The most important years in a childâs development are from birth to age five. Childrenâs experiences and relationships that are formed during these years determine how their brain develops. In fact, by the time children reach age five, 90% of a childâs brain is already developed. Preschool is the perfect place for your child to build the connections needed for healthy development and successful future.
Preschool plays a pivotal role in your childâs development. During this key developmental stage, children are excited about learning. The short and long-term benefits of preschool, such as an easier transition to kindergarten and improved social skills, make it an opportunity that should not be overlooked. Preschool helps lay the foundation for the rest of your childâs educational career and shapes their view of the school.
The Benefits of Preschool on Child Development
Preschool teaches children a number of foundational skills that are used the rest of their lives. One of these skills is executive functioning, which is the ability to manage thoughts and emotions and stay organized. Executive functioning helps us make good decisions and accomplish tasks.
Other skills that children learn in preschool include language and literacy, counting, sharing, expressing thoughts and feelings, and recognizing colors and shapes. The Perry Preschool Study found that preschool has significant effects that last into adulthood. The study found that children who attend preschool have a higher chance of graduating high school and a lower likelihood of a criminal record in adulthood. They are also more likely to have a higher income as an adult.
Preschool Fosters Learning During Key Developmental Years
Although children will eventually learn the skills they need without VPK, preschool is the best environment to foster early learning. Children have experienced teachers to guide them in activities and get them involved socially. Preschool activities include singing songs, working together, playing, doing art projects, reading stories, and doing simple science experiments. These activities engage childrenâs minds and help them practice motor skills, listening, and the importance of working cooperatively; skills that are essential for all aspects of their lives, including their future academic careers.
In the classroom, preschool teachers have conversations with children and ask them questions to help them develop critical thinking. Group activities allow your child to learn how to interact with their peers positively. From their time spent with teachers and peers, your child learns appropriate behavior, which carries over from the classroom to their lives at home.
A Critical Time for Learning
There are critical periods during brain development when the brain is more sensitive to environmental factors. If specific skills are not acquired during a critical period, your child may find them more difficult to learn later in life. For example, language skills can be permanently affected if children are not taught to communicate verbally during the critical period for language learning, from birth to age five. If children are not exposed to an environment in which they can learn, explore, and play during these years, they may not reap the lifelong benefits of this learning.
A Good Preschool Education is Important for Child Development
A preschool education provides a great opportunity for nurturing a childâs development during these important foundational years. Preschool is the perfect environment for your child to flourish, intellectually and socially. You may be nervous that your child isnât ready or that they wonât do well in the preschool environment. These are all valid concerns but easily overcome. Give us a call at Dairy Road Discovery Center to learn more about how your child will thrive in the most important years of their development.
Related article: 4 Questions to Ask Preschool Directors


Thatâs my hat addresses the AC Science Understanding ACSSU003 Objects are made of materials that have observable properties, in the context of investigating the properties of the materials used for protective clothing.
Thatâs my hat provides students with hands-on opportunities to:
- sort and test the observable properties of a variety of different materials
- explore water resistant materials
- identify transparent materials
- predict and explain whether materials are suitable for wearing in the sun or rain
Students apply their new learning by:
- designing and making a party hat, taking into account the weather conditions it might be worn in
Linking science with literacy
In the Primary Connections approach, students are supported to create representations that draw on and strengthen their literacy development.
In Thatâs my hat, students represent and explain their understanding about how objects are made of materials that have observable properties, by creating these representations:
- Annotated drawing
- Sorting diagram
- Data table
- Word wall


JAKARTA, March 15, 2018 â The East Asia and Pacific region has seven of the top ten performing education systems in the world, with schools in China and Vietnam showing significant progress, according to a new World Bank report released today. This is a major accomplishment that offers important lessons to countries around the world. In the rest of the region, however, up to 60 percent of students are in under-performing schools that fail to equip them with the skills necessary for success.
Growing Smarter: Learning and Equitable Development in East Asia and the Pacific argues that improving education is necessary to sustain economic growth and highlights the ways that countries in the region have been able to improve learning outcomes. Drawing on lessons from successful education systems in the region, it lays out a series of practical recommendations for key policies that promote learning so that students acquire foundational skills in reading and math, as well as more complex skills that are needed to meet future labor market demands.
âProviding a high-quality education to all children, regardless of where they are born, isnât just the right thing to do. Itâs also the foundation of a strong economy and the best way to stop and reverse rising inequalities,â said Victoria Kwakwa, World Bank Vice President for East Asia and Pacific.
A quarter of the worldâs school-age children â some 331 million â live in East Asia and the Pacific. Up to 40 percent of them attend school in education systems whose students are ahead of the average students in OECD countries. These schools are not only in wealthy countries such as Singapore, Korea and Japan, but also in middle-income countries such as China and Vietnam. And, as the report highlights, student performance isnât necessarily tied to a countryâs income level. By age 10, for example, the average Vietnamese student outperforms all but the top students in India, Peru and Ethiopia.
But many countries in the region are not getting the results they want. In Indonesia, for example, test scores showed students were more than three years behind their top-performing peers in the region. In countries such as Cambodia and Timor-Leste, one-third or more of second graders were unable to read a single word on reading tests.
Another key finding of the report is that across the region, household incomes do not necessarily determine childrenâs educational success. In Vietnam and China (Beijing, Shanghai, Jiangsu and Guangdong provinces), for example, students from poorer households do as well, if not better, in both math and science, as compared to average students in the OECD.
âEffective policies for the selection, motivation, and support of teachers as well as sound practices in the classroom are what determine how much students learn. For policymakers looking to improve their school systems, allocating existing budgets efficiently, coupled with strong political commitment, can make a real difference in the lives of children across the region,â said Jaime Saavedra, the World Bankâs Senior Director for Education.
The report lays out concrete steps for improving learning for lagging systems in the region and beyond, starting with ensuring that institutions are aligned so that objectives and responsibilities across the education system are consistent with each other. The report also urges a focus on four key areas: effective and equity-minded public spending; preparation of students for learning; selection and support of teachers; and systematic use of assessments to inform instruction.
The report found that top-performing systems spend efficiently on school infrastructure and teachers, have recruitment processes to ensure the best candidates are attracted into teaching, and provide a salary structure that rewards teachers with proven classroom performance. It also found that schools throughout the region increased preschool access, including for the poor, and have adopted student learning assessment into their educational policies.
The report complements and builds on the World Bankâs World Development Report 2018: Learning to Realize Educationâs Promise, which was released in September 2017 and found that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all.
For more information, download Growing Smarter: Learning and Equitable Development in East Asia and the Pacific here.


All evidence suggests that early identification is key to overcoming dyslexia. Still, we consistently encounter students who arenât identified or diagnosed with dyslexia for years.
Why is that?
The challenge begins with elementary teachers who, charged with recognizing and acting on early symptoms, become gatekeepers of the initial diagnosis. This is a problem because they are often (a) overwhelmed by their other responsibilities and (b) underprepared to recognize the symptoms of dyslexia. Additionally, schools actually face disincentives to identifying dyslexiaâa problem explored in a previous article.
Specifically, several misguided beliefs and attitudes can prevent otherwise wonderful teachers from taking steps toward a dyslexia diagnosis.
Here are 7 Thoughts That Prevent Teachers from Identifying a Childâs Dyslexia:
1. âHe is trying so hard and I donât want to discourage him!â
When teachers see a likable child who works hard and stays out of trouble, they too often hesitate to admit the depth and scope of his academic challenges. Nobody wants to tell a nice kid that he is failing, so these students are sometimes passed because of their good effort.
2. âShe just isnât applying herself!â
When a student is really gifted in some areas, rather than identify her with a learning disability, teachers may believe she is just not putting forth appropriate effort in reading. They think if the child would simply work harder, she would âget it,â when the real culprit is dyslexia.
3. âIf only heâd pay attention!â
Students with dyslexia may have behavioral challenges due to auditory processing or executive function deficits. They also may misbehave to avoid the embarrassment of failing when reading aloud. If teachers assume reading difficulties are due to attention issues, dyslexia may go undiagnosed.
4. âShe doesnât reverse letters!â
While many students with dyslexia do have difficulty with reversals (writing or reading âbâ for âd,â etc.), not all students do. If teachers believe this is the primary symptom to look for, they will not identify many dyslexic students.
5. âHe does fine on his spelling tests!â
Too many schools use spelling programs that consist of memorizing lists of words for a final test at the end of the week. With a great deal of effort, many students with dyslexia can memorize how to spell those words. This does not translate into becoming a good speller, however, and masks the root causes of difficulty with spelling and writing.
6. âAccording to our assessment, she is on grade level!â
In a previous post, I detailed how this measure fails early readers. To summarize, too many schools equate studentsâ ability to read early reader booksâwhich rely on predictable text, pictures, and high-frequency words (which students can memorize)âwith learning to read. A student may appear to be reading on grade level but is not actually learning to read.
7. âWe tested for special education and he didnât qualify!â
Schools generally cannot justify using federally allocated money to help struggling students until they have fallen far behind their peers in quantifiable ways. However, some students with dyslexia will not fall this far behind for years! While schools are waiting to essentially âbuild a caseâ that a student needs additional resources, that child is failing to receive the specialized instruction needed to master reading during the critical early education period.
What Can be Done Differently
Teacher education programs (especially in elementary education) do not prepare teachers to recognize dyslexia, let alone teach students with dyslexia. Parents and educators who are aware of this problem are actively advocating to improve this situation, like our friends at Decoding Dyslexia. In the meantime, parents must be extra vigilant, assuring that their children are making adequate progress.
If you suspect that your child may be slipping through these cracks, I recommend you use this free dyslexia screener weâve developed, then contact us to talk about additional assessment and treatment options.


The purpose of the midfielder is primarily on the offense to build-up the attack and create goal scoring opportunities. When possible midfielders will also score goals. On the defense, midfielders primarily disrupt or stop the other team's build-up and then effectively transition onto the attack once they gain possession of the ball.
Characteristics of an Effective Midfielder:
Solid Foundational Skills
Midfielders must be able to with confidence trap every ball passed to them and then effectively pass the ball to the tactically intelligent space. The trapping challenges for midfielders is great and comprehensive. They can receive quick short high tempo passes and long floating passes. In every case the good midfielder is able to effectively and rapidly transition the ball to a good passing position or effectively pass the ball one touch. The importance of trapping and passing for a midfielder cannot be over stated. Additionally, great midfielders are able to take long range shots that are powerful and accurate. A great midfielder should be able to effectively accurately hit the goal from 25 yards and further out. On top of these skills, the great midfielder is also a solid defender and defensively dominant in the midfield. She needs to be able to win the 50-50 balls and control the midfield.
Key Skill Summary
- Short passing
- Long passing
- Long range shooting
- Mark players
- Steal the ball
Game Intelligence - General of the Field
The great midfielder is often the General of the game. She is the team's game coordinator both when attacking and defending. Her soccer intelligence is such that on the defense she is able to anticipate where and how the other team will attack. On the attack, she can see where opportunities are for her team to advance the ball down the field and create scoring opportunities.
Because of her game intelligence and the fact that as a midfielder she is integral to both the offense and defense, the great midfielder is also a master coordinator. She effectively communicates with her team mates to ensure that the team is unified in their awareness and actions. She must be able to coordinate individual players actions to ensure that the team is playing in a unified manner.
No position on the field requires greater soccer fitness than midfield. It is important to understand what soccer fitness for a midfielder requires. The soccer midfielder needs to make 10-50 yard sprints time and time again for the entire duration of the game with minimal rest in between. Occasionally, the great midfielder will even be required to run the entire length of the field. In addition to this, the midfielder is regularly challenging the players on the other team for control of the ball. This requires a physical toughness to endure regular "shoving matches". This fitness not only enables her to continuously make these runs through the duration of the game, but enables her to make good tactical decisions through the duration of the game and especially in those vital last 15 minutes of the game.
Thoughts from a Great Midfielder
The Rage community has been blessed to have many great players with the teams and friends of the Rage. One such friend of the Rage who has played with us is Dallin Glade. Below are some of his thoughts and recommendations on what it means to be a great midfielder. Here is what he shared.
The key thing in this video is watching how it's not always about making a dangerous play, run or finding the ball but how he creates time by finding pockets of space to sit in (see video at 2:30). By doing this he never puts his team in a compromising position and has plenty of time to receive a ball and play a pass.
This video gives really solid information on the very basics of the midfield position and looks at some common mistakes. The overall premise is to hold your position! don't go crazy running everywhere! Find those easy pockets of space, communicate, and play easy passes.
This video is all about in-game scenarios. It shows just how important it is to space yourself. Going off of that idea I would also emphasize just how aware these players are of everything going on around them. Being engaged especially is what separates great players, constantly be checking your shoulder and communicating.
The drills in this are exactly what midfielders are doing in-game constantly. The passing and receiving then turning are great things to practice. I would also add that as you do this drill you should be practicing keeping your head up and looking over your shoulders this eliminates just going through the motions and makes it so you have to be fully ENGAGED I like to even call out names and communicate as I would in-game during these drills.
And of course, always be doing the 1000 touches drills to help with first touch and getting more comfortable on the ball.
Main Points of focus
- movement and positioning (specifically finding open pockets of space)
- simple play.
- being engaged looking over shoulder, head up, and communicating.


Balancing choral sounds through repetition will not only help your group to obtain the desired audio result, it will also foster an environment of working together. What other class in school requires listening to everyone else--at the same time?! Music education is undoubtedly the definition of teamwork at its best because it takes all the participants to achieve the right sound. And this right sound is achieved by balancing.
To begin, it is always important to explain to your choirs the value of balancing sound and that it does not mean that all parts should be equally as loud. A great saying to explain this concept is, "while all parts are equally important, they are not all the same." Sometimes certain notes need to stand out more and some need to hang out in the background. Learning which and when is key.
Here are some examples:
- Minor/major 7 th 's and minor/major 3 rd 's color the structure of most chords. If they are not prominent in the chord, the sound will lack direction (movement or finality, dark or bright). These tones in a chord need to be out front just a bit more.
- Movement or passing tones always take precedent over sustained parts. It is helpful to explain the difference in balancing the choir compared to hearing the same tones on the piano. One is constant and fixed (piano) while the other is fluid and flexible (choir).
- The last point to cover is the importance of being able to hear the melody of the song at ALL times. If it gets buried or lost, the listener gets frustrated, loses interest and the effectiveness of the piece suffers. If the choir does not know who has the melody, something is very wrong.
The Concept of Balancing
Even the most musically challenged person will appreciate a balanced sound. There is something so natural about having the right mix of parts and the degree to which they are audibly pronounced.
It is amazing how young choir members understand these concepts straight away. The challenge of course is to have them follow through and do something about it. Sometimes recording the group is the best way for them to understand how they are projecting their voices and where the balancing needs attention.
These concepts may seem a bit advanced, but at some level, students do understand them. With consistent practice, they will develop into much more sensitive listeners and performers.


Computer science (CS) is the study of computation, its application in the development of computer hardware and software and the theoretical study of algorithms. Letâs break this down a little further:
Computation is any type of calculation that involves numeric as well as non-numeric steps and follows a well-defined model. Any mechanical or electronic device that performs computation is known as a computer.
Computer software is a set of computer programs that manage the general operation of the computer as a whole. These programs may each contain a simple set of operations used to execute small tasks in order to accomplish a specific function within the computer.
On a practical level, an education in computer science can help you gain the foundational skills you need to pursue work as a coder or computer programmer. The courses you would take in a computer science program include software engineering, data structures, software systems and programs and software theory.
In a moment, weâll dive into computer science vs. computer information systems; but first, weâll define what computer information systems is on its own.


PERENCANAAN PEMBELAJARAN DALAM MENINGKATKAN KETERAMPILAN MEMBACA DENGAN PENGGUNAAN MEDIA PEMBELAJARAN KARTU HURUF PADA KELAS 3 SDN PANUNGGULAN 2
Keywords:letter cards, skills and reading.
AbstractThis study has the aim of being able to provide a series of plans in improving reading skills using letter cards which by using this letter card media can better find out how the response and understanding of students in using this letter card learning media. This study uses a qualitative method by using data collection techniques in the form of 1) Interviews to be able to find out directly learning using letter card learning media as a form of analyzing direct observations that occur in the field. 2) Observations using structured observations through observation guidelines that have been made by researchers. The results of this study can strengthen students in carrying out learning by improving reading using letter cards as well as applying to students who are not fully fluent in reading so that it can have an impact on individual students at school and outside school.
Padmi, I. G. A., Dantes, N., dan
Sutama, M. P. P. I. M. (2014).
Efektivitas Implementasi Metode Bermain Berbantuan Media Kartu Huruf Untuk Meningkatkan Kemampuan Membaca Gambar Dan Sosial Emosional Anak. Doctoral Dissertation: Ganesha University of Education.
Supartinah, S. (2014). Peningkatan Minat Baca Anak Melalui Media Kartu Huruf dan Kartu Kata. Jurnal Ilmiah Guru Cara Olah Pikir Edukatif, (2).
Sumanti, M., dan Sudan, D,N. (2017). Penerapan Media Gambar dan Kartu Huruf Untuk Meningkatkan Keterampilan Membaca Permulaan. International Jounal Of Elementary Education, 1(1), 1-10.
Trisnawati. (2013). Peningkatan Kemampuan Mengenal Huruf Melalui Metode Permainan Kartu Huruf Pada Kelompok B1 TK ABA KetanggunganWirobrajan Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta.


The United States is a nation of immigrants whose contributions to and integration into society are the foundation of our progress to date, and critical to our ability to thrive in the future. With an estimated one-in-five U.S. workers being an immigrant by 2030, and an increase in the number of people who speak English âless than well,â programs that teach English language and other foundational skills such as digital literacy are crucial to immigrant integration, including immigration reform.
With the goals of equity and high-quality services, we work with state systems, education providers, immigrant service and advocacy organizations, refugee resettlement agencies, and employers to help immigrants and refugees gain the skills and knowledge to thrive.
Our professional development activities (workshops, webinars, technical assistance) and resources (websites, publications) prepare adults to use their developing English language and digital skills to navigate systems, succeed at work, and speak up for themselves and their communities. We also conduct workplace needs assessments for employers and design and deliver workplace-education programs based on these assessments.


International Literacy Day
International Literacy Day â Literacy is not only a way to get employment, but it also encourages knowing human rights so that everyone gets what they are entitled to. Every day many people have to face humiliation due to illiteracy. In addition, they make their life full of conflicts.
Therefore, in order to use community resources to create a better world and to obtain information from local and school libraries, literacy is highly valued.
Better literacy can contribute to economic development; Reducing poverty; Reducing crime; Promoting democracy; Increasing civic engagement; Preventing HIV / AIDS and other diseases through information provision; Enhancing cultural diversity through literacy programs in minority languages; Increased education results in lower birth rates; And increasing personal benefits such as self-esteem, confidence, and empowerment.
However, literacy benefits only when comprehensive rights and development frameworks are effectively implemented.
International Literacy Day is celebrated every year on September 8th. On this day government, civil society, and NGOs improve world literacy rates and reflect the literacy challenges. The main agenda is to promote quality education and the universal use of learning opportunities in peopleâs lives.
The day aims to raise the worldâs awareness of literacy issues faced by people worldwide and support campaigns that help raise literacy for all people. It was originally founded by UNESCO â United Nations Educational, Scientific and Cultural Organization in 1965. See More Ganesh Chaturthi
International Literacy Day Theme â Literacy and Multilingualism
International Literacy Day will focus on act literacy and multilingualism. âDespite progress, literacy challenges remain, unevenly distributed across countries and populations. Embracing linguistic diversity in education and literacy development is central to addressing these literacy challenges and achieving the Sustainable Development Goals.
On the occasion of International Literacy Day, the salient features of multilingualism will be discussed in todayâs globalized and digital world, along with their implications for literacy in policies and practice to achieve greater inclusion in multilingual contexts.
To combat the issues of illiteracy around the world, UNESCO declared 8 September 1965 as International Literacy Day. The purpose of this observation day was not only to combat illiteracy but to promote literacy as a tool that could empower individuals as well as entire communities.
It is from these humble beginnings that International Literacy Day has blossomed into a tool that can help millions of people around the world.
As of 2016, approximately 775 million adults lack the most basic, minimum literacy skills in the world. This means that about 1 in 5 adults in the world â or about 20% of all people â are not literate. Of that 20%, about 66% are women.
Around 75 million children in the world are not in school or drop out before they finish. However, thanks to UNESCO and World Literacy Day efforts, more and more people are becoming literate and about 4 billion people are currently literate, as it is right now.
Why do we celebrate International Literacy Day?
The main objective of celebrating International Literacy Day is to encourage awareness of literacy so that everyone knows their social and personal rights. As we need food to live, we need literacy for social and personal development. In view of the high growth rate of poverty, uncontrollable population growth, gender inequality, etc.
UNESCO has decided to celebrate the day with the goal of addressing these problems. Eliminating them not only helps individuals grow but also contributes to the overall development and upliftment of the nation.


Closing reading gaps early can make all the difference in the lives of Minnesota students. A core set of rigorous instructional practices aligned to the science of reading has been identified, and early reading educators in Minnesota understand why explicit, systematic instruction in the foundational skills is critical for all students. Educators know that assessments are also important to early reading, providing key data about gaps in foundational reading skills that allows educators to make timely, impactful instructional decisions.
So, what exactly is the science of reading? Learn more in an excerpt below from the informative article, âThe science of reading and balanced literacy: What you need to know,â by NWEAÂ® early learning expert Cindy Jiban.
NWEA is proud to partner with Minnesota educators to quickly and accurately assess your pre-Kâ5 readers, deliver valid, reliable data, and help close reading gaps sooner rather than later. MAPÂ® Reading Fluencyâ¢ can be utilized by Minnesota schools to meet the Read Well by Third Grade requirements for a universal and dyslexia screener. It assesses all the foundational reading skills, including oral reading fluency. Innovative technology allows for group administration for an entire class in about 20 minutes, saving valuable teacher time for instruction. Comprehensive instructional practices grounded in the science of reading, along with MAP Reading Fluency data, are your tickets to accelerating reading growth.
The science of reading and balanced literacy: What you need to know
By Cindy Jiban, PhD
NWEA Principal Academic Lead, Early Learning
A strong call has been reverberating through the early literacy education community: we need to reform our practice to align to the science of reading.
But as sometimes happens when messages hit the loudspeaker, some distortion has fuzzied the clarity. As the message gets picked up and passed along by new advocates, like in a game of telephone, it can shift a bit away from its original meaning.
Letâs cut past the noise. What is the science of reading, and what is it not? How does it interact with the practice of balanced literacy? And most importantly, just how can it improve our practice so that kids become better readers?
What is the science of reading?
One research study does not make a science. In early literacy alone, tens of thousands of studies have been published, and some even show results that are at odds with one another. For educators to be able to consume research meaningfully, we need to look for a convergence of evidence. When many well-designed studies point to a similar result, we should pay attention.
Continue reading the article here in the NWEA resource library.


Speaking and listening in English allow EAL/D students to engage with school - to connect socially, understand what is happening in the classroom, engage with content and build their English language skills, including reading, viewing and writing. EAL/D students spend their school days listening, processing and responding to new language and content simultaneously, and this can take a lot of attention and energy. Using studentsâ home languages strategically to practise, analyse, reflect on and share ideas reduces their cognitive load and supports their learning.
EAL/D students begin learning English at different points in their lives. Therefore, EAL/D students entering English-immersion schooling at different stages may need to develop foundational skills in speaking and listening.
Foundational skills in listening include:
- distinguishing the sounds of the English language
- discovering sound-letter relationships
- decoding the sounds, recognising words, and recalling or predicting the meaning of those words
- building understanding of rhyme, rhythm and the sounds of the English language
- building meaning from words, sentences and texts
- connecting meaning to context, and making decisions about how to respond
- building meaning from prosodic features (stress, pitch, intonation)
- applying these skills to increasingly academic and decontextualised topics (Gibbons, 2002:, p. 102-103).
Foundational skills in speaking include:
- making decisions about what meanings to express
- choosing words and composing sentences to communicate intended meaning
- articulating speech using the sounds of the English language
- connecting speech with other communication modes including written text and images
- connecting speech with gesture, action, etc.
- negotiating meaning back-and-forth with speaking partners
- applying speaking and listening skills to increasingly academic topics and formal contexts.
A focus on text types combined with the strategic use of EAL/D studentsâ understanding about their existing languages is important in teaching EAL/D students about English grammar and structure. Developing studentsâ understanding about the similarities and differences between spoken English and their languages scaffolds EAL/D students to process new language and content. Some strategies are:
- modelling appropriate spoken language in context, such as giving a speech at school assembly or at a birthday party
- teaching the structure and content of listening texts prior to a listening activity, such as a news report or an educational podcast
- providing opportunities for students to revisit the same spoken text, such as creating audio and video recordings of the same text
- using home language to plan ideas, and discuss how to explain in English
- rehearsing interactions independently or with same language peers, with feedback provided in English and/or home language.
The teacher can also create rich opportunities for students to interact with the teacher and each other in meaningful ways to practise speaking and listening in meaningful contexts. This may include:
- discussing lesson topics, instructions and shared class experiences
- discussing how students think, learn and use languages
- reducing teacher talk in the classroom
- introducing and practising protocols for small group or pair conversations
- giving students time to think and formulate what they are going to say
- providing sentence or question stems and prompts to help students compose their speech.
EAL/D students have different levels of proficiency in English and in their home language or other languages, which may affect the confidence with which they communicate in their different languages. The teacher observes and understands studentsâ behaviours and communication competencies to inform and develop learning goals for speaking and listening. The teacher may also learn a lot by observing studentsâ interactions with Multicultural Education Aides, speaking to them, their parents or others close to them.
For more information about identifying studentsâ learning needs in speaking and listening, see:
Tools to Enhance Assessment Literacy for Teachers of EAL students - Common Oral Assessment Tool
Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.


Teaching kids to code: Itâs a cause celebre in the high-tech world, especially for fast-growing companies in need of homegrown talent. Industry giants including Bill Gates and Mark Zuckerberg are putting their names and philanthropic dollars behind the effort to build up the STEM talent reserve in a big way.
So what really happens when you teach middle school kids to code? It turns out that they get more than a lesson about how to build a computer game or killer app.
They learn critical 21st century skills such as logic, problem-solving and analytical thinking. They learn to apply mathematics (too often a dry subject in the classroom) to exciting, hands-on activities that require problem solving, attention to detail, teamwork and discipline. They gain confidence in their ability to use these tools in ways that lead to exciting careers and â Broadcom hopes â are inspired to stay with learning code and take advanced math courses into high school.
Coding and related skillsets donât just make for a brilliant computer programmer; theyâre essential tools for personal success in college, myriad careers or for application in the trades.
Broadcom Presents Design_Code_Build features a series of interactive math and coding events geared toward middle-school students, with special emphasis on engaging societal groups that are currently underrepresented in computing fields, especially young women.
This week, Broadcom Chief Executive Scott McGregor and Executive Vice President of Worldwide Sales Michael Hurlston are set to join about 200 Broadcom employees at the Computer History Museum to premier the new Broadcom Foundation program.
Broadcom Presents Design_Code_Build aims to introduce young people to foundational skills that will be vital for future careers. With economists foreseeing that roughly half of U.S. jobs will require mastery of at least one STEM (science, technology, engineering and math) discipline, thereâs a real concern that schools arenât able to fill the knowledge gap.
âBroadcom is committed to encouraging young people to be technology innovators, not just technology consumers,â McGregor said. âAs a company that relies upon the skills of engineers to create the wonderful products that use our chips, we are keenly aware that we must expand the number of young people who can see an exciting future in the engineering and computer fields. Without expanding the talent pool coming down the pipeline, virtually every company that relies on digital technology, whether for computer products, finance or entertainment, is at risk and Broadcom has aligned its philanthropic goals to help solve this looming crisis.â
Part of the solution is to engage and inspire middle school students through initiatives such as this new program.
âThe untapped talent reserve of young people in the Bay Area need direction and inspiration if they are to become our future engineers and innovators,â said Paula Golden, Executive Director, Broadcom Foundation and Director, Community Affairs at Broadcom. âBy partnering with a renowned learning institution like the Computer History Museum, we are building a program that not only reaches the kids at their initial point of inquiry, but we hope to continue our work with them through a concerted volunteer outreach initiative in concert with the museum and our regional partners in business and education.â
The program offers four day-long workshops designed to introduce students to the basic concepts of coding. Students will work in teams and engage in hands-on activities that can include learning to build a robot using the Raspberry Pi microcomputer or navigating a maze using Logic Turtle.
But thatâs just part of the experience. Broadcom Presents Design_Code_Build also provides students with the opportunity to meet âTechnology Rock Stars,â industry notables who will inspire them to envision themselves as future engineers and innovators.
A Rock Star will kick off each workshop and share stories about their own youth, their challenges and successes along their career path and answer questions about how to pursue a career in tech.
Students will also learn first-hand about the giants in the computing field throughout the last century through docent-led tours of Computer History Museum exhibits.
Broadcom Presents Design_Code_Build collaborates with community organizations such as Aim High and SMASH Prep/Level Playing Field Institute, which provide services to middle school girls and minorities.
âBroadcom Presents Design_Code_Build will help connect the dots between basic computer coding and the exciting careers that await these kids if they stay with mathematics through high school,â Golden said.
Broadcom Presents Design_Code_Build will open to the public on November 15. For more information, visit the Broadcom Foundation and Computer History Museum websites or visit Broadcom Foundationâs Newsroom and read the B-Inspired Blog. To stay connected, visit the Broadcom and Computer History Museum Facebook pages and follow Broadcom Foundation on Twitter.


This class is no longer available, but we found something similar!
5.0 (2) Â· Ages 14-18
Letâs Get Lost in a Book! Young Adult Book Club
5.0 (6) Â· Ages 13-18
Creative Writing Social Club
5.0 (4) Â· Ages 11-15
Learning to Love Shakespeare: Romeo & Juliet
5.0 (1) Â· Ages 5-7
Learn to Read CVC and Sight Words With Ms. G. - Unit 1
5.0 (1) Â· Ages 13-18
Literary Focus: Macbeth
5.0 (17) Â· Ages 10-14
Shakespeare Kids Part II: Discover Four More Plays
Once per week
over 4 weeks
learners per class
per learner - per class
How does a "Multi-Day" course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
How Outschool Works
There are no open spots for this class.
You can request another time or scroll down to find more classes like this.
In the class, we will follow the adventures of Mr. Ethan Chessman and his three children as they outsmart various villains to protect their family's amazing invention. The book, A Whole Nother Story by Dr. Cuthbert Soup is a chapter book full of suspense and hilarious mishaps, not to mention a lot of "Unsolicited Advice". It is a very fun read for older elementary and preteen students and is probably unlike any other book that they have read. Through this story the students will nurture...
Students will use their own imagination to expand on adventures in the book. They will be able to draw, write about and discuss creative ideas in an interactive environment. This class will provide a springboard for writing in such a way that the reader can't wait to find out what happens next. The book, A Whole Nother Story, is perfect for reluctant readers and bookworms alike because it is full of danger, mystery and just the right amount of silliness.
I often used this book when I taught in a traditional school setting. I found even the most reluctant readers enjoyed it and couldn't wait to find out what happened next. This gave me an opportunity to show them that their ideas could be equally fun and interesting to a potential reader. Students that didn't see themselves as creative were more open to sharing their work. For my Outschool classes, I like to encourage students to interact during the lessons and I believe this class will give them a perfect non-threatening opportunity to do so. The material will give students of various academic levels the chance to work together as peers.
The learners will need a copy of the book, A Whole Nother Story, by Dr. Cuthbert Soup. Some of the book will be read together in class, but the students will be required to read a few chapters between classes. They may also finish their creative assignments after the class time ends.
1 file available upon enrollmentA Whole Nother Story by Dr. Cuthbert Soup Pencil and paper I will provide handouts as needed
The students will share their creative assignments with the group and receive feedback from the teacher and their peers. This class is intended to be a positive writing experience to encourage them to share their ideas with others.
50 minutes per week in class, and an estimated 1 - 2 hours per week outside of class.
ðºð¸Lives in the United States
391 total reviews
296 completed classes
I have a bachelorsâs and masterâs degree in Elementary Education. I taught 1-3 graders for 8 years before taking off time to raise my children. I believe learning can be accomplished best when the child is actively engaged and having fun. I like...


What every teacher should know
Reading 101: A Guide to Teaching Reading and Writing
Letter of completion
After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.
The goal of phonics instruction is to help children learn the alphabetic principle â the idea that letters represent the sounds of spoken language â and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.
Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. Children are taught, for example, that the letter n represents the sound /n/ and that it is the first letter in words such as nose, nice, and new.
Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words and to begin to read with fluency.
Programs of phonics instruction should be:
- Systematic: the letter-sound relationship is taught in an organized and logical sequence, with many opportunities for cumulative practice. Regular progress monitoring helps ensure that word recognition is taught to mastery.
- Explicit: the instruction provides teachers with precise directions for teaching letter-sound relationships
Effective phonics programs provide:
- Frequent opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories
Systematic and explicit phonics instruction:
- Significantly improves children's word recognition, fluency, spelling, and reading comprehension. (For more information about the connection between decoding and reading comprehension, see the article The Simple View of Reading and Scarborough's Rope model in the Comprehension module).
- Is most effective when it begins in kindergarten but should be used as a part of a comprehensive reading program with students who do not have a firm understanding of the letter-sound relationship, regardless of grade level. See the article When Older Students Can't Read.
Adapted from: Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten Through Grade 3, a publication of The Partnership for Reading.
Why Explicit Instruction?
Literacy expert, Dr. Anita Archer, provides the rationale and overview of explicit instruction and its benefit to students.
The Alphabetic Principle
In Houston, the teacher of an advanced kindergarten class connects letters and sounds in a systematic and explicit way.


Effectiveness of Non-Formal Schools for Provision of Primary Education to Out of School Children
Author(s) : Rohina Gull and Muhammad Sarwar
The study was conducted to assess the effectiveness of Non-Formal Schools (NFS) established, for provision of primary education to out of school children of disempowered and neglected segment of Punjab, Pakistan, under Punjab Non-formal Education Project of Literacy and Non-formal Basic Education (L&NFBE) Department, Government of the Punjab. Data of enrolled students was collected from the web portal of the department. It revealed that the project envisioned establishing 990 NFBE Schools. The 100% target regarding establishment of schools were achieved and 33625 children were enrolled, as the target of enrolment was 19800 students. The enrollment was 61% more than the actual target. All fifth grade 373 students were selected as sample of the study through multistage sampling technique. The researcher developed an achievement test comprising of Urdu, English, Mathematics and Science subjects to assess achievement of students. The researcher personally administered the test to the students and marked it. Analysis of achievement scores showed that 61% students achieved more than 33% marks in the test. It was found that achievement mean score of male students was better as compared to female students. The achievement mean score of urban and rural students was almost same. Hence, it was concluded that the Non-Formal Schools were effective for provision of primary education to out of school children of disempowered and neglected segment of the society.
Key Words: Non Formal Basic Education Schools, disempowered / Neglected Segment of the society, literacy & numeracy skills


Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities.
The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools.


It's likely most of the objections will be over sex ed and evolution, but the law itself was inspired by a parent's objection to the book Nickle and Dimed by Barbara Ehrenreich (a worthwhile examination of minimum wage America). Most parents will not go to the trouble of objecting to phonics instruction or double digit subtraction, or the method by which either is taught, but it is theoretically possible. We could, however, see parents say things like multiculturalism is overused, the holocaust was overstated, or the civil rights movement was a mistake.
While schools shouldn't be platforms for teachers to share their political views, they also can't constantly answer to the whims of parents. Teachers already differentiate their instruction toward different levels, IEPs, 504s, and other accommodations. Differentiation based on parents' political leanings is not what public schools are designed to accomplish.


Yinsheng Zhou, Graham Percival, Xinxi Wang, Ye Wang, Shengdong Zhao
Composition, listening, and performance are essential activities in classroom music education, yet conventional music classes impose unnecessary limitations on studentsâ ability to develop these skills. Based on in-depth fieldwork and a user-centered design approach, we created MOGCLASS, a multimodal collaborative music environment that enhances studentsâ musical experience and improves teachersâ management of the classroom. We conducted a two-round system evaluation to improve the prototype and evaluate the system: Improvements were made based on the results from an iterative design evaluation, in which a trial system was implemented. The system then underwent a second round of evaluation through a three-week between-subject controlled experiment in a local primary school. Results showed that MOGCLASS is effective in motivating students to learn music, improving the way they collaborate with other students as well as helping teachers manage the classroom.
ACM Classification Keywords
H.5.5 Information Interfaces and Presentation: (e.g., HCI): Multimedia Information Systems: Sound and Music Computing; K.3.1 Computing Milieux: Computers and Education; J.5 Computer Applications: Arts and HumanitiesâMusic
Design, Experimentation, Human Factors.
Mobile devices, music, education, musical instruments, children, user-centered design.


â¬ Safe Quality: Sensory Toy Xylophone is Made of Durable Non Toxic BPA and Phthalate Free ABS Material with Round Edges Design.
â¬ Montessori Learning Musical Toys: Bright Colored Pounding Hammer Toy with Slide Out Xylophone Toy with Ball Poppering. The Kids could Fetch Color Sorting Balls as Pounding Sends the Balls Tinkling Over or Play a Xylophone Solo.
â¬ Help Develop Fine Motor Skills: Preschool Music Play Center Toys would Help the Development of Children's Imagination and Creativity. Promotes Dexterity, Hand Eye Coordination, Manipulation, Hands-on, Arm Movement.
â¬ Establish Musicality: Hammering Xylophone Toddler Toys is Perfect for Musical Development, Exploration and Audio Recognition. Pounding Tapping Bench Make Sound, Color Sorting, Learning the Alphabet and Numbers.
â¬ Great Toddler Gift: Educational Toy Xylophones is Good as Baby Gifts for Any Infant or Toddler. Child would Love the Pound Ball Musical Developmental Toys
Many Different Ways To Play
- Explore the different notes and sounds by letting the balls fall on the keys or slide out the slideway and create your own melodies with the mallet!
- With the hammer pounding xylophone, there are many ways to make music!
- Hammering Xylophone Toddler Toys Develops hand-eye coordination and fine motor skills. Strengthens arm muscles.
Early Music Education
- The pound and tap bench sounds and melodies are an ideal introduction to the exciting world of music.
Round Shape Bright Colors
- Well-polished surfaces, round edges and sturdy materials ensures safe play and years of pounding and tapping.


As school budgets have tightened, less is being spent on arts education in general, and on music education in particular. Given the number of benefits that music has for students, this is a trend that needs to be reversed, and this is one of the primary missions of Communities in Schools.
An Overlooked Method for Teaching Literacy Language skills are among the most important skills that children must learn during their preschool
and elementary grade education. Reading fluency influences studentsâ ability to comprehend every other subject, including science, social studies, and math.
While schools are feeling the push to guide children towards career paths in the âSTEMâ (science, technology, engineering, math) fields, they are unfortunately neglecting one of the most important ways to teach literacy: through music education.
You might be wondering how musical training helps students learn about language. Consider this: most native English speakers sing the alphabet to the tune of "Twinkle, Twinkle Little Star;" at the very least, they recite it in the same rhythm.
This is because, according to researchers at Kent State, rhymes and rhythms help kids (and people of all ages) memorize things â especially linguistics.
A few common ways to utilize these beneficial effects are to:
- Teach linguistic and grammatical concepts using songs
- Use lyrics from age-appropriate songs to help students learn to identify parts of speech,
as well as more advanced concepts like rhyme schemes
- Task students with writing a poem that fits a given melody to teach them important
concepts about syllables, grammar, and more
Easing Social Cohesion
Classroom cooperation and social cohesion is easier with musical accompaniment.
Think about it: every country has a national anthem, sports teams have their fight songs. When people engage in musical activities together, they feel more like a part of the group, and they also feel more positively about group members and themselves. This enhances the overall mood and the sense of safety students feel in a classroom. When kids feel they're in a safe environment, their brains are in the optimal state to learn new information. Musical education doesn't just make learning more enjoyable, it makes learning easier. In some cases, it's the only way to make learning possible.
For all of these reasons and more, musical programs are important for students. It strengthens areas of the brain that process language-based information, which prepares students to learn language, to learn to read, and to learn almost every other subject that depends upon reading and other language skills. Research has shown that this remains true even for students who learn language and musical skills in separate environments, such as students who take lessons in a musical instrument outside of a school setting. However, not all families can provide their children with an instrument and a tutor, which is why Communities in Schools is so committed to bringing musical education back to students in schools.
Contact Communities In Schools of Jacksonville to learn how we work with schools to provide music education to students in in Duval County, Florida.


Special Issue 5 (2) 2013 â Article
The Importance of âOrff-Schulwerkâ for Musical Social-Integrative Pedagogy and Music Therapy
English translation: Gloria Litwin
Which features of Carl Orff and Gunild Keetmanâs ideas are relevant for work in the community and therapy? A child who is mentally or physically handicapped, emotionally or sensorially disabled or on the autistic spectrum, is never just only that. The characteristics of a person that are not expressed in these terms, however, are precisely the ones that make musical communication and thus a connection with so-called ânormalâ people possible. A historical review will demonstrate the sources from which the adaptation of the Schulwerk for work with handicapped and disturbed children and young people was made possible and meaningful. A brief section will define the fields of âMusic Educationâ, âMusic in Special Needs and Communityâ and âMusic Therapyâ in order to distinguish them and highlight the contents they have in common.
The author uses quotes by Carl Orff in order to document the basis of her ideas for therapeutic work and describes how pedagogues and therapists, from the early sixties until today, have developed them for and together with different groups with special needs:
- The multi-sensorial approach through speech, free and bound rhythm, movement, singing and playing instruments provides possibilities for spontaneous creative play in a social context, even if one important sensorial area is severely damaged.
- Every member of an integrative music and movement group is participating actively in a creative process.
- The instrumentarium allows participants to play together in a spontaneous way.
- Relationships developed through musical expression and play as an encounter between two people forms the basis for emotional development.
- Musical reception and expression is independent of intellectual capacity, age and previous musical experience.
elemental music; social-integrative pedagogy; music therapy; differences in methodology
Prof. Dr. Karin Schumacher studied Music Therapy in Vienna and Elemental Music and Dance Education at the Orff Institute in Salzburg. Since 1974 she has worked as a music therapist with psychiatric patients, children with pervasive developmental disorders, especially autism and with handicapped children and teaches music therapy at the University of the Arts in Berlin and at the Music University in Vienna.
Note: This article by Karin Schumacher was originally published in 1999 with the title Â«Die Bedeutung des Orff-Schulwerkes fÃ¼r die musikalische Sozial- und IntegrationspÃ¤dagogik und die MusiktherapieÂ» in the journal Orff-Schulwerk-Informationen, volume 62 (see: http://bidok.uibk.ac.at/library/schumacher-orff.html). This English translation of the article is published with the kind permission of the author and the publisher. Apart from some copy-editing changes, the text has been attributed faithfully in the English language retaining the terminology used initially by the author.


By Christy Olson
The Bible has been translated and paraphrased thousands of different ways. How can you know when is âbestâ for you and your family?
The answer to what is âbestâ depends on what you are seeking! For younger learners it can be best when everyone works from the same translation of the Bible. At other times, however, hearing passages translated in different ways can spark discussion and bring clarity. Whichever version you use, encourage the participants to get to know their Bible, making notes and marking passages that are meaningful for them.
Many churches and families make Bible presentations at certain times during a childâs life: at baptism, for birthdays, during a certain point in Sunday school (often third grade).
As parents and teachers we want to know what the best way is for children of all ages to come to the scriptures. This can vary by the childâs age and learning style. Here are a few things to consider when choosing a Bible for your preschool to elementary school reader.
Bible storybooks are best for preschoolers and non-readers. To engage children in the story, Bible storybooks use illustrations to enhance the childâs visual representation of the story. These illustrations may be small and best seen by one child. Some well-known Bible stories command their own books, such as Noahâs Ark and stories from Jesusâ life.
When choosing a childrenâs storybook, look for stories that stay true to the Bible story. They should also engage children in further questions about the story. The story may have pieces that apply to the childâs everyday life, or wondering questions that help children process the story. The words need to be easily understood by children and the language age-appropriate.
Illustrations are very important in Bible storybooks. The representation of Bible characters needs to be realistic as well as inclusive. Look for illustrations that accurately represent the storyâs culture. If few women and children are shown, then a vital piece of the story is missing. Look for illustrations that include daily life in Bible times to increase the childâs immersion in the story.
Part two of this article will be posted on Friday, July 2
âChristy Olson has a B.A. in elementary education and elementary music and an M.A. in Theology. She has worked in ministry with children , youth, and families for 30 years, the last 20 as an Associate in Ministry for the ALC/ELCA.


Cooking with your kids is a great way to bond, have fun, learn, and develop skills. This activity is also a necessity for everyone, no matter where they might go or what they might do. Thatâs why we believe that cooking with toddlers and children is an absolute must. Here are a few more reasons why you should try cooking with your little ones.
Learning in action
Learning at nursery is just one of the many ways children develop. At such a young age, their brains are like sponges and they soak up everything in their environment. Cooking develops literacy and numeracy skills as your children measure, count, and read recipes. This is active learning at its finest and your children will pick up literacy skills all the while cooking a delicious meal.
Big scientist little scientist
Along with maths and literacy cooking introduces your kids to the wonderful world of science. Watching butter melt, cakes rise, and veggies brown all teach them about physics and heat. This makes cooking a great way to engage inquisitive minds and teach them about science.
Cooking new foods and trying new recipes also opens up your little oneâs mind to new foods and flavours. If youâre having trouble getting them to try a new veggie, let them cook it. Theyâll love experimenting with new foods and be more open to delicious recipes.
Working with recipes teaches your toddler how to follow instructions. Organising a recipe into a list shows how helpful it can be to organise your activities and follow a plan. As well as instructions working to a recipe promotes teamwork. For example, your child can add milk while you mix the ingredients. These little activities promote active learning and develop positive social characteristics.
Cooking with your children doesnât just promote learning but also expression. When it comes to things like icing cakes or decorating dishes you can set up little decorating stations with everything from sprinkles to food colouring. You can also start some lovely new traditions like family cooking at Christmas or special homemade Easter decorations to give as gifts to your relatives.
Develop dexterity and fine motor skills
Working with your kids in the kitchen not only helps their minds but also their fingers and hand-eye coordination. Mixing, measuring, and shaping, all of these activities are safe and allow your kids to practice using their hands. Using a recipe also teaches them to measure by eye and decide when something is mixed enough or the right consistency.
Last but not least it brings you closer together. Children love to spend time with their parents and cooking is a great way for them to develop bonds, build self-confidence, and learn a life skill.
These are a few of the ways that cooking with kids can benefit development. Try cooking with your kids at dinner time and theyâll learn to love food and respect the kitchen all while having fun. If youâre looking for recipe ideas or want some help creating some kid-friendly festive treats and decorations then look no further. Weâve got a wonderful festive feasts blog packed with ideas for you and the little ones to enjoy. If youâre looking for lunchbox ideas, speedy suppers or recipes for toddlers then check out this awesome resource from BBC Good Food.
So what are you waiting for, get some aprons, break out the mixing bowls and have some fun in the kitchen with your kids.


Improve literacy at your school.
Together, we are on a mission to improve literacy within our state. Throughout the year, we plan to share research-supported instructional practices that could make a measurable positive difference in your school. The first idea is focused on small group and individual instruction using a variety of grouping strategies.
You can use a variety of grouping strategies for your small groups:
- reading level-based
The groups are formed and instruction is based on childrenâs observed and assessed needs in specific aspects of literacy development. Click here to learn more about reading levels on the Fountas and Pinnell blog.
Email Carrie Paddock to learn more literacy tips at firstname.lastname@example.org.


Back by popular demand, and with new content, the National Film Board of Canada shows educators how its wealth of media can be used in the classroom to address the expectations in the Ontario Curriculum.
The collection is huge and many find it much easier to use than wading through other video services.
This is still my favourite video from the NFB. I canât begin to tell you the number of times that Iâve watched it.
The National Film Board workshop can be so valuable. See the descriptor below.
Learning About Media: Using NFB Films and Educational Resources in your Classroom
National Film Board of Canada
As leaders in media literacy development â delivering educational workshops in Canada and abroad for over 20 years â representative from the National Film Board of Canada (NFB) Education team will provide educators with effective strategies for integrating film titles, interactive projects and media education in their classrooms. This workshop will provide educators with a platform to discuss media literacy concepts while viewing NFB content and accessing educational resources.
We will introduce participants to CAMPUS â the online NFB Education streaming room, featuring 2800+ on-demand classroom-ready films, pedagogical evaluations of NFB films, learning modules and a wide variety of study guides, available in both English in French. Educators will learn how to build a learning module surrounding a film or a thematic collection of films.
Following the session, each educator will know how to build their own learning module, according to their individual curriculum needs. You will also leave inspired by learning about new and emerging media content. Together, we will discuss concepts and questions regarding the production and consumption of media, using one of our newest online learning modules, âFilm for Empathyâ. We will also discuss opportunities and tactics to engage students to actively work through media production.


âWords cannot describe what my son has gained from the ELC. I learn something new every day from him and I am assuming that is a reflection of the unique approaches the teachers take to teaching.â
The Preschool program is built upon child-centered and culturally sensitive principles. It uses a structured play approach to foster holistic development and to build foundations for language and learning skills. The Preschool has an open door policy and welcomes family participation. As well to the classroom program, a number of parent-child events and home visits are offered. Regular parent-teacher potluck meetings provide opportunities to share a meal in a social setting and to take part in topics of interest.
âMy children love the center. They really enjoy all of the outings like field trips and swimming. I am unable to take them to many of the places they go, I am very grateful to the center for giving my children these learning experiences.â
âWhat Iâve noticed and admired about the children at the Early Learning Centre is that after being immersed in the program they develop a sense of ownership and authority over their environment.â
Our curriculum is based on the belief that children learn best when they are actively engaged in planning, following through, and reflecting on their activities in a stimulating and supportive environment. Important aspects of the curriculum are daily routine, stories, music, conversations, problem-solving, and opportunities to make choices.
Learning materials such as sand, water, paint, and clay are critical elements in an effective early childhood learning environment as they promote scientific awareness and respect for nature. Parents are encouraged to share their hobbies and skills with the children in the classroom.
Other program components include:
- Exposure to multicultural activities such as music, language, dance, and food.
- A daily well-balanced nutritious snack.
- A health program.
- A transportation program.
- Transition to Kindergarten.
Enrollment is 96 children


Art Smart: Integrating Visual Arts in the Montessori Classroom
The visual arts are essential to a comprehensive elementary education. In the Montessori classroom, art should be offered in 3 waysâas a work choice from the shelf, as an extension choice for topics the child is learning about, and as direct instruction, like through a formal art class or series of art lessons.
The child at the first plane of development, which is from infancy to age 6, should be provided a firm foundation in exploration art as a process, rather than product. This means that rather than focusing on arriving at a finished product, the child is often cutting, gluing, painting and sculpting for its own sake. The younger children may have little attachment to their artworkâfor them it was about the moment, the experience of making that art. Older students tend to enjoy giving their artwork away to friends and loved ones, using art as a means of expression.
The child in the 6-9 stage is primarily concerned with social development and the shift to relationships becomes apparent in his or her artwork.
Why We Teach Art
Appreciating art and what it does for the child may be the first step in bringing great art experiences into the classroom. Art plays many roles in education:
Â· Creative outlet to self-expression
Â· Therapeutic tool
Â· Enhancement of motor skills
Â· Synthesis of information
Â· Development of confidence
Â· Diagnostic aid
Â· Promotion of decision-making
Â· Connection to world cultures
Â· Enhancement of social and emotional connections
Â· Use of sequencing skills
Paramount to all other benefits, art requires and fosters executive functioning and engages a childâs whole personality. âThe child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear, striking his imagination. Once this love has been kindled, all problems confronting the educationist will disappearâ (Montessori, 1989, p. 25)
The Montessori guide at the Elementary level is responsible for offering open-ended art activities on the shelf. These open-ended activities might be structured on a tray or might be materials such as markers, paints or stamps offered on the shelf for the child to utilize. In addition, specific art works, such as a Matisse-inspired collage tray or a coloring Mandala are choices for students.
Extending Lessons with Art
Art is a great tool in that it helps children consolidate knowledge. Whether illustrating a story or making a mural of ocean life, the process of making things and drawing cements knowledge and understanding. If we made a model or diorama of something as a child, chances are we remember it even as an adult. Consideration should be given to diverse learning styles and strengths. Teachers should encourage all students to illustrate or choose art extensions periodically; however, for those students who might struggle in other areas but have strengths in the visual or artistic areas should be offered those art extensions consistently.
Direct Art Instruction
The goals of an art program should be centered on students looking at, appreciating and creating original works of art. An art program should develop in studentsâ motor control, physical skills, drawing and modeling techniques as well as foster creativity and problem-solving. When art classes, projects and ideas stem from studies in the classroom or connect to the spiraling Montessori curriculum, these art choices will reflect and enhance student discovery. The vital connections across the curriculum are to serve that goal.
Students may develop skills in physical, intellectual, interpersonal, emotional or even spiritual areas through art experiences. Art for the young child should include opportunities for open-ended art discovery.
Montessori, Maria (1989). To educate the human potential. Oxford, England: Clio Press.


Approximately 7 percent of the worldâs population has some kind of hearing loss. The majority are born with normal hearing, becoming deaf later in life.
About 2 to 3 out of every 1,000 children are born with a detectable level of hearing loss in one or both ears. More than 90 percent of deaf children are born to hearing parents, and less than 10 percent are born to deaf parents. Deaf people born into deaf families are called âDeaf of Deafâ.
Deafness can be genetic, and if deaf people marry, the recessive gene can create families with several generations of deaf people, including deaf aunts, uncles, cousins, and grandfathers. Some children are born hearing in these families, some are hard-of-hearing, but most are born profoundly-deaf.
Edublox clinics offer multisensory cognitive training, aimed at developing and automatizing the foundational skills of reading, spelling, Mathematics and the learning of subjects such as History and Geography. Edublox has a long history of improving the learning and literacy abilities of deaf children.
Already in 1987 Dr. Wynand de Wet did his practical research for a Masterâs degree in Educational Psychology at a school for the deaf. The subject of his research project concerned the optimization of intelligence. The group who did Edublox were tutored simultaneously for 27.5 hours between April and August of that year, and showed an increase of 11.625 points in non-verbal IQ scores, from an average of 101.125 to an average of 112.75. The group who did not receive cognitive training showed an increase of 4.625, from an average of 104.25 to an average of 108.875.
In a later research study, headed by Dr. Annalene van Staden at the University of the Free State, sign language strategies were combined with an Edublox program to facilitate literacy. Participants were 60 deaf learners in grade 1 to grade 3. Participants were randomly assigned to an experimental and a control group. There were no significant differences between the two groups in terms of age, nonverbal IQ as well as word recognition and spelling abilities. Marj Arslanian, an Edublox Master Trainer, provided Edublox training to the teachers who would present the year-long, four-times per week literacy program to the experimental group for 45 minutes at a time. The learners in the control group received usual classroom instruction.
The research results demonstrated a significant increase in reading and spelling performance of the deaf learners in the experimental group as compared to the control group who received usual classroom instruction. The significant increase was evident in all three grades.
Edublox in action
Dewald Botha â in the video below â was born Deaf of Deaf. Both his parents are deaf as well as his younger brother. Because he was failing English Literacy, Mathematics and Sign Language, Dewald attended a 10 day, 43-hour Edublox course. Watch the video to see the results.
Edublox specializes in educational interventions that make children smarter, help them learn and read faster, and do mathematics with ease. Our programs enable learners to overcome reading difficulties and other learning obstacles, assisting them to become lifelong learners and empowering them to realize their highest educational goals.
1.) De Wet, W. (1989). The Optimization of Intelligence Actualization by Using Audiblox. M.Ed. (Psychology) Thesis: University of Pretoria.
2.) Van Staden, A., Badenhorst, M.G. & Esterhuyse, K.G. F. (2008). Die ontwikkeling en evaluering van ân visuele geletterdheidsprogram vir dowe grondslagfase-leerders met lees- en spellingagterstande. Journal for Language Teaching, 42(1):49-63.


Why We Make Art (Book)
And Why it is Taught
In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favour of a largely psychological approach aimed at addressing contemporary developmental issues in art education. This second edition will be an important resource for anyone interested in arts education.
- AvailablePaperback9781841503783195 pagesList Price: GBP 21.50 Add to basket
Governments around the world spend millions on art and cultural institutions, evidence of a basic human need for what the author refers to as 'creating aesthetic significance'. Yet what function or purpose does art satisfy in todayâs society? In this thorough and accessible text, Richard Hickman rejects the current vogue for social and cultural accounts of the nature of art-making in favour of a largely psychological approach aimed at addressing contemporary developmental issues in art education. Bringing to bear current ideas about evolutionary psychology, this second edition will be an important resource for anyone interested in arts education.
Richard Hickman is a reader at the University of Cambridge, Faculty of Education. His previous publications include Research in Art and Design Education and Critical Studies in Art and Design Education.
'Hickmanâs consideration of why we make art and why it is taught asserts his support for the creative potential inherent within art education. He doesnât resort to championing one canon over another, nor does he completely discount any research he has addressed. His open and honest considerations of topics addressed create a much-needed space for discussion within the realm of education. If more educators could gain this clarity of vision through imaginative consideration, our educative systems might one day reflect the imaginings of an artist. And to that end, we might embrace our innate curiosity and allow ourselves the opportunity to see our world differently and perhaps, with the artistry and imagination Hickman knows and seeks for all.'
'Richard Hickman has described the complex workings in the art classroom with literary elegance. His sensitive and astute conceptualisation of the many factors which surround the success of the art education domain emanate from the empirical evidence of his research, his depth of knowledge as an artist and art educator and his experiences as a teacher and inspector within the British education system during the past three decades.'
'Why We Make Art and Why it is Taught has been a major influence in my career as an artist and an art educator. The depth of research that Dr. Hickman has undergone in the areas of creativity and self-esteem have impacted my way of thinking in a most positive manner. His ideas on our capacity to notice, understand and communicate visually, should be a part of every artist/educator's pedagogy.
'This book deserves close attention by those artists, teachers and academics who identify themselves with art education not simply as a subject in the curriculum but as a way of understanding and engaging with a wider meaning in life.'
'We should welcome and inwardly digest this excellent book that examines the necessity for art as a basic human need'
'Richard Hickman seamlessly brings together modern and postmodern perspectives in visual art and education and in so doing offers a truly engaging argument for why we make art and why it is taught. The strength of this book is in Hickman's ability to write lucidly (and entertainingly!) about a complex subject, blend theory and research, and maintain his unique voice throughout'


More than 50% of Nova Scotians do not have the literacy and essential skills required to work and thrive in our knowledge-based and increasingly tech-driven society.
The most recent international survey of literacy skills was released in October 2013 by PIAAC.
What is PIAAC?
The Programme for the International Assessment of Adult Competencies (PIAAC) is an initiative of the Organization for Economic Co-operation and Development (OECD). The OECD provides assessment and benchmarking of foundational skills of working-age adults around the world. PIAAC assessed the foundational skills of populations in 24 countries including Canada, in 2012-2013. In Canada, over 27,000 adults aged 16 to 65 participated in PIAAC.
Foundational skills include: literacy, numeracy, and problem solving in technology-rich environments. These skills are essential for succeeding in society and participating in todayâs economy. For more information about PIAAC, check the links in the Resource section of the website! (with a direct link to the resource section)


This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the teacher describe her teaching? (b) How do her students describe her teaching? and (c) How does her cultural background as an African American woman teacher influence her teaching? Data collected for this study consisted of field notes, teacher interviews, student interviews, and artifacts. Analysis of the data yielded four dominant themes: (a) Religious influence on teaching practice, (b) an ethic of caring, (c) identity as an âothermother,â and (d) use of music as a vehicle for empowering students.
Palmer, C. Michael
"The Teaching Approach of a Notable African-American Music Teacher:
An Intrinsic Case Study,"
Visions of Research in Music Education: Vol. 31, Article 7.
Available at: https://opencommons.uconn.edu/vrme/vol31/iss1/7


Contains 34 books (1 for each common digraph and blend)
From the developers of the leading PM Family series, we bring you revised books from the PM Alphabet Blends series to support early literacy development in your K-1 classroom. Each PM Alphabet Blends book contains five words, five photographs and an alliterative rhyme that allow the personality of each digraph and blend to be absorbed. PM Alphabet blends work best when links are made with children's current reading. The book br links with Brave Father Mouse, in which both brave and bread are used.
The shy shellfish
The shellfish lives
In a shiny shell.
She shuts her door.
She shuts it well.
The PMs are a unique collection of over 1000 levelled fiction and non-fiction texts. With pedagogically sound and meticulously levelled resources, the PMs provide teachers with a complete literacy program to help them enable students to master the competencies of highly successful literate children.


In addition to the expert teaching staff we have in the classrooms at Foothills, students have access to additional supports to enhance and maximize their learning potential. There are supports from Educational Assistants, IPPs and classroom design that are available to all students within Foothills Academy.
Each classroom has a skilled Educational Assistant to help support each student with their learning and social needs. Educational Assistants provide a greater opportunity for 1:1 work and group work, allowing for the implementation of more learning strategies by the classroom teacher. Assistants can support further remedial instruction of foundational skills and they are crucial to developing strong relationships in every class. Having access to Educational Assistants in the classroom brings the staff to student ratio to 1:6 or 1:7.
Individual Program Plans
Every student with a Learning Disability must be supported by an effective and relevant Individualized Program Plan (IPP) which focuses upon the studentâs needs, strengths and participation. Parental input is important when creating their childâs IPP beginning with IPP goal setting meetings in September. All students are central to the ownership their IPPs and it is a living document to which they should continually refer. By taking ownership of setting and meeting their academic goals, students have an exceptional rate of success. Beyond academics, goals often include organization, time management, social skills and elements of Executive Functioning. Based on a student-strength model, not only does this aid with students achieving success in their courses, but it also helps to establish lifelong skills for future education programs and the workplace.
Since individuals with Learning Disabilities and co-existing disorders tend to struggle with self-regulation, we know this is important to consider in our everyday work with our students at Foothills Academy. Self-regulation can be viewed across three different domains: cognitively (their ability to focus on academic tasks), behaviourally (their ability to control their actions), and emotionally (their ability to control their emotions). Students are not able to engage in school work consistently and meaningfully if they are dysregulated. Therefore, the school uses the Zones of Regulation program in order to help students develop self-awareness of their regulatory states, and to identify strategies that work well for them (e.g., âregulation breaksâ). The consistent use of the Zones language allows us to develop a common understanding and ability to communicate amongst staff and students across the entire school. Additionally, Mindfulness plays an important role in many classrooms to help student self-regulation.
Classroom Design & Technology
Classrooms at Foothills provide environments for student well-being, active learning and supporting individualized needs. Each class is balanced with a Universal Design for Learning so that all students have the opportunity to thrive in their learning and flourish socially and emotionally. The environment in the classrooms also provides active furniture to aid with regulation, flexible working spaces for collaboration, quiet areas and opportunities for movement.
Rooms are equipped with Smartboards and all students are assigned an electronic device such as an iPad, Chromebook or laptop. The device is provided by the school and there are no added technology fees for families. iPads are deployed in the younger grades as they have a wide range of appropriately levelled learning applications. Chromebooks are used throughout the middle years of school due to their excellent compatibility with our school-wide use of Google Workspace for Education. In high school, students have the experience to know what works best for them and there is a greater degree of choice in their device based upon proven experience of success with the device or technology. Where students require greater technological supports, further Assistive Technologies are provided
Compensation versus Remediation
Foothills Academy supports students through both remedial instruction (which targets improving the foundational skills a student needs to master) and compensatory approaches (which teach strategies the student can use to build on their strengths and work around their weaknesses). Remedial instruction addresses skills deficits while compensatory approaches help students reach their full potential. Remedial approaches include a focus on repetition, breaking tasks down into smaller chunks and re-teaching skills. Compensatory approaches or accommodations may utilize Assistive Technology such as audiobooks, text-to-speech software and speech recognition software that converts a studentâs own words to text. Our goal is to find the right balance between remediation and compensatory approaches for each student.
Some students require specialized and individualized supports such as Psychology Services, Assistive Technology, Occupational Therapy or Speech-Language Therapy. These services are provided on an as-needed basis and are explored more in-depth through the links above.


In this phase your role remains to teach, guide and assist your child in their educational, physical, emotional and social development. You should also still work with the teacher so that your child progresses confidently through school. It is advised to continue checking homework and assisting when necessary. If your child is battling with concepts, you should work with them until they understand the concepts, independently.
Intermediate phase (Grades 4-6)
This phase is about using foundational concepts to build their knowledge and learn new concepts. A child with strong foundational skills is more likely to succeed in this phase, and to develop a sense of independent learning. Your role as a parent in this phase is to guide and instruct your child and for them to attempt the work individually without your continuous involvement. This does not mean your child is expected to work unassisted, but that they are required to work for periods independently, knowing that you are available should they get stuck.
This phase teaches them how to use their previous knowledge to learn new concepts. Your child is now at a stage where they are learning to work independently and develop their skills, but they are still reliant on the teacher and yourself to teach, instruct, and help them.
The parent and the teacher
The teacherâs role remains to introduce and practice new concepts at school. Your child then comes home and attempts to perform the concepts and tasks independently. It is your role to assist your child as needed at home and to continue to bring the teachers attention to any concepts your child cannot grasp. The teacher will advise you on how to assist your child with school work at home. Assistance may include organising extra lessons or getting extra work to do at home. Time management may play a role here as your child will need to spend more time on school work â but be careful not to overload your child.
The way forward
In the Intermediate Phase, children are introduced to new concepts like time management, study/revision timetables and more advanced assessments. The use of goal setting and time management (homework books, daily activities and calendars) are essential. It is vital to teach your child how to do these. A positive starting point is goal setting. Remember to assist your child so that they will be able to use these skills independently. It will be less stressful in the high school years!


The importance of reading
Each year we celebrate National Book Week in September. The commemoration coincides with International Literacy Day on 8 September.
Being able to read is an important part of a childâs development and exposing children to books at an early age helps with their vocabulary development and language skills. Sadly, thousands of learners and adults donât have basic literacy and numeracy skills.
According to statistics, nearly 60% of households donât own a leisure reading book with only 14% of the population active book readers. Reports suggest a mere 5% of parents read to their children.
Results from the Progress in International Reading Literacy Study (PIRLS) 2016, which assesses reading comprehension of grade 4 learners, reveal that South Africa faces many challenges when developing reading literacy at Grade 4 level. Nationally, 78% of learners can't read for meaning by the age of 10.
Literacy is the foundation
Literacy is the foundation for all learning. Improving the levels of literacy can also help improve numeracy.
Improving literacy and numeracy skills are crucial to a childâs ability to develop fully as an individual. These skills can help them live a satisfying and rewarding life and to fully take part in society as they grow and mature.
The PIRLS has a set of recommendations of which the strengthening of teaching on reading literacy in the Foundation Phase (grade R to grade 3) is at the top of the list. It also recommends the encouragement of extra-mural reading and the encouragement of a culture of reading. Parents and learners must increase the time spent on reading.
Promoting a culture of reading
Provincial Minister of Education, David Maynier, said: "A love of reading is the single greatest educational gift we can give our children to ensure that they will succeed in their school career. We must all work together to achieve total literacy for our learners, and we appeal to parents to support our learners by encouraging them to read at home daily.
How can I help?
Solving South Africaâs literacy problems requires innovative solutions and collective involvement.
Advocacy and parental involvement are two of the pillars of the Western Cape Reading Strategy. They developed the strategy in collaboration with the Coalition for Quality Education in the Western Cape to improve reading with understanding amongst learners.
The coalition (TEAM READ) is a collaborative association for all education stakeholders (including government, private business, NPOs, civil society and funders) with two focus areas: what teachers and learners must do better to improve reading literacy and a whole of society movement that will garner everyoneâs help in improving reading.
Minister Maynier acknowledged the different stakeholders that recently attended the WCED Foundation Phase Reading Conference and said that Team Read was all about coming together to make our readers fly high in the Western Cape.
"The gift of reading is not only about learning but also a gift of well-being,â Minister Maynier said.
One way to encourage reading in your household is to make reading a habit. Do you need tips on what you can do at home to build the reading, writing of your children? The Department of Education has some great ideas on how you can make reading fun for your children.
Another way of improving literacy skills is by visiting local libraries - borrowing books to read in your free time and taking part in the activities on offer. Research has shown that learners become more competent readers when they have access to a school library with a good resource collection.
Donate books and change a life
Do you have reading books youâre no longer using? Consider donating it to a local school library or one of these NPOs to help make a difference.
International Literacy Day
On 8 September we celebrate International Literacy Day, in which we highlight the importance of literacy. This year, the day will be celebrated worldwide under the theme, Transforming Literacy Learning Spaces. At the global event, United Nations Education, Scientific and Cultural Organisation (UNESCO), will organise a 2-day hybrid international event.
The focus this year will be on rethinking the fundamental importance of literacy learning spaces to build resilience and ensure quality, equitable and inclusive education for all.
International Literacy Day has been celebrated annually since 1967 to advocate the importance of literacy.