UAF Core Curriculum in Mathematics
The goals of the mathematics core curriculum are to ensure that students develop basic numeracy skills, are able to employ problem solving strategies, can communicate mathematical concepts, and are able to construct and evaluate mathematical arguments.
New guidelines have been developed for all core math courses starting Fall 2014. Instructors can find information about syllabus structure, required topics, timing, and assessment criteria.
Deadlines for 2015-16 course materials to be sent to firstname.lastname@example.org.
Sept. 18, 2015: Fall syllabi due
Jan. 29, 2016: Fall blank final exam due
Fall graded final exams due (fulltime DMS faculty excepted)
Spring syllabi due
July 15, 2015: Summer syllabi due
Sept. TBD, 2016: Spring and summer blank final exam due
Spring and summer graded final exams due (fulltime DMS faculty excepted)
Fall 2016 syllabi due
Guidelines beginning FALL 2014:
- Math 113X Concepts and Contemporary Applications of Mathematics
- Math 122X Algebra for Business and Economics
- Math 151X College Algebra for Calculus
- Math 152X Trigonometry
- Math 156X Precalculus
- Math 230X Calculus Essentials with Applications
- Math 251X Calculus I
- Math 252X Calculus II
- Math 253X Calculus III
- Stat 200 Elementary Probability and Statistics (rev. F08)


When thinking about the curriculum for kindergarten, learning through play is at the forefront. Then why would a classroom teacher at this level want to use the structure of The Daily 5 with her students? With most of the students being non-readers and very few of them having developed any kind of independent skills, it seems like a recipe for disaster. Well, Ellen Lague and her students in French Immersion Kindergarten at École Connaught on 4th have incorporated this structure into their daily routine with much success.
The goal of implementing the Super 5 is to allow Ellen to work indidually or with a small group of students for a five minute period. Granted five minutes is not much time but, for a group of five year olds, their capacity to sustain one activity is about equal to their age plus or minus 1 minute. Therefore, Mme Lague stuck to this time frame for each round of her Super 5. While she is working with her small group on various curricular activities such as patterning with blocks, MIMI (PWIM in French), EYE data gathering, the other students are reading to self, working on writing and using technology to explore the French language.
Super 5 typically takes places right after recess with the snack being done prior to them going outside. Students meet as a large group on the carpet with Madame to discuss the activities for the day and to review their responsibilities at each component. Visuals are used to identify where each student starts their rotation, with Madame Lague going over the student's name on the white board. Students can now easily recognize their own names and those of their classmates. Names of students who are absent are left on the board but are sideways in case they show up later. We chose not to make anchor charts but rather are reviewing expectations using gestures, symbols and the French language.
A large number of books, including big books, are available in French for students to read. All of the students are non readers in French but seem to enjoy the role-play phase of reading, looking at pictures, turning pages and reconstructing stories for themselves. The writing component has students using modelling clay to trace their names, using magnets to write colours, matching symbols with words, etc. The French iPad apps used by the students are on the main screen on the iPad and a screenshot of the icon is placed directly onto the white board for the students to access.
Between each round, the students return to the carpet for a very quick self-evaluation and at this time Mme Lague will deal with any questions or problems. The groups are changed to another activity and the names are reviewed once more so everyone knows where to go. Mme Lague counts the number of minutes with the students in French for the round, sets the timer and uses a play xylophone to begin the round. Students go to their assigned activity and return to the carpet once the five minute timer has sounded to signify the end of the round.
Students are actively engaged in the activity and can easily achieve the five minute stamina for each rotation. Mme Lague has four rounds daily allowing each student to experience the three stations, in addition to the small group instruction with their teacher. The use of The Daily 5 structure for this classroom has allowed students to feel a sense of accomplishment, gain independence, cooperate with their classmates all while learning base literacy and numeracy skills in a fun and play-based manner.
Another great positive for the use of this structure in kindergarten happens when the students move onward to higher grades. Once in grade 1, students are familiar with the idea of independence and the importance of allowing others to have their uninterrupted learning time with their teacher while they focus on their assigned task. The implementation of The Daily 5 for literacy or even Explore + 4 for numeracy in grade 1 then becomes much easier for teachers to introduce, manage and also easier for students to increase their stamina.
A new student joined the class after a full two weeks of using the Super 5 structure. The student easily understood the expectations and seemlessly joined the class during the literacy/numeracy portion of the day thanks to the great modelling of the teacher and his classmates. Thank you to Madame Lague and her wonderful students for allowing me to work alongside them to introduce the Super 5 in kindergarten.
Bravo mes amis!
Team Awesome (Lerminiaux)


One of the mysteries of the English language finally explained.
A branch of psychology that studies children in an educational setting and is concerned with teaching and learning methods, cognitive development, and aptitude assessment.
- ‘But the reality is that schools and teachers have to have some skills in educational psychology and they must be able to help develop their students socially.’
- ‘She received her bachelor's from Trinity University in San Antonio and a master's in developmental educational psychology from Louisiana State University.’
- ‘While he doesn't consider himself a psychologist, he has actively promoted issues important to educational psychology.’
- ‘In developmental and educational psychology, for instance, we haven't done this well.’
- ‘Textbooks on child development and educational psychology often take Piaget as the starting point for discussing cognitive development.’
- ‘Familiar with developmental and educational psychology and developmental neurobiology, the therapist makes this specialized knowledge intelligible to children, families, and teachers.’
- ‘Perhaps as educational psychology became more integrated into teacher training and incorporated more complex models of human learning this was reflected in the themes emphasized in teaching books.’
- ‘Second, the increased use is concentrated more in applied and educational psychology (especially counselling psychology) than in other domains of psychology.’
- ‘Among these were congresses devoted to educational psychology, experimental psychology, and rational psychology.’
- ‘Part of a series on the application of educational psychology to the classroom, this book discusses problem-based learning and how to implement it in the classroom.’
- ‘This film is an excellent resource for introductory courses on human development and educational psychology.’
- ‘It requires much stronger financial and policy support for applied research in education, school psychology and educational psychology.’
- ‘Fellow status is awarded to individuals who have demonstrated outstanding performance in psychology and whose work has had a national impact in educational psychology.’
- ‘The intervention uses strategies from three disciplines: brain injury rehabilitation, special education and educational psychology, and clinical psychology.’
- ‘She also teaches educational psychology and second language and literacy development at San Jose State University.’
- ‘While in the field of educational psychology, empirical studies of primary and secondary school students have shown that effort is a key indicator of academic outcomes, these samples usually contain students at two extremes.’
- ‘I have spoken with colleagues from school, developmental, child and educational psychology, as well as with leaders in other disciplines.’
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV.


By Teachers, For Teachers
The main priority of any teacher is to ensure that their students succeed. A student’s success can be measured in many ways; by receiving good grades, how much they are involved in class, or even how well they have improved.
No matter how you measure success, a teacher’s goal is to strive and help each and every student reach their full potential. They can do this by applying a few of the following teaching strategies to their everyday classroom routine.
You can eliminate distractions by creating effective classroom procedures and routines. Without a consistent schedule for students to follow, students end up misbehaving or getting distracted. You can easily eliminate these distractions by designing and implementing effective classroom procedures for everything that you do in the classroom -- procedures such as getting a pencil, going to the restroom, handing in your homework, and so on.
Oftentimes, teachers start the year off with high expectations for their students but end up lowering them as the year goes on. It’s important to set high, achievable expectations throughout the whole year. When your expectations are consistently high, students will have a good chance of achieving them. Even if they do not rise to the occasion, they will still benefit from having a goal to achieve.
Actor Michael J. Fox stated, “If a child can’t learn the way we teach, maybe we should teach the way they learn.” All students learn at a different pace, and have a different learning style. When you vary your teaching methods, you have a better chance of reaching all of your students. Trying a variety of different learning style techniques will keep your students engaged and interested.
It’s important to be transparent with your students about how they can succeed. Children need to know what they have to do in order to succeed in your classroom. This means that in the beginning of the school year, you must hand out a syllabus that clearly defines what is expected of the students. In addition to that, it is important that before each lesson you state your objective for what students are about to learn. For older students, you can hand them a rubric that clearly states what is expected of the project, essay, or paper that is due.
Many teachers tend to do the same lessons year after year, and this can get quite monotonous -- and it can lead to you feeling bored and uninspired. To keep everyone on her toes, you must keep up with the latest educational information. Take a professional development course, go online and take a webinar, or search through online blogs and forums and learn something new to bring to your classroom. This will not only make you be a better teacher, but it will also help your students to grow and succeed in school.
This may seem quite obvious, but it’s important to note that every student needs to know that their teacher believes in them. There will always be those few students who may be hard to reach, or who you think just don’t care. But these are the students who need to know that someone has faith and believes that they are capable of anything. So set aside any of your personal feelings and show these students that you believe that they will succeed.
Teachers have a responsibility to help all of their students succeed. If you find that a student isn’t performing up to standards then it’s your job to offer help. You can modify assignments, have a conference to see what’s going on, or offer strategies that you think may help. Find a way to help every student be successful.
How do you think teachers can help their students succeed? Do you have anything to add? Please share your thoughts in the comment section below, we would love to hear your ideas.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


While there has been much discussion of the Common Core Standards desired destination of ALL students being college and career ready in the areas of Reading, Writing, Language, Speaking and Listening, and the instructional shifts necessary to support students accessing and responding to complex texts, there has been relatively little attention paid to the K-5 Reading Foundational Skills addressed in the Standards.
The Common Core states, “These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.”
The Common Core Foundational Skills, phonological awareness, phonics and word recognition, and fluency, lay the track for the entire K-12 pathway. Without them the Common Core train will be slow to leave the station and there is a risk of rerouting, derailing and lost instructional time. Research, such as that shared in the report, Teaching Reading IS Rocket Science, by Dr Louisa Moats, now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge, and is unlikely to ever flourish in school or in life and will have difficulty comprehending the increasingly more rigorous text and vocabulary in the K-12 Common Core.
To this end, the Washington State Literacy Coordinators have created a four-part workshop to support teachers implementing the K-4 Foundational Reading Skills in the Common Core Standards. K-4 Foundational Reading Skills Workshop 1: Unpacking the Foundational Skills, K-4 Foundational Reading Skills Workshops 2 and 3: Foundational Skills Instructional Strategies, and K-4 Foundational Reading Skills Workshop 4: Planning for Student Growth.
Designed for Pre-K, K, 1st, 2nd, 3rd, and 4th grade teachers (site-based teams are encouraged) This workshop series is being offered FREE of CHARGE, but team members must attend all 4 sessions and teachers agree to administer a short pre/post assessment to a minimum of 9 students. January 23, February 6, March 6, and April 10, 8:30-3:30, Clover Park School District Office. 22 clock hours are available. Register here. Space is limited


Welcome to our first monthly installment of the Allegro Music Highlight! Each month we will explore articles, tips and take the opportunity to spotlight music students and faculty. This month we explore why music is important to your child’s mind. I’ll be paraphrasing an article titled “This is How Music Can Change Your Brain” written by Melissa Locker in 2014’s publication of TIME Magazine. For the full article click here to follow a link.
Learning and listening to music benefits your mind and your child’s mind in numerous ways. It is most poignantly helpful to the development of young minds (most notably to the evolution of sounds associated with speech). More importantly though, the active participation in music is crucial to optimize these developments. To back up this claim Northwestern’s Harmony Project proved the importance of musical participation by showing 93% of those high school students involved in their study going on to college (significant because these students live in areas that have a 50% or more drop-out rate). Part of their study also found that not only did the exposure to music matter, but the active participation led to significant differences to the aptitude for reading and speech. How can you help your child engage? Well, neuroscientist Nina Kraus suggests parents paying attention to the music their children listen to, ask questions about that music, find good teachers to aid your child’s journey with music, and support any learning with regards to instruments your children are interested in.
Music education has so many positive benefits! Here's to growing your mind and your musical skill. Thanks for being a part of the music department at Allegro.


Media and information literacy
Isolating what is true is such a challenge these days. We now live in a world where “alternative facts” and fake news are lavishly circulated by an army of strident online trolls. It is ironic that the technology that enables us to instantaneously access tremendous amounts of media content also severely hampers our ability to separate fact from fiction.
Rashed Mian, the resident multimedia reporter for Long Island Press, wrote recently that “little attention has been paid to an ever-evolving problem gripping the internet: For all its democratizing prowess, it is saturated with so much information—from traditional media outlets, alternative voices, hyperpartisan blogs, and industry groups funneling propaganda through websites masquerading as legitimate public policy centers—that it’s become increasingly difficult to distinguish between factual news, scientific research and agenda-driven content, academics say.”
Mian also quotes Sam Wineburg, founder of the Stanford History Education Group at Stanford University, who said that “the way that a citizen learns about how to form an opinion about (issues of public policy) is typically through a digital medium, increasingly through a digital medium…. And so this issue goes far beyond fake news and far beyond news literacy to implicate the most basic duties of citizenship in the 21st century.”
The correlation between literacy and the duties of citizenship is crystal clear. The Philippine Statistics Authority holds to the definition that basic or simple literacy means that one can “read and write with understanding a simple message in any language or dialect.” Functional literacy, on the other hand, assumes that the individual’s reading, writing and numeracy skills are “sufficiently advanced to enable the individual to participate fully and efficiently in activities commonly occurring in his life situation that require a reasonable capability of communicating by written language.”
However, today one must also have media and information literacy skills in order to live productively in the 21st century. Basic and higher education systems all over the world have been constantly reworking their curricula and course offerings to meet this challenge. In this respect, the Department of Education’s new K-12 curriculum is noteworthy because media, information and technology skills are integral to its learning goals.
The National Association for Media Literacy Education describes media literacy as “the ability to access, analyze, evaluate and communicate information in a variety of forms; it is interdisciplinary by nature.
“To become a successful student, responsible citizen, productive worker, or competent and conscientious consumer, individuals need to develop expertise with the increasingly sophisticated information and entertainment media that address us on a multisensory level, affecting the way we think, feel and behave.
“We need to develop a wider set of literacy skills helping us to both comprehend the messages we receive and effectively utilize these tools to design and distribute our own messages. Being literate in a media age requires critical thinking skills that empower us as we make decisions, whether in the classroom, the living room, the workplace, the boardroom, or the voting booth.”
Information literacy meanwhile pertains to a complex skill set. According to the Association of College & Research Libraries, information literacy is the ability to determine the extent of information needed, access the needed information effectively and efficiently, and evaluate information and its sources critically. Furthermore, one must be able to incorporate selected information into one’s knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.”
For our country’s sake, let’s hope that our next generation of learners possess these competencies.
* * *
Butch Hernandez (email@example.com) is the executive director of the Eggie Apostol Foundation.
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A Brief Overview of Music Education in Haiti:
The Music School
It was here, in 1492, that Christopher Columbus landed, discovering “America.” What followed were uprisings, the introduction of slaves from Africa, the only successful country established by a slave revolt, natural disasters, pirates and corruption. A colorful history to say the least, but the people of Haiti have not simply endured, but thrived. Despite being the poorest country in the western hemisphere, they have most recently survived the massive earthquake of 2010 (roughly effecting 3 million people, killing an estimated 160,000 while destroying 250,000 homes) and the devastation of Hurricane Matthew in 2016 (200,000 homes destroyed, 1.4 million needing humanitarian aid and damage in excess of US 1.9 billion), both have created not just a drastic economic situation in Haiti, but a serious humanitarian one as well. But the people of Haiti push on, buoyed by the strength of each other, their culture and their customs. Music is an important part of Haiti and in addition to helping preserve a wonderful culture, also provides recreation, enjoyment, hope and glimpse of possibility.
Instrumental music is not often found in schools in Haiti, rather, they come under the auspices of the “music school.” This type of approach to music education in Haiti is more synonymous with the European approach to music education, in that the majority of schools do not offer music which is, instead, provided by community-type organizations, like CEMUCHCA. These types of outreach are crucial to the future of music education in Haiti.)


Head on to the website of Picture Book Month and read the post for the day. Today's featured author is Carmen Oliver. Read her essay on Why Picture Books Are Important and learn about her published books. You will also find a Literacy Activity to the theme of the day, which is on bears, recommended books to fill up your classroom library, your personal book collection, or your picture book collection in the school library, and links to the Teacher's Guide on using picture books in the classroom across subject areas.
There is also 2016 Picture Book Month Calendar (in colored and B&W) that can be downloaded for free!
Being a Picture Book Month Champion in 2013, I remain an ambassador of this awesome campaign on books, reading and literacy development through picture books!
For old time's sake, click this link to read my essay on the importance of picture books. I am not the lone Filipino in the roster of champions. Sergio Bumatay III was a 2012 Picture Book Month Champion. His illustration of Tight Times (Patindol, Adarna House 2012) was featured as well.
So, he believes that -
Picture books are important simply because they open the door of imagination. My love for books and art as a grown-up probably blossomed from the wonderful books when I was young. There is truth in saying that books are magical and that they can bring us anywhere we can imagine, no matter how cliché the statement seems. Picture books offer fun and adventure in ways that no toys nor gadgets can. Like works of art, they replenish our souls. Great picture books always stay in our memories.On November 19, our very own, Isabel "Pepper" Roxas will tell us why this industry of books and magic making is very much important in the lives of children age 0 to 92!
November is Picture Book Month! It is an international literacy initiative that celebrates the print picture book during the month of November. Founder, Dianne de Las Casas (author & storyteller) www.diannedelascasas.com, and Co-Founders, Katie Davis (author/illustrator) katiedavis.com, Elizabeth O. Dulemba (author/illustrator) www.dulemba.com, Tara Lazar (author) taralazar.


The Art Area is one of the children’s favorite areas at Double Eagle.
We offer more than 15 different materials for our children to use. There are new and novel materials being added weekly. We also have staff members who instruct artistic curriculum. Art exploration is important for many different aspects of child development.
Our children are working on things like fine motor skill, language development, visual skills and decision making. Many studies have linked art education and exploration in children leading to successful adults. On this day we added modeling clay, feathers and mask making tools, which led to some interesting creations.
Here are some thoughts from our art areas most frequent visitors.


An easier, more effective way
Sent to the Times of India, June 26, 2013.
The "Project to enhance reading skills of students in government schools" (June 24) plans to increase reading ability in English and Hindi by requiring teachers to give reading assignments in both languages. There is an easier, more effective, and more pleasant way: Help students develop a voluntary, self-selected reading habit in both languages.
A growing body of research shows consistently that when interesting reading is available, young people will read. It also shows that those who read more develop higher levels of literacy, which means better reading ability, better writing ability, larger vocabulary, better spelling, and better control of complex grammatical structures. There is also evidence that self-selected voluntary reading, pleasure reading, is more powerful than assigned reading.
The first step in making this happen is to invest in local and school libraries, with knowledgable librarians who can help young people become dedicated readers.
…when interesting reading is available …: Krashen, S. 2004. The Power of Reading. Portsmouth, NH: Heinemann, and Westport, CONN: Libraries Unlimited (second edition). Krashen, S. 2011. Free Voluntary Reading. Westport: Libraries Unlimited.
Self-selected reading more powerful than assigned reading: Lee, S. Y. 2007. Revelations from Three Consecutive Studies on Extensive Reading. Regional Language Center (RELC) Journal 38 (2): 150-170.
Libraries: Krashen, S., Lee, S.Y. and McQuillan, J. 2012. Is the library important? Multivariate studies at the national and international level. Journal of Language and Literacy Education, 8(1): 26-36.
Project to enhance reading skills of students in government schools
TNN Jun 24, 2013, 06.55AM IST
AJMER: The education department will soon start an experimental 'reading project' in government schools to improve the quality of education. The reading campaign will start from July 1 in all government schools in state. Compulsory one-hour English and Hindi reading sessions will be held every day in Classes I to VIII.
The department has also formulated an evaluation system and decided grades to mark the stage of each student. Grade 'A' will be given to students who can read both English and Hindi well. While 'B' grade for students having problems in reading and 'C' grade for those who can not read in any language.The onus of transforming 'C' grade students to 'A' grade ones will be on the teachers.
Teachers will give assignments to students to read from English and Hindi books. "Purpose of the project is to hone the students' skills to speak and read languages," said an official.
The experiment was initiated by the Rajasthan Elementary Education Council. The council was worried after getting the Sambalan Abhiyan report highlighting the inability of students up to middle level to read Hindi properly in most government schools. Their reading skills in English were far worse and multiplication and addition were alien to them.
Since no student upto Class VIII can be failed, the quality of education has suffered badly, "Promoting such students to secondary classes would have a negative impact on the board exam results," a government school teacher said.
"An evaluation will be conducted after every two months to assess the progress of the students," said Mahaveer Singh Rathore, assistant coordinator of Sarva Shikha Abhiyan.
"The evaluation will be conducted by the officials of administrative service to maintain transparency in the process. If the students get 'C' grade then their teacher will be punished," added Rathore.
Meanwhile, academicians are apprehensive since most government school teachers themselves have poor pronunciation skills.


Could Waldorf Education Be Right for You?
Maybe your child’s schedule has too much stress, bustle, and screen time… and not enough peaceful, reflective, quiet time. Maybe your child’s inner creativity has seemed to wane, and they have no time for artistic expression and exploration during the school day.
Maybe your child needs more time playing and working in the outdoors, building coordination and fine-motor skills. Or maybe your child needs opportunities to work with friends on meaningful projects that build academic prowess and foster a sense of purpose, courage, and inner resolve.
These are some reasons that parents have chosen a Waldorf education for their children.
Waldorf is a “whole child” educational model. For a century now, the broad-based Waldorf curriculum, developed by Austrian philosopher Rudolf Steiner, has emphasized the concept of “heads, hands, and heart,” promoting a balance of physical, mental, and spiritual well-being in students. Waldorf education seeks to foster individuals who are motivated to serve humanity with strength of will, depth of feeling, clarity of thought, and the ability to work with others.
Today there are more than 1,000 independent Waldorf schools worldwide, including 21 in Canada, and 9 in British Columbia alone. The only school in the North Okanagan to offer a Waldorf education is Cedar Bridge School, in Whitevale (20 minutes outside of Vernon).
Nestled between farm and forest, Cedar Bridge’s early childhood and elementary school campuses offer spacious rural settings that set the stage for expansive outdoor play –trees to climb, forts to build, forests to explore and running games galore.
The school’s educational offerings include the following:
Early Childhood Programs (Preschool through Kindergarten, ages 3-6): The Early Childhood programs offer a welcoming, homelike environment that seeks to preserve children’s sense of wonder and imagination, while providing them with a balanced school-day rhythm that inspires inward reflection and outward action.
Common activities include counting games and rhythmic activities, songs, nursery rhymes, puppets, fairy tales, games and outdoor exploration. These are designed to cultivate familiarity with language, strengthen memory, imagination and listening skills while building the foundation for literacy.
Students also perform fine-motor tasks such as watercolor painting, beeswax modeling and finger knitting, which helps develop motor skills, coordination, and concentration.
Grade School (Grades 1-5): Subjects studied in the primary through middle grades include writing, reading, spelling, poetry and drama; folk and fairy tales, fables, legends/myths, world religion stories, and ancient civilizations; natural sciences; and mathematical concepts.
The school day typically begins with a long, uninterrupted “main lesson” on one of the above topics. Following recess, teachers present shorter “run-through” lessons with a more recitational character (such as foreign-language lessons). Afternoons are devoted to lessons in which the whole child is active, such as eurythmy (movement set to music and speech), games, or handwork.
Middle School (Grades 6-8): Subjects of emphasis for middle-school students include creative writing, reading, spelling, grammar, poetry and drama; medieval history; the Renaissance; world exploration; American history; biography; geography, physics, basic chemistry, astronomy, and physiology.
As with the earlier grades, the middle-school day typically begins with a “main lesson,” followed by afternoons devoted to more active lessons. Special subjects that may be taught to middle-school students, as well as to younger students, include handwork (knitting, crochet, sewing, cross-stitch, basic weaving, toy making, and woodworking); music (singing, pentatonic flute, recorder, percussion); foreign language (varies by grade); and art (watercolor painting, form drawing, beeswax and clay modeling, perspective drawing).
If you are interested in learning more, please contact Laurel to ask questions and to arrange a school tour (email@example.com, or 250-547-9212). We do accept mid-years transfers and are already taking applications of interest for September 2018.
“Illuminate a child’s path with knowledge
Kindle the fire of wonder in their souls.”
– Rudolf Steiner
Founded in 2006, Cedar Bridge has been steadily growing and now offers early childhood and elementary education from Kindergarten to Grade 8. Our teachers are certified educators in BC and have further training Waldorf education. The school operates as a BC Ministry of Education Independent School with a Group 1 Classification.


Wednesday, September 8, 2010
Happy International Literacy Day!!!
September 8th is International Literacy Day. Its aim is to highlight the importance of literacy to individuals, communities and societies. Here are some statistics that suggest just how important literacy is.
- 42% of Canadians, age 16-65, do not have the minimum literacy skills for coping with everyday life and work. Adult Literacy and Life Skills survey (Statistics Canada and Organization for Economic Cooperation and Development (OECD), 2005).
- Offenders experience literacy problems at a rate 3 times that of the general population. Select Committee of Experts on Education in Prison (Council of Europe, 1989)
- The average education level of newly admitted offenders serving two years or more is Grade 7. Correctional Education Year-end Report (Correctional Service of Canada, 1995)
- Canadians classified among the most healthy have the higher average literacy and numeracy skills, while those among the least healthy have the lowest average skills. Adult Literacy and Life Skills survey (Statistics Canada and OECD, 2005).
- Some direct effects of living with low literacy levels include increased hospitalization and misinterpreted medication instructions. Baker, D.W. et al., Functional Health Literacy and the risk of hospital admission among Medicare managed care enrolees (2002)
- People with low literacy skills 42% of adult Canadians) are about twice as likely to be unemployed for 6 months or more than those with higher skills. Adult Literacy and Life Skills survey (Statistics Canada and OECD, 2005)
- 50% of Canadian adults score low numeracy levels and are 2.5 times more likely to receive social assistance, compared with those scoring higher levels. Adult Literacy and Life Skills survey (Statistics Canada and OECD, 2005)
- Between 22% and 50% of adults with lower levels of literacy live in low-income households, compared with only 8% of those with high-level literacy skills. The Value of Words: Literacy and Economic Security in Canada (Statistics Canada, 1998)
Adult and workplace literacy myths.


Dr. Nell Duke, literacy expert and professor at the University of Michigan, says that "because of the complexity of teaching children to read and write, some of us treat it like it is rocket science because it is like rocket science!"
A majority of children learn to read adequately regardless of the instructional methods teachers use in school, but a full 40% of children require explicit scientifically based reading instruction to become capable readers. Among poor and minority populations, only about 16% are proficient in reading by 4th grade, compared to 42% in the general population. How these students ultimately fare as readers is profoundly affected by the reading programs they are subjected to. (Moats, 2007).
Texas & Nationwide
Scientifically based reading research has identified five essential components of effective reading instruction: phonemic awareness, phonics, reading fluency, vocabulary development, and reading comprehension strategies. Yet the National Council on Teacher Quality 2016 Teacher Prep Review states: “coursework in just 39% of programs equips elementary and special education teachers to use all five fundamental components of reading instruction, helping to explain why such a large proportion of American schoolchildren never learn to read beyond a basic level.”
According to The Nation's Report Card (NAEP 2015), only 28 percent of 4th graders in Texas public schools are proficient readers. The Annie E. Casey Foundation reports that 80% of Latino 4th graders in the nation are reading below grade level. The challenge is compounded because 80% of children in Texas have fewer than 100 books in their homes (Unite for Literacy).
While the challenge is widespread and complex, most reading failure is unnecessary and avoidable through excellent, informed instruction (Brady and Moats, 1997). As the National Reading Panel concluded, the classroom reading program should include a strong code-emphasis instruction (Ehri, 2004; Foorman et al., 1998). The most effective code-emphasis instruction is explicit, systematic, and cumulative, building skills on one another. Its goal is to teach students the correspondences between phonemes (speech sounds) and graphemes (the letters and letter groups that spell phonemes). In addition, effective lessons carry those skills into text reading and devote substantial instructional time to building fluency both at the word and text reading levels. Research-based instruction also includes robust vocabulary and comprehension components (Moats 2006).
See SAReads Solution.


ERIC Number: EJ817985
Record Type: Journal
Publication Date: 2006-Sep
Abstractor: As Provided
Reference Count: 34
Can Explanations in Children's Books Help Teachers Foster Reason-Based Understandings in Religious Education in Primary Schools?
Newton, L. D.; Newton, D. P.
British Journal of Religious Education, v28 n3 p225-234 Sep 2006
There are concerns about the quality of religious education teaching in England and a national framework for religious education has been developed to give the subject a firmer basis. This basis comprises knowledge, skills and understanding that involves thinking about and with reasons. Teachers of young children cannot be experts in all subjects. Novices and those with weak subject knowledge must often teach religious education. Such teachers tend to avoid reason-based understanding as they are unsure of it themselves. Textbooks on religious education are common in the primary classroom. The question is: could they help novices and non-specialist teachers in religious education foster this kind of understanding in their teaching? If so, here is a potentially simple and inexpensive contribution to the solution of a widespread problem. This study examined children's textbooks in religious education and found that the answer is not simple. Some books give themselves entirely to the transmission of facts. Others may foster various kinds of understanding but these understandings may not be of the desired kind. Some implications for the development of religious education teaching skills are discussed. (Contains 1 figure.)
Descriptors: Catholic Schools, Foreign Countries, Religious Education, Elementary School Curriculum, Textbook Content, Textbook Evaluation, Textbook Research, Textbook Standards, Knowledge Base for Teaching, Childrens Literature
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)


Every time I hear Stephanie speak at our school, I learn more easy strategies I can implement into my classroom to help improve my student’s fine motor skills. Her perspective on development is so valuable to preschool teachers. The knowledge I have acquired from her has made me much more effective in the classroom. I would highly recommend her trainings to fellow preschool educators!
Teacher Trainings: Incorporating Occupational Therapy Techniques into the Preschool Classroom
Did you Know?
- Many children do not have sufficient hand skills to support efficient handwriting.
Young children are often encouraged to use pencils and markers before they are developmentally ready.
- Early writing practice often results in poor pencil grasp, poor legibility, bad habits that are hard to break, and an avoidance of writing later in school.
- Preschool-age children need to focus on developing crucial foundational skills to ensure academic success.
What will You Learn?
- Developmental grasp patterns and how to choose the correct coloring/writing tool for students.
- What teachers can do to better prepare young children for success with handwriting later in school.
- Practical classroom strategies to help students with sensory sensitivities.
- Tips on how to easily modify your classroom environment, schedule, and routine to help children of all abilities.
- Lots of activity ideas to help facilitate the development of hand skills that are inexpensive, fun, and easy to implement in a variety of preschool settings.
Who should attend?
Stephanie’s breadth and depth of knowledge of occupational therapy strategies for preschool and school-aged children is reinforced by her sensitivity and passion to educate teachers so we can provide the best accommodations for all of our students.
- This informative training is designed for preschool directors and classroom teaching staff.
- Valuable tips, activities, and accommodations, can be easily incorporated into schools with varying philosophies, space, and funding sources.
- Developmental patterns and activities discussed are relevant to children of all abilities.
Cost for Teacher Trainings
- To receive a quote on hosting a Teacher Training for your school, please contact me directly at Stephanie@writebeginningsot.com
- A Teacher Training session is 45 – 60 minutes in length.
HAVE QUESTIONS ABOUT TEACHER TRAININGS? CONTACT ME!
TEACHER TRAINING BOOKING INFORMATION
CONTACT ME TO INQUIRE ABOUT BOOKING A TEACHER TRAINING


The experts divided them into four groups. This UGR study has validated an evaluation technique known as ACFS or Program of Cognitive Functions Level . ACFS uses simple learning strategies and cognitive processes associated with typical early childhood learning activities . Consequently, the aim is to apply ACFS to Spanish pre-school kids. The success of this assessment technique is based on the truth that it could be properly used both with children who develop normally and with children with Down’s syndrome. Related StoriesAddressing standard of living needs in prostate tumor: an interview with Professor Louis DenisUsing integrated molecular pathology to control incidental pancreatic cysts: an interview with Dr Ananya DasSpotting the symptoms of advanced prostate tumor: an interview with Brian TomlinsonInappropriate checks Up to now, many studies show that traditional lab tests are inappropriate for identifying whether a kid is eligible for special education services, being that they are based on static parameters which will make learning impossible through the assessment.If you begin to eat and really focus on experiencing it, it becomes a wonderful meal. Expert tips about intimacy: Build self esteem by doing issues that are best for your body – like eating healthful food, drinking plenty of water, exercising and making an effort to look your best Wear a tank top or a camisole when making love if it makes you feel more sexual, or invest in sexy underwear that hides the part of the body that triggers insecurity Engage in actions that will bring you closer together physically and that can generate desire, like holding hands, kissing or cuddling Schedule sexual encounters at times that you have more energy and make a commitment to your special period Try making love in different positions that may make you feel convenient about your body Choose water-based lubricant and an over-the-counter vaginal moisturizer regarding dryness.


Our general workflow integrates digital devices. If you think about your day, how often are you checking the internet, using your cell phone, or using digital programs that support your work? A lot! Students expect this type of experience at school. Who wouldn’t? No longer are teachers the keepers of information and knowledge. Our reach is now vast. Classrooms are extended across the globe and information is at our fingertips.
So how do we integrate all of this technology in a powerful, relevant manner that is safe and impactful?
- Have a plan. At times, the funding of districts dictates the timing of purchases. The devices roll in, but what is next? It is important to have a thorough plan for teachers to ready their classrooms for devices. A classroom implementation guide will help foster the shift in practice and physical spaces.
- Prepare your teachers. In preparation, be sure that teachers engage in meaningful personalized professional development. Allow teachers to have choice and voice in their learning to prepare them to teach and facilitate a digital classroom.
- Prepare your students. Prepare students by engaging in activities to support routines and learning with devices. DO NOT ASSUME students know everything about digital devices because they were born in the digital age. Contrary, students may know a lot about SnapChat, but little on navigating in Google Apps. Student Bootcamps scheduled for the first couple of weeks help build foundational skills that will support learning throughout the year.
- Foster safety. Digital Citizenship has moved from acceptance to responsibility. It is our duty to support healthy online living, just as we do for face-to-face living. Build activities into your character and/or PBIS programs. Teach and reteach. We would rather students fail and learn in a guided environment, then to fail and suffer permanent damage. Be sure to foster a digital citizenship curriculum where everyone in the building is a steward of its lessons. Take a look at www.commonsensemedia.org.
- Make it count. Using technology for technology’s sake is so passe. Co-construct learning experiences with students and let them pick the appropriate tool to achieve the learning outcomes. Meaningful use of devices equals appropriate use of devices. You will see student engagement and achievement increase with relevant use of devices. Check out the SAMR, TPACK, and Triple E models for more impactful implementation guidance.
- Make connections. Experience is the base for making connections to learning. Reach out to experts, classrooms in another country, and virtual field trips. Try a virtual reality experience. Enable students to explore through technology to promote growth and “ah-ha” moments. Also, creating or expanding a Personal Learning Network(PLN) is extremely effective for professional growth and finding those global connections!
Now with all of that said, take baby steps and celebrate along the way. Our students need and desire learning experiences that are personalized and relevant. We got this!!


Many children, when learning to read, are encouraged by their teachers to retell all they remember about a story in order to build their comprehension skills. But can similar comprehension strategies be applied to mathematics? Researchers at North Carolina State University say that when teachers work with kids to talk through math problems, kids do a better job of absorbing and understanding the content.
“Current methods of teaching math – with examples and activities – are important, but we’re neglecting the communications component around it,” says Dr. Paola Sztajn, professor of mathematics education at NC State. “Helping children verbally work through math problems and articulate problem solving is an important aspect of their understanding.”
However, according to Sztajn, in order to reinforce this aspect of learning, you first need to reach the teachers. “We need to educate teachers how to do ‘math talk’ in classrooms and create ways for them to integrate it into their curriculum,” Sztajn says.
Sztajn and her team recently received a five-year, $2.9 million grant from the National Science Foundation to launch the program – Project AIM: All Included in Mathematics – and explore this new method of teaching. The researchers will develop a “math talk” curriculum for second-grade teachers across Wake County, and then work with the district’s math coaches to provide professional development to all second-grade teachers. The teachers will undergo approximately 40 hours of professional development over the course of a year to prepare to incorporate “math talk” into lessons.
“We specifically chose second grade because it has been shown to be a pivotal time in children’s development – especially in the areas of math and literacy,” says Dr. Ellen McIntyre, head of the Department of Elementary Education at NC State and a researcher on the project. “After second grade, students go from doing simple math – addition and subtraction – into more complicated areas such as multiplication. We need to make sure our students have a strong foundation before moving forward. However, the idea is to apply the ‘math talk’ concept to other grade levels and other types of math content.”
“What makes this research unique is that we’re taking experts who specialize in elementary math education and experts in elementary literacy education and combining the knowledge from both groups to help kids learn how to talk about math that will ultimately help them learn more mathematics,” McIntyre explains.


Popular Music Theory
Popular Music Theory - a unique music theory examination syllabus that is designed specifically for students of Popular Music. Regardless of which instrument you play, and whichever style of popular music you like, if you have any interest in learning about the musical foundations of popular music then this syllabus is for you!
These examinations offer a comprehensive and structured approach to studying the theory behind playing popular music. Students of popular music can gain internationally recognised qualifications that are equivalent in stature to those available in the classical music education field.
The emphasis within this syllabus is upon the musical knowledge and information that you need in order to improve your playing, in all styles of popular music.
Past exam papers can provide ideal preparation for your exam. Past papers also provide you with a clear example of the type and format of questions that may appear in the exam. Click here to purchase Popular Music Theory Exam Papers.
Worksheets provide you with lots of exercises on every section of the exam (almost 200 questions in the Grade 3 worksheet pack). They provide the ideal preparation for the exam: by studying the worksheets you’ll cover every type of question that may occur in the exam. Click here to purchase Worksheets.
Answer Papers show some of the possible answers to questions in a past exam paper. Click here to purchase Answer Papers.
As well as helping you pass the LCM exams in popular music theory, this series will help you improve your musicianship (whether or not you intend to take an examination).
All topics are covered in a way that is directly relevant to the music you play, with the focus very much upon how to apply theoretical knowledge in a practical music-making context.


Welcome to Mr. Tranz's Webpage
♫ “Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul.” -Plato, philosopher, mathematician, founder of the Academy of Athens
Thank you for your support of the
Swedesboro-Woolwich Music Programs._____________________________________________Events & Dates:Walter Hill School Music EventsHigh Notes Festival (Involves 6th Grade Band & Chorus) = Thursday, May 31 (8AM to 8PM)Spring Concert (Involves 6th Grade Band & Chorus) - Tuesday, June 5 at 7PMChorus Performance at Clifford School - Tuesday, June 12 (During School Day)General Charles G. Harker School EventsSpring Concert (Involves 5th Grade Band & Chorus) - Thursday, June 7 at 7PMSouth Jersey Band Festival (Involves 5th Grade Band) - Friday, June 8 (During School Day)WHY IS MUSIC EDUCATION IMPORTANT?
Research continues to provide increasing amounts of data which substantiates the fact that music instruction has profound affects on human development; most notably in children. Did you know the following?
♫ One study revealed that young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction. “It is very interesting that the children taking music lessons improved more over the year on general memory skills that are correlated with nonmusical abilities—such as literacy, verbal memory, visiospatial processing, mathematics and IQ—than did the children not taking lessons,” said Laurel J. Trainor, researcher of the study at McMaster University in Canada. -Fujioka, Ross, Kakigi, Pantev and Trainor. Brain, a Journal of Neurology Oxford University Press, September 2006
♫ Music enhances the process of learning. The systems they nourish, which include our integrated sensory, attention, cognitive, emotional and motor capacities, are shown to be the driving forces behind all other learning. -Konrad, R.R., “Empathy, Arts and Social Studies.” 2000
♫ The College Entrance Examination Board reports, “Students of the arts continue to outperform their non-arts peers on SAT. In 2001, SAT takers with coursework/experience in music performance scored 57 points higher on the math portion than students with no coursework/experience in the arts.” -Profile of SAT and Achievement Test Takers, The College Board, compiled by MENC, 2001, 1996Click HERE for Music NewslettersClick HERE for Lesson SchedulesClick HERE for Practice SheetClick HERE to listen to past performances of band & chorusThe purpose of this webpage is to provide the parents and students of the General Charles C. Harker & Walter Hill Schools with referential information regarding the fifth and sixth grade instrumental and choral programs. Information regarding instrument lessons, as well as, band and chorus policies and procedures are provided.Use the information as a reference. Monthly Music Newsletters will be sent home with students participating in the band program. Please refer to monthly newsletters for additional information regarding performance dates and for additional events not posted at this time.Please contact Mr. Tranz with any questions or concerns by email at email@example.com (this is the best way to get a hold of me since I will be traveling between buildings).Click here to view the top 10 reasons why music instruction is important to your child. Keep supporting music in our schools.


"This should be essential reading for anyone involved in the training and professional development of early years practitioners...It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum. There are powerful sections on parents and communities ...I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." Nursery World, October 2004 This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children. The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach. By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work. In an accessible, lively and user-friendly way, it explores issues such as: What constitutes an appropriate early childhood curriculum How best to study and assess children Involving parents and children in early childhood learning The book features a range of pedagogical devices to inspire early childhood workers to reflect critically on their work and the ideas underpinning it, including: Boxed definitions of key terms Ideas summary charts and ideas galleries Clarification exercises Case studies Further reading lists This essential textbook is ideal for students undertaking early childhood qualifications at degree level, Masters courses in early childhood education, and for practitioners who work with children from birth to eight in early childhood settings.


By Teachers, For Teachers
Money skills are an important part of navigating through life, and as teachers, it is up to us to find fun ways to teach our students these import skills. Starting in kindergarten, students can learn the basics of money with recognition and value skills of coins. As they continue through the grades, they can learn higher amount of money and how to use them. Here are a few classroom activities about money for grades 1 through 4.
For this activity, the money skills are literally in the bag! Place an assortment of play money at the math learning center, along with a student-labeled paper lunch bag. On the paper bag, randomly write down five different amounts of money. Keep the labeled bags at the learning center so students can easily search for their name and find their bag when it’s their turn to go to that center.
When a student is at the math center he chooses, then circles one of the money amounts, then must match that amount with the play money. He must fill his bag with the matching amount. Students at the center take turns switching bags and checking that they match. If the amount inside the bag matches with amount circled, the student checking the bag places an X over that amount. If the money doesn’t match, the money is placed back into the center. This continues until all five amounts on the paper bag have an X on them.
What’s more fun than clipping coupons? Your students will get a kick out of this math skills activity. Bring in a variety of coupons for students to search through and clip out. Allow students to choose two coupons to write a creative math problem. Students must create a story about their trip to the supermarket and they must include the following: The price of each item, how much money he/she has spent, as well as how much they have saved with their coupon. They must also include the proper calculations for their math problem.
If you’re looking for a fun hands-on money skills game, this is it. Divide students into small groups, about four to a group works well. Give each group a bag of coins, paper and a pencil, a bowl, and a piece of tape. Students must adhere the tape to the floor and take about five steps back (how far back depends on the student’s age) and then place the bowl on the floor. To play, one student sits by the bowl and is the “counter,” while the other students stand behind the tape and are the “tossers.” Students take turns tossing coins into the bowl. If the coin lands in the bowl, the counter adds the value to their count. Each group continues playing until they reach the desired amount set by the teacher. Then, a new counter is picked and play continues.
Students will love shopping and selling while learning valuable money skills during this garage sale-type activity. Ask students to bring in a few items that they would like to part with. Then, as a class, decide upon how much each item will sell for. Have students create fun price tags to place on the items. Once the items are labeled, tagged, and in place, set up a play cash register and let students shop. Give each student a small bag of play money and allow them to take turns shopping for an item. You can designate a student to be at the cash register or you can be. This is a great activity to for students to understand the value of money.
This is another great money skills activity for your learning center. At the center, place a divided tray (a plastic tray like a vegetable tray with the circle in the middle) and on that tray, label each section penny, nickel, dime, quarter. Then, place all of the coins in the middle circle and have students sort money into the appropriate sections on the tray.
Money skills are an essential component in any math curriculum. You can use the subject of money as a strategy to reinforce basic math in a more interesting and engaging way. In the meantime, you will be teaching your students necessary skills that they will use the rest of their lives.
What are you favorite math skills activities and games? Do you have any that you would like to share? Please leave your ideas in the comment section below, we would love to hear your thoughts!
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a master's of science in education from the State University of New York College at Buffalo. She is also the elementary education expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, on Facebook at Empowering K6 Educators, or visit her website at Empoweringk6educators.


Reem Bassous, a Leeward Community College art instructor, knows that the strength of memories and the curative power of art are a powerful combination. This past summer, Bassous travelled to Lebanon where she worked with young students at Bar Elias and Kabas schools. As part of a project to give Syrian refugee children access to art education and creative outlets, Bassous helped these students invoke memories and draw upon their experiences in a positive and engaging way.
As a survivor of the Lebanese War herself, Bassous understands that art is an integral part of education for children who have lived through war and other traumatic experiences. Having a creative outlet can be a therapeutic way to process tragedies and encourage expression rather than suppression of emotions. Knowing this, Bassous set out to work with at least 50 children at Bar Elias school. With bright-colored oil pastels in hand, she guided and encouraged them to think of colors and shapes reflecting specifics of a memory.
Art is an integral part of education for children who have lived through war and other traumatic experiences. Having a creative outlet can be a therapeutic way to process tragedies and encourage expression rather than suppression of emotions.
Bassous used Leeward CC student artwork to show the children how art can capture a memory and express emotion. Memories that students chose to draw were varied but many pictures had common themes. Children drew deceased family members, their homes and fleeting memories of remembered events. Some events were traumatic, such as a missile exploding in front of their home while others drew happy times with family members eating at a dining table.
Even though some of them don’t remember their homes in Syria, it became evident that they were drawing images of their imagined home, based on memory or on stories told to them by their parents. Images of home were often meticulously detailed with flowers, outdoor chairs and a smiling mother in the garden. “These signify the presence of hope,” Bassous says.
Overall, Bassous believed the exercise to be successful at achieving its goals. Children were eager to participate even if they claimed they “can’t draw” and were able to tap into their memory bank to express a significant moment in their life. Bassous believes that this expression and a sustained art practice can benefit these children for years to come as a therapeutic and creative outlet.


- Locations: Masaken Sheraton
- Duration: 3 Days
This course covers core and essential XAML skills. The learner will gain valuable experience developing XAML code in both Visual Studio 2010 and Expression Blend 4.
The course teaches the beginner and intermediate tasks that enable the learner to build the foundational skills required to develop professional Silverlight 4 and WPF applications (for the Web, Windows desktops, and Windows Phone 7 devices). The course will include hands-on labs that comprise approximately 50% of the classroom time and enable the student to learn the essential XAML programming tasks that are the building blocks of real-world applications.
- After completing this course, students will be able to:
- Describe XAML-based applications and the tools they can use to build them
- Create vector graphics with both Expression Blend 4 and Expression Design 4.
- Create a Silverlight application and a user interface by using various layout controls and other controls from the toolbox.
- Work with key parts and logic of a Silverlight application, such as hosting controls, App events, and InitParams.
- Create XAML objects programmatically
- Work with Resources, Styles, Control Templates, and Behaviors.
- Implement Transforms, Animations, and Visual States in XAML-based applications
- Prototype applications by using SketchFlow
- Module 1: Binding in XAML
- Module 2: Creating Vector Graphics with Expression Studio 4
- Module 3: Laying out a XAML-Based Application
- Module 4: Developing and Debugging XAML-Based Applications
- Module 5: Creating Controls Programmaticall and Working with Media Files
- Module 6: Working with Resources, Styles, Control Templates, and Behaviors
- Module 7: Implementing Transforms Animations, and Visual States
- Module 8: Binding in XAML
- Module 9: Prototyping Applications by Using SketchFlow in Expression Blend 4
About Global Knowledge Egypt
Global Knowledge is the worldwide leader in IT and business skills training. They deliver via training centers, private facilities, and the Internet, enabling their customers to choose when, where, and how they want to receive training programs and learning services.See all Global Knowledge Egypt courses


Made by students of grade 6
- drawing sheets A1 size
- tempera paint
Stick some large sheets together with tape and lay them on a group tables of equal height.
Groups of four students at the same time draw little forms or doodles on this sheet using black tempera. The drawings should not touch each other. When all doodles are finished, have a couple of kids connect them by straight black lines.
Paint all surfaces and doodles with tempera. Each student chooses a colour and paints some surfaces or doodles. Be sure to avoid surfaces with the same colour next to each other.
This lesson can be done in every grade by varying subject or colours: choose only primary colours and straight forms to create a Mondrian version.
Or choose a theme for the doodles, like Christmas, food or sports.
Great success in which variation whatsoever is guaranteed!
The proud artists of grade 6 all together!
Original idea: Experiments in Art Education.


A fun indoor or outdoor activity for Little Pnuts of all ages. This is a game that allows you to be a pirate and a detective all at the same time. Your Little Pnuts will have a blast “scavenging” for the treasures you’ve hidden to and fro!
*We recommend that the teams have Preschoolers who are learning to read for this variation of the game.
What You Will Need:
- Small, Silly, Fun Items that you can hide in various locations either in the house, outdoors, or even both.
- Pre-made lists with all the items to be found. This will be handed out to each team to gather. To help with new readers include a picture next to each word to help with word association and to ensure they will be able to find the items they are looking for.
- A timer depending on the age of your teams set the timer to what you feel is an appropriate amount of time to find the items on the lists.
- Prizes 2 types, some for the winning team and some for the losing team. Make sure there are enough for everyone.
How to Play:
Hide all the items in locations where each team will search to find them. Place the same number of items as there are teams in each location. When a team finds an item, they are only permitted to take one item.
Set a timer for the amount of time in which each team must find all of the items listed on their list.
On your marks, get set…GO!
Each team is off to find the items as listed on their sheets. Send them off in different directions so that they are all looking in a variety of locations. Remind them to keep each location where they found an item a secret, making it difficult for the other teams to find out where they might have found the items on the list.
End of Game:
The first team to find all the items on the list within the allotted timeframe wins.
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Gross Motor Skill Development, Coordination, Reading Skills, Word Association, Focus & Concentration, Logical Reasoning, Critical Thinking, Problem Solving, Teamwork, Understanding of Winning & Losing, Competition, and Social Interaction.
—Based on a game found in the book. “You’re It!”, by Katie Hewitt


Submitted for publication
A recent (2018) ILA report, “Explaining phonics instruction: An educator’s guide” provides an incomplete and often unclear picture, in my view, of what educators need to know about phonics, and about learning to read in general.
The report claims that phonics is an “essential part of instruction in a total reading program.” Essential? Perhaps, but certainly not the main thing.
Here is my alternative report:
(1) Only simple rules of phonics can be consciously learned: The complex rules have many exceptions and are not even clear to many teachers and scholars.
(2) Knowledge of the simple rules of phonics can make texts more comprehensible and thus help in reading development. Contrary to popular opinion, no reading expert or organization forbids the teaching of some phonics rules.
(3) Readers’ knowledge of most phonics rules is the result of reading, not study.
(4) Children’s performance on tests of phonics (eg pronouncing words in isolation) is not related to eventual reading competence.
(5) The best way to insure that young children become good readers is through hearing stories. This builds vocabulary and grammar knowledge and encourages a reading habit, by far the best way of developing reading ability, writing competence, grammar, vocabulary, and spelling.
(6) The real problem in developing readers Is providing access to books. For many children of poverty, the library is their only source of books.
A few references (none of these authors are mentioned in the ILA report.)
(1) Smith, F. 2004. Understanding Reading, especially pp. 281-282.
(2) Ibid, pp. 152.
(3) Goodman, K. 1993, Phonics Phacts, Heinemann, chapter five.
(4) Garan, E. 2002. Resisting Reading Mandates. Portsmouth, NH: Heinemann; Krashen, S. 2009. Does Intensive Decoding Instruction Contribute to Reading Comprehension? Knowledge Quest 37 (4): 72-74,
(5) Krashen, S. Lee, S.Y. and Lao, C. 2017. Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading. Santa Barbara: Libraries Unlimited. ABC-CLIO, LLC.
(6) Neuman, S. and Celino, D. 2001. Access to print in low-income and middle-income communities. Reading Research Quarterly 36(1): 8-26.
1, and 3: “…phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships … once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read. If this position is correct, then much phonics instruction is overly subtle and probably unproductive” (Anderson, Hiebert, Scott and Wilkinson, 1985, p.38; Becoming A Nation of Readers.)


ERIC Number: ED337468
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Effects of High-Stakes Testing on Instruction.
Shepard, Lorrie A.; Dougherty, Katharine Cutts
The effects of standardized testing on instruction were studied in two school districts with high-stakes testing. The present study was part of a larger research project concerned with the effect of testing on instruction and student learning. A total of 360 teachers in grades 3, 5, and 6 in approximately 100 schools in two districts answered a questionnaire addressing test preparation/coaching practices and the effects of testing on instruction. A limitation of the study was the overall response rate of 42%, suggesting that the respondents were not necessarily representative of all teachers. Teachers reported that they felt pressured to improve test scores by the district administration and the media. Because of the importance of testing, teachers gave greater emphasis to basic skills instruction. They felt that content not tested suffered because of the focus on the standardized tests. Testing further distorted teaching because of the extensive time given to test preparation. While it was agreed that flagrant cheating was rare, practices that would clearly boost test scores, such as rephrasing questions, were considered to occur more frequently. Teachers were aware of extensive use of test results for external purposes such as comparisons of schools or districts. In open-ended questions, teachers could point to many benefits from standardized testing, but they felt that these were outweighed by the drawbacks. Fourteen tables summarize the questionnaire results. A 13-item list of references is included. (SLD)
Descriptors: Achievement Tests, Attitude Measures, Educational Practices, Elementary Education, Elementary School Teachers, Grade 3, Grade 5, Grade 6, High Stakes Tests, Instructional Effectiveness, Questionnaires, Standardized Tests, Teacher Attitudes, Teaching Methods, Test Coaching, Test Results, Test Use, Testing Problems
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A


Aspects of Art: A Textbook for Students of Art [Marjorie Husain] on * FREE* shipping on qualifying offers. This book provides a simple introduction to the theory and practice of art. A guide for teachers as well as students. This book provides a simple introduction to the theory and practice of art. A guide for teachers as well as students, it is a point of departure from which, it is hoped, art history and related disciplines will become more accessible, motivating students of art and applied arts (e.g. architecture, graphics, ceramics, textiles etc.). Aspects of Art. An Essential Textbook for Students of Art in Pakistan. Marjorie Husain. Aspects of Art covers the fundamentals of the theory and practice of art. A guide for teachers as well as students, it aims to motivate students of art to explore great examples of art and their creators, from pre-history to the present time.
The synthesis of these aspects makes arts learning experiences meaningful and keeps students engaged in the learning process and in school. ABOUT THE ABC CURRICULUM. Art, Books, and Creativity promotes meaningful arts learning experiences while highlighting the natural connections between the visual arts and. AP Studio Art · Art 1 (Visual Arts Beginning) · Art 2 (Visual Arts Intermediate) · Art 4 (Visual Arts Advanced) · Art Club · NIHS Student Art Show Examples · Art Two Comic Books · Art Teacher Resources · Elements and Principles of Art · Painting Instructions · Art Talk textbook online, for Art 1 and Art 2 students · Art in Focus. author of the Prang Art Textbooks, at the turn of the 19th century to counter the backlash of the effects of the Industrial Revolution upon society resonate with me amidst the current Technology Revolution. I have unique perspective on the current state of art education in our public schools. As a student, I have spent the last.
were analyzed for their qualities which expand students' imaginations. The study described a design for an imaginative art textbook. Analysis focused on the creative process, synthesis and higher level thinking processes, multiple representations of knowledge, and the aesthetic features of the textbooks. Four secondary art. Results 1 - 50 of Art | Browse New and Used Art Textbooks & Textbook Rentals | . Written specifically for students studying Units 1 and 2 of the Year 11 ATAR Visual Arts Course, in accordance with School Curriculum and Standards Authority guidelines. All aspects of the course are covered - Unit 1: Differences and Unit 2: Identities. This full colour resource that is loaded with information, images that.


Rowville Primary School Curriculum
At Rowville Primary School our students learn how to learn. We provide our students with a core of essential learning where they develop the capacity to research think and communicate their ideas in multi modal ways.
From their very first day at School students see themselves as high achievers. They are authors, readers, mathematicians and inquirers. The explicit teaching model of instruction at Rowville Primary School is underpinned by the latest educational research. Key concepts and skills are explicitly taught and revised with students on a daily basis. Every day our students participate in blocks of learning. This includes a two hour reading and writing workshop and a one hour mathematics workshop.
To be a successful reader a student must be able to both confidently decode and understand a text. At Rowville Primary School the teaching of reading comprehension strategies goes hand-in- hand with teaching decoding skills. Effective comprehension strategies are explicitly taught from the very first day at school. Students are taught both the craft of writing and writing conventions. Mathematics teaching is based on providing concrete experiences that enable students to manipulate a range of materials. Our teachers deliver learning through the gradual release of responsibility lesson structure.
In addition our students participate in specialised instruction in Music, Visual Arts, Physical Education and an online Italian program. In years three to six students also participate in the Stephanie Alexander Kitchen program, Sport and Instrumental Music.
At Rowville Primary School we hold high expectations for all our young learners. Our teachers work collaboratively in teams to support diverse abilities and interests of students. Students are challenged and given opportunities to apply their learning in different contexts. Students who require additional time and support are assisted by a team of teachers.
The 'World in which we live Inquiry' enables students undertake learning that involves content from a range of disciplines. The learning commences with a real world problem that fosters inquiry and embodies key concepts such as change or the environment. Student's engage in inquiry based learning where they identify questions, conduct purposeful investigations before communicating, reflecting and acting upon their newly acquired understandings.


By Natalia Kucirkova (Manchester Metropolitan University) and Teresa Cremin (The Open University), UK
Children’s apps started as a Digital Wild West, with minimal guidance on how to develop, choose and use them. Thousands were advertised as ‘educational’ and often the most popular ones focused on children’s literacy development from a skills based perspective.
Recently, The UK National Literacy Trust launched “Literacy Apps”, an online guide for teachers and parents looking for the best children’s apps that support reading for pleasure. The guide is for children aged 0-5 years and is the only online guide in the UK that is research-based. The Literacy Apps guide complements US app curation sites such as Common Sense Media and Children’s Technology review and guides based on parents’ and teachers’ own reviews and ratings (Moms with Apps and Teachers with Apps). It targets reading for pleasure and invites feedback and ratings submitted from the user community, this means it is both expert- led and community-led.
The criteria for evaluating the apps were adopted from a Knowledge Transfer Partnership project between the Open University and BookTrust in 2015 and a related research study, which identified six key features of digital books that support children’s reading for pleasure, namely: affective, shared, sustained, creative, personalised and interactive engagement. These six critical forms of engagement form the criteria which are also used by UK teachers who participate in the judging process of the UK Literacy Association’s Children’s Digital Book Award, the only app award judged entirely by the profession for the profession.
Three of these features- affective, creative and personalised- are particularly salient for teachers who are keen to support reading for pleasure in their classrooms. Such reading is in essence child-chosen and child-directed, intrinsically motivated and choice-led. It involves young people in making meaning and offers sufficient satisfaction to prompt them to return for more. The meaning and pleasure children find in this process was explored in a project led by Cremin and documented in the recently published, award-winning book Researching Literacy Lives. The project explored how teachers can develop their knowledge of children’s everyday literacy practices in order to build on their practices and preferences in the classroom.
The project found that initially teachers were often ‘digitally blind’ in that they had to be helped to notice the presence of digital media in children’s homes and to see these not as home distractions but as part of literacy. It may have been that the teachers’ own conceptions of literacy were book-bound and print related, so for example when a five year old was texting on their mother’s phone, or an older child was searching online for ‘cheats’ for a computer game, their engagement and the skills they used in these contexts were not recognised as being ‘valid’ or relevant to literacy in school. Over time, however, as they shared the data gathered in children’s homes, the teachers’ conceptions of 21st century literacy widened and they began to value the marked digital competencies of the young. They came to recognise the power in children’s personal, affective and creative engagement in texts, and that textual diversity in school is key.
The Literacy Apps guide taps into ongoing conversations with teachers about the value of digital books for children’s emerging literacy and with the general public about the importance of digital reading in children’s lives. Through conversations around digital books, teachers and parents can scaffold children’s personal responses to them, enabling children to make critical life-to text and text-to life connections.


Critical thinking strategies for reading comprehension
Critical reading strategies working to develop your critical reading skills recognize that those shoes fit a certain way of thinking. In spite of the fact that the present study revealed learners' improvement in reading comprehension and critical thinking for critical thinking skills in. An influential factor in developing english reading comprehension performance uploaded by therefore, critical reading and critical thinking skills through. Rondamb talks about the importance of critical thinking skills in our the importance of teaching critical thinking with reading comprehension and.
The speciﬁc reading comprehension strategies used by the comprehension strategies as a critical element of ways thinking strategies ﬁt. Seminar series on academic success critical thinking, reasoning, and reading strategies presented by: lorraine pecchia. The effect of instructing critical thinking through debate on male the california critical thinking skills test reading comprehension, critical thinking.
The importance of teaching critical reading skills proven the importance of teaching critical reading skills to students and critical thinking skills to. Build grade 5 students' comprehension and critical thinking skills and prepare them for standardized tests with high-interest nonfiction articles from time for kids. Using thinking maps for reading, writing, or discussing academic content promotes criticaldiscussing academic content promotes critical thinking for all students. As students grow into mature readers, their comprehension and thinking skills should also mature. Critical reading is a way to advance your understanding - it's fundamental to higher learning develop a reading strategy and boost your learning potential.
Literal, inferential and critical comprehensive inferential and critical comprehensive reading is you have no idea what reading comprehension is or how to. Improve critical-thinking skills, strengthen comprehension, and build student confidence. Beyond direct explanation: transactional instruction of reading comprehension strategies critical reading / thinking across the curriculum: using i-charts to. Reading detective’s® standards-based critical thinking activities develop the analysis, synthesis, and vocabulary skills students need for exceptional reading.
If your child struggles with comprehension or critical thinking at integrated learning strategies as our students begin to grasp reading and comprehension. Sheikhbahaee efl journal, vol 1, no 2, august 2012 21 critical thinking: a reading strategy in developing english reading comprehension performance. On point 3, reading and critical thinking skills (student book and skills workbook) [peggy anderson, jacob cullen, kate kim, jon edwards] on amazoncom free. Effects of critical thinking strategy training on support for the facilitative effect of critical thinking strategies, reading comprehension. This chapter will help you prepare for the praxis i pre-professional skills test (ppst) in reading.
The main purpose of the present study is to review and analyze the relationship between reading comprehension and critical thinking critical thinking skills. The effects of teaching critical thinking and reading comprehension strategies on the writing of developmental english students in a community college. Mission critical: reading together to build critical thinking skills by: reading rockets vocabulary, and comprehension skills. Teaching strategies to promote critical thinking you can have students compare and contrast just about anything—try this out with the book your class is reading.
Readers apply comprehension skills to determine what a text says they rely on critical thinking skills to tell them whether to believe it when readers seek more in. Techniques and strategies for reading critically critical thinking ii critical reading study guides folder menus speed and comprehension. The critical reading program jamestown’s critical reading program consists of four exercises that improve reading comprehension and critical thinking skills. Critical reading--active engagement and interaction with texts--is while the strategies described here's how to make your reading thinking-intensive from. This reading comprehension software program motivates students to improve their reading skills while challenging the student with critical thinking and providing the.


This December we were able to embrace three Winter Holidays that the children of the school celebrate; Christmas, Hanukkah, and Winter Solstice. Coming from a Multicultural and Art Education background, I believe teaching different cultural celebrations help children learn to understand and embrace each others unique traditions.
During the Hanukkah celebration we discussed that it is a holiday celebrated by Jewish people honoring the miracle of their being enough oil to keep the lights burning during a time when they were not allowed to celebrate their holidays and traditions. It gave the people hope, and helped them re-dedicate themselves to their beliefs and traditions. The word Hanukkah means "dedication." Simplifying this concept for the children, we talked about it being a holiday to celebrate the miracle of people all over the world being able to believe and celebrate their holidays and traditions, and that even though we may not celebrate each others holidays, it is nice for everyone to be able to celebrate their own holidays.
As part of our celebration we played Dreidel, and instead of Gelt (gold chocolate coins) we played for glass gemmies.
The Dreidel is a four-sided top, with a word on each side giving each player instructions on what to do. The words are:
Nun - you get none
Hei - the player gets half the pot
Gimel - the player wins all of the pot
Shin - the player must put 2 in
Our craft for the day was to make The Star of David, which we did with markers and adding water droplets to make the colors run.
We had a special treat for snack that day, one of our students and his mother made Hanukkah cookies in the shape of Dreidels and The Star of David. Unfortunately I missed the photo opportunity, but it was fun watching the children spin their cookie Driedels on the table.
As with Hanukkah, Christmas is a celebration of miracles and light.
It is beautiful how many of the holidays celebrated around the world have a similar message of hope, love, dedication, joy and light.
We began our holiday preparations by making a garland to put around our tree as a gift to her for being cut down and allowing us to place our lights on her limbs and give us joy.
The children strung cranberries and popcorn (or at least attempted to string popcorn, it was a little difficult so they ate it as a snack).
I took all their individual stands of berries and tied them together into one garland.
They then worked together to place it on our tree and give thanks.
Our pretty garland on the tree.
As we embraced the holiday of Christmas one of the things that often came up in our circle conversations was talk of getting gifts. This is special for the children, so each shared what they wanted to receive, but then we talked about what we were grateful for already having received in our lives. Many children mentioned Mommies, Papas, Daddies, siblings, pets, etc.
We also talked about what we could give that was not a toy type of gift, such as saying "I love you", giving kisses and hugs, helping out.
There will be more posts to come on what the children made as their gifts to their parents and loved ones, but how special is their real gift, simply them being in our lives and making us feel the magic if these holidays again.
We revisited the concept of light again as we talked about Winter Solstice at school. During circle time we talked about how it is the shortest day and the longest night. That during the Solstice we honor the coming of longer days and we acknowledge the importance of light in our lives; that is keeps us warm, that it helps our plants to grow, that it helps us to see, etc.
During Solstice, much like Hanukkah, their is a re-dedication to our path in life, whatever that path may be. Explaining this to little ones, I said it is a time to once again be grateful for what we have and to look forward to more days of sunshine and joy.
Our project for the day was to paint lanterns. The children used water color paints, and then took eye droppers with water and spread the paint over the lanterns. Anytime we use water and eye droppers is pure fun and joy for the kids, they love it!
When I started Art and Soul Preschool, one of the things that I wanted the most was to create an environment where all were welcomed and that we learned and celebrated all of our unique differences as well as similarities. That we also learned about the world outside of our little school, and embrace it in our small way. Too bad there was not enough time to learn about the many other winter holidays happening around the world, but fortunately we were able to embrace the ones celebrated by the children at school.


The Kodaly Approach.
What is it that is so distinctive about a Kodály-based approach? Kodály left us a philosophy – a set of guidelines – about his thoughts on music education. There is no “method”. Some of his ideas are as follows:
- Singing is the best instrument and the starting point for music education.
- Music education should start as early as possible
- Unaccompanied singing is best for children.
- Children should engage in Singing Games and movement Only the best is good enough for children – it’s up to us to be the best we can be, and to use the best material we can find. Music belongs to everyone The sound should come before the symbol – in other words that children absorb musical sounds and experience sounds before being introduced to notation. Just like learning to read. All children can be taught to read and write music.
- Music should be taught in a joyful way “Teach music and singing at school in such a way that it is not a torture, but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime” Zoltán Kodály For more information about Kodály. In other words, the acquisition of vital music skills happens naturally through singing……
Key Principles – Musical components break down into a few simple elements which can be creatively combined in an infinite number of ways. Children learn by moving and doing, (which largely holds true for adults too!), and the best way to learn about music is through active participation in musical games and activities. All that is needed for this is the voice and movement. Our bodies are essentially wind instruments, with added percussive potential. Kodály-based musical pedagogy is built on the following sequence :
Preparation – just sing and play the games! The children will be subconsciously experiencing music, and will be building a song bank from which concepts can be introduced later. The preparation stage can take a long time but is a crucial stage in ensuring that the child understands. Just like learning to read, the child catches the language before reading it.
Presentation – this happens only when the children are secure with a particular aspect of the activities – then is the time to give the concept a name!
Practice – open to a life-time of creative uses of a skill – eg ‘feeling the beat’ – counting people in to the beginning of a phrase or song, being able to identify whether a piece of music is in 3:4 or 4:4, making up dance steps or lyrics to the music.


Art influences society by changing opinions, instilling values and translating experiences across space and time. Research has shown art affects the fundamental sense of self.Continue Reading
Art as Repository of Collective Memory
Painting, sculpture, music, literature and the other arts are often considered to be the repository of a societyдуЅн_М»s collective memory. Art preserves what fact-based historical records cannot: how it felt to exist in a particular place at a particular time. Because art is so important to society and culture, it is highly revered and significant works are visited by millions of visitors each year at notable museums around the world.
Another example of art and how it affects society is with Australian Aboriginal art. These works date back over multiple generations, and it was used to transmit information from generation to generation. It has sacred meaning. Although many Aboriginals were displaced from their land and languages have been lost, the art remains as a strong reminder of the history of Australia. Even today, the Aboriginal art influences contemporary art in concept and style.
Art for Social Change
Art is often a vehicle for social change. It can give voice to the politically or socially disenfranchised. A song, film or novel can rouse emotions in those who encounter it, inspiring them to rally for change. The impact that art has on society is threefold, it comes from the individual's reaction to the work, the power inherent in the work and the environmental factors surrounding the work.
Art and the Human Brain
Researchers have long been interested in the relationship between art and the human brain. For example, in 2013, researchers from Newcastle University found that viewing contemporary visual art had positive effects on the personal lives of nursing home-bound elders. Also, when people are watching theatrical arts like dance, their brain picks up on the movements and mimics them.
Most interestingly, art activates the visual centers in the brain. According to another study by the University of Queensland in Australia, attending a museum has many positive benefits to people. This includes sharper critical thinking skills, as well as giving the brain a more openness to learning and experiencing more things.
Art and Society
Art also has utilitarian influences on society. There is a demonstrable, positive correlation between schoolchildren's grades in math and literacy, and their involvement with drama or music activities. Also, art brings people together and gives people a chance to be part of a community. It provides a social connection with others.
Art and the Individual
As the National Art Education Association points out, art is beneficial for the artist as an outlet for work. Art also fosters the human need for self-expression and fulfillment, and can be an extension of the self.
Art and the Economy
Art is also economically viable. The creation, management and distribution of art employs many. Also, economies that attract a higher proportion of creative individuals tend to be stronger. This is because the arts is at the core of many economic engines, like restaurants, music and architecture. Since art is such a vital part of everyday life, there are many professions that directly deal with art and creative pursuits.