In today’s America, it is often the student-athlete that receives the highest degree of acclaim. The football star or the basketball wiz or the lacrosse genius garner a great deal of attention because sports are competitive and exciting. There’s nothing wrong with that; these are the facts. At the same time, in a world where standardized testing has come to rule the school, not enough attention is being paid to what actually helps students stay focused on their studies and achieve their academic goals. Not enough attention is being paid to arts education and specifically music education.
Beginner music lessons contribute to the overall growth of an individual in a way that few other things can do. Acoustic guitar lessons, piano classes, and even dance lessons not only make for well-rounded students, they make for more productive ones. More than three-quarters of American students feel that playing an instrument helps them perform better in their other subjects. Just a quick look at SAT scores will prove the point even further. On the 2012 SAT tests, students who participated in some kind of music program scored an average of 31 points higher on the reading portion, 23 points higher in math, and 31 points higher than average on the writing section.
Beginner music lessons such as guitar lessons for beginners ignites a portion of the brain that strengthens focus and concentration. In addition to the aesthetic beauty of simply making something beautiful, music is mathematical. Music forces the musician, young or old, to think in beats and measures which are all laid out in a proportioned structure. Counting is key, and putting together a complete musical performance take a great deal more than simply being “artistic.”
But there are other benefits to having music programs in schools than simply producing students who can score well on the SAT tests. Schools with music programs that teach beginner music lessons and advanced courses alike produce students who actually show up for school in higher numbers. If a school has a music program, it will likely have an attendance rate of 93.3% compared to an 84.9% attendance rate for schools without music. That is a pretty remarkable difference.
Perhaps an even more remarkable statistic is the fact that schools that have music programs can boast a graduation rate of 90.2% compared to a graduation rate of only 72.9% for their non-music program counterparts. When almost 18% more students are graduating because of courses that are directly related to the arts, and music in particular, why wouldn’t every school system take advantage of the opportunity to offer those courses?
Beginner music lessons do much more than fill a young person’s mind with dreams of touring the world and trying to make a living in a band. They shape and mold a young mind, forcing it to think outside of the box to create something unique out of something formulaic. If we want to succeed with our education system in the United States, we need to wake up to the importance of music and arts education.


Report highlights Australia’s attitude problem to maths: expert
A new report revealing literacy and numeracy deficiencies in Australian workplaces highlights the need to change our attitude to mathematics, according to a leading educator from Western Sydney University.
Associate Professor Catherine Attard from the School of Education is the Vice-President of the NSW Mathematics Association.
She says an Australian Industry Group (opens in a new window) survey of Australian businesses, which found workplaces are struggling with substandard literacy and numeracy skills, shows community values need to change, especially around maths.
"Research has proven humans are born numerate, so we need to consider what is happening in the formative years in Australia to engender such an ambivalent view of mathematics," she says.
"How many times have you heard people say 'I'm not good at maths'? It would be deemed socially unacceptable for people to say 'I'm not good at reading', yet it's almost okay to be openly negative about mathematics."
"We need to stop allowing such negative statements about mathematics, because if we don't take a stand things will never change."
Associate Professor Attard says on the eve of the new school year looming, it's important to think about how to promote more positive attitudes to mathematics and numeracy and turn things around for Australia's economic future.
"Parents need to think carefully about how they talk to their children about mathematics, regardless of how they perceive mathematics- claims such as 'I was never good at maths when I was at school' are not helpful," she says.
"Molly, a Year 6 participant in my research on student engagement told me 'my mum doesn't really like me asking her because she thinks she doesn't have a maths brain.' Stories like these were common."
"Parents' negative attitudes or beliefs have the potential to negatively influence children, particularly when not having a 'maths brain' can be used as an excuse for opting out of mathematics in the senior years of schooling."
Associate Professor Attard says teachers also have a crucial role in promoting positive attitudes.
"It's true that many people won't fully use their mathematics skills when they leave school, but that doesn't mean we shouldn't learn it – if we don't we may be minimising future opportunities," she says.
"We don't always have to understand the complex mathematics that lies beneath the technology of Facebook, online shopping or traffic systems, but we do need to be aware that mathematics plays a critical role in many aspects of our daily lives, regardless of what we do or where we are from."
18 January 2016
Mark Smith, Senior Media Officer
Western celebrates 2023 Fulbright Scholarship awardees
Western Sydney University warmly welcomes two top young researchers from the United States as part of the 2023 Fulbright Scholarship program – Camille Kilayko Sicangco from the University of Florida, and John Robertson Schaefer from Harvard University.
Why peace negotiations haven’t gained any traction in the Ukraine war – and how the stalemate could be broken
A year after Russia’s invasion, Ukraine is in ruins. At least 8,000 civilians have died, with millions displaced. Generations of infrastructure have been destroyed. Large tracts of the environment and agricultural land have been devastated.
Opinion: Labor is odds-on for a narrow victory in NSW election, but it is far from a sure bet
A gambler would probably feel the odds favour a Labor win at the upcoming New South Wales election. But, as Scott Morrison proved in 2019, underdog status is prized in politics.


Science & Nature
Make Unicorn Slime & Story
Students will actively listen to a unicorn story and will answer questions. Students will then have fun learning step by step how to make "Unicorn Slime." Students will make clear slime and add their favorite colored confetti!
Sarah Gammon, M. ED
91 total reviews for this teacher
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Completed by 6 learners
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learners per class
25 minute class
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April 9th is officially Unicorn day but we like to celebrate everyday! Students will listen to a fun unicorn story. Students will answer questions about the story as a class. Then we will celebrate by making Unicorn Slime! The teacher will show the students step by step how to make clear slime and then students can add their favorite confetti/glitter. Students can add add pink, purple, blue, or whatever color they prefer. Students can be creative and add whatever color glitter/ confetti...
Students will actively listen to the story Unicorn Day and answer questions about it. Students will learn step by step how to make "unicorn slime."
Supplies for Class 1 cup clear glue (students may also use white glue if they prefer) 1/2 cup of liquid starch Optional Items For Slime: Pink, purple, blue glitter/ confetti(or whatever color the student prefers) Student may also bring dye if they choose to color their slime Student may also use unicorn confetti/ glitter if they would like. I found some fun unicorn glitter/confetti on Amazon Tools Needed: Tray Large mixing bowl Measuring cup Spoon
Learners will not need to use any apps or websites beyond the standard Outschool tools.
25 minutes per week in class, and maybe some time outside of class.
Parents - please supervise your child as needed. Younger students may need help stirring and mixing ingredients together. This slime is not edible. If interested in my edible slime class- please look under my teacher profile for the class listing. Thank you so much. Please feel free to message me with any questions.
Sarah Gammon, M. ED
Bachelor Degree in Elementary Education K-6th Masters Degree in Library Science. Inspiring children to have a lifelong love for reading
🇺🇸Lives in the United States
91 total reviews
59 completed classes
Hello everyone! My name is Sarah Gammon and I am excited to teach with Out School! I have a Masters Degree in Education and ten years teaching experience. I inspire to motivate children to have a lifelong love for reading! I can’t wait to meet...


Arts and Music Education N.C. Arts Council Discover educational resources available from state and national arts education associations and advocacy organizations. N.C. Museum of Art NCMALearn is for educators, students, and adult learners interested in learning from the museum's works of art. Southeastern Center for Contemporary Art Art activities, virtual museum tours, and N.C. artist spotlights sent straight to your inbox! Search Our Collections From Rembrandt and Picasso to contemporary works by N.C. artists, investigate the N.C. Museum of Art collection here. N.C. Symphony Explore educational materials that serve students of all ages and provide teachers with training and resources in alignment with the current state curriculum. (pw 1932) Music Education: Anywhere, Anytime! Music Anywhere, Anytime: See and hear the N.C. Symphony wherever you are—and learn What Makes Music, Music! N.C. Women in Music Across genres of country, folk, bluegrass, pop, rhythm and blues or gospel, female singers from North Carolina have won awards and respect worldwide. A+ Schools of North Carolina A+ Schools of North Carolina is a whole-school transformation model that views the arts as fundamental to teaching and learning. Learn more about how to weave the arts into every child's learning experience! Column Paragraph NCLearn Database Search this database for the topic, subject or content type you would like. Each resource has a link to the provider.


Themed concept books, including alphabet and counting books, are popular for Pre-K through adult audiences. As learning tools, they encourage small group and/or class collaborative efforts that result in a sense of student ownership. Use this counting book for strengthening basic numeracy skills and concepts as students add examples that they have drawn themselves or taken from real world print.
The Tabbed Alphabet and Number WrapArounds are time-saving templates that can be duplicated at 100% to make 8.5" x 5" books or enlarged to133% on 11" x 17" paper for larger, class-sized versions.
Booklets can be built all at once or over time. Students are immersed in numeracy terms and concepts each time they use the Counting Tabbed WrapAround.
Price includes standard shipping within 48 contiguous U.S. states; please contact our office for shipping rates and options for other areas.


Six Skills of Early Literacy
According to the National Reading Panel, young children entering school have the greatest opportunity for success if they’ve practiced the six skills of early literacy: letter knowledge, vocabulary, phonological awareness, print motivation, print awareness, and narrative skills. These are foundational skills that help a child build on their success in reading, learning, and comprehension as they grow. Literacy skills begin to develop in the first five years of a child’s life, so it’s important to help your child build their toolkit before they enter kindergarten. This series of posts is intended to help caregivers find ways they can practice the six skills of early literacy at home or while they’re out and about town. The most important thing to remember is that each of these skills is built during time spent together. Learning is fun! It doesn’t need to feel like you’re running drills. A conversation with your child and snuggling up to read a good book together is one of the best ways to reinforce any of the six skills.


It’s a win-win situation – future educators teaching STEM classes to elementary students have the opportunity to gain experience, and fourth graders get to have winter themed science, technology, engineering and math lessons.
The Pittsburg State University College of Education and College of Technology future educators developed the lesson plans that were presented to George Nettlels Elementary School fourth graders. Many of the students minor in Technical Literacy, allowing them to take advantage of a partnership between the colleges allowing them to gain hands on experience.
Learning how to apply STEM in the classroom is a vital skill for Elementary Education student Megan Goetz. She is a Technological Literacy STEM minor.
“It is beneficial because in the classroom today there is not a lot of time … being able to immigrate the lessons saves a lot of time and makes for a better hands on learning,” she said.
“I felt so much more prepared having this minor going into the education classes because I have already taught six lessons,” Goetz said.
According to College of Education instructor Tracy Rampy, there are advantages to the connections between the two colleges.
“They have all the equipment, the knowledge of STEM related works, so we can do more than talk about it, we can do it and we can build it and we can experience it over here,” Rampy said.
“It’s a nice blend of different pedagogies of both colleges and the hands-on experiences that they are not going to get from the other unless we work together.”


Biodiversity Collections Enable Foundational and Data Skills
The task of training an effective cadre of biodiversity scientists has grown more challenging in recent years, as foundational skills and knowledge in organismal biology have increasingly required complementary data skills and knowledge. In this episode, workforce training is discussed by Anna Monfils, Erica Krimmel, and Travis Marsico, who discuss a module that addresses these needs.
The task of training an effective cadre of biodiversity scientists has grown more challenging in recent years, as foundational skills and knowledge in organismal biology have increasingly required complementary data skills and knowledge. Writing in BioScience, Dr. Anna K. Monfils, of Central Michigan University, and colleagues identify one way to address this training conundrum: biodiversity collections. Biodiversity collections operate at the nexus of foundational biological practice and contemporary data science, a product of their role as curator of not only specimens themselves but also the specimens' associated data and network of data resources (referred to as the "extended specimen").
The authors describe a module that leverages this feature of biodiversity collections to produce a holistic student learning experience. The module, “Connecting students to citizen science and curated collections," was designed by the authors with six learning goals in mind, ranging from plant specimen collection in the field to the deposition of data in national or international databases. Students also learned about the value of large data sets and the role of community members' contributions to them.
The authors reported strong learning results, stating that, according to a postmodule assessment, "the students felt well prepared, very well prepared, or totally prepared to use foundational and emerging plant collecting skills including maintaining a field notebook (89%), collecting specimens in the field (94%), and depositing specimens (89%) and digital data (92%) into national and international data repositories."
Joining us on this episode are authors Anna Monfils, Professor at Central Michigan University and Director of the Central Michigan University Herbarium, Erica Krimmel, Information Scientist with the iDigBio Project at Florida State University, and Travis Marsico, Professor of Botany at Arkansas State University and Curator of the Arkansas State University Herbarium. They discussed the learning model they designed from implementation to next steps.


Education Stages in Albania
The education system in Albania comprises of preschool, 9-year compulsory basic education combing elementary and lower secondary education; secondary education and tertiary education. Here given in brief different levels of education stages in Albania.
Preschool education in Albania is offered by kindergarten and nurseries. This educational level provides basic arithmetic and language skills, and also prepares children for further studies.
- Nurseries in Albania cater to children up to 3 years old
- Kindergarten in Albania cater to children aged 3-6 years
Basic education in Albania is compulsory.
- Duration: 9 years
- Ages: 6-15
This education level is divided into two levels:
- Elementary education: Elementary education in Albania last for 5 years. Children at the age of 6 through 11 attend elementary education.
- Lower secondary education: This educational level last for 4 years. Children aged 11-15 attend the lower secondary schools in Albania.
Core Curriculum: History, Albanian language, chemistry, Foreign language (lower secondary level), geography, reading and literature, physics, physical education, nature studies, work education, biology, mathematics, art, history, civic education, and music.
Certificate awarded: At the end of basic education, students are required to undertake a school leaving examination, and those who pass the exam are awarded a certificate of completed basic education/Certificate of Leaving (Defese Lirimi).
Secondary education in Albania is offered in gymnasia or high schools, vocational and technical schools; foreign language, arts, sports and pedagogical schools.
Admission requisite: Students must hold a leaving certificate from a 9-year compulsory school in order to gain admittance into the secondary education school.
Gymnasium (General Secondary Education)
The gymnasium deepens the knowledge received at the basic educational level. This educational level last for 3 years, and prepares students for university.
Curriculum: Social sciences covering economy, sociology, politics, ethics and psychology; mathematics, physical education; literature, geography; the natural sciences covering physics, chemistry and biology; music, native language, informatics, logic, foreign languages, art, history, and philosophy.
Secondary Vocational Education
The secondary vocational schools in Albania focus on training the pupils for acquiring the professional knowledge and skills. Pupils who graduate from the secondary vocational schools are trained professionals to work, and also able to pursue the tertiary education. The secondary vocational course of study last for 2-5 years, depending on the field.
At the end of secondary education, students must take a State Matura exam
(Matura Shteterore). Students who pass the exam are awarded the Maturity certificate (Deftese Pjekurie), and are eligible to attend university education in Albania
Higher/tertiary education in Albania
is offered at higher education institutions designated as university, academy or higher institutes/non-university higher schools. Universities and academies in Albania offer studies at three levels: bachelor, master and doctorate/PhD, while the non-university higher schools/institutes offer programmes up to master’s level.
Higher education institutions in Albania offer undergraduate, graduate and postgraduate studies.
Undergraduate degree programmes last for 3-4 years lead to bachelor/diploma. Graduate studies are of two types:
Graduate studies cover specialisation certificate and master's degree programmes.
- Specialization certificate (Deshmi Specializimi): These programmes last for 1-3 years
- Master’s programmes: These programmes last for 1-2 years.
Postgraduate studies cover doctorate/PhD studies. The Doctor of Science (Doktor I Shkencave) is the highest academic degree awarded by the higher education institutions in Albania. This qualification last for 3 years, and is based on an original research.


Class Teachers - Mrs Levitt and Miss Teale.
Welcome to the Penguins class.
Below you will find useful information about the organisation of Year 5 and 6
In our English work, we develop our reading and writing skills using high-quality texts, incorporating poetry, drama and grammar. Enjoyment of reading and a love of books are encouraged through individual and whole class reading activities, and the children are encouraged to read every day at home, too.
This term, Year 5 will be studying the book Rumaysa: A fairytale by Radiya Hafiza and Year 6 will be studying the book The Night Dairy by Veera Hiranandan, In addition, we will be studying The Silk roads by Professor Peter Frankopan and the Non-Fiction text, Early Islamic civilization. These wonderful texts will support the History theme of Early Islamic Civilisation in which children will use their skills of enquiry to answer the question ‘What impact did the achievements of the earliest Islamic civilisations have on the world today?’ Children will extract and interpret sources of evidence to find out what was so special about Baghdad and in Geography children will learn how it became the center of the world's great trade routes by using mapping their skills.
Our Religion and World Views theme will explore the Christian belief of Salvation and explore the Christian belief of the resurrection and how this influences the way they live their lives.
In mathematics, we continue to deliver a focused curriculum building on our fluency, reasoning and problem-solving skills in all aspects of math's including number, shape, space and measure. We work practically using a variety of concrete apparatus and we practise working alone, in partners, in small groups and as a class to improve our Numeracy skills and relate them to real-life situations.
Our DT this term, we will be investigating how to make a meal, using seasonal produce. Children will iinvestigate, analyse and evaluate a range of existing products, practise using tools safely and design, make and evaluate a healthy meal.
We love our outdoor learning in Upper Key Stage 2. Please ensure that your child comes to school wearing sun- cream so that they are protected from the sun. Also, please ensure that your child brings a hat. We are anticipating a lovely summer!
This term PE is on Tuesday and Wednesday for Whales, Penguins and Turtles. However, Dolphins have their PE days on a Wednesday and Thursday. Please make sure your child has taken out their earrings before they come to school if they are unable to take them out by themselves. This is to ensure your child’s safety.
It is important that your child comes to school and arrives promptly every day. This ensures that they do not miss out on any key learning for the day.
To find out a more in-depth overview of your child's curriculum, please see our curriculum pages where we often post photographs and pictures of those children with photo permission. If you wish to update your child's photograph permission, so you can be regularly updated with pictures on social media, please see a member of staff.
The upper Key Stage 2 Team are looking forward to an exciting term ahead and cannot wait to see all the fantastic things your children achieve!


This program is designed to teach children to “Say it a new way” by introducing the concept of sign-language. Teaching babies sign-language enables us to communicate more effectively with them as they grasp the concept of language at a very young age. Teaching Preschoolers and Elementary age children American Sign Language, has positive affects in academics, cognitive and social growth with increased vocabulary. Have your child experience “A new way to say it” with Time 2 Sign.
Teaching children Phonics helps them learn the relationship between the letters of written language and the sounds of spoken language. This program teaches basic phonics skills, including recognizing the letter of the alphabet, learning uppercase and lower case letters, alphabet writing and word building. These skills assist children in listening skills as well as in practicing and building their vocabulary. Sound It Out and enjoy the experience of reading with our Read to Achieve Program. Discover why this is one of our most successful BBLA initiatives that continues to help students advance in their preparation for Kindergarten. Coach Moe facilitates this program and is passionate about preparing young minds to succeed!
With the childhood obesity rate at an all time high, healthy eating and fitness is extremely important. Our B1st Fitness for Kids and Healthy Kids Programs introduces our children to the fun of exercise and importance of eating healthy through organized activities and Nutrition for Kids workshops. Physical activity reduces stress and calms children making them happier and more attentive in the classroom. Introducing the routine of exercise to children provides the benefit of strong muscles and bones and decreases the risk of developing Type 2 Diabetes. In addition to exercise, teaching healthy eating habits will help children maintain healthy weight and normal growth. Our combined programs will make them become aware of the importance early on to help maintain healthy lifestyles when they are adults. Let’s Shake Rattle and Roll your child into a healthy lifestyle!
We created our language program because of the fact that learning another language and experiencing another culture can be a great experience for children. We believe that acquiring a second language is easier when children are younger. According to the neuroscience field, young children have superior language learning abilities. When children learn another language, it gives them a deeper understanding of other people and cultures. This experience will increase their awareness and respect for the differences in the community so that they may participate more knowledgeably within their community and our vastly growing multicultural society. Our Espanol Klub makes language learning fun!
Children enjoy the world of books with our interactive visits to the library. Preschool and Pre-Kindergarten classes take weekly visits to the library to experience some of the classic storybooks coming to action. Children love playing a part in the fascinating and exciting process. They are able to choose and check out books of their choice. Getting children involved in the library experience helps to jumpstart their interest in books and reading. Come join us for Dr. Seuss Book Club every Wednesday and watch your child flourish in the love for literacy!
Children are surrounded by technology at home, within their community and in early childhood education. The National Association for the Education of Young Children(NAEYC) is an organization that sets standards of excellence in programs for children from birth through age eight. Their research shows that computers have important benefits for young children, including language and literacy development, social development and the development of problem-solving skills. The “Learning Lab” will introduce educational skills and provide new experiences in creativity, storytelling and music through computers and various learning tablets. These experiences help develop fine motor skills and teach the concept of cause and effect. In addition, the program prepares children for future computer use, increases self esteem and confidence, and improves long term memory. Discover the learning lab and enhance your child’s overall early childhood learning experience.


“One of the most beautiful things we can give our children is music education”
At Burscough Village Primary School, our music curriculum intends to inspire, engage and motivate children. Our curriculum allows children to express themselves and connect with others; building up their self-confidence, self-achievement and love of music. We believe that music should be an enjoyable, practical experience and aim to foster a life-long love of music by exposing children a wide variety of musical styles and genres.
At Burscough Village, Music is taught weekly. Whilst we follow the Charanga Model Music scheme, teachers tailor their music lessons to suit the needs and interests of the children Our children learn about the key elements of music: listening, singing, playing, improvising and composing, through a spiral and progressive curriculum. The children will regularly revisit prior musical learning to refresh, consolidate and build upon knowledge, skills and attitudes. This approach will form holistic, resilient, confident and informed musicians over the course of the curriculum. This spiral approach leads to deeper, more secure learning and musical mastery.
In the Early Years Foundation Stage, the children engage in musical activities that introduce pulse, rhythm and pitch through traditional songs and nursery rhymes, using their voices and classroom instruments. In Key Stage 1, these musical elements are built upon and embedded and the children will begin to understand the basic concept of improvisation and composition. In Key stage 2, children will follow an instrumental part through ear or reading notation and compose up to 12 bar melodies. To enhance the children’s learning, we have a weekly singing assembly which covers a wide genre of musical styles, and the children have the opportunity to join the school choir which regularly performs within the school community. Children from years 3 to 6 will have guitar lessons for half a term each year. In addition to this, we have a variety of musical performances and shows across all key stages throughout the year, allowing children to express themselves and become confident musicians and performers.


When assigning projects to university level or high school level students, they’re typically not thinking about the “why” of the assignment. They’re thinking about how they’re going to get it done to get the A and move on to the next thing. As educators, it’s your job to ensure your students understand the “why” of a project.
Ensure they know you’re not just making them jump through hoops to find multiple sources for the heck of it. Teach them that your research assignment is showing them how to consider and analyze different perspectives to develop their own informed opinions and solutions. Explain that your assignment is a practice in strengthening the muscles required to develop maturity, critical thinking skills, analytical proficiencies, and navigate diverse opinions. You can create parallels between a research report and a pitch during your first year of work. Explain that when you are pitching an idea, your ideas will be taken more seriously if it is reflective of multiple points of view from both your own business and other businesses that have worked with similar challenges.
The ability to examine perspectives and synthesize data is critical to excelling in the workplace, you aren’t just assigning research papers so you can read them all in your free time—make sure your students understand this! Helping your students make connections between their assignments and real-world applications will help them not only get more out of the project, but prepare for their future and think critically about what they’re learning!
The 6 A’s of Designing Projects
In Adria Steinberg’s book Real Learning, Real Work, she was truly on to something. She explored the six A’s of designing projects that would help students create ties to real-world scenarios with academic applications, bridging the gap between classroom and the world of work.
In order to design assignments that help students develop real-world skills and knowledge, consider the six A’s below and ask yourself the corresponding questions. With this guidance, you’re more likely to be giving your students a wider perspective that prepares them for the world of work.
Authenticity: Are you assigning them projects that may come up in the real-world? Is the output something that will help them generate value beyond the classroom?
Academic Rigor: Does the assignment cover multiple subjects for cross-competencies? Does it inspire students to consider different perspectives and search for evidence across multiple sources?
Applied Learning: Does the project require self-management skills or inspire the use of teamwork, problem solving, or communication?
Active Exploration: Is any of the project field-based with research in real-world scenarios? Does it require the student to investigate with a variety of sources? Do students have to summarize and present or perform what they learned at the end?
Adult Relationships: Do students have the option to work with or observe adults?
Assessment: Are students required to reflect on what they have learned? Do subject matter experts from the field help assess the outcomes?
All these questions are based on uncovering different sources, perspectives, points of view, and being able to summarize and analyze them creatively. While it can absolutely be applied to specific subject matter, the lessons learned will take them farther in the real world than simple subject mastery and multiple-choice quizzes.
Using Education to Prepare Students for the Real-World
If you need assistance designing and applying real-world learning experiences in your classroom, let NimblyWise help. We help higher learning institutions integrate foundational skills in standard curriculums and project-based learning. Schedule your free consultation with NimblyWise CEO & Founder, Mike Sweet, today and get results for your students!


How should we best describe the role of the arts, in the education of Irish Young people?
In this his first blog responding to Elliot Eisner’s “Lessons”, Ciarán Benson, Professor Emeritus of Psychology, University College Dublin, examines some of the language and arguments used by Eisner and wonders in the process, whether Eisner’s approach is actually the best way to do it?
I had a sense of unease reading Elliot Eisner’s ‘10 Lessons The Arts Teach’. I wondered whether everything that is claimed for the arts in this list could not equally apply to, say, well-taught history in the curriculum or, for that matter, to the ways in which a progressive science education might work? Eisner’s list attempts to make a case for the distinctiveness or separateness of arts education when, perhaps, the more compelling case might be to show how a good education in the arts could serve to unify personal and social experience, and link with other subjects.
I found myself wondering why Eisner has chosen this particular vocabulary to emphasise – ‘judgment’, ‘indeterminacy’, ‘know’, ‘cognition’, ‘real’ and so on. He does use the word ‘feeling’ but in a curiously muted and general sense. I began to suspect that he was trying to defend art education from a standpoint other than itself, using the vocabulary of the practical, the useful, the ‘rational’. I say this not in criticism, but in recognition. I have done this myself in the past when arguing for a better role for the arts in Irish education. But it now seems dated to me.
I think that if you asked anyone on the street about what it is the arts involve they would be more likely to use words that Eisner avoids, words like ‘imagination’, ‘emotion’, ‘surprise’, ‘lovely’, ‘airy fairy’, ‘playful’, and so on. Why would an authority on the arts curriculum pointedly avoid words like imagination, emotion or play in favour of the – let’s call them for what they are – more sterile and abstract ones that he chooses to use in his ’10 Lessons’? Is it to fit in with the big beasts in the curriculum, or, more specifically, with the language that the ‘serious’ or ‘hard’ subjects easily recruit to support themselves? Is he trying too hard to show the functionality of arts education? And, if he is, is this the best way to do it?
Every age will make sense of itself and of what it does in its own distinctive way, with its own preferred vocabulary, ideas and values. The constant, and now accelerating, invention of new materials and new technologies means that the range of what people can now, and will shortly, experience would be a cause of astonishment to people, including myself, even forty years ago.
We can think of these changes in terms of the collapse of boundaries. I can send a photo I have just taken to a friend in the highlands of Sri Lanka in less than a minute – the diminution of space and time; I can have a conversation in real-time via Skype with someone I have never spoken to before in Alaska who wants to ask me a question – the technological erosion of institutional boundaries; I can add my voice in less than twenty seconds to an urgent petition on Avaaz, campaigning for the rights of indigenous communities in the Amazon – the erosion of traditional political boundaries and their reformation as global communities of interest; or I could follow the example of the first official cyborg, the artist Neil Harbisson, whose antenna, implanted in his head, allows him to perceive visible and invisible colours, such as infrareds and ultraviolets, via sound waves as well as enabling him to receive images as sounds, music or phone calls directly into his head – the erosion of boundaries of self and not-self, of ‘inside’ and ‘outside’ me!
The arts, broadly and generously understood, have played a key role in these developments. What the arts teach, or rather what we might now think they can teach, given the astonishing developments they have been partner to over history, ancient and recent, is surely something more than Eisner’s succinct ‘Tweet-like’ list. What such a list lacks is context and the arts are nothing without context. Art would simply not be without its physical, biological, cultural-historical, socio-political contexts. In the next blog, we can elaborate a little on this.


We offer high-quality early childhood education, nurturing young talents and providing children with the skills and abilities that meet the trend of global development.
Based on the needs of child development, the aims of our curriculums can be divided into four major areas: “Physical Development”, “Cognitive and Language Development”, “Affective and Social Development”, and “Aesthetic Development”.
Through classroom learning and extracurricular activities, children will be able to be independent and obtain nine types of generic skills which are required for lifelong learning. Our kindergarten adopts different teaching methodologies, such as the thematic approach and story book approach, etc. It will enable children to learn actively and delightfully in an inspiring environment. Children’s learning effectiveness can also be increased with information technology.
(1) Healthy School Life
-Promote the message of “Healthy school”, create a healthy environment, and strengthen children’s, parents’ and teachers’ awareness of health.
(2) Reading Culture
-Promote the culture of reading, encourage our parents to read with their children, to cultivate our children’s interest of reading.
We offer half-day Bilingual Classes with 1 hour English and 2 hours Cantonese teaching every day. Our NET teachers teach part of the main subject such as English, mathematics, moral education, etc. It allows our children to have more opportunities to practice English daily and to be immersed in the English learning environment.
This setting is designed to prepare our children to cope with bilingual learning environments such as international, DSS and local primary schools. We also place great emphasis on teaching Chinese to children, in particular, Cantonese and Mandarin. Our native Mandarin teacher has obtained the first rank in the Putonghua Proficiency Test.
English story book approach: Part of the teaching materials include the Cambridge English Channel reading scheme.
We are the first kindergarten group in Hong Kong to introduce an award-winning Korean curriculums (Magnet Blocks and Board Games) for Elite Education.
Korean Game-based Educational Tool For Gifted Education
Korean Magnet Block Curriculum
Japanese Block Curriculum
Children will learn the social skills and table manners that enable them to become polite, confident and self-assured young ladies and young men.
Etiquette and social skills are not inherent. Children need to practise these skills again and again so they become habits. TWGHs Lucina Laam Ho Kindergarten offers Etiquette Lessons which cover the learning of social skills and table manners (eg Chinese, Western, Japanese, Korean, etc.). Students get accustomed to the proper etiquette required to become courteous and confident little ladies and gentlemen.
In 2015, 15 TWGHs kindergartens were honoured by the Award for Art Education in the Hong Kong Arts Development Awards 2014.
To enhance children’s music, body movement and arts.
We plant different kinds of plants for children to observe, learn the ecological growth patterns and understand the importance of nature protection.
Through the cultivation of different species on campus, children are encouraged to observe and understand the natural processes, thus establishing values for nature conservation. By promoting a message of conservation in early childhood, our students will go on to become conscientious global citizens of the future .


AdLit.orgby WETA Year Published: 2015
Teachers, use information from this site to plan before reading, during reading, and after reading activities for your students.
ALEX Lesson Plansby Alabama Department of Education Year Published: 2010
Teachers, use this site to search for helpful lesson plans that correspond to our Alabama Courses of Study.
Carousel Brainstormingby Lessoncast Year Published: 2015
Teachers, watch this brief video that explains carousel brainstorming. It's a great way to have your students collaborate and move around your classrooms.
Fluency Resourcesby Timothy Rasinski, Ph.D Year Published: 2015
Teachers, explore presentations and materials by Tim Rasinski, Ph.D for teaching fluency.
Graphic Organizersby Teacher Vision Year Published: 2015
Teachers, explore this site for lots of printable graphic organizers that can be used across the curriculum.
Literature Circlesby Literature Circles Resource Center Year Published: 2004
Teachers, this site gives an overview of literature circles and has many helpful links for managing literature circles in your classrooms.
Moodle Coursesby bcbe,org Year Published: 2015
Please contact me at firstname.lastname@example.org if you would like to have guest access to any of my five 6th Grade Moodle courses (Reading, Language Arts, Mathematics, Social Studies, and Science). These courses contain learning activities, Discovery Education clips, quizzes, worksheets, direct links to websites, student forums, and boxes for students to submit assignments and projects. They are arranged by learning units and correspond to our classwork each week.
Phonemic Awarenessby readingrockets.org / National Association for the Education of Young Children Year Published: 2015
Teachers, this site contains articles, video clips, and tip sheets in English and Spanish to help develop phonemic awareness.
Phonics Instruction Videoby Alabama Department of Education Year Published: 2015
Teachers, watch this phonics video for tips on phonics instruction.
Reading Workshopby busyteacher.com Year Published: 2015
Teachers, this site explains how reading workshop can be managed and has links to many helpful reading sites.
Readworks.orgby readworks.org Year Published: 2015
Teachers, use this free site to print reading passages that will help your students practice comprehension strategies. Answer keys are included.
Revised Bloom's Taxonomyby Iowa State University Year Published: 1995
Teachers, use this interactive model to help plan effective and engaging lessons.
Tiered Vocabularyby Kimberly Tyson Year Published: 2013
Teachers, read this site for tips on tiered vocabulary.


I can compare decimal numbers with different numbers of decimal places (1 and 2)
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Students learn to compare and set decimal numbers with 1 or 2 decimal places in numerical order. They know when a number is greater than or less than a given number.
Discuss with students why it is useful to be able to compare decimal numbers and set them in numerical order. Say that you can use this to determine if you have enough milk for your recipe. Which carton has enough milk?
Look at the numbers on the interactive whiteboard. Ask them to drag numbers with tenths to the left, and numbers with hundredths to the right. Practice how to say the numbers as you drag them to their respective circles.
Show students the decimal place value chart and use the chart to explain that you can compare decimal numbers. By comparing the tens, ones, tenths and hundredths you can determine which number is larger or smaller. Explain that you can also use the decimal place value chart to set the numbers in numerical order. Show this with an example. As a class, determine the numerical order for a set of numbers and determine which decimal number is larger or smaller. Drag the numbers to their correct locations.
Check that students can compare decimal numbers with 1 or 2 decimal places and set them in numerical order by asking the following questions/giving the following exercises:
- When is one decimal number greater than another decimal number?
- How do you know if a decimal number is greater than or less than your number
- Write a decimal number that is less than 3.1.
- Write a decimal number that is greater than 7.25.
Students first practice with decimal numbers where they choose from multiple choice answers, and then they work with exercises in which they need to write the decimal number that is larger or smaller.
Discuss with students that it is important to be able to compare decimal numbers and set them in numerical order so you can be sure you have enough of an ingredient for a recipe (like milk). Check that students know to use a decimal place value chart to help them. To check that students understood, the students must work in pairs. The first student writes two decimal numbers that are smaller than 10, one with 1 decimal place, and one with 2 decimal places, and their partner must decide which is larger or smaller. They then switch roles and repeat.
Students who have difficulty comparing decimal numbers and setting them in numerical order can practice using the decimal place value chart. By filling in the numbers in this chart they can see which number is greater or less than the other number.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Earlier this month we celebrated International Book Lovers’ Day on August 9, a day dedicated to reading and literature. In LCNV classrooms, teachers always put a strong emphasis on the importance of books and the habit of reading, as it is not only an integral part for literacy development, but also opens doors towards independent learning and enjoyment. Especially in our Family Learning Program (FLP) classrooms, we make a point to emphasize the significance of reading as a part of family education – for this month’s blogpost, we would like to share more with you about how LCNV tries to emphasis reading as a family activity from the aspect of one of our Family Learning Program Teachers, Elizabeth:
“As a teacher at LCNV Family Learning Program, I want our students to experience the warm welcome public librarians show every person who comes to their community library. Ever student can have a library card and use all the facilities the library has to offer. It doesn’t matter whether or not you can read. Babies can come to the library with their parents for play time and story time. Older children and adults can come to the library for computer class or to use the computers for their personal study. Members of the community can come to the library to be in a place to have some quiet time with themselves. Learners who attend the Crestwood Families Learning Program participate in a field trip to the Richard Byrd Library every semester because we want our students to experience the community library and to see it as a resource they can use to continue to work toward their personal goals.
Books and other resources at the library come in many varieties. Some of our English learners need books with a lot of pictures in the beginning. Our community libraries are filled with such appropriate materials, and librarians are eager to help English learners find what they need.
In addition to visiting the Richard Byrd Library and obtaining library cards for all our students, we have a Classroom Library. Our Classroom Library provides students with books students can take home to share with their children and families, books which can help with English practice, and books for relaxation and fun. By borrowing and returning books in our Classroom Library, students get practice in using the library so that they become familiar with the process and can feel comfortable borrowing and returning materials in the community library as well.
We also make our own books during class. Right from the beginning of class, even students who know only a few words of English can make tiny books. Some students in our very beginning class choose to use one word and one illustration per page, using the words they know. Others tell stories with complete sentences. Student use what they know of the language. The tiny book makes this a light-hearted educational activity. The important thing is that everyone appreciates everyone else’s book and finds enjoyment in using the new language. Students have much to talk about when they share their tiny books!”
To ensure better quality and variety of communications, LCNV has altered our blog post frequency from weekly to monthly, and created a campaign to share monthly eblasts based on current happenings, special occasions and celebrations of the month. If you would like to receive these messages, join our mailing list!


Quality Apprenticeships often have eligibility criteria for admission, which tends to limit the access of disadvantaged youth, including school drop-outs, to training places and eventual employment. In this context, targeted interventions that bridge the qualification gaps of disadvantaged youth help integrate them into mainstream training.
Pre-apprenticeship training programmes help potential apprentices to develop academic knowledge, skills and trade in readiness for an apprenticeship. The programme may combine basic literacy and numeracy skills training, and practical in-company training. Governments may financially support the companies that provide training places to disadvantaged youth who lack necessary qualifications to be an apprentice. In Germany, for instance, the federal employment agency provides pre-apprenticeship training for youth who lack qualifications for apprenticeships or those who are socially disadvantaged. The scheme combines vocational training and subsidised employment in enterprises. It is financed by the social security fund (European Commission, 2015).
Box 7: Pre-apprenticeship programme in Canada
The Province of Ontario in Canada has pre-apprenticeship programmes for those interested in working in a trade, but who do not have the skills or experience to get an apprentice place. There are programmes for youth or adults who:
- graduated from high school
- left before finishing high school
- are unemployed or underemployed (age and eligibility for Employment Insurance are not considered)
- are Indigenous, newcomers to Canada, women, Francophone or youth-at-risk
The training is provided by different organizations, such as colleges or community agencies. It is free – costs for textbooks, safety equipment and tools are also covered. The training goes for up to 52 weeks and starts at different times throughout the year, and covers:
- safety training for skilled trades
- training to improve academic skills
- basic-level apprenticeship in-school training
Pre-apprenticeship training also includes a work placement for eight to 12 weeks.
Source: Employment Ontario, 2016.
Across the world, employers face the challenge of developing and retaining staff. At the same time, more and more employers are recognizing the benefits of employing under-represented groups of young persons. Workplaces that are inclusive give employers access to a wider pool of talent and create a positive image of the organization among staff and clients. Making Quality Apprenticeships inclusive provides employers with a new source of skilled workers, and gives young people an enhanced opportunity to enter the labour market.


Earth Day is almost here! Teaching your child to be eco-friendly can help them become aware of their environment and how they can make a difference in the world. Below are some fun suggestions for Earth Day activities for children for you to consider at home or at school. There are many children’s books that help children understand what it means to be eco-friendly and what Earth Day is all about. The Lorax by Dr. Seuss is a great children’s book that address environmental issues in a creative way. Other books to consider are The Giving Tree by Shel Silverstein and The Earth Book by Todd Parr. PBS Kids has several other “green” reading ideas to share with your kids.
If you do end up reading The Lorax with your kids, follow it up with an art activity about planting a new tree! You can make your own tree, either through cutting out then gluing the pieces together, or drawing all the parts of the tree, from root to trunk to leaves & fruit or flowers. It’s a fun activity both you and your little one can do together and let your imagination run.
Another fun craft idea from Powerful Mothering is making a feather and pom pom tree. This activity is good for fine motor skill development in youngsters. Using piper cleaners and pom poms, your child can make their own truffula trees! The steps are simple and easy to follow.
And if your child is interested in getting down and dirty and planting a real tree, check out MillionTrees NYC. Here you can sign up to plant trees all over NYC or request a tree to be panted in your neighborhood. This is great way to get the whole family involved and discuss how trees are important to our environment, both locally and globally.
Additional Earth Day theme activities your child may enjoy include:
Super Simple Nature Prints: For this next activity, taking a nature walk or short hike with your child will be very helpful. While walking through the park, have your child gather and collect flowers, acorns, twigs, leaves, tree bark etc. Once you have gather all those things, you and your child can make nature prints using clay or play-doh.
Another eco-friendly activity that your child will love is building with recyclables. The possibilities are endless in what your little one can make by using egg cartons, plastic bottles, etc. Let your child build robots out of paper towel rolls or spaceships out of milk cartons. Want to be more creative try doing this activity- Fine Motor Play from Recyclables.
Local Earth Day activities for children in NYC:
Earth Day in Prospect Park (April 17) – There will be lots of fun interactive activities for the whole family to enjoy.
Earth Day New York 2016 at Union Square (April 17) – An annual event held at Union Square where you can enjoy live performances and interactive displays.
Arbor Fest (April 24) – Visit Queens Botanical Garden and enjoy various activities which include live music, face-painting and much more!


Elementary Education For All: a Fundamental Human Right |
Education is basic necessityfor survival just as food, clothing and shelter, education is equally essentialwith other necessities mainly for self-sustenance, dignity and growth. Theframer of the Constitution realized the importance of education and has imposeda duty on the state under Article 45 of Directive Principle of State Policy toprovide fee and Compulsory education to all children until they complete theage of 14 years within 10 years from the commencement of the Constitution. Inthe context of child right movement, there had been continuous advocacydemanding the education should be made a fundamental right. Even activists ofthe child labour movement joined this campaign. Such advocacy and campaigningled to the Unni Krishnan Judgment. In an unprecedented manner, the SupremeCourt establishes new Human Right Jurisprudence. Article 45 which was anEconomic Social and Political Cultural right under DPSP was read with Article21, a Civil and Political, Fundamental Right, thus making education anenforceable Fundamental Right.


I present the poetry and life of the influential Sufi scholar Rumi in order to counter the prevalent Islamophobic images of Muslims in the media. Rumi’s philosophy epitomizes a cosmopolitan sensibility that embraced cultural diversity. One of Rumi’s most important legacies for our contemporary world is how his work creates bridges between Western and Islamic cultures. I suggest that the true cosmopolitan value of Rumi’s poetry can be realized if Rumi’s poems and philosophy are situated within their specific cultural and historical context, and are appreciated alongside the works of contemporary artists from the Islamic world who carry on Rumi’s legacy. As such, the artwork of Iranian-America artist Shirin Neshat is also discussed in relation to Rumi. I argue that art educators can play an important role in combatting bigoted perceptions of Muslims by incorporating the art of significant artists from the Islamic world, both past and present – such as Rumi and Neshat –in their curriculum.
Keywords: Muslims, Islamophobia, Rumi, Shirin Neshat, Cosmopolitanism
How to Cite:
Akbari, E., (2016) “Rumi: A Cosmopolitan Counter-Narrative to Islamophobia”, Journal of Cultural Research in Art Education 33(1), 48-67. doi: https://doi.org/10.2458/jcrae.4896


One of the conventions of historical study is to maintain objectivity. But it is also important for us to reflect on our past with regard to its implications on the present. Explicitly introducing students to the ethical dimension invites emotion, feeling, and judgment into our understanding of the decisions and consequences of the past and creates to the space to imagine reparative futures.
The below exercises offer opportunities to explicitly introduce students to the concept of the ethical dimension.
Understanding Our Worldviews(link is external): Students create posters to help identify how their particular worldviews might affect their study of history.
Each of these scaffolds can be customized to support your unit of study while reinforcing the historical thinking concept.
- Interrogate a Source - Implied Ethical Judgement
- Asking Critical Questions of the Past
- Big Six + 1 The "activist dimension" developed by the UCLA History-Geography Project.
Culminating Project/Connection to Local History
Taking a Historical Approach to Activism: (link is external)This project asks students to compare the different roles of historians and activists, and allows students to think critically about the role of "historian-activists". Students plan a campaign for change about a current issue while considering the historical roots of the issue.
Reclaiming Local History Resource Guide Linked articles, assignment ideas, and learning strategies that can inform lesson development for students.
Making History Teaching Reflection:(link is external) Use this as a tool to refine and revise teaching strategies within this module.
Related Model Lessons
- Rigged Monopoly (multiple grades)
- Campaign for Change (multiple grades)
- Ethnic Studies Lesson Plan (multiple grades)
A Note on Supporting Literacy Development: We encourage you to refer to these UCBHSSP planning templates(link is external)(link is external) as you make use of the Making History modules. Additional UCBHSSP strategies can be found in our literacy handbook, Access for All Learners.


I can round decimal numbers on the calculator.
8,000 schools use Gynzy
92,000 teachers use Gynzy
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Students learn to round decimal numbers on the calculator to the tenths, hundredths, and thousandths place.
Discuss with students that it is important to be able to round to the tenths, hundredths, and thousandths on the calculator, so that they don't need to write all the numbers in the decimal places down. This is useful, for example, with division.
The interactive whiteboard has a number of true/false statements about rounding numbers. Students must decide if they are true or false and show thumbs up or thumbs down. You can erase the grey boxes to show the answer. Ask students how they determined their answers and what they need to pay attention to when rounding to tenths and hundredths.
Explain that you can round a decimal number to the tenths, hundredths, and thousandths place. When you round to the tenths place, you look at the number in the hundredths place (2nd digit after the decimal point). When rounding to the hundredths place, you look at the number in the thousandths place(3rd digit after the decimal point). When rounding to the thousandths place, you look at the number that is fourth after the decimal point (it's called the ten thousandths place). If the number is 4 or less, you round down. If the number is 5 or greater, you round up and add 1 to the prior number.
To check that students understand rounding decimal numbers on the calculator, you can ask the following questions:
- Which number do you look at when you want to round a decimal number to the tenths/hundredths/thousandths place?
- What do you do when the number is a 5?
- What happens to the number in the tenths/hundredths/thousandths place if the number is a 5?
Students first round a number to the tenths or hundredths place, with the calculator showing a number with 7 decimal places. Next the students must round a number with 6 decimal places to the thousandths place. Ask students how they ave rounded the number and see which number they use to determine if they round up or down.
Repeat the goal and ask why it is important to be able to round decimal numbers. You also use rounding when you do approximate calculations in the future. Ask which numbers to look at when you want to round a number. When rounding to the tenths place, you look at the hundredths, when rounding to the hundredths, you look at the thousandths, and when rounding to the thousandths, you look at the fourth number, the ten thousandths. To check this the interactive whiteboard has a few calculators and students must round to the tenths, hundredths and thousandths place. Finally students must decide if a number should be rounded up or down, and stand up or down.
Students who have difficulty with this goal should start with rounding to whole numbers, to tenths, and to hundredths with decimal numbers with a maximum of 3 decimal places.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Our learning activities target 6 key development, backed by science and research. These areas are critical for a child's development and growth, especially at younger ages.
The underlying mechanisms that enable us to perform mental processes such as thinking, remembering or solving problems. These form a set of processing skills that requires our attention, memory and logical reasoning – all critical for a child’s growth. These skills also enable children to regulate themselves and be independent.
Fine motor skills involve coordination and control of the distal regions of our body, specifically wrists, fingers, and hands, to carry out precise tasks. These often include activities that involve the usage of tools such as scissors and pencils. By strengthening fine motor skills, children can be more independent and perform tasks such as tying shoelaces and fastening buttons on their clothes. Developing fine motor skills also aids in literacy through writing. Gross motor skills, on the other hand, involve proximal regions of our body such as the arms, legs and torso, to perform more fundamental movements that can comprise of locomotor, non-locomotor and manipulative skills.
Allows logical thinking capacity for building foundation in understanding numbers (and number systems), shapes and spatial relations. Numeracy skills help children understand concept of numbers - their order, relation and correspondences. Children should learn how to count and compare numbers, as well as perform basic mathematics and arithmetic. Also includes concepts such as matching, sorting, comparing, ordering, and patterning.
Includes language, phonological awareness, speech, reading and writing. Receptive language is important for the comprehension of language, and understanding of the meaning of words and what they convey. Expressive language is responsible for the usage of language through speech or alternative forms to convey thoughts and ideas.
Aesthetic Expression & Creative Skills
Aesthetic expression comprises the ability to visualize objects into other forms of work, and understand the elements that make up an object, such as texture, shape or arrangement. Creativity can be defined as the ability to have self-expression and individual ideas, but also the flexibility to engage in different concepts to represent own feelings and experiences
Social and Emotional Skills
Includes self-awareness, self-management, social awareness, relationship management, and moral compass. Children should be able to recognize their feelings (whether positive or negative), identify their likes and dislikes, and recognize what they can or cannot do in various settings. They should learn to embrace and appreciate diversity, and respect the feelings and perspectives of others. There are many possible (right or wrong, and sometimes grey) outcomes to situations, and they have a role to play in managing and achieving these outcomes.


During the holiday season, parents, teachers, and family members are searching for the perfect gifts for the young people in their lives. What better way to give a gift than to give one that is fun and teaches valuable skills like problem solving or encourages creativity? We’ve gathered a list of exciting learning gift ideas for the holiday season. Find the right choice for the child in your life, and give the gift of learning!
Educational Gift Ideas for Students and Classrooms by Age Group
Buying gifts can be challenging, but giving the gift of learning opportunities is always a perfect fit. Whether you have learners in your life who are interested in STEAM/STEM, Arts & Crafts, Games, or Sports, there are great options available online from School Specialty.
Educational Gifts for Infants and Toddlers
Everything in the world is new, and specialized gifts for this age group are made to aid in the development of foundational skills like gross and fine motor skills, communication skills, creativity, and imagination. Classic gifts for this age group include musical toys and activities, baby dolls, manipulatives, and building blocks. Bright colors, new textures and shapes, and room for imaginative play make for the perfect holiday gift for an infant or toddler.
Read More: Educational Gifts for Early Childhood
Learning Gifts for Ages 4-6
From the ages of four to six, kids are communicating much more and able to further develop skills like problem solving and recognizing patterns. These skills not only serve as foundation for mathematics, but also learning to recognize letters and eventually learning to read and write. Gifts in the areas of word, color, and letter recognition, along with numbers and symbols make for excellent educational options.
Learning Gifts for Ages 7-9
Developmental milestones for seven to nine year olds include the understanding of cause and effect, and reading and writing more complex words and sentences. Any gifts or activities to help benefit spelling, reading, physical activity, memorization, or concentration are great options for this age group. A holiday gift can be fun and educational, and the receiver might not even know they are learning valuable skills during play.
Learning Gifts for Ages 10-12
Preteens can be a bit of a puzzle when it comes to educational gift giving, but their development intellectually and physically during these years means that educational gifts can be anything from a tablet or laptop computer, to new books or games like Scrabble and Monopoly. Preteens are developing a sense of self accomplishment for completing tasks and winning games, so longer and more complicated puzzles and activities are great options.
Read More: Learning Gift Ideas for Elementary Aged Kids
Inspire Learning with Educational Gifts for Kids
Bringing a love for learning into the house doesn’t have to mean sitting through lectures or reading boring books. It starts with play and interaction, and grows into a genuine curiosity and enjoyment of taking in new information. From books and games to tools and high-tech devices, there are educational gifts for all age groups and learning preferences.


Written by: Regina De Canto, M.S, CCC-SLP
When it comes to writing, what exactly are speech therapists looking for and how are they helping their young clients?
Speech therapy works on expressive and receptive language- even with writing! With spoken language, there are many rules we follow that fall under morphology (e.g., putting a “s” for regular plurals), semantics (e.g., vocabulary), syntax (e.g., how we organize the words we use in our sentences), and pragmatics (e.g., talking for a variety of purposes). Speech therapy addresses these same subsystems of language in written expression. Since writing is such a dynamic and multisensory process, it is complex and can be overwhelming for some of our young children.
It may not be developmentally appropriate for preschoolers to work on writing, per se, but we can certainly work on prerequisite skills that are necessary for the foundation of writing. Speech therapy would address working on numbers, letter names, and their corresponding sounds. At this age, preschoolers should be able to recite their letters and know what sounds each letter makes. They should also be able to recognize their name and even know how to spell their name. We work on this through:
- Music and singing
- Alphabet puzzles
- Coloring pages
- Magnetic letters
- Arts & crafts
Kindergarten is the appropriate age to work on the basic, foundational skills of reading and writing. Speech therapy works on children writing their name, copying words and phrases, and spelling basic words. We are looking for our children to be able to write on a line, as opposed to having letters trail up or below the line. Letters should also be oriented correctly and have an appropriate space between letters and words. At this age, letter reversals are fine for now- but we would address that in speech therapy, too!
As children get older, their writing skills will progress to using more words in a sentence to describe objects or events. They are also following more complex academic directions like fill in the blank and creating basic sentences on their own. By this time, letter reversals should be eliminated. In the picture below, it should say “a big ball”, but the “b’s” are upside down. If we are still seeing significant letter reversals like in the picture below, your child may be showing signs of dyslexia.
Finally, in the later elementary school years, children are learning to write for a variety of purposes. They are learning to adjust their writing styles to narrate a story, write an informative paragraph, or even write a thank you letter. Speech therapy addresses how to adapt their writing to use more mature vocabulary and dynamic sentence structures like in the examples below:
- The dog is sitting.
- The dog is sitting on the floor.
- The big dog is sitting on the rug.
- The enormous dog is sitting and waiting to eat on the rug.
You can help your child with their writing needs outside of speech therapy, as well! Speech therapists will show you what to look for with your child’s writing and strategies to promote their expressive language through writing at home or even apply it to what they are already doing at school. Keep an open dialogue with your speech therapist to find out other ways you can help your child!


- Colorado and Illinois are using two promising strategies to lead the way in reducing exclusionary discipline practices in early childhood education, New America’s Education Policy Program said in a report released Wednesday. The group's study focused primarily on how these states use early childhood and mental health consultation and professional development around social-emotional learning to address disparities in discipline.
- During virtual listening sessions late last year with teachers, program administrators and mental health consultants in Colorado and Illinois, New America heard about persistent staff shortages in early childhood education and how the pandemic has increased stress for students, teachers and families.
- Some of the report’s recommendations for helping early childhood educators address discipline disparities include creating a uniform state department that oversees these programs, addressing the preparation and retention of early educators through fair pay, and increasing access to mental health resources for early childhood programs.
Disproportionate suspensions and expulsions of young children are a long-standing issue that has been exacerbated by the pandemic, said Chrisanne Gayl, chief strategy and policy officer at Trust for Learning, a philanthropic partnership focused on expanding early learning environments for underserved children.
“It’s important to note this is an ongoing issue. It’s not one that is going to go away unless we’re really intentional about addressing it,” said Gayl, who is also a former senior policy advisor for early learning at the U.S. Department of Education.
The New America report cited a 2019 study that found, through parent-reported data, more than 174,000 pre-K students were suspended each year. On top of that, more than 17,000 pre-K children were expelled annually. A 2005 study by Yale University also discovered pre-K children were over three times more likely than K-12 students to be expelled. Additionally, that same study said Black pre-K students were twice as likely to be expelled compared to their White and Latino peers.
About 15 state early childhood discipline policies reflect language with a focus on racial equity, according to New America, a public policy think tank based in Washington, D.C. The group's report goes on to recommend that more of these policies focus on racial equity and that policy stances on racial equity should be clearly communicated to early childhood educators.
“They may not be aware of the equity implications of exclusionary discipline, or it may not have been communicated to them that this is an intentional part of the law,” the report said. “The data suggest that doing a better job of reducing exclusionary discipline in ECE [early childhood education] will benefit Black children, especially Black boys, the most, and policies should be designed accordingly.”
Gayl said exclusionary discipline is rooted in racism and the implicit bias of some educators. This can begin to be addressed through professional development, she said.
“We should be honest about that,” Gayl said.
Both Colorado and Illinois have passed legislation banning or strongly restricting expulsion of young children from the classroom. This is an emerging policy trend that Gayl said she wished other states would adopt at a faster rate.
As states begin eyeing policies to address exclusionary discipline, it should be noted this move is only a first step to taking on the problem, said Abbie Lieberman, a co-author of the report and a senior policy analyst in early and elementary education at New America.
Two strategies that stood out most to Lieberman as she talked with educators in Illinois and Colorado were the focus on early childhood mental health consultation and professional development on social-emotional learning. But access to these resources needs to be more available and consistent, she added.
“If we want to see meaningful change, we really think the focus needs to be on supporting these teachers so that they can better support the children,” Lieberman said.


New Complete Geography has helped thousands of students across the country to understand and engage with Geography. Now completely updated, it continues to offer the best and most accessible preparation for Junior Certificate Geography.
• New! Updated key statistics and new OS map legend details
• New! Learning Focus at the start of each chapter directs learning
• New! keyword sections improve literacy and aid understanding
• New! discussion questions help students connect with each topic
• New! cloze test summaries revise keywords and create a template for revision
• New! case studies are on topical issues such as wind power and electricity pylons
• New! Recap Maps present key points at the end of each chapter
• Increased emphasis on literacy and numeracy skills
• Retains popular design which emphasises visual learning
• Promotes active learning and a skills-based approach
New Complete Geography, together with its companion New Complete Geography Skills Book, help students to achieve their maximum potential through enjoyable, active and effective learning.


PRESCHOOL TEACHERS’ COMPETENCIES FOR IDENTIFYING AND FOSTERING GIFTEDNESS FOR VISUAL ARTS EXPRESSION IN PRESCHOOL CHILDREN
Jovana N. Đorđević
This paper focuses on preschool children having a gift for expressing themselves in visual art forms. The aim of the research is to determine which competencies preschool teachers own and additionally need for identifying this specific type of giftedness and creating and implementing programs to promote it. The research includes questionnaires for two defined groups. The first group is composed of preschool teachers with certain work experience and the second one includes final year students of the Faculty of Education in Jagodina, department for preschool teachers. Questions are designed to assess the competencies preschool teachers have for working with artistically gifted children, whether these competencies were obtained through formal or informal education, and finally which competencies teachers do not possess but do need for working in this area. Collected results will be used to indicate directions for improving initial [undergraduate] preschool teacher education curriculum in Serbia in order to enrich their competencies for efficient work with children gifted for visual arts expression.
Keywords: preschool teacher competencies, giftedness, artistic ability, preschool children, visual arts expression.
Altaras Dimitrijevic, A. & Tatic Janevski, S. (2016). Obrazovanje učenika izuzetnih sposobnosti: Naučne osnove i smernice za školsku praksu. Beograd: Zavod za unapređivanje obrazovanja i vaspitanja.
Clark, G. & Zimmerman, E. (2001). Identifying Artistically Talented Students in Four Rural Communities in the United States. Gifted child quarterly, 45(2), 104‒114. https://doi.org/10.1177/001698620104500204
Jevtic, B., (2009). Struktura kompetencija darovite predškolske dece. U Daroviti i društvena elita: tematski zbornik br. 15 sa međunarodnog naučnog skupa “Daroviti I društvena elita” (pp. 250‒259). Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača “Mihailo Pavlov”.
Kárpáti, A. & Gaul, E. (2013). Preface. In A. Kárpáti, E. Gaul (Eds), From Child Art to Visual Language of Youth: New Models and Tools for Assessment of Learning and Creation in Art Education (pp. ix-xiv). Bristol, UK / Chicago, USA: Intellect.
Kerr, B. (2009). Encyclopedia of Giftedness, Creativity and Talent. University of Kansas.
Madeja, S. (2013). The status of assessment in the visual arts in the United States. In A. Kárpáti, E. Gaul (Eds), From Child Art to Visual Language of Youth: New Models and Tools for Assessment of Learning and Creation in Art Education (pp. 5‒32). Bristol, UK / Chicago, USA: Intellect.
Nikolić, M., Grandić, R. & Pavlović, M. (2017). Kompetencije vaspitača za rad sa darovitom decom. Inovacije u nastavi, XXX, 43‒54. doi: 10.5937/inovacije1701043N
Road Map for Arts Education, The World Conference on Arts Education: Building Creative Capacities for the 21st Century. Lisbon. Downloaded March, 15, 2019 from: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/Arts_Edu_RoadMap_en.pdf
Sternberg, R., Jarvin, L. & Grigorenko, E. (2011). Explorations in Giftedness. Cambridge.


Music is the language of feelings, the food of the soul. But could it also be a grade booster for high school students? Researchers think so — if students engage in actually playing the music (not just listening to it).
A new study published in the Journal of Educational Psychology reports high school students who play musical instruments score significantly higher in science, math and English exams than their non-musical peers. The authors looked at the academic performance and music engagement (the number of music courses taken) of over 110,000 Canadian students, making the study the largest of its kind.
Something to Sing About
Peter Gouzouasis, professor of music education at the University of British Columbia and senior author of the study, has been studying the effects of music education on academic achievement for over two decades. He found that highly engaged music students, those that had taken three or four music classes during high school, were one year ahead in their English, science, and math skills compared to peers who had not taken any music classes.
Other studies have previously reported that better students are more inclined to take music lessons, so they are more likely to outperform their peers regardless of music participation. But Gouzouasis argues his team’s findings suggest “a music phenomenon” — that there is something special about music itself that benefits students.
In Gouzouasis’ study, the differences in exam grades between music and non-music students were consistent regardless of prior academic achievement on similar exams in seventh grade. Other factors, such as gender, ethnicity, and socioeconomic status, or a family’s income level, didn’t make a difference either.
Music and Math
That music lessons seem to help academic performance overall wasn’t the only thing Gouzouasis and colleagues uncovered. They also saw a predictive relationship between high music grades and high mathematics achievement — meaning students who received high grades in their music lessons tended to also do better in math.
High-scoring math students, however, did not necessarily perform better in music lessons, suggesting that music was doing something unique to help their achievement.
Music students engage in a variety of learning processes that may aid their school performance. They learn to read music notation, develop eye-hand-mind coordination, improve their listening skills and develop team skills and the discipline to practice. “It is likely that some skills learned in band, orchestra, and conservatory music lessons transfer very broadly to adolescents’ learning in school,” Gouzouasis says.
How music learning transfers into better grades is something researchers continue to investigate. Though he didn’t explore them in this study, Gouzouasis has a few theories. Changes in the structure and function of the auditory cortex and Heschl’s Gyrus (a part of the brain that contains the primary auditory cortex) could translate to other tasks, he thinks. In addition, the ability to “audiate,” or imagine music without hearing it, could confer cognitive benefits.
Gouzouasis and colleagues also looked at the effect of instrumental and vocal music engagement independently, as students in these forms of music have different learning processes. Vocal students do not learn how to play an instrument or how to read musical notation, for example. Both vocal and instrumental performers outperformed their non-musical peers, they found.
However, among those who were engaged in music, students who took instrumental music scored even higher than those involved in vocal studies. The authors think the higher demands of instrumental music education leads to greater cognitive development in these students.
Generalizing the Results
Though the study was done using data from Canadian students, the authors anticipate the results would be consistent elsewhere. “The patterns of our findings quite clearly indicate that music participation – especially in instrumental music, and multiple years of music engagement over time – confers cognitive benefits in the form of tangible differences in many aspects of academic achievement and engagement in school,” Gouzouasis says.
So, if you’re looking to give your kids a boost academically, perhaps it’s time to face the music. The authors also hope their findings will encourage school administrators to support more music education in the classroom.


Vocabulary, comprehension and fluency model and literacy skills development in lower primary classes l Kyengera town council, Wakiso district
Bataringaya, Mbarebak Winnie
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Literacy skills are useful for the learners in academic and non-academic life, however, there was notable persistent poor performance of pupils in literacy for pupils in lower primary classes of primary schools in Wakiso district. These primary schools have been utilizing a number of different teaching models for literacy which appear to be weak models. This requires development of a new model. This study focused on exploring the VOCOF Model and its contribution in enhancement of Literacy Skills in Primary Schools. The study objectives were to examine contribution of VOCOF Model in enhancement of literacy vocabulary skills, establish relevancy of VOCOF Model in enhancement of literacy comprehension skills and to assess the role of VOCOF Model in enhancement of l literacy fluency skills among learners in lower primary classes. An experimental design utilizing quantitative approach was adopted. A total of 60 pupils participated in the study. Systematic sampling method was used while literacy tests and participatory observations were utilized to gather information. Samples T-test was used to test for mean differences between tests. Results showed that VOCOF Model enhances literacy development among lower primary pupils. There was a significant mean difference between vocabulary tests at (p= 0.034<0.05), comprehension test at (p= 0.000 <0.05) and fluency at (p=0.006<0.05). All test scores obtained were above 60% to 96% qualifying VOCOF to be reliable. VOCOF Model enhanced literacy vocabulary skills through helping learners in letter recognition, exposure to new words, build listening and read ing skills, distinguish in words by their sounds and motivating learners. It was also relevant in enhancement of literacy comprehension skills through improving learners' writing skills, deriving meaning from text, pictures, sounds and animations.It was also found that learners developed literacy fluency skills under VOCOF through speech of right words, accent and phonetics, reciting and building their vocabulary and comprehension skills from letters, words and pictures, and to express themselves in speech using the right punctuation, and grammar. The study concluded that VOCOF unlike other models significantly enhanced literacy skills holistically. Recommendations included the need for teachers of primary schools to adopt VOCOF model, alongside other models in their schools, begin demonstration basis in primary one and later enroll it on the entire lower primary class levels and enriching the VOCOF model to be utilised in all local languages used in the country. The need to design a model which can help in the teaching of numeracy and the effect of teachers' training on the implementation of VOCOF model required further research.


Why music education? UCLA professor James Catterall led an analysis of a U.S. Department of Education database. Called NELLs88, the database was used to track more than 25,000 students over a period of 10 years. Catterall conducted a study and found that regardless of socioeconomic background, music-making students get higher marks on standardized tests. The study showed that students involved in music generally tested higher than those who had no music involvement. The test scores studied were not only standardized tests, such as the SAT, but also reading proficiency exams. The study also noted that the student musicians scored higher, no matter what socioeconomic group was being studied. So why not music education?
Having visited several classrooms, it appeared to me that in many cases, music education tended to begin in the third grade, for those that were fortunate enough to have a music instructor. Even then, the instructor was often stretched thin, being shared by several classrooms, and even several schools within a given district. This left our youngest students with little or no music education.
Educators in the earliest grades, specifically preschool to firstgrade, do not need to be music teachers in order to incorporate music into their classrooms. Here are six ways such educators can use music to enhance learning and engage our youngest students:
1. Don’t be intimidated.
Everyone is musical at some level. Your young students don’t care how well you sing or dance — really they don’t. Have them follow along with you singing simple songs. Then ask who would like to be the “leader” in a sing-along. Your biggest challenge will be who to call on!
2. Learn to play an instrument.
This one scares just about anyone who doesn’t think they’re “musical.” You may not turn out to be a concert pianist or violinist, but learn a few chords on a ukulele and amazing things can happen!
3. You can teach a lot with simple “instruments.”
Most people don’t think of egg shakers, rhythm sticks, a slide whistle or hand drum as an instrument but they most certainly are! You can teach a lot with these simple items.
4. Puppets are magic.
Young children love puppets! You can use a small animal, such as a mouse, to teach high and soft, and large animals, such as an elephant to teach low and loud. Let the students take turns being the leader in front of the class.
5. Buy some music CD’s that your class can sing along with.
Music CD’s for young children are readily available in stores and online costing between eight and 10 dollars. Make sure the songs are age appropriate as your young students have a narrow range. This will be marked right on the CD package. Don’t worry about playing the same songs too many times. There appears to be no such thing as too much repetition at this age!
6. Use crowd funding sites.
If you need to raise some money for these items you might look into websites, such as Donors Choose or Adopt-A-Classroom. People have a soft spot when asked to donate to our preK, kindergarten, and first-grade teachers for music materials.
I have witnessed the transformation of teachers who ranged from hesitant to downright fearful of introducing music on their own, become quite proficient at teaching the basic concepts. Check out your state’s music standards. You might be surprised how many of them you can address with inexpensive and easy to use and learn instruments!
Rourke O’Brien is the president and founder of the Children’s Music Foundation , creator of First Note, a music curriculum designed for students, ages 4 to 6., currently in use throughout the U.S. Prior to founding CMF in 2009, he spent several years as president of America’s Foundation for Chess. Rourke is a member the National Association for Music Educators, The National Association for the Education of Young Children, ASCD and the National Association of Music Merchants. Rourke is slated to present a session at the 2014 International Society for Music Education in Brazil this summer.


The name [Bridging level English learners] suggests that students are reaching an advanced level of proficiency that is often comparable to their monolingual peers. Most frameworks recognize that students at this level are at an advanced level of language development, metaphorically conjuring up the image of a bridge that connects these students to full competency with the language.
ELs who have reached the Bridging level of language proficiency continue to represent a range of language and literacy skills across the four domains. Language acquisition is still fluid, individual, and ever changing, so continue to expect your ELs to demonstrate different levels of skills in listening, speaking, reading, or writing.
We must recognize that language acquisition is a dynamic process that does not end when a child achieves the highest level of language proficiency. As before, we cannot allow a label to define a child and must look at each student as an individual learner. A shared unique characteristic of Bridging level students is their demonstrated success of acquiring advanced skills across all four domains: they can read and comprehend complex texts; they can express themselves orally and in writing across topics, both familiar and unfamiliar to them; and they maintain both personal and academic dialogues with increasing confidence. They can also take on leadership roles and support ELs at lower levels of proficiency as their role models and bilingual peer bridges.
When it comes to listening, you can expect evidence of high levels of English comprehension. Bridging level students are likely to be able to:
- understand main ideas, supporting details, speaker’s purpose, and other more nuanced aspects of oral language
- understand and respond to both everyday and academic conversations of increasing length and complexity
- understand multistep directions
- communicate fluently and spontaneously with minimal hesitation, self-correction, or rephrasing
When it comes to reading, your Bridging level students will demonstrate more complex skills as they begin to:
- read and understand texts on familiar as well as novel topics with appropriate speed and fluency
- read for enjoyment and academic purposes with fluency
- figure out meanings of new words and complex sentences using context clues and prior knowledge or other linguistic resources
- make sense of complex texts using various comprehension strategies, occasionally requiring scaffolds and supports
With writing, Bridging level students will be able to:
- effectively communicate ideas related to familiar and academic topics
- write for personal and academic purposes with increasing fluency and length
- take notes based on information they read or listen to with increasing accuracy and detail
- produce written texts of various length and purpose with minimal errors that do not impede the overall meaning.
In general, students at the Bridging level demonstrate increased independence and fluency in all four language skills as well as with academic literacy skills. This growth supports their language and literacy development across a variety of grade- and age-appropriate academic settings.
This blog has been adapted from Growing Language and Literacy. You can learn more at Heinemann.com
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Dr. Andrea Honigsfeld is Associate Dean and Director of the Doctoral Program (Educational Leadership for Diverse Learning Communities) at Molloy College, Rockville Centre, NY. Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary (grades 5-8 and adult), an English as a Second Language teacher in New York City (grades K-3 and adult), and taught Hungarian at New York University. A Fulbright Scholar and sought after national presenter, Andrea is the coauthor or coeditor of 20 books on education and numerous chapters and research articles related to the needs of diverse learners. Andrea is coauthor of the Core Instructional Routines books with Judy Dodge. Visit Andrea at www.andreahonigsfeld.com