Learn about the different classes you'll take in a heating, ventilation, and air conditioning (HVAC) training program. While every program will vary slightly and emphasize different components, the foundational skills HVAC students learn remain the same. Read on for a brief overview of the different classes you can expect to encounter in a standard HVAC training program.
Technology and evolving software are a daily part of an HVAC technician's job. It is likely you will need to take at least one computer class with a strong emphasis on any leading HVAC software. You may review specialized systems and control monitoring, field service and record keeping programs, and specific troubleshooting methods to help you quickly and accurately identify problems and resolve them.
Technical writing is an important component of an HVAC technician's skill set. On the job, technicians find themselves needing to prepare reports and documents daily. A good technical writer is also a good communicator, and these classes can strengthen your skills in the professional world. Basic technical writing skills covered in classes will include reporting, letter and memo writing, and technical documentation.
You'll most likely learn electrical theory principles such as wiring, motor controls, industry load levels, and characteristics of electrical functions. Electrical theory will also require an understanding of mathematical equations, trigonometry, calculus, algebra, etc. You will learn how to use electrical theory to troubleshoot problems as they arise using an electrical meter. An understanding of electrical theory will be central to much of your work.
In addition to electrical theory, your program may also contain a course on refrigeration theory. In a refrigeration theory class, the basics behind refrigeration are covered. Topics range from thermodynamics, pressure, temperature, refrigeration, and more. Along with certain scientific concepts, you'll review basic repair techniques from electric work to piping.
Before you can dive into HVAC systems, you must be familiar with safety rules and regulations regarding safety. From OSHA training, to instruction in power tools and industry-specific hand tools, you will learn how to operate equipment in a safe, hands-on environment. Understanding the responsible operation of equipment and OSHA regulations are fundamental to HVAC professionals.
In classes focused on heating systems, you'll explore the aspects of both commercial and residential heating. You'll dive into gas and oil furnaces, heat pumps, electrical resistance heating, gas-fired heating systems, and more. Heating systems courses also typically involve hands-on training where you will likely cover the diagnostics, installation, service, and repair.
HVAC also includes understanding air flow and how it relates to different HVAC systems. Proper air flow is necessary when it comes to the longevity of HVAC equipment; issues with air flow tend to occur in internal structures and duct work. Classes studying air flow will teach you its basics including duct-work, fans, and how to best diagnose problems that occur.
AC & Refrigeration Systems
HVAC programs also cover approaches to troubleshooting, maintenance, and repairing air conditioning and refrigeration systems. With a focus on service and repair of systems in commercial and residential settings, these classes provide the foundational knowledge necessary for HVAC students. It is likely AC and refrigeration system courses will involve hands-on experience in addition to classroom learning.
Outstanding Training to Prepare You for Your Career
The variety of coursework involved in a typical HVAC training program extends beyond what most people realize. If you are someone who has always held a passion for troubleshooting, technology, and hands-on work, it is likely you will get more than knowledge out of an HVAC program.
Another notable aspect of HVAC programs is knowing that you can be completed with training in as few as 6 months!
The more knowledge you have of systems and procedures, the more jobs you can take on with confidence after training. Skilled technicians also tend to see great pay. In 2021, HVAC technicians made an average annual pay of $54,690, and the top 10% earned $78,210 (bls.gov).
Find a local HVAC training school now.


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Ready to Go Guided Reading: Infer offers the essentials for an effective, comprehensive guided reading program for first and second grades. This book includes:
-leveled readers that cover high-interest topics
-prompts to encourage students to work with the text and text features
-graphic organizers and an observation sheet
The readers are separated into three readability levels and designed to keep students' attention. Various callout boxes direct students to apply guided reading strategies to the texts, such as scanning for meaning or word work. Each reader concludes with a writing prompt.
The 12-book Ready to Go: Guided Reading series for grades 1-6 includes everything you need for your guided reading group. Each 80-page book is essentially a guided reading set, containing 36 total readers, six discussion guides, and three reproducible pages. Each grade span includes four books, focusing on the following reading comprehension strategies:
The readers contain short nonfiction texts and text features such as callout boxes, photographs, charts, and maps.


No matter how clever your little ones are, it never hurts to encourage them to read daily.
Yet, many parents tend to forget that it’s not enough to just leave stories sitting on the shelf. Children need guidance and support in learning how to get the most out of their reading.
So in this article, we want to help out by pointing out the best reading lessons to give to your kids. By following these parenting tips and tricks, you can help your children become more invested in the diverse stories found in storybooks.
Introducing Books and Print to Your Child
Introducing books and print to your child at an early age is the best way to create a lifelong love of literature. Start by reading to your child out loud when they are still young. Narrating stories will help them understand the written word better.
You can easily find storybooks or picture books in bookstores. But if you want more variety, you can find free story books online.
Establishing a Dedicated Reading Time at Home
Establishing a dedicated reading time provides a consistent and predictable time and place for kids to engage in reading. This helps you better monitor your kids’ reading progress. You can make sure that the reading material is at the right difficulty level or if you need to make adjustments.
Incorporating Movement into Reading Activities
Movement can help keep your children engaged and excited about reading. For example, have your kids act out the story they are reading. Ask them to make sounds or words associated with the story or mime the actions on the page.
You can also have them create a dance or song that corresponds to the book they just read. While moving and dancing, they’re also building their reading comprehension.
Engaging Kids with Fun Reading Games and Activities
Reading lessons don’t have to be tedious for kids. There are many interesting reading activities that you can use to make reading time more enjoyable for your children.
For example, creating a storyboard game with them can be a great way to get them to engage with a story and be creative. Board games such as Scrabble and Boggle can also help kids practice their spelling and reading skills while having fun.
Promoting Independent Reading Skills
Teaching your child independent reading skills include demonstrating the importance of reading fluency and accuracy. Your child should be taught to understand the material as they read. Personal strategies, such as guessing the meanings of unfamiliar words, can be taught to help with comprehension.
Your child can also enhance their understanding of different concepts through individual activities. This can include recognizing letters, sounds, syllables, words, and their meanings. It also helps them to understand punctuation and the structure of sentences.
Try These Reading Lessons With Your Child Now!
Reading is important, and teaching kids good reading habits early can help their literacy development. The best reading lessons are tailored to the individual, combining a positive attitude with fun and creativity.
So by implementing creative, fun activities, you can teach kids to love reading and open them up to the world of knowledge. Encourage your kids to explore reading and unlock its secrets!
Did you enjoy reading this article? If so, check out the rest of our site for more content like this.
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Nicaragua is a beautiful country with many lakes and volcanoes. It also has rich deposits of copper and gold. The people of Nicaragua, though, have suffered many years of war and hardship. For over 40 years, the Somoza family ruled Nicaragua as dictators. General Somoza took land from poor farmers and gave it to wealthy families. He closed schools. He said the people were oxen and didn’t need to be educated.
War broke out and the Somoza family was thrown from power. Two groups, the Sandinistas and the Contras, fought for power. Today, the country has a democracy. The country has schools and hospitals.
Fun Facts about Nicaragua for Kids
- 5,774,000 people live in Nicaragua.
- The country has 50,193 square miles of land.
- The official language is Spanish.
- 97 percent of people are Christian.
- 68 percent of adults can read.
- People in Nicaragua can expect to live to be 69 years old.
- Hardship: difficult experiences
- Dictator: a ruler who makes every decision
- Oxen: large, strong cattle used for work
Learn More All About Nicaragua
This is the best video we found for kids to learn about Nicaragua:
This video is about Nicaragua’s history and culture, festivals and traditions as well as the beautiful cities of the country.
Question: Does Nicaragua have rain forests?
Answer: Nicaragua does have rain forests. The country has over 70 areas that are protected. In these areas live snakes, jaguars, manatees, monkeys, wild boars, toucans and many other animals.
Map of Nicaragua
Here’s a map of the country of Nicaragua and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Nicaragua! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Nicaragua, as though you are actually there!
Enjoyed the Earth Science for Kids all about Nicaragua info? Take the FREE & fun all about Nicaragua quiz and download FREE Nicaragua worksheet for kids. For lengthy info click here.


- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers and understand the historical and cultural development of their art forms
- are provided visits to local art galleries and museums to enrich artistic understanding
- work with visiting local artists sharing expertise
Through our engaging art curriculum, we give our pupils many opportunities for creative success and feel confident that they leave primary school with the skills and knowledge necessary to progress to the next stage of their art education.
The children’s journey as artists starts in Foundation Stage where they progress through the EYFS curriculum with Expressive Arts and Design and on to the National Curriculum in Key Stage One and Two. Art visit days to Galleries/Places of interest are often embedded within topics but can also be delivered discretely. These themed visits allow the children to work both independently and collaboratively and become fully immersed in a variety of high quality creative activities where they get the opportunity to develop their skills and express their creative ideas in a supportive and inclusive environment. We feel this experience contributes to a high quality cultural education and teaches them the aspirational aspect of the subject.
The children are taught a variety of techniques and given a range of materials and tools which they are then encouraged to explore in their sketchbooks, from Year 2 to Year 6. Class sketchbooks are also used for collaborative work and to record a variety of finished pieces. This is clearly set out in our Progression of Skills planning document, which has been carefully structured to allow lots of opportunities for children to practise and embed key skills and concepts.
A strong focus for teaching is the use of correct technical vocabulary. Teachers carefully plan the language they use during their sessions and model, through discussion and subject specific vocabulary to help embed this language in the children’s long term memory.
Teachers are provided with opportunities to develop their own subject knowledge through sharing good practice. peer observations and Professional Development. The children are taught art, discreetly and as part of their termly topic work. These can be found in our long term plan.
To assess, we use our school’s progression of skills .Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil questionnaires/voice; highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded.
A dedicated Art and Design display is updated regularly to showcase the variety of work covered and the skills used across the school.
Final end of year assessments are made using teacher judgements and assessment criteria that has been developed in line with the National Curriculum. Thus identifying the level in which the child is working.
Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using Tapestry. Age related expectation levels are reported to parents at the end of the reception year.
By the end of KS2 we aim to have produced pupils who feel able to express themselves artistically and feel assured in their own abilities, skills and knowledge. We aim to provide our children with the ability to appreciate, appraise and discuss the works of art of a wide range of artists, crafts people, sculptors and designers using technical language, and feel confident in their own opinions and views.
Art in the Early Years Foundation Stage
Within the Early Years Foundation Stage, Art is delivered through the area of Expressive Arts and Design: Creating with Materials. The children work towards the Early Learning Goals as set out in the EYFS through continuous provision and adult-directed activities.
During continuous provision the children have access to a wide range of materials, tools and resources. The children are encouraged to work independently, safely and co-operatively, to explore and experiment with colour, design, texture, form and function. The children are challenged to use what they have learnt about media and materials in original ways, thinking about uses and purposes. Adult-directed activities are used to model a range of materials, tools and techniques. The role of the practitioner is to support and challenge children’s thinking through observation, participation, role-modelling, making suggestions and using the appropriate vocabulary. The children are challenged to develop their skill progression as they explore and experiment with a variety of materials, tools and techniques.


The Temiar people are deeply spiritual. They live in the rainforests of central Malaysia and their lives revolve around its traditions. Dreams are seen as a bridge between the natural world and the spirit world. Song and dance are particularly influenced by dreams as they give voice and movement to the belief that a dream is the soul’s way of wandering around the forest in search of guidance. Dreamsongs form the basis for community-wide singing and trance-dancing ceremonies, which celebrate all the important occasions in Temiar society. The male singer, Ading Kerah, sings about the dream as he has received it. He is accompanied by a chorus of female Temiar people.
Songs of this kind should be approached with a high degree of cultural sensitivity, as the Native peoples involved are in a continual battle for the survival of their landscape and culture (see links below). Recordings of this material are often contentious as sacred songs, which would otherwise not be shared with other communities, can be unwittingly included.
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Minutes by Ading Kerah with female chorus of Temiar people
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CITME members and music education students involved in related projects work on coding, programming, and computational thinking in relation to music. Projects range from developing interactive music engagement with SCRATCH to programming musical environments with MAX. We seek to diversify the ways that coding and programming are addressed in school and community settings as well as to demonstrate the potential and possibilities of musical engagement and inquiry as a context for learning coding and programming.
Sound Explorations Music Learning Playlist on Coding and Programming Music
See our other Sound Explorations Music Learning Playlists.
Tutorials and Resources for Coding, Programming, and Music Teaching and Learning
CITME supports ASU students in developing tutorials and resources on coding and programming in the context of music learning and teaching through our Sound and Music Innovation Lab (SMIL), independent studies, or special projects. See below for examples of this work:
CITME Curated Resources for Coding and Programming Music
Tutorials and Personal Reflections on Learning Max Music Programming Software
Tutorials for Developing Music Performing and Creating Systems with Lemur


I can identify some extinct and endangered species and explain their importance.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
In this lesson, students learn about different extinct and endangered animals. They will also learn how animals can become endangered and brainstorm ways that humans can protect these species.
Students will be able to list extinct and endangered species and explain how animals become endangered.
Ask students if they know what “extinct” and “endangered” means. Do they know any extinct or endangered animals? Discuss prior knowledge with the class.
Explain what it means for an animal to be endangered then explain what it means for animals to be extinct. Provide some examples of extinct animals like the dodo bird and the wooly mammoth. What other animals do they know have become extinct? After this, explain what might cause an animal to become endangered like the destruction of habitat and hunting. Next, students will complete the endangered animals word search. Describe some endangered animals in-depth like the rhinoceros, giant panda, and the green sea turtle. Students will then drag a heart to the endangered animals pictured and a star to the animals that are not endangered.
Students respond to ten multiple-choice and true or false questions. They will be asked to identify extinct and endangered animals.
Ask students why they think learning about endangered species is important. Explain that the extinction of one species can threaten the survival of others. Then have students brainstorm ways that people can help to ensure that animals do not become endangered or extinct. They can write their answers and share with the class.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


With the support of the learning community, Van Wert City Schools will develop the joyful literate lives of our students through authentic, purposeful, and interconnected reading and writing.
Jen Arend, Early Childhood Literacy Coach
Sarah Holliday, Elementary Literacy Coach
Kim Werling, Elementary Literacy Coach
Literacy Collaborative is a nationally recognized, comprehensive school literacy model based on the award-winning work by reading experts Irene Fountas and Gay Su Pinnell in collaboration with teachers and university teams at The Ohio State University and Lesley University.
This framework provides lessons with many opportunities to engage students in reading and writing across the curriculum. Teachers provide direct, research-based instruction to guide students in acquiring strategies for maintaining fluency, text comprehension, and vocabulary development. Phonics instruction is provided as students are reading, writing, listening, and speaking. Instruction moves from demonstration to guided practice and then to independent problem solving. We are excited to use these elements of effective schools to support and improve literacy instruction and students achievement here in Van Wert.
The framework consists of:
· Interactive Read Aloud
· Shared Reading
· Guided Reading
· Independent Reading
· Community Writing
· Writing Workshop
· Phonics, Spelling, and Word Study
Interactive Read Aloud: Teacher reads aloud and students share their thinking.
Shared Reading: Teacher engages students in reading together with large texts or big books.
Guided Reading: Teacher meets with small groups of students to read just right stories to build their reading skills.
Independent Reading: Students get to read books of their choice that they are interested in reading.
Community Writing: Teacher works with students to create a message and write it together.
Writing Workshop: Teacher provides mini-lessons and then supports students as they work on their own writing.
Phonics, Spelling and Word Study: Students look for patterns and categorize and sort words to develop spelling and word solving skills.
Literacy Leadership Team
Sitting (left to right): Kim Werling, Donna Clark, Jen Aren
Standing (left to right): Lori Bittner, Justin Krogman, Tracy Wehner, Katelyn Shindeldecker, Nellie Schmidt, Amy Covey, Chris Covey, Sarah Holliday, Nicole Adams


Factors that lead to low reading levels in Chinyanja and English language at the Middle Basic level: A case of grade 5 pupils learning under read on (ROC) in selected basic Schools in Lusaka District
Chibamba, Chileshe Agness
MetadataShow full item record
The study’s main purpose was to investigate the factors that contributed to low reading levels in both Chinyanja and English languages among Grade 5 pupils learning under ROC in selected basic schools in Lusaka District. The study employed qualitative data collection and analysis procedures to establish the reasons for low reading levels in Chinyanja and English languages among Grade 5 pupils learning under ROC ten years after PRP had been introduced. The researcher employed interviews and Focus Group Discussions to collect data from 68 respondents comprising of 4 school managers, 16 teachers, 8 parents and 40 pupils from the four selected basic schools. Data was also collected using observation methods and documents analysis. The instruments used were observation checklist, interview guide and focus group discussion guide.The present review establishes clearly that the factors that seemed to have the greatest impact on the low reading levels among Grade 5 pupils learning under ROC are family, pupil, teacher and school related. Some of the factors cited include; lack of ROC materials and classroom libraries, lack of supervision of ROC teachers by relevant authorities, teacher and pupil transfers from regions with different language background, teachers and pupils language background which did not agree with the language of instruction – Chinyanja, new technology, home environment which did not support continued practice in reading and poor or inadequate training of teachers in literacy teaching. A number of recommendations have come out of this study and the following are some of them: The MOE should secure the ROC Teaching and Learning Resources in schools for teachers to use when planning lessons. Teachers too, should be creative enough so that they can obtain the teaching and learning resources from the surrounding environment such and pamphlets from other disciplines. Above all, the MOE with support from other stakeholders (e. g Room to Read) should take up the challenge and develop the training programme for both school managers and teachers to facilitate effective implementation of ROC. School Managers too, should encourage ROC School-Based Training such as revitalization of Teacher Group Meetings. A form of ‘parents’ education’ is required to prepare them to support their children’s literacy development despite their economic and language background.
- Education


La problématisation d’élèves du primaire impliqués dans une démarche d’apprentissage par problème dans une perspective d’enseignement des controverses
Society faces major changes. Schools have to allow students to develop the competencies necessary to be active citizens (Albe, 2009). Dewey (1910/2004; 1916/1990) emphasizes the benefits of problem-based learning (PBL) where students need to become familiar with social issues. This study aims to document the PBL process based on a controversial issue of elementary school students to understand how they reflect. In a case study approach, students group discussions were analyzed to identify the phase of the reflective thinking (Dewey, 1910/2004) in their inquiry process. We observe that, following an iterative process, students’ reflective thinking becomes more complex.
Keywords: problem-based learning, inquiry learning, controversial issue, elementary education
How to Cite
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.


This programme addresses a key priority of the Scottish Government, to close the attainment gap between the most and least deprived children with respect to language and literacy attainment. Recent figures reveal that this gap is proving resistant to change (Scottish Survey of Literacy and Numeracy, 2017).
Our goal is to connect the broad range of stakeholders currently involved in Scottish language and literacy research and practice. The current lack of opportunities for multidisciplinary exchange limits interconnectivity between the existing excellent but highly-specialised knowledge hubs. Our project will establish a new Scottish Interdisciplinary Language and Literacy network, which will be an inclusive forum for engagement to raise awareness and understanding of spoken and written communication skills.
The programme will bring together researchers, policy makers, education leads, practitioners, parents, librarians and third-sector organisations dedicated to supporting language and literacy and closing the attainment gap.
A series of 4 workshops will be used to establish dialogue around the following topics:
Workshop 1: Developing and enhancing early language through reading
Early years research on screening and intervention combined with work on parental engagement and home-school connections will form a basis for dialogue about effective early language and literacy support from developmental, educational and community perspectives.
Workshop 2: Improving early reading acquisition and development
Evidence-based approaches to supporting literacy, including theory-driven interventions for children at-risk of low attainment or with wider attentional/emotional needs will be discussed to inform teacher education and community involvement.
Workshop 3: Understanding and supporting multilingual language and literacy
Researchers with EAL/multilingual expertise on language/literacy development, assessment and evidence-based intervention will gather to work on new guidance about best practice in EAL/multilingual literacy engagement and instruction.
Workshop 4: Motivating and sustaining reading for pleasure
Research on identity and reading motivation will be shared alongside studies of the attitudes underlying children’s cognitive and cultural dis/engagement with reading to build interdisciplinary knowledge about reading for pleasure.


The Evidence Base for Afterschool and Summer
This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic. This summary can be a helpful resource for programs building the case for accessing stimulus funding as it refers to impact of afterschool on academic growth and engagement in learning; benefits of summer learning, fostering key foundational skills and boosting students’ well-being; and setting youth up to thrive post high school. See also: https://childcareta.acf.hhs.gov/ncase-resource-library/evaluations-backgrounder-summary-formal-evaluations-afterschool-programs-0 This resource supports the COVID-19 response.
Supportive Learning Environment
Tools, Standards, Evaluation
Child and youth outcomes
Program Design and Management


The primary school curriculum is changing. Soon your child’s school will be using a new Language Curriculum for English and Irish. The first classes to see this change will be junior and senior infants and first and second class. It really is an exciting development. The last time the curriculum was changed was back in 1999 and the country has undergone significant changes in that period.
Many people for whom English is not their first language have chosen to live here. Our schools have had to attempt to adjust to dealing with this within the confines of a curriculum that assumes that English or Irish is the first language. So the new curriculum is a welcome innovation.
To start, the children will do lots of talking in class sharing what they think and feel. This will help them to learn more about talking with others and talking about different topics. Children will be helped to learn to talk, read and write at their own pace. The Language Curriculum helps children with different learning strengths and needs. I feel that this is a significant change as children with learning challenges such as dyslexia will continue to learn languages, learning at a pace that suits them. English and Irish will be learned through play and playful activities especially in junior and senior infants. This will help children as they move from pre-school and continue their learning in primary school. By identifying the changes as a language curriculum, rather than separate subjects within the curriculum, it will be much easier for children to see links between English and Irish as they learn both languages.
Now, the emphasis will be on learning the spoken word before focusing on reading and writing, especially in the formative years of school. This is similar to the very successful approach taken in Finland, where children are not taught to read until age 7.
In English speaking schools, Irish will continue to be taught during Irish lessons but the use of Irish will not be confined to that time only and instead will be interspersed naturally throughout the day. This switching from one language to another has huge benefits for cognitive development as you know from my previous blogs. In Gaelscoilenna and Gaeltacht Schools, the schools can opt for 100% immersion in Irish for the first two years with English being taught from first class.
The focus will now be on learning outcomes with progression milestones. Stage 1 will be for junior & senior infants with progression milestones A to E while stage 2 will be first & second class and milestones from D to H. As the National Council for Curriculum and Assessment (NCCA) states “This continuum reflects the reality that children come to school with different language experiences, are at different places in their language-learning journey, and develop at different rates, particularly children with special educational needs and children in the early years of primary school.”
Of course, such a major overhaul cannot take place over night and teachers will have until 2017/2018 to fully implement the new curriculum in their classrooms. Over the coming years the entire primary curriculum will be reviewed. Work has already started on developing a new language curriculum for children from third to sixth class.
It will be vital that the gains made from this new curriculum will not be eroded when the children move into secondary school. The new Junior Cycle must interconnect with the Primary Language Curriculum. Lessons must be learned from the disjuncture of the current primary maths curriculum and Project Maths in second level.


A Study of How Selected Public School Junior-High Students Perceive the Effect of Popular Music on Classroom Behavior
School of Music
Master of Arts in Ethnomusicology (MA)
Primary Subject Area
Education, Music; Education, Secondary; Music; Psychology, Behavioral; Psychology, Developmental; Psychology, General; Psychology, Personality; Sociology, General
Behavior, Middle School, Perception, Popular Music, Public School, Students
Developmental Psychology | Education | Ethnomusicology | Music | Music Education | Personality and Social Contexts | Psychology | Social Psychology
Mc Allister, Christopher, "A Study of How Selected Public School Junior-High Students Perceive the Effect of Popular Music on Classroom Behavior" (2013). Masters Theses. 291.
The objective of this study is to further the understanding of how junior-high students in the public schools perceive the effects of popular music on their behavior in the classroom. Two primary research questions serve as the foundation for this study. The first question investigates how themes disclosed in interviews of selected public school junior high students help to explain their personal perceptions of how popular music affects their behavior in the academic environment. The second question seeks to determine whether students that listen to a particular genre of popular music have different or similar perceptions of how music affects their behavior than their peers'. The Deposit Middle School, a rural public school in upstate New York, was chosen as the location to explore these research questions. A mixed methods approach was implemented in the research methodology using a two-phase sequential explanatory design. First, a quantitative questionnaire was distributed to each participant that evaluated popular music listening habits as well as their perceptions of how popular music affects both their personal behaviors and their classmates' behaviors during school. Each participant was then subjected to a qualitative interview where they were given an opportunity to more thoroughly explain the beliefs shared on the questionnaire. Only 58% of participants in this study believed that listening to popular music affects their behavior in school. However, 84% of students surveyed believed that their classmates' behaviors were affected when they listened to popular music. Students that listened to popular music for more than three hours per day were more aware of its effect on their behavior during the academic day than those who listened less. The most frequent theme that emerged during the interviews was that listening to popular music affects an individual's personality traits in the classroom. This idea led many participants to disclose that their classmates' behaviors often replicate actions that are portrayed in the songs they listen to. Most of these mirrored behaviors were considered negative or "bad." Other reports indicated that students who listen to popular music become emotionally aligned with its lyrics and overall mood. When students were asked to report their favorite popular music genre, a total of nine styles were reported including pop, country, hip-hop, rap, rock, punk, rhythm-and-blues (R&B), alternative, and grunge. No similarities or differences were detected between how students perceive popular music to affect classroom behavior and the students' most favorite reported genres. Junior-high students in the public schools are in fact exposed to popular music for many hours each day. While not all popular music contains negative or violent themes, many do. When parents, teachers, and administrators become more aware of how the themes in popular music are perceived by students, strategies can then be formulated to aid students in more appropriately consuming music.
Developmental Psychology Commons, Education Commons, Ethnomusicology Commons, Music Education Commons, Personality and Social Contexts Commons, Social Psychology Commons


The Ready4K Approach
Our founder, Dr. Benjamin N. York, and colleagues from Stanford University first studied the Ready4K approach during the 2013-14 school year in a randomized controlled trial (RCT) in partnership with the early education department of a large, diverse urban district serving the city’s lowest-income preschool families.
In the research study, one set of parents received a carefully-crafted curriculum with fun FACTS, easy TIPS, and GROWTH activities via text message. These messages focused on how to promote children’s literacy development by building on existing family routines.
The research showed:
- These parents reported engaging in more home literacy activities with their children.
- Teachers reported increased involvement at school among the parents in the treatment group.
Subsequent RCTs showed:
- Outcomes for students were even more wide-ranging when families received a whole child curriculum.
- Receiving messages that were personalized and differentiated to the student were 63% more effective than general messages.
The Ready4K content team uses a continuous improvement cycle to ensure families and schools receive the highest quality experience possible.
Ready4K meets the highest standards for evidence-based programs
By leveraging the Ready4K approach our programs meet the most rigorous Head Start and ESSA Tier 1 standards. Here’s what the research has shown:
2-3 Months Literacy Gains
Research on the Ready4K approach showed increased involvement at home and at school, and children gained up to 2 to 3 months of important literacy skills.
Parents found Ready4K texts helpful in engaging children in early math skill building.
Learned New Math Tips
Source: Zuckerberg San Francisco General Hospital study
Parents report that Ready4K helps make learning a part of their daily lives.
Made Learning a Part of Every Day
Source: ParentPowered national family survey
The Ready4K approach outperformed other digital family engagement tools in a head–to–head study.
Found Activities Easy To Do
Source: Midwest early education study
Studies on the Ready4K Approach
One step at a time: The effects of an early literacy text messaging program for parents of preschoolers
This study evaluated the effectiveness of a home literacy-focused text messaging program for parents of preschoolers designed to break down the complexity of supportive parenting.
More than just a nudge: Supporting kindergarten parents with differentiated and personalized text-messages
(Doss, Fahle, Loeb & York, 2018) We study effects of a text-based program for parents of kindergarten children, distinguishing a general program from one adding...
Too little or too much? Actionable Advice in an Early-Childhood Text Messaging Experiment
(Cortes, Fricke, Loeb & Song, 2018) This study investigates whether actionable advice alone drives the results of text-message based parenting programs and whether additional...
When Behavioral Barriers are Too High or Low – How Timing Matters for Parenting Interventions
(Cortes, Fricke, Loeb, Song & York, 2019) This study compares the effects of an early childhood text-messaging program sent during the weekend to the same program sent on...
The results of this research have been highlighted in:


One of the objectives of ASEED is to support formal and non-formal education for women and girls through enhancing inclusive education communities and functional literacy programs. The expected outcomes include increasing the number of women who have functional literacy and numeracy skills, and who are using them to generate income, engage in decision-making, improve their health, and support girls in education. All these will lead to better living standards and general community development. Interventions to succeed in this objective include: + Working in close collaboration with the Regional Delegation of Basic Education for the implementation of its programs and strategies. + Training and supporting community level functional literacy trainers to enhance the literacy skills of local women + Supporting these communities with the experts that will meet their needs at any point in time. + Using teaching methods that are modern and learner centered and which are appropriate for an adult audience.


The glitz and glamour of the finance industry has put banking as one of the most desired ambitions even among younger kids. However finance and economics are not really thought or prioritized in a primary school curriculum.
There’s where Wonga Bazaar comes in. This app with its focus on economics and the basics of common business sense has the potential to engage children as young as 10 in the fickle world of demand and supply.
Goals of Wonga Bazaar App
The goal behind the Wonga Bazaar app is to present the concepts of the financial markets in a simplified, innovative and entertaining manner. The game is based on simple time-tested financial principles and habits that most wealthy people use to get wealthier or be debt-free, such as buying low and selling high.
Participants of all ages can learn as they play, as well as apply their learning instantly within the enjoyably competitive game.
Motivations behind Wonga Bazaar App
The men behind this app wanted to create a game that they would let their kids play and they would use themselves. According to Nat Ramachandran, co-founder of myZantium inc, creators of the app, Wonga Bazaar presented a space where young adults could explore and learn the basic concepts of investing, finance and economy through experiential, joyous and mind stimulating way.
“Wonga Bazaar is an effort to encourage young adults to experiment their thoughts and strategies within a controlled economic environment and also to bring down the cost of learning through simplified gaming approach. Putting games and education together will definitely catch the attention of many.”
To educate and entertain
This idea of catering to both education and entertainment tapped on the belief that the consumer expects more bang for their buck. And here was a game that could entertain you for hours (the dynamic nature of the game means that each action even if repeated could result in a different reaction) as well as be an educational tool.
Basics of the game
Wonga Bazaar is a unique and first-of-a-kind fantasy financial lab that simulates a fictitious marketplace, and injects economic events showcasing the laws of supply and demand, inflation, risk-rewards, penalties, dividends, taxation, borrowing and savings during the course of the game. Participants can expect to learn and apply financial and economic concepts while having fun competing in street markets!
According to Kannan Mahalingam, CEO and co-founder of myZantium Inc., there are plans to expand the game and create multiple financial markets where players can trade in China, Japan or the NYSE and FTSE Index. For now though, Wonga Bazaar is set in the rich Indus Valley where trade is volatile and buying and selling is the flavor of the day.
Where you download Wonga Bazaar
Wonga Bazaar is available for the iPad on the Apple appstore and it is free to download.


Hot Springs is a small vibrant town located where the French Broad River and Spring Creek intersect. Hot Springs is home to one of the few natural hot springs in the southeastern United States. The destination has supported many hotels and resorts, dating back to the 1700’s. People have traveled many miles to visit the town and soak in the 100+ degree mineral waters. The Appalachian Trail runs along downtown and climbs the mountains on both sides of the river. Tourism, seasonal industries, and outdoor recreation are the main source of income for the town. There are many small businesses and restaurants that serve both the local and tourism industries. The town reflects the culture and history of the county. The communities served by HSES have a rich cultural and agricultural background. In the past, Hot Springs has always been a prominent town within the county due to flourishing tourism, agricultural, and timber industries. Today, the reliance on the family farm for basic family income is less prevalent. White water rafting, kayaking, hiking, mountain biking, backpacking, and sightseeing opportunities in the nearby Pisgah National Forest attract visitors year round.
Many residents in the Hot Springs, Spring Creek, Meadow Fork and Laurel communities now work in various types of employment. In most family households, both parents work on jobs outside of the home with many residents commuting to the local town, Asheville, or across the border to Tennessee for work. Many former students from the Hot Springs, Spring Creek, Meadow Fork and Laurel areas lead very successful lives as education levels continue to increase. Although income levels continue to grow, the school population contains over 75.54% of students in low-income homes as is reflected in the number of free and reduced lunches. Hot Springs Elementary houses on campus The Hot Springs Community Learning Center, an early childhood program that provides Preschool, Afterschool Care, and Summer Programs for children ages 3-12 from the Hot Springs and surrounding communities. Many Hot Springs students attend the afterschool and summer programs. The Early Childhood Learning Center is the only pre-school program serving children in Hot Springs, Spring Creek, Meadow Fork and Laurel communities.
Hot Springs Elementary rests in the breathtaking beauty of the Blue Ridge Mountains. The community has a rich heritage that includes commitment to family, folk music and ballad signing, and a history spanning several generations from the European families who first settled the valley. The I-26 corridor was constructed in Madison County a few years ago and connects the Tennessee interstate system to North Carolina’s interstate system. The once remote county is being influenced by the changes of the growing community, expanded culture, and continued development of the area. Hot Springs Elementary staff encourages the connection of community to school and works to provide an enriching educational experience to the students who are endeared to their service.
All staff, teachers and paraprofessionals have met state qualifications and licensing criteria necessary to provide instruction and support services to all students. You have the right to request and be provided with information regarding the qualifications of your child’s classroom teacher and paraprofessional.


CLI Solutions Group offers a number of solutions to support literacy development in grades 1-5. Click on the links below to learn more about our offerings.
Effective Phonics Instruction: A Routine for Teaching Spelling: This training focuses on a 4-step routine for providing explicit and systematic phonics instruction regardless of the phonics program implemented in the K-2 classroom. Clear and consistent language is used for all parts of the routine and teachers are supported with a user-friendly lesson planning template and resource book.
Fluency: The Bridge Between Word Recognition and Comprehension: This session will explain the three components of fluency: accuracy, rate, and prosody. Participants will learn practical techniques to help students develop fluency and will understand the importance of providing students with multiple and varied opportunities to practice oral reading.
Maximizing Learning through Effective Instruction: In this session, participants will investigate explicit instruction with modeling and will think about how to plan lessons providing multiple opportunities for students to practice and respond to skills and concepts being taught.
Phonological Awareness: Instructional Activities for Use Throughout the Day! This training is developed around a user friendly resource, which was created to support young children’s phonological awareness skills. Designed for use with PreK to 1st grade students, the practical activities in this resource can be used to teach all facets of this foundational literacy component in as little as 10 minutes per day.
Phonological Awareness with Make and Take: This training integrates the Phonological Training described above with the making of activities that can be implemented in the classroom immediately. The session provides teachers with time to process learning and practice teaching the various PA skills right as they are addressed in the training. All materials all provided.
Unlocking Understanding: Unlocking Understanding is a practical comprehension instruction training series that helps teachers learn to support students to comprehend text effectively. This series focuses on building a strong foundation of the cognitive strategies used by proficient readers. Training sessions are designed to guide teachers through a set of instructional approaches shown by research to be effective in classrooms across grade levels.
CIRCLE Activity Collection: This wide-ranging activity collection is housed on the CLI Engage platform. Teachers can access the collection series to help them plan and improve instruction for prekindergarten and kindergarten students.
CIRCLE Activity Collection: Family: The CIRCLE Activity Collection: Family translates child development research into practice by providing a variety of hands-on activities that families can do at home. This collection is organized around seven learning domains: Language & Communication, Reading & Writing, Math, Science, Social & Emotional, Physical Development, and Art & Sensory.
TPRI and Tejes LEE: These diagnostic instruments are easy to use one-on-one assessments to quickly assess students’ early reading skills, helping teachers provide targeted instruction so that students improve as readers. The TPRI and Tejas LEE benchmark assessments are given 3 times per year.
Effective Phonics Instruction: A Routine for Teaching Spelling Teacher Resource
This 70 page resource is a must have for any K-5 teacher. Learn how to implement an explicit instructional routine with well-planned lessons to support any phonics program used in the classroom.
Effective Phonics Instruction: Phonics Wall Cards
This amazing resource supports the effective instruction of phonics in the classroom. With clear spelling patterns and a photo on the front, the back helps teachers know what to say and do when teaching each spelling pattern to students.
Phonological Awareness: Instructional Activities for Use Throughout the Day!
This helpful resource contains user-friendly activities for teaching various aspects of phonological awareness. These activities do not require the preparation of any materials and can be done throughout the day. Available in both English and Spanish.


This is a series of geometric puzzles with 11 shapes. Each graphic is composed of red, yellow, blue and orange colors. The combination of 5 accessories allows children to match color perception and shape. Elementary school early childhood learning stage can recognize the shape and geometry, so that children have a sense of three-dimensional space, is a good helper for early childhood education. Contents: 5 Pcs Of Wooden Puzzle and 1 Base Board.
|BATTERY INCLUDED||Not Applicable|
|CATEGORY||Games and puzzles|
|CONNECTION PLATFORM||Not Applicable|
|RECOMMENDED AGE GROUP||3+|
|TARGET AUDIENCE||Unisex Children|
- Choosing a selection results in a full page refresh.
- Press the space key then arrow keys to make a selection.


I can describe the purpose of the immune system and ways to keep it healthy.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This lesson will include an introduction to white blood cells and other organs that make up the body’s defenses. The lesson will include a brief description of how germs and bacteria invade the body and the unique ways the body has learned to protect itself. Students will learn why it is important to wash their hands as well as other ways to stop the spread of germs.
Students will be able to describe the function of the immune system/network of collaborating organs, and ways to keep their body safe from foreign invaders.
Students will think about times they have been sick and how they made themselves feel more comfortable when sick. They will be introduced to the immune system and why it is important for our bodies.
Students will meet Jerry, a germ, and about him: how he prefers human hosts and can travel to different humans after he makes them sick. Students will discuss points of entry for germs and defenses that human bodies have against germs. Students then learn about the importance of washing hands and symptoms of getting sick.
Review what students learned with 4 true-or-false questions and 6 multiple-choice questions.
Students will recall the body's defenses against germs and list ways to prevent the spread of germs.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


This department is the integration of two major fields in human expression: Music and Arts with Foreign Language (Spanish). These three subjects together are part of the extended world of humanities. At Lawrence Academy our main goal is to inspire and encourage our students to give their personal best in order to get ready to mount the challenge of higher education.
The middle school art program at Lawrence Academy is infused with a variety of images and approaches acquired from previous art education and many personal experiences. The students are very aware of pop culture and tend to incorporate this into their work. Teaching acceptance and appreciation of differences in student work becomes an integral part of the art experience. More refined and probing questions tend to be asked and answered. A study of historical and cultural context gives students insight into the role of visual arts. This contributes to a student’s gain in a clearer understanding of what they themselves value. Throughout middle school the knowledge is cumulative and progresses to a development of a more productive and creative process and product.
In the Middle School music program, our main goal is to teach students to value music in their own lives and as an essential ingredient in the lives of all humans. Student learn the importance of music and to value the music of different cultures. They also begin to understand the development of sound as part of storytelling.
In the Exploratory program, grades 7 – 8 attend 12 weeks duing the school academic calendar. Students use basic language to interact with their peers about familiar topics. They are able to understand contextualized directions, commands, key words and phrases, and they can make inferences from the materials they hear or read. They rely heavily on visual cues and/or props. They are involved in short presentations including poems, songs, and other internalized materials.
They gain some insights into other cultures as well as their own. They are able to apply learning strategies and processes from other disciplines and they can develop their own strategies to help them learn better. Their experience with the language is not limited to the classroom. They are encouraged to take their language outside of the classroom by accessing the Internet, participating in e-mail or regular correspondence, and interacting with their community.


Conjunction is a word that connect words, phrases, or clauses. An example of the conjunctions in English are: and, but, because, etc. ASL has a number of conjunctions, which some of them are similar to English (e.g. BUT, IF, BECAUSE, etc.) but some others are exclusive to ASL.
The conjunctions in ASL sign language are used to link clauses. They are usually accompanied with raised eyebrows. Use the gloss /\ for raised eyebrows) on this website.
Keep in mind that the glosses are transliteration (representing the signs, not meanings) for the sake of writing in English. The glosses are not a translation. For example, the gloss FINISH has multiple meanings as in conjunction, verb, and interjection.
Beginner ASL students may have already learned a few common conjunctions "FINISH" and "WRONG" in ASL level one. In level two, the students learn a few more conjunctions, such as conj-HAPPEN, conj-HIT, etc. Some more conjunctions can be seen in use by native/fluent Deaf signers.
These are the conjunctions of the following closest-equivalent glosses below. Please disregard the English words (glosses) that are not associated with their English meanings.
conj-FINISH - then; when done; completed.
conj-WRONG - suddenly, without warning; unknowingly.
conj-DO-DO - what is planned next or expected.
conj-UNDERSTAND - however; with the condition.
conj-FIND - only to find out that; realize that.
conj-HAPPEN/\ - in a coincidence that; happened that.
conj-HIT/COINCIDENCE - unexpectedly; in a coincidence.
conj-ONE - something extraordinary out of "same old".
conj-FRUSTRATE(SLAM-CHIN) - to be prevented from; unfortunately turned out that.
conj-WHY/BECAUSE - because.
Other conjunctions: conj-HOW, conj-REASON.
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Before you read the text below. Try to detect a conjunction in the video. Can you find one? If not, read the glosses below for a clue.
ASL glossed as: /\passport to-apply/\ you need 2h-DO /\HOW/\ GO-to #PO, PICK-UP APPLICATION FORM, BRING-it HOME, FILL-OUT++ EVERYTHING F-GOOD/\, APPLICATION(obj) SEND-to PASSPORT OFFICE [nod]/\ WAIT++ (nms) receive-it [nod]/\.
English translation: To apply for a passport, what you need to do is to pick up an application package at a post office, complete all necessary paperwork, send it to the passport office and the passport will be sent to you.
Reveal the conjunction.
For beginners, learn conjunction FINISH and conjunction WRONG to gain a basic understanding of the conjunctions in ASL.
For an intermediate level and beyond, see conjunction ONE, conj-HAPPEN.
New to sign language? "Where do I start?" or "How do I start learning sign language?" This ASL Rookie guide lists some selected links to the tutorials for ASL beginners to get started and keep rolling. It may be a useful review for intermediate-level learners and ASL students as well.
Some tutorial pages are a mix of free and premium versions. Access to premium content and links below are available in the PatronPlus subscription. More links/posts will be added from time to time.
Are you able to carry everyday conversations in ASL? Are you a student in the intermediate levels and beyond, who wishes to boost up your signing skills? You've come to the selected tutorial series. (Some premium content are available to PatronPlus membership.)
Stories, poems, performance arts, etc. in sign language.
This documentation project follows a child's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, from newborn to age five in a natural native-ASL environment and visual culture.


750 Words_need A Pre-Done Solution If You Got It
Select an appropriate book to share with a group of learners. When selecting a book, consider the age group you will be working with. The book should support the relationship between language and literacy development for the chosen age group.
Once a book is selected, develop three literacy strategies outlining how to use this book. The strategies must consider multiple intelligences that support the relationship between language development and literacy.
In 750, include the following:
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- Description of the selected book and how it supports the relationship between oral language and literacy development for the age group chosen. Provide supporting evidence.
- Description of three literacy strategies to use with the book that will encourage language and literacy development. Provide supporting evidence.
- Explanation how these strategies support literacy for learners with language deficiencies, if not, describe what modifications could be made. Provide supporting evidence.
Use 3-5 scholarly resources.


The Museum's extraordinary collection of models and dioramas served to document the life and culture of 19th century Mumbai and is an important extension of the colonial project to capture in minute detail the people of India. Produced under the tutelage of the Museum's curators Ernst Fern and C. L. Burns, both of whom were also principals of the Sir J. J. School of Art, the collection also forms a unique art historical reference to the larger genre of Company School painting. ‘Company painting’ refers to the hybrid style that emerged during the early 18th to the 19th centuries. Used to document different aspects of Indian life such as festivals, occupations, communities, local rulers and monuments, the style was naturalistic and displays European influence on Indian art.
From the mid-19th century, schools of Art and technical training established by the British in India, imparted western art education to Indian artists and craftsmen. Closely associated with the earliest museums, these institutions critically impacted the development of art practice in India.
In Mumbai, the Sir Jamsetjee Jeejeebhoy School, then popularly known as the Bombay School of Art, opened in 1856 with the intention of teaching students the ‘science of art’, or the technical skills required to become master draughtsmen. The School shared a close association with the Museum, then known as the Victoria and Albert Museum, with several principals of the School serving simultaneously as the Museum’s curators. As a result, the Museum became a showcase for the new designs, decorative art products and modes of representation in painting and sculpture that were created by the students of the School. Some of these students later became Mumbai’s most renowned artists like Rao Bahadur M. V. Dhurandhar, Baburao Sadwelkar and P. A. Dhond.


Mary Ellen Maunz sheds light on the secret of Montessori elementary education
One of the most important concepts for the elementary teacher to understand is that you must engage the interest of the child, explains Mary Ellen Maunz, M.Ed., Founder and Program Director, Age of Montessori. It is not enough for the teacher to offer information to students if the students are not paying attention because they are not interested.
In the webinar titled, Why Montessori for the Elementary Years? Mary Ellen and Age of Montessori Executive Director, Tani Kingston, discuss the advantages of the Montessori Method of educating during the elementary years.
Maria Montessori wrote, “Understanding is not enough to be interested. Interest is rooted in personality,” alluding to the fundamental part which education plays in the formation of personality -- especially during the formative elementary years.
“Ask yourself,” says Mary Ellen. “Does everyone really have to learn all the same stuff, at the same time, to be an educated person in this culture?” She goes on to explain that she is not against a traditional academic standard, “but there is more than one way to deliver that academic standard.”
What Montessori schools strive to do is to find a balance between learning what is required and learning what interests the individual child.
So what really is Montessori? Some of the basic principles, as covered in this webinar, are as follows:
- The Inner Teacher-- Montessori understands that every individual is born with an inner capacity to choose what is right for them.
- The Prepared Environment -- provide the right materials for the child to meet their developmental needs.
- Learning through Doing -- active learning.
- Freedom to choose -- the child will choose, from the prepared environment, the right materials for them and learn to make constructive choices.
- Responsibility to work
- Concepts move from the whole to the parts -- connected reasoning, gives everything context
- Clear, broad concepts -- break difficult tasks into clear steps
- Joy in learning!


Poetry is a Writer’s Workshop unit that teaches you how to write poetry. If you’re a beginner, this unit will walk you through. If you’re more experienced, this unit will provide lots of ideas and inspiration for writing poetry with children and teens.
You can use this unit in any order in your Writer’s Workshop experience. You can also use it more than once, trying new explorations and getting new inspiration each time. We recommend you spend about a month on Poetry, but the exact time is flexible and totally up to you.
You will learn some poetry writing skills like onomatopoeia, stanzas, rhyme schemes, being careful with word choice, and how to brainstorm ideas. Then you will learn how to write formula poems like cinquain, limericks, and haiku. Finally, you will get to try out free verse poetry and throw out all the rules.
Like all Writer’s Workshop units, this one gives you about three weeks to practice poetry and play with words and then asks you to create a final published project for grading during the fourth week. The project is a small book of your poems, or perhaps just one poem, polished and ready for an audience.
Step 1: Mini-Lesson
There are sidebars on every page that offer mini-lesson choices. These mini-lessons should take about ten minutes or less to complete. They include things like practice coming up with rhyming words or a poem to read and analyze together. You do one mini-lesson per day at the start of your Writer’s Workshop time.
Step 2: Exercises
The bulk of the unit is made up of exercises. You will spend 30 minutes to an hour or more (the time is flexible) working on one exercise for the day. The next day you will continue working on your exercise, repeat the exercise, or move on to another. The exercises in this unit prompt you to either do pre-writing for poetry or to write a poem. The exercises are not graded and can be kept private by the writer if desired.
Step 3: Writing Project
The writing project is your final project, a book of “published” poems that will be graded. You will take one or several poems through the writing process including pre-writing, drafting, revising, editing, and publishing.
The published poems are then read to or shared with an audience of family, friends, or anyone else you want. The shared poems are universally applauded. Then the parent grades the work with the Poetry rubric as a guide, adding useful comments to help the writer grow.
This unit comes with a Printable Pack to go with many of the exercises and mini-lessons.
Supplemental Links, Videos, & Resources
There are Pinterest boards, weblinks, and a YouTube video playlist that go with this lesson on a separate page for Writer’s Workshop.
Layers of Learning Writer’s Workshops are nothing short of amazing! My son struggled desperately with writing, and I, despite having an elementary education degree, struggled to teach it. However, while I find it hard to formulate my own teaching plans, I know a good curriculum when I see one, and this is the BEST writing curriculum I’ve come across in 10 years of homeschooling. Their poetry unit is no exception. We have truly enjoyed it. The writers of this program are true experts, and thanks to their expertise and excellent curriculum, writing has now become an absolute favorite subject in our homeschool. My son is starting to blossom as a writer, and I have the confidence to take us both to new levels. I owe it all to Layers of Learning and their Writer’s Workshops. I can’t thank them enough.
We have been touching on poetry for five years, but this unit has helped us cover so much better ground. While doing our poetry, we have tea, cookies, finger sandwiches, and write in different environments, including the classroom table, at the backyard table, and on picnics. Using the teaching strategies in this unit, we are incorporating so many new elements of poetry. Septembers are now poetry month for us! Such a great, fun way to kick off writing for the year (after a couple of weeks of the Jump Start unit, of course!).


Culinary arts, wherein culinary means “related to cooking “, are the cuisine arts of meals preparation, cooking, and presentation of meals, often in the form of meals Individuals working in this subject – particularly in institutions reminiscent of eating places – are commonly known as ” chefs ” or ” cooks “, though, at its most common, the phrases “culinary artist” and “culinarian” are also used. The social milieu throughout which the coaching takes place is a key provide of each constructive and damaging attitudes, as learners internalize parts of the context throughout which they reside. As a CSCA student, your training and experiences will take you far beyond just studying the fundamentals.
This course supplies the student with an overview of the communication expertise required by business and business. TMCC offers multiple program choices within the Culinary Arts for you to learn the foundational skills and get the hands-on experience it is advisable achieve success in this career field.
Culinary Arts Programs at Alpine Cooking Faculty, is a novel and revolutionary increased schooling programme designed for future leaders in the culinary arts career. With expertise, graduates could advance to positions akin to sous-chef, government chef, or meals service manager.
Multimedia refers again to the sequential or simultaneous use of quite a lot of media codecs in a given presentation or self-research program. The Culinary Arts Program prepares you for entry-stage chef and kitchen management positions. Before cooking institutions, professional cooks have been mentors for particular person college students who apprenticed beneath them.
Culinary Arts examine is primarily centered on cooking methods, food service and professional kitchen administration including costing. Whether you’re looking to work in a restaurant, lodge, club, or for a corporate meals service or catering firm, culinary arts is an occupation that’s built round teamwork.


Teacher Mindsets and Student Learning
byMarch 16th, 2017 All Blog Posts
On the first day of my Mathematics Methods course for preservice teachers, I ask my students to solve the Dealing in Horses Problem from Marilyn Burns’ book About Teaching Mathematics, Fourth Edition:
I ask my students to consider the problem individually for a few minutes and then discuss and solve the problem in table groups. I then open the discussion up to the whole class, encouraging the students to justify their thinking and respond to each other’s explanations.
After we consider multiple ways of solving the problem and come to consensus on the solution, I ask the teaching candidates to reflect on their feelings and internal thought processes as they worked on the problem. I want to help these future teachers examine their mathematical mindsets, their identities as math learners and their fundamental beliefs about the nature of mathematics learning, because I believe that these internal beliefs shape the learning opportunities they will provide to their future students.
Teachers need to be conscious of their own mindsets. They also need to be skilled at choosing to operate from a growth mindset in challenging situations. This self-awareness and ability to move from a fixed mindset to a learning-oriented mindset is important to teachers so that they, in turn, can help students learn how to adopt a growth mindset when learning becomes difficult.
Teachers can use questions such as the following to switch from a fixed to a growth mindset. They can also teach students how to ask themselves questions like these when they are stuck in solving a math problem or faced with a challenging situation:
- How might I look at this differently?
- What assumptions am I making? What are the facts?
- What are my choices? What might I try?
- How is this experience/problem similar to other situations where I have been successful?
- What do I know that might be helpful in this situation?
- What have I tried so far? What have I learned from these efforts?
- What else might I try?
- What have I learned from this experience/problem that might help me in the future?
What are some ways you are helping your students learn how to adopt a growth mindset when learning is challenging? Please share your thoughts and your stories in the comments.
Sue Chapman is a professional educator, presenter, and author who has devoted over 30 years to instructional improvement and mathematics education. Throughout her career, Sue has served and taught in several different areas of professional education, including instructional and leadership positions.
Sue has a B.S. in Early Childhood Education, a M.S. in Elementary Education, and an Ed. D. in Educational Leadership. Sue started her career as an Elementary Math Teacher in 1976, later serving as a Mathematics Coach, Mathematics Curriculum Coordinator, and School Administrator. She currently serves the educational community as a Math Solutions Professional Learning Specialist, Learning Forward Texas Board Member, and adjunct faculty member at the University of Houston – Clear Lake.
Sue’s passion for professional learning and her ability to inspire teachers to come together around a shared vision of success have been instrumental in helping schools and districts develop systems and internal capacity to achieve continuous improvement of mathematics instruction.


Where There’s Play, There’s Learning
by Nancy Schulman View Bio
Nancy Schulman has been Head of the Early Learning Center at Avenues: The World School since 2011. Prior to that she was the Director of the 92nd Street Y Nursery School for more than 20 years. Under Nancy’s leadership, the 92nd Street Y Nursery School was consistently regarded as one of New York City’s finest nursery and pre-k programs. She has also been a teacher and admissions director at the Horace Mann Lower School. She received a B.S. in Elementary Education from Syracuse University and an M.A. in Early Childhood and Elementary Education from New York University. She is also the co-author of “Practical Wisdom for Parents: Demystifying the Preschool Years” Knopf July 2007.
- It is important to understand the benefits of play-based learning. Knowing why and how crucial it is to incorporate play into learning will make it possible to better support adding play to your day.
- Use different resources (online, journals, etc.) to help relay the many benefits of play to other in your life to help spread the word about play’s importance.
- Discover play-based lesson plans for the classroom and how it benefits the special child in your life.
Play is more than just fun and games – it helps children build a range of developmental skills that will serve them throughout their lives. And while plenty of researchers and educators continue to make a strong case for learning through play, many parents just don’t see its value. Instead, they’re hyper-focused on their kids achieving good grades in school and mastering a number of structured, extracurricular activities. Of course, these are worthy pursuits – but good old-fashioned playtime is just as important for their kids’ well-being and development.
According to a recent survey conducted by The Genius of Play, a movement that encourages families to make more time for play in their daily lives, 94 percent of educators incorporate toys and play into classroom activities to enhance learning. However, nearly half of the teachers polled said they don’t tell parents about the toys they use, or the games that they play, in class.
“Play is more than just fun and games – it helps children build a range of developmental skills that will serve them throughout their lives.”
It is important for teachers to make time to help parents understand the connection between play and learning the curriculum. If parents understand why and how infusing play into the curriculum is crucial to their children’s success, they can support the need for play in their children’s lives at home and school.
Consider checking out resources to help you relay the many benefits of play to parents and discover innovative ways to incorporate play into your school day:
The “Benefits of Play” section at TheGeniusOfPlay.org provides an overview of how play helps students: cope with frustration and other emotions, collaborate and compromise with peers, retain information, find creative solutions to challenges, and boost communication skills by exchanging thoughts and information with the rest of the class.
The “Play Facts” page features snapshots of studies and research about child development and play. For example, one study showed that kindergartners’ vocabulary was positively related to the amount of time they spent talking during pretend play at age 3. Another study found that kids who engage in imaginative play become more creative, perform better at school, and develop a problem-solving approach to learning.
If you’re looking for inspiration, check out the “Expert Advice” column by Ross Flatt, manager of programs at the Institute of Play and former assistant principal at Quest to Learn School. He offers tips for introducing play-based learning into a school or classroom setting, with plenty of insight into what does and doesn’t work.
Finally, check out some play-based lesson plans for your classroom. These downloadable, hands-on, play inspired activities align with different aspects of the curriculum, making it easy to squeeze some much-needed playtime into the school day.
Simply put, there is no such thing as too much play. Where there is play, there is important learning taking place. Kudos to you if you already bring the magic of play into your classroom to enrich learning. And if you don’t already – it’s never too late to get on board. Happy playing!


Music Learning Theory is an explanation of how we learn when we learn music. Based on an extensive body of research and practical field testing by Edwin E. Gordon and others, Music Learning Theory focuses on the teaching of audiation, Gordon's term for hearing music in the mind with understanding. Teaching methods help music teachers establish sequential curricular objectives in accord with their own teaching styles and beliefs.
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From the President
We are a community of learners, educators, musicians, and scholars. Join us in our collaborative efforts to advance the pedagogy and Music Learning Theory of Edwin E. Gordon, music education researcher and pioneer. Just as music is a ubiquitous human trait, GIML strives to provide a global network for music and movement development specialists to share music and ideas. We provide opportunities to meet and communicate, professional development, support for learning and research, and publications to disseminate learning and research. We believe in the value of a diverse and inclusive community and the potential of everyone to be musical.
Through this website you may avail yourself of the resources GIML has to offer and connect with MLT practitioners around the world. Please consider joining GIML to take full advantage of these resources. We coordinate numerous in-person and online learning events, including Professional Development Levels Certification courses designed for instrumental, vocal, school, and studio environments. Our international faculty are steeped in MLT and eager to share best-practice pedagogy. Building on Dr. Gordon’s seminal works, our members generate high-quality musical and curricular materials that may be useful in your teaching.
Join GIML and add your voice to our dynamic community!
Most Recent Edition of
For Your Audiation
The Gordon Archive
The Edwin E. Gordon Archive can be found at the University of South Carolina library archive.
The following is a tutorial for how to effectively use the archive and view what is in each box.
•Under Gordon Archives 101, select Edwin E. Gordon Archive Finding Aid
•Select Container Inventory tab
•View each box for archived items.
•If you want more information about the materials found in the Gordon Archives contact the archivist, Jen Wochner. Her email can be found on the Guide to Edwin E. Gordon Archive Resources Page and select “Email Me.”
Gordon Davignon, Historian
Diane Lange, PhD
Denise Guilbault, PhD


When explaining complex or abstract topics, it is often helpful to represent them visually. Creating a chart or table not only simplifies the concept, but also helps the student retain the information. These tables, like Conducting Patterns, Seating Arrangements and Ranges of All Winds, Strings & Voices, will help illustrate abstract terms and will supplement definitions with concrete examples, making learning simple.
William F. Lee’s Encyclopedia Of Music Knowledge published by Santorella Publications includes 2,500 concisely defined music terms and theory reference charts and features a chronological timeline which covers important dates in music history from 800 AD to present. This incredible listing includes key musical & non-musical events that shaped the music and the people of an era.
Santorella’s Encyclopedia Of Music Knowledge is the No.1 collegiate resource for further education in the study of music. Simple enough for layman to understand yet detailed enough for the seasoned musician. An absolute must for any student of music!
From Beethoven’s 1st Symphony to the Patriotic Fervor that Sept 11th invoked to Janet Jackson making a spectacle of herself at a Super Bowl half time show. We cover it all!
This unique paperback was researched and compiled by William F. Lee III, a highly respected educator, composer, conductor, performer, author, editor arranger and administrator as the former Dean of the University of Miami’s School of Music. Dr. Lee’s commitment to music education goes beyond his university endeavors, it manifests itself in every aspect of his life.
Dr. Lee was the co-founder of the International Association of Jazz Educators (IAJE) in 1968 and served as the president from 1972-74 and the Executive Director from 1994-1998. Dr. Lee has contributed greatly to the advancement of music and continues to do so even in retirement. We are quite fortunate to have had his contributions and professional guidance on this project.


Flemington-Raritan School District's Philosophy of Music Education
Music engages the human spirit, and expresses the inexpressible. In addition, history demonstrates music's value in all civilization. Our school district believes it is critical to provide children with ongoing opportunities to grow musically. Our curriculum addresses aesthetic awareness and creativity, music knowledge, and technical competence in preparation for lifelong involvement in music. We work to enhance children's understanding of themselves and the people of the world through their art. To accomplish these goals, the Flemington-Raritan Regional School District provides students with meaningful ongoing opportunities in general music, choral music and instrumental music.


My students are a diverse group of enthusiastic learners who respond best to hands-on activities, opportunities to explore and practice, and lots of one-on-one contact, encouragement, and support. They welcome routines as an anchor for their day but respond enthusiastically to a new project or a novel experience.
Each student faces a learning disability of some kind that challenges them but does not define who they are!
They may struggle with reading, math, attention, and focus but they work hard every day because they are hungry to learn and succeed. More than half are English language learners and may qualify for a free or reduced lunch. They have at one time or another felt discouraged about school.
However, when given a classroom environment that is warm and welcoming and a school that is inclusive and friendly, my students are happy. When their needs are met and supported, they are able to thrive as learners.
Many students struggle with reading because they don't understand the code of the English language, that words are built from word parts in a meaningful way. Word parts need to be connected to sounds and the visual picture of those parts stored in memory. Building proficiency in these skills requires practice and student engagement.
My students will have fun practicing word-building with magnetic letters and word parts using magnetic easels during center activities and small group instruction.
For example, after focusing on the word part "or," a student might build a variety of words from this word part, such as thorn or born. As an intervention teacher who moves from group to group and sometimes room to room, these easels and materials will be easy to set-up for a lesson and ongoing practice.
To become proficient readers, multi-sensory, explicit phonics instruction is necessary for many students learning English and for those with reading challenges. The easels and phonics word building tiles will be a perfect addition to my teaching toolkit.
DonorsChoose is the most trusted classroom funding site for teachers.
As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Roehl and reviewed by the DonorsChoose team.
DonorsChoose makes it easy for anyone to help a classroom in need. Public school teachers from every corner of America create classroom project requests, and you can give any amount to the project that inspires you.


Whether music has always had a special place in your heart or you’ve decided to take your love of music further by studying for an online master of music in music education degree, it’s likely that you want your kids to follow in your footsteps. However, this is something that can be difficult, especially if your children are older and already have an idea of what they enjoy and what they don’t. For some advice, keep reading.
There are a lot of different types of music out there. Sometimes, this means you will have to listen to what your children enjoy. Although your online MMME program may require you to specialize in classical music, your children might prefer hip hop or dance. When it comes to encouraging a love of music in your kids, it’s important to take your cues from them. If they like a song or a particular band, listen with them. If they see you being interested in what they like, they’ll be more encouraged to listen to other genres as well.
When children are young, they love singing, and if their parents are willing to sing with them, even better! A lot of parents don’t feel comfortable singing, but your kids don’t care about that kind of thing. Whether you’re tone deaf or you don’t know all the words, your kids will still have fun. You can sing your favorite childhood songs with them or lullabies at bedtime. No matter what you choose to sing, this will help encourage your children to get involved.
Having a parent who plays a musical instrument can be a magical experience for children. Whether it’s a guitar, a flute, or even a trumpet, your kids will love listening to you play – especially if you play songs that they know and can sing along to. In time, your children may also want to learn an instrument themselves. So, set a good example and help them to flourish.
Dancing with your kids is not only a great way to get physically active but it can also be a lot of fun. Even games developers have started to create dancing games as they know how much fun they can be for families. You can either teach your kids a scripted dance routine or just put some music on and have fun with it. It really is up to you.
Finally, one last way to encourage your kids to love music is to take them to music events. There are a lot of family-friendly festivals held each year that can be tons of fun to visit. Your kids will love watching live performances and they will learn how to act as part of a crowd. They can get up and dance with other people, sing along to the songs, and clap and cheer with everyone else.
Have you encouraged a love of music in your children? Let us know how you did it in the comments.
This is a collaborative post.


- THIRD GRADE
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Math Worksheets for Third Grade
As your child comes to the midpoint of their elementary education, they will transition from solving calculations to furthering their understanding and representation with numbers. Through Turtle Diary's 3rd grade math worksheets, your child will be able to understand the network of relationships that numbers have with the real world, including, graphs, charts, and clocks. These third grade math worksheets will help futher that understanding and become an essential guide to understanding important topics that will reoccur in their future education. With these math worksheets for third grade, it undoubtedly becomes easier for third graders to understand math and its relationship to the world around them.
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I can use intensive pronouns to add emphasis.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Intensive pronouns are pronouns that we use to add emphasis to a noun or pronoun (the antecedent). Unlike most pronouns, they don't replace the noun, but accompany it to add emphasis.
Students will be able to use intensive pronouns to add emphasis.
Students will review reflexive pronouns by labeling pictures with the correct reflexive pronouns. They will also review how to use them in sentences.
Intensive pronouns help us emphasize nouns or pronouns when we want to draw attention to them. They include singular pronouns, such as "myself," "yourself," "herself," "himself," and "itself." They also include plural pronouns, such as "ourselves," "yourselves," and "themselves." Students will read sentences with intensive pronouns and see how they are used. Next, they will complete sentences with the correct intensive pronouns. They will also discuss the difference between intensive ("The chef himself cooked.") and reflexive ("The chef cooked himself.") Students will read sentences and decide whether each intensive pronoun is placed in the correct place.
Students will review when to use intensive pronouns with 10 questions.
Students will recall what they learned in the lesson. Lastly, they will read a story about Aicha and decide where to replace words with intensive pronouns.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzy’s Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


I teach beginners on all instruments listed, as well as beginner, intermediate, and advanced trumpet players. Learn how to play your instrument, as well as how to write and read music. I do in-home or online lessons. Lessons are 30 minutes or 60 minutes.
More about Early Music Lessons!
- Similar to their elementary school music classes, but one on one and tailored to their interests.
- Students will learn how to read, write, perform, and create music.
- Music is FUNdamental!
I teach music because it is a fundamental part of being human. My goal is to draw out the music that is already within my students. I have a deep rooted belief in the potential of everyone to succeed. All students should have the opportunity to create and perform music. In creating and performing music, students should have a historical, cultural, and analytical understanding of a diverse repertoire of music. As a New Music Equity Action signatory, I am committed to providing students with a diverse program of study, with at least 25% of materials being created by underrepresented minorities, including females, non-binary, LGTBQ+, and BIPOC. Music is a competitive field, and music education for students should have a competitive edge, within the classroom and outside the classroom. The classroom should be a safe and supportive environment where all students have the opportunity to grow and learn from each other. In music, students learn necessary life skills: teamwork, communication, discipline, humility, courtesy, problem-solving, critical thinking, resilience, and leadership. For the student, music is fundamental to their growth in becoming a member of society.
"Nick Schleyer is a great trumpet teacher. My son learns a lot from him, practices daily and always looks forward to the next lesson!"
"My daughter started lessons with Nick Schleyer on trumpet a few months ago. In a short period of time my daughter has made significant progress due to the excellent qualities that Nick has. He is compassionate, talented, creative, and very patient with his students. As a music educator myself I have found Nick to be one of the best trumpet teachers around."
"He has been a piano teacher for both of my granddaughters. He does an amazing job engaging the children and teaching to their individual strengths."
"I love Nick as a teacher. He makes piano really really really fun. He is the best teacher in the whole wide world!"