EED 475 Week 1 Topic 1 Discussion Question 1
What principles of an effective literacy program, from your readings, do you find challenging? What strategies would you employ to improve your success with these challenging principles?
EED475 Week 1 Topic 1 Discussion Question 2
What are some other strategies that would encourage a successful parent-teacher partnership that would benefit the child in the area of literacy? Discuss.
EED475 Week 2 Topic 2 Discussion Question 1
Describe how a teacher could create a literate environment in the classroom to promote vocabulary development, with examples of what a visitor to the classroom might see.
EED_475 Week 2 Topic 2 Discussion Question 2
Do you consider reading assessment to be controversial? If yes, how is it controversial? If no, why not? Support your response with research.
EED475 Week 3 Topic 3 Discussion Question 1
What are some reasons to teach reading comprehension strategies in content-area classes?
EED_475 Week 3 Topic 3 Discussion Question 2
Describe some factors that influence a student’s comprehension of texts with examples
EED475 Week 4 TOPIC 4 DISCUSSION QUESTION 1
How might you go about creating a literacy-rich environment in your classroom? Share specific examples of literature you would consider essential reading for students. Why these?
EED475 Week 4 Topic 4 Discussion Question 2
What are some techniques to encourage the acquisition of high-frequency words in the classroom?
EED 475 Week 5 Topic 5 Discussion Question 1
Reflect on the connection between reading and writing. What are some potential barriers to facilitating extended discussions of text meaning and interpretation? How will you overcome them?
EED 475 Week 5 Topic 5 Discussion Question 2
What is critical literacy? How is it important outside of the classroom?
EED 475 Week 6 Topic 6 Discussion Question 1
What are some potential barriers motivating and engaging students in reading? How will you overcome them?
EED 475 Week 6 Topic 6 Discussion Question 2
What are new insights you have gleaned regarding motivating readers?
EED 475 Week 7 Topic 7 Discussion Question 1
What role does the classroom teacher play in intervention and assessment of struggling readers? Consider both identification and intervention in your response.
EED 475 Week 7 Topic 7 Discussion Question 2
Discuss one new insight you gleaned regarding RTI. How will it influence your practice as a teacher?
EED 475 Week 8 Topic 8 Discussion Question 1
After completing this course, what are three strategies that you will take into the classroom? Why? Are there any strategies that you will not use in the classroom? Explain why.
EED 475 Week 8 Topic 8 Discussion Question 2
How do you reach the diverse learners in your classroom? Describe some integration strategies for diverse students. Explain.
- A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan.
- A reflection on the language arts unit plan after you taught it. What were its strengths and weaknesses? What would you change and why? What-did you learn about teaching from your mentor teacher? Include this reflection with your unit plan.


A Piagetian process in
which learners create schema due to new information or experiences.
Social English skills that
children use every day to community at home and in the community; English
learners typically acquire these skills within 2 years after arriving in the
An activity in which
children replace words that have been deleted from a text.
Another word for
“thinking” that is often used in connection with strategies.
Academic English skills,
much more formal and challenging to learn than BICS, that are acquired 7 or
more years to learn.
Two adjacent consonants
that represent a sound not represented by either consonant alone.
Information from the words
or sentences surrounding an unfamiliar word that helps them clarify the
A variety of language,
usually representing different social classes or geographical regions.
A procedure for segmenting
sounds in a word that involves drawing a box to represent each sound.
to enhance children’s literacy development.
An idea that’s expressed
in an imaginative way, sometimes conveyed through a metaphor or simile.
assessments that administered with several important decisions (funding,
graduation, placement, etc.) weighing on the results.
Expressions that mean
something different from the literal meanings of the individual words.
The level of reading
material that a child can read independently with high comprehension and
accuracy of 95-100%.
instruction for struggling readers to address reading problems and accelerate
A reading instructional
approach in which the whole class reads (or small groups) and responds to a
piece of literature.
Conventions of writing,
including spelling, capitalization, punctuation, and grammar.
between phonemes and graphemes.
The first stage of the
writing process where writers gather and organize their ideas.
A method of estimating the
difficulty of a text.
The third stage of the writing
process where writers clarify meaning in the rough draft.
The support a teacher
provides to children as they read and write.
Children’s belief in their
capability to succeed and reach their goals; children with high self-efficacy
are more likely to be high achieving readers and writers.
The teacher reads a book
aloud a group of children follow along in the text.
Literacy devices and
display conventions that authors use to achieve particular effects in their
writing, such as point of view, metaphors, rhyme, and headings.
A procedure in which
teachers or students verbalize their thoughts while reading or writing to
describe their use of strategies.
A published book that
isn’t a text book (typically in a bookstore or library).
Groups of words that
An alphabetized chart
posted in the classroom listing words children are learning.
The distance between a
child’s actual development level and his/her potential learning level that
can be reached with assistance from the teacher.


Welcome to Year 5
Year 5 is an exciting year to be a part of, it is also known as the continent of Asia! Like every Year Group at Clockhouse, we have a fun-filled, creative curriculum to excite and inspire the children of the year group. Our teachers work hard to ensure that we make the learning in Year 5 exciting and memorable. Our teachers are Miss Taylor (China), Miss Jones (India) and Miss Watkins (Japan). We also have a number of other adults who help us learn, make progress and be the best that we can be.
Our exciting lessons are linked to the Clockhouse Curriculum and using our topics we also have the opportunity to develop and improve our Literacy and Numeracy skills. During Year 5 we will be learning through the exciting themes of Around the Mediterranean in 80 days, From Earth to the Moon and A Journey to the Centre of the Victorian Empire. At the start of each new topic we have an entry point activity which helps us to get involved in the new theme and motivated to learn. At the end of each topic we have an Exit Point where we celebrate our learning throughout the topic. We often invite our parents in as this gives us the opportunity to share our learning in a fun and meaningful way.
During the Autumn term, we travel across the Channel with famous explorer Phileas Fogg to explore the countries of Europe and the Mediterranean as part of our topic “Around the Mediterranean in 80 days”. During this topic we learn about the history of the Roman Empire, art, culture and human and physical geography of different European countries.
During the Spring term, we move onto our topic “From Earth to the Moon”. We will begin our learning by travelling back in time to the time of the Maya discovering who the Maya were and how their beliefs helped to develop our understanding of the seasons and the movement of the Earth and Moon around the sun which will move us into our learning about Space and the Solar System.
Then, during the Summer term we journey to Victorian England as we begin our topic “A Journey to the Centre of the Victorian Empire. During this topic, we will be exploring how the British Empire expanded across the globe, the inventions and discoveries made during this time and how education has changed since then. As well as this we will explore how humans change as they grow and the habitats different animals make their homes in.
During each topic we will have a home learning project which provides an opportunity to learn about the things that interest us and we want to find out about.
During the year we will have lots of other exciting events… keep checking the website and letters home for further information.
All this sensational learning means that we enjoy our time in Year 5 and are ready and excited for the new challenges ahead of us in Year 6!
Please click on the link below to find out more information about what we will be learning this year:


Art is taught by
- Miss K Dickens - Head of Art
- Miss K Brinsley - Teacher of Art
- Mrs R Peek - Teaching Assistant
The beginning of Key Stage 3 is the time to set the scene for further development. Projects are designed to encourage pupils to develop as individuals whilst experiencing projects that involve exploring the formal elements of Art.
Year 7 is vital for developing the skills and attitudes towards Art and Design that results in the creation of informed skilled work later school life.
Year 8 is time to move on to more complex understandings and experience of Art and Design. Projects focus more on the work of other artists and craftpersons whilst maintaining an emphasis on the individual pupil's ideas and aspirations. Projects include portraiture studies and exploration of media and techniques.
Year 9 is the final year of Art education for the majority of our pupils and the time to enrich and extend experience and understanding. Pupils undertake a wide variety of techniques and subject matters with more emphasis on independent responses to set tasks in order to prepare potential GCSE students for study. Projects run as small GCSE projects, enabling students to gain an understanding of how to manage time and produce a body of work using artist studies to influence final outcomes.
GCSE Art and Design Year 10 and 11.
The course is split into 3 projects these straddle the two years of GCSE study. The first project begins in September the second in June and together these are worth 60% of the students overall GCSE grade. Students are introduced to the coursework by creating individual outcomes based around the work of chosen artists. They then take the project in their own direction under the supporting eye of the Art staff. Students will hand this project in at the end of the academic year, the Art staff will then comprehensively mark this project ready for the students return in September of their second GCSE year. Students will then use the time between September and December to make amendments to their work. This project will then be internally marked by the Art staff and in May externally moderated by AQA.
Students will receive their exam paper in January; this will contain ‘Externally Set’ themes. Students must individually choose and work through a theme using artist influences to guide their project and will through exploration of mediums arrive at a final outcome which will be produced during a two day (10 hour) examination. This project is worth 40% of their overall grade and will be internally marked by the Art staff and externally moderated by AQA.


An abandoned barn. An artist’s vision. A matriarch hundreds of miles from Door County.
This was the unlikely inspiration for Hesly Center.
The Evolution of A Dairy Barn
This large Wisconsin dairy barn was once surrounded by hundreds of acres of farmland, owned by one family. With the onset of the depression in 1929, much of the land was sold and dairy farming became a very difficult business to sustain. Eventually, the barn was completely abandoned. In spite of years of neglect it remained standing thanks to its strong stone foundation. In 1989, businessman, artist and architect Steve Wadzinski purchased the barn, envisioning it as an art education venue and gallery. He began a long process of meticulous renovation. His vision was nearing completion when he died in a tragic accident in 2006.
The barn stayed on the market until August of 2013 when Gordon Parry, President of the Aristotle Group and Co-founder of Authentic Impact, discovered it during a family visit to the area. The work Steve Wadzinski completed made its potential beyond that of a dairy barn easy to imagine. Gordon immediately envisioned it as a meeting space for conducting leadership development programs. The more time he spent in Door County, the more convinced he became the barn and Door County would have the same restorative effect on others as it has had on him. Select leadership development programs conducted by Authentic Impact are now offered at Hesly Center and it is also open for available for rental for other business events.
Marcella Hesly Watson – Before Her Time
The inspiration behind Hesly Center was Marcella Hesly Watson . Marcella was the matriarch of her family, well remembered for her strong and enduring values, first developed when as a young girl she sold eggs to help save a family farm from foreclosure. A diligent and industrious woman, she ran a farming operation inherited from her father at a time when few women did, fully leading the business until she was well into her 90s . She was a brilliant businesswoman, and in many ways far ahead of her time. She practiced sustainable farming methods to maintain the quality of the land, while still running a profitable operation. It is her ability to honor the ‘old’ while embracing the ‘new’ that is demonstrated so clearly at Hesly Center.
Many of Marcella’s heirlooms, including the signs and tools from the Hesly farm may be discovered as you walk the grounds.


Send your promotional news to: firstname.lastname@example.org
This paper illustrated a graphic teaching strategy combined with the knowledge visualization technology, it can intuitive express concise teaching goals, complex teaching process and ideas of implication in the teaching process.
In a recent paper by author Cheng-yin Yang and Lin Su, their survey found that the chemistry teachers seldom write teaching strategy in their conventional instructional design, and there was a large deviation between instructional design and actual course teaching activities. In order to improve this phenomenon, they put forward graphic teaching strategy. Based on the form of the "Concept Map and Mind Map", once the teaching strategy design is visualized by the computer software or the hand drawing system, the teaching goals design intention can be converted into a more detailed teaching activities process design, in order to achieve the effective integration of teaching goals, teaching process, measurement and evaluation.
“We should vigorously promote the universal application of information technology in the teaching process, promote the integration of information technology and pedagogical, and gradually realize the changes in the presentation of teaching contents, learning ways, teaching ways and teacher-student interaction ways. We should give full play to the advantages of information technology, to provide rich and colorful education environment and strong learning tool for student’s learning and development.”
From the Outline of the National Basic Education Curriculum Reform (Trial) with The Ministry of Education enacted.
In this paper, they introduced the knowledge visualization tools--Concept Map and Mind Map, distinguished their similarities and differences, pointed out their application domains. They analyzed the specific teaching environment and resources, and recommended teachers use computer software to draw the teaching process for open class, observe classes, instructional design contest and other situations that the instructional design presented to students or experts judge by electronic version, as beautiful, structured teaching process to show design ideas. In the daily teaching for their own class can drawing teaching strategy flowchart by learning the characteristics of Concept Map and Mind Map. Besides, they offered the hand-painted methods and programs.
The authors goes on to propose that the value of graphic teaching strategy design in chemistry teaching, such as graphic teaching strategy can optimize the instructional design, graphic teaching strategy can optimize the knowledge structure.
Chemistry instructional design must reflect the subject characteristics, such as on the bases of experiment, in the means of scientific inquiry activities, for the purpose of student’s development, chemistry language as the tool, scientific methodology as the guide, scientific epistemology as the principle, closely related to life and social reality. Chemistry teacher must reflect these factors in the instructional design.
Cheng-yin Yang, professor, mainly in a research of Teacher’ Education, School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China.
Lin Su， master degree， Mainly in a research of Chemistry Curriculum and Teaching Methodology, School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an, China.
A paper about the study appeared recently in International Journal of Elementary Education


A Holistic Approach to Education
All curricular subjects have the potential to bene t the lives of students and to promote their growth and development.
Particular subjects such as Social, Political & Health Education, Relationships & Sexual Education, Civic, Social & Political Education and Religious Education allow students to reject on their own feelings, beliefs and attitudes and can be very helpful in promoting positive mental and emotional health.
Promoting Literacy and Numeracy
One of the aims of Coláiste Chiaráin is to maintain a strong focus on literacy and numeracy skills within a broad and balanced curriculum. As part of our whole school approach to literacy and numeracy we have introduced a “Reading Wall”, “Book in the Bag” and a specially appointed Reading Room. The keyword strategy has been applied across all subject departments. Students take part in public speaking and debating to enhance their literacy skills. Each year students are registered for Maths Week during which they take part in on-line mathematical challenges. Further educational applications are used to enhance mathematical understanding
such as “Infused”, “Manga High” and “Build Up”. Based on our high success rates in Junior Certi cate, students have been nominated for All-Ireland Mathematics and Science Olympiads.


Senate Passes Lowey’s READ Act to Improve Global Education Efforts
WASHINGTON, DC – Congresswoman Nita Lowey (D-NY17/Rockland-Westchester), Ranking Member on the House Appropriations Committee, announced the U.S. Senate passed bipartisan legislation she introduced, along with Congressman Dave Reichert (R-WA), to increase accountability for U.S. basic education efforts, removing barriers for those out of school and improving the quality of education for those already enrolled. The Reinforcing Education Accountability in Development (READ) Act, H.R. 601, would enhance transparency and accelerate the impact of U.S. basic education programs around the world in order to help countries address the more than 263 million children and youth that are out of school. The legislation now heads back to the U.S. House for a vote.
“There is no greater force multiplier in foreign aid than education,” said Congresswoman Lowey. “Prioritizing education around the world will not only help students learn to read and write—it will ultimately help protect vulnerable children from poverty, disease, hunger, and even extremism. Simply put, we cannot build the world we want for ourselves, and for future generations, without making education the center of our efforts.”
Worldwide, 250 million primary schoolchildren are failing to learn basic literacy and numeracy skills. 130 million of these students have attended at least four years of school. Studies have shown that for every year a girl stays in school, her future income increases between 15 to 25 percent.
An educated citizenry contributes to sustained economic growth, strengthened democratic institutions, the empowerment of women and girls, and decreased extremism. That is why no country has reached sustained economic growth without achieving near universal primary education.
Specifically, the READ Act calls for:
- U.S. engagement with key partner countries, other donors, civil society, the private sector, and multilateral global education initiatives, such as the Global Partnership for Education, to promote sustainable, quality basic education.
- A comprehensive, integrated U.S. strategy that improves educational opportunities and addresses key barriers to school attendance, retention, and completion for the poorest children worldwide;
- The creation of a “Senior Coordinator” within the United States Agency for International Development (USAID) responsible for the development, implementation, and coordination of U.S. basic education programs;
- An annual report to Congress on implementation of the basic education strategy and progress achieved by USAID programs.


Metamorphosis means change or transformation. Metamorphic rock always starts as another kind of rock – usually sedimentary rock, such as shale, chalk, limestone or sandstone.
Intense pressure or heat may cause the stones undergo metamorphosis and harden and develop new crystals.
Fun Facts About Metamorphic Rocks for Kids
- Many metamorphic rocks are made of layers that can be split apart. Slate is often split to make thin, durable roofing tiles.
- Magma under the earth sometimes heats rocks, causing them to change. Rocks near tectonic plates may change because of the intense pressure and heat generated where two plates meet and rub against each other.
- Marble is a type of metaphoric rock made from limestone or chalk and is usually found in the mountains. Marble often contains veins. Although durable, this rock can be dissolved by lemon juice or other acids.
Metamorphic Rock Vocabulary
- Metamorphosis: change or transformation
- Metamorphic rock: rock that has been altered
- Magma: hot, liquid rock beneath the Earth’s surface
- Durable: strong, sturdy
All About Metamorphic Rock Video for Kids
Check out this cool video about Metamorphic Rocks for kids:
Metamorphic Rock Q&A
Question: Can igneous rocks become metamorphic rocks?
Answer: Yes. These rocks are typically formed deep in the Earth’s crust where one plate is pushed beneath another plate – a subduction zone.
Question: What are the types of rocks that change into Metamorphic Rocks?
Answer: As long as the original rock or protolith is subjected to heat (temperatures greater than 150 to 200 °C) and pressure, it may undergo a physical or chemical change. The protolith may be sedimentary rock, igneous rock or another older metamorphic rock.
Enjoyed the Earth Science for Kids all about Metamorphic Rock info? Take the FREE & fun all about Metamorphic Rock quiz and download FREE all about Metamorphic Rock worksheet for kids. For lengthy info click here.
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Welcome to the Aspen Elementary School Music Website!
"Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime."
--Zoltán Kodály, composer and music educator
Please click here to see a brief slideshow about the AES music program, music/brain research, things you can do with your child at home to further his/her music education, and information about private lessons and community resources.
The AES music program engages students in a variety of musical activities which are designed to develop their musical “intelligence” while enhancing and supporting the academic curriculum. Our program is based on the Kodály music education methodology. Our program is aligned with the Colorado State music standards, and also enhances 21st century skills with critical thinking, collaboration and creativity.
Students will develop rhythmic and melodic literacy, including performing, reading and writing these concepts. They demonstrate this literacy through singing and playing instruments, developing abilities that will enable them to continue on the musical instrument (including voice) of their choice in middle school and high school. Students develop mastery of reading, writing and performing age-appropriate music in our program.
Singing is an extremely important part of the music curriculum. The Kodály philosophy believes that since we all have a voice, it should be developed as our primary instrument. All students can learn to sing in tune, in their head voice, so that everyone can be comfortable using their voice to be tuneful singers.
All children attend music class for 30 minutes every three days. Your child will be an active participant in the Colorado State Music Standards, which include singing (alone and with others), playing instruments (alone and with others), creating music, listening and evaluating music (including the correct use of vocabulary), and relating music to various historical and cultural traditions.
Phone: (970) 925-3760 x3104
Degrees and Certifications:
Bachelor of Music Education, University of Colorado-Boulder Masters of Music Education, Colorado State University Kodaly Certification


Name: The wheels on the bus - sound puzzle
The wheels on the bus go 'round and 'round … and kids will play with this puzzle over and over! lift the six pieces of the school bus to reveal different pictures underneath that show what's happening, and to hear the different verses of the classic children's song. Sing along as the wipers go, "swish, swish, swish," the horn goes, "beep, beep, beep," and more! the lyrics are on the back of the sturdy wooden resting board to help kids learn the words. Shaped wooden pieces with durable plastic pegs are easy for small hands to grasp, making this a perfect preschool puzzle that helps with fine motor skill development, as well as auditory processing.
Age: 2+; Contains 6x removable puzzle pieces; Product Dimensions: 1.7 x 22 x 30 cm
“I can sing along”
“I can talk about buses”
“I can learn all about the school bus”
School, bus, yellow, sounds, children, stops, etc
Where does the school bus go?
Use the puzzle to teach your younger ones the song
Can you mimic the sounds?
How many puzzle pieces can you count?


Primary Spanish Immersion Program - 3 to 5 Years Old:
3 and 4 Year Old Class Time:
Half Day - 8:30 a.m. - 12:00 Noon
Full Day - 8:30 a.m. - 3:00 p.m.
All Day & All Year - 7:30 a.m. - 5:30 p.m.
3 and 4 Year Old Programs:
5 Day Half Day
5 Day Full Day
5 Day All Day
5 Day All Year
5+ Year Old Enrichment (Kindergarten) Class Time:
Full Day - 8:30 a.m. - 3:00 p.m.
All Day - 7:30 a.m. - 5:30 p.m.
All Year - 7:30 a.m. - 5:30 p.m.
The Primary classroom builds from the foundation established in the Toddler program. Around the age of three, a child begins to move from the Unconscious Absorbent Mind to the age of the Conscious Absorbent Mind. The analogy of the "sponge" is still applicable during this period, as the mind has an ability to take in all aspects of the environment without effort or fatigue. They are prepared to move about and explore the world around them in order to create the "man that they are to become."
The Primary environment is carefully prepared so that this young explorer can go about his/her work of discovering the world. The room is rich with sensorial, academic, and everyday living exercises that appeal to the needs of each child. All of the lessons in the classroom are self-correcting in order to promote independence. The environment is outfitted with child-size furniture in order to ensure comfort, accessibility, and utility.
The adult in this classroom has a dual role as a model and a follower, striving to cultivate the creative spirit of the child. Upon careful observation, lessons are strategically organized throughout the room for the child to independently use these works for self-construction. The teacher also presents well-planned lessons to individual children and small groups using specifically-designed, age-appropriate materials.
The morning work cycle is from 8:30 - 11:00 a.m. At 11:00, the children break for clean-up and morning cycle. Outside time is from 11:30 - 11:55 a.m. Dismissal is at noon for the half-day 3 and 4 year olds. Lunch begins at noon for the 5 year old, full and all-day students.
Following lunch, the 5 year old (some 4 1/2 year olds depending on ability) will engage in a longer work cycle that emphasizes academics and enrichment classes. The kindergarten children enjoy formal Music and P.E. classes. This session is designed specifically for the development of skills necessary for success in Lower Elementary.
- Practical life
- Fine motor skill development
- Gross motor skill development
- Cultural studies
- Education of the senses
- Exploration of nature
- Love of learning
- Solid academic foundation
- Respect for others
- Respect and care of the environment
- Care of self
- Ability to make responsible choices
- Creative thinkers
Primary Class Schedule:
7:30 - Arrival for All Day and Year Round Students
8:15 - 8:30 - Drop Off Time for Full Day Students
8:30 - 8:45 - Circle Time
8:45 - 11:30 - Uninterrupted Work Period
11:30 - 12:00 - Recess/Playtime
12:00 - 12:15 - Hand Washing and Lunch Set-Up
12:15 - 12:45 - Lunch
12:445 - 1:00 - Lunch Clean-Up
1:00 - 2:30 - Nap Time for 3 and 4 Year Old Students
1:00 - 2:30 - Secondary Work Period and Enrichment Classes for enrichment Students
2:30 - 3:00 - Afternoon Snack
3:00 - 3:15 - Dismissal for Full Day Students
3:15 - 4:15 - Work Period
4:15 - 5:15 - Outside Time
5:15 - 5:30 - Clean-Up/Dismissal for All Day and All Year Students


As part of our Science for Kids! Series, we're offering MECHANICAL ENGINEERING workshops held by Engineering for Kids Winnipeg for two different age groups: ages 4–7 and ages 8–12.
TUES., MAY 14, 2019
Pulleys (ages 4–7) 6–7 p.m. $20/child
Learn about the properties of simple pulleys. Then put your knowledge to work as you construct and operate a pulley delivery system for use in a simulated disaster situation.
Catapult (ages 8–12) 7:30–8:30 p.m. $30/child
Learn why catapults were created and how they work. You'll build your own simple catapult using a spoon to power candy projectiles. Then learn how to improve your catapult's precision by measuring and graphing your results and converting them into useful information.
For more information, call 204.667.6193 or email email@example.com.


We often get inquiries from homeroom teachers, school principles, home-school mothers, and music teachers about what curriculum or online resources to use for teaching music.
Last year, we began initial development for a K-12 music curriculum guide. This year, we are developing the first version of this.
The Curriculum Guide will be an online database providing the following kinds of content:
- Scope & Sequence – a framework of K-12 music concepts
- Philosophy of Music Education – helping your school to answer questions about where music fits in the Kingdom
- Printable Worksheets
- Teacher Training Videos
- Repertoire Ideas
- Recommended Textbooks
If you’re interested in helping fund this project, visit musiccamp.info/donate.


Communication Technology and Deaf Individuals' Literacy Skills
A lack of direct access to language has been historically problematic for deaf individuals, contributing to gaps in English literacy achievement. The authors used data from National Longitudinal Transition Study 2 to explore the hypothesis that increased access to English through computer-mediated communication (CMC) can increase direct access to language and literacy for deaf individuals. The results showed a relationship between the use of CMC and literacy, in that deaf adolescents who e-mailed or chatted more frequently showed higher reading comprehension skills in the following years. Overall, the findings suggest that CMC may support English language and literacy development for deaf individuals.


Betty Shabazz, wife and later widow of Malcolm X, became an important political activist after the assassination of her husband in 1965. Betty Shabazz was born Betty Dean Sanders to parents Ollie May Sanders and Shelman Sandlin. Ollie May Sanders was a teenager and Sandlin was 21 when Betty was born. They were unmarried. Early records indicate that Betty was born in Pinehurst, Georgia on May 28, 1934. Because Betty was neglected by Ollie May Sanders, she was eventually placed with Lorenzo Don Malloy and Helen Lowe Malloy who became her foster parents.
Betty Sandlin grew up as part of the black middle-class in Detroit, Michigan. The Malloys instilled in their foster daughter the value of education, grace, and Christian ethics. They also taught her the ideals of black self-help and protest through the National Housewives League which Helen Mallory started in order to support black businesses and boycott stores that refused to hire African American workers.
Shabazz graduated from Northern High School in Detroit in 1952 and enrolled in Tuskegee Institute in Alabama where she began studying elementary education. She switched her major to nursing after months of working the front desk on the campus hospital. In 1953 Sandlin left Tuskegee and enrolled at Brooklyn State College of Nursing in New York City. She earned her undergraduate degree three years later in 1956.
That same year, after attending many lectures of Muslim minister Malcolm X (formerly Malcolm Little), Betty Sandlin joined the Nation of Islam. She became Sister Betty X and for the first time began to publicly acknowledge racism in America. In January 1958 Malcolm and Betty married when Betty was twenty-three years old. Their Arabic name was Shabazz.
Betty Shabazz gave birth to daughters Attallah, Qubilah, Ilyasah, and Gamilah. Shortly after Malcolm’s assassination in 1965, their twins Malikah and Malaak were born. Shabazz raised her six girls on her own, always trying to stay out of the media spotlight. She wanted her daughters to have a normal home life and full education. She also wanted them to know their identity.
By the early 1970s Shabazz began giving public lectures which focused on the African American condition. While her speeches never challenged white supremacy in the manner of her husband’s orations, she through her own style, fought for education and human-rights causes, as well as issues crucial to women and children.
In 1970 Betty Shabazz earned a Master’s degree in public health administration at Jersey City State College. Afterwards she held part-time positions in New York area colleges where she taught remedial reading and childhood health care, while she was completing her Doctorate in Education at the University of Massachusetts at Amherst. She received the degree in 1975. In the fall of 1976 Dr. Betty Shabazz joined the faculty of Medgar Evers College. She initially taught health sciences but eventually became the College’s director of public relations.
Shabazz spent her final years trying to remind audiences of the historical legacy of her husband Malcolm X. By the early 1990s renewed interest in Malcolm X, including the 1992 Spike Lee film of the same name with Denzel Washington playing the title role, helped increase popular awareness of that legacy. Betty Shabazz died in the summer of 1997, three weeks after her 12-year-old grandson, Malcolm, set fire to her Yonkers, New York apartment. Shabazz was 63.


Willis Tower is a building that dominates the skyline of Chicago. It was formerly known as Sears Tower. In July 2009, the tower was officially renamed. The structural height of this building is 1,450 feet. It comprises of 110 floors. This tower is actually composed of nine different square tube structures.
These vertical tubes were formed by welded steel frames. The tubes are uniform in width, measuring to 75 feet square, but diverse in height.At the time of its opening in 1973, it was the tallest building in the world. In 1996, it was surpassed by the Petronas Twin Towers in Kuala Lumpur, Malaysia.
Quick Facts: –
- In December 1997, this skyscraper was sold to the TrizecHahn Corp, a Canadian real estate firm.
- Willis Tower was designed by the architectural firm Skidmore, Owings & Merrill hired by Sears Roebuck and Company.
- The chief architect and engineer that worked on this building’s design were Bruce Graham and Fazlur Rahman Khan.
- The design of the building was inspired by a pack of cigarettes.
- The building is topped by two antennas. The western antenna brings the total height of the structure from 442 meters to 527 meters.
- The 103rd floor of the structure has an observation deck. It is also the highest observation deck in the United States.
- It is named as Skydeck and attracts approximately 1.3 million visitors every year on average.
- The largest tenant of the building is United Airlines and it occupies a total of twenty floors.
- Willis Tower provides more than 400,000 square metres of floor space for offices and other activities.
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B.E. in Computer Science and Engineering
With the rapid development in the Computers and Software technology, Computer education has become a need of hour. Computers are the backbone of today's era. Computer education is an opportunity provided to the youth to stand against all odds and evens. We all know that in today's world computer can walk, talk and even replace a man.
Computers Science and Engineering department with state of the art laboratories, well qualified and experienced faculties and staff members develop students and make them equipped with the armors to enter into competitive world of the software industry.
- Industry ready and knowledgeable engineers.
- Productive and Modern Engineers
- Innovative Thinkers and Researchers
B.E. in Civil Engineering
Construction and housing sector have become the major growth drivers in the Indian economy. The Civil branch is gaining more importance due to the need to create structures and buildings' resisting to earthquake and other natural calamities, with this in mind the Civil Engineering department is started.
The department has highly qualified staff with research and industrial experience. The department is equipped with the required infrastructure and the state-of-the-art laboratories.
- Discipline knowledge
- Lifelong learning & higher studies
B.E. in Electronics and Communication Engineering
In the 21st century Electronics and Communication has its own striving importance, that today's technology is within the reach of everybody. The basic metric required for the enhancement of the technology is proper technical education which is provided by department of Electronics and Communication Engineering
Here the students are given more practical exposures and innovative methodologies for the design and development in the electronics field, which is the backbone for all Engineering disciplines.
- To nurture high moral values in budding technocrats.
- To develop skilled engineers to meet the rapid technological advances in the industries.
- Developing versatile technocrats in the field of Electronics and Communication Engineering
B.E. in Electrical Engineering
The electrical engineer needs to study electronic devices and circuits involved in measurement, instrumentation, control and protection of electrical equipments and conversion systems. Concepts of computer and recent applications of computer based systems in design, Assist the engineers to analyse power system and switch gear.
To meet above requirements the curriculum of Electrical engineering has effectively augmented with many advanced subjects like digital electronics, circuit analysis and synthesis, machine analysis and design, control engineering microprocessor & microcontrollers, object oriented languages, power electronics and power systems.
- Our graduates will work on operations and practice in Electrical Engineering and Technology applications.
- Our graduates will cope up with constantly evolving technologies through life long learning.
B.E. in Electronics Engineering
The Electronics Engineering Department was established in 2008 with a view of imparting state of the art education in the cutting edge technologies of the world. The department has since then seen tremendous growth in all aspects
The department offers the 4 year undergraduate degree program in Electronics engineering & is affiliated to RTMNU Nagpur.
- The department promotes various technical activities.
- Guest lecturers are invited from eminent personalities in industries and research foundations
- Well equipped lab to conduct various types of experiment like CMOS,CCN, VLSI, etc.


This fun pre-literacy workbook series teaches the 21 consonants, and their sounds as well as letter formation through visual, auditory, and kinesthetic activities. Students also learn print concepts.
practice fine-motor skills and letter formation through tracing and writing consonants.
learn through visual activities.
use matching exercises to develop visual discrimination and letter recognition.
reinforce letter recognition through the use of capital and lowercase letters.
Three level books available:
Get Ready For The Code Book A
Get Set For the Code Book B
Go For The Code Book C
Explode The Code® is a research-based, multisensory program geared to improving literacy with direct, systematic, phonics instruction. Explode The Code's classic print program includes a sequence of student books with coordinating placement tests and instructional support. Build the essential literacy skills needed for reading success: phonological awareness, decoding, vocabulary, comprehension, fluency, and spelling with the Explode The Code series.
The Explode The Code Difference
Research-based, multisensory instruction
Abundant practice and reinforcement opportunities for greater retention
Development of comprehension skills through reading in context
Accommodations for English Language Learners and struggling readers
Appropriate for comprehensive phonics skills instruction providing the basis for strong reading development.
Explode the Code Samples:Explode the Code Scope and SequenceExplode the Code B Sample Pages


ece512 | Graduate
Early Childhood Assessment
This graduate-level course is 4 To enroll, speak with an Enrollment Representative.
topic title goes here
Communication of Assessment Process With Stakeholders
- Identify additional community, school, or district resources for children and families based on assessments.
- Explain the role of government funding and mandates in the assessment process.
- Identify stakeholders to include in the communication of assessment.
- Examine the benefits, effectiveness and appropriateness of community and family collaboration.
- Identify barriers in a collaborative process.
- Develop appropriate and mutually beneficial venues for communication.
Role, Purpose, and Types of Assessment
- Describe the role and purpose of assessments in an early childhood learning environment.
- Identify the roles of family, medical professionals, and educators in the early childhood assessment process.
- Define assessment in the use of curriculum and intentional teaching.
- Examine types of assessment tools.
- Define assessment goals and key elements of assessment with regard to developmentally appropriate practice in early childhood.
- Define relevant components in selecting an appropriate assessment tool.
- Describe the essential characteristics of a good measurement instrument for evaluating childrenâs learning.
Designing Quality Assessments
- Define the purpose of systematic assessment practice and setting goals for instructional design.
- Examine multiple developmental domains interrelated to assessment goals.
- Identify the importance of selecting a variety of assessment tools to achieve assessment goals.
- Analyze the importance of evaluating assessment tools to influence effective instructional activities, enhance curriculum, and modify the learning environment to achieve learning goals.
- Understand the multiple influences of culture, family, technology, and language in the design and implementation of assessments.
- Develop documentation, recording, and evaluation techniques.
Interpretation and Application of Assessments; Record Keeping
- Understand the role of learning models and learning theories in the interpretation and application of assessments.
- Interpret differences in assessment tools and outcomes.
- Evaluate strengths, learning potentials, and differences in assessment outcomes.
- Apply assessment results to instructional strategies including curriculum development, materials, learning activities, and classroom environment.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.


Teaching Guitar Workshops:
Revolution in Music Education
The Teaching Guitar Workshops were started by members of GAMA, NAMM and NAfME in 1995. The objective: help school music educators start or enhance classroom guitar programs and deliver more music making opportunities to children. Between 1995 and today over 4,000 school music teachers across the United States and Canada have enjoyed TGW. GAMA’s studies suggest that over 2 million students have learned guitar in schools because of the TGW. (Download the Independent Audit of the Teaching Guitar Workshops) The program succeeded because it has created value for everyone involved.
1. Classroom guitar teachers attract new students to music education.
2. Guitar can fill up a teaching schedule.
3. Music education is in demand and recruiting is easy.
4. Guitar programs are inexpensive to start and maintain.
5. Many teachers report increased job security since starting guitar programs.
Classroom guitar programs attract kids who were not previously involved in school music. Guitar programs have also helped “at-risk” kids get more involved in school and improve their performance.
More classroom guitar programs mean more sales. Kids and schools need guitars, books, and all sorts of accessories.If you are a school music educator and you would like to learn how to start a classroom guitar program in your school visit our www.guitaredunet.org for information and applications. Visit the Sponsor page to find out which companies and organizations support the Teaching Guitar Workshops. If you would like to become a sponsor of the Teaching Guitar Workshops, email: firstname.lastname@example.org.


Our unique and interactive registered early childhood programs are pioneering approaches to teaching the wonderful world of science. They integrate hands-on STEM activities with a full spectrum of scientific disciplines such as biophysics, biochemistry, biomechanics, microbiology, ecology, thermodynamics, physical chemistry and clean technologies. These programs offer an enjoyable and practical way to learn while taking advantage of the children natural curiosity. Children will discover how they can interact with their surroundings while encouraging scientific observation when they look at the world. They will explore scientific concepts such as phase changes, matter properties, chemical and physical phenomena, sensory processes and energetic transformation mechanisms. The interactive methodology involves the complete scientific method, helps children to increase the capacity for sharing and for leading, and involves parents as well. These programs make STEM-learning fun while fostering foundational skills, and a lifelong love for science, technology, engineering and math!


Somehow this post got “lost” in my draft folder. But it’s never too late to share some notes from a presentation right? I hope you are able to get something from it as it’s been awhile since I attended this presentation last June. When it comes to the brain and music, there is always some interesting things we can learn… enjoy!
Presenter: Robyn Meahl
Offers a new lens to examine your teaching, reaffirms currently teaching process
Offers new teaching practices,methods backed with evidence.
What happens in the brain when we learn?
Brain myths- static, unchanging, use only 10% of brain, male and female brains are radically different, ages 0-3 are more important years for learning- all not true.
Learning cycle models:
Sense-Integrate-Act (hear a rhythm, clap and count, then play)
Act-Sense-Integrate(playing, hearing and correcting)
Motivation-No intrinsic motivation rewards centers in the brain are not activated.
Spacing- spread it out to insure maximum retention
Reflection- stop and reflect
Active learning- auditory and motor regions in brain are linked. Movement reinforces musical understanding.
Get students moving as much as possible, clap or step to rhythms, play on drums, games and role playing.
Create a learning addiction:
-Learning is emotionally colored
It carries over (ie: parents attitude affects child’s)
Successful learning experiences causes the brain to release dopamine. Hormone release when experience pleasure.
New formats and info- Change things up.
Exciting engagement- creativity and humor
Reinforcement- return to concepts, find different ways to teach the concept.
Flow state- match skill level with appropriate challenge
Too difficult- frustration, anger, shut down
Too simple- boredom, careless errors, disinterest
Within reach- flow- clicks
Set small goals on the way to the destination.
Learning is more successful when material is personally meaningful (like jazz- give them jazz)
Allow students to make learning choices- repertoire, styles, projects
-Spark interest in a topic before introduction
-Make advancing intriguing, rather than stressing.
Adjustable across all ages
Myth- you either got it or you don’t- wrong
Studies show- talent does not exist
Exceptional cases: Mozart’s education began in infancy. Long period of rigorous training.
Cultural differences: African children- earlier motor skill development. (when raised in different area’s the are “normal”)
Every student is equally deserving of our time and energy. Best indicators of success: Time spent practicing, Parental and teacher encouragement.
Environment- all children are “talented”. She gave example of when she was with one teacher she was the talented student, when she changed teachers she was no longer the “talented” student and performance tanked.
All deserve the same amount of effort and encouragement.
We can’t expect the same results from every student.
Interdisciplinary activities- math can help music, music can help science, etc….
Teaching applications- studio projects, now students interest, incorporate other fields into lesson material.
Praise- Tradition says you are so talented, smart, good musician… (more harm then good)
If something goes wrong they feel defeated
Address effort. You listened so well this week, you played well because you worked so hard. Talk about accomplishments…
Intrinsic- learning addiction
Flow state- in absence of fear/stress. info doesn’t get there if student is stressed out about the info
Lessons need to be safe places where they don’t fear failure.
Video games- instant feedback
Have individualized achievable challenges
Frequent feedback en route to a goal
Break final goals into stage (level)
Automaticity- you can’t think of every note, but focus on the bigger details, musicianship.
Performance script- Musicianship, form, harmony, constructive guideposts
Myth: critical listeners are increasingly rare.
Novice listeners have stronger emotional experiences with music.
They are more likely to continue.
Create playlist, concert trips, listening guides, projects…
Enhance your practicing-
Enhance our teaching
Wider variety of tools
Better understanding of student
Share info with parents
Share info with students
Incorporate info about the brain into lessons


In English in Medical Education: An intercultural approach to teaching language and values, the authors take a fresh and very contemporary look at the topic of language education in medicine, examining the importance of cross-cultural competence in both language and medical training and discussing the methodological shift towards ‘task-based’ language learning and “problem based” medical training. This is a highly readable, thought-provoking book which any EMP teacher will find useful.
There are nine chapters in the volume covering a variety of themes including an exploration of intercultural communicative competence training and critical cultural awareness in education; a focus on the language of medical communication and professional-patient exchanges; a practical look at the analysis of language and the use of corpora; the use of literature and visual arts in medical education, and a chapter on task design and course design. Each chapter is both theoretical and practical, offering both the ELT/ESP practitioner and the medical trainer food for thought. Chapters contain ‘Activity’ box-outs which encourage the reader to reflect on their own professional situation.
The book is aimed at a large group that, at one end, includes seasoned language specialists without any medical background and, at the other, medical practitioners with little experience or knowledge of language analysis or presentation. This could be its downfall, but the volume is well-balanced between the theoretical and the practical and is supported by current and well-respected research drawn from a range of fields. Lu and Corbett do not shy away from acknowledging controversy or shortcomings — their warning that much television medical drama may not be as useful as other learning resources I welcome.
There are many books concerned with intercultural communication and education currently in print that, in reality, contain little that might be said to be practical or teacher-friendly. Lu and Corbett don’t forget the classroom, the student or the teacher, and they offer a good range of task ideas and activity box-outs that are appropriate for group work or training sessions. Sometimes, however, the brief overview such a book demands results in a rather sketchy summary: the chapter on task based learning is overly simplified, as Lu and Corbett acknowledge, while chapter 5 attempts to cover a vast number of complex areas under the heading ‘Medical Talk’ and is the least cohesive in the book.
These small issues aside, the book is nonetheless very well-written and certain to be of great interest to English teachers working in the medical and healthcare field.


Dear Friends of reGeneration,
When I helped launch reGeneration Education 14 years ago, I was inspired by two critically important understandings.
- The first understanding is that altruism is the basis of all three Abrahamic faiths. As people of faith, we can serve as a model for peace by working together to benefit all young children in crisis zones, regardless of religion or nationality.
- The second understanding is that the education of young children sets the trajectory for a more peaceful civilization and a healthy planet.
Leading experts in public health and global peace agree. In 2015, the United Nations announced its blueprint for peace and prosperity. Named the “2030 Agenda for Sustainable Development”, it has seven goals— including poverty reduction, health and nutrition, women and girls’ equality, and ending violence. In a landmark move, the United Nations cited early childhood development as an essential prerequisite for reaching these goals and achieving world peace.
Since then, science has confirmed this perspective. The CDC made mitigating childhood toxic stress a core part of its mission. And researchers at Harvard University, New York University and other institutions around the world have created centers to further the study of the impact of toxic stress.
Toxic stress and the intergenerational transmission of trauma are significant obstacles for peace. How we nurture and care for, teach, and protect all our children matters, from generation to generation.
Early and elementary education must address toxic stress and trauma. That’s why reGeneration advances peacebuilding through innovative approaches to the education, development, and resilience of young children in crisis zones, so they can imagine and create a better future.
We address childhood toxic stress for Jewish, Christian, and Muslim children by:
- Partnering with and co-sponsoring trauma-informed schools for children in Israel and the West Bank
- Hosting conferences and trainings focused on educating children in crisis zones for Western and Middle Eastern kindergarten and elementary school teachers
- Initiating and building interfaith networks in the U.S. that model healing in the Middle East
Since our inception, reGeneration has made an indisputable impact on the lives of thousands of children- and helped put peace within closer reach. This is not hyperbole- check out reGeneration’s accomplishments:
- 500 refugee children fleeing war were taught by reGeneration trained trauma-informed teachers
- 1,105 Palestinian and Jewish Israeli childhoods were nurtured with trauma-informed early education
- 2,708 Jews, Christians, and Muslims participated in U.S. Interfaith Peace Groups
- 1215 teachers were enriched with trauma-informed education training throughout the Middle East
- 33 Southern California Interfaith Groups were united by reGeneration-initiated organizing
But reGeneration is not resting on its laurels. We have exciting plans for the future that I look forward to sharing with you here in my monthly blog. Topics will range from peacebuilding to trauma-informed education to child development.
I am grateful to all of you who have believed in this work and have supported it. reGeneration’s tagline is “Imagine the Potential.” Thank you for seeing the potential of reGeneration. Your support makes it possible for us to help children of all faiths in crisis zones maximize their potential as productive global citizens.
President and Founder, reGeneration Education


Solange Perrin October 19, 2019 Kids Coloring Pages
Coloring and just talking about it will give your kids an opportunity to learn new words and sentences. Children use descriptive words to talk about their feelings when they see different styles of coloring sheets. Children coloring pages aids in developing their critical thinking ability.
Coloring a picture can help your children to recognize line, perspective, color, hue, shape and form. Your children also learn to recognize patterns.
The act of coloring can help to improve motor skills in young children. The actions, motions and precise grip involved in coloring can aid in the development of the muscles of the fingers, hands and wrist. Fine motor skill development can help children write more skillfully as well as manipulate small objects. They can then build on these skills to become better typists and more adept in sports and other activities.
Coloring pages can have a calming and therapeutic effect on kids. This is especially important for kids who have no other outlet for negative emotions. There are kids who find it hard to process their frustrations and negative emotions and coloring can help them vent.
Notice the incomplete sentences at the bottom of the page? Your child can write his/her name on the blank to make it more personalized. So it’s like hitting two birds with one stone! Your child gets to color and practice writing his/her name, all in one page.
Most kids love to color, and it turns out it’s more than just a recreational activity. It can also foster physical and psychological development in a range of areas. Get your kids started with coloring as early as possible, and you’ll contribute to a lifetime of positive benefits.
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Famous Irish Scientists - John Tyndall
John Tyndall was born in Leighlinbridge, Co. Carlow in 1820, into a Protestant family of small landowners. His father, a man of some intellect, ensured that John received a good elementary education. He left school at 17 well grounded in mathematics, surveying and English. After a spell working with the Irish Ordinance Survey he took up a place as a teacher in Queenswood College Hampshire. He later completed a PhD in magnetism with Robert Bunsen (of the Bunsen Burner fame) in Hamburg. In 1853 he became Professor of Natural Philosophy at the Royal Institute, becoming Superintendent of the R.I in 1862, succeeding Michael Faraday. He became renowned for his public speeches, well capable of describing complex scientific terms in simple language people could understand.
John Tyndall was one of the most important scientists of the 19th Century. He made important contributions in physics, atmospheric science and geology and he was also the first to successfully answer the question "Why is the sky blue?". Tyndall was an inventor as well as researcher. He invented the fireman's respirator and improved on the fog horn, but his most important invention was his "light pipe", which he originally constructed using just a torch and a bucket of water. The modern version of this "light pipe" is the gastroscope, which is used in hospitals today to view the inside of a patient's stomach. Tyndall's "light-pipe" eventually led to the development of fibre optics. When not in the lab, he loved to study glacier forms in the Alps. He climbed Mont Blanc several times and eventually became the first person to climb Weisshorn in 1860. In the same year, he published a book on his adventures called "Glaciers of the Alps".
In his lifetime, Tyndall also made important contributions to thermodynamics, magnetism, electricity, telecommunications and electronics. As an educationalist he influenced the direction of science teaching at university and school levels. A truly great Irish Scientist.


The Institute of Electrical and Electronics Engineers Spectrum (IEEE) ran a Special Edition about Claude Shannon, which they called Tinkerer, Prankster, and Father of Information Theory in its April 1992 issue because he was so revered by the scientific community.
He was born in Petoskey, Michigan (April 30, 1916 – February 24, 2001) to Claude Senior and Mabel Wolf Shannon. Both were smart and well educated.
At the age of 16 years, Shannon graduated from Gaylord High School. He had an inclination toward mechanical and electrical things. That year he entered the University of Michigan where he took a course that introduced him to the mathematics of George Boole. In 1936, at the age of 20, he graduated from UMich with bachelor’s degrees in engineering and mathematics. That same year he began his graduate studies in electrical engineering at MIT.
At MIT, he worked on Vannevar Bush’s Differential Analyzer an early analog computer. During this period Shannon designed circuits based upon George Boole’s concepts. In 1937, he wrote his master’s thesis, A Symbolic Analysis of Relay and Switching Circuits. But Shannon didn’t stop there.
Vannevar Bush suggested that Shannon should work on his doctoral dissertation at the Cold Springs Harbor Laboratory, a private nonprofit institution located in Cold Spring Harbor, New York in order to develop Mendelian genetics. This resulted in Shannon’s PhD thesis An Algebra for Theoretical Genetics. He received his PhD degree from MIT in 1940.
From his work and logic circuits, he simplified the relays that were used in call routing switches, and proved that his circuits could solve the same problems that Boolean algebra code solve.
In 1940, he became a National Research Fellow with the Institute for Advanced Study in Princeton, New Jersey. This gave him the opportunity to meet and exchange ideas with such people as Herman Weyl and John von Neumann. Occasionally he met with Kurt Godel and Albert Einstein.
For more than a year I have posited that Artificial Intelligence has a strong foundation in World War II cryptanalysis. Yet, in my research I have not seen discussions of this. If I am right and can show that my posit is true it may be of little or no importance. But, it may answer not yet asked questions. There is a string that goes through three of the founders of Artificial Intelligence and a modern scientist: Alan Turing, Claude Shannon, John McCarthy, and Ron Rivest.
Alan Turing and Claude Shannon were both cryptographers and Ron Rivest is a cryptographer. Alan Turing and Claude Shannon worked together for two months during World War II. John McCarthy and Ron Rivest were both Turing award winners. Claude Shannon was at the 1956 Dartmouth Artificial Intelligence Conference founded by John McCarthy.
Additionally, Alan Turing and John McCarthy are both considered fathers of Artificial Intelligence and Claude Shannon is considered the father of Information Theory. Ron Rivest is an Institute Professor at the Massachusetts Institute of Technology, the highest title that can be awarded to a professor at MIT. He is also Co-inventor of the RSA (cryptosystem) algorithm; founder of Verisign, and RSA Security. These have to do with public keys.
Alan Turing was born in June 23, 1912 and Maida Vale, London, England to Julius Mathison Turing and Ethel Sara Turing. The greater part of Alan’s elementary education was done at Sherborne School which origins date back to the eighth century. His brilliance is continually acknowledged in elementary as well as undergraduate school at King’s College, Cambridge, where he was awarded first class honors in mathematics. It was there that he invented Turing machines.
Among the things that Alan Turing became famous for his work at Benchley Park and breaking the Enigma code. In September 1938, he began working part-time with the GC&CS British code breaking organization. During that same period of time, the Polish Cipher Bureau created a machine with Enigma routers and in a Warsaw meeting in July 1939 presented the British and French with the wiring of their machine. The weakness of the Polish method was it depended on an insecure procedure that the Germans were likely to and did change in May 1940. Continue reading


Prescription for Parents: Read to Your Kids
Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime.
That’s the finding of the American Academy of Pediatrics (AAP), whose June 2014 policy statement recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until kindergarten.
Pediatric providers are directed to advise parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills. They’re also encouraged to guide parents toward developmentally appropriate shared-reading activities that are enjoyable for children and parents and offer language-rich exposure to books, pictures, and the written word.
p i kids books are designed with parent-child reading experiences in mind. For pre-readers, our sound story books provide a great opportunity for children to follow along while the parent reads and then press the sound buttons when they appear in the story. Our First Look and Find® books feature parent-child activities that focus on counting, matching, rhyming, alphabet, shape identification, spatial relations, and more. And our keepsake treasuries are just right for reading together at naptime, bedtime, or anytime!


Information about sculpture
Stone, concrete, iron, sheet metal, bronze, wood, polyester materials such as monuments, abideler, various sildes, plaques or ornaments made by people called. The sculptor to realize this purpose;
- He will design the work in his mind,
- Selects the material to be used,
- The worker prepares the draft with plaster, wax or mud (sketch)
- Marks the measurements of the sketch as dots or lines on the actual material,
- By using appropriate tools and equipment according to the type of material used, the desired form roughly forms,
- If you are working with materials other than stone and concrete, shape it with methods such as adding, molding, boiling,
- It shapes the shape of the fine slugs formed with diamond or steel tipped pens,
- Brings the surface of the work.
Tools and Materials Used
- Hammers of various weights and sizes,
- Diamond and steel tipped pens,
- Murr, comb, compass, measuring instruments,
- Screener (magnifier),
- Various electrical appliances,
- Wooden rammers,
- Stone, concrete, plaster, wood, copper, mud, polyester, bronze, casting and so on. materials.
Specifications required by the CAREER
Those who want to be a sculptor;
- With a high level of design and drawing ability,
- The relationship between the shapes can be seen in the space of the objects,
- It has the ability to skillfully use its hands and fingers,
- They must be creative people who are interested in fine arts.
The sculptor runs the workshop. The working environment is dirty, muddy, but calm. The sculptor usually works alone, occasionally communicating with customers and other artists.
Place, Period and Content of Training
According to the results of the special talent examinations, education is given in the “Sculpture” section of the universities where the Faculty of Fine Arts, the Faculty of Fine Arts Design and Architecture and the Faculty of Plastic Arts are located.
The training lasts for 4 years and aims to train creative sculptors and designers who will contribute to the cultural development of our country, equipped with information on all aspects of sculpture. A creative and practical education and training program is implemented to achieve this goal. The main principle in education is to improve the creative personality of the student. In this respect, education and conceptual and experimental studies are carried out in order to help the learners develop their knowledge, skills, scientific and creative abilities.
In parallel with the basic art education in the first grade, three dimensional styling, anatomy, art history and interpretation and technology lessons are given as basic ones. In addition, with sculpture design workshops, it is possible to make optical expression and dynamic shaping, to use the materials related to the student occupation with their experiments, to learn the technologies and to be able to do abstract and concrete studies with them and to develop their creative personality.
After completing their vocational training, they will receive the “Sculpture Department” Graduate Diploma and “Sculptor” title.
After their undergraduate studies, they can make an academic career by studying masters (master) and doctorate in their fields. They can serve as teaching staff with titles such as research assistants, associate professors and professors in higher education institutions. It can specialize by educating itself in a specific field and can provide art consultancy to various organizations.


In music, the term "modulation" is most frequently used to refer to a shift in keyality. One speaks of modulating from the tonic to the dominant, and, at least in traditional harmony, using a pivot chord to achieve the modulation; that is, a chord that assumes a duel role of one function in the current … Continue reading What Is A Metric Modulation?
Of all the musical elements, rhythm seems to present the most difficulty to students and teachers alike. There are several reasons why this may be. In this article I will discuss some of them. The first reason is that rhythm is often mistaken for a system of counting. While rhythm syllables and the numbering of … Continue reading Solving Problems of Teaching Rhythm
Antecedent-Consequent phrase combinations are the basic form of melodic shape in Western tonal music. The formal characteristics of this combination has been used as a template for composing melodic phrases in music education settings. For example, students can be told to write four measures beginning on the tonic tone and ending on the dominant tone, … Continue reading More On Antecedent and Consequent Phrases
Structure and form are two words that surface frequently in music analysis and education. Two words should be associated with two different concepts, but these two are frequently used interchangeably. But are they really the same? I maintain that they are not; that there are important differences between their meanings, and today I will discuss … Continue reading Structure and Form: What's The Difference?
Two of the most important questions to ask music students are, “what do you hear,” and “what does it sound like?” These are important questions because everything one can learn or know about music starts with what is observed, and for a hearing abled person, that observation is of what is heard. Knowing what a … Continue reading Using Student Observations to Improve Instruction
January has always been my favorite time in the school year. By then, my students have given their winter concert and are playing and singing well enough to dig into more challenging repertoire than I typically do with them in the fall. This is the time of year I find most conducive to really work … Continue reading The Spring Semester Is A Great Time For Chamber Music
For the most part, this blog has always been devoted to what music educators can do for their students to improve teaching and learning. I have discussed a wide range of methods, materials, and experiences with the intent of serving my audience of music educators and music education majors. Through it all I have neglected … Continue reading For Me
In my post, "What We Become," I discussed the importance of students taking responsibility for their behaviors as part of a set of strategies for improving the learning environment. In this article, I will discuss one strategy for teaching this responsibility. It is essentially the "Think time strategy" (Nelson & Carr, 1996). It is a … Continue reading Student Self-Reflection as a Tool for Teaching Social Behavior in the Classroom
If you have children, you have no doubt at some point saw or heard them do something that was exactly something you do, and which the child has picked up and begun doing themselves. Or, perhaps you have caught yourself doing something and then realized it was just like what your Mom or Dad do. … Continue reading What We Become
When scheduling my winter concert, I prefer to select a date that is at least one week before the winter recess. This avoids the last minute mayhem that can develop in the final days of school, the conflicts with classroom parties, and the possibility of loosing students to early withdrawals for family travel that precedes … Continue reading Our Concert Is Over; Now What?


Albuquerque Preschool – 2 years old to 3 years old
Inventors. Problem-solvers. Discoverers. Dreamers. Children 24 to 36 months are opening their eyes to the larger world around them and taking an active role in it. They learn as they take things apart, put them together and ask lots and lots of questions. At ABC Preschool and Childcare, we encourage this development and give them the guidance and tools they need to explore and learn within a comfortable, secure environment.
- Motor Skill Development — outdoor games, dancing, movement
- Language Development — recognizing and forming letters, story time, speech
- Sensory Development — textures, understanding the senses, descriptive activities.
- Imaginative Development — arts and crafts, dramatic play, storytelling
- Social Development — large- and small-group activities, sharing, politeness
Sparking Curiosity, Interest and Independence of Your Child
All these areas of development are part of our curriculum, which was designed with the belief that all children are capable and talented, and that they learn in their own ways. This method even extends to how we organize our classrooms that are divided into distinct areas of interest that meet children’s need to move, explore and express and relax. For more information regarding our Early Preschool Room, stop in to any of our locations.


Rich collection of educational, interactive games for children in Preschool and early Elementary grades.
Thousands of easy-to-read articles with embedded multimedia for Elementary-age children. World Book Kids offers games, interactive maps, and a tool for comparing different animals and different places.
High-quality articles licensed from reputable publishers and selected for use in an elementary school environment. Explora features a simple search which quickly delivers relevant results including articles, essays, and primary source documents. Topic overviews provide students helpful starting points for research.
A Pre-K to 2nd Grade interactive learning environment. Fundamentals is an excellent online solution for early childhood learning--play based activities for learning colors, geography, numbers, shapes, telling time, and vocabulary.
Age appropriate articles illustrated with photos, videos, diagrams, and maps to help students learn to compare text and multimedia resources as they collect their evidence.
Over three million searchable images, rights-cleared for educational, non-commercial use.
Extensive, up-to-date articles on a wide range of kid-friendly subjects. Includes images and videos, daily features, interactive games, and quizzes.
Includes many full issues of National Geographic Kids Magazine, plus more than 200 ebooks and hundreds of downloadable images.
Tutor.com is the world's largest and highest-rated online learning service. The Tutor.com community of more than 3,100 professional experts has delivered more than 14 million one-to-one tutoring and professional development sessions in a proprietary online classroom optimized for learning, since 2001. Available every day from 4:00 PM to 10:00 PM.
With 9,000+ interactive books, educational games, puzzles, and other ad-free learning activities, ABCmouse.com’s award-winning online curriculum is an invaluable resource for young learners ages 2-8. From Age of Learning, Inc. Available inside the library only.
Skill-building resources for classroom and homework success. For elementary students.


Research into the benefits of music education has many facets
5 Direct benefits to your school
1. Happier students: Columbia University:
students who study music are more cooperative with teachers and peers, have higher levels of self-confidence and more equipped to express their ideas'
2. Greater enrolments: Parents look for schools that provide a music education offering. Comprehensive inclusive classroom music programmes attract parents looking for a school for their children.
3. Improved motivation and engagement: Active engagement, disciplined and sustained attention, persistence and risk taking are all benefits of regular high quality music instruction.
4. Less absenteeism: Schools with music programs have an estimated 93.9% attendance rate compared to schools without music education who average 84.9% attendance. 'Critical Links' research
5. Higher grades: Schools with systemic, high quality regular music lessons show improved academic scores across all subject areas in comparison to schools with no music program.


Spotlight on Wiggle & Grow for Toddlers: Down on the Ground (May Unit)
Do you remember your child’s first few words? Although Webster’s Dictionary didn’t include definitions for “da,” “ba-ba,” or “la,” you knew—without a doubt—your little one said daddy, bye, and mommy. (Or, something along those lines!) Now, as a toddler, you may hear your child deliberately making up silly sounding words and giggling profusely. I mean, seriously, blibber-blobber, really is funny! Laughing together over nonsense words supports your child’s growing sense of humor!
In Kindermusik, we know that nonsense words also support your child’s early language and literacy development. While your child may laugh at the silliness of nonsense words from class like “Fiddle-dee-dee” or “fuzzy wuzzy,” your child is also practicing in the development of specific oral motor skills that create vowels, consonants, or cluster sounds. Nonsense words often employ alliteration and rhyme, which fosters phonemic awareness or the understanding that words are made up of small speech sounds or phonemes. So, blibber-blobber or fiddle-dee-dee away!
Everyday Connection: Call the Doctor. Dr. Seuss made a living making up nonsense words like wocket, grickle-grass, and zizzer-zazzer-zuzz. Read some Dr. Seuss this week and add some new nonsense words to your family’s vocabulary.


Ella Cora Hind, Woman Reporter
In 1861, thirty-three year old Edwin Hind lived with his wife and two small sons in Toronto. There he worked as a stone cutter. His wife, Jane, was born about 1832 in Upper Canada. Their older son, Joseph was born in Canada West in 1857. The younger boy, George was born in 1858. Edwin’s parents, Joseph age 60 and Tamazinah age 66, also resided in Toronto.
Ella Cora was born in September of 1861. Through most of her life she went by her second name of Cora. She was but two years old when her mother, Jane, died. Three years later, at the age of six, Cora also lost her father, Edwin Hind.
Her grandparents, Joseph and Tamazinah, took the children to live with them in Artemesia Township in Grey County.
Growing up on the Farm
In Grey County, Cora grew up learning all about farming from her grandfather. For the next ten years, she learned how to raise livestock and grow grain. As there was no school close enough for Cora to attend, Aunt Alice taught young Cora at home. In 1872 Cora began attending public school. Her family later moved to the town of Flesherton where she finished her elementary education. Cora then attended high school in Orillia. She then wrote her third class teacher examination.
In 1882 Cora moved to Manitoba with her Aunt Alice and cousins. Here she hoped to realize her dream of becoming a journalist. Her early efforts to obtain employment with the Manitoba Free Press were less than successful. Cora eventually opened her own business as a stenographer, just to make ends meet.
She and her Aunt Alice joined the Women’s Christian Temperance Union. As well, Cora became acquainted with Dr. Amelia Yeomans. Together the women founded the Manitoba Equal Suffrage Club. Their efforts were focused upon helping improve the lives of women.
Cora was now able to become a member of The Winnipeg Chapter of Canadian Women’s Press Club. Her long time interest in farming along with an extensive knowledge of the grain trade centre in the west, helped Cora achieve her goal to become a reporter. In the years that followed, her accurate analysis of crop yields and general knowledge of livestock brought Cora increasing respect for her reporting skill.
A Vote for Women
In 1912, Cora joined with Lillian Beynon Thomas and Nellie McClung in forming the Political Equality League. Their steady campaign for women’s voting rights met with success when women were granted the right to vote in 1916.
Cora became the recipient of many honors ranging from The Western Canada Livestock Union to her honorary LLD degree from the University of Manitoba. She died on 6 October 1942. In recognition of her lifetime of contributions, the Winnipeg Grain Exchange was halted for two minutes in her memory.


- About Us
- Field Trips
- Plan your experience
- Support Us
*Serves as a community resource providing interactive educational opportunities and engaging family experiences for residents and visitors.
*Provides opportunities for children to demonstrate and develop their skills in critical thinking, problem solving, and creativity.
*Support and augment schools’ efforts to educate children.
*Since the museum’s opening in 2002, we have had more than 200,000 visitors. We hope to continue to grow these numbers and it is possible with your help!
*We serve the 11 counties that make up the Golden Crescent region. They are Victoria, Bee, Calhoun, Dewitt, Goliad, Gonzales, Jackson, Karnes, Lavaca, Refugio, and Wharton Counties. The population is approximately 150,000 in the region.
*As part of our new museum initiative, STEAM [science, technology, engineering, art, and math], will play a vital role in the exhibits, programs, and outreach offered with a focus on literacy as the basis for building blocks in achievement in all 5 subjects. Our goal is to foster inquiry and problem solving skills among our communities earliest learners.
Children’s museums help children develop essential foundational skills. In the past ten years, neuroscience has confirmed what the social sciences have long contended, that the first years of life are essential to future learning. Grounded in well established pedagogy, children’s museums are leading a movement that combines specific learning objectives with play in informal learning environments that are developmentally appropriate for infants, toddlers, and children.
-Association of Children’s Museums, Case for Children’s Museums.


Three Voices for English Knowledge: Hirsch, Willingham, and the AFT
Six months ago, E. D. Hirsch had an op-ed in the New York Times that cited a 1988 study that has become something of a touchstone in English Language Arts discussions.
“Experimenters separated seventh- and eighth-grade students into two groups—strong and weak readers as measured by standard reading tests,” Hirsch wrote. “The students in each group were subdivided according to their baseball knowledge. Then they were all given a reading test with passages about baseball. Low-level readers with high baseball knowledge significantly outperformed strong readers with little background knowledge. Hirsch continued
The experiment confirmed what language researchers have long maintained: the key to comprehension is familiarity with the relevant subject. For a student with a basic ability to decode print, a reading-comprehension test is not chiefly a test of formal techniques but a test of background knowledge.
Dan Willingham has a nice summary of the implications in a recent blog post at the Washington Post:
We tend to teach comprehension as a series of ‘reading strategies’ that can be practiced and mastered. Unfortunately it really doesn’t work that way. The mainspring of comprehension is prior knowledge—the stuff readers already know that enables them to create understanding as they read.
Prior knowledge is vital to comprehension because writers omit information. For example, suppose you read ‘He just got a new puppy. His landlord is angry.’ You easily understand the logical connection between those sentences because you know things about puppies (they aren’t housebroken), carpets (urine stains them) and landlords (they are protective of their property.)
The writer could have included all that information. The writer gambled that the reader would know about puppies, carpets and landlords. A writer who doesn’t assume some prior knowledge on the part of her readers will write very boring prose.
What happens if the reader doesn’t have the prior knowledge the writer assumed she had? The reader will be confused and comprehension breaks down.
What this means is that even if a student has mastered “reading strategies” such as identifying the thesis and how it is argued, without any background knowledge in the subject matter, those strategies don’t carry the student very far. Readers without it can’t fill in blanks and pick up subtexts and discern points of view.
This is why, when the American Federation of Teachers issued its Setting Strong Standards report in 2003, it emphasized repeatedly the importance of knowledge in all the disciplines, including English. Some statements are worth repeating here:
—–“a set of standards must embody the knowledge essential to each of the core subjects, and this cannot be accomplished by trying to fit disciplinary knowledge into broad over-arching, non disciplinary categories such as ‘critical thinking’ and ‘problem solving.'”
—–“Strong standards must provide clear guidance to teachers, curriculum and assessment developers, textbook publishers, and others so that one person’s interpretation of the core knowledge and skills students should learn in a particular grade level or education level—elementary, middle, or high school—will be fairly similar to someone else’s.”
—–“English: The basic skills and knowledge that are the foundations of learning how to read (e.g., letter/sound recognition, decoding skills, vocabulary), reading comprehension (e.g., exposure to a variety of literary genres), writing conventions (e.g., spelling, writing mechanics), and writing forms (e.g., narrative, persuasive, expository).”
—–“It is not enough for standards to emphasize the skills students should learn but leave the content to local discretion.”
Hirsch, Willingham, and the AFT are powerful voices arguing against one of the sorriest trends in English Language Arts over the years, namely, the attempt to convert it into a skills discipline that emphasizes cross-disciplinary capacities (critical thinking, “media literacy,” reading comprehension strategies, etc.) and downplays English knowledge.
And what is “English knowledge”? Three things: philology (history and development of the English language); literary history (major periods and movements, major authors and works); criticism (theories of, approaches to, and great examples of interpretation).
In the committee room, however, those knowledges are fraught with tension. English literary history bears exclusions that people don’t like, philology asks for competences that people just don’t have, and criticism seems beyond the level of high school students.
But, counter Hirsch, Willingham, and AFT, without them, we can expect reading scores for high school students to continue as they have since NAEP started tracking them 40 years ago: a more or less flat line.


TK ( Kindergarten )
Students entering kindergarten may bring varied life experiences, social skills and characteristics of physical and intellectual development. They enter kindergarten with a wide range of individual differences.
Sekolah Monte Sienna Curriculum for Kindergarten is focused on the students to learn the skills that set them on the path to become lifelong readers, writers and effective communicators.
Thus the curriculum aims to develop foundational skills that prepare students for learning in all areas such as:
Language and Reading Readiness
Our kindergarten language arts contains numerous learning activities, as well as worksheets and teaching materials that are primarily based on phonics, verbal comprehension, reading fluency, vocabulary building and following instructions. It is in kindergarten that the foundation of beginning skills are taught.
Sekolah Monte Sienna kindergarteners learn through guided lessons, direct teaching that focus on the alphabet and letter sounds, phonetic awareness and rhyming words. Through a series of pre-reading, reading comprehension and prewriting activities students will further develop strategies such as recalling details, drawing conclusions and summarizing stories. Kindergarten culminates with a thorough review of phonics highlighting letter and sound recognition.
Our kindergarten instruction focuses on the development of receptive and expressive language. The students learn to recognize, identify, comprehend and write letters, words and sentences. Students study the sound structure of language and learn how to read and write using real letters to spell out words phonetically.
Physical Development and Movement
Students learn many ways to move through space and respond to their teachers’ instruction to hop, turn, wiggle or be still. Our kindergarten students are taught to use this ability to control their movements, express ideas and respond to different types of music. They also learn to distinguish between everyday movements and dance movements.
Science and Cultural Arts
Whether the child attended preschool or not students bring to kindergarten the spatial, temporal and casual understandings gained from their families and communities.
As early as kindergarten, students of Sekolah Monte Sienna are guided to explore the meaning of good citizenship by learning rules and working together. The students need guidance in understanding the purpose of rules in school and at home and why they are necessary.
In Science, our kindergarten students are allowed to participate to share their ideas and experiences thus providing them opportunities to change and revise understanding of previous knowledge.
The teachers prepare hands – on activities and games for the students to help develop their skills by using their sense of sight, sound and touch. A variety of objects are given to them, to learn how to classify, compare and sort objects.
Our kindergarten students are introduced to the relationship between numbers and quantities and build a foundation for place value as they count, represent and compare whole numbers, initially with sets of objects. Students also describe and model objects in their environment using simple geometric shapes and vocabulary.