As critical consumers, students collect, analyze, and communicate data from a number of sources and make connections to their lived lives. Engaged in genuine and related learning experiences that cultivate a way of surprise and curiosity, they make sense of phenomena and determine creative options to local and international issues. Provide ECU undergraduate college students majoring in math training and science education with revolutionary educating methods. To provide schools across the state the support necessary to ensure excellence in math and science schooling in addition to expertise integration.
National spending for bettering faculty science applications and the preparation of science teachers were made a priority in the National Science Foundation (NSF). Scientists have been called to offer leadership in the reform of faculty packages and the development of better-ready academics. Can science teachers actually turn into main players in cross-disciplinary efforts in colleges?
Oak Ridge Institute for Science and Education
Understanding these mechanisms can guide science communication so that the proof gets by way of before it not issues . Speculatively, better educated individuals are extra more likely to know when political or non secular communities have chosen sides on an issue, and therefore what they should suppose (or say) consistent with their id. At the time of the surveys, positions on genetically modified foods had not polarized along religious or political lines. Although some non secular teams had taken positions on nanotechnology, that they had not publicized these views sufficient for most individuals to know them, nonetheless properly educated . Finally, we examine the connection between beliefs on these particular points and general trust in the scientific enterprise.
is supported by a National Science Foundation (NSF) Graduate Research Fellowship underneath Grant DGE . This research is supported, partially, by the NSF underneath Grant NCSE and Grant SES to the Center for Climate and Energy Decision Making and by the Riksbankens Jubileumsfond. One power of those analyses is their use of responses from a large, nationally representative pattern from a premier survey, the GSS. As with any secondary analysis, they have been restricted to the questions requested by the original investigators, guided by their very own research interests.
The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, and the National Council for Teachers of Mathematics (NCTM) practices are frameworks for addressing elementary ideas and abilities. Young adolescents are a singular age group, in the midst of creating their grownup identities. Appalachian State Universityâ€™s Bachelor of Science diploma in Middle Grades Education prepares students to show in sixth via ninth grades and be an advocate for this developmental age group. Middle faculty lecturers typically train in interdisciplinary groups, so Appalachianâ€™s program prepares college students to work alongside others when planning instruction, growing curriculum, and working with students and their households. This program within the Department of Teaching and Leadership provides deep exploration into scientific concept and follow, content material instruction, culturally relevant pedagogy, integration of media and expertise within the classroom, and standards-based mostly assessments.
In this paper, to offer a context for college students of astronomy, I will outline the story of the willpower of the AU and in particular the contribution of William Wales, an obscure British astronomer. Wales, toiling within the shadow of Halley (of Halleyâ€™s comet fame), Mason and Dixon (of Mason and Dixon line fame) and the infamous Captain Cook endured a brutal winter in northern Canada for a brief glimpse of the 1769 transit of Venus. In the tip, Wales supplied one small piece of the puzzle within the dedication of the AU and he exemplified the human spirit and persistence of a Kuhnian â€œpuzzle solverâ€. See Science Education in the UI General Catalog to be taught more about course requirements for this main and graduating with honors. Iowa also presents trainer preparation applications in Elementary Education and Secondary Education.
In the years that adopted, the so known as â€œclassical approachâ€ turned subject to numerous criticisms. One concern of competition was the proposal that intuitive understandings are changed by scientific theories. However, not all of scholars’ conceptions may be characterized as unitary and systematic intuitive theories. According to Chi , in addition to false intuitive theories, individuals also have false beliefs and false mental fashions.


2 Arts Groups Launch Research Project on How Art Museums Impact K–12 Students
Can a single visit to an art museum impact the minds and hearts of K–12 students?
That is the question on the minds of a couple of national arts organizations as they launch a national research project aimed at determining the cognitive and emotional values of art museum field trips.
The National Art Education Association (NAEA) and the Association of Art Museum Directors (AAMD) are partnering to collect data over multiple years at six art museums across the country.
“Our hypothesis is that engaging directly with original works of art within the distinctive physical setting of art museums, during guided programs that use constructive and inquiry-based pedagogies, can nurture a series of competencies among a series of interrelated domains — cognitive, experiential, affective, social and academic,” said Deborah Reeve, executive director of NAEA, and Christine Anagnos, executive director of AAMD, in a prepared statement.
The study will include a control group and two treatment groups. The control group will not have experienced a single visit to an art museum or an in-classroom art lesson. One treatment group will have an in-museum experience, and the other treatment group will have an in-classroom experience. Data from all three groups will be analyzed to determine experiential differences among them.
The launch of the study corresponds with a literature review released today. “The Impact of Art Museum Programs on Students” is a comprehensive analysis of existing research about the relationship between learning and visits to all types of museums, providing insight to the essential goals of the joint study. Some of the questions raised are:
- What does research tell us about how students benefit from experiences in art museums that take place during the school day and that also involve significant engagement with original works of art?
- In what ways do constructivist and inquiry-based pedagogies underpin current theories and practices in American art museums related to K–12 field trip programs?
- What is known about the way in which a series of interrelated competencies — critical thinking, creative thinking, sensorimotor and affective response, human connections and empathy, and academic connections — might be nurtured through encounters with works of art in the museum setting?
- What is the value of single visit “field trips” and what constitutes effective practices? Where does a field trip begin and end?
The initial phase of the primary research will be complete in the first half of 2017, according to a news release.
For more information about the NAEA, visit the organization’s website. More information on the AAMD can be found on that group's site.
Richard Chang is associate editor of THE Journal. He can be reached at [email protected].


Introduction:Liberal arts education is one of the oldest subjects in the world going back to ancient Greek who considered it to be the ultimate mark of an educated person. Liberal art education was considered essential to produce people who were virtuous and ethical, knowledgeable in many fields, with an ability to participate in public life with competence, articulation and finesse. Initially liberal arts covered only three subjects: grammar, rhetoric and logic. This was extended in medieval times to include 4 further subjects: arithmetic, geometry, music and astronomy. This channel not only gives information but also sensitizes people towards aspects of language, culture and society.Major topics covered till July 2018 The programmes so far were interdisciplinary in nature covering topics within humanities, languages (both foreign and Indian), social sciences, gender studies, and so on. Through these programmes the Channel developed the knowledge base of the unreached learners as well as their critical and creative thinking skills. By studying languages, the learners developed their oral and written competencies. Channel 23 also concentrated on teaching life skills which would enable our learners to develop an ethical way of life. The disciplines stressed on were the following: Foreign languages i.e. French, Japanese and Russian English literature and language Hindi literature and language Urdu literature and language Linguistics HistoryPolitical sciencePublic administrationLibrary scienceEconomicsAnthropologyPsychologyGender studiesUpcoming topics to be covered in next 3-6 monthsIn future, Channel 23 will cover more foreign languages such as Korean, Spanish, Arabic and Persian. The Channel will concentrate in a big way on Sanskrit language and literature as well as Vedic studies. Modern Indian languages will also be covered. The other areas that we want to stress on are geography and geological sciences, translation studies, social work and sociology. The channel has been stared with an aim to initiate new ways of learning by educating students with better and improved methods of curriculum. It offers education through virtual class room and students can access digital repositories from Swayam Prabha portal.
|National Coordinator||Prof. Uma Kanjilalemail@example.com||New Delhi|
|Channel Coordinator||Prof. J.K. Srivastavafirstname.lastname@example.org||IGNOU, New Delhi|


by Greg Cunningham, Learning Specialist
An online toolbox for teachers
When I entered a classroom (when that was still possible), students would often greet me as “the test prep guy.” They may, in fact, have been working to pass the next standardized test on the schedule. But I knew, and the teacher knew, that they were building crucial skills necessary for success in subsequent grades, in college, and in the workforce. In order to build those necessary skills, JFY Learning Specialists provide a myriad of resources to support teachers in their efforts to support their students.
The JFY website contains multiple videos and blog posts that explain what students should expect from specific standardized tests. Students often know the required information and have the necessary skills to succeed, but are thrown off by the structure of the assessment or the wording of questions. If they know what to expect and how to navigate the format smoothly, they have a much better chance of using their knowledge effectively to achieve the highest possible score on the assessment.
In order to tap this resource, students must first log in to JFY’s software. To facilitate this step, we provide short videos with login instructions on the website for both returning students and first-timers. Whether using remote, hybrid or in-person models, a teacher cannot help each student in the class at the same time when they forget the process for logging in. Students have access to these training videos to help themselves log in and use their time on actual skill-building activities rather than struggling to engage with the software.
JFY’s software focuses on math and ELA, the foundational skills. But science teachers and social science teachers also need resources to engage students and enrich learning. When the shutdown happened in March, our Specialists immediately began vetting and compiling free resources and software to help science and social science teachers actively engage students remotely. This rapid response to the needs of teachers has been the foundation of JFY’s services. We quickly assess needs and provide prompt and effective solutions.
The Coronavirus has created some of the most challenging circumstances ever faced by teachers and students. While we cannot make the virus go away, we can help schools, teachers, students and parents adjust to the “new normal” by providing timely and effective solutions to the issues surrounding online learning. Nothing will ever replace a teacher in the classroom with students. The resources JFY provides ensure that teachers have the tools to make their virtual classrooms as exciting as their imaginations can conjure. Those tools will transition back to the physical classroom. The toolbox will not be very heavy.
HOW ARE WE DOING? In our pursuit to serve up content that matters to you, we ask that you take a couple of minutes to let us know how we’re doing? Please click here to be navigated to our JFYNet Satisfaction Survey. Thank you!


Balance is a fundamental skill necessary for maintaining controlled positions, such as sitting in a chair, or engaging in physical activities like running or riding a bike. Having balance makes motor skill development easier, reduces the risk of injury, and helps children focus on academic tasks.
Our Nobel Learning Education team stays up to date with the latest research to ensure that our Links to Learning curriculum exceeds childhood learning standards. The Links to Learning curriculum was enhanced last fall to include a greater focus on balance, a building block for skills such as hand-eye coordination, muscular strength and body awareness.
Here are some ways we help improve balance in the classroom, as well as ideas for you and your child to do at home.
- In the classroom: Tummy time promotes neck, back and abdominal strength needed for infants to eventually push up, roll over, sit up and crawl. Teachers keep infants engaged by using activity mats or plush blocks.
- At home: Place your baby on his stomach and shine a flashlight near him. Once you have captured his attention, shine the light in a rhythmic pattern. For older infants, encourage your baby to move or crawl toward the light.
TODDLERS (ages 1-2):
- In the classroom: During the toddler years, children make major strides in balance and coordination. Teachers play music and encourage students to move their bodies in different ways while maintaining their balance.
- At home: Push and pull toys require children to use core balance and arm strength, which can be difficult for new walkers. Place a small wagon or toy shopping cart and a pile of blocks on the floor. Show your child how to fill the cart with blocks. He will enjoy pulling or pushing the blocks around the room.
BEGINNERS (ages 2-3):
- In the classroom: Sitting cross-legged, or as we say with the children “criss-cross applesauce,” is an important developmental skill for two year olds. Teachers encourage children to sit criss-crossed anytime they are playing on the floor. Sitting in this position strengthens a child’s core muscles and helps improve body control. We discourage “W-sitting,” with knees together and feet on either side of the hips, because it puts strain on knees and hips and fails to engage core abdominal muscles.
- At home: Provide your child with a sit-and-spin toy. Ask him to sit on the toy with his legs crisscrossed. As he turns the wheel to spin, he will gain a better understanding of cause and effect.
INTERMEDIATES (ages 3-4):
- In the classroom: Around age three, children learn to maintain control of their upper body while moving their lower body. Our Intermediate students practice pedaling a tricycle, bouncing on hopper balls, and walking on a balance beam.
- At home: Have your child practice running and stopping with control by playing the traffic light game. Shout out the color green, yellow or red. Have him move quickly when hearing “green,” move slowly when hearing “yellow,” and completely stop when hearing “red.”
PRE-K/PRE-K 2 (ages 4-5):
In the classroom: Teachers encourage children to practice balance and coordination by jumping on their non-dominant foot, walking on a line or beam, or jumping rope. Children also practice balance by crouching down to tie their shoes.
At home: Ask your child to tell you about the games and activities played at school. Include these activities at home and during family events such as birthday parties and vacations. Scooters and pogo jumpers are great toys for children at this age.
Good balance helps children maintain appropriate and controlled body movement during important tasks. By building balance skills in the preschool years, your child will be better prepared as he enters elementary school and beyond.


A child will learn from whatever is put in his/her environment. Most children enjoy learning music by ear if given the opportunity and proper surroundings.
Gradually, children learn to assume responsibility for their work as they mature, but it takes time.
Children become responsible, cooperative, and disciplined, not because parents tell them they should, but rather because they see their parents behaving this way and follow their example.
The beginning foundation you provide for your child’s music education is the most important step. Music education that includes a positive learning environment will greatly increase the chances that your child will enjoy learning music and is motivated to practice.
The Love Nurtured Music Program is based on an excellent musical foundation and skill-building blocks for your child, leading to excellence in both musical and human levels.
Every child can play! Every child is capable to achieve musical excellence and appreciation for the beauty of music if given the proper environment, masterful instruction, and parental guidance.
Would you like to give your child the gift of music?


Central Park Elementary is a state-of-the-art Primary Years Programme/STEM learning facility for grades K-5. As part of the Midland Public Schools District, Central Park provides high-quality, globally-focused elementary education in all academic areas. This includes reading, writing, science, math and social studies. We prepare students to be active participants in a lifelong journey of learning, both in the classroom and in the world. Through engaging and relevant curriculum that extends beyond the classroom walls, students will improve their understanding of science, technology, engineering, and math (STEM), as well as develop problem-solving and collaboration skills in indoor maker spaces and outdoor learning spaces. The STEM curriculum gives the students natural opportunities to stimulate investigations where they are identifying objects, making comparisons, making predictions, testing ideas, and sharing discoveries, all while observing the environment. Students can also explore sizes, shapes, patterns, and quantities in the process. The outdoor learning spaces will provide hands-on, project-based learning in science, technology, engineering and math for students throughout the Midland community. Success in learning requires the learner to be at the center of the experience, making transdisciplinary connections across the curriculum. Children need opportunities to learn the same lessons in different settings and through different lenses. The learning spaces can be an extension of what is taught in the classroom, but most importantly an opportunity for students to explore, making learning relevant. The innovative STEM playground allows students to explore their interest and develop unknown talents.
- Principal Shannon Blasy


Years 5 and 6 Band Description
The nature of the learners
At this level, students are expanding their social networks, experiences and communication repertoire in both their first language and German. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and of the world around them. They are noticing additional similarities and differences between German language and culture and their own.
German language learning and use
Learners use German with one another and the teacher for an increasing range of purposes: exchanging information, expressing ideas and feelings, and functioning within a German learning environment. They are able to work increasingly independently, but enjoy working collaboratively as well as competing with one another. Learners’ ability to communicate within familiar contexts is developing in terms of fluency and accuracy. Their pronunciation, intonation and phrasing are more confident, and they control and access wider vocabulary resources and use an increasing range of strategies to negotiate meaning. Shared tasks develop social, cognitive and language skills, and provide a context for purposeful language experience and experimentation. Focused attention to language structures and systems, literacy skills development, and exploration of cultural elements of communication are conducted at least in part in German. Learners use digital technologies to support their learning in increasingly independent and intentional ways, such as exchanging resources and information with one another and with young people of the same age in German-speaking communities, accessing music and media resources, maintaining blogs and other web pages, creating presentations, and participating in social networks.
Oracy development at this level includes active listening to a range of input from different sources and building more elaborated conversational and interactional skills. This involves turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, and making appropriate responses and adjustments. Learners begin to engage in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of presentations; and selecting appropriate language to engage particular audiences.
Contexts of interaction
The contexts in which learners interact in learning and using German are sometimes extended beyond the classroom, school, home and community as they have some access to German speakers and cultural resources in wider contexts and communities such as through the use of digital technologies.
Texts and resources
Literacy development involves increasingly independent engagement with a wider range of texts. Learners use a range of cues and decoding strategies to assist comprehension. They make connections between ideas, contexts and language within and between texts. Learners are able to provide simple summaries of and responses to texts. They begin to produce clearly structured original texts for different audiences and purposes. With support they are able to edit their own written work for common grammatical and orthographic errors.
Features of German language use
Learners increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular
and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and expand simple sentences by using adverbs, phrases and some conjunctions. They move between statement, question and imperative forms and use simple negative constructions. They develop metalanguage to comment on grammar and vocabulary. As they use German to interact in different situations and to engage with different resources, learners develop an understanding of how language and culture influence each other. They learn to recognise how language features and expressions reflect cultural values and experiences, for example, language variation relating to age, gender, and relationship between participants, and how grammatical forms or vocabulary choices can affect the ‘meaning’ that is made, for example, using informal or formal forms of address, or using adjectives expressing approval or disapproval. This leads to considering their own ways of communicating and using language, and to thinking about the construction of personal identity and the notion of multiple identities.
Level of support
While learners work more independently at this level, ongoing and systematic scaffolding, feedback and review support the interactive process of learning. Modelling and scaffolding are incorporated into task activity. Support materials include models, stimulus materials, and resources such as word charts, vocabulary lists, dictionaries and electronic reference resources.
The role of English
While the use of German in the classroom increases at this level, the use of English for discussion, reflection and explanation ensures the continued development of learners’ awareness of the nature and function of language generally as well as of their own emerging intercultural capability. Using both German and English in the classroom develops a sense of what it means to be bilingual.


Fun and Safe Learning for Toddlers
Leaving your child at toddler daycare while you attend to your obligations can be a difficult process. Our nurturing caregivers here at Winwood Children’s Center provide a safe and comforting atmosphere rich with art, music, reading, and outdoor playtime to make the transition fluid and fun for your child. Our equipment and environment meet strict state and federal safety regulation so that your little one can stay our of harm’s way while growing and playing!
Encouraging Brain Development
Trillions of new neuron-dendrite connections, known as synapses, form during the toddler years. It is essential to encourage as many new connections as possible because synapses that fail to connect will not regenerate in the future. At Winwood Children’s Center, our toddler program focuses on stimulating neural growth through a curriculum of fun cognitive, socio-emotional, and physical activities.
• Cognitive: Mentally stimulating experiences, as well as the presence of attentive caregivers and interactive conversations are among the most important factors to consider while supporting your toddler’s cognitive development. Our program features activities such as naming items, hiding and fining objects, and exploring picture books in order to positively affect your little one’s brain.
• Socio-Emotional: This is quite an exciting time for socio-emotional development! Children at this age learn to imitate adult behavior through mirror neurons, express curiosity about strangers, and assert their idea of independence. We encourage healthy growth in these areas through lessons on managing emotions and establishing friendships, as well as lessons on understanding the feelings of others.
• Physical: Toddlers eagerly explore their surroundings through crawling and walking. However, their motor skill development sometimes lags behind their insatiable curiosity, which is why our daycare professionals supervise them in a safe and predictable environment.
• Discovery Time: We stock our classrooms with props, costumes, and a plethora of arts-and-crafts materials to make every day a joyous act of discovery for your youngster.
• Talk, Talk, Talk: One effective method of keeping your toddler’s brain healthy as he or she improves their reading comprehension, socialization, and thinking skills is by exposing them to active conversations. Our toddler program emphasizes talking and listening among children as well as in child-caregiver interactions.
• Baby Signs®: As with our infant and early learner programs, our toddler program teaches the original Baby Signs® methodology to children to give them effective tools for communicating emotions and needs. This tool is especially helpful for toddlers who do not yet know certain words or phrases to express their feelings, and it can reduce frustration as they learn to talk.
• Socialization: Our program supports socialization growth through storytelling, finger play, and group songs, which have been shown to sharpen communication skills while building tongue and mouth muscle memory.
• Growing Independence: As their self-awareness expands, toddlers love to feel that they are becoming more independent and strong. By teaching them to get dressed, wash their hands and pick up toys after themselves, we support this growing autonomy.
• Fun with Fitness: Our caregivers lead toddlers through supervised dance and fun fitness activities so that their physical abilities and motor skills can develop at the most effective rate possible.
• Potty Training: Everyone learns this vital life skill at their own pace. But we believe that the extra support of learning potty training at school benefits children and increases their confidence.
Building Fundamental Skills
Our program development specialists have crafted curriculum backed by studies to increase the likelihood of high achievement later in life. Our program enables your toddler to learn the skills needed for future educational success in a safe and effective manner.


||The purpose of this study was to examine early childhood music teaching processes and practices of public school elementary general music teachers in the District of Columbia Public Schools (DCPS). The goals were to (1) use the Opportunity-to-Learn Standards for Music Instruction: Grades PreK-12 and The School Music Program: A New Vision to evaluate the status of public school early childhood music programs in the DCPS; (2) and to understand the developmental and pedagogical implications of Developmentally Appropriate Practice (DAP), (3) identify the music education needs of elementary general music teachers regarding developmentally appropriate early childhood music processes and practice, and (4) extrapolate ideas from the research data that may be used in the development of practices and standards to guide a successful nationwide expansion of public school early childhood music programs. DCPS Elementary general music teachers were surveyed about their early childhood music programs and familiarity with and use of the early childhood music standards and guidelines outlined by the National Association for Music Education (NAfME). Four expert DCPS music teachers video recorded one preschool (3-year-old) and one prekindergarten (4-year-old) music class of their choice for 8 weeks. Survey data were collected via the Public School Early Childhood Music Survey (PSECM), and video data were coded using the Early Childhood Music Activities (ECMA) coding form, which were developed using NAfME standards and guidelines. Data from the surveyed teachers indicated a need for early childhood music training and certification programs. While the DCPS teachers were licensed to teach music, many of the surveyed teachers indicated having little or no early childhood training during their teacher training programs. Very few teachers indicated using the national prekindergarten standards when developing early childhood curricula and lesson plans, and most teachers indicated the exclusive use of a large-group/wholegroup instruction format. The video observations revealed few opportunities for students to create and improvise music, which corresponded with survey findings that reported the creating music standard as being the least important compared to singing, playing instruments, understanding music, and responding to music. Video observations also revealed few opportunities for students to engage in free play and exploration with music materials.


Desert Meadows School strives to help our students improve academically every year as well as to develop their social skills so that they can become productive members of the community.
To facilitate learning we focus on first developing fluent readers through systematic phonics instruction. As the students progress through the years, teachers follow a curriculum map ensuring the students are acquiring the higher level learning skills that will lead to their academic success. We use data to target areas that need interventions which are provided through daily interventions, tutoring, and sometimes Saturday school. Interventions do not stop in academic areas that are lacking, but include students who are ready for more rigorous challenges. By seventh grade our goal is to teach students algebra and by eighth grade they will move on to geometry.
Our social goals focus on teaching expectations that will assist our students in all walks of life. Our Positive Behavior Interventions and Supports (PBIS) program not only sets those expectations, but teaches the students what they look like.
Desert Meadows is one of Laveen's 8 great elementary schools. See what makes them outstanding.


You were introduced to the DAW (or sequencer), the step sequencer, and a range of notation software. Do you feel you would like to explore any of these technologies further?
In our school, we have already set up initiatives to examine and expand music technology including the possibility of adding a recording studio into a new building. In the meantime we took a smaller room and added some recording interfaces as well as a midi keyboard for students to explore and create music of their own.
Have you been persuaded that the DJ-producer does have an awful lot of sophisticated musical skills?
DJ’s have to have a great deal of understanding of the elements of music and how they work together. DJ’S are also using their listening skills critically for sustained periods of time. They are listening to the mix, samples, tempo, pitch, texture and hearing how they are fitting together. Then making the decision of how to change and manipulate the elements to keep the music dynamic and interesting. This is either improvised or rehearsed like any skilled instrumentalist. They also have to understand and rehearse their instrument like any other skilled musician. What a DJ has done has expanded the parameters of what a musician can be. It open up the possibilities of music and what makes a musician in the future.
Do you agree with David Price that learning has gone "OPEN"?
I agree that learning has gone more open but it is not completely open. One example is the TES online resources which I was originally for teachers to offer resources and materials free to other teachers. A few years ago they changed their policy to allow them to charge for the resources they create. It changed from a great Creative Commons project to an enterprise for people to earn a little extra money. Therefore online there is a great abundance of open source material available to use along with a wealth of paid or subscription material. If people want a quality resource or a quality or an accredited course they are still willing to pay money for the qualification.
What were the best examples of OPEN learning that you found either in the course content, in your own searching, or the work of your peers?
I was able to find a whole wealth of open resources on the internet and compiled them in my blog post. For music learning I thought the Beat goes On, Ollie Tumner is fantastic four demonstration videos of how to do body percussion. It is great as it is interactive, fun and a great building block for building rhythms.
What does Project-Based Learning (or the other BLs) have to offer Music Education? And what does Music Education have to offer Project Based Learning, and all learning, in the 21st Century?
I have promoted a great deal of project or inquiry based learning in my own teaching with great success. Designing the project Orem starts with the outcome of what I want the students to learn and produce and work backwards with what skills are needed to develop and scale to produce a successful learning outcome.
I am the High School Music teacher at GEMS World Academy in Singapore. I have a passion for seeing students improve and develop by performing and creating music.


Canadian parents and caregivers are being encouraged to find a fun way of spending 15 minutes of learning time with their children Monday, the 16th annual Family Literacy Day.
“It’s really important that families enjoy literacy activities together and find a playful way to engage children in literacy activities,” says Sheri Brattston, a child literacy expert with Decoda Literacy Solutions, a B.C. non-profit agency that supports 102 community literacy groups.
This year there will be thousands of events taking place across Canada in public libraries and schools and within community organizations. An estimated 1.5 million Canadians have participated in events since Family Literacy Day was inaugurated in 1998.
Literacy development affects every area of a person’s life, said Decoda spokesman Mike Leland.
“Health, employment, economic status and life chances are all impacted,” Leland said.
“Engaging in daily family literacy events and taking time to read every day is crucial to a child’s development. Even 15 minutes a day can improve both family member and children’s literacy skills dramatically,” he said.
For the Brattston family, having literacy fun is a way of life.
“It’s something we do every day,” said Brattston, who has two children, Emma, 9, and Ben, 5.
“It’s as simple as waking up in the morning and finishing off a letter we’ve been writing to a grandparent or making up a grocery list,” she says.
“Even on our walks we talk about the signs we see and what we notice in the environment and then we do a story time at night.
“I would encourage parents to play games with their children. Singing is a huge part of the foundation of literacy — those chants and rhyming games children love. Searching the Internet together to find out about things, oral storytelling, making cards out for people — it doesn’t always have to be reading books.
“All of these are valued practices,” she says.
At what age should parents begin the process?
“You can’t really put an age to it,” she says.
“Some people say it’s something that should happen from birth — some say even before birth — but certainly the early preschool toddler years are the times when you can have those rich family experiences and make literacy a part of everyday life.”
So what will her family be doing to mark the day?
“We’ll be carrying on with our normal events but will make a conscientious effort to play more games and maybe go to the library and pick out some of the children’s favourite stories they can bring home.
“We’ll definitely cuddle up together and of course my husband, Darren, will be making up his ridiculous oral stories that they love. So I hope he’s got some good ones tucked away for us.”


Professionals who obtain online elementary education degrees join the ongoing national conversation about education. Advancements in technology continue to change how teachers educate and students learn. Many educators take advantage of this shifting landscape to innovate in their classrooms, making this an exciting time to become a teacher. The Bureau of Labor Statistics (BLS) projects that elementary education jobs will grow by 7% through 2026, posting an annual median salary of $56,900.
People hoping to impact education system methods should pursue an elementary education degree online. Online programs offer flexibility because they prove easy to schedule around for students with a busy professional or personal life. Students can choose full-time, part-time, or accelerated paths through fully online or hybrid class styles. Assignments and projects often come with fixed due dates, and students can log in at their convenience.
However, online programs do not sacrifice quality for flexibility. Programs include office hours and often come with internships or research projects to help students build practical skills. Additionally, online programs tend to cost less than on-campus programs because they reduce commuting costs and often offer out-of-state tuition rates.
The most important thing for students researching online elementary education programs to do is check for accreditation. Degrees from non-accredited schools often go ignored by potential employers. Accredited early education programs include courses on human behavior, social interaction, problem-solving, and lesson planning, especially with kids aged five to 11. These skills transfer easily into a variety of careers beyond education, including in behavioral health and child care.
For many elementary education positions, a bachelor's degree serve as the minimum qualification. Top-tier candidates also gain practical experience from internships and teaching assistant positions. The main skills gained in an elementary education program include detail-oriented observation, behavior recognition, planning and management, effective communication, and interpersonal skills that help build relationships with students, parents, and other teachers. These advanced skills set bachelor's degree holders apart from associate degree holders.
People who earn an early elementary education degree online use their patience, adaptability, time-management, and planning skills to support and educate students. These skills apply to a variety of other fields, including child care, behavioral health, tutoring, and teacher training. According to the BLS, kindergarten and elementary teachers earn almost $20,000 more per year than the typical U.S. worker. The list below includes places that early elementary education graduates might find work.
Public Elementary and Secondary Schools: Public school teachers must adhere to state standards, which often come with predetermined curriculum material but not teaching methods. States determine qualifications for public school teachers. Public school elementary teachers must be flexible and willing to meet student needs, no matter their education level or behavioral tendencies.
Private Elementary and Secondary Schools: Private schools sometimes come with even more restrictive guidelines than public schools, including school uniforms, religious standards, and stricter behavioral rules for students. Private schools list their own hiring requirements, which sometimes include certifications.
Child Daycare Services: While many child care centers do not require a degree, a bachelor's degree in an area related to child development often proves advantageous. Many daycare centers offer pre-K classes, tutoring services, and behavior intervention -- each requiring experienced, well-trained teachers.
Annual Median Salary: $56,900
Elementary school instructors spend most of their time interacting with students, though they may also work with school staff and parents to ensure positive educational outcomes. Their after-school hours consist of developing lessons plans and behavioral intervention strategies for when a student goes off-track.
Annual Median Salary: $41,345
ESL teachers operate as mediators for students who speak English as a second language. Their responsibilities can include teaching English, translating classwork, explaining cultural differences, and mitigating classroom expectations to fit student abilities. They also administer English proficiency tests.
Annual Median Salary: $58,980
Whether working with students one on one or in a group setting, special education teachers strive to create an environment that mentally, physically, and academically prepares students for life outside of school. Special education teachers spend much of their time adapting class content to the needs of particular students; they may also serve as consultants for regular teachers dealing with behavioral issues.
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It's inevitable. At some time during your child's elementary education, a math problem is going to request that your child find the median. And no, the textbook isn't looking for that concrete strip running down the center of a divided highway! In math, the median (a word that just means midpoint) represents the middle number of a data set (any group of numbers). Follow these steps to learn the median.
Remember that it doesn't matter if numbers are repeated in a data set. Each number counts separately, no matter how many times it's repeated. When finding the median of a data set containing an even number of entries, you won't always get a whole number. If the sum of the two middle numbers is an odd number, dividing it by 2 will leave you with a mixed number (x.5). That's fine. Wondering what good knowing the median is, anyway? The median often gives a more accurate representation of the data set than simply finding the average (or mean) might. If your three kids have $2, $3 and $25 in their piggy banks, respectively, each child would have an average of $10. But the truth is, only one of the kids is a double-digit saver. The $3 median more accurately represents the reality of the piggy-bank data set.
Don't confuse the median with two other math terms it hangs out with: the mean and the mode. The mean is the average of the data set. To find it, you add all the numbers together and divide the total by the number of items in the set. The mode is simply the number that occurs most frequently in a data set that contains repeated numbers.
Begin by identifying the data set. This is the group of numbers for which you're asked to find the median. The data set can include any amount of numbers. Numbers may be repeated within the data set. In word problems, the data set may represent things like the ages of a group of children or the numerical scores of a class on a math test.
Put the numbers in the data set in order by value, from lowest to highest. For example, you are given a data set like this: 15, 8, 47, 2, 36, 4, 21. You'd put them in order by value this way: 2, 4, 8, 15, 21, 36, 47.
Look for the number that falls in the exact middle of the data set once the numbers are ordered by value. In the example given above, the number 15 is in the middle position. There are three numbers to the left of 15, and three numbers to the right, therefore the median is 15. Of course, it's easy to find the exact middle when the data set contains an odd number, as the example does. If your data set contains an even number of entries, go on to Step 4.
Use a different calculation to find the median when a data set contains an even number. For example: 2, 4, 8, 22, 22, 42. There are six numbers in this data set, so there is no number that falls exactly in the middle. Instead, you calculate the median by locating the two numbers that fall in the middle. Add the two numbers together (in this case 8 and 22) and then divide the total by 2 (8 plus 22 equals 30 and 30 divided by 2 equals 15). The result is the median.
Pat yourself (and your child, if you're offering homework help) on the back. You've just found the median!
- numbers image by Amer Delibasic from Fotolia.com


Interested in becoming a Spanish teacher? Bilingual and looking to put your skills to good use? Wondering what types of teaching positions are available for bilingual teachers?
There are two general types of teaching positions for Spanish speakers.
1- Spanish as a world language or foreign language teachers Positions
As a Spanish language teacher, you are going to teach the Spanish language to students. As a Spanish teacher, you would meet with your classes for forty-five minutes, an hour or a ninety minutes a day (or week) depending on the schedule at the school. You most lively would see several student groups a day. Spanish classes are often available in high school, middle school and even sometimes elementary school. A Spanish world language or foreign language teacher would be teaching the language vocabulary, grammar, improving students proficiency and understanding of Spanish. A few common class titles that a Spanish teacher may teach are; Spanish 1, Spanish 2, Spanish 3, Spanish 4, IB Spanish, AP Spanish, Spanish Literature and Language or Spanish for Heritage Speakers. To be a Spanish language teacher you usually need a K-12 or a 6-12 Spanish teaching credential or license.
2- Bilingual, Dual Language or Spanish Immersion Teacher Positions
The second type of position for Spanish speakers are bilingual, dual language, and immersion teaching positions. To have one of these positions you will need an elementary education licensure or teaching credential; be sure to investigate requirements in your state. What are these positions? Bilingual, Dual language and Immersion programs start in pre-K or kindergarten and go all the way through elementary school. Many school districts also have an immersion or a bilingual track in middle school and high school as well. Students might have some of their secondary classes in Spanish; for example Social Studies or Science in Spanish.
What is the difference between bilingual, dual language and immersion positions?
Spanish Immersion Teacher Positions:
There are generally two types of immersion schools; one-way immersion and two-way immersion., In a one-way immersion all or the majority of the students are monolingual (speak one language). They’re learning Spanish at school and most likely only speak English at home. In an immersion program are not just learning Spanish instead they are attending elementary school in Spanish. They do reading, writing math, social studies, all classroom routines, everything that a normal kindergartener, first or second grader would do in a regular elementary school but in a Spanish immersion school students (and teachers) do everything in their target language. There is also two-way Immersion schools. In a two-way immersion school, about half the students are native Spanish speakers and then half of the speakers are English speakers, so in a two-way immersion there is a good mixture of diversity and students can learn from each other.
Bilingual and Dual Language Teacher Positions:
Bilingual and Dual Languages differ from each school and school district. If you are interviewing to be a DL or bilingual teacher you will want to investigate (or ask) what program that the school/ district you are interviewing with uses. Dual languages or Bilingual programs might teach half the day in English or half in Spanish. Some programs are day specific, for example, Monday, Wednesday, Friday they speak Spanish and Tuesday and Thursday are English days. Some programs they might alternate the days each language spoken in the classroom. Other bilingual and dual language programs have a first grade English teacher and a first-grade Spanish teacher and then both their classes spend half the day with the English teacher and half the day with the Spanish teacher. If they follow that model than the teachers work together to ensure all standards are taught and that they are not doubling up or missing something since each only teachers a portion of the curriculum. In this type of program, students are developing both their English language skills and their Spanish language skills again at the same time.
Spanish Immersion, dual language and bilingual teachers commonly teach a grade level, for example, Kindergarten, first grade, second grade, etc.
If you’re interested in becoming a Spanish teacher, there are lots of opportunities out there. Spanish world language or foreign language positions cost commonly need a 6-12 or K-12 Spanish licensure. Bilingual, dual language and immersion positions usually have an elementary education licensure (K-6 or 1-6) and are bilingual. Many school districts require bilingual candidates to take a proficiency exam to ensure that your Spanish language skills are a sufficient level for the program.


What and Where
The Sound of WH
From the Set Blends
Simple text and repetition of the letter blend 'wh' help readers learn how to use this sound. Also included are a word list for review, a note to parents and educators, and an introduction to the authors.
- Beginning of text
- Word List
- Note to Parents and Educators
- About the Author
|Interest Level||Preschool - Grade 2|
|Reading Level||Grade 1|
|ATOS Reading Level|
|Guided Reading Level||F|
|Publisher||The Child's World, Inc.|
|Format||Reinforced book, Hosted ebook|
|Number of Pages||24, 24|
|Dimensions||8 x 8, 8 x 8|
Author: Bob Noyed
Bob Noyed started his career as a newspaper reporter and freelance writer. Since then, he has worked in school communications and public relations at the state and national levels. He continues to write for both children and adult audiences. Bob lives with his wife in Woodbury, Minnesota.
Author: Cynthia Amoroso
Cynthia Amoroso holds undergraduate degrees in English and elementary education, and graduate degrees in curriculum and instruction as well as educational administration. She is currently an assistant superintendent in a suburban metropolitan school district. Cynthia's past roles include teacher, assistant principal, district reading coordinator, director of curriculum and instruction, and curriculum consultant. She has extensive experience in reading, literacy, curriculum development, professional development, and continuous improvement processes.


Britain has a rich heritage of school buildings dating from the later Middle Ages to the present day. While some of these schools have attracted the attention of architectural historians, they have not previously been considered from the educational viewpoint. Even schools of little or no architectural interest are important sociologically, since the changing architecture of schools reflects changing ideas about how children should be educated and organized for teaching purposes.
In this second volume, originally published in 1977, Malcolm Seaborne and Roy Lowe carry the historical record into our own time. Like its predecessor, the volume studies the development of school architecture and its influence on the organization of the school, and relates architectural questions to the educational and social forces which influence the design of schools. The authors have chosen representative examples which illustrate the main trends in the development of school design and construction.
Preface. Acknowledgments. Part 1: The Board School Era 1870 - 1902 1. The Schools in Transition 2. The Elementary Schools 3. The Secondary Schools Part 2: Medical Influence on School Design 1902 - 1914 4. Poverty, School Hygiene and Curricular Change 5. Elementary Education 6. Secondary Education Part 3: Schools and the Economy 1914 - 1939 7. School Building and the Economy 8. The Reorganization of Elementary Education 9. Secondary-school Building Part 4: A New Architecture for Education 1944 - 1970 10. The Economic and Administrative Background 11. The Design of Post-war Primary Schools 12. The Design of Post-war Secondary Schools. Bibliography. The Plates. Index.


Two studies examined people's aesthetic experiences of art in the laboratory and the museum. The theoretical framework guiding the research was based on the Mirror Model of Art (Tinio, 2013), which proposes that the process of artistic creation and artistic reception mirror each other. Study 1 used a think-aloud protocol to assess people's natural and spontaneous reactions while looking at art. Study 2 examined whether presenting information about an artwork in a certain order (lower-order to higherorder information or higher-order to lower-order information) enhances aspects of the aesthetic experience and retention of information about art. Studies 1 and 2 were each conducted both in a laboratory and in a museum. The results replicate those of previous research that showed that the aesthetic experience of art is enhanced in the museum as compared with the laboratory setting. In addition, the results show that the effects of presenting information in a certain order (lower-order to higher-order information) depend on the context of presentation: museum visitors were better able to remember information about art than laboratory participants. Overall, the findings suggest that the Mirror Model is a good representation of how people naturally process art, but that certain aspects of the model could be optimized.
|Number of pages||11|
|Journal||Psychology of Aesthetics, Creativity, and the Arts|
|State||Published - 1 Aug 2017|
- Art education
- Psychology of art


(2019- 2022 )
Project introduction: Touchscreen devices have been widely used by 1-7 years old children at home in Singapore (Ebbeck, Yim, Chan, & Goh, 2016), however, little is known about the efficacy of the educational Apps for children’s early intellectual development. An eBook App has the potential to increase children’s reading amount as it provides easy access to books and facilitates reading comprehension and motivation with multimedia features (Smith 2001). Moreover, the eBook App could be taken as a platform to offer parents literacy tips to enhance their cognitive, affective, and technical scaffolding during joint reading with their children. The better scaffolding may in turn facilitate children’s early language and literacy development (Segal-Drori, Shamir, & Klein, 2010). The eBook Apps may have a particular social relevance to Singaporean children’s mother tongue language learning. Although children are encouraged to develop their mother tongue languages (MLT) and their English simultaneously in Singapore (Ministry of Education, 2013), recent years have witnessed a discrepancy between English and MTL. The English learning environment is substantially richer than that of ethnic languages in terms of input quantity (e.g., the amount of media exposure), input quality (e.g., the number of books at home) and output (e.g., children’s total years of speaking the language). (Sun, Yin, Amsah, & O’Brien, 2018).
Given the importance of the home setting for preschoolers’ MTL development (Sun et al., 2018; Sun, Ng, Fritzsche & O’Brien, forthcoming) and the potential benefits of using eBook App at home, the current study intends to examine the effects of a popular Mandarin eBook App among Singaporean children for its influence on children’s reading input quantity, quality, and learning outcomes. The purpose of this study is three-fold. We intend to explore: 1) whether the eBook App would promote children’s total reading amount at home; 2) whether the scaffolding tips on literacy, cognitive, affective, and technic scaffolding improve the quality of parents’ interaction while conducting shared book reading; and 3) whether the eBook App and literacy tips promote children’s emergent language and literacy outcomes. 20 preschoolers will be recruited for the pilot study to examine the appropriateness of the App, the book titles, and the parental scaffolding tips. 240 preschoolers (4-5 years old) will be randomly assigned into four reading conditions at home: 1) with eBook App and parental tips, 2) with eBook App only, 3) with paper books and parental tips (control condition 1), and 4) with paper books only (control condition 2). 80 mandarin picture books will be provided via the App to the families in Group 1 and Group 2 over one year. The equivalent paper books will be provided to the families in the control groups. The 240 families will be followed for 14 months in total, to be tested, videoed recorded, and surveyed every 6 months. The outcomes will be parental-child interactions and children’s Mandarin skills, namely vocabulary, storytelling and comprehension, and Chinese character recognition. The current study has strong social relevance. The findings will inform us about the efficacy of eBook App on MTL development and the types of literacy tips we should provide to parents and early educators for better scaffolding children during joint reading. Moreover, it will provide schools and policymakers insights into whether or not to promote such literacy learning devices. Furthermore, it will offer suggestions to eBook App designers to improve their products and optimize the learning result for the children.


The Work of Culturally Responsive Teaching
Constance L. McKoy Reflects on Passion and the Process
By Lisa Ferber
This article first appeared in the April 2019 issue of Teaching Music magazine.
“People who want to teach in a culturally responsive way must constantly seek to do it.”
“According to my mother, I could sing before I could talk,” says Connie McKoy, professor of music education and director of undergraduate studies in music at the University of North Carolina at Greensboro. The Fayetteville, North Carolina, native started exploring music by playing her great aunt’s piano. “When I was eight, I expressed the desire to learn piano, and my mother got me a piano and I started studying,” says McKoy. Her classroom-teacher mother encouraged her, too. “When my mother started teaching, classroom teachers were expected to provide music to their students, so she taught me a lot.”
While McKoy was at Oberlin, a friend marched her over to the conservatory and she got a teacher. “I thought, ‘If I’m good enough to get a teacher, maybe this teacher would help me audition for the conservatory,’” notes McKoy. “I kind of wanted to be the next Patricia Shehan Campbell or Luvenia A. George. Their work focused on teaching music of world cultures.”
Culturally Responsive Teaching focuses on how culture influences how people learn. McKoy currently teaches courses in general music methods and multicultural issues in music education; she makes a point to talk with teachers about looking at their students as people who have musical information, and getting to know these students musically so they can take this information and use it in their own teaching. “Ask what students’ musical goals are and what they want to do with music,” says McKoy. “Some children want to be able to play and sing in their communities or take their experiences and share them in their classroom.”
McKoy agrees with Paolo Freire who, in his book Pedagogy of the Oppressed, spoke of our “banking system” approach to teaching where educators “pour” knowledge into students as though they have no information unless we give it to them; instead, we should “mine” students for the information they already possess. “If people are thinking about teaching music, they should consider what it is they have a passion about in relation to music,” remarks McKoy. “And it has to involve working with people. Culturally Responsive Teaching is not something where someone can take a workshop on and say, ‘I know this.’ It is a disposition, and there are strategies you can apply. The book Vicki Lind and I wrote, Culturally Responsive Teaching in Music Education, has a lot of strategies. So, I would suggest people attend workshops, but they must understand this is not something you get a certification in; it’s ongoing, and people who want to teach in a culturally responsive way must constantly seek to do it.”
The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.


This chapter is based on a self-study of teacher education practices (S-STEP) project that explored the pedagogical practices of a teacher educator and the impact of such practices on a teacher candidate engaged in the process of becoming a translingual teacher. This S-STEP study includes David, a professor in a teacher education program in the greater New York City metropolitan area, and Mary, a teacher candidate enrolled in the program. The purpose of the study was to discover how different class activities influenced the philosophical and pedagogical views of one teacher candidate in the program. The following are the two research questions of the study: 1. How did the class experiences that a teacher education professor, David, designed help teacher candidates conceptualize translingual approach to language and literacy development? 2. How did a monolingual teacher candidate, Mary, develop her role as a translingual English teacher through the completion of these experiences? The findings of this S-STEP project demonstrate that the Sociocultural Reflection, the Community Study, and the Linguistic Landscape fostered a translingual approach to language and literacy in the classroom. Moreover, the findings suggest that upon the completion of the projects, one teacher education candidate was able to better define translingualism as a phenomenon of study, ideology, and pedagogy. Since this investigation is based on a S-STEP project of a single teacher educator and a single teacher candidate, more research with larger populations is needed. Practical implications for teacher educators and teacher candidates in other settings are explored.
- Culturally responsive teaching
- Linguistic Landscape
- Mainstream teacher candidates
- Second language


Dollar Sense? The Relationship Between Numeracy, Financial Management and Estimation of Cart Total After Shopping
- Lucy Cui, Psychology, UCLA, Los Angeles, California, United States
AbstractOur sense of space, time, and number is well documented, but do we have a similar sense for money? Like the ability to sense the passage of time, can we sense the accumulation of expenses and make accurate estimates? The present study investigated the ability to estimate grocery cart totals, and whether it relates to number sense and financial management behaviors. Participants were asked which of two options (same product: one bigger, one smaller, with different price-to-amount ratios) they would purchase. Afterwards, participants completed the Abbreviated Numeracy Scale as a distractor task. Participants were then asked to estimate the total cost of all the items they chose during the decision-making task. We found that greater numeracy skills and financial management behaviors predicted better estimation skills. Those with greater numeracy skills were also more likely to consider price-to-amount ratios during decision-making and to choose the better deal.
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In real-world situations among day-care centres and kindergartens, screening tests can be used to identify children who are potentially at risk of developing mathematical learning difficulties. Screening is most often conducted for several children in order to identify those who will potentially develop learning problems and who would require extra educational support. After screening, a more thorough investigation into the skills and performance of at-risk children should be conducted to ascertain what the child can and cannot do and what kind of educational support might be required.
In Finland, for example, screening tools have been developed for educators in order to identify children with learning difficulties in mathematics in kindergarten and among first and second graders. These assessment batteries’ design and publication in the LukiMat web service were funded by the Finnish Ministry of Education (2006–2012). These evidence-based screening materials focus on core skill factors: symbolic- and non-symbolic number sense, understanding mathematical relations, counting skills and basic skills in arithmetic. There are three scales to be completed three times a year with children: at the beginning of the school year (August-September), in the middle of the school year (November-December) and at the end of the school year (April-May). A more thorough investigation can then be administered with the Early Numeracy Test (Van Luit, Van de Rijt, & Aunio, 2006) or the Banuca (Räsänen, 2005). In the United States, there are many possibilities to be used as screeners or for more thorough assessment batteries (Geary, Bailey, & Hoard 2009; Ginsburg & Baroody, 2003; Seethaler & Fuchs, 2011).
It is also possible to identify these children by observing their behaviour in everyday situations at home, in day-care centres or in kindergartens. For instance, in situations where children need to count objects, an educator or parent can observe how fluently the child can say the number word sequence and point out objects to be counted at the same time. An important issue is that the child understands that counting can be used to solve ‘problems’ such as those presented in games or in everyday situations. For instance, a child can be asked to join in the dinner preparation, a situation in which it is easy to observe whether the child can count how many forks and plates are needed for six people. It is also quite easy to observe whether the child understands if there are more potatoes on one plate than on another. It is important that adults pay attention to mathematical skills development in early years, play mathematical games with children and encourage them to use their numeracy skills and practice new, challenging skills.
- Geary D. C., Bailey, D. H., & Hoard, M. K. (2009). Predicting mathematical achievement and mathematical learning disability with simple screening tool. The number sets test. Journal of Psychoeducational Assessment, 27(3) 265–279.
- Ginsburg, H. & Baroody, A. (2003). Test of early mathematicsability (3rd ed.) Austin, TX: Pro-Ed.
- Räsänen, P. (2005). BANUCA – Basic Numerical and Calculation Abilities Test. Niilo Mäki Institute, Jyväskylä, Finland.
- Seethaler P. M. & Fuchs, L.S. (2011). Using curriculum-based measurement to monitor kindergarteners’ mathematics development. Assessment for Effective Intervention, 36, 219.
- Van Luit, J. E. H., Van de Rijt, B. A. M., & Aunio, P. (2006). Lukukäsitetesti [Utrechtse Getalbegrip Toets, The Early Numeracy Test for Toddlers]. Finnish manual. Helsinki, Finland: Psykologien kustannus.


Utilize the Assess-Decide-Guide Framework to Ensure Effective Word Study Instruction: Meet Jacob!
As a nationwide staff developer focused on the implementation of customized guided reading, I am frequently asked how to best engage learners in effective word study. Jan Richardson and Michèle Dufresne have authored a timely publication intended to help us design and deliver developmentally appropriate word study and phonics instruction even more strategically. Let me offer steps to take based on the practices featured in The Next Step Forward in Word Study and Phonics (2019) and The Next Step Forward in Guided Reading (2016), as well as my long-term work with students, including Jacob (pseudonym).
I began to work intensively with Jacob at the close of his second-grade year. His data revealed a struggle with skills, including digraphs. As suggested by Jan and Michèle, I led Jacob through a series of word study activities during his guided reading lessons. Across his journey of learning, I monitored Jacob to confirm he was utilizing his newly acquired word study skills when reading and writing.
More specifically, Jacob first engaged in picture sorting to help him hear sounds and link them to letters (The Next Step Forward in Word Study and Phonics, p. 34). Once he accurately and confidently sorted pictures featuring digraphs, we then focused on making words, which challenged him to visually scan words to check for letter-sound accuracy (The Next Step Forward in Word Study and Phonics, p. 36). As he demonstrated proficiency with making words, he then engaged in sound boxes with the intent of helping him hear and record sounds in sequence (The Next Step Forward in Word Study and Phonics, p. 38). The sophistication of his word study activities increased as he displayed proficiency. I repeatedly witnessed the value of strategically embedding word study into his guided reading lessons. I celebrated as he applied what he was learning about letters, sounds, and words when reading and writing.
A summary of the steps taken to help Jacob become a more proficient word solver, which are presented by Jan and Michèle in their Assess-Decide-Guide Framework (The Next Step Forward in Word Study and Phonics, p. 20), is as follows:
- Assess: Examine Jacob’s data to determine word study needs and strengths.
- Decide: Determine the word study activities aligned to Jacob’s needs.
- Guide: Plan and teach needs-based word study instruction.
Try Jan and Michèle’s framework. The results are invigorating and rewarding for learners and teachers alike!
Author: Carolyn Gwinn, PhD; Educational Consultant


Enlighten Art Literacy Courses
Enlighten Art Center at The Cathay School is an international art standards certified art education program. The program includes these international standards and independently developed children’s art courses for the physical and psychological growth of children ages 3 to 12 years. Through creative instruction practices, nurturing guidance, and independent work experiences, children’s interest in and understanding of the arts and aesthetics will be stimulated and enhanced.
Enlight Art Teaching Methods
Enlighten Art Instructors are creative educational professionals who have adopted problem-solving project-based instructional methods. Instructors propose open questions to guide thinking and help foster problem solving from a variety of directions to shape four major artistic capabilities: observation, aesthetics, creativity, and independent thinking.
Art Literacy Integration – Grade 2/3
Expand your child’s mind and expression of skills. From a state of graffiti and casual painting to a professional stage of artistic learning, children will create freely and daringly like masters. Children’s ability to observe, understand and express ideas is fostered through training in graphic association, masterpiece analysis, project extensions, and access to a variety of materials. Projects are comprehensive and cover mastery of aesthetic law, understanding of attributes of color, identifying characteristics of color psychology, and basic ability to develop and model space.


|Course: Virtual Introduction to Electronic Music Production and Ableton course|
|Tutor: Dan de Lissandri|
|Dates: Taster session on 15th September Starting 22nd September|
|Times: 4.45 – 6.45pm|
|Full cost: £64.00/ FREE if you’re in receipt of any means tested benefits|
Would you like to learn how to make original music on professional music production software? On this Electronic Music Production Course, participants will learn how to produce music using Ableton Live professional software and they will have access to a huge selection of sounds, samples and software to produce high quality pieces of music. You will learn how to import audio files and loops, programme MIDI instruments and drums, use Audio and MIDI FX, understand basic music theory and create an original piece of music. You can share your ideas and productions with others attending the course with the opportunity to collaborate to make music with others. No prior music education is required although a passion for music definitely helps. If you like rock, dance, classical, jazz or other styles of music then this course is for you.
To engage learners & develop creative and musical skills with an understanding of the key elements to music tracks and works. Develop learners’ skills to a level where they can make original music confidently using Ableton Live software.
The initial sessions will cover how to use the software to produce music. This will start with producing a backing/rhythm track using virtual instruments and samples, then moving on to adding harmonic and melodic elements to the production. The sessions will also cover adding effects to the parts to enhance the production.
The sessions will also breakdown how current releases have been produced using software, which we will breakdown in demonstrations in class.
The course will cover how to use the software in a variety of different ways; one such way will be to use Ableton as a DJ tool. The learners will develop their own skills to enable them to create their own DJ sets within the software.
Feedback will be given throughout the course using one-to-one tutorials and observations to highlight how the learner is progressing.
By the end of the course, students should be able to:
1.Create and recognise how to use Audio and MIDI tracks, Scenes and MIDI Clips.
2.Create and edit Warp Markers.
3.Access and utilise the browser functions within Live.
4.Identify and recognise how to use basic editing functions (e.g. move, copy, paste, cut, consolidate etc.) within the arrangement view.
Interested? Ring Shelly on 0113 2442773 or email email@example.com to reserve your place.


What Teachers and Ed. Professors Know About Early Literacy
Learning to read is arguably the most important academic experience students will have during their school years. But it’s not a given.
The “nation’s report card” shows that just 35 percent of 4th graders are proficient readers. That’s despite decades of cognitive research clarifying exactly which skills students need to be taught to read fluently.
So what’s happening in schools—and in teacher preparation—that’s making it so hard for some students to gain these foundational skills? New data offer some insights. The Education Week Research Center conducted two nationally representative surveys, one of K-2 and special education teachers and one of education professors. The findings, presented throughout this reporting series, tell an illuminating story about what teachers do and don’t know about reading and where they learned it, as well as offer a path forward for improving reading instruction in classrooms throughout the country.
This special report was produced with support from the Education Writers Association Reporting Fellowship program.
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- Hamilton County Department of Education, Chattanooga, Tennessee
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The goals of the elementary Art program are to provide the opportunity for every child observe, reflect, and participate both in the art of their culture and the cultures of others. At all grade levels, the art program includes experiences designed to exercise and strengthen the student’s ability to perceive, appreciate, perform, and criticize. Students in grades 1,3 and 4 are instructed in Art one period per six-day cycle, with a period of 35 minutes for kindergarten. Grade 2 has art twice every six-day cycle. Provisions have been made for each student to be involved in both two-dimensional and three-dimensional materials, computer technology, and to gain some understanding of our visual heritage. Lessons include art history, aesthetics, art criticism, and production. This is known as disciplined based Art Education. We also follow Comprehensive Art education standards. The Art curriculum meets the T/E curriculum, as well as the national and state standards for the Arts. It follows a developmental k-12 sequence, and is integrated with the core curriculum.
The Devon Art Gallery is located between the Art room and the kindergarten classrooms. It is a space that is specially designed to display student art work. The displays rotate throughout the year, featuring either grade levels or individual classrooms. Be sure to visit the Gallery on your next visit to Devon.
Kindergarten art students will explore who they are within the context of their communities, and what art is to them. Students will begin to use higher order thinking skills while they perceive, evaluate, describe and talk about art. Students interact with their surroundings while questioning what art is to them.
First grade art students will be introduced to art from around the world. They will be asked to perceive, interpret, evaluate, and analyze art from their own perspectives. The children will be introduced to art works inspired by nature, art and cultural patterns, and the cultural diversities and resources of artists and artworks from around the world. First grade art students will be challenged with the question, “How does art from around the world affect my own life?”
In second grade, art students discover the origins of art. They study the art of the primitive artists through the age of exploration. The children learn that art from the past and their own art work communicate messages. The children perceive, evaluate, analyze, interpret and criticize art of the past, as well as reflect upon their own art. Children are challenged to identify works of art with a time period, and identify the period in which the art was created.
In third grade, art students compare Renaissance art with art that is occurring simultaneously in America . This extends their yearlong study of Native Americans and the Pennsylvania story. Children learn that art communicates ideas and reflects the environment, beliefs and adaptations of the artist and his/her time period. Third graders investigate, perceive, evaluate, interpret and explore the issues of change in art. They are challenged with the questions, “Who am I in my state and how is my state’s story told through art?”
In fourth grade, art students have an understanding that events shape our lives. They observe the theme of change in society and how change is reflected in art. Students see change starting with the western expansion to modern times through the eyes of the art world. Students search for conflict resolution in art when looking at events during this time. These events include the Civil War and the World Wars. The art of 18th century Europe, post war art, and modern art will be observed simultaneously. Students will be exposed to a reaction to social events with the goal of teaching that art reflects society. Students will be challenged with the question, “How does art reflect our society?”


The 2017 Wonders Material Adaptation Project (MAP) provides guidance for streamlining the 2017 Wonders literacy program in grades K-6. The recommended adaptations elevate the best Wonders materials while supporting additional modifications for college- and career-ready instruction. Each grade level’s MAP contains an introductory overview, Week at a Glance (WAG) Planning Template and specific Rules of Thumb for handling all instructional components of Wonders.
The Foundational Skills Guidance Documents offer concrete definitions and examples of the most pressing foundational content taught to kindergarten and first grade students, with a focus on phonemic awareness and structured phonics. They include suggestions for implementation, guidelines for assessment, and enhancements that can work as a complement to the resources included in Wonders.
Note: While the vast majority of elements in Wonders 2017/California Wonders remain unchanged, there are several key differences that should be considered when using the MAP guidance with the Reading Wonders 2014 version. Learn more about those considerations in the 2014 MAP Addendum.


Hobbies Playing Music How to Tune Your Guitar to Low C Share PINTEREST Email Print Playing Music Playing Guitar Basics Tutorials Tab, Chords & Lyrics Music Education Playing Piano Home Recording By Dan Cross Dan Cross is a professional guitarist and former private instructor who has experience teaching and playing various styles of music. our editorial process Dan Cross Updated January 13, 2020 01 of 02 CGDGAD Alternate Tuning Tom Grill / Getty Images Listen to an mp3 of a guitar tuned to low C. Low C tuning is typically associated with Celtic music, although even amongst Celtic guitarsists, it's not a common tuning. Although this isn't a tuning you'll hear about very often, low C can provide some really interesting sounds for guitarists willing to explore. One of the particular benefits of the tuning is the small amount of tonal space between the open third string (G) and the open second string (A). Guitarists can use this to their advantage, creating ringing harp-like sounds by using a "clawhammer" technique. The super-low sixth string tuned down to C provides a deep, full sound when used properly. Because of the big drop in pitch, your guitar may have a tendency to not hold pitch when you first tune to low C. After you've tuned each string once, double back and re-check the tuning of all six strings—chances are you'll need to fine-tune. Tuning Tips Start by tuning your sixth string down two full tones to C. Check the open string with the third fret on the fifth string—the two notes should both be C one octave apart. Tweak tuning on sixth string until the notes sound the same.Next, tune your fifth string down a tone to G. Check the tuning with the open third string—the two notes should sound one octave apart.Your fourth string (D) is fine as-is.Your third string (G) is fine as-is.Now, tune your second string down a tone to A. Check with the second fret of the third string—the two notes should sound the same.Lastly, tune your first string down a tone to D. Check with the open fourth string (D)—the two notes should sound the same an octave apart. Tab of Songs in Low C Tuning Chet Baker's Unsung Swan Song - This is a nice tune in low C tuning by David Wilcox. 02 of 02 Other Low C Resources Chords in Low C - This is a handy showcase of chord diagrams that can be played in low C tuning. Low C Video Lesson - This YouTube lesson makes it all looks easy when you slow it down, but illustrates how to play some absolutely fierce acoustic guitar parts in low C tuning. Not for beginners (or maybe even intermediate players), but this one will sound great if you can get it up to speed. Open C Guitar Lesson - This lesson on guitarnoise.com provides a good place to get started. Included are details on common chord shapes in open C tuning, as well as basic scale patterns.


"Working for DaCapo and learning about the Kodaly approach has undoubtedly improved my own musicianship. I am able to understand music using skills my undergraduate music degree did not teach me." DaCapo teacher.
DaCapo's dynamic music education programme draws on the methods of Kodaly and Dalcroze.
Zoltan Kodaly (1882–1967) was a Hungarian composer and educator who developed a method of teaching through singing and identification with relative solfa (do re mi fa so la ti do’) and solfa rhythm names (ta titi etc).
This develops many of the skills that a musician needs: the ability to hear music inside the head and recall music, sing and play in tune, read and write musical notation and identify what you hear.
Kodaly said a good musician needs a 'a well trained ear, eye, hand and heart '. His method lends itself to inclusive, group teaching, which is very much in line with DaCapo’s ethos of learning and sharing music with others.
Émile Jaques-Dalcroze (1865–1950) was a composer and pianist from Switzerland who developed a system of 'eurhythmics' (literal "good rhythm"), which is movement to music based on the belief that the source of rhythm is in the body.
Dalcroze Eurhythmics give a physical experience of music, stimulating a different appreciation and extra dimension from that gained through theory or performance.
It offers a tangible experience of abstract concepts, which may then be thoroughly understood and internalised.


From the beginning of the mentoring program for the indigenous peoples of the Central Chaco in the year 1962, every effort was made to ugrade the indigenous village schools. Propelled by the great interest of the indigenous population for founding schools in their communities, their own teachers had to first be trained. For this reason, short educational courses were given in an ongoing basis as continuing education for the teachers in the summertime.
Finally, in the nineties, students could be trained that had finished their high school education. The teacher training was then added to the contents of high school curriculum and this gave students a degree as a "Bachiller pedagogico" (high school graduate with emphasis in education) for village schools. Later, an effort was made to cooperate with the Institute of Teachers Training, "Instituto de Formacion Docente", in Filadelfia to find a method to start regular training at the college level.
This new academic program adapts to the indigenous culture, since its contents are made up of 50% of the academic material prescribed by the national ministry of education and the other half is comprised of academic content that has been used through the years of experience of the ASCIM in the intercultural training. The first half is taken care of by teachers of the institute in Filadelfia and the second half is taught by professionals from the division of ASCIM.
The first group of students finished their degree as a teacher of elementary education in 2016. The second group started their training in 2017.


the bauhaus at 100: innovation, collaboration, evolution
September 17, 2019
Established in 1919 just after the end of the First World War, the Staatliches Bauhaus represented not only artistic innovation but also a utopian vision of a more peaceful and productive future. The school’s founder, architect Walter Gropius, sought to circumvent what he saw as the existential impoverishment of the individual, who had been diminished by the trauma of war and the increased mechanization of modern life. He envisioned a broad community of artists and craftspeople engaged in collaborative and creative effort. Though the Bauhaus existed as a school for just 14 years, its core principles and the artists who contributed to its evolution have had an immeasurable influence on the trajectory of both modern design and art education.
Curated by Lewis & Clark students Jack Hanning ’21, Scott Stewart-Rowden ’20, with Professor of German Studies, Therese Augst, this exhibit highlights the people, places, and objects that defined the Bauhaus. A century after its founding, we celebrate the spirit of innovation and creative dynamism that the Bauhaus fostered.


What is Education Majors all about?
Students of Education Majors focus on building a career in teaching – whether in elementary, high school or college level of studies. As aspiring teachers, students strive not only to learn the curriculum but to hone their teaching skills as well. To be an effective teacher, one must develop both his communication and writing skills to better interact with his students.
There are a variety of fields or majors that a student can choose from. For instance, those who want to major in English or Mathematics would obtain advanced studies and certifications on his chosen field. As with other courses, online education degrees are available from the internet as well. These online programs allow anyone to enhance their careers or to finish a Master’s degree at their phase.
What jobs are hot in Education?
Aside from government and public schools who seek professional teachers, private tutoring companies are also potential employers. An Education Majors graduate can choose from the following positions:
Teacher. Most education graduates pursue a career in teaching. You may choose to apply as a teacher in elementary or high school or as professor in college, depending on the subject you majored in.
Guidance Counselor. One of the tasks of a guidance counselor is helping students choose a career path that is most suited for them.
Human Resources Administrator. If you prefer an office setting, you may apply as an HR Administrator for a corporation or a company. If you don’t want to teach in a classroom setting, this could be a career for you.
Learning Disabilities Specialist. Those who teach in schools for special children require an advanced training on handling kids with different learning disabilities. Again, greater patience is a must for this profession.
Journalist. After completing a course in education, you may pursue a career as journalist for a newspaper or a radio or television network.
Writer. Those who majored in English particularly are great candidates for a career as a professional writer.
Why take up a college major in education?
According to the 2002 survey conducted by the US Department of Labor, education is the 2nd largest industry in the US. Statistics show an increased demand for professors, teachers, administrators, counsellors and other careers requiring a degree in education.
Who are the perfect candidates for Education Majors?
Patience is a very important attitude for students who want to pursue a career in education. Being a teacher isn’t just a money-making profession. It is all about commitment to learning and sharing what you’ve learned. Even long-time educators admit that they still face challenges from the students they meet, the parents and from their fellow teachers. Therefore, if you want to a career in education, you must be prepared for the responsibilities you will face.
Online Schools for Education Courses:
University of Phoenix
– Bachelor of Science in Education / Elementary Education/English Language Arts
– Bachelor of Science in Education / Elementary Education/Mathematics
– Bachelor of Science in Education / Elementary Education/Science
– Bachelor of Science in Education / Elementary Education/Social Studies
– BS in Education / Elementary Education
– BS in Education / Elementary Teacher Education
– BA/Social Science – Child Studies
– BA/Social Science – Early Childhood Education
– BA/Social Science – Education Studies
– BA/Sports and Recreation Management
– BA/Teacher Certification Program
– Organizational Management – Physical Education
Grand Canyon University
– BS Elementary Ed – English Emphasis (Eligible for IR/Cred)
– BS Elementary Ed – Math Emphasis (Eligible for IR/Cred)
– BS Elementary Ed – Science Emphasis (Eligible for IR/Cred)
– BS in Early Childhood Education (Eligible for Credential)
– BS in Elementary/Special Education (Dual Major)
Western Governors University
– B.A. in Interdisciplinary Studies (K-8)
– B.A. in Mathematics (5-9 or 9-12)
– B.A. in Science (5-9 or 9-12)
– Post-Baccalaureate Teacher Preparation Program (K-8)
– Post-Baccalaureate Teacher Preparation Program, Mathematics (5-9 or 5-12)
– Post-Baccalaureate Teacher Preparation Program, Science (5-9 or 5-12)
Walden University Online
– B.S. in Child Dev (Infant/Toddler)
– B.S. in Child Dev (Preschool)
– B.S. in Child Dev Dual Con (Preschool & Infant/Toddler)


As a parent, it can be difficult to know what the ideal age is to start your child with music lessons. There are many variables to consider; their attention span, motor skill development, hand size, and a myriad of others.
One thing to keep in mind is that research shows that the mental capacities for understanding music are at their most receptive before the age of 9.
For students younger than the age of 7 the instrument they study is not of great importance. With their small bodies and undeveloped dexterity, fine control of any instrument will prove to be difficult. Instead, it is the involvement with music and its basic concepts that is of the most value. Instruments are like tools for musicians, allowing the expression of certain ideas and notes, but the intellectual activity and rules behind all of them are the same.
For this reason, parents shouldn’t worry so much about which instrument or style of singing their child chooses to learn, as they can always switch later on down the road with a deep knowledge base to build upon.
The attention span of younger students is something that can prove to be an obstacle, but this varies on a child by child basis, there is no hard rule. The teachers here at Toronto Art’s Academy often implement different activities in each lesson, combining piano with clapping and theory exercises for instance, helping to keep students engaged for the full time they are in class.
At Toronto Art’s Academy we start accepting students after the age of 3 and a half. Our teachers have the knowledge and skillset to guide students of any age beyond this on a path for musical success.
Now, what about the other side to this question? Are you ever too old to learn to sing or play an instrument?
The answer is no!
Depending on what your goals are, it may be more challenging as an adult who is completely new to music, but that challenge is a positive thing. Research shows that learning music as an adult works the brain out in specific ways, helping to reduce the likelihood of memory loss and other degenerative cognitive diseases.
Here at Toronto Art’s Academy we offer lessons for all ages, so what are you waiting for? Let’s get started on your musical journey!


Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan (SSA) is a major program for the timely application of the Flagship of Elementary Education (UEE) of the Government of India, as compulsory by the 86th Amendment to the Constitution of India so that 6-14 children are free and Compulsory education can be given. SSA is being implemented in partnership with state governments to cover the entire country and meet the needs of 192 million children in 1.1 million habitations.
The program tries to open new schools in those slums, which do not have school education facilities and strengthen the existing school infrastructure through the provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants. Existing teachers with inadequate faculty strength are provided with additional teachers, while granting the capacity of existing teachers to develop comprehensive training, teaching-learning materials and to strengthen the academic support structure at a cluster, block and district level. For being strong.
What is Sarva Shiksha Abhiyan?
SSA has been running from 2000-2001 to provide various types of interventions for universal access and retention to improve the quality of gender and social class in Sarva education and improve the quality of learning. With the passage of the RTE Act, changes in SSA approach, strategies and norms have been included.
Purpose of Sarva Shiksha Abhiyan
- Provide quality education and better learning results to school students.
- Promote minimum educational standards in school education and promote professionalization of education.
- To support the states for the free and compulsory education up to the age of 14 years, the Right to Education (RTE) Act, 2009.
- Upgradation of State Education Institute (SCERT) / DIET for teacher training.
SSA Key Features
- Holistic approach to education
- Administrative reform
- Growth in education grants
- Special emphasis on quality of education
- Digital education
- Strengthening of Schools
- Focus on girl child education / inclusion / skill development
- Regional balance and emphasis on sports and physical education