As we embrace a new school year and work to create endless possibilities for our students, a focus on identity can help to create a connected learning community. The CASEL framework consists of five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Elements of self-awareness and social awareness support understanding of culture for ourselves and others.
CASEL defines self-awareness as âThe ability to understand oneâs own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize oneâs strengths and limitations with a well-grounded sense of confidence and purpose.â This includes oneâs personal and social identities.
Fresh Teaching Idea:
A simple yet powerful tool to help adults and students express their identity is by writing a âWhere Iâm Fromâ Poem. A well-known version of this type of poem is by poet laureate George Ella Leon. In her âWhere Iâm Fromâ poem, she speaks of her family, her surroundings, childhood memories and hobbies as well as family mantras. It is a beautiful and authentic way to begin to share oneself with others as well as work creatively with language to express personal thoughts and feelings by creating vivid imagery. Iâve done this exercise with my elementary school students. An exceptional collection of work done by middle and high school students is available here. My âWhere Iâm Fromâ poem is below. Yes, I am a child of the 1970s and 80s as you can see! Templates are available online. Although the end result will look different for students of all ages, the intent and the power in the result are the same, itâs an authentic expression of self that when shared will create community by revealing connections, vulnerability, and personal experiences. This is a great activity for the beginning of the year and one that can be revisited at mid-year and as a closing activity.
Itâs also important to focus on the various elements of culture for students and adults so individuals can feel seen, heard, and validated. CASEL defines social awareness as: âThe abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.â We can help students grow their own social awareness by giving them the opportunity to identify and share their diverse backgrounds, cultures, and contexts by simply asking them to articulate the individual pieces of their culture. I created a Google Jamboard to help facilitate this personal identification and sharing in class. You can make a copy of it here, then save a copy to your drive to use. Some of the frames are shown below.
I highly recommend doing these activities yourself when you implement them in your classroom. Sharing your culture and experiences with your students is powerful! Modeling this vulnerable sharing is an authentic teaching tool and will help you build strong connections with your students. When we identify and clearly see our differences as well as our commonalities, we can come together as human beings. This is where the most powerful learning happens. Enjoy embracing your learning communitiesâ culture this year. Please reach out if you have any questions or if you need support: email@example.com.
About the Author: Wendy Turner is the 2017 Delaware Teacher of the Year and taught 2nd grade at Mt. Pleasant Elementary School in Wilmington, Delaware for 12 years. She is passionate about connecting learning in the classroom to the real world. Deeply committed to social-emotional learning, she fosters student growth in compassion, empathy, resilience, citizenship, and growth mindset through dynamic classroom experiences. Additional awards and leadership include being named a Delaware Compassion Champion Awardee, an NEA Foundation Global Learning Fellow culminating with field work in South Africa, a Presidential Awardee for Excellence in Teaching Science and serving as the teacher member on the Delaware State Board of Education for 2 years. Currently she is a full-time faculty member at Delaware Technical Community College in the Elementary Education program.
Give grade K-2 students a strong start in learning to read. Savvas Essentialsâ¢ Foundational Reading provides teachers with everything they need for foundational skills instruction & practice aligned to the #ScienceofReading. Learn more & request a sample: https://t.co/OE0v6PV9rL pic.twitter.com/prZHLKSgxS
â Savvas Learning (@SavvasLearning) July 19, 2022


Toddlers are great at many things, but sitting still and listening for an extended period of time often isnât the biggest strength for children Babyâs age. However, storytime is important for toddlers â itâs a great opportunity for both learning and bonding, as well as a great habit to put in place for later.
The American Academy of Pediatrics advises parents of young children that reading aloud and talking about the pictures and words in age-appropriate books can strengthen language skills, literacy development, and parent-child relationships. Unfortunately, reading alone doesnât make these benefits happen â you have to get and keep your toddlerâs attention first. While itâs perfectly normal for toddlers to want to explore instead of listen, there are a few things you can do to encourage your squirmy toddler to stay more engaged during storytime.
- Make it interactive: Stories made up only of words, for toddlers to listen to passively, can be difficult to use to keep a toddlerâs attention. Instead, look for books that include an element of play. Lift-the-flap books, for example, give Baby the opportunity to use their hands to find different objects and images in the story. Keep them interested by encouraging them to tell you what they have found. Texture books are great, too â they can enjoy exploring the way things feel on each page, and connecting the feelings with the words in the book as you verbalize the corresponding word while they run their hand along the page: soft, bumpy, etc.
- Donât fight the inevitable: During story time, itâs to be expected that Baby will want to get up and move around, so work with them instead of forcing them to sit down. If youâre reading a story about animals, ask them to act like the animal in the story, either by making the sound or crawling on the floor. As long as they are listening and attentive, it doesnât matter much whether they are sitting still.
- Keep expectations reasonable: Toddlersâ attention spans are short, so keep that in mind when youâre choosing books to read. Most books geared toward toddlers are repetitive, rhyming, and, above all, brief. Thereâs a good reason for this. The word-play of these stories is fun and funny for them to listen to, and the fact that these stories are so short allows toddlers to listen along for just long enough before losing interest. Some day, Babyâll be ready for it, but for now, save Gone With the Wind until after bedtime.
- Have fun: Use silly voices, movements, or whatever means it takes to keep them laughing along and enjoying the story. Fun for Baby may mean reading the same two books on repeat, and thatâs okay. Remember, practice makes perfect, and reading the same story night after night gives you plenty of time to perfect those animal noises!
- âHow to Introduce Toddlers and Babies to Books.â Zero to Three. ZERO TO THREE: Foundation for Infants, Toddlers, and Families, February 15 2016. Web.
- âWhy It Is Never Too Early To Start Reading With Your Baby.â American Academy of Pediatrics. American Academy of Pediatrics, 2015. Web.


Art and music programs in public schools provide much more than a break from academics or a fun extracurricular activity. According to the advocacy organization Americans for the Arts, arts education can help kids to stay in and succeed in school. While there is little debate that students who consistently take art and music classes during high school have better academic and personal outcomes, budget cuts often win out and eliminate these programs. From finding other sources of money to private fund-raising, there are ways teachers and families can save the arts in school.
If you think that your child or your school is entitled to have arts education programs, you may need to think again. Although, according to Americans for the Arts, the federal Elementary and Secondary Education Act includes the arts as "core academic subjects," schools may push painting, orchestra, band and other similar programs aside in favor of reading, writing and math classes. In a Common Core survey of 1,001 third- through 12th-grade educators, 66 percent of teachers believe that subjects such as the arts are being downsized due to an overwhelming emphasis on language arts and mathematics. Between the increasingly higher importance on the more "academic" subjects and less money to spend on education, it isn't surprising that schools are seeing major cuts to art and music programs.
Before jumping to the conclusion that arts funding equals money for supplies or equipment, keep in mind that professional development opportunities provide a valuable tool for teachers to learn about new methods and best instructional practices, Cuts in art and music programs often mean that teacher training is eliminated due to a lack of funding. Instead of throwing in the towel, schools, administrators and individual educators can apply for grants that go directly toward professional development funding. If your school won't pay for a workshop at the local art museum or to have a professional musician come to in-service training, the U.S. Department of Education's Arts in Education program for Professional Development for Arts Educators provides thousands of dollars -- the individual amounts vary depending on the school, program and availability of funds -- for teacher training. Additionally, smaller grants and awards, such as the National Art Education Association's $2,500 Ruth Halvorsen Professional Development Grant, can help out when budget cuts come into play.
When schools threaten to cut art and music from the curriculum, it often means there simply isn't enough money to pay teachers and buy supplies. One solution to arts program cuts is to find alternative sources of funding. Similar to finding funding for professional development, government and private grant money can help to keep a fragile arts program afloat. For example, the National Endowment for the Arts provides funding for art education programs that are standards-based and reach children ages 5 through 18. Likewise, other organizations -- for instance, the National Art Education Association -- offer funding, such as the Teacher Incentive Grant, for educators to use for implementing and assessing school art programs.
Private Sources and Fundraising
What happens if your school cuts its arts funding and you can't find a grant that fits your needs? Don't discount your own fundraising efforts or your ability to find funds from private sources. Start small with a student-led community effort. For example, if the school cuts the funding for your art club -- leaving you no money to take an annual trip to the museum -- stage a community art show and auction off the student's work to solve your problem. Take a look at how the PTA, sports associations and other school-related groups get together and raise funds, and learn through their efforts. Sell candy bars, have a car wash or throw a fundraising event to contribute to your school's art and music programs. While these methods most likely won't pay a teacher's salary or buy the band all new instruments, they can help to supplement a dwindling budget or allow the students to participate in arts-related activities such as competitions, recitals and field trips.
Based in Pittsburgh, Erica Loop has been writing education, child development and parenting articles since 2009. Her articles have appeared in "Pittsburgh Parent Magazine" and the website PBS Parents. She has a Master of Science in applied developmental psychology from the University of Pittsburgh's School of Education.


ERIC Number: EJ1049415
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Singing Video Games May Help Improve Pitch-Matching Accuracy
Paney, Andrew S.
Music Education Research, v17 n1 p48-56 2015
The purpose of this study was to investigate the effect of singing video games on the pitch-matching skills of undergraduate students. Popular games like "Rock Band" and "Karaoke Revolutions" rate players' singing based on the correctness of the frequency of their sung response. Players are motivated to improve their scores each time they play. In this experiment, I tested undergraduate non-musicians' (N = 33) pitch-matching ability before and after playing one of these games for 10 minutes. Acoustical analysis revealed a significant difference between pre- and post-test scores. These data suggest that playing the video game for 10 minutes may have produced an immediate, observable change in pitch-matching scores. Music teachers regularly teach students how to develop pitch-matching skills. Games like the one used in this study may add to the tools used in that process.
Descriptors: Singing, Music Education, Intonation, Accuracy, Video Games, Music, Scores, Pretests Posttests, Undergraduate Students, Acoustics, Teaching Methods, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A


Puppetry-Based Learning and Childrenâs Holistic Development
Keywords:Puppetry-Based Learning, Children Holistic Development
Puppetry in early childhood care and education enhances and entices children to participate in play and learning activities. Children learn a variety of skills, knowledge, think creatively and develop their talents and experiences. The purpose of the study is to draft a puppetry-based learning conceptual framework and the perception of early childhood educators on the application of puppetry-based learning, which encompasses puppet crafts, pretend play with puppets, puppet shows and storytelling with puppets, the purpose being to enhance childrenâs holistic development. One hundred early childhood educators were selected from the government and private early childhood centers around Kuala Lumpur. The research data were collected through a questionnaire survey and were analysed using independent sample t-test and one-way ANOVA. Results showed that early childhood educators have a positive perception towards the usage of puppets in supporting childrenâs creativity and imagination, intellect, language and communication, social and emotions, physical, moral, spirituality and values development. The findings of the study supported the hypotheses that the perception of early childhood educators according to the status of center and experience in care and education at the early childhood center were not significant. Early childhood educators have a positive perception of the application of puppetry-based learning in supporting childrenâs holistic development. Puppetry-based learning has given a positive impact based on the puppetry activities to be used in supporting childrenâs holistic development. Educators, parents, resident artists and curriculum developers play an important role in promoting and preserving puppetry-based learning.
Abdul Khalek, A. (2019). Exploring The Use Of Project-Based Learning On Student Engagement At Taylorâs University, Malaysia (12 - 20). Jurnal Pendidikan Bitara UPSI, 5(1), 12-20. Retrieved from https://ejournal.upsi.edu.my/index.php/JPB/article/view/2403
Caganaga, C. K., & Kalmis, A. (2015). The role of puppets in kindergarten education in Cyprus. Open Access Library Journal, (2), 1-9.
Compton, B. (2016). Children use art, puppetry to express themselves. Health Progress, 86-87.
Hikmah Nur Insani. (2017). The use of puppet in teaching speaking to young learners. Proceeding of the CONAPLIN and ICOLLITE, 683-688).
Ivon, H. (2014). Features of childrenâs play and developmental possibilities of symbolic puppet play. Croatian Journal of Education, 16 (1), 161-180.
Korosec, H. (2012). Playing with puppets in class-Teaching and learning with pleasure. In Kroflin, L. (Eds.). The power of the puppet (pp. 29-45). Zagreb: The UNIMA Puppets in Education, Development and Therapy Commission.
Korosec, H. (2013). Evaluating study of using puppets as a teaching medium in Slovenian schools. Sk. Vjesn., 62(4), 495-520.
Kroflin, L. (2012). The role of puppet in language teaching. In Kroflin, L. (Eds.). The power of the puppet (pp. 46-62). Zagreb: The UNIMA Puppets in Education, Development and Therapy
Kroger, T., & Nupponen, A-M. (2019). Puppet as a pedagogical tool: A literature review. International Electronic Journal of Elementary Education, 11 (4), 393-401.
Loy Chee Luen, Nordin Mamat, Nor Mashitah Mohd Radzi & Sopia Md Yassin. (2017). Observation instrument to evaluate early childhood educatorâs teaching strategies using creative arts. International Journal of Academic Research in Business and Social Science, 7 (4), 2222-6990.
Loy, C. L. (2021). Puppetry activities in early childhood programmes. Southeast Asia Early Childhood Journal, 10, 89-96. https://doi.org/10.37134/saecj.vol10.sp.8.2021


Indoor and outdoor air pollution poses an important health threat to children. Exposure to air pollution may cause various acute and chronic respiratory diseases, and affect neurodevelopment and cognitive functions in children. To evaluate the impact of air pollution on childrenâs health, we will conduct a study to examine the effect of prenatal and early childhood exposure to air pollution on development and respiratory health in the first 3 years of life among a birth cohort in the Greater Taipei area. We will recruit 500 cohort children and evaluate their physical growth, gross and fine motor skill development, cognitive and language development, and respiratory diseases. We will establish a proper method to evaluate the spatiotemporal distributions of outdoor air pollutants in the Greater Taipei area using geographic information system and land-use regression. The method will be applied to estimate air pollution exposure of the study children during pregnancy and in the first 3 years of life. We will also apply a nested case-control design within the cohort. One hundred and five children in each of the normal and delayed development groups will be selected to conduct indoor and outdoor environmental samplings of their residences. The results of actual environmental measurements will better characterize childrenâs air pollution exposure and health risks, and will be used to validate the developed air pollutant predictive method. We will use multiple regressions to examine the relationships between exposure to air pollution and the development and respiratory health of children. The results of this study will provide the impact of prenatal and early childhood exposure to air pollution on the development and respiratory health in the first 3 years of life among children. Our study will also provide essential information to promote child health and to decrease government health expenditure.
|Effective start/end date||8/1/16 â 10/31/17|
- Air Pollution
- Child Development
- Land Use Regression
- Respiratory Diseases
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.


Using Newspaper Archives in Upper Elementary Education a Good or Bad Idea for Teaching Indigenous Perspectives? Â¶
By: ChantelleDawn on Oct. 22, 2021, 5:09 p.m.
I recently explored newspaper archives and I found an abundance of articles written about Indigenous people's in Canada from the mid 1700s. These articles are haunting and reveal how Indigenous people were seen, described, and treated throughout Canadian history. I find myself wondering if using some of these articles in upper elementary (middle school) would be too early; mainly because the language they use is highly inappropriate. I find myself on the fence about it, our children learn respectful language early in life but I am concerned that introducing these articles may provoke racial slurs rather than diminish them (considering adolescents find humour in everything, it is embedded in their development after all).
If anyone has any advice for me on this, please comment!


Brain Games for Healthy Development in Early Childhood
In todayâs time, kids and parents actively play and explore online games. Mobile phones and laptops have created a tech-friendly play environment for children. But does it help with a childâs brain development?
*Guest post. Post may contain affiliate links. Disclosure can be viewed here.
Brain development in children begins right from birth. According to Neuroscience, early childhood is the most remarkable time for a kidâs brain development.
The early years are critical for the foundation of the childâs brain to learn, think, and develop. It is influenced by factors like a childâs surroundings, experiences, and relationships. Families play an important role in the brain development of children. Therefore, parents are encouraged to play fun brain games with kids to enhance the process of a kidâs brain development at an early age.
Brain games are important for the kids as it stimulates the brain system to solve a problem.
Hereâs how mind games help with brain development in children:
- Analytical Thinking
- Spatial Awareness
- Conceptual Learning
- Lateral and Critical Thinking
- Linguistic Enhancement
- Decision Making
All these factors shape the brain and create positive learning for a child.
The most exciting part about playing these games with kids is that they will never say âNOâ to games!
Here is a list of some interesting brain development games for children to play:
Children love to play with colors and shapes. Playing with blocks is easy for kids. Pick a block, let the child explore the color, shape, and form something from their imagination.
2. Scavenger Hunt Games:
Itâs an easy, interactive, and inexpensive game for kids in which parents can list down a few things and ask kids to search for them.
Playing puzzles with kids helps in spatial reasoning as they take pieces to complete a particular chosen picture/image.
4. Obstacle Courses:
The obstacle course is a game for kids to think creatively and cross the obstacles. Kids learn to think critically, solve problems, plan and coordinate. Create an obstacle for kids by placing series of things in your living room and let the kid play it creatively.
5. Role-Playing Games:
Playing role play games help kids enhance their communication skills. Parents can pick a character from any book, discuss the dialogues, and then kids can play the assigned role.
6. Improvisation Games:
Improv is an easy and fun-filled game. It improves kidsâ confidence, brainstorming ability, decision-making skills, and learning skills.
Storytelling is a great way for kids to learn something new, be attentive, stay focused, and improve vocabulary. With storytelling, kids learn to remember the characters, set event sequences, and get curious to know what will come next. Kids can connect dots and create meaning.
8. Phonics Games
Kids and parents can play phonics games anywhere! It helps the kids in improvising their decision-making skills and build confidence.
9. Memory Games
Memory games are highly recommended for a kidâs brain development. It helps the kid focus better, improve attention and concentration level, work on visual memory and boost cognitive functionality.
10. Math Games
Math games are simple math skills-based games like number counting, greater than/lesser than, addition/subtraction to improve kidsâ numeracy skills.
Lumosity is a science-based, fun-filled game in which you can give your kid a series of about 60 tasks to do to test their memory skill, type of reaction, attention, and problem-solving skills.
Maze is a game that kids can play wherever they like. With their eye coordination and problem-solving abilities, kids find the exit to the path.
13. Board Games
Pictionary is a game of visualization and it improves the logical reasoning of kids. Take a Pictionary board, draw something and let the kid guess the word using interpretation skill.
Chess is an interesting game of logical reasoning. It increases the IQ level of the child. Teach them the moves, let them learn various tactics, and apply reasoning while playing.
When kids play mind games, they get involved in the process of learning new things creatively. Kids learn to solve problems, focus better and ultimately improve at every level. Even if they lose the game, the importance of playing brain-storming games is that they are always developing.


The upper primary offers Kenyan 8.4.4 system of education. At the end of the eighth year students sit for KCPE exams. The subjects undertaken are: English, Social Studies , Science, Maths, Christian Religious Studies, Computer and Life Skills. The teaching approach emphasis on practical learning and not route learning and recall. The studentâs go for field trips to the Kenyan parliament and even the local Magistrateâs court.
The lower primary has adopted the new competency based curriculum. The subjects taught include: Mathematics, English, Environmental, hygiene and nutrition, Kiswahili. The activities and practical learning approach enhance learning. In this section we emphasize on each childâs literacy and numeracy skills. We are cognizant that this is the foundation of all future learning.


Discovery Research K-12 Model Of Research-based Education for Teachers (MORE)
In September 2011, the National Science Foundation funded a $3 million, five-year study at WWU, called Model of Research-based Education (MORE) for Teachers. The purpose of the study was to examine how WWU prepares elementary teachers to teach science. NSFâs DRK-12 program funds research projects around the country to âstudy the development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models and toolsâ. WWUâs innovative model to prepare elementary teachers to teach science includes course-work grounded in current research in education and cognitive psychology about how people learn, as well as a year-long internship.
MOREâs research helped WWU better understand the impacts of its elementary science teacher preparation program on important beliefs, knowledge, skills, and instructional practices. MOREâs research included four studies that isolated different components of the elementary science education program at WWU, and represented the continuum for preservice teachers, from their initial science content courses through their first few years of teaching. The four overlapping studies examined the following:
1) Impacts of the new science content sequence for elementary PSTs,
2) Effects of mentorship during the science practicum,
3) Impacts of the research-based science methods and practicum sequence, and
4) Science instruction of recent graduates from WWUâs elementary education program.
For more information explore the following documents or contact:


- Repetition Counts
- Consistency and Rigor Matter
- More Assessment Opportunities are Better than Fewer
- Prompt Feedback and Specific Grading Are Important for Learning
- Involve Students in Finding Examples
- Have Fun!
We chatted with Dr. Melissa Hoag on making music theory fundamentals musical, fun and relevant. She shared these six tips from her chapter "Putting the Music in 'Music Fundamentals'" in The Routledge Companion to Music Theory Pedagogy. To hear each one explained (and more), listen to the full episode on Putting Music in âMusic Fundamentalsâ with Melissa Hoag:
In 1885, Hermann Ebbinghausâ study of learning and memory resulted in the forgetting curve hypothesis â the moment you learn something, you have a 100% chance of getting it right, but if no attempt is made to retain the information, that chance quickly plummets with time. Each time we review a fundamental, or ask a question on a test, itâs a moment of learning that brings the students back up to 100%, and the curve falls at a more shallow rate with each moment of review. If fundamentals never leave, if we review and reassess topics already addressed, we significantly decrease the rate of forgetting, and conversely, increase the rate of retention for those topics.
Consistency and Rigor Matter
Hold the students to a consistent, high standard, and they will meet it. But if you only hold students to mediocracy, they will only meet that. Right from the start, be specific and consistent. Sharps have to be centered on the correct line. They don't need to be beautiful, but accurate. Students know if they donât have a good grasp of music theory, and they donât want to feel unprepared.
More Assessment Opportunities are Better than Fewer
Give students lots of assessment opportunities, rather than one behemoth, terrifying do-or-die test situation. Repeated chances means ample opportunities to raise a grade, demonstrate strengths and find and improve on weaknesses.
Prompt Feedback and Specific Grading Are Important for Learning
Try to turn things around by the next class period, so students have time to get feedback to improve before the next assignment is due. Better yet, turn to technology, like uTheory, for automatic grading, immediate feedback and individualized practice, so students donât have to wait two days to find out whether they've written that scale correctly.
Involve Students in Finding Examples
Using music that your students are listening to is a great way to engage them. Ask your students for their current favorite music, and take a few minutes to listen and analyze it as a class. Better yet, tell students what to listen for, and invite them to bring those examples to you. It takes just a few minutes out of class, but it really helps the students feel engaged and know that you care about what they're interested in. And it's also a really easy way to diversify what you're teaching, or at least keep up with popular music.
Use puns. Be silly. Use games. Be approachable. Use diversity of repertoire. Donât just read, write and drill without applying it to real music. Invite the students to engage their own musicianship. We want students to discover how interesting and fun music theory is. Allow students to find the joy and excitement that comes with learning music theory.
Notes From The Staff is a podcast from the creators of uTheory. Join us for conversations about pedagogy, music theory, ear training, and music technology with members of the uTheory staff and thought leaders from the world of music education. Subscribe to Notes From The Staff on iTunes or wherever you get your podcasts.


Technology, along with 21st century skills, plays an important role in the lives of students today. Our school is committed to improve student achievement in the use of technology through its integration in all subject areas. Our teachers encourage their students to use technology tools available in our school and, particularly, to use them to present ideas, enhance creativity, organize thoughts and communicate effectively in a variety of ways.
Our goal is to give our students the knowledge, attitude and skills necessary to become computer literate and to be safe online.
During their time at RC MacDonald Elementary students will have opportunities to engage in coding and problem solving using Sphero, Micro Bits and Mine Craft Education.
All families will be introduced to our online learning platforms at the beginning of the school year. In the event there is remote learning we will be using Microsoft Teams and /or Fresh Grade as well as supplementary online subscriptions to support students with ongoing practise in literacy and numeracy skills.


Computer Use Leads to Poorer Learning Outcomes
(Please see a previous post on this blog right after the OECD study was published: "Technology Can Amplify Great Teaching But Not Replace Poor Teaching")
In Students, Computers and Learning, the OECD (Organisation for Economic Cooperation and Development) reports that basic literacy and numeracy skills must come first before students are able to benefit from technology. The use of computers and smart devices both inside and outside the classroom correlates with lower scores in both reading and math. And even top-performing countries like Singapore are showing this trend.
|Above copied from|
The Straits Times
The OECD report on how computer usage correlates with learning outcomes is summarized in the following figures (all are copied from Students, Computers and Learning):
The negative correlation is significant and when one looks at the frequency of computer usage, the trend becomes clearer even in the new testing area of digital reading:
Mathematics is likewise negatively affected by the use of technology:
Computers obviously can never be a substitute for effective teaching.
And in the past, I did spend my own money to provide computers to elementary school classrooms in the Philippines. I was part of a non-government organization that wanted to help schools in the town of Paete, Laguna. My objective, however, at that point, was not about teaching students computer skills. My goal was to encourage collaboration between students, teachers and parents, which could be made easier with the internet. It takes basic skills to use the internet wisely. Browsing needs to be smart since there are now so many pages on the internet that carry wrong information. Technology can still help improve learning in classrooms, but not in a way where it replaces the teacher. The OECD's summary of their findings are worth keeping in mind:


Throughout the Democratic Republic of Congo (DRC), millions of children face significant economic and socio-cultural barriers to accessing quality education. The COVID-19 pandemic significantly worsened these pre-existing challenges. In order to address these barriers, the Ministry of Education knew they needed to find an innovative and sustainable way to support school-aged youth and improve access to education.
The Ministry of Educationâs data-driven solution used KoboToolbox to collect up-to-date information across the education sector, creating the first database of all primary and secondary schools in the country. This database provides a clear view of the logistical and operational needs of schools across the country. Using the information collected with KoboToolbox, the Ministry of Education can more effectively organize and monitor the distribution of school materials throughout the DRC.
The DRC Ministry of Education was faced with the challenge of distributing school supplies to institutions across the country. However, without a reliable database of schools, there was no way to effectively organize the distribution process. They knew they needed a solution which would offer ongoing, accurate data about the countryâs approximately 63,000 primary schools and 25,000 secondary schools.
With support from the World Bankâs Geo-Enabling initiative for Monitoring and Supervision (GEMS) capacity-building program, the Ministry of Education selected KoboToolbox as the primary data collection tool for the Quality and Relevance of Secondary and Tertiary Education Project (PEQPESU). The project would use KoboToolbox to geolocate all secondary education facilities in the country and record detailed indicators of individual schools to improve access to quality education in the DRC.
Before data collection could begin, the GEMS team first provided training on how to use KoboToolbox to three staff members from the PEQPESU Project Implementation Unit (PIU). The PIU staff members then trained 40 of their colleagues at the Ministry of Education, who in turn trained 400 supervisors and enumerators at the provincial level. Enumerators were trained specifically on how to use KoboToolbox on tablets to collect geolocation data. By using a training of trainers approach, the project was able to effectively transfer knowledge and quickly build capacity in critical data collection skills.
Using KoboToolbox, the PEQPESU team completed the initial data collection process in just three months and generated a detailed database of over 25,000 secondary schools in the DRC. As a result of having access to reliable data, they were able to identify the schools offering scientific curriculums and distribute the necessary lab kit supplies to support student learning.
Over the subsequent two months, the team used KoboToolbox to compile geospatial coordinates, photos, and granular indicators of 25,116 secondary schools. Using the data collected, the team analyzed the distribution of the teaching force by subject, school, cluster, province, and sub-province.The time, cost, and means of transportation required to access each secondary school was determined. The team also identified the student population disaggregated by gender for each grade and collected the contact information for the head of each secondary school. Based on the available data, they were able to determine that 82% of secondary schools have access to one or more mobile networks. Surpassing the targeted 4,500 schools, the team identified 8,000 schools offering math and science curriculum options. With the detailed data collected and analyzed, the project was able to highlight the schools in dire need of construction or rehabilitation, enabling the targeted distribution of supplies.
Since the initial round of data collection, the PEQPESU project team has used KoboToolbox to successfully map out the majority of primary, secondary, and kindergarten/maternal schools in the DRC. The result is a detailed database and interactive map that can be used to identify service delivery gaps, plan interventions, and coordinate across agenciesâall helping to reduce the barriers to education across the DRC. As part of the Ministry of Educationâs continued efforts to find innovative opportunities to improve access to quality education, the database will be used to implement the new DRC education project which aims to make elementary education free for all school-aged youth in the country.


Robert Delaunay is an outstanding French artist of the early 20th century. The paintings of Robert Delaunay are distinguished by a special look at the essence of pictorial creativity. The genius worked in various genres of fine arts, together with his wife he became the founder of the avant-garde style of Orphism.
Biography of Robert Delaunay
Robert Delaunay, a native of Paris, was born on April 12, 1885. The father and mother of the child divorced early, and the upbringing of the boy fell on the shoulders of his uncle. It was he who contributed to the emergence of Robertâs love for painting. The uncle was a traditional artist, because of this, creative differences often arose with his nephew, who gravitated towards a different style of drawing. From a young age, instead of depicting predictable subjects, Robert preferred bold experiments in the spirit of avant-garde.
Robert Delaunay did not have a chance to receive a special art education, but he had a subtle color perception. This was facilitated by the fact that from childhood the native Parisian lived in an atmosphere of the sun and bright colors.
In the early creative period, the great Paul CÃ©zanne had a great influence on the young painter, Robert became interested in impressionism and post-impressionism. Then, in 1912, he joined the Golden Section creative group, which united adherents of cubism. The artist paints a series of paintings depicting the urban landscape. Dissected forms here fit organically into expressive dynamic compositions.
But unlike the famous Cubists, Delaunay does not accept linear drawing.
He tries to avoid lines, break them, delimit images without using a contour. The master became interested in coloristic technique: he created forms on his canvases by correlating differently colored planes, and he formed the space thanks to tonal inconsistencies.
In 1910, after military service, Robert Delaunay got married. His chosen one was the artist Sonya Turk, Russian by birth. Soon the couple had a son, Charles. The couple were together until the death of the painter. This marriage became a catalyst for two creative people: Sonia enriched Delaunayâs color palette, and he introduced her to the world of abstraction. Spouses-painters came up with an unusual artistic concept.
Their avant-garde trend, a special kind of cubism, they poetically called âOrphismâ in honor of the mythological hero â the legendary musician Orpheus. This painting was based on movement. Dynamics was obtained due to a combination of contrasting tones. Images arose from color combinations, organized in a special way. The circle was the most popular form on the canvas, within it new juicy colors were connected and appeared.
Since 1912, the young artist focused on non-objective painting.
Together with his wife, he developed the concept of simultanism (translated from French as âsimultaneousâ). It meant the interpenetration of the depicted objects, which was achieved through the play of light and color, an example of such creativity is the compositions of the âWindowsâ series. Many of Delaunayâs abstract works exclude metaphysical and psychological interpretation. In some works, abstract elements are combined with figurative forms.
Delaunay worked on previously discovered motifs In the 1920s, one of them was the image of the Eiffel Tower, he also paints portraits of friends. In the 1930s, the master again pays key attention to abstraction, his works are built on a group of circles, bright colors rotate inside them. The artist is also engaged in the creation of printed graphics, including posters, and prepares exhibits that adorned the World Exhibition held in 1937 in the French capital.
The last years of the artistâs life
In connection with the outbreak of the Second World War, Delaunay moved to the provincial Auvergne. By that time, his oncological disease had progressed, and on October 25, 1941, the painter died.
Robert Delaunay strove for perfection throughout his creative life, which he tried to embody with the help of color. The master achieved his goal, although illness and war prevented the further development of his work. Delaunayâs works are kept in museums all over the world, and the National Museum in Paris even assigned an entire hall to the work of this outstanding artist.


Who created the national core arts standards?
the National Coalition for Core Arts Standards
The Core Arts Standards were created by the National Coalition for Core Arts Standards (NCCAS), a partnership of ten national arts and education service organizations.
How do I cite the national core art standards?
Citations and Attribution. Citations and attribution should appear as follows: For the National Core Arts Standards State Education Agency Directors of Arts Education. (2014). National Core Arts Standards. Dover, DE: State Education Agency Directors of Arts Education.
What is the anchor standard 3 of visual arts?
Anchor Standard 3: Creating-Refine and complete artistic work. Enduring Understanding: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
When were the national core arts standards created?
On June 4th, 2014, the National Coalition for Core Arts Standards published the first revision to the national arts standards in twenty years.
What is the difference between visual and media arts?
Visual Arts, as defined by the National Art Education Association, include the traditional fine arts such as drawing, painting, printmaking, photography, and sculpture; media arts including film, graphic communications, animation, and emerging technologies; architectural, environmental, and industrial arts such as â¦
What are the three artistic processes?
Performing / Presenting / Producing Performing (dance, music, theatre): Realizing artistic ideas and work through interpretation and presentation. Presenting (visual arts): Interpreting and sharing artistic work. Producing (media arts): Realizing and presenting artistic ideas and work.
What are the 4 art processes?
The 2014 National Core Arts Standards for the Arts (Dance, Media Arts, Music, Theatre, and Visual Arts) focus on nurturing Artistic Literacy through student engagement in the four Artistic Processes of Creating, Performing/Presenting/Producing, Responding, and Connecting.
What are the core arts standards?
â Anchor Standard #7. Perceive and analyze artistic work. â Anchor Standard #8. Interpret intent and meaning in artistic work. â Anchor Standard #9. Apply criteria to evaluate artistic work.
What are the Common Core Standards for art?
â Anchor Standard #4. Select, analyze and interpret artistic work for presentation. â Anchor Standard #5. Develop and refine artistic techniques and work for presentation. â Anchor Standard #6. Convey meaning through the presentation of artistic work.
What are National Arts standards?
the creation of art that meets the highest standards of excellence; learning in the arts at all stages of life; and the integration of the arts into the fabric of community life. âThe National Endowment for the Arts is proud to support arts projects like
What are the Common Core ELA standards?
ELA Common Core Standards. âThe Common Core standards asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what theyâve read.


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


Here at the Suzuki Music School, we prefer to start all pre-school aged children in our early music education classes to give them a good musical foundation before they move on to an instrument. Once they have this foundation, which includes listening to the music they will first learn to play on the piano, they are prepared to move on to the instrument. Children who begin in our infant or pre-school music programs can start playing the piano as early as four years old. Children who have not been in our pre-school music program and are five years and older can begin lessons on the piano. About the Suzuki Method | Suzuki Association of the Americas
One of the core principles in the Suzuki method is the participation of one parent during the lessons. This parent becomes the 'Home Teacher'. The home teacher is responsible for:
One does not need a musical background to be the home teacher. All that is required is the desire to provide your child with the support and encouragement to succeed. If the parent is interested, they are welcome to study the instrument along with their child. A basic introduction to the instrument will be provided to each home teacher.
Tamma, age 9, performing Invention No. 8 in F Major by Johann Sebastian Bach at Chamber Music Central in Fairfield, CT. Summer 2021
Beginning students start with a thirty minute lesson. The school offers forty five and sixty minute lessons for more advanced students. The first lessons are for the parent so that they may learn the beginning steps and be able to help their child when they begin lessons.
We invite you to come and observe our lessons and classes. This will give you the opportunity to see how we teach and answer any questions you may have about the school. Contact us from our contact page and request to schedule an observation time. Please tell us which instrument you are interested in and an appropriate observation will be scheduled for you.
All of our students learn to read music. It is a fundamental skill that is necessary for all musicians. Music theory is introduced to three and four year olds in our pre-school music programs. Reading is introduced once the student has established a basic technique and good posture at the instrument. Once the student does begin reading, it will become a part of their daily practice.
The length of practice time is different for every student. For pre-school children, it can be as short as two or three minutes daily. We never force a child to practice longer than their ability to stay focused. For the very young, it is preferable to have several short practice sessions each day. As the students grow and mature, practice sessions will lengthen. Your teacher will guide you in determining the proper amount of time your practice sessions should be.
Listening is crucial to all musicians. As the children will first learn to play by ear (before reading is introduced), they will need to internalize the music they are going to learn. The amount of listening differs for each child. When the child is able to hum the tune, they will be able to play it on the instrument. It is important to establish the habit of listening at the very beginning of your musical experience. Students who listen daily, learn their pieces more quickly.


A Music Professor is a professional who teaches music in various educational settings, including universities, colleges, and conservatories. This position requires extensive knowledge and experience in music theory, performance, and history. A Music Professor job description typically involves creating lesson plans, designing curricula, and grading student work. Professors also engage in research and scholarship, publish academic articles and books, and participate in professional conferences and organizations. As educators, they work to inspire and challenge their students, encouraging them to improve their musical abilities and develop their own unique style. Music Professors may also conduct ensembles or orchestras and participate in community outreach programs. This type of position typically requires a degree in music or a related field and several years of teaching experience. Music Professors play a vital role in cultivating cultural and artistic appreciation in the next generation.
To become a music professor in education, you usually need a whole bunch of education and experience. First and foremost, you'll need a master's degree in music or a related field, and a PhD can be a plus. It's also important to have experience teaching music at educational institutions. Some universities hire professors based solely on their academic credentials, while others prioritize applicants with both academic and practical experience.
In addition to education and experience, it's essential to have a passion for teaching and a deep knowledge of music theory and history. Music professors are responsible for instructing students in various aspects of music, such as composition and performance techniques, so they must be skilled communicators and have excellent listening and feedback-giving abilities.
Overall, being a music professor requires a lot of education and experience to excel, as well as a genuine love for music and teaching.
Music Professor salary range in the U.S. can vary widely depending on factors like experience and location. According to payscale.com, the average salary of a Music Professor in the U.S. is about $66,000 per year, with a range of $39,000 to $124,000 depending on the years of experience, location and institution type. Music Professors who have extensive experience can earn up to $124,000 annually. In other countries, Music Professor salary ranges may also vary like in the UK, where the average Music Professor salary is Â£44,000 per year, according to jobs.ac.uk. Salary ranges may also vary by institution type and location.
Music professors have a promising career outlook in the next 5 years. According to the Bureau of Labor Statistics, the demand for postsecondary teachers, including music professors, is projected to grow by 9% from 2019 to 2029. This growth is due to an increase in student enrollment at colleges and universities. Additionally, music professors can expect to have job opportunities in private music schools, music conservatories, and community colleges.
As technology advances, more universities are offering online music programs, which creates more opportunities for music professors to teach in a virtual setting. This can also lead to more job flexibility.
In summary, the career outlook for music professors is growing, with various job opportunities in higher education and private institutions. As the demand for music education increases, there will be a need for qualified music professors to teach the next generation of musicians.
Q: What exactly does a Music Professor do?
A: A Music Professor teaches students the theory, history, composition, and performance of music.
Q: What kind of education and experience do I need to become a Music Professor?
A: To become a Music Professor, you typically need a master's or doctoral degree in music and years of experience as a performer, composer, or teacher.
Q: What are some typical daily tasks of a Music Professor?
A: A Music Professor's daily tasks may include teaching undergraduate or graduate classes, grading assignments and exams, conducting research, mentoring students, and preparing for classes.
Q: Do Music Professors work in a specific setting or location?
A: Music Professors may work in colleges, universities, music conservatories, or high schools. They may also work online or as private instructors.
Q: What is the job outlook for Music Professors?
A: The job outlook for Music Professors is positive, with employment opportunities growing at an average rate. However, competition for tenured positions is fierce, so obtaining a doctoral degree is often necessary to secure employment.


Painting is an important aspect of German culture and the country has produced some of the most famous painters in world history. Known for their artistic style, Malen nach Zahlen eigenes bild German artists have been influenced by many different art movements over the years. Some of these include Romanticism, Neoclassicism, and Impressionism.
Romantic painters such as Caspar David Friedrich and Albrecht Durer are among the most famous German artists of all time. They combined art with religion, the afterlife, and loneliness to create stunning paintings.
The Wanderer above the Sea of Fog, from 1818, is considered one of the most famous pieces of art in the world. The painting is full of symbolism, depicting the enduring desire to travel and the loneliness that comes with it.
This picture is also an important example of the early Renaissance era, which centered around Christian beliefs and the idea that art can be a tool for spiritual growth. The painting was created by the Nuremberg painter Albrecht Durer, whose work reflects the influence of Leonardo da Vinci and Raphael.
While he is best known for his religious works, Durer also painted portraits of other people. This is the case with this self-portrait of himself, which has a pose that was only reserved for portraits of Christ and royalty at the time.
Despite his scholarly background, Durer is regarded as one of the most realistic painters in Europe and has earned him the nickname âThe Leonardo of the North.â
Although some critics have pointed out that he is more of a figurative painter than a landscaper, this does not change the fact that he is a master of the craft. He is known for his ability to capture the details of a scene and his use of bright colors.
He was also a skilled woodcut artist, producing countless images of saints and holy figures. He was a master of this form of art, and his work is still used as a reference today.
Another influential movement in German art history was Nazarene, which focused on religious values and honesty in art. These painters were opposed to neoclassicism and sought to create paintings that reflected the moral values of Christianity.
These artists were also opposed to the routine art education that was provided in their time. This is why they sought inspiration from the Renaissance and other painters of the past.
Some of the most well-known contemporary German painters include Gerhard Richter, Georg Baselitz and Andreas Gursky. All of these painters are known for their ability to explore the human form and a range of different subjects.
The New German Painting: A âNostalgia Industryâ
In the wake of the Second World War and the unification of Germany, artists were increasingly looking to the past to inform their future work. A new body of German painting emerged in the 1970s and 1980s, with its underlying theme involving the concept of German history.
The new painting was referred to as âNew German Paintingâ and was viewed by some critics as catering to the growing nostalgia industry that had taken hold in post-socialist Germany. However, the broader debate on this new body of painting has not considered its social-political implications in any detail.


The Scots College Music Department is striving to become a world leader in the delivery of music education programs for boys.
Our Department provides a context, a safe environment, and expert guidance for every boy to develop a deep love for, and value of music regardless of their existing skill level or future musical aspirations. We engage boysâ imaginations and foster their creativity through tangible experiential learning opportunities. These opportunities guide boysâ investigation of music as a form of self-expression both for individuals and in teams. We firmly believe that there is a place for music in every boyâs life, and that creative, tangible music-learning experiences are both life changing and God honouring.
The education within Music Department is based on three pillars: solid private music tuition in one-on-one lessons, ensemble participation with expert directors, and classroom education making explicit the musical foundations of music theory and musicianship. All three pillars interrelate to produce a holistic music education for all students.
Ensemble participation is aimed at educating the whole student and has great benefit for boys, including:
Social and emotional well-being
While we may spend many hours practicing and mastering our own instrument, the best memories of making music are always of making music with others, as an ensemble. The best way to be engaged in any activity is to share it with others. By joining an ensemble, you are joining a community of musicians. You make friends, share the joy of making music together, and peer teach each other. Within an ensemble students make friends with like-minded musicians and forge deep, long lasting relationships.
Ensemble playing is more than the sum of its individual parts. Playing in an ensemble allows students to develop team skills, sacrificing oneâs ego to benefit the team. Whether students have the melody or harmony, students learn to listen and non-verbally communicate with each other to create music as a team. Skills learnt include learning balance, intonation, rhythm and performance etiquette in a group setting.
Watching a conductor
The conductor is the ensemble leader who brings all parts within a band or orchestra to work as a whole. In order for the conductor to do this, students need to learn how to interpret and respond to the conductorâs gesture and other means of communication. For example, students will learn the importance of following the conductorâs beat patterns and following the tempo.
Reinforcing what is learnt in private lessons
General technique is taught within one-on-one lessons but what ensemble playing can do is reinforce this technique. Even more important is that students can better understand the reason for having learned the technique thus allowing them to be more engaged and motivated to further their technique and musicianship.
Often musical analysis is taught within musical concepts such as structure, dynamics, expressive techniques, tone colour, pitch, rhythm. These foundations of music, taught in music classrooms or in private lessons is given a practical application in the ensemble setting, where students can really start to understand the concept and apply their learning.
Attending a regular rehearsal on time each week with parts learnt, as well as contributing positively to any performance involves organisation on the part of the individual. Students learn the logistics of setting up their ensemble, of carting their and other instruments from A to B (for example percussion, amplifiers, double basses, stands and chairs). Students will also need to organise time to practice their individual parts so that they are contributing positively to the team.
The benefits of playing and performing in an ensemble, group or band is huge, with the most important being that it is fun!
Written by Nicholas Tester, Head of Strings, The Scots College.
To learn more about the Performing Arts opportunities available at The Scots College, download our Prospectus.


What is farm to school?
ASAPâs Growing Minds Farm to School Program defines farm to school as giving children opportunities to learn about local food and farms in the classroom, cafeteria, and community. While farm to school programs serve K-12 students, farm to preschool serves children in pre-K, childcare centers, and family homes. Farm to school and farm to preschool programs include one or more of the following core activities:
- Edible school gardens
- Farm field trips / farmer visits to the classroom
- Classroom cooking with local food
- Locally grown food served in meals or provided via taste test in the cafeteria.
Why implement farm to school?
At its core, farm to school connects children to local food and farms. Through farm to school, children build community connections and learn about where food comes from and how it grows. Students who participate in farm to school activities gain comfort tasting, cooking with, and growing new fruits and vegetables. Beyond the basics, farm to school offers a holistic, hands-on approach to engaging students in a wide variety of subjects, including science, math, literacy, art, physical activity, nutrition, and more. Edible school gardens in particular can be used to promote social emotional learning, motor skill development, nature-based education, active play, problem solving, and more.
How Growing Minds supports farm to school
In order for farm to school and farm to preschool programs to thrive, educators and food service directors need support and resources. Thatâs the role that Growing Minds plays. We provide training for teachers, school nutrition staff, parents, community members, and farmers/agriculture professionals, as well as farm to school resources.
The Growing Minds website features lesson plans, recipes, a searchable database of local food and farm childrenâs literature, and more. We also provides seeds for school gardens, mini-grants, and promotional materials. Here is a full accounting of what Growing Minds offers.
Beyond providing resources and support to educators and food service professionals, Growing Minds utilizes an âupstreamâ approach to provide farm to school resources and training to future nutrition and early childhood education professionals via two programs: Growing Minds @ University (for Dietetic Interns and Nutrition students) and Growing Minds @ Community College (for Early Childhood Education students).
The Growing Minds team currently co-facilitates the North Carolina Farm to Preschool Network, and serves on both the Farm to School Coalition of North Carolina Steering Committee and the National Farm to School Network Farm to Early Childhood Education work group.
History of Growing Minds
ASAPâs Growing Minds Farm to School Program was one of the first in the country, getting its start in 2002 at Hazelwood Elementary in Haywood County. Growing Minds now works with schools in 60 Appalachian Grown counties, helping them to provide farm to school experiences to their students. ASAP served as the Southeast Regional Lead for the National Farm to School Network from 2007 to 2016. As the Growing Minds program has grown, so has farm to school grown nationally. There are now farm to school programs operating in all 50 states at more than 42,000* schools!
*Estimated based on data from the USDA Farm to School Census for the 2013-2014 school year.
Looking for additional resources or support? Please contact us.


This is a childrenâs picture book classic for the 21st century, showcasing beloved nursery rhymes in a modern context.
Whoâs it for:
Boys and girls aged 3 â 7 will love this picture book
What itâs about:
Babysitter extraordinaire, Skinny Doug has come to look after Bonny and Ben for the evening. But before they go to sleep, Skinny Doug must recite their favourite nursery rhymes.
Why you need this on your bookshelf:
The author of classics such as Possum Magic and Where is the Green Sheep, Mem Fox is Australiaâs reigning Queen of the picture book.
Good night, Sleep Tight, continues her tradition of producing books that will delight children, while simultaneously encouraging their language and literacy development.
Children love rhyme and repetition. It allows them to âread along,â which is both empowering and engaging. Mem Fox understands this and her knowledge of childrenâs language development (she worked as a professor in the area) is on full display in this beautiful picture book.
It features a number of classic childrenâs nursery rhymes, presented in a modern context that resists traditional gender stereotypes. Judyâs Horacekâs illustrations are vibrant and relevant to the text.
This is a perfect bed-time read as it ends with the two main protagonists, Bonny and Ben, heading happily off to bed.
What better messaging could a parent ask for?


If youâre wondering whether learning a new instrument is the right hobby for your child (or even for yourself), thereâs a lot to consider. What are the benefits of their chosen instrument? What style of music will they learn? What musical concepts will they be studying? These are all great questions that I hear often from new music students.
However, music lessons offer so much more than a strict music education. And oftentimes, having the right music teacher makes all the difference. Students can gain invaluable life skills from learning a new instrument, some of which are covered in the following list:
Connecting Both Sides of the Brain
Research shows that learning a new instrument that involves both hands (or even three or four limbs) creates connections between the left and right hemispheres of the brain. These connections allow both sides of the brain to communicate. This increased communication affords students greater motor coordination and increased ability to focus. It also helps students learn new languages and even read more easily. Essentially, learning a new instrument expands a studentâs brain power.
Perseverance and Patience
At some point in their musical education, every student will inevitably struggle with a concept, piece, or technique. Students can use these experiences to build resilience in challenging situations. The same experiences can also help students cultivate a greater capacity for patience.
Managing Disappointment and Failure
As with any learning experience, learning a new instrument offers ample opportunities for disappointment and failure. Some students naturally practice and study harder to overcome their failure, while others learn this skill from their teacher. With motivation and encouragement from a trustworthy music teacher, students also learn to reframe their failures as learning opportunities.
Sometimes students come home from school feeling too tired to attend their lesson. Learning the skill of showing up to obligations and thereby demonstrating their commitment is invaluable. (Just make sure your student demonstrates self-care by resting after their session.)
Working with Others
Learning an instrument teaches students how to work with others. If your student joins a choir or ensemble, then they will have opportunities to learn how to work with peers, as well.
Set and Accomplish Goals
With guidance from an expert music teacher, students will learn to make actionable and attainable goals in their studies. Accomplishing their goals reinforces their goal-setting skills.
Students quickly learn that mastering an instrument does not happen overnight. In fact, mastering an instrument takes many years of intense practice. The journey of learning an instrument is a humbling experience.
Throughout a studentâs time learning a new instrument, they are bound to make friendships through music. Whether they make new friends in band, choir, or music class, some of these friends may stick around for life.
Choosing the right music teacher is crucial to a studentâs education. Hodis Learning & Music employs expert music educators who are experienced in helping students break down complex concepts and skills so that they may grow in their musical abilities. Our music teachers are also skilled motivators who encourage their students to improve musically and non-musically. Check out our music teachers and their offered instruments here.
Drew is Hodis Learning & Musicâs Founder and President. He has been tutoring and teaching music for more than 10 years. Drew earned his B.A. in Psychology from the University of Southern California and is pursuing a Ph.D. in Clinical Psychology at Adelphi University.


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Martin Luther King Jr. Preschool Activities + Free Printable
Are you looking for some preschool resources to help you teach about Martin Luther King Jr. ? For preschoolers, breaking down the big concepts into small lessons can make a great impact. We can begin by introducing who MLK Jr was and how he had great hopes and dreams for the world children grew up in. We can use his tremendous efforts to teach little learners how to make the world a better place.
Landmarks Around the World Preschool Building
Invite preschoolers to recreate famous world landmarks in the block center! This pack is fantastic to keep up all year long.
The block center provides many learning opportunities for preschoolers. In this center they are learning essential math skills, using their imagination, scientific reasoning, teamwork, motor skill development and more!
This Landmarks Around the World encourages children to create new and interesting structures; promoting problem-solving and an interest in the world they live in.
Take a Closer Look...
Around the World Preschool Activities
Preschoolers donât often realize there is a great big world beyond their own homes and schools but immersing your preschoolers in cultures with an Around the World unit is an excellent way to help them learn. Bring new cultures and countries into your preschool classrooms with this list of activities your preschoolers will love!
Santa Visits Australia Preschool Activities
Your preschool students will love learning more about Christmas in Australia! One year Santa decided to warm up an visit Australia in December! Children will have fun as they participate in activities related to Santa's trip including: helping him pack for his trip, sightseeing, and participating in Australian Christmas traditions.
Canada Day Activity Pack
Add some preschool learning fun to your Canada Day celebration!
This preschool activity pack has 14 printable activities to create hands-on engaging activities to keep your little ones busy during the countdown to Canada Day.
Celebrating Black Inventors and Scientists
February is Black History Month! While celebrating black history should be done throughout the year, this month is a special time to highlight African-American inventors and scientists who have made remarkable achievements to our world today.
Below you can find information about the accomplishments and contributions to our history made by several African American inventors, scientists, and mathematicians. We have also highlighted many of our favorite preschool activities, books, and resources to help make your learning hands-on, and engaging.
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Childcare Programmes at Brighton Montessori
In our childcare programmes, we make sure that every child develops at their own pace based on their strengths and unleashes their potential to the fullest. With Brightonâs low child-to-teacher ratio, each child receives personalised attention, care, and guidance to ensure that they are progressing to meet their learning goals.
Read to find out more about how each of our childcare programme can empower your children from 1.5 to 6 years old.
Pre Nursery (1.5 to 2 years old)
Teacher-Child Ratio: 1:6
Children from 1.5 to 2 years old in our Pre-Nursery childcare programme receive a wealth of hands-on experiences that are tailored to their interests. Our teachers will guide them closely in selecting learning materials that develop their fine motor and life skills.
- Works on holistic development of the child
- Introduce and develop gross and fine motor skills
- Works on the tactile and visual aspects of learning via sensorial activities such as Knobbed Cylinders, Pink Tower and Broad Stairs
Nursery 1 (3 to 4 years old)
Teacher-Child Ratio: 1:8
As children from 3 to 4 years old become more conscious of their surroundings, our Nursery 1 childcare programme will be focusing on mastering their foundational skills in various subjects. Our teachers will use our Montessori apparatus to facilitate lessons that heighten their acquired skill set.
- Helps children to recognise sounds of the alphabet using the Sandpaper Letters
- Supports children in recognising numerals 1 to 10
- Master mathematical concepts such as counting from 1 to 10 using materials such as Number Rods and Spindle Box
Nursery 2 (4 to 5 years old)
Teacher-Child Ratio: 1:10
In our Nursery 2 childcare programme, children are exposed to more challenging concepts and words. Our teachers will prepare them for early reading and understanding addition and subtraction through our Montessori apparatus.
- Blend and read 3-letter words fluently
- Master basic reading by applying phonetic knowledge to specially tailored books
- Learn concepts of addition and subtraction using Short Bead Stair and Number Rods
Kindergarten 1 (5 to 6 years old)
Teacher-Child Ratio: 1:12
In our Kindergarten 1 childcare programme, children will develop a solid foundation in literacy and mathematics. Our teachers will facilitate Montessori activities, encouraging children to discover and learn in a way that ignites their curiosity and passion for knowledge.
- Introduce consonant and vowel diagraphs
- Familiarisation with place values such as units, tens and hundreds using Golden Beads
- Learn vertical addition and subtraction
Kindergarten 2 (6 years old)
Teacher-Child Ratio: 1:14
As part of our Kindergarten 2 childcare programme, the cohort will have P1 preparatory class. Upon entering primary school, our children will develop the skills necessary to become independent learners and lifelong learners.
- Introduction of common aspects of primary school learning such as spelling, cloze passage and logical sequencing
- Regular exercises in grammar and vocabulary with accompanying worksheets
- Learn common topics such as money and time


How can contemporary arts improve our way of life?
Art gives meaning to our lives and helps us understand our world. It is an essential part of our culture because it allows us to have a deeper understanding of our emotions; it increases our self-awareness, and also allows us to be open to new ideas and experiences.
What can be called art?
Art is often considered the process or product of deliberately arranging elements in a way that appeals to the senses or emotions. It encompasses a diverse range of human activities, creations and ways of expression, including music, literature, film, sculpture and paintings.
Why is art education important in high school?
Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness. Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work.
How is art beneficial to students?
Art programs have the potential to help improve a studentâs memory and concentration skills, develop decision-making and critical thinking skills, enhance communication and listening skills, but also encourage focus and discipline. An arts education can also help a student to improve self-esteem and social skills.
What is your definition of art?
Art, in its broadest sense, is a form of communication. It means whatever the artist intends it to mean, and this meaning is shaped by the materials, techniques, and forms it makes use of, as well as the ideas and feelings it creates in its viewers . Art is an act of expressing feelings, thoughts, and observations.
What is importance of art in our life?
Art surrounds life, all people in every location, without us being aware of it. Since time immemorial, art has existed as long as man has. It is a huge part of our culture, which shapes our ideas, and vice versa, and provides us with a deeper understanding of emotions, self-awareness, and more.
What is the role of drama and art in education?
The use of drama and art in education leads to holistic learning, accelerates personality development and imparts students with crucial life skills, problem-solving skills, leadership, cooperation and collaboration.
What is the main objectives of art education?
Art education helps to explore various means of communication (verbal and non- verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment.
What do you mean by art education?
Art Education is a primary pathway to learning, a journey of discovery of the. meaning of teaching for aesthetic experience. Art is an expression of ideas created. by human imagination, skill and invention.
Why do we teach art?
Arts subjects encourage self-expression and creativity and can build confidence as well as a sense of individual identity. Studying arts subjects also help to develop critical thinking and the ability to interpret the world around us.
Why do we need art in schools?
Art inspires kids to excel in and out of the classroom. It helps students stay in school, increases motivation, improves attitudes and attendance, and improves academic performance. According to Americans for the Arts, a student involved in the arts is: 4x more likely to be recognized for academic achievement.


There are no open spots for this class, but we found something similar!
5.0 (35) Â· Ages 8-10
Upper Elementary (3rd and 4th Grade) Art: An On-Going Live Art Course
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Paint Like ... the Great Artists Ongoing Art & Art History Class Part 1
5.0 (1) Â· Ages 6-10
*Art Immersion 2 for Students Who Canât Get Enough Art - The More Art the Bette
5.0 (2) Â· Ages 5-7
Art History for Kids: Create Art Inspired by Important Art Movements: Ages 5-7
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Exploring Art: Weekly Lesson
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4th Grade & 5th Grade Art Class
Art education covering the full range of expectations for 4th and 5th grade. Choose a day and time that works for your family.
There are no upcoming classes.
year old learners
learners per class
Meets 1x per week
Runs week after week
45 minutes per class
In this ongoing class, students are taught one art topic each week. They learn how to apply this knowledge and how masters have applied it throughout art history. Each week a project is begun during class and then finished later when the learners find time to work on it. With the understanding that student schedules can be unpredictable, lessons and projects are designed to be self-contained. Students can join in at any time and immediately feel welcome and involved. Projects do not extend...
Projects are begun during class time and finished later, when the student's schedule allows.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
45 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.


An essential component of a high-quality adult education program is the integration of digital literacy into curriculum and instruction. ACLS requires all programs to support the digital literacy development of students at every class level.
Digital literacy can be defined as the skills associated with using technology to enable users to find, evaluate, organize, create, and communicate information. The integration of digital literacy into curriculum and instruction is required in order to provide opportunities for students to explore, experiment, and develop expertise using real world applications for digital literacy while building their academic skills. Programs are expected to incorporate a variety of tools and technologies into the classroom to support learning.
Teaching Skills That Matter: Digital Literacy
Maryland Digital Literacy Framework
Northstar Digital Literacy Standards
Digital Literacy: A Guide for Adult Education Programs
Digital US â Report from 2020
Questions? Contact Paula Jurigian , ACLS Distance Education and Digital Literacy Specialist.
Last Updated: March 2, 2022
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Voice: (781) 338-3000
TTY: (800) 439-2370
Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.


North Metro Flex Academy Kindergarten
Kindergarten is a very special time! Often it is the very first experience with school. At NMFA, kindergarten students learn through playing and exploring the world. In our classroom we will work hard together each day to learn, be a good friend, and be a positive leader. Some of our goals for the year include:
- Recognizing and writing upper/lowercase letters and identifying their sounds, while using those letters read and write simple words.
- Building the foundational skills needed to begin reading.
- Recognize, write, and count numbers from 0-31 and beyond.
- Add and Subtract using numbers 0-10
First Grade at NMFA
Welcome to first grade at North Metro Flex Academy. Here in First grade, we are committed to helping each student become successful on their own educational journey. Students in first grade are exposed to all subject areas including math, reading, science, social studies, writing and STEM. You will notice our main focus for academics during the school year fall under our superkids reading curriculum and our Bridges math curriculum. One of our main goals in our classroom is to make sure that we are providing a safe, inclusive, and positive learning environment for all students in which they can learn.
Second Grade at NMFA
Welcome to second grade at North Metro Flex Academy. In second grade we focus on continuing the enjoyment of reading and writing while adding the component of comprehension into our daily work. Students will participate in daily writersâ workshops which will excell students speech, grammar and overall spelling and speaking skills. Studentsâ math curriculum will support all Minnesota state standards as well as encourage students to problem solve in small groups with student centered instruction.
Third Grade at NMFA
Welcome to third grade at North Metro Flex Academy. In third grade our classroom is positive, engaging and everyone is family. We will continue daily with reading fluency and comprehension enrichment. Our focus will be heavily on grammar, parts of speech, creative writing and comprehension skills. Our math content includes multiplication, division, fractions as well as continued practice with time, money, place value and real-life story problems. Students will have a great understanding of technology in our classroom as we have daily tasks on our chromebooks or in the computer lab. Our students are engaged in hands-on activities where they have the opportunity to be creative and challenged.
Fourth Grade at NMFA
Welcome to fourth grade at North Metro Flex Academy. In fourth grade our students will grow to work independently on reading, writing and everyday math skills. Students will be learning about being an independent learner with critical problem solving skills.
Fifth Grade at NMFA


From the time of birth, every child goes through stages of physical/biological, sensory-motor, emotional and cognitive growth. A number of factors cast their influence and impact positively or negatively in several ways. Developmental milestones are general guidelines to evaluate your child's growth.
As you proceed to understand developmental milestones, it helps to accept and acknowledge that each child is unique and develops differently. Each child is an individual with his/her own unique style and pace of growth. The physical, social, emotional and cognitive development can't be compared nor will adhere to a set of expectations.
Child development Vs growth
A baby's brain is just about a quarter of the weight of an adult brain. The period of growth is so rapid in the first few years of a child that the helpless infant becomes a confident child in a matter of years, learning new skills. Often there is a tendency to equate the terms development and growth. Before you proceed to understand developmental milestones that are appropriate to your baby's age, do remember that development is entirely different and is not the same as growth. Growth refers to physical development i.e. increase in height and weight and other body changes. On the other hand, development refers to skills developed by the child as he/she ages.
Child developmental milestones
What is a milestone? The term denotes a stone marker, usually placed along the road. A milestone indicates the distance covered or traveled on the road. In the same context, as a child sets on his/her life's journey, developmental milestone relates to the skill that a child acquires within a specific time frame. Using this as a base or a guide, parents and physicians assess or monitor a baby's main areas of development. It is pertinent not to arrive at hasty conclusions, if you feel the child is lagging in any developmental area.
Every parent yearns to watch his or her baby grow. It is a gradual process taking place in a sequential fashion. Each new skill that is developed is dependent on the successful accomplishment of previous steps. The popular phrase 'you've got to walk before you run' aptly describes the relevance of sequential element part of milestones development.
A baby's brain is just about a quarter of the weight of an adult brain. The period of growth is so rapid in the first few years of a child that the helpless infant becomes a confident child in a matter of years, learning new skills. For example, a child learns to walk between the ages of 9 and 15 months only after it has learnt to crawl and pull up to a standing position. Similarly, developmental milestones are segregated according to the age of the child.
Important development milestones
Cognitive development: Thinking skills that enable a child to learn and solve problems. This includes learning, understanding, problem solving, reasoning and recollecting.
Social and emotional development: Child's ability to interact with others, developing relationships within and outside the family. Self-control, self-help and cooperation also form part of this. It is normal for a child to be relatively stronger in one social and/or emotional aspect and lesser in another.
Speech and language development: The child's ability to understand what others say. He/she learns to utter sounds, words and sentences in relation to age.
Fine motor skill development: This is the child's ability to use hands. He/ she uses hands to eat, to pick up small objects, dress, draw, play, hold a spoon.
Gross motor skill development: refers to usage of large group of muscles. He/she can sit, stand, walk, run, able to keep balance and change positions with little support.
Nurture your child
Cordial relationship between parents, a friendly, tension-free atmosphere, the kind of attention your little one gets- these are some of the crucial factors that cause an impact throughout the development stages. Particularly the emotional and behavioral responses are highly influenced by what the child experiences at home, community and school.


The Power of Visualization in Understanding Complex Academic Arts Concepts
ð¨ When it comes to delving into the world of academic arts, the journey can often be both exciting and daunting. The realm of art, whether it's painting, sculpture, or even art theory, is rich and complex, filled with intricate concepts that can sometimes feel overwhelming. However, there's a powerful tool that can significantly enhance our grasp of these complex ideas: visualization.
Unlocking the Visual Imagination ð
Visualizing complex academic arts concepts allows us to tap into our innate human capacity for imagination. We've all heard the saying, "A picture is worth a thousand words," and it holds especially true in the context of art education. While academic discussions and textual descriptions play a vital role in conveying information, our brains are wired to process visual information more efficiently.
ð¼ï¸ Visual aids such as diagrams, charts, and even multimedia presentations can serve as bridges between abstract ideas and concrete understanding. When studying complex artistic movements or dissecting intricate art theories, a well-crafted visualization can provide a clear roadmap, helping students navigate the complex landscape of art education.
Bringing Abstract Concepts to Life ð
Art often deals with abstract and intangible concepts that challenge our conventional ways of thinking. These concepts can range from capturing emotions in a painting to interpreting the symbolism behind a sculpture. Visualizations act as translators, helping us bridge the gap between the abstract and the tangible.
ð¬ Imagine studying Cubism, a revolutionary art movement that shattered traditional perspectives. Through visual aids, you can better understand how Picasso and Braque fragmented and reassembled forms to depict multiple viewpoints in a single image. Visual representations of these artistic techniques breathe life into otherwise intricate theories, making them accessible and memorable.
The Multisensory Advantage ð¨ð¶
Engaging with art through visualization doesn't just stimulate our visual cortex; it activates a multitude of sensory experiences. Art is a multisensory encounter that often incorporates elements like color, texture, and composition. Visualizations can harness this multisensory advantage, enabling students to grasp the essence of artworks on a deeper level.
ð¨ð For instance, when learning about Impressionism, known for its emphasis on light and color, visual aids can showcase how artists like Monet used rapid brushstrokes to capture the fleeting effects of sunlight. By immersing students in these visual representations, the learning experience becomes more immersive and memorable.
Enhancing Critical Thinking and Discourse ð¤ð£ï¸
Visualizations not only aid in individual understanding but also foster group discussions and critical analysis. When students have a shared visual reference, they can engage in more nuanced conversations about artistic techniques, historical contexts, and the impact of various movements.
ð£ï¸ð¬ Art history classes, for instance, can benefit immensely from visual aids. When analyzing a complex masterpiece like Da Vinci's "Mona Lisa," a visualization can dissect the techniques used in her enigmatic smile, the subtle play of light, and the intricate details of the background. This shared visual understanding becomes a launchpad for lively debates and collaborative exploration.
Embracing the Future of Art Education ð
As technology continues to advance, the potential for incorporating innovative visualizations in art education is boundless. Virtual reality, augmented reality, and interactive simulations hold the promise of transporting students directly into the heart of artistic movements and historical periods.
ð® The power of visualization is a catalyst for transforming complex academic arts concepts into living, breathing experiences. By tapping into the visual imagination, we can unravel the mysteries of art, make connections between disparate ideas, and spark a lifelong passion for artistic exploration.
ð So, whether you're a student embarking on an art education journey or an educator seeking new ways to inspire your students, remember the incredible potential of visualization in making the world of art more accessible, engaging, and profoundly enriching.


High School (Secondary School)
The term "high school" applies to the academic institution that follows elementary school. The term "secondary school" is often used as an alternative term. High schools prepare students for post-secondary education and training or employment after graduation. Provincial Ministries of Education govern the policies and programs of all publicly funded high schools. Therefore, there can be substantial differences in curricula, grading and programs among provinces. Because the elementary grades have varied from province to province over the decades, high schools have included grades 7 to 13. High schools vary in type (academic, vocational, technical, composite) and may be public (free) or private (fee-charging). Pre-1850, high schools were distinct from common schools as a place for the sons of the elite as fees and entrance exams were used to restrict entry, but by the late 19th century public schools became open and free to all children who had completed elementary education. As a result, the diversity of programs and variety of courses offered has increased markedly.
See alsoSECONDARY EDUCATION.