Amadeus Mozart from Serenade in B flat major ”Gran Partita”
Anders Hillborg from Eleven Gates
The clarinet section of the Royal Stockholm Philharmonic Orchestra
- This video can be used in music education as an audiovisual teaching material, primarily intended for children aged 6 to 9 years – but people of all ages might still find it interesting!
- The video is approximately 7 minutes long.
- Subtitles in English or Swedish is activated by using the CC control in the video player.


|Keywords:||Educational leadership; Elementary education|
|Full text PDF:||http://pqdtopen.proquest.com/#viewpdf?dispub=10260461|
Of the many narratives to which educators subscribe, one of the most prevalent for the past three decades is the idea that students success is strongly predicated on their ability to read on grade level by the end of third grade. The purpose of this study was to determine the effect of half-day versus full-day kindergarten on students growth in reading achievement by the end of their kindergarten year. In addition, the study sought to look at the same group of students and growth in reading achievement and their ability to achieve grade-level reading by the end of third grade. In this quantitative study, students (N = 295) from a school district in suburban Chicago, Illinois, were tested to determine what growth, if any, could be seen within their kindergarten year of study. Additionally, student test results were analyzed for each successive year of schooling through third grade to determine if there were any specific variables that contribute to predicting achievement growth or overall achievement by the end of third grade. Results of the study indicated that full-day kindergarten provides greater benefit to a students overall achievement. Specifically, students who were coded as receiving free or reduced lunch support maintained a high rate of achievement in the full-day kindergarten program. In the regression analysis, the element that made the greatest contribution toward kindergarten achievement growth was not having an Individual Education Plan. Additionally, reading achievement growth was made in each grade level, with the most significant growth noted in the second grade year. Finally, when students from each kindergarten schedule were compared to the end of year targets for reading on grade level by the end of third grade, students in the half-day program were found to have made the greatest gains. However, the selection of students for the full-day kindergarten program was comprised of students who were considered at risk and not comprised of a cross section of students with varied abilities.


DELTA PHONICS READERS
The Delta Phonics Readers have been developed specifically to support the Delta ESL Phonics materials—but are also perfect for reading at home with children… The Readers provide literature–based activities with important relations to reading instruction based on developmental stages of second language acquisition and research–based pedagogy. Each Delta ESL Phonics level has a set of six readers and detailed teachers’ guides jammed packed with fun, creative activities and materials to provide easy–to–deliver, dynamic instruction to accelerate the literacy development of English language learners. The teachers’ guides suggest a series of interactive, hands–on activities for teachers to use before and after each Reader is presented, including reproducible pages and suggestions for home–school connections.
Each set of six readers corresponds to the 4 levels of language acquisition, since teachers may have students in class at any of the 4 levels of English language acquisition (pre–production, speech emergence, early production, approaching fluency). The readers expand on the basic phonics skills as students pass through the stages of language acquisition, gain overall comprehension, and build vocabulary and proficiency in aural/oral skills, phonemic awareness, concepts of print, letter name/sound correspondence, decoding skills, word families, syntax, increased comprehension, and general fluency.
Pre–production: these books are intended to be read to the student, allowing students to focus on the sounds of the English language (phonemic awareness) and vocabulary development. These books are designed to allow students to listen to native speech and identify vocabulary by responding physically to prompts.
Speech emergence: these books are intended to allow students to listen to native speech, reproduce speech (speech emergence) attach sounds to letters (phonics; letter/sound correspondence) and develop vocabulary and decoding skills (guided reading). These books are designed to be read to and by the students in order to provide a solid model of guided reading for students and practice in beginning simple decoding. They use patterning and repetition.
Early production: these books capitalize on the students’ burgeoning sentence–level aural/oral speech levels to introduce humorous poems and patterned sentences using target vocabulary. Activities from the teachers’ guides further support important reading skills and offer suggestions to supplement instruction.
Approaching fluency: these books capitalize on the students’ near fluent aural/oral speech level to introduce narrative stories and humorous poems using target vocabulary. Activities from the teachers’ guides further support important reading skills such as fluency, comprehension, cueing skills, inferencing, and sequencing.
The Blue, Red and Purple sets have 2 books at pre–production level, 2 at speech emergence level, 1 at early production, and 1 at approaching fluency level. The Orange and Green sets have 1 at pre–production level, 1 at speech emergence level, 2 at early production, and 2 at approaching fluency level. CLEARANCE SALE ALL* ALL SALES FINAL*NO RETURNS*


Music curriculum at Duke Street
Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
At Duke Street our aims for music are to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Key stage 1
Pupils should be taught to:
- use their voices expressively and creatively by singing songs and speaking chants and rhymes
- play tuned and untuned instruments musically
- listen with concentration and understanding to a range of high-quality live and recorded music
- experiment with, create, select and combine sounds using the inter-related dimensions of music.
Key stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music.
At Duke Street we follow The Charanga Musical School Scheme which consists of units of work that all contain the following elements
- Listening and Appraising
- Musical Activities – creating and exploring
All activities are based around a song.
- Games embed the Interrelated Dimensions of Music through repetition
- Singing is at the heart of all the musical learning
- Playing instruments with the song to be learnt – tuned/un-tuned classroom percussion and an option to play any band instrument. A sound-before-symbol approach is used but scores are provided as an understanding of notation is introduced to the children
- Improvising with the song using voices and instruments occurs in some Units of Work
- Composing with the song using instruments occurs in some Units of Work
The Lancashire Music Service run our school choir for Key Stage 2 pupils which meets each week at lunchtimes and also has the opportunity to sing for the school and go out into the local community. Instrumentalists play in special assemblies, as we believe performance is an important aspect of music. The Duke Street’s Got Talent event is a further extra curricular opportunity for children to perform to a larger audience.
All children have opportunities to sing or play instruments for the Christmas productions and when they perform in the highly regarded Upper Junior end of year production in July.
Our aim is that children leave Duke Street with an appreciation and enjoyment of music in all its varied forms.


Francisco Goya: "The Sleep of Reason Produces Monsters" (Spanish: El sueño de la razón produce monstruos) (One of the most famous prints of the "Caprichos") c. 1799 Type: Etching, aquatint, drypoint and burin, Dimensions: cm × 15 cm
goddess venus draw - Pesquisa Google. Print famous works of art, students crop a section of the painting (close- up) of an area and use it for the shattered value assignment. #Botticelli
Art Education, Art History, Art Journals, Colouring Sheets, Art Projects, La Perla, Audrey Hepburn, Picasso, Collages, Colouring In, Creativity, For Kids, Montages, Coloring Worksheets, Collage, Coloring Sheets, Art Education Lessons, Art Diary, Art Crafts, Collagen, Art Lessons, Art Designs
Italy, Treno partorito dal sole (Train born from the sun), by Fortunato Depero Fortunato Depero was the co-author with Balla of The Futurist Reconstruction of the Universe, a radical manifesto for the revolution of everyday life.


This exhibition features a selection of the works created by 129 children ages 6 to 12 who took part in the educational program Learning Through Art during the 2012–13 school year. Led by artists Elssie Ansareo, Naia del Castillo, Ibon Garagarza, Iñaki Gracenea, Maider López, and Jorge Rubio, the program employs art-based activities to reinforce the primary school curriculum.
The school teachers identify educational goals and skills to work on in the classroom with the artists and the Museum educators in order to design a number of workshops that will address these objectives. Every program is unique and has been specifically designed to meet the needs of each participant, stimulate their interests, and develop their skills.
Talking about art and taking part in the creative process allows students to explore a range of themes in an imaginative and personal way. Incorporating a wide variety of disciplines and artistic mediums, such as photography, painting, sculpture, video, and performance, Learning Through Art breaks down the barriers between curriculum subjects and encourages participants to see the world from a fresh perspective. Thus, art becomes an instrument for discovering, exploring, and understanding reality, while highlighting the value of individual expression and creative freedom.