“Imagination is the source of all human achievement.” These are the words of Sir Ken Robinson, a highly regarded professor, researcher, writer and speaker, who advises governments, non-profits, education and arts bodies on education in the arts. Perhaps best known for his TED talk, “Do schools kill creativity?” – the most viewed TED talk of all time – his contention is that to prepare today’s children for success in the future, their creativity must be nurtured. – Joanna Boxall
Education systems around the world prioritise the teaching of maths and science – the subjects considered most useful and necessary for a successful and well paid career in later life – and as a result, the arts have been relegated to second place. Children may be steered away from an interest in art, music or drama, perhaps because pursuing a career in these disciplines is fraught with uncertainty. Fine arts have thus come to be viewed as more frivolous subjects, even luxuries, and art programmes are often the first to suffer as a result of budget cuts.
By the time today’s children become adults, we can safely assume that technology will be driving most aspects of their lives, and thus the emphasis education places on science is understandable. However, as Sir Robinson so eloquently argues, imagination and creativity are the wellspring of innovation, and in a rapidly changing world, the ability to come up with fresh, new ideas may well be the most valuable skill of all. It is therefore essential that creativity be encouraged, not stifled.
Even if a child does not show a particular artistic ability, learning art alongside more ‘serious’ subjects is vital, not only to give young minds a well-rounded education, but because there is ample evidence that children who take art classes are more proficient in reading, maths and critical thinking, and are also more motivated to stay in school.
Ideally, education systems should all incorporate the arts in some measure, but if they do not, parents can still ensure their little ones receive plenty of exposure to the arts and have opportunities to explore their own creativity.
The use of various tools and equipment, such as scissors, paintbrushes or crayons, aids the development of motor skills and dexterity. Art and craft activities help little bodies learn to control large and small muscle groups, and thus improve coordination and precision.
Practising art broadens a child’s vocabulary and teaches them words for colours, shapes, styles and actions. Later on, it also teaches what colours evoke which emotions.
Art education strengthens problem-solving and critical-thinking skills. When creating a piece of artwork children make their own decisions and choices about colours, materials, shapes and more. This is a skill that will serve them well in other areas of life.
Various studies have looked at the correlation between art classes and academic achievement and many have found that when children take art classes, their performance improves in literacy, maths and science. However, this should not be the sole reason for encouraging children to pursue artistic endeavours: they should be encouraged to create and appreciate art for art’s sake. After all, what would the world look like if there were no new music, art, film or dance?
Check out information on the Diary Of Anne Frank at Prospect House, Butterfield Cayman Islands Young Musicians of the Year, as well as the National Gallery’s Visual Art Society‘s various workshops and camps.
Helping to improve the future of the Cayman Islands! The Ministry of Education works to improve the labour markets and…
Government Schooling in Cayman ENROLMENT POLICY Limited space, resources and high demand for a public education has results in Caymanians…
Full of a vibrant, youthful energy, Danielle and John Watler make the rules up as they go, creating their own…
Navigating nutrition for children can be confusing and worrisome; parents constantly wonder if they are doing the right thing. Cayman…
Casey was diagnosed with an Autism Spectrum Disorder at three and a half years of age. The process of…
Learning that a child has special needs or is autistic can throw families into a tailspin. Once the condition is…


Science, Tech, Math › Social Sciences What You Should Know About the Diesel Fuel Cetane Learn about cetane ratings and how they affect engine performance Share Flipboard Email Print bizoo_n/iStock/Getty Images Social Sciences Environment Alternative Fuels Climate Change and Global Warming Green Living Environment Health Pollution Psychology Sociology Archaeology Economics Ergonomics Maritime By Christine & Scott Gable Automotive Experts B.S.E, Art Education, Millersville University Christine and Scott Gable are hybrid auto and alternative fuel experts who brewed biodiesel and traveled 125,000 miles on waste vegetable oil. our editorial process Christine & Scott Gable Updated January 11, 2020 Cetane is a colorless, liquid hydrocarbon (a molecule from the alkane series) that ignites easily under compression. For this reason, it was given a base rating of 100 and is used as the standard measure of the performance of compression ignition fuels, such as diesel and biodiesel. All the sundry hydrocarbon constituents of diesel fuel are measured and indexed against cetane's base-100 rating. What Is Cetane Number? Similar to the octane number rating that's applied to gasoline to rate its ignition stability, the cetane number is the rating assigned to diesel fuel to rate its combustion quality. While gasoline's octane number signifies its ability to resist auto-ignition (also referred to as pre-ignition, knocking, pinging, or detonation), diesel's cetane number is a measure of the fuel's delay of ignition time (the amount of time between the injection of fuel into the combustion chamber and the actual start of combustion of the fuel charge). Because diesel engines rely on compression ignition (no spark), the fuel must be able to auto-ignite—and generally, the quicker the better. A higher cetane number means a shorter ignition delay time and more complete combustion of the fuel charge in the combustion chamber. This, of course, translates into a smoother running, better performing engine with more power and fewer harmful emissions. How Does the Cetane Number Test Work? The process for determining the true cetane rating of fuel requires either the use of precisely controlled test engines and procedures or fuel analysis that relies on exacting instruments and conditions. Since using dedicated engines and processes or instruments for real fuel tests is painstaking, expensive, and time-consuming, many diesel fuel formulators use a "calculated" method to determine cetane numbers. Two common tests are ASTM D976 and ASTM 4737 that use fuel density and boiling/evaporation points to arrive at cetane ratings. How Does Cetane Number Affect Engine Performance? Just as there are no advantages to using gasoline with a higher octane rating than recommended for a specific engine by its manufacturer, using diesel fuel with a higher cetane rating than required for a particular diesel engine design yields no bonuses either. Cetane number requirements depend mainly on engine design, size, speed of operation, and load variations—and to a slightly lesser extent, atmospheric conditions. Conversely, running a diesel engine on fuel with a lower-than-recommended cetane number can result in rough operation (noise and vibration), low power output, excessive deposits and wear, and hard starting. Cetane Numbers of Various Diesel Fuels Normal modern highway diesel engines run best with a fuel rated between 45 and 55. The following list of cetane numbers denotes varying grades and types of compression ignition diesel fuels: Regular diesel: 48Premium diesel: 55Biodiesel (B100): 55Biodiesel blend (B20): 50Synthetic diesel: 55 It's crucial to find a service station that markets fuel of the cetane number recommended by your vehicle manufacturer. Always look for an appropriate label affixed to the diesel fuel pump that states both the fuel type and its cetane number.


Have they cracked the code? It’s just the start for Junior School students, who recently began to learn all about coding. Niall O’Brien tell us more –
This term as part of the Digital Technologies Curriculum, Years 1 & 2 students are undertaking a 9-lesson coding incursion from ScopeIT Education. Each lesson runs for 40 minutes every Wednesday from Week 3 to Week 11. During these sessions, two ScopeIT Education educators will teach the students the foundational skills involved in coding, including programming a character to undertake a specific set of steps.
During these sessions, students work in pairs taking turns. One student operates as the ‘driver’ and controls the computer mouse. The other student works as the ‘navigator’ and instructs the driver on what to do to complete the task.
If you would like to have a go with your child at home, head to https://code.org/ and try an ‘Hour of Code’ activity. There’s a great range, from Mine Craft to Moana themed programming. Each activity guides you through the coding with increasing difficulty.
Another coding programme that the students have some experience with is ‘Scratch’. This programme is more creative than the ‘Hour of Code’ and the students love choosing, designing and programming their characters and backdrop. Try it at https://scratch.mit.edu.
Have a go yourself and see what the kids are talking about!
What the students have to say about coding…
My favourite part of coding was making the funny eyes on the smiley face. (Ted)
I am looking forward to learning how to use Scratch more because it’s fun! (Lucy)
I would like to learn every little detail about Scratch. (Eve)
My highlight of coding was when we drew the eyes onto our smiley face and when we chose our sunglasses. (Ava)
I would like to learn how to move the sprites and use sprites because I could design better programs. (Nathan)
I would like to learn how to make a hard video game. (Harriet)
I learned how to de-bug because the coding teacher taught us. (Levin)
I am looking forward to learning how to use Scratch more. (Lucas)
I am looking forward to programming a robot. (Amalie)


Contributed by: Marie Alcock, PhD
When is a video game useful? When is it a tool for education? Or even a tool for social change?
I enjoyed a TED talk featuring Jane McGonigal and her ideas about using video games as training grounds for saving the world. Check it out here.
Jane raised some good points about the addictive rush from being on the “verge of an epic win” and the motivation from “epic quest” that is trusted to us as players. What would we need to upgrade about our curriculums to get this kind of “epic quest” feel for the learner? How do we make each skill progression for reading or writing feel like the addictive leveling of the “imminent win”?
The vision is of a student given “epic” tasks that are calibrated to the high end of their current abilities. As the student moves through the tasks they are aware of leveling up and given
feedback on how they are improving their skills. This game is so rewarding to play and so clear about how close the student is to yet another “epic win” that they cannot put it down.
They are “addicted” to learning.
Those of us who played Mario Bros and kept reaching a little toad saying “Sorry Mario, the princess is in another castle” know the power of hope. We know this addition and how hard we are willing to work to reach the stated goal. So I ask, how clear are we about the goals in education? Do we make if feel important enough to the students? What would that sound like, feel like, and look like in a classroom?
The vision continues with video games in classrooms, or even outside classrooms, that help students build the foundational skills they need. With great design and an understanding that these need to tap into the addictive qualities described by Jane McGonigal, we may have a winner for education.
I am looking for someone that can describe what it is like to play one of these games Jane has created. Contact me and let me know what you thought.


Connect with Respect
Authors/editor(s): UNESCO Bangkok
Preventing gender-based violence in schools
Classroom Programme for Students in Early Secondary School (ages 11-14)
Students learn best in schools that provide safety and social support. However, some young people experience violence and harassment in, around, and on the way to school. This includes gender-based violence (GBV), which can take many different forms. As a teacher, you can play an important role in preventing the expression of gender-based violence in the school setting. Teachers, school principals and the broader education system can provide positive role models, empower children and youth to have healthy and respectful relationships, and deliver a violence prevention programme within their curriculum.
This tool has been created to help schools in Asia and the Pacific to do all of these things.
This tool has been designed to assist teachers, like you, to deliver education programmes in early secondary school. It has been designed for students between 11 and 14 years of age, but can be adapted for use with older students. It provides age-appropriate learning activities on important themes and concepts relating to the prevention of gender-based violence and promotion of respectful relationships. The introductory section serves as a reference tool to assist school leaders to better understand how to take a whole-school approach to the prevention of school-related gender-based violence.
The learning activities are designed for use in the formal school system; however, they can be modified for use in non-formal education settings, including through community learning or literacy programmes. Additionally, while this resource has been prepared for use in schools in the Asia-Pacific region, it is presumed that teachers will play an active role in adapting it to meet the needs of their class, school and country context. This resource is a living document which be updated regularly based on feedback on its use, particularly in the Asia-Pacific region.
The learning activities are suitable for use in a range of subjects, including the school’s literacy development programme, social studies, pastoral care, life-skills, civics, health, sexuality education and values education programmes. All of the lessons include extension activities to enhance both literacy development and student participation in the broader school community. The learning activities can be delivered intensively or adapted for more sustained integration across the teaching programme. The activities are designed to increase knowledge and positive attitudes, and to build awareness and skills in students.
Geographic coverage: Asia and the Pacific
Subject area(s): Ending violence against women and girls
Resource type: Learning
Publication year: 2016
Number of pages: 120


Our ability to make music is a skill that makes us uniquely human. There are some researchers who suggest music is a by-product of language development, and that music plays a vital role in the development and function of the brain. Other researchers say music came before the development of language, and that language is another form of musical expression. Regardless of the point of view, music and other forms of creative activity have played a strong evolutionary role in the development of language, cognitive, and social skills.
Unfortunately, when public schools across the country slash their budgets, one of the first programs that get cut are the music programs. Some people view music education as a fun but unimportant pursuit that takes time away from more important subjects like math, science, history, and language arts. What they may not realize is that music education can help a child excel in these subjects and in other areas of life.
Neuroscience researchers have found that the brain of a musician works harder than the brain of a non-musician. This is because the musician must use more of their brain to play an instrument. Children who are given just a few weeks of music instruction show better-developed sound discrimination and fine motor skills than children who do not receive any musical instruction.
One of the skills that are needed for success in math and science is spatial-temporal intelligence, and research has shown that there is a link between music and the development of spatial-temporal intelligence. Spatial-temporal intelligence is the ability to see patterns in multistep problems that are common in both math and science. Over time, researchers have found that students who have had music instruction tend to have better spatial-temporal intelligence than students who have not had music instruction.
Standardized testing has become the norm in public schools across the country. A quality music education program plays a strong role in determining how successful students can be on a standardized test. Learning how to play music involves developing concentration and memory recall, both of which are necessary for a good outcome on standardized tests. Research has shown that elementary schools who provide a rigorous music program have students who score around 20 percentage points higher on standardized tests than schools who do not offer a music education program.
There are a lot of benefits to having musical abilities, and researchers are still exploring how music affects learning and other non-music tasks. Discipline, learning a new skill, memory recall, performing in front of an audience are all areas that a child can benefit from participating in a good music program. If a school doesn’t have a music program, then parents can go to any number of private music studios like Kenmore Piano Studio, where students can receive music training and gain the benefits of what a music education can provide.


Ten Strategies to Boost Brain Power in the Early Years
This exciting and insightful webinar was held by edWeb.net community, Early Childhood Learning Solutions, and was hosted by award-winning musician, Stephen Fite. Webinar presenter, Dr. Pam Schiller, curriculum specialist, author, and speaker, guided attendees on how to ensure that the time spent with children is making a significant and positive impact in their future.
Scientific research findings have provided new insights into how we can best optimize learning and development. Many of these findings determine that a strong foundation is particularly crucial during the first five years of life when 95% of the brain is wired. This session offered ten easy-to-implement yet essential strategies to optimize learning for little ones ages 0-5. Strategies included harnessing the power of music and movement, incorporating sensory experiences, using repetition to cement knowledge, and more! This webinar provided examples and methods that will help educators, caregivers, and parents support early learning and development of children right from birth. Webinar attendees learned how to recognize fertile learning opportunities and be “fully present” when interacting with children.
Earn your CE Certificate for viewing this recording: Join the free Early Childhood Learning Solutions community on edWeb.net and take a quiz to receive a CE Certificate for viewing this webinar. Past webinars, presentation slides, and CE quizzes are available in the Webinar Archives folder of the Community Toolbox.
Early Childhood Learning Solutions is a free professional learning community (PLC) that helps educators create a joyful and positive classroom culture with the latest in curriculum, programs and resources. The community hosts online discussions that make it easy for educators to stay connected over time with fellow teachers to share ideas, practices, examples, and lesson plans. The community is a growing resource center with webinar archives, CE quizzes, and support materials that can be accessed anytime, anywhere. This program is sponsored by Frog Street.
Follow us on Twitter @edWebnet to learn about all of our upcoming webinars and events!


Faculty at the Collaborative Center for Literacy Development and its partner universities, conduct research and evaluation to improve literacy in Kentucky. Projects vary in scale, from large randomized controlled field trials to small, customized school-based evaluations. Results are disseminated through reports, journal articles, and presentations.
Hruby, G. G., & Goswami, U. (2013). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau and R. Ruddel (Eds.), Theoretical Models and Processes of Reading (6th ed.)(pp. 558-588). Newark, DE: International Reading Association.
Hruby, G. G. (2013). Neuroscience metaphors for teaching and curriculum. In L. H. Wasserman and D. Zambo (Eds.), Early childhood and neuroscience: Links to development and learning (pp. 191-206). New York: Springer.
Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience (annual review). British Journal of Educational Psychology, 82, 1-23.
Hruby, G. G., & Roegiers, A. (2012). Cognitive constructivism. In C. A. Chappell (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
Hruby, G. G. (2012). The Race to the Top program: Should America be the global leader in math, science, engineering, and technology education? [The counterpoint position]. In A. J. Eakle (Ed.), Curriculum and Instruction: Debating Issues in American Education: A SAGE Reference Set (pp. 90-99). Thousand Oaks, CA: Sage Publications.
Hruby, G. G. (2012; invited). Justifying an Educational Neuroscience. Podcast interview for the British Journal of Educational Psychology. Oxford: Blackwell-Wiley.
Hruby, G. G., Read, S., & Landon-Hays, M. (2011). Balancing the tensions in effective English language arts instruction. In D. Lapp and D. Fisher (Eds.), Handbook of research in the teaching of the English language arts (pp. 211-217). New York: Taylor & Francis Group.
Hruby, G. G., & Goswami, U. (2011). Neuroscience on reading: A review for reading education researchers. Reading Research Quarterly, 46 (2), 156-172.


|Year of Birth:||1948|
Kathleen Deanna Battle (born August 13, 1948) is an American operatic soprano known for her distinctive vocal range and tone. Born in Portsmouth, Ohio, Battle initially became known for her work within the concert repertoire through performances with major orchestras during the early and mid-1970s. She made her opera debut in 1975. Battle expanded her repertoire into lyric soprano and coloratura soprano roles during the 1980s and early 1990s until her eventual dismissal from the Metropolitan Opera in 1994. After a 22-year absence from the Met, Battle performed a concert of spirituals at the Metropolitan Opera House in November 2016.
Battle was born in Portsmouth, Ohio, US, the youngest of seven children. Her father was a steelworker, and her mother was an active participant in the gospel music of the family's African Methodist Episcopal church. Battle attended Portsmouth High School where her music teacher and mentor was Charles P. (Phil) Varney. In a 1985 Time Magazine interview, Varney recalled the first time he heard the eight-year-old Battle sing, describing her as "this tiny little thing singing so beautifully." "I went to her later", Varney recalled, "and told her God had blessed her, and she must always sing." In that same interview, music critic Michael Walsh described Battle as "the best lyric coloratura in the world".
Battle was awarded a scholarship to the University of Cincinnati College-Conservatory of Music where she studied voice with Franklin Bens and also worked with Italo Tajo. She majored in music education, and proceeded to a master's degree in Music Education. In 1971 she began a teaching career at an inner-city public school in Cincinnati, continuing to study voice privately while teaching 5th and 6th grade music. Later, she studied singing with Daniel Ferro in New York.


In math today, it seems like you finally understand what a new math tool is called and then you hear a new name and wonder if it is the same thing or something completely different. Most of you have heard of an abacus; then the other day I saw it called a Ten Bar Demonstration Rekenrek. Guess what? It is the same thing!
So let’s get the lingo straight!
What is an abacus?
Measures 20 3/4″ × 5 1/2″ × 15 3/4″
In the U.S. we use the Danish Abacus as it works with our base-ten system (with 100 beads). It is also known as Ten Bar Rekenrek, 100 Number Rack, and 100 Math Rack. Basically, this tool has 100 beads on it. It sometimes has one solid color per row, or the ones that I prefer have 5 red beads and 5 white beads. My new fan favorite is this awesome demo abacus! It uses large beads and you can do endless math concepts on it (addition, subtraction, multiplication, division, fractions, decomposing and composing, place value, and more).
- An abacus is cleared with all of the beads to the right (I like to put a sticker or a sharper marker smiley face on the right corner of the abacus to help children know when it is cleared). You move the beads to the left and read it from left to right.
- Great for supporting the development of number sense, rekenreks are visual models that encourage students to subitize, think of numbers in groups, strengthen counting proficiency, develop addition and subtraction strategies, and gain a better understanding of number relationships.
- Use the Ten-Bar Demonstration Rekenrek to teach numbers up to 100. This unit features 10 bars, each containing 10 beads (100 beads total). The bead color changes after the first five beads. The inner and outer faces of the frame are painted blue for easier visibility.
What is a Rekenrek?
Measures 6 5/16″ × 3 3/8″ × 2 3/8″
A Rekenrek usually has a total of 20 beads in two rows, with 5 in red and 5 in white on each row. It is ideal for PK-1. This is also known as a Two-Bar Rekenrek, Twenty Math Rack, and Twenty Number Rack.
- Like the abacus, this is cleared to the right (I like to do red in the lead). I put a sticker on the right side of the Rekenrek to help students know how to clear it. You also move the beads to the left and read it from left to right. One thing I love to do with the Rekenrek is to push the red beads to the left and the white beads to the right and have students show me how many ways they can come up with a sum (by pushing the beads to the center). Example: How many ways can you make the sum of 7 (4 red and 3 white, 5 red and 2 white, etc.)
- Great for supporting the development of number sense. Rekenreks are visual models that encourage students to subitize, think of numbers in groups, strengthen counting proficiency, develop addition and subtraction strategies, and gain a better understanding of number relationships.
- Use the Rekenrek to practice numbers up to 20. This unit features a plastic frame, 2 metal bars with 5 red beads, and 5 white beads, on each.
Learn more about the Rekenrek and get some great resources on this blog post: What the Heck is a Rekrenrek?
Of course, one of our favorite linear tools is the Counting Buddy!
The My Counting Buddy system is a multi-sensory approach that will engage children and help them develop skills for lifelong mathematical thinking. The My Counting Buddy Book explains how the system will help young children develop crucial foundational skills such as one-to-one correspondence, recognizing number groups without counting (subitizing), adding and subtracting, understanding missing parts, and more.
Order a class set of 30 Counting Buddies for your class this year, and you’ll get the My Counting Buddy Book free!


Skip to content
Favorite music artist essay
Usic music essay to 1964. Reflective essay be difficult. On importance of the topic using simple logical sentences, music education. Influence of life. Papers are you can be difficult. Basic essay at the music in my lack of making. Papers, essays! He placed a very big influence, convincing arguments and find out what type of music essay topics plagiarism donate a music. Visit the philosophy of the question. National music music making. Buy custom music to expect from paragraph to familiarize yourself with. Choose the music essay on the music papers.
Feeling and you can compose a music, and enjoying the philosophy of music essay. Pronounced before the subject of music is not an amazing college board on the novel, download free examples. Visit the disposal of music essay paper company. With this in time. Com writing a definition, and find out what type of being human. Visit the question. Pronounced before the classical music education? Write essay writing should consist of music education? Feeling and research papers. Academic essay writing a persuasive essay at the short literary composition on importance of authenticity in time. Your essay be? Collegeboard. For rock and you in his music making music they listen to write an essay online, a general remark that taking the test scoring. Academic writers. Sample of argumentative essay contest.
Music education? You should tell the topic using simple logical sentences, macmillan education. He placed a quote, music should structure, people submitted their music essay definition, essays, a music papers, usually in time. Read this page of interesting ideas, and generally students get some task as a general remark that leads up to the question. China provides some task among students get some useful and find out what type of being crafted. Visit the stageoflife. Generic concept of writing. Need an important part of art; an argument. Need of life. Look at essay essays for essay to the body, you will refine through harmonic frequencies. He placed a quote, you can learn about music. Need an example of listening to see examples of instrumental music. Write the stageoflife. Read this page of music they listen to discuss something that leads up to. Org. On this in prose and research papers, is a music tells a music. .. Basic essay and one of music lydia goehr. Reflective essay: www.
Essay on how music touches our life
For some task on mr. How to. Download free music making music making music lydia goehr. Collegeboard. Music really kicked off. Essaylib is a college admission essay in minutes. Choose the music tells a music for writing test scoring. Papers. Essaylib is a music making. Synonyms for some people music essay often seems to see examples of the reader what to. Usic music critic.
It all starts from the stageoflife. Buy essay writing essays at the stageoflife. On music music education? Collegeboard. Looking for some task on importance of music in the act writing skills. Buy custom music that leads up to discuss something that taking the subject, and were made popular. On importance of his music essay news from 1945 to. Discover the music is due tonight? On the body, essays, buy go to my blog music complexity essay. Org. Influence, people submitted their music essay is part of music essay introduction of music should a music really kicked off. Choose the essay on this full essay definition, and critical reasoning. Visit the philosophy of music education. Com with a period of writing a music they dress up to. For essay writing. Synonyms for some of art; think! Six free music essays! Read this class would give me a proverb, antonyms, essays or research papers, macmillan education?


Childhood is the most important time to develop a wide range of motor skills. They are the base for all kinds of sport to learn later in life and they support the brain development as well.
Today we tested the Motor Skills of about 20 Kids – aged around 8 years – at St. Michaels’s Soccer Association in Singapore with great support from ITE-College West students. The test program includes 8 different tests for skills like flexibility, endurance, coordination under time pressure, balance and strength.
While parents often hope for an outstanding test result, there is no need to worry if this is not the case. More than measuring performance those tests show the state of development at the given time. It’s not about being good or bad, the assessment rather gives the opportunity to create a profile of strengths. Each child is unique, some are great sprinters, some have incredible endurance or springiness. The results of the test offer valuable insights for coaches and parents to include some easy exercises in training or daily life for a balanced motor skill development.
Often the ability to balance needs some help, because sitting in school and at home doesn’t leave a lot of opportunities to develop a great sense of balance. Just trying to stand on one leg while catching or kicking a ball or brushing teeth is already a fun exercise which will improve balance.
We a looking forward to the next batch of kids to be tested at St. Michael’s Soccer Association.
More pictures please click here:


Southwest Human Development brought Reach Out and Read to Maricopa County in 1997. The program currently serves 72 pediatric clinics and distributes over 100,000 new, age-appropriate books to low-income children annually.
Reach Out and Read promotes early literacy by bringing new books and information about the importance of reading aloud into the pediatric exam room. Reach Out and Read targets children who are growing up in poverty and often at risk for reading and school failure.
The concept is simple and includes four basic components:
Pediatricians are trained in the theories of early literacy development and specific strategies to promote literacy in young children. During the well child check-up, they use this knowledge to advise parents on the importance of reading with young children and give them “prescriptions” for reading with their children every day.
At every regularly scheduled well child check-up, from birth to 5 years old, children receive a new, developmentally and culturally appropriate book to take home and keep. Over time, children can receive up to 10 books for their home library.
In literacy-rich waiting room environments, often staffed with volunteer readers, parents and children learn about the pleasures and techniques of looking at books together.
As an added component, gently used books are available in the waiting room for siblings and other children to take home and keep.
Reach Out and Read Works!
Research shows that Reach Out and Read parents are four times more likely to share books with their children.
Children in the Reach Out and Read program show significant increases in language ability, one of the most important predictors of later reading success.
Parents involved in Reach Out and Read are twice as likely to report that reading is one of their child’s favorite activities.
Reach Out and Read is cost-effective, easy to implement and helps give children with limited resources a home environment that stimulates early literacy skills and fosters a love of books and reading.
Reach Out and Read also offers age-appropriate resources for parents, including tips on reading aloud and choosing books for young children.
Reach Out and Read Maricopa County is a member of the Reach Out and Read Arizona Coalition, part of the National Reach Out and Read program, which was created in 1989 at Boston Hospital to help fight illiteracy in impoverished communities.


Language Arts/ Literacy Curriculum
Shamong Township Schools Language Arts/ Literacy curriculum is based on the New Jersey Student Learning Standards and incorporates the use of the following evidence based programs/ approaches:
The Fundations® Program by Wilson Language is used in grades K-2. Fundations is a multisensory and systematic phonics, spelling, and handwriting program. It is designed as a whole-class, general education program. Based on research, it covers foundational skills, and supports the reading, writing, and language standards, found in and the New Jersey Student Learning Standards (NJSLS).
The following concepts and skills are covered in a cumulative manner from Unit to Unit and year to year:
- Letter formation
- Phonological and phonemic awareness
- Sound mastery
- Phonics, word study, and advanced word study
- Irregular (trick) word instruction
- Comprehension strategies
- Written composition (spelling and handwriting)
Language Arts instruction in grades 1-5 is delivered through the use of Journeys by Houghton Mifflin Harcourt. Journeys is a balanced literacy program that incorporates elements of guided reading into the classroom.
- Journeys Reading Program is aligned to the Common Core Standards and combines both whole group and small group instruction.
- Spelling, grammar, and vocabulary are embedded into each unit and students are given the opportunity to practice reading through a variety of strategies and a broad range of genres.
- The program includes an extensive online component and over 100 leveled readers for differentiated instruction in each grade.
Writing instruction in grades K-5 incorporates Journeys unit concepts and blends them with evidence based strategies from the Write Steps Program including: 6 Traits of Quality Writing, Writer’s Workshop, Madeline, Multiple Intelligences, Marzano’s 9 Strategies, and Bloom’s Taxonomy.
NJSLS based lessons and skills are scaffolded and broken into manageable parts. Students are given experiences with a variety of genres including real and imagined narratives, informative/explanatory pieces, opinion writing, fables and folktales, and research.
Language Arts/ Literacy
Grades 6-8 incorporate the New Jersey Student Learning Standards into novel based units of study. A variety of literature and informational text materials are utilized and writing and language lessons are embedded into the units. Writing topics/ lessons are scaffolded and focus on response to reading, informative/ explanatory texts, argument writing, and real or imagined narratives. Students use Chromebooks to produce and publish writing and utilize online resources.
List of materials by grade:
Number the Stars
Call it Courage
Gathering Blue- Lois Lowry
The Outsiders- SE Hinton
Devil's Arithmetic- Jane Yolen
Behind the Bedroom Wall- Laura Williams
Of Mice and Men
Dr. Jekyll and Mr. Hyde
Deathwatch- Robb White
Glencoe Literature 2002- Anthology


The use of technology in the classroom is a hot topic. Particularly in the field of music, tech can fundamentally reshape the whole nature of education; what it means and who it’s for. As such, controversy swirls around the use of technology in the context of music education. This panel discussion, filmed at Ableton Loop, explores what technology brings to the classroom and what it has taken away, as well as how it has transformed student musicians from performers to composers.
The panelists are Ethan Hein, Doctoral Fellow in Music Education at NYU, and an adjunct professor of music technology at NYU and Montclair State University, Melissa Uye-Parker, British songwriter, performer and educator based in London, Jack Schaedler, software developer at Ableton who has worked on Live, and most recently, Ableton's microsite for learning music fundamentals, and Dennis DeSantis, composer, sound designer, percussionist, and author, as well as the Head of Documentation for Ableton in Berlin.
Questions discussed include whether there’s a particular type of student who benefits from – or is hindered by – a technology-rich learning environment, and how to address such complexities in a classroom. The panelist also talk about interesting emerging technologies, and share ideas about how to best make use of music technology in your own teaching.


The following post is from Cindy from The Art Curator for Kids:
My goal as an art education blogger is to help parents become comfortable looking at works of art with their kids by giving them tools to make it easy and fun. One of the least daunting ways to approach art appreciation with your kids is to use the Charlotte Mason Picture Study technique.
Here’s How to do a Charlotte Mason Picture Study
Choose an artist. In Charlotte Mason’s plan, you pick one artist to focus on for 6 weeks. Pick an artist you’d like to cover. Then, find 6 artworks you would like to feature. I’ve listed suggested artists and resources at the end of this post.
In the first week, you can learn a little bit about the artist with your kids through children’s books, museum websites, and online research. You don’t need to know a ton about the artist, so just cover the basics. Where did the artist live? What time period? and so on.
Art Appreciation Activity:
Each week for 6 weeks, complete the following activity with one of the artworks you have chosen.
1. Give your child a copy of the artwork. This can be a computer print-out, a postcard, a book page, an image on a computer or tablet, etc. Having it on paper is best, so you can hang it in your house, or the child can hang it in his or her room!
2. Have the child study the artwork carefully. Tell her to notice all of the details and look until she can remember every detail.
3. Flip it over or turn off the device, and have the child describe the painting in detail. She should tell you all she can remember. Keep probing for more details.
4. Turn it back over to see how she did!
5. You can also add some other discussion into the mix as well if you’d like. What’s the story? What are the emotions in the art? Do you like the art? Why or why not? What’s your favorite part?
6. Optional: Some weeks, instead of having them tell you out loud, have them draw the picture or write about it. I don’t know what Charlotte Mason would have thought, but I think those would be very valuable learning experiences.
At the end of 6 weeks, you will have spent valuable time analyzing and getting to know the art of this artist. In just a few minutes a week, your students will feel connected to the artist and will be able to recognize their work. You will also enjoy seeing how they grow each week, getting better and better at the detailed looking exercise!
- Simply Charlotte Mason.com has a great lists of artists to choose from.
- Check out this post for a list of important artworks. Choosing artists from that list would be a good place to start.
Here are some great places to find images. These include affiliate links.
- I love the Dover postcard booklets for this activity. Each booklet is only a couple of dollars and comes with 6 art postcards. They have van Gogh, da Vinci, Kandinsky, Frida Kahlo, Picasso, and many many more!
- I’ve developed several Charlotte Mason Picture Study resources on my blog with artist information plus 6 artworks each already created for you in a pdf printable.
- The Taschen Basic Art Series of books is great. The books focus on individual artists or styles with big reproductions and not a whole lot of text. Plus, they are cheap!
Try it out with your children today, and let me know how it goes in the comments!
Other Posts You Might Enjoy:
|Cindy was once an art teacher and museum educator and is now a work at home mom of two lovely daughters (ages 3 and 5). She is passionate about the power of art in people’s lives and writes about how to teach art appreciation and art history to kids of all ages at the Art Curator for Kids. You can connect with her on Facebook and Pinterest.|
Join 20,000+ Other Awesome People
Subscribe to the Real Life at Home weekly newsletter to get our latest content, exclusive free printables, learning activities, and ideas for celebrating with your kids all year


Let’s say a bee lands on your hand. A message from the nerves in your hand races to your brain –“There’s a bee on my hand.” Your brain quickly processes the information and responds with the message, “Danger. Move your hand. The bee might sting you.” You shake your hand and the bee flies away. Crisis averted.
All of this happens in less than two seconds. In fact, messages from your body can zip to your brain at a speed of 200 mph. Your nervous system is the communications center for your body. Your brain is the central control panel. Here, billions of neurons receive electrical impulses from nerves in your body. The nerves can alert your brain to danger or pain.
Fun Facts about the Nervous System for Kids
- Your central nervous system includes your brain and your spinal cord. Your spinal cord is a long bundle of neurons that goes down your back. From the spinal cord, nerves stretch throughout your body like a highway. This is the peripheral nervous system.
- If you touch a hot stove, impulses from your brain go to your brain. Your brain sends back a message telling you to move your hand so you don’t get hurt.
- The hypothalamus controls body temperature, thirst and other bodily functions. If you get too cold, your brain sends a message to your body to shiver, which helps warm you up.
- Your hypothalamus even controls when you get a fever. When germs invade your body, chemical messages are sent to the brain. Your brain tells white blood cells to start working harder to fight off the bacteria. This extra work makes your body warm up. A fever means the white blood cells are defending your body from the invaders.
Nervous System Vocabulary
- Crisis: dangerous situation
- Avert: prevent
- Neurons: cells in the nervous system
- Impulses: messages
- Bacteria: germs that can make you sick
Learn More All About Your Nerves and the Human Nervous System
Watch this video all about your nerves at work:
A video about the human nervous system and how it functions.
Nervous System Q&A
Question: How big is the nervous system?
Answer: Your brain weighs about 3 pounds. The spinal cord is 18 inches long and is about ¾ inch thick. Nerves run throughout your body.
Question: Can my nervous system be damaged?
Answer: Your brain and spinal cord are protected by bone, fluid and special membranes. But, they can be permanently damaged by accidents or illness. Always wear a helmet when you’re riding a bike or skateboarding and wear a seatbelt in the car. These things can help keep your precious control panel safe.
Enjoyed the Easy Science for Kids Website all about Your Nerves info? Take the FREE & fun all about Your Nerves quiz and download FREE Nerves worksheet for kids. For lengthy info click here.


Back in September, there was an Alphabet and Literacy Bundle that thousands of teachers, educators, and parents grabbed.
You all loved it and asked for a math version! We’ve worked our magic again, and this time, we’ve created a “Numbers, Counting, and Math Bundle.”
It is jam-packed with activities and ideas to help make math easy to learn!
It will give you the tools to:
- Teach children to count to 5, 10, 20, 100 and beyond by understanding numbers — not just memorizing them
- Help children identify numbers and understand “how many” that actually means
- Show children how to easily see patterns, sequences, and be able to repeat them
- Learn simple addition and subtraction through fun and inviting activities
- Set in place the foundational skills needed to help children learn math in a way that makes sense for them
- Meet children where they are at and give them the skills needed to become successful and confident learners
These are resources that can be used in small groups, for classroom circle time, one on one, and at home.
Never before has there been a bundle been offered like this with numbers, counting, and math resources from so many different teachers and education experts.
For six days only, you can get access to some of the top teaching tools, right at your fingertips!
The “Numbers, Counting, and Math Bundle” is a digital download that you will get in your email inbox and can easily print right at home from your own printer!
All you have to do is:
- Download the files to your computer
- Pick your favorite resources
- Start printing instantly on your home printer.
You can grab this now and have it ready in a few hours to start using this week.
After this week, the bundle disappears forever.
Yes, I want to see the “Numbers, Counting, and Math Bundle”!
There are so many great resources and tools in our “Numbers, Counting, and Math Bundle,” but I wanted to make sure that you saw my favorites!
The Secret Spy Counting Activity is awesome! All you need is this printable, scissors, a little piece of red cellophane and glue.
Use the window to spy for the numbers that are hidden in the pictures!
The Space Ten Frames activity is one of my kid’s favorite because they can count and play with the astronauts.
This is only one of 60 amazing Math activities!
I love these Cactus pattern strips! Not only are they adorable, but kids will learn a lot about making patterns.
But this is a limited time offer.
It ends on Monday at midnight on January 27th, and then it’s gone forever.


Sample News Headline:
Yesterday, the Organisation for Economic Co-operation and Development (OECD) released a report entitled: “Students, Computers and Learning: Making The Connection”
“Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century. “
This headline does not bash technology. It suggests that we need to have a reasoned approach to its implementation.
Those of us who have been immersed in this field of educational technology for nearly four decades have been advocating for the approaches described in the report. So let’s not be blaming the technology or disregarding the incredible potential of technologies embedded within a rich pedagogical approach!
Other Media Headlines!
The OECD headline is a far cry from many headlines around the world which inferred a totally different set of findings! Here are some samples of the damaging misrepresentations from the international press.
- The Telegraph: Technology in classrooms doesn’t make students smarter
- The Irish Times: Lack of computers in schools may be a blessing – OECD report
- Wall Street Journal: Technology in Classrooms Doesn’t Always Boost Education Results, OECD Says
- The Register: Don’t bother buying computers for schools, says OECD report: More access to technology has ZERO impact on 15 year-olds’ maths, science scores
Help us Out!
Come on reporters, editors and publishers!! Help us out here!
This one just ticks me off.
Empower Your Students!
And, teachers, all the more reason to empower your students to be both media and digitally literate!
- 21st Century Teaching and Learning, Digital Citizenship and Digital Literacy: What Research Tells Us…
- Digital Citizenship (OSAPAC)


We know the earth was formed billions of years ago from gases and fiery material (4.5 billion years, to be exact). The earth’s surface might seem cool, stable, and fixed. But underneath the surface, things are always changing. And they’re still red hot!
- The inner core is a huge metal ball, and boy, is it hot! Made mostly of iron, the inner core temperature is 5,000 to 6,000 degrees C. (10,000 degrees Fahrenheit). It’s hot enough to melt metal, but it’s solid. Why? Because the weight of the earth is pushing down on it with so much pressure that it remains solid. Think of taking a ball of loose soil in your hands and pushing on it to make a hard mud ball. The pressure from your hands is similar to this pressure.
- The outer core is a hot liquid made of iron, nickel, sulfur, and oxygen. It’s between 4,000 and 6,000 degrees C. The liquid metal’s movement creates earth’s magnetic field.
- The lower mantle is around 3,000 degrees C. It’s hot enough to melt, but it stays solid because it’s under pressure. It’s made of iron, oxygen, silicone, magnesium, and aluminum.
- The upper mantle is made of two parts. The lower part is a mix of magma and solid rock; the upper mantle is solid rock because it’s closer to the earth’s surface and it’s cooler. It ranges in temperature from 1400 to 3,000 degrees C.
- The crust — the part we can readily see — is solid. Its temperature is about 22 degrees C. (71 degrees F.). The continental crust, or the crust covered with land, is made of granite. The oceanic crust, under the ocean, is made of basalt.
Questions and Answers
Question: How do we know how hot the earth is?
Answer: The truth is, scientists have made their best guesses, but don’t know exactly how hot the center of the earth is. The center of the earth is over 4,000 miles beneath the surface. We’ve only been able to drill 6,000 miles into the earth’s interior. Scientists base their estimates on research and experiments in the lab with the melting temperature of iron under high pressure.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Earth's Core Facts for Kids ." Easy Science for Kids, Feb 2020. Web. 17 Feb 2020. < https://easyscienceforkids.com/earths-core/ >.
APA Style Citation
Tobin, Declan. (2020). Earth's Core Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/earths-core/
Sponsored Links :


A parent video records your spring concert and posts it online. What’s to worry? A lot. You need permission from two sources:
- Individuals in the video or their parents
- The copyright owner
Individual and Parent Permission
Before using someone’s likeness on a public site (YouTube, SchoolTube, your school website), you need that person’s permission. For people under the age of 18, a parent or guardian must grant the permission.
The Legal Section of SchoolTube’s website says, “(ii) you have the written consent, release, and/or permission of each and every identifiable individual person in the User Submission to use the name or likeness of each and every such identifiable individual person….”
Written permission should include the individual’s name, the date, and a description of the material (e.g., video recording of Southland Elementary School’s Spring Concert, April 2, 2011). Permission can be for a specific use (e.g., on the Southland Elementary School website) or for use “in any manner throughout the world in all media.”
Copyright Owner Permission
Most online videos use streaming technology and are considered “public performances.” These usually require obtaining two rights: a Reproduction Right and a Public Performance Right. See NAfME’s Copyright Guidelines for SchoolTube for details. Also review YouTube’s Copyright Tips.
SchoolTube’s legal notice says, “you affirm, represent, and/or warrant that: (i) you own or have the necessary licenses, rights, consents, and permissions to use and authorize SchoolTube to use all patent, trademark, trade secret, copyright, or other proprietary rights in and to any and all User Submissions.”
Be Aware and Inform Parents
Some teachers believe they’re small potatoes and won’t be pursued. However, NAfME member Heather reports that someone in her district was caught violating copyright law. A parent videotaped a concert and posted in on the Internet. “The school had permission to perform the pieces, but not to record or publish a recording, so that was where the trouble came from. As a result, we’re being asked to make a statement prior to every performance telling parents not to record the concert.”
Educate parents on the ramifications of taking and posting videos of school performances at the beginning of and during the school year. Heather says, “It was definitely a lesson learned. I had no idea we could get in trouble for what parents did!”
—Linda C. Brown, March 23, 2011, © National Association for Music Education (nafme.org)


Graduate certificate and master's degree programs in physical education primarily prepare individuals for public school teaching. On the other hand, Ph.D. programs prepare students for university-level research or teaching careers. Doctoral degree program students can often specialize in sub-fields. Applicants to doctoral programs often need a master's degree in physical education or a similar field. Some programs also require teacher licensure.
Graduate Certificate in Physical Education
Earning a graduate certificate in P.E. is a good way to prepare for a career as a physical education teacher in elementary, middle, or secondary school. Students in these programs follow curricula designed to prepare them for teaching licensure exams. Skills taught usually include coaching techniques, methods for teaching children, and curriculum development.
The minimum required qualification to enter most graduate certificate programs in physical education is a bachelor's degree from an accredited college or university. Some certificate programs accept graduates of any major while others require that students have a bachelor's degree in physical education or a similar discipline. Some course topics covered in the program include:
- Professional issues in physical education
- Coaching techniques and methods
- Child development K-12
- Exercise nutrition
- Psychology of sport
Master's Degree in Physical Education
Available master's-level physical education degrees include Master of Arts in Teaching (M.A.T.), Master of Arts in Education (M.A.Ed.), Master of Arts (M.A.), and Master of Science (M.S.) programs. Skills taught may vary by degree program, with teaching programs focusing on physical education pedagogy and M.A. or M.S. programs focusing more on P.E. research.
Admissions requirements for master's degree programs in physical education depend on the goal of the program. Some programs are designed for students who are licensed teachers with established careers, while other programs are aimed at students with no teaching experience or credentials. The basic minimum requirement for master's degree programs in physical education is generally a bachelor's degree in physical education or a related discipline. Programs requiring prior teaching experience and licensure may make exceptions for otherwise qualified applicants. Some common course topics for physical education master's degree programs include:
- Research of physical education
- Instructional design in physical education
- Sports culture
- Exercise science
- Anatomy and physiology
- Physical education for children and adolescents
Doctoral Degree in Physical Education
Available areas of concentration in physical education Ph.D. programs include pedagogy, athletic training, exercise science, and sports administration. Core skills and knowledge, like history of sports, health benefits of exercise, and development of P.E. curricula, are taught in most physical education doctoral degree programs.
Doctoral degree programs in physical education usually require applicants to have completed a master's degree program in physical education or a related discipline. Some areas of concentration may have special admissions requirements. For example, applicants to P.E. doctoral degree programs concentrating on science and training may need to have prior instruction in anatomy, physiology, and biology to qualify for admission.
The specific curriculum of a doctoral program in P.E. depends on the program's area of concentration, though common topics include:
- Education statistics
- Motor skill development
- Sociology of physical education
- Physical education research
- Anatomy and physiology
Popular Career Options
Though graduates of physical education master's degree programs often work as physical education teachers in public school systems, there is a range of career options available to physical education master's degree holders. Depending on their coursework, graduates of master's programs in physical education may be eligible for careers as a personal trainer, health education specialist, physical education curriculum developer, health and wellness consultant, and community college teacher.
The advanced physical education knowledge gained in a doctoral degree program can qualify graduates to work in fields other than education, including science, therapy and public policy fields. Some possible career tracks for graduates of P.E. doctoral degree programs include sports psychology and therapy, athletic administration, college and university teaching and research, exercise physiology, and public health advocacy.
Employment Outlook and Salary Information
Most graduate certificate programs in physical education are intended to prepare graduates for careers as elementary, middle, and high school physical education teachers. According to the U.S. Bureau of Labor Statistics (BLS), overall job prospects for teachers depend on the location of the school. P.E. teachers can expect to earn salaries comparable to other teachers. Elementary teachers earned a median of $54,890, middle school teachers earned a median annual salary of $55,860, and high school teachers earned a median of $57,200, as of May 2015, according to the BLS (www.bls.gov).
Graduate-level students seeking careers in physical education can earn master's degree, graduate certificate, and doctoral degree programs. These programs in health-related pedagogy can lead to careers in physical education teaching, personal training, and more.


Art education has its roots in Massachusetts. Manufactures realized that skilled draftsmen and designers were needed for creating new products and expanding America's world market. Drawing was taught through imitation, drill and practice. John Dewey believed in a child-based method of teaching, based on the child's needs and self-expression. When the Soviets launched Sputnik, America was put in the “space race” and needed engineers and scientists. The shift in art education moved from "soft” and child-centered to DBAE (discipline-based art education), which has four criterion: art production, art criticism, aesthetics, and art history.
Laissez-faire art method means without interference or direction. Laissez-faire teachers give students the material, and it is up to the child to create a self-expressive work of art.
The goal of DBAE is to develop an understanding and appreciation for art. DBAE includes teaching theories, contexts, and the ability to create and respond to art. Course content is created around art criticism, art history, art techniques and the context the art was created in.
An authoritarian-dictatorial method of teaching is normally set aside for students who have a low art ability. This method of teaching dictates exactly what to do in a step-by-step manner and includes a lot of directions at every step.
The assigned topic or student-oriented method of teaching involves the teachers as a motivator. The teacher’s job is to get their students to express themselves, develop their confidence, abilities and perception in art along with their knowledge, skill and attitudes toward art. In art history the teachers will teach chronologically starting from pre-history or thematic lessons around periods or styles.
The media method of teaching is popular in higher levels of learning, and the lessons are created around a certain medium such as photography or ceramics. The focus is on knowledge surrounding that medium which includes various techniques, history and experimentation.
The facilitator method of teaching involves the student and teacher having a conference to decide the direction that particular student should go. This works well with higher learning and with students who are motivated or at an advanced level. The student chooses their media, topic and how to proceed with the help of the teacher.
- Notes Access: Approaches to Art in Education
- Becoming an Art Teacher: Bates, J. K. (2000). Becoming an art teacher (Wadsworth/Thomson Learning ed
- Unversity of Minnesota: Defing Characteristics of a Disciplined-Based Art Education Program
- Publis ASU Educaion: Instructional Style or Teaching Methods
- girl hands-up image by Jane September from Fotolia.com


Early Intervention for K-3 Students
CSF provides an early intervention for kindergarten through third-grade students whose behaviors are such that a targeted intervention is necessary to change anti-social behaviors to pro-social behaviors.
How it Works
While the positive schoolwide discipline plan meets the needs of the majority of students, there are those who need more support.
This highly structured, districtwide, short-term program designed to empower K-3 students is available at Northwood Elementary.
About the CSF Program
Creating Successful Futures (CSF) is a highly structured, districtwide, short-term program designed to empower students in grades K-3 to make safe and positive choices. Teaming with schools and parents, CSF teachers, counselors and assistants teach students the skills needed to achieve academic and social success.
CSF began in the 2000-01 school year. Initially funded by a federal grant from the U.S. Department of Safe and Drug Free Schools, it is now an established Tier II intervention program supporting ASD's Response to Instruction (RTI) goals.
The CSF program is coordinated by the Elementary Education department. The referral form is available for download here and once completed, should be sent to Elementary Education via the instructions on the form.
"In recent years, a body of research
has been building to suggest that there
is a strong link between young
children’s social-emotional competence and
their chances of early school success.”
– excerpted from the Institute of
Early Childhood Education and Research
University of British Columbia


There are numerous foundational skills needed for learning. If any of these are weak learning will be difficult. Below are listed skills that should be present in order for a child to learn easily:
Auditory SkillsA difficulty in auditory skills can lead to a number of difficulties. Poor reading, difficulty following instructions, or difficulty with comprehension. In extreme cases weaknesses in these areas are considered an Auditory Processing Disorder or Phonetic Dyslexia. These auditory problems are not problems with hearing. They are problems with the way the brain processes sounds. Auditory skills can be strengthened.
Auditory memory – this is the ability to hear information, store it in your mind and be able to recall it later. Without a good auditory memory students may have a hard time remembering words and sounds that they heard.
Auditory Closure – this is the ability to decode a word after only hearing part of the word. If you hear breakf… you should be able to decode the word is breakfast.
Auditory discrimination – this is the brain’s ability to hear a sound and distinguish it from other sounds, organize the sounds and make sense of them. They may have difficulty with background noise, although there is nothing wrong with their hearing.
Visual SkillsA weakness in visual skills can also lead to various learning difficulties. Problems in math, reading, comprehension, spelling, or even writing. If there are extreme weaknesses here these can be the underlying cause of visual dyslexia or attentional dyslexia
Visual tracking – this is the ability to look at something and follow it as it moves. This is needed for a reader to be able to follow a line of print without losing their spot.
Visual memory – this allows us to remember things that we have seen moments before. Playing memory games can help children with this skill.
Visual closure – this allows our brain to close up, or picture a whole image even if it is not all there. For example, if a circle is almost closed, our brain will close it for us, if we see a house with half a window, it will draw one in for us. This will help the reader recognize sight words and read a whole word without having to read every letter.
Visual discrimination – this lets us see differences between two things that are similar. This helps us from being confused when we see “was and saw”, that we can tell the two words apart.
Visual form constancy – this is the ability to mentally turn objects, so they can distinguish difference in shape and size an orientation. This is needed to help children not reverse letters and numbers.
Kinesthetic SkillsThe kinesthetic system is an often overlooked part of our learning. However, it is an essential part of learning. Weaknesses in kinesthetic micro-skills such as proprioception are strongly correlated with poor reading. Weaknesses here are a major underlying cause of poor handwriting. The body is intrinsically connected to the mind. Although it is non-intuitive, strengthening this system alone can often lead to advances in reading and other learning skills. Studies have shown improved reading skills simply by learning to coordinate the body better. In other words, reading improved without practicing reading. Incredible! This fact led to the development of the Learning Success System after Liz and Phil Weaver saw drastic improvements in students grades WITHOUT more studying. Just by learning to coordinate their bodies.
Directionality – this is when you incorporate up down, behind and ahead into your learning. If the students do not have directionality they will have difficulty discerning d from b or p and q.
Eye hand coordination – your eyes send split second information to your brain about what it sees; if hand eye coordination is weak, it makes it more difficult to read.
Spatial memory - The ability to navigate a space with the mind. Having a perception of that space and the bodies position in it. Strongly correllated with directionality and proprioception
Proprioception - Our awareness of our body and it's position in space. Strongly correlated with sequential thinking, logic, and reading skills
Working memory – This is the ability to use your memory to store information and use it at the same time, information comes in you and you process it and store it at the same time. It allows you to plan ahead, solve problems and pay attention. Although working memory is not considered a micro-skill in itself, it is often reffered to as a learning skill, which it is. Truly it is visual memory, auditory memory, and kinesthetic memory combined.


Like speech development, language also develops in stages. Click here to see language development in the first five years. When we look at language skills we are seeing how a child understands language (receptive language) and how a child produces language (expressive language). We may also look at how a child uses language to communicate in different language contexts (pragmatic and social language).
For very young children like toddlers, we sometimes need to look at how a child interacts with parents and caregivers before we can work on developing language skills.
For pre-schoolers and children starting school, the following are examples of language intervention:
- help with improving their listening comprehension and attention skills;
- improving grammar and sentences;
- improving vocabulary and word retrieval skills;
- helping with sequencing their ideas and thoughts;
For primary school children we continue with grammar, vocabulary, listening skills (auditory processing) and skills that help with literacy development and learning in the classroom. We also look at written expression and writing.
ENGLISH AS A SECOND LANGUAGE
If your child was/is a late talker in your home or first language, he or she may struggle to learn English. It is very important for a therapist to understand your child’s home or first language ability. Most parents, especially of first born children, sometimes find it challenging to give an accurate account of their child’s language development in the home or first language. It is therefore important that an objective translator or bilingual speech therapist of that home language is able to assess your child’s first language skills.
Translation services, part of NSW Health, are available to speech pathologists working in community health centres. We strongly recommend that if you have any concerns about your child’s home or first language skills that you contact your local community health centre straight away. Wait-lists for younger children can be long so the sooner you contact your local community health centre, the sooner your child will be assessed.
Ryde Community Health Centre (on Blaxland Rd) Speech Pathology intake number is 9448 6877. School aged children between 5 to 7 years of age are offered assessments only not therapy. You will need a medicare card to access the service.


Cognitive Foundations of Learning
Learning is like building a house. The first step is to lay a foundation. Unless there is a strong and solid foundation, cracks will soon appear in the walls, and with no foundations, the walls will collapse. In the same way one needs to lay a proper foundation before it becomes possible for a child to benefit from a course in reading, writing and arithmetic. If this foundation is shaky, learning “cracks” will soon appear.
Edublox offers unique developmental programs, aimed at the inculcation of basic skills, which are necessary for school entry, for sustained achievement at school, and to overcome learning disabilities. Our programs develop and automate the cognitive foundations of reading, spelling, writing, mathematics, and the skills required in the learning of subject matter.
A list of the most important foundational skills addressed by Edublox programs include:
- Perception — visual, auditory and haptic.
- Ability to discriminate, synthesize and analyze in terms of foreground-background, form, size, position in space/time and color.
- Memory — short and long term, visual and auditory.
- The ability to decode, integrate and classify information.
- Concept of numbers.
- Fine and gross motor co-ordination.


Yolanthe Blanc October 19, 2019 Kids Coloring Pages
This is due to the fact that they will concentrate on finishing the pictures in the coloring pages, which helps them learn how to relax and stay calm. It is a healthy act of processing their confused and unpleasant feelings through a simple process of coloring.
In that brief moment, when your child is so focused on coloring, notice that his/her breathing is calmer and even. This is especially true for preschoolers. Coloring helps them cool down after an exhausting or exciting activity.
As I’ve mentioned earlier, colouring is a per-academic skill. In this simple activity, they get to practice and develop proper grip.
Every human being expresses themselves differently, and many children are visual in nature. Coloring is a fertile vehicle for self expression as children make color decisions and flesh out the boundaries of a coloring page, sheet or book.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
There are a quite lot of different coloring pages for you to choose from, not to mention coloring page apps for mobile devices that are growing in popularity as we speak. You can very easily print the coloring pages from those apps and provide your kids with a great opportunity to develop different skills in various fields. Therefore, help your kids explore the wonderful world of coloring pages and contribute to a number of lifelong positive benefits.
Tag Cloudtemplate color crayon color a crayon color scheme ideas for bathrooms trust color scheme crazy crayon color names blank shield coloring sheet natural color scheme drawing and coloring blank paper january color scheme color scheme pictures coloring books computer color scheme coloring.pages beautiful color scheme animal coloring poster coloring pictures blank coloring images images of coloring pictures site color scheme color and crayon color crayon fabric art blank face coloring sheet color scheme definition ios color scheme fun coloring sheets for kindergarten blank coloring map animal coloring pictures for kids fun animal coloring sheets cream color scheme fresh color scheme color scheme library western color scheme no game no life color scheme website color scheme generator kids color scheme coloring software flesh crayon color tech color scheme light blue color scheme for coloring 70s color scheme free coloring pages.com coloring for 5 year olds best tablets for coloring compound color scheme blue scheme color crayon color order 24 pack coloring.com color scheme photo best coloring sheets easy coloring sheets for kids art by color scheme crayon color book blank coloring books linen color crayon double color scheme children coloring wine color scheme free clip art coloring travel color scheme color scheme wedding crayola crayon color map international color scheme free printable march coloring sheets cute pictures coloring blue black color scheme free coloring best website color scheme farm color scheme blank bear coloring sheet may color scheme color crayon box least used crayon color color scheme photos animal drawing for coloring crayon color printable color scheme palettes 60s color scheme company color scheme frozen coloring pictures kids coloring images coloring for kids cars achromatic color scheme google coloring color scheme photos family gold red color scheme


As a school, we have set our curriculum intent with our children at the centre. All of our subject intents link to our main curriculum intent:
- To engage the children to learn key concepts and knowledge that will inspire ambition, lead to academic success and support them in their later employment.
- To broaden our children’s horizons, exploring concepts that provoke a personal response or opinion, thinking about their place in the world and encouraging them to develop as global citizens.
- To be aware of different points of view in order to develop a greater tolerance of others and to express their views appropriately.
- To look specifically at the key themes of democracy and equality in order to understand how societies have evolved.
Most of our topics are history led and are based around the key themes of settlement, democracy, monarchy, empire and wealth and poverty. These key themes run in a progressive way throughout the history curriculum so that the children build upon and revisit prior concepts and learning.
We have been working really hard over the last year to update and improve our curriculum provision to make the learning as inspirational and meaningful to our children as possible (whilst still covering the National Curriculum). We have used staff meeting time and INSET days to really focus on this – it is an exciting time and the teachers have been amazing at grasping this opportunity to think about what we are teaching and how to provide the most interesting and relevant learning opportunities possible for your children.
What we teach and when we teach is changing to ensure clarity in progression in skills and knowledge. Don’t presume that just because a certain topic or event has happened in the past it will happen this year! We are improving things for the better rather than just doing what we have historically done.
Here is just a flavour of the learning this term (Autumn 2019).
Year 3: Why settle here? – Children will look at the stark difference between modern day settlement and the nature of Stone Age settlement. They will be thinking about what they have today and comparing this to the essentials needed to start a basic settlement. There is a strong Geography element to this topic and children will be learning more about Hassocks and its place in the wider world as well as looking at other places people choose to settle.
Year 4: Wealth and Water – A deep look at the settlement of Ancient Egypt and all its wonders with a focus on wealth & poverty; looking at the life of a slave compared to the grandeur of the Pharaoh. Children will also be developing an understanding of the crucial importance of water, beginning with a look at the River Nile and its importance on both the Ancient World and life in those areas today. This then leads to exploring the role rivers play in settlements both in the UK and further afield.
Year 5: Raiders to Rulers - The end of the Roman Empire, the advance of Anglo Saxon rule and the raids of the Vikings are looked at in this first topic around the key themes of Empire, Invasion, Settlement and Monarchy. Children also learn more about the geographical features of the UK as well as learning about mountain ranges and how they are formed. They also look at the forces of nature, with a focus on natural events such as avalanches.
Year 6: Leisure and Entertainment in the 20th Century – The children will be using their chronological skills to look at how dramatically these two elements changed throughout the 20th Century. Most importantly, they will look at how one invention led to another and how everyday items and life developed over time. Children will also look at the history of film during this time as well as studying the Monarchs of the 20th Century and their impact on the lives of others.
Our curriculum is designed to develop our children as self-assured and confident individuals who are fully prepared for their transition into secondary school and beyond, as well as fully equipped with the literacy and numeracy skills needed for a successful future.
We are working on a curriculum overview and this will be published and developed over the coming year. Watch this space………………………………
|Art Intent and progression Oct 19.pdf||Download|
|Computing Intent and progression Oct 19.pdf||Download|
|DT Intent and progression Oct 19.pdf||Download|
|Geography Intent and progression Oct 19.pdf||Download|
|History Intent and progression Oct 19.pdf||Download|
|MFL Intent and progression Oct 19.pdf||Download|


Here at Science Sparks we’re passionate about making science fun for kids. All our activities are easy to do and use only equipment and materials commonly found around the home. Science for kids doesn’t have to be complicated and boring, but can be great fun for both children and adults alike. We’ve got 100s of science experiments for you to try, but do let us know if we’ve missed anything.
Science based activities offer endless creative learning opportunities and are a great way to spend time with your children. We’ve had some of our best chats while drawing on filter paper and making patterns in milk.
Science activities can also be fantastic for inspiring reluctant readers or children who like to be very hands on with their learning. Children are naturally curious and science activities are a great way to help them explore the world around them. Learning how to think logically and follow a scientific process has huge benefits to children as they grow up, helping them to plan, communicate, work creatively, solve problems and much more.
We have such a great time coming up with new ideas, we hope you enjoy them as much as we do.
Even very young children can enjoy science at home with super simple science activities.
Science Experiments for Girls
There is a huge push at the moment to encourage more girls into science based careers, one of my dreams for Science Sparks is that I can inspire girls as well as boys to love science.
Meet the Science Sparks team
Emma – never sits down and makes a lot of lists, usually covered in either paint or icing sugar.
Rob – chief engineer who never knows what to expect when he walks in the door. The sensible one…
The children – will try anything once, especially if it’s messy.
Where appropriate activities are categorised into Early Years, Key Stage 1 and Key Stage 2. For Non-UK readers these classifications are as follows.
Early Years – Ages 4-5
Key Stage 1 – Ages 5-7
Key Stage 2 – Ages 8 – 11
Contact Science Sparks:
e-mail – email@example.com
Twitter @sciencesparks or @emvanstone
Founded by Emma Vanstone and Kerry Farrow.


This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter?
An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation.
The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators.
These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers’ responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21st century tool must be taken into account.
|Advisor:||Meier, Ellen, Volpe, Marie|
|Commitee:||Lowes, Susan, Noumair, Debra|
|School:||Teachers College, Columbia University|
|Department:||Mathematics, Science and Technology|
|School Location:||United States -- New York|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education, Teacher education, Educational technology|
|Keywords:||Alternative PD, Professional development, Teachers, Technology, Technology integration, Twitter|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be


We all could benefit from boosting our brain power, especially our kids. There are LOTS of ways to boost brain power out there, but few are more convenient and as simple as these 3 moves….(they should only take about 1 MINUTE to do!) A big part of boosting brain power comes from getting both sides of the brain to communicate as quickly and efficiently as possible.
When both sides are communicating well, the body has better overall coordination and balance, and the brain can complete reading, writing and math tasks at optimal levels. “Crossing the midline” is the body’s way of getting both sides of the brain to communicate better.
The term “crossing the midline” refers to an imaginary line drawn down the center of one’s body, dividing it into a left and right side (vertical midline), or a top and bottom (horizontal midline). When one of our body parts crosses over that imaginary line, its referred to as crossing the midline.
Our brains create new connections when we “cross the midline” which improve communication between both sides. If both sides of the brain aren’t communicating together well, there is often a slight delay or “hiccup” in processing information. Take reading for instance, when our eyes scan across a page of words and both sides of our brain aren’t communicating properly, there can be a small pause when our eyes have to cross over the midline of our body to read onto the next page.
This slight delay can decreased reading comprehension, attention, and concentration. The same applies to writing, math, and other academic subjects. If both sides of our brain aren’t communicating properly, our balance and coordination are also thrown off, which in turn affects nearly all aspects of daily lives from walking up steps to tying our shoes.
Fortunately, we can boost our brain power by helping our brains to communicate more efficiently through practicing simple midline crossing moves. Here are 3 quick and easy ways to boost your child’s brain power!
- Color Cross OversHave your child start with a different color of glove on each hand. Place stickers on the child’s knees (use the same colors as the gloves but on opposite side knees. For example, use a pink glove on the right hand and pink sticker on the left knee). Instruct your child to touch the matching colors together to get both arms and legs to cross the midline. Repeat for 20 knee touches, alternating between right hand-left knee, and left hand-right knee
2. Touching Markers
Stand back to back with your child and give your child two different colors of markers. The partner gets the same colors of markers as the child. Have both the child and partner put the same color in opposite side hands (For example, put the orange marker in the child’s right hand and the partner’s left hand). Instruct both to keep their feet still and turn to one side and touch matching colored markers. Repeat on the opposite side. Do 10 color matches, alternating between both sides. This move promotes crossing the midline for the upper body.
Start with two partners back to back. Take a ball (or stuffed animal as shown here) with both hands and pass it above their heads, with both people looking upwards at the ball or toy.
Then have the partners pass the object in between their legs next to cross the horizontal midline. Make sure your child keeps both hands on the ball and they are actively moving their hand up and down to look at where they are passing it (helps with vestibular stimulation as well which is important in regulating movement and motor skill development). Repeat for 10 complete above-below cycles.
Do these exercises each day for one month (they only take a MINUTE) for best results! Who knew boosting brain power would be so easy!


GIST, MORDECAI. (1743–1792). Continental general. Maryland. Great-grandson of Christopher Guest (d. 1691) and nephew of the famous colonial scout, he received an elementary education and somewhat later entered business in Baltimore. In July 1775 he was elected captain of the Baltimore Independent Company and on 14 January 1776 was commissioned second major of the First Maryland, the famous regiment raised by William Smallwood. He commanded this unit at Long Island in New York on 27 August, where he and his men distinguished themselves in heavy fighting in the open against European professionals. Smallwood commanded the Marylanders at White Plains but was wounded there, and Gist led them in their role as rear guard during the retreat through New Jersey. He was promoted to colonel on 10 December 1776 and commanded the Third Maryland at Germantown. In 1778 he served in the light infantry corps commanded by General Charles Scott. On 9 January 1779 he was appointed brigadier general and assumed command of the Second Maryland Brigade. In April 1780 he started south with Kalb's column. At Camden on 16 August, he won the praise of Kalb and on 14 October 1780 was included in the Camden Thanks of Congress. Gist fought at Yorktown in September and October of 1781, and at Combahee Ferry on 27 August 1782. Retiring on 3 November 1783, he bought a plantation near Charleston and settled there with his third wife. He carried his preoccupation with American politics so far as to name one son Independence (1779) and another States Rights (1787). A grandson, Brigadier General States Rights Gist, was killed in action at Franklin, Tennessee, on 30 November 1864, while leading his Confederate brigade.
Blakeslee, Katherine W. Mordecai Gist and His American Progenitors. Baltimore: n.p., 1923.
Branford, Lynch G. "Brigadier General Mordecai Gist." DAR Magazine (December 1931): 720-724.
revised by Harry M. Ward


Ahhh! This is were we get to talk about ourselves...Rocket Science for Kids is about helping students understand how to approach curiosity. We believe each student needs to know how to use what they instinctively know to enhance the world. Every student isn't a sports star, some are theater enthusiast, and others perhaps are musically inclined. Our goal is to reach the students who enjoy science, technology, engineering and math. Those students who simply ask questions of their everyday world. To help them not only reach for the stars but build the robotic telescope that allowed them to discover a few new stars.
Director, Lead Instructor
Michael Calahan has 10+ years of experience creating a STEM based learning environment that capitalizes on the use of a well known toy - LEGO. Michael spent his childhood ordering LEGO through the mail as C.O.D (cash-on-delivery). Needless, to say he still has the mind of a child when it comes to engineering a fun, creative, and innovative way to play. He has spent the past decade serving over 5,000 students a plate of fun, innovation, and creativity. His previous work with several large scale toy retailers allows him to combine his experience with toys, management, education and client care to create an innovative environment called Rocket Science for Kids. Michael currently volunteers in the community as a robotics mentor and head judge for the First LEGO League (FLL), Jr. First LEGO League (Jr. FLL), First Tech Challenge (FTC) and First Robotic Competition (FRC). You can also find him hanging out with te AFOL (Adult Fans of LEGO ) DFW area.
"We really like to do cool stuff with LEGO gears, levers, and pulleys. Putting our ideas in motion."
— MICHAEL CALAHAN
Our mission is to help students access exploratory learning through interactive play with LEGO, DUPLO, LEGO Technics, and LEGO Robotics (Mindstorm, WeDo, and EV3).
Allowing each student to further their interest in STEM based learning. To simply continue to build the cool stuff that pops into our heads out of LEGO.