When I read this, I was reminded of the art of the art world. My mother was a painter, and she used to paint on and off as much as she did with pieces of acrylic paint, which is what I love most about my art. To me, it’s a really great way to experience the world, and it’s also a great way to spend time with the people who have made art.
Art, in my opinion, is a form of social engagement. Art is an act of social engagement designed to create a connection, create a bond, and create a community of people who are interested in the same things. It also has the potential to spark a social discussion, and that is the essence of art.
For me, art is not just a form of expression, but a form of social engagement. As such, it is necessary for people to be engaged in their art with others. That means engaging in a group that is socially engaged. A group that is engaged in social issues, or is interested in social issues, or is interested in social engagement. Because once you are socially engaged, it’s like your mind is free and you can’t get in a spiral like this.
If you want to build your own art, then you need to build your art community. You need to get the community you want to build out of. You need to build your community and then you can build your art community, and then you can build your art community.
When I think about art education, it’s a bit like any group of people. The biggest problem that any group of people have is that we can’t all agree on what is right. No one knows what is right or what is wrong, so we need some way to agree. So one way to solve this problem is to use an online community as a way to keep everyone in a place where everyone agrees on what is right and everyone agrees on what is wrong.
How do you do that? Well, you can post your ideas, just like you would in any online forum, and people will vote on what they think is great and what is wrong. But then you also need a way to make sure that everyone agrees. That’s when you use the internet to build a community.
This is a great example of how our lives are built together. We all have ideas about what is “right” and what is wrong. Everyone (including me, for that matter) has a personal idea of what is right and what is wrong and we all need to agree on those ideas. But there was some debate about what was “wrong” with a popular video game.
The game was called League of Legends, and it’s a game that pits a team of six players against a team of seven other players on the same map. The idea of “winning” the game with a win condition that requires the entire group to be on the same page is a common one, but there is a lot of other stuff to consider too.
I think the main reason the game got so much criticism is the game’s concept of “losing” and “winning.” I’m not sure how many people have played the game, but I’m assuming that this concept is still relevant today. The game itself is designed as a “game with a winner and loser” concept, though it is not necessarily very clear what being “on the same page” means in League of Legends.
The purpose of the game is to get a group of socially engaged individuals to play together. This is a game that is meant to be played by people who are interested in each others happiness, and thus, it is likely that the idea of losing and winning is something that some people take for granted, like winning the game. But this is not just a game with rules, it is a game about being a social being in a world that is constantly changing and evolving.


ERIC Number: EJ1175712
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
How Common Are Inclusive Educational Practices among Finnish Teachers?
International Journal of Inclusive Education, v22 n5 p560-575 2018
Several instructional strategies have been recommended for use in heterogeneous classrooms, but the frequency of their actual use has remained largely unknown. Therefore, an electronic survey was sent to Finnish comprehensive school teachers (N = 2276) in order to assess the prevalence of three selected inclusive strategies: co-teaching, group work, and differentiation. The results showed that co-teaching was used by 42% and group work by 43% of the teachers at least on a weekly basis, while differentiation was used regularly by 83% of teachers. The application of all strategies was strongly associated with teacher category, with subject teachers using them less frequently than classroom teachers or special education teachers. There was a linear trend indicating that these teaching strategies were more prevalent in bigger municipalities and among younger teacher groups. Their use was also more prevalent among female than male teachers. Additionally, among classroom teachers, their usage was associated with a more positive attitude towards inclusive education. Among classroom and subject teachers, their use was also associated with a higher sense of teacher efficacy. It is suggested that subject teachers in particular need to use more versatile teaching strategies to strengthen their ability to cope with student diversity.
Descriptors: Foreign Countries, Educational Practices, Inclusion, Team Teaching, Teamwork, Individualized Instruction, Cooperative Learning, Online Surveys, Teaching Methods, Elementary School Teachers, Middle School Teachers, Self Efficacy, Incidence, Educational Strategies, Statistical Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A


By Ms. Wills and Ms. Ortiz, 2nd Grade Teachers at Alpha: Cornerstone Academy
November 1, 2018
Culture Building: Getting to know the scholars through aggressive monitoring
Beginning the year on the right foot is important to every classroom. Paying particular attention to each student’s reading ability is also a high priority. As we launched Reading Power Hour (RPH), students rotated between varying, self guided activities. After a couple of weeks, we began to notice that some scholars were struggling with activities, while others were easily completing them and looking for more. We knew that we had to change the way we approached RPH and in order to do this, we had to focus on differentiation.
This led us to look at our approach for mathematics as well. We observed misconceptions that students had and began to establish trends. We saw that students needed to build foundational skills and spend more time independent practice. In order to do this, we needed to shift our approach from a “whole group” lesson into guided math practice.
Differentiation: Shifting Instruction to meet the needs of all scholars
As we set out to meet scholars where they were performing, we used several different sets of data (DRA, Lexia, and CCSS) to inform how we set our groups and the activities that scholars would complete. Having students respond in various ways gave voice to students whether through writing or orally retelling story elements. Math groups has allowed for us to really dig into teaching opportunities in smaller groups. This allows the scholars room to make mistakes and to discover their misconceptions, as well as address these misconceptions in the safety of a smaller group.
Student Interest: Building capacity through scholar’s personal interests
As we began building each scholar’s reading skills, we noticed that students were beginning to gravitate towards subjects and topics that were of interest to them. We interviewed many of our scholars and began ordering books that fit their interests. We then implemented online reading programs where scholars would have multiple book choices to fit the interest of all of our readers.
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A study performed by FIU’s Community-Based Research Institute (CBRI) at Robert Stempel College of Public Health and Social Work has found that ensemble-based musical instruction in an after school program positively affects the behavior and development of school-aged children.
Project TREBLE (Testing Resilience in an Ensemble-Based Learning Environment) was conducted by a team of researchers including Michelle Marie Hospital, Staci Leon Morris, Eric F. Wagner and Eva Wales to understand how after school group music classes affected overall competence, confidence, caring, character and connection (known as the “5 C’s”). The study evaluated the social behaviors of 180 children aged 8 to 17 over a three-year period and also included 178 primary caregivers. The Ware foundation funded the study as a university-community partnership.
Working with Miami Music Project, a Florida-based non-profit arts and social development organization founded in 2008, the researchers based their study in three locations. Miami Music Project uses the internationally recognized El Sistema music education philosophy, which was developed by economist and musician José Antonio Abreu to create positive individual and social development through music education in reaction to severe poverty in Venezuela in the 1970s.
“Many after-school community youth programs provide a natural and safe space for children to learn and practice social emotional skills associated with positive youth development and lifelong well-being,” Hospital said. “This study presents empirical documentation of the numerous meaningful ways that participation in an El Sistema-inspired program is impacting among youth. In this type of rigorous orchestral model of musical instruction, youth seem to acquire not only cognitive benefits but also a host of social and emotional enhancements.”
The study discovered that through music education, participants showed significant increases across all 5 C’s, particularly in the areas of character, competence and caring. The study, which used self-surveys and questionnaires, concluded that a rigorous orchestral model of music instruction offers students cognitive benefits as well as social and emotional enhancements, presumably as a result of learning in an environment that requires disciplined social cohesion.
“For years music and arts programs have been seen as important from the ‘access to the arts’ perspective, but not from the perspective of how crucial they are to the development of young minds and hearts,” said Anna Klimala, executive director of Miami Music Project. “Project TREBLE helped highlight the benefits of music education with overall skills and positive youth development. We are not concerned with trying to foster more professional musicians; we are concerned with creating citizens and future leaders of our communities through the enhancement of the complex skills used while practicing an instrument and performing in an orchestra-based ensemble.”
Many grass roots organizations often lack the expertise and resources for conducting program evaluations, which limits their ability to document the impact of their programming. CBRI’s successful partnership with Miami Music Project sheds light on the importance of university-community partnerships.
“My colleagues and I plan to continue to expand our research by advancing knowledge about pioneering, non-traditional community programs that foster positive youth development, and continuing to develop, implement and evaluate new innovative programs that disrupt the status quo in order to enhance children’s well-being,” Hospital said.
The results were published in the Journal of Youth Development.


In June 2014, the South Carolina General Assembly passed Act 284 (Read to Succeed), excerpted in Appendix D, as a monumental step toward closing the state’s achievement gap and increasing opportunities for all students in South Carolina. Read to Succeed legislation is ground-breaking for South Carolina because it is comprehensive, systematic, and affects every educator and student in the state through eight components: 1. State, district, and school reading plans; 2. Focus on third grade progression; 3. Summer reading camps; 4. Provision of reading interventions; 5. Requirements for in-service educator endorsements; 6. Early learning and literacy development; 7. Teacher preparation; and 8. Reading coaches.
The goal of Read to Succeed is to ensure all students graduate from high school with the reading and writing skills they need to be ready for college and careers. While South Carolina students have made some progress in reading, the numbers of proficient students are still low compared to other states. Research is clear that students who are not proficient readers by third grade are more likely to struggle academically, greatly reducing their chances of graduating from high school, going to college, or successfully participating in a 21st century high-skill economy. The problem is not an English Language Arts issue alone; students who are struggling readers are less able to access content in all areas of learning, including science and mathematics.
Act 284 ensures that students who are unable to read and comprehend on grade level will be identified as early as possible and be provided with targeted support from all classroom teachers. Read to Succeed requires that all educators have the knowledge and skills they need to assess and address student reading problems effectively. To this end, the law mandates requirements for teacher preparation, coursework for in-service educators, and the establishment of reading coaches in schools. Beginning with the 2015-16 school year, educators have 10 years or two SC renewal periods to complete the required coursework or professional development for the Read to Succeed Literacy Teacher endorsement, beginning with their next renewal period.
For more information about Read to Succeed state requirements, please click here.
To review the South Carolina Read to Succeed Act, please click here.


Anti-bullying awareness Speak Out! Sing Out!: an innovative, creative, one-day workshop devised through Living Song. We work with a whole class, or group, yr 5, 6, or 7 to compose a song collaboratively, developing language of emotional literacy. This special day has been extended to East London schools after its popular success in Waltham Forest for the past two years.
If you book and confirm before the end of June 2015
Who is this workshop for?
- Yr 5, 6, or 7 pupils
- Teachers for their CPD
How much will it cost?
£1230 per school, this includes:
- 3 artists working with one class for the day
- A copy of the anti-bullying song written by the children and professionally recorded
- Resources for teachers.
How to apply:
Contact Living Song to book your date between Sept and Dec 2015. Your school will be invoiced for a deposit of £50 to secure the date.
Speak Out! Sing Out! Anti-Bullying Awareness through Music & Literacy workshop overview
This is a one-day workshop specifically developed for all pupils with a particular emphasis on nurture groups and children who are at risk of being bullied, or who use bullying behaviour. It also serves as a valuable CPD for teachers and TA’s accompanying their pupils. The theme this year is ‘MAKE A NOISE ABOUT BULLYING”: www.anti-bullyingalliance.org.uk.
Participating students will use music and literacy to compose and perform a song collaboratively, inspired by the stories used in the day and the pupils’ own personal experiences. Parallel to this, students will be introduced to extended vocabulary to help them express feelings and needs, raising their confidence, self-esteem and improving their communication skills.
- Provide an engaging framework to support social and emotional aspects of learning
- Foster creativity and enjoyment of learning through collaborative song making
- Language to support understanding and acceptance of peoples differences
- CPD for Primary and Secondary teachers and support staff
- Increased pupil vocabulary to be able to identify and express their needs and to listen to others
- Completed and professionally recorded song performed by the children for each participating school
- Resources for teachers to explore ways to support children in expressing themselves safely and effectively
Linton Bennett is a professional rapper and music producer, singer songwriter and artist with long experience in education, inspiring and motivating primary and secondary pupils all over London and beyond.
Georgia Thorp has been a freelance trainer for over 15 years, specialising in conflict resolution through storytelling and puppets. Her conflict resolution work focuses on understanding and expressing feelings and needs, which is based on her training in non-violent communication (NVC) developed by Marshal Rosenberg.
Jane Wheeler, founder of Living Song, is a freelance Music Education Consultant with a passion for singing, teacher education and creative processes using the voice. She also has a keen interest in Nonviolent Communication (NVC). Find her on LinkedIn.


Music Statement of Intent
Sheringdale’s approach to music is that it is accessible for everyone, experienced by everyone, and enjoyed by everyone. Through listening, singing, playing, evaluating, analysing and composing, it is the intention that each child gains an understanding of music across histories and cultures, supported by our cross-curricula approach, and going above and beyond what is laid out in the National Curriculum. By knowing more about music, they will remember more about music, and it is our aim that music not be seen as an inaccessible art meant only for the few but rather as a method of communication and source of enjoyment for all.
The curriculum ensures all students, regardless of ability, sing, listen, play, perform, and evaluate; this is achieved through dedicated classroom activities, weekly singing assemblies, performative assemblies, productions and extra-curricular clubs and activities. The curriculum is designed to build-on and progress; from EYFS, which sees music as a tool to learn routines and embed and foundational skills of reading, speaking and counting, through KS 1 and 2, where musical knowledge and skills sees an increasing level of difficulty and maturity. Pupils with SEND benefit from accessible, well-considered lessons with inclusivity being at the heart of much music-making. Similarly, opportunities to extend the most able as readily available through open-ended tasks and high expectations.
Sheringdale has a long history of singing, and beyond curriculum-based music lessons, Sheringdale takes part in the Young Voices choir, an inclusive club available to all KS2 students, with weekly rehearsals culminating in singing live at the O2 arena; private instrumental tuition is available, with students currently learning piano and recorder; drama and dance clubs available for both KS1 and KS2; and an ever increasing list of community opportunities for singing.
It is the intent of our music curriculum that all children leave Sheringdale more inspired, more self-confident and more creative, equipped with the necessary tools to continue music in the next stage of their lives.


Infant and early childhood mental health consultation (IECMHC) is an evidence-based intervention for supporting young children’s social-emotional development. It teams a mental health professional with early care and education professionals to improve children’s social, emotional and behavioral health. However, many child care providers may not have access to or may not know how to get the most out of a mental health consultant.
The National Center on Early Childhood Health and Wellness (NCECHW) recently updated its resources on Infant and Early Childhood Mental Health Consultation and Your Program. These resources are helpful for anyone who wants to explore what IECMHC is and how to implement it in your program. Though many of the resources are Head Start-focused, the information is applicable to child care providers.
The resources include:
- An Infant and Early Childhood Mental Health Consultation (IECMHC) Toolbox. The toolbox was developed by the Substance Abuse and Mental Health Services Administration (SAMHSA).
- Newsletters that explore
- What is Infant Early Childhood Mental Health Consultation, including the outcomes associated with IECMHC for children, families and staff.
- What’s New in Infant and Early Childhood Mental Health Consultation?
- A link to the Center for Early Childhood Mental Health Consultation, part of the Georgetown University Center for Child and Human Development.
There’s also a guide to finding a mental health provider in your community.
You can find Infant and Early Childhood Mental Health Consultation and Your Program on the NCECHW portal of the Early Childhood Learning & Knowledge Center (ECLKC).


The science of how kids learn to read is clear and direct. Reading is a code, and to crack the code, you teach the code. There are 26 letters, some having more than one sound. When some of those letters combine, there are even more new sounds. Learning to read means gaining the ability to hold these different sounds and sound combinations in your brain and then honing those skills to access them at an increasingly fast rate. A strong and effective phonics program unlocks comprehension, as fluent, accurate readers free up their mental space to grapple with increasingly complex words — and complex themes.
Under balanced literacy, schools mix phonics with a “whole language” approach. Rather than teaching letter sounds and combinations, it sprinkles phonics into an environment filled with books under the theory that this will organically produce new readers. The problem is that this ignores decades of research into the science behind how kids’ brains actually learn how to read.
To be clear, teaching phonics isn’t about rote memorization of sounds. It takes a lot of cognitive work to decode a word, and strong phonics instruction puts that work on students. The teacher’s role is to prompt students with the right questions that lead them to learn sounds and sounds strung together. When students make a mistake, rather than correct it or give the answer, the teacher should guide them to correct their own errors. This leads to deeper, longer-lasting learning.
Most schools say they “do phonics.” But “doing phonics” is quite different from doing it well. True phonics programs address the brain science around reading. At a time of teacher shortages and extreme stress on educators, delivering effective phonics instruction requires support and resources. Teachers have never been more critical, and it’s never been more important to invest in supporting teachers.
Teachers must understand the human brain and the different areas that come into play as a child learns how to read — the occipito-temporal region, which recognizes the letter shapes; the parieto-temporal region, which turns those letters into sounds; the frontal lobe, which controls speech; and the temporal lobe, which controls language comprehension. This is not something that many top universities and colleges teach in their education schools, or even require for education majors.
For most adults, reading is so automatic that it’s easy to forget all the different components that go into interpreting words on a page. But it’s essential to break them down so that teachers can understand the process their young students are experiencing — or struggling with — right before their eyes.
Students also need to be given the opportunity to access rich, complex texts that are culturally responsive and provide them windows into different cultures and mirrors that reflect and empower their own identities. Kids should be exposed to a very broad range of identities — seeing themselves, their families and people they know in the materials they read.
These three big commitments — basing reading instruction on the science, arming teachers with support and training, and providing students with complex and culturally responsive texts — are the foundation for developing strong readers.


The PhysicaL Activity in Youth with Disabilities (PLAY’d) Lab seeks to enrich the lives of infants, toddlers, and children with and without disabilities by increasing opportunities to be physically active. Much of our research seeks to understand how promoting physical activity behavior in early life influences body composition and motor skills throughout childhood. The PLAY’d Lab focuses on the health and development of typically developing children and children with Down syndrome and Autism Spectrum Disorder.
At PLAY’d, we invite infants and children to participate in one-time observational studies as well as interventions which usually take place in the home environment. Our current studies involve the use of BodPod and PeaPod to measure body composition, and the Bayley Scales of Infant Development and the Test of Gross Motor Development to measure motor skill development. In addition, we use accelerometers to measure physical activity.
Exploring careers in child development research
PLAY’d Lab director, Janet Hauck, demonstrates to WKAR’s Curious Crew how early physical activity and stimuli for infants like “Tummy Time” and walking on a treadmill supports infant motor and mental development.


Advocating for the arts is integral to the continued growth and retention of art programs in schools. The Americans for the Arts website states, “As a constituent, you are the ideal grassroots advocate to convey to members of Congress how essential the arts and arts education are to your community. You have the power to educate them about the importance of the arts in your community.”
This powerful quote illustrates the role we have in promoting art education. To do this, you must be empowered with the proper information.
Here are nine resources to help you advocate for arts education.
This organization’s website is full of great information for those who want to advocate for the arts. It is created for individuals and organizations. You can find ways to reach out to members of Congress, advocate at the federal level, and find explanations regarding the importance of advocacy.
This site contains links to a variety of helpful resources. For instance, Art in Education Week, Every Student Succeeds Act (ESSA) Implementation and Resources, as well as Issues Briefs for National Art Advocacy Day 2018. This just names a few of the great links shared on this site.
This website shares a few different art-related grants for which organizations can apply. More specifically, grants for art projects, to support projects in underserved populations, and the Our Town grant which, “support[s] projects that integrate arts, culture, and design activities into efforts that strengthen communities by advancing local economic, physical, and/or social outcomes.”
Advocating on a large scale can take lots of preparation and research. This resource provides insightful information regarding vital ways to plan your advocacy efforts. It also shares the habits of effective art education advocates, steps to create an effective art advocacy plan, and a list of coalitions for networking.
In addition to these resources, AOEU also has you covered! Find everything we’ve ever published on art advocacy right here.
This “community of people dedicated to supporting the arts as part of a well-rounded education for all students,” is dedicated to voting and raising funds for a variety of arts education campaigns. A few of the current campaigns are, “Take a Stand for Art Ed” and “Foster a #RightToArt movement to support arts education.”
This website has a helpful area filled with news and a blog on arts advocacy efforts. You can share this information with your school community and stakeholders. It even has a list of advocacy partners, highlights arts ed Tweets, and gives readers a way to learn more and take action for art education.
Check out this link for a huge list of articles that will help you share about art advocacy. The articles work well at all grade levels and focus on different topics. A few articles talk about arts integration and starting your very own art room blog.
AEP is an organization dedicated to helping advance art education. Their mission focuses on research, policies, and other practices to help make a difference in arts education. You will find lots of information to share with others.
No matter where you begin, the act of getting started is the most important part of advocating for your program and art education as a whole. While you may advocate at the school level, it is also essential to advocate for the arts at the state and federal level as well. Art is a highly valuable subject and making those in power aware is key to thriving arts education programs today.
How do you advocate for your art program?
Have you done anything to advocate for the arts at the state or federal level? If so, what?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.


The Hour of Code will take place during the week of Dec 8th – 14th in schools all over the world.
Here in Scoil Choca, on a Tuesday evening, we have an after school Scratch + club where a group of students are working on some very interesting coding projects. Special thanks to Heidi Jermyn and Mr O’Sullivan who give of their time. Last year many classes had the opportunity to try coding for the first time. Hopefully this year we will do the same.
Some relevant resources from Irish schools:
In this short video clip, principal Enda McGorman speaks about why his school uses Scratch to support numeracy skills, in particular problem-solving:
Here teacher Elaine Lyons uses Scratch, among other tools, in a 6th class lesson on procedural writing based on a science experiment:
Also check out http://www.scratch.ie/resources for step by step Scratch lesson plans aimed at primary teachers.


Dwarfism is not a condition that is properly understood by most people out there. When individuals see people that are not as them, misconceptions naturally appear. Unfortunately, one of the most important problem that has to be discussed is related to the general belief that those affected by dwarfism are just little and nothing else is wrong. That is definitely not the case.
While there are many medical distinctions for dwarfism, the big problem appears when dealing with disproportionate dwarfism. Characteristic features associated with the limbs, spine and skull due to disproportionate dwarfism complications will lead to problems like the following ones:
- Leg bowing
- Hearing loss risk is increased
- Ear infections
- Delayed motor skill development like crawling, walking and sitting up
- Sleep apnea – difficulty breathing when a person sleeps
- Crowded teeth
- Spinal cord pressure at the skull’s base
- Hydrocephalus excess fluid that appears
- Back swaying or progressive severe hunching
- Back pain problems
- Lower spine channel narrowing (known as spinal stenosis) – this results to pressure being put on your spinal cord and numbness or pain in the leg area
- Weight gain – this automatically complicates joint and spine problems
It is possible to deal with proportionate dwarfism. In this case, development and growth problems result in poorly developed organ complications. As an example, the heart problems that appear when dealing with Turner syndrome will have a really bad overall effect on the person’s health. Sexual maturation absence that is highly associated with Turner syndrome or growth hormone deficiency will affect social functioning and physical development.
Pregnancy Related Problems
The women that have disproportionate dwarfism can easily end up with various respiratory problems that can appear during pregnancy. In almost all situations a cesarean delivery will be necessary since the pelvis’ shape and size do not actually allow a proper vaginal delivery.
How People See Dwarfism
It is quite obvious that those that are affected by dwarfism do not appreciate being labeled by this condition. The problem is that there are so many out there that talk to them with terms like little people or dwarfs. Some even use the term “midget”, which is seen as being highly offensive and should not be used.
Many of those that have an average height will have misconceptions that are associated with those that suffer from dwarfism. We can also notice the fact that modern movies portray those that have dwarfism with the use of stereotypes. This only leads to more misconceptions that impact the self-esteem of a person while limiting success opportunities for employment and school.
Those that are particularly vulnerable are those that are younger and have dwarfism. They can be bullied, ridiculed and teased by classmates since dwarfism is not at all common. Children often find themselves isolated, which can lead to many other problems on the long run.
It is very important that you learn all that you can about dwarfism since there is a strong possibility that you also have some misconceptions. Those that do have to deal with the condition know that there is nothing unnatural and that “little people” are just like average height people.


WHAT IS THE ORFF APPROACH?
The Orff approach to music education is based on the work of composers Carl Orff and Gunild Keetman, who worked as collaborators in the 1930s. Orff-inspired teachers enable children to learn through singing, dancing, and playing with musical material drawn from the imaginative and cultural world of the child. Creativity is at the heart of the approach, which is certainly not a method. Key principles are
- Inclusive and collaborative experiences for all abilities with opportunities for participants to enjoy success in collaborative music-making
- The centrality of elemental rhythmic experiences
- A unity of language, movement and music
- A nurturing of expressive and creative artistic behaviour
- Opportunities to improvise and compose
- An emphasis on the aesthetic
- Quality materials and resources
- A range of artistic activities through which children discover form and content in natural and creative ways
- A carefully sequenced process in which learning is scaffolded through exploration and imitation in movement, speech and playing.
WHAT IS ONZA?
Since the 1960s, interest in the relevance and application of Orff pedagogical principles has spread throughout the world. Interest in the Orff approach in New Zealand has burgeoned in the last 15 years. ONZA is a national organisation of music educators committed to supporting the development of this approach within the New Zealand context. ONZA also seeks to foster research in arts-based education and is committed to developing resources for teachers based on a bicultural approach to music/movement education. ONZA is a member of the Orff Schulwerk Forum, based in Salzburg, an international forum of Orff organisations. Membership throughout New Zealand helps increase ONZA’s voice in the promotion of music and movement education for ALL children in schools and the community at large.
ONZA’s goal is to support and enable holistic musical development by offering a wide range of professional learning opportunities, which support the application of Orff principles and practices in Aotearoa/New Zealand.
VALUES OF ONZA
- Inclusiveness and diversity
- Integration of art forms
- Professional skills and knowledge
- Arts education research
THE IMPACT OF ONZA
Through the growing membership of ONZA and the activities of skilled Orff practitioners, ONZA has an ever-increasing impact on music and movement education and community
music-making in Aoteoroa/New Zealand settings. That has been achieved through:
- Week-long certificated courses at four different levels
- Encouraging the development of research in music and movement education
- Community music and dance events
- Supporting the development of Orff-based pedagogy in educational (including ECE), community and therapeutic settings.
- The establishment of a collegial network
THE STRUCTURE OF ONZA
ONZA is an incorporated society (also registered as a charity) governed and administered by music and movement educators. Currently there are around 100 fully subscribed members nationwide. The Society has a governing committee elected annually for a two-year term.


Our kindergarten curriculum adopts a thematic approach to teaching and the golden standards of the renown Alpha Plus Group curriculum, that is designed for early years development in preparation for future learning.
Here are some key features of our kindergarten curriculum:
- A thematic teaching approach
- Spiral curriculum design, from shallow to deep, from simple to complex, from concrete to abstract, to match the learning interests, abilities and needs of young children
- Our English curriculum merges with Alpha Plus Group’s (a leading Educational Institution in the UK) early childhood education curriculum. The Early Years Foundation Stage (EYFS) curriculum is organised into seven areas of learning and development:
- Personal, social and emotional development
- Communication and language
- Physical development
- Mathematical development
- Literacy development
- Understanding the world
- Expressive arts and design
- A 30-minute daily Putonghua session develops children’s abilities in speaking and listening through stories, rhymes, songs and roleplay.
- Jolly phonics is taught with stories, rhymes, and songs to develop children’s abilities in spelling and to stimulate interest in reading.
- Chinese and English Reading Schemes are used to encourage good reading habits.


Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a health literacy training program in adult basic education classrooms. Following course completion we interviewed 19 adult education teachers (15 delivering the health literacy program; 4 delivering standard literacy classes) and four community health providers (CHPs) about their experiences, and analysed transcripts using Framework analysis. Written feedback from eight teachers on specific course content was added to the Framework. Health literacy teachers reported a noticeable improvement in their student's health behaviours, confidence, vocabulary to communicate about health, understanding of the health system and language, literacy and numeracy skills. CHP participation was perceived by teachers and CHPs as very successful, with teachers and CHPs reporting they complemented each other's skills. The logistics of coordinating CHPs within the constraints of the adult education setting was a significant obstacle to CHP participation. This study adds to existing evidence that health is an engaging topic for adult learners, and health literacy can be successfully implemented in an adult basic learning curriculum to empower learners to better manage their health. Health workers can deliver targeted health messages in this environment, and introduce local health services. Investment in adult literacy programs teaching health content has potential both to meet the goals of adult language and literacy programs and deliver health benefit in vulnerable populations.


Back-to-School Music Rituals to Boost Positive Classroom Culture
This blog is sponsored by NAfME Corporate Member Kindermusik.
New sounds, new smells, new faces, new rules . . . children are naturally a bit uneasy during the first few weeks (even months) of school. As educators, we know that when children feel safe, their creativity starts flowing, and when their creativity flows, boosts in academic performance, problem-solving, social-emotional skills, and all areas of brain development begin to take hold. So, our first job is to establish the trust needed to make young minds and bodies relax, reenergize, and gear up for learning.
Setting classroom routines to introduce concepts and aid transitions can help build a positive and encouraging classroom culture. Luckily, you have the perfect tool to make this successful—music!
Consider these two engaging hello and goodbye classroom rituals from Kindermusik International to start your year on the right note.
Greeting Music Ritual
Looking for a new “Hello” song? “Buenos Días” is a classroom favorite!
Here’s why it’s a winner:
- You can sing it in multiple languages: English, Spanish, ASL.
- It’s an echo song, which encourages children to follow the conductor, take turns, and self-regulate.
- As children gain confidence, you can invite them to individually echo one phrase of the song as solo singing practice, which you can even utilize for assessment.
Download the lyrics, watch the original Spanish version below to get a feel for the pacing and sign language add-ins, and access the song on the free Kindermusik app.
Parting Music Ritual
Ending your class with a synchronized dance is a fun, memorable way to connect before transitioning out of music class.
“California Oranges” is an upbeat, rock-genre circle dance that incorporates:
- Form or pattern recognition (changing from circle dance to free dance, and vice-versa);
- Steady beat (synchronized movements of the circle dance);
- And creative expression (the freestyle part!).
This circle dance is a happy medium between a focused activity and letting loose, making it an ideal music and movement ritual to promote a joyful, inclusive environment. Research proves moving in sync with others and having ample space for self-expression are both huge boosts to social-emotional development, and “California Oranges” is something your students will ask for again and again.
Download the dance instructions, watch the demonstration below, and stream the song from the free Kindermusik app.
More Music Rituals
For more music and movement rituals (including practical ones like handwashing, cleaning up, etc.), grab Kindermusik’s free digital rituals pack. Incorporate these into your music classroom routines, and share with your colleagues to promote using the power of music to enhance their rituals!
The ultimate goal? Establish trust by creating a safe, predictable environment. Students will gravitate toward the familiarity of the routine, control the creative surprises (like how they play that air guitar!), and gain self-confidence and positive whole-child development as a result.
Established in 1978, Kindermusik International Inc., is the world’s leading provider of early childhood music and movement curricula and teacher training, and is used by thousands of Accredited Educators, schools, and other organizations around the world. With a full spectrum of classes for children ages newborn to seven, on-demand training, award-winning books, albums, a free app, and more, Kindermusik nurtures confidence and joy through the power of music.
The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.
August 31, 2023
- Classroom Management
August 31, 2023. © National Association for Music Education (NAfME.org)


EDRD602 Secondary Reading Instruction: 7-12 (2 cr.)
Prerequisite(s): EDRD600 , EDRD601
This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students’ reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.
Upon completion of this course, students are expected to be able to do the following:
A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(12) teach comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring;
(13) teach and foster critical thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions; and
(14) teach writing to advance reading development and learning from text.
B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(4) understand and apply instructional and informational technologies, digital literacy, and electronic resources to support literacy;
(6) understand the rationale for using a wide range of texts and show evidence of using multiple texts within instruction, including informational texts, content area texts, electronic texts, and non-print materials;
(7) understand the structures of texts, both print and electronic, and the challenges presented by these materials, and use this knowledge in lesson design to match materials to the cognitive levels of all readers and across the curriculum.
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Higher music education in Ukraine is presented by two different cohorts of colleges, universities and academies – performance-oriented and pedagogical-oriented. The first group of educational institutions provide the programmes for students who would like to be musicians (with opportunity to teach the special music subjects in music schools and schools of arts). The second group of institutions prepare the music teachers who will work in kindergardens, primary and secondary schools, gymnasiums etc.
After graduating the music schools, schools of arts or special music schools, the most talented and motivated pupils can go to the music colleges, which are the first level of higher music education system. In Ukraine, we have about 20 music colleges in different regions around the country.
The term of study there is four years and students could choose their major qualification and department where they would like to continue their music education. It may be musicology, piano, the string or wind orchestra instruments, folk instruments, choral conducting or solo singing. In addition, all students are studying compulsory the music theory, harmony, polyphony, instrumentations, musical folklore, choral or orchestra conducting, vocal and others important subjects.
In music colleges students are studying the pedagogy and methodology of teaching the musical instruments/vocal trainings. According to the curriculum, they have an opportunity to participate the studios of practice. It is the special educational environment, where students could get their first experience as teachers while working with children. After graduation from the music colleges, students are receiving the diplomas of musicians, soloists, and the musical instruments/vocal trainings teachers.
Musical Academies and Conservatoires, Pedagogical Universities with BA and MA programs in Music Education
The second level of higher professional music education in Ukraine is represented by Musical Academies or Conservatoires located in Kyiv, Dnipro, Odessa, Lviv, Kharkiv and Donetsk (now occupied). They prepare musicians and specialists in musicology, composition, piano, string, wind and folk musical instruments, choral or symphonic orchestra conducting, solo singing. After graduating the Musical Academy or Conservatoires musicians can work in music colleges, special music schools, in orchestras, choirs or theaters, philharmonics etc. Every academy has its own pedagogical and artistic traditions, but all of them follow the general curriculum with five/six years studying plan.
In addition, students can get the higher music education in Ukraine in pedagogical universities with BA and MA programs in Music Education (generally, there are about 20 universities in all regions of Ukraine – in Kyiv, Nizhyn, Kharkiv, Zhytomyr, Kropyvnytsky, Melitopol, Odessa, Mykolaiv, Mukachevo, Ivano-Frankivsk and others). These universities include Faculties or Departments, specialized in music education with focus on pedagogical, psychological and methodological trainings of future music teachers in kindergardens and public schools.
There students get all necessary knowledge and skills in music theory and playing the musical instruments (piano, string, wind, folk musical instruments). They are studying the basics of vocal art and choral conducting, rhythmic and theater playing etc. Every university has its own special courses and additional qualifications for students. For example, some universities prepare the specialists in music therapy; the others have the courses in the multimedia and technology in music education; other universities provide the additional courses in the area of artistic management, organizing and leading the musical ensembles or orchestras etc.
The solid part of curriculum for pedagogical universities with music education programs covers the practical didactic activities of students directly with children in kindergardens, public schools, leisure-time centers etc. It helps future music teachers to understand the essence of their profession and to be prepared for the requests of contemporary music education in Ukraine.
- Sidletska T. (2012) Muzychna osvita v Ukraini: stan, problemy, perspektyvy [Music Education in Ukraine: circumstances, problems, perspectives]. Aktualni problemy istorii, teorii ta praktyky khudozhnoi kultury, (29), 462-467. http://ir.lib.vntu.edu.ua/handle/123456789/13879
- Sbitnieva L. (2016) Tendentsii rozvytku muzychnoi osvity v Ukraini na pochatku XXI stolittia [Tendencies of development of musical education in ukraine at the beginning of the twenty-first century] Dukhovnist osobystosti: metodolohiia, teoriia i praktyka, (5), 192-200. http://oaji.net/articles/2017/690-1484225428.pdf


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Prepare a 16- to 20-slide Microsoft® PowerPoint® presentation that includes speaker notes explaining each slide.
Choose a movie or work of literature that discusses the topic of education and the arts.
Analyze the movie or work of literature’s relevance to this course.
- Does the movie or book realistically reflect the impact of art education on adolescents?
- Does it realistically reflect the struggle the humanities subjects faced in light of educational budget cuts?
- If a school curriculum prefers to maintain sports programs over programs related to the arts, who will ultimately be responsible for children’s exposure to the humanities?
- Who will pay for arts education?
Use two or more references outside of the movie or book to support your presentation.
Format your assignment according to appropriate course level APA guidelines


Visual Impairment and Specialized Music Education: Braille musicography as a technological device that promotes inclusive educational practices and attitudes
Braille music and all the IT support resources normally associated with it appear to be the technological devices that can rectify the acceptance to and open the doors of the various types of formal music education (Park and Kim, 2014). Despite its singular characteristics and processes that distinguish it from the traditional music notation system (Kersten, 1997), it is this haptic communication system (Johnson, 2016) that will allow the blind individual to internalize the multiple musical teachings, and allow the teacher/musician, blind or not, to undertake a correct educational behaviour.
The methodology used for the implementation of this project is of a qualitative nature, using multilateral approaches to achieve a broad and consistent scientific explanation. Even though this may produce less rigorous outcomes it doesn’t dismiss the explanatory capacity of this approach, always aiming for a deep and systematic knowledge about the reality we are studying (Giddens, 1996).
Jorge Alexandre Costa | João Gomes Reis | Jorge Gonçalves | Jorge Miguel Guedes Oliveira | Rui Oliveira Teles
Until July of 2019
Musicography Braille; Music teaching; Visual disabilities; Inclusion


BHS supports scientific research of COVID-19 for performers
Choir, band, orchestra, theater... all performing artists face unprecedented risk from COVID-19. The Barbershop Harmony Society has joined an international effort to understand the risks the virus brings to classrooms, stages -- and, hopefully, better evidence-based guidance.
Those terrific lungs that drive long, high posts on barbershop tags also seem to be capable of spreading viruses all around a room. How much, and with what accompanying risk, will be the focus of scientific research in the aerosol laboratory at the University of Colorado Boulder, underwritten with support from major performing arts societies around the world. It’s an impressive, still-growing list, including major music education associations, marching band groups, athletic groups, speech and debate groups -- and close harmony organizations such as BHS and Sweet Adelines Intentional.
“We put safety for our singers and our audiences first,” said Marty Monson, CEO of the Barbershop Harmony Society. “We want to provide our ensembles with information that is accurate, science-based, and aligned with the best understanding shared by all our colleagues in the arts space. It’s important the music communities support and unify our efforts as we all understand the value of making music together.”
Led by Dr. Shelly Miller, the effort will be a duplicated study that will test how aerosols can spread from brass and woodwind instruments, the four vocal ranges, theatrical speech, and aerobic breathing. Although not yet proven, strong anecdotal evidence suggests that the COVID-19 virus can travel in the microscopic droplets expelled from a person with the virus, even when asymptomatic. The only way to determine what risk level exists or to create best practices for reducing infection risk is to understand how aerosol disbursement works in a performing arts setting. Once the aerosol rates are better understood, the study will focus on remediation of aerosols in confined spaces like rehearsal rooms (both educational and professional), classrooms, and performance settings in order to develop better understanding, policy, and practice for safely returning to performance and education.


Do you know all the basics for playing the cello?
☑ Learn the correct posture for playing cello
☑ Understand basic right hand techniques (Proper way to how to hold the bow and play the cello with it, Bow speed control, String Crossing)
☑ Understand basic left hand techniques (Basic hand shape, Opened & Closed position, How to place your fingers when you play)
☑ Discover the common mistakes in playing cello
The course is conducted in Cantonese with English subtitle
This is a beginner course tailored to help everyone who has just started playing cello. But it is also very useful for students who wants to polish their movements and improve their playing techniques.
In this course, you will:
· Learn the basic and fundamental techniques for playing cello;
· Understand the reasons behind common mistakes for right and left hands; and
· Know how to fix common problems and improve your playing skills.
About Cellist Clara Tsang
Clara Tsang graduated from the Hong Kong Academy for Performing Arts (HKAPA), majoring in Music (Cello Performance). She had studied under different cellists, including Richard Bamping and Professor Ray Wang, and attended master classes held by late Timothy Landauer, Martin Menking, Gerhard lberer and Mario Brunello, and had private lessons with Natalie Gutman, Bion Tsang, Thomas Grossenbacher and Antonio Pleeth.
Clara’s passion and vision in bringing music to as many people as possible has led to the establishment of Cello Factory and Hong Kong Cellist Society (HKCS) in 2004. Cello Factory, where she serves as the School Principal, is a music school that offers music education for string and other instruments and for ensemble musicianship. On the other hand, HKCS provides a platform to all musicians for music exchange and sharing and opportunities for performance; to nurture a healthy appetite for classical music; and to encourage interaction between musicians and the public.
Under the support of Forever Red Project by HKCS, she had her first Cello Recital in 2012 and started her journey of musical reflection and discovery in her annual concerts in collaboration with different media and artists in Hong Hong. In view of her success in the local music scene, she was encouraged to explore with her music and was also invited to perform abroad. She made her first international debut in Carnegie Hall, New York in March 2014 with the Fellowship granted by the Asian Cultural Council (New York) and performed in the Faculty House at Columbia University. In 2015, she held two concerts with new concepts – a “Serendipity” encounter with modern dance and “The moment” of ground-breaking performance on music and the theory and philosophy of martial art, Wing Chun – which brought veteran dancer and martial art master to the stage to perform with the cellist. Later, she was welcomed by Shen Shu Yi Foundation to play in Shanghai and brought her concert “My Dearest” for a Taiwan Tour in 2017 by the invitation of Nicola’s Creative Agent. 2019 will mark a new milestone for Clara as she will launch a cello CD with financial support raised via crowdfunding under the theme of “Just Meet You” in hope to bring her music and passions to more audience.
Before you start playing
Holding the bow
Basic right hand technique
Playing whole bow
Placing the bow on the strings
Bow hair angle
Playing with the arm’s weight
Crossing strings using the shoulder
Crossing strings using the wrist
Basic left hand technique
Finding the first position
Placing the hand on the fingerboard
Hitting the strings with fingers
Keeping fingers on the fingerboard


Nearly every 5th-year student I worked with in Italy feared the Esame di Maturità, officially the Esame di Stato Conclusivo Del Corso Di Studio Di Istruzione Secondaria Superiore (Final State Exam of the Upper Secondary Cycle of Studies). Like many titles in education, the sheer length of its official name is meant to lend gravitas and importance to this examination, which serves as the capstone of high school learning. A passing score is required for admission to college or university and, like our AP tests or the SAT, students study endlessly for this culminating exam.
The difference? There are no bubbles, no A-B-C-Ds to choose from. Italian students, at the end of their high school education, must demonstrate independence, strong content knowledge both within and across content areas, and be able to respond to the varying demands of audience, task, purpose, and discipline. If these criteria sound familiar, perhaps it is because they form the portrait of a “literate individual” according the Common Core State Standards.
As I think about the common core and the assessment tools needed to evaluate college and career readiness, there is a reason Italy’s state exam comes to mind:
Students Talk About Their Learning
During the final exam in Italy, students must prove they have achieved a level of personal and intellectual maturity in each of their studied subjects. How? Discorso. In English, they “converse” about their learning. While this may sound simple, think about the connected environment in which we live. It is a world of texts, tweets, and verbal ticks (like...uh...um...ya know?), where information comes in the form of easy-to-digest snippets and yelling over one another is often the best way to prove your point. Less value is placed on the articulation of knowledge than on the character count or volume of your voice.
Yet, at the end of high school, Italians know that to demonstrate maturity and scholarship they must be able to verbally move up and down Bloom’s pyramid—remembering, applying, analyzing, and evaluating—while responding to the questioning of seven teachers (four of whom they have never met before in their lives). They must exhibit mastery of subject-specific vocabulary and the ability to organize their knowledge while articulating coherent ideas across disciplines—all with confidence.
As a prerequisite to graduation, Italian students grow up practicing this interview skill in schools. Articulating their learning and confirming their understanding through oral explanation. Though just one of several, it is an assessment measure that could foster learning environments that respect individual student expression and intellectual discourse here in the U.S. Doing away with the single bubble, fill-in-the-blank, just-one-right-answer exam; now that’s a dialogue worth starting.
Meredith Kohl is the special projects manager for Project Tomorrow and the lower elementary education director for Bridges Reading and Writing Institute, both located in Irvine, Calif.
The opinions expressed in Teaching Ahead: A Roundtable are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.


Download Full Text (20.0 MB)
Invention through Form and Function Analogy is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design principles of form and function. An appendix contains sets of color, illustrated cards to be printed onto cardstock paper and used for sorting and sequencing activities during the lessons. This set of lessons has been field-tested with elementary and middle school students by teachers and was improved through the peer review process. The introduction section of the book addresses metaphors, analogies, and the use of form and function analogies in problem-solving and innovations. Human need related to invention and cultural universals are also discussed. Lessons address the following topics: 1) Identifying forms and functions of objects; 2) Forms and functions of the human hand; 3) Forms and functions of the body extended with tools; 4) Extending the body to serve basic human needs; 5) Tools related to forms and functions of the mouth; 6) Historical perspective of inventions; 7) Animal form and function analogies; 8) Inventors inspired by form and function; and 9) Combining SCAMPER with form and function to spur invention. Many charts are included to give teachers ideas for supporting student discussions. Teachers who field-tested the book with elementary and middle school students were uniformly positive about the lessons [25 tables, 20 figures, 7 card sets in the Appendix, 35 references.
Science--Study and teaching (Elementary); Science--Study and teaching (Middle school); Engineering--Study and teaching (Elementary); Engineering--Study and teaching (Middle school);
Center for Educational Transformation, University of Northern Iowa
Cedar Falls, IA
Department of Curriculum and Instruction
Center for Educational Transformation
Educational Methods | Elementary Education | Science and Mathematics Education
©2015 Audrey C. Rule
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Rule, Audrey C., "Invention through Form and Function Analogy" (2015). Faculty Book Gallery. 104.


We are delighted to introduce you to our Seedlings Programme for primary schools. Aware of the ever increasing demands on your time and energy, we hope that the Seedlings Programme will assist you in a very practical, yet educational way.
Part of Bord Bia’s role is to contribute to the health and wellbeing of the nation by promoting increased consumption of fruit and vegetables as part of a balanced diet.The Board also promotes the purchasing of plants and flowers and gardening as an enjoyable leisure activity, which also improves the environment we live in.
As part of promoting an awareness of healthy eating and living, we want to support you in your work and particularly in those areas of the primary school curriculum in which we have a mutual interest. By working through the Seedlings Programme you will cover a substantial part of the Science and S.P.H.E. curriculum as set out in the revised Primary School Curriculum, 1999. You will also be covering significant areas of the Language (English) and Arts (Visual and Musical) curriculum.
There are two levels in the Seedlings Programme – one for the junior and senior infant classes and one for first and second class. The Seedling packs contain six original posters with corresponding lesson plans and worksheets. A wall planner highlighting the appropriate time of the year for each lesson is also included. In researching, planning and producing these lessons, we have sought to be of practical assistance, providing a classroom resource in which the preparatory elements of your work are available through this pack.
These lessons have been compiled by an experienced primary teacher with several years’ expertise in the development of classroom based materials. As part of piloting this material, she has received the support and critique of teachers and their pupils in a representative sample of different schools in both urban and rural locations. Our own horticultural advisors have referenced the lessons too. I hope that you and your class will benefit from the Seedlings Programme.
Source: Bord Bia – Seedling Programme


As college students increasingly are living in a digital universe, they will want numeracy skills to become 21st-century critical thinkers, accomplish career accomplishment, and conduct daily jobs such as store shopping or paying for the electrical power bill. Technology has the probability of empower learners by helping them be familiar with applications of mathematics and learn in manners that work for the purpose of http://ultiaction.com/ their own learning models.
A great example of how technology empowers learners is the sensation that Garbo Khan made when he set about recording him self coaching his friends in mathematics on YouTube. His videos permit learners to pause, replay and control their own learning pathway. They can also consider quizzes to find out what they have mastered and what areas require even more practice. And then for college students who prefer written text, transcripts go with the videos.
In a similar way, submission software tool such as the Wolfram engine or MathWorks allow learners to resolve problems within their own style, leveraging powerful computational applications that can help them with the work. This kind of democratization of mathematical problem solving is changing the role of the working mathematician from a solitary endeavor to one which involves effort and discussion with others.
Apps and websites that support math learning with digital manipulatives like rekenreks, geoboards and number lines are also within making the training experience fun and engaging. Teachers are encouraged to make use of these fun tools inside their lessons to boost student engagement, which leads to better performance and pleasure of the learning process.


Attitude in the dictionary is “a position or manner indicative of feeling, opinion, or intention toward a person or thing.” However, to an artist, there is a deeper meaning of the word attitude. Attitude actually presents life or death to an artist. How so, you may be thinking. What effect does my attitude have on my art?
“The Blame Game” is on one end of the Attitude Scale. This occurs when one blames another person or circumstances for one’s failures. Have you ever played that before? One does not like to admit it, but it is natural for a human being to have played the game a few times in one’s life, especially when one is a youngster. On the Attitude Scale, nevertheless, whining is top hindrance for a good rating in attitude.
Examples would be:
“I never had an education in art for me to get any recognition.”
“I cannot paint because I don’t know what to paint.”
“I am not an artist because all I do fails!”
Do you recognize the negativity in these statements? To blame one’s lack of education, nothing to paint, family, oneself, or failures is definitely the negative side of the Attitude Scale.
The other end of the Attitude Scale is positive, Success. It is the best use of attitude to turn a mere inconvenience or minor irritation into a positive experience. There is no blame on this end. At this end, we take away the power from what is happening and make it positive. We know the limitations of what we have at that moment and we work with it.
It is an “about-face” powerful means to turn the situation into good.
Examples could be:
“True, I never had an art education in art, but because I love art, I will get more art education, whether it is college, workshops, or with a private instructor.”
“Objects to paint are all around me. I just have to look or to collect and start painting”
“Who cares if my family isn’t supportive! My artwork is important to me, so I am doing it!”
“I will try to use other venues to sell my art, because I believe my art IS good!”
“I am not failing; by learning from my failures, I am getting progressively better!”
Do you see that attitude is how one looks at the whole picture and decides on how to react? To help us to remember the importance of attitude, think of a yellow lemon. The following is what to do if life hands you a lemon, something not planned or ever desired.
Jack White, the famous American artist, wrote,
One is sweet and the other is bitter.
The bottom line is that our attitude can make us or break us as artists. Negative attitudes destroy; positive attitudes make us successful. Life gives every one lemons at one time or another. It is our choice; what will we do with them?


Red Riding Hood heads out in the woods again, this time with a basket of cookies to take to her dad. Along the way she comes across some familiar faces: the Three Bears with three empty bowls, the Three Billy Goats Gruff with three empty bellies…but whose is that shaggy grey tail and that flash of white teeth? Will her dad ever get his lunchtime snack, or will the Big Bad Wolf make a meal of Red Riding Hood first?
Kate Clynes' ingenious adaptation of "Little Red Riding Hood" picks up where the traditional tale leaves off. Keep count as Red Riding Hood shares her cookies with her hungry friends and see how many she will have left for her dad, encouraging little readers to practice numeracy skills as they read along, counting down from 10 to 1 with simple subtractions. This adaptation also invites older readers to compare and contrast different folktales and encourages imaginative reading, as many popular characters from other folktales star in the book.
Mantra Lingua's Folktales, Myths and Legends collection of dual language books breathes new life into a selection of well-loved tales from around the world. Lively illustrations, delightful rhymes and ingenious twists mean that children and adults alike will love rediscovering these modern adaptations of classic stories. The titles in this collection have been specifically chosen to provide scope for exploring moral themes and topics relevant to K-5. For more advanced readers, this collection also serves as an excellent introduction to the story-telling tradition.
This ebook contains text and narration in both languages, making the stories ideal for those new to English, or wanting to learn a new language. There are follow-on activities including audio flash cards, matching pairs, label the parts, sequencing the story and a video questionnaire. An animated video of each story is provided in English.
The licence to use this ebook is for a single user for 365 days from the day of joining.


Thanks for coming to class, parents! You are such a vital part of your child's music education.
Keep practicing for the recital. It will be such a delight to watch our little musicians making music together!
HOMEWORK: pp. 32–33 Students read the notes on the staff and ‘x’ the corresponding bell.
This fun traditional song helps to reinforce the SOL LA TI DO melodic cadence pattern. Identifying this pattern over and over again trains the ear to be sensitive to other patterns as well. We're developing intelligent listeners.
Today one of our activities was to sight read the steps or skips from a given note. This is a great sign that the students are internalizing and processing several of the the concepts that we’ve been teaching. This is a crucial skill set needed to develop into a music sight reader!
Baby Butterfly / BINGO
Using the Baby Butterfly and BINGO activities we are able to see that our bugs are hiding in EVERY song! Now we’re decoding enough that the students can find these rhythms on their own. Recognizing bug rhythms in songs helps children to develop the ability to sight read better and then in 3rd year compose their own song.
Let's practice sight reading! Open up the Homework booklet and find the Lines & Spaces page at the back. Find some pennies, smarties, or anything that fits between the lines and play some games with your child.
Not only is the "Hokey Pokey" training us to be intelligent listeners ... it's a lot of fun too! Here is fun video for your kids grab them and follow along.
Are you looking for summer music classes? Join my summer camp, Let's Play it Again, created specifically for and only open to 1st and 2nd year Let's Play Music students! They are so fun and parents don't have to attend. Student Packets are available to ANY 1st year students. They have games and activities to do at home to help review and prime your child for success in Year 2!


- This series of three modules (which can be assigned together or individually) include the following: Understanding Children's Behavior, Creating a Supportive Environment, and Promoting Positive Behavior.
- Early Childhood Development, Elementary Education, Higher Education, Special Education
- Community College / Lower Division, College / Upper Division, Career / Technical
- Material Type:
- Full Course, Interactive, Module, Unit of Study
- Laura Hutton
- Date Added:
- Creative Commons Attribution Non-Commercial
- Media Format:
- Interactive, Text/HTML
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State Library of North Carolina
Free educator resources from NCpedia, the encyclopedia of all things North Carolina. Includes lesson plans, activities, printable
bookmarks, NC "Fast Facts," and ways to incorporate NCpedia into the curriculum. Also listservs, booklists, and programming
information from the Youth Services Consultant in the SLNC Library Development Section.
State Archives of North Carolina
The Division of Archives and Records has a vast collection of primary resource materials which can be used in education, including
diaries, maps, letters, memoirs, photographs, and government records. Many of these materials are available through our online
resources and can be aligned to national and state teaching standards.
North Carolina Aquariums
Explore Fort Fisher's climate change curriculum, as well as lesson plans, instructor's guides, and other resources about sea turtles.
NC Department of Agriculture and Consumer Sciences
Includes resources for teachers and students at all levels, from activity pages and coloring sheets to information about NC's top
agricultural commodities and food fact sheets. Also includes an agritourism directory to find local farm field trip destinations.
NC Department of Environmental Quality
Resources for teachers and students for Air, Water, Stormwater, Recycling and Geology. Includes lesson plans and activities for
NC Department of Transportation
The N.C. Department of Transportation's Education Initiatives Program works to advance a wide range of programs and activities that
focus heavily on science, technology, engineering and mathematics (STEM) – beginning in kindergarten and all the way to graduate
North Carolina Historic Sites
Many of the NC Historic Sites have associated educator resources, which may range from guided activities to use in conjunction
with a site visit to virtual tours to activities or discussions which can be completed without visiting in person.
NC Department of Natural and Cultural Resources
Natural and Cultural Resources offers students, teachers, parents and anyone with a thirst for learning a number of resources on
historical, cultural, arts, and nature-related topics. Also sign up for and view back issues of the DNCR Educators' Newsletter.
North Carolina Museum of Natural Sciences
The North Carolina Museum of Natural Sciences offers natural history programs, workshops and trips. Use the Museum's learning
resources and online adventures to expand your natural science knowledge during a Museum visit, at home, in the field and in the
North Carolina State Fair
Includes printable coloring pages, a scavenger hunt, a State Fair timeline, field trip information, and details on how to order the 2017
State Fair Newspapers in Education supplement.
North Carolina Symphony
The North Carolina Symphony leads the most extensive music education program of any symphony orchestra and provides training
and resources for teachers in alignment with the curriculum set by the North Carolina Department of Public Instruction.
North Carolina Wildlife Resources Commission
Learn more about North Carolina’s wildlife and habitats by signing up for classes or workshops, visiting an education center or
checking out videos and publications on a number of wildlife-related topics.


In most early childhood programs, there is great emphasis on letter and number recognition, phonics, and social development. However, creative curriculum is just as important to a child’s development as these foundational skills. Here are a few ways we allow our students to express their creativity and learn new things outside of their foundational curriculum:
Introducing music into learning is said to improve fine motor skills and coordination, language development, and focus/memory — and it’s also a whole lot of fun too! At The Kangaroo Forest, we offer interactive music education classes for every age group. Our music classes follow themes and include activities that are proven to stimulate development and promote having fun in the classroom.
By the age of 2, children’s fine motor skills become a little more sophisticated, but still require a little practice in order to achieve precision. Dancing is a great way for children to refine these skills and develop coordination. At The Kangaroo Forest, we offer a preschool dance program. Our little dancers will learn the fundamentals of dancing through ballet, jazz, and hip hop.
For kindergarten and first graders wanting to expand on their daily science lessons, we have a program called Science Quest. This weekly program is taught by Mr. Jon, who offers more than 25 years experience in his field. Science Quest is fun, exciting, and educational, providing students with many hands-on experiences.
The Kangaroo Forest also offers classes on fitness and nutrition, Spanish, computer literacy, engineering, and more. Many of these classes are included in each students’ weekly programs or can be added on a fee-based schedule. Interested in learning more? Visit our activities page or contact us today for more information.


Reading aloud is one of the most important things you can do to prepare your child to succeed in school and in life. Which s just one of the reasons the Cape and Islands United Way is proud to participate in Reach Out and Read.
Right now, Barnes & Noble in the Cape Cod Mall is partnering with us on a Reach Out and Read book drive! Donate a book through December 31st, and give the gift of reading aloud to a local child.
Why is reading aloud so important?
Reading is the foundation for all learning, yet...
50% of Massachusetts’ children are unable to read proficiently by fourth grade.
For our low-income children, this statistic rises to an alarming 71% of children who are unable to read proficiently by fourth grade.
In low-income areas, only 1 book is available for every 300 children.
The Reach Out and Read solution
Reach Out and Read gives young children a foundation for success by incorporating books into pediatric care and encouraging families to read aloud together.
EDUCATION: Pediatricians trained in our model of early literacy development provide parents with age-appropriate guidance about books and reading at regular pediatric visits.
BOOKS: From infancy through five years, the child is given a brand new book to take home.
ENGAGEMENT: Parents incorporate advice received from pediatric visits and make reading aloud part of their daily routines.
SCREENING: The book is given at the beginning of the visit and used as a developmental surveillance tool.
Reading aloud is fun. It's a chance to have special time with a child. And it helps children learn lots of new words.
Reach Out and Read Outcomes
Amazing things happen when children are exposed to reading!
Parents are 2.5x more likely to read to their children.
Parents are 2x more likely to read to their children more than three times a week.
Families are 2.5x more likely to enjoy reading together or have books in the home.
Children’s language ability improves with increased exposure to Reach Out and Read.
Children’s language development is improved by3-6 months.
* Information compiled from Reach Out and Read Massachusetts infographic handout.


“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.”
You’ve seen the tagline here at FTCNS and perhaps a handful of other schools letting you know that we are a PLAY BASED SCHOOL! But what does that mean, exactly? And more importantly, why is it important for your child’s development and education? Well, let us help break down all the learning that’s going on right before your eyes.
In a play-based program such as ours, you won’t see teachers giving rote instruction on concepts such as letters, numbers, shapes, or colors. Instead, you will see children sorting nature bits or blocks (patterning and math!), pouring water or sand through tubes at the sensory table (science!), painting at the easel (colors and shapes!) just to name a few of the fun, play-centric activities we enjoy in each class. Supported by teachers and parent volunteers who are willing to sit down with them as they play, listen to their ideas, and have conversations with them, children are able to extend their comprehension of how the world works in a concrete and truly enjoyable way.
Another important aspect of education in the early years is literacy development. Teachers in our program encourage a child’s emerging curiosity about reading and writing by setting aside a special space in the classroom, stocked with a wide array of writing materials to explore and use creatively. Teachers work continually to infuse the entire classroom environment with print, showing students many meaningful ways of using writing such as making charts, lists, labels and schedules of daily activities. The children are read to regularly in both large and small groups as well as individually and are encouraged to engage with and explore stories and storytelling. Through play and with the support of teachers, children can explore letter recognition, letter sounds, symbolic thinking, rhymes and other early literacy skills, which build a foundation for eventually becoming enthusiastic readers and writers.
Finally, we must remember that school (and life) readiness skills are not merely a matter of knowing letters and numbers. It is equally important, perhaps even more so, that children have positive social and emotional experiences and develop strong higher-order cognitive skills. Each day, our teachers focus on helping children learn how to function well as a member of a group, make friends, and acclimate to the structures and routines of school. Opportunities for children to develop executive function and critical thinking skills such as articulating and exchanging ideas, listening to other points of view, reconciling differing opinions, inventing novel ways of solving problems, and planning, strategizing, and organizing are imbedded in every aspect of our program. These skills emerge naturally in preschool children through play, especially when they are given the time and space to experiment and explore, and to encounter problems and solve them with the support of sensitive adults.
As you can see, there are so many reasons why a play-based early childhood education is important in supporting the development of your whole child so that they are ready for their next step after preschool. At our core, calling ourselves “play-based” reflects our philosophy that children learn best through relevant, meaningful and concrete experiences. Each year, we are proud to send our play-based-educated oldest students off to elementary school, knowing that they have great motivation to learn, highly developed critical thinking and social skills, and a strong sense of confidence, self-reliance, and emotional well-being.


The story “When do hippos play” is a rhyming book by Daniel Errico. This is a story that takes readers through the life of a hippo (Errico, 2021). The author explains that after the elephants and rhinos have gone to rest after a long day, the hippos get ready to start their day because they think the rhinos and elephants are fools (Errico, 2021). The hippos float in water, feed on the grass growing on the riverbed, and dry their bodies by shaking and stomping. Early morning when the sun begins to rise, the hippos return to the river after a long night of feasting (Errico, 2021). At this time, the rhinos and elephants wake up to start a new day. The story ends with elephants and rhinos wondering what the hippos do at night when they are asleep.
The Cognitive Level of Thinking that Might be Enhanced
The story develops a cognitive level of thinking, such as remembrance and understanding. Remembering brings memories of previous information, experiences, and activities learned (Cheng & Tsai, 2016). The process involves retaining materials that are vital for learning. Lack of the ability to remember makes one lack the gains of training, practice, or experience. The other cognitive level of thinking enhanced is understanding; this is gaining knowledge about something of great importance, such as an event in a book (Cheng & Tsai, 2016). After reading this book, the child will understand why hippos come out of the water at night and return during the day.
Illustrations have been used in this story to bring a visual appeal. They help children understand the text better. The author also uses photos of the animals in the story to help children associate objects and actions with words (MacKay et al., 2017). This enables the child to comprehend the words to be fluent. Additionally, they assist learners in understanding what they are reading. In addition, they help children form opinions about characters and settings. Pictures further help in gauging the intentions of the author and contribute to the story. The author has also used colors to help young children develop imaginations (MacKay et al., 2017). This is one of the reasons why books made for children need to have vivid illustrations and colors. They also help the children to relate the words, sentences, and actions. Finally, the author has used rhyming such as Nile and while, or heat and feet to bring musical or aesthetic effects while reading the story.
Talking to children about what they have read is one of the best ways a parent can support a child’s literacy development. A child needs to practice critical thinking when reading a book (Errico, 2021). Examples of questions parents might ask a child after reading this book for further development of their social skills are;
Cheng, K. H., & Tsai, C. C. (2016). The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning. British Journal of Educational Technology, 47(1), 203-222. Web.
Errico, D. (2021). Stories for kids: When do hippos play? Stories for Kids. Web.
MacKay, K. L., Ricks, P. H., & Young, T. A. (2017). Supporting young writers with award‐winning books. The Reading Teacher, 71(2), 177-187. Web.


Obtain the foundational skills needed to begin your goal of becoming a programmer.
This course introduces first-time programmers to basic programming techniques and principles using the popular Python Programming language. Python's simple syntax is similar to the English language making it easy to comprehend and allows programmers to write code with fewer lines.
This course serves as a good starting point for students looking to further their training in the Python programming language.
- Rules and syntax applicable to a modern programming language
- Understanding and developing algorithms
- Variables, expressions, functions, branching, looping statements and data storage
- Designing, writing and debugging simple computer programs using Python
Course Learning Outcomes:
- Understand the rules and syntax used in programming languages
- Familiarity with programming constructs
- Writing functional code in Python
- Preparation for advancement into more in-depth programming courses
Hardware: Must have a computer with internet access.
Format: There are two online sections offered this quarter:
- Section ID: 175921 - Course content will be delivered in an accelerated format and completes in 5 weeks
- Note: Students who do not have previous programming experience should not enroll in this accelerated format section
- Section ID: 175922 - Course content will be delivered in traditional format and completes in 9 weeks
Course Typically Offered: Online in every quarter.
Recommendation: Students who find this course challenging, should consider taking CSE-41318 Introduction to Front End Technologies which will provide a solid foundation in programming principles and logic.
Next Step: This course will prepare students for the Python Programming certificate, C/C++ Programming certificate and other programs & coursework that require a programming component.
Contact: For more information about this course, please email firstname.lastname@example.org.
Course Number: CSE-40028
Credit: 3.00 unit(s)
Related Certificate Programs: C/C++ Programming, Python Programming, Software Quality Assurance, User Experience (UX) Design
+ Expand All
9/26/2023 - 10/28/2023
10/3/2023 - 12/2/2023


When it comes to reading instruction, this Website is predominantly focused on reading COMPREHENSION (see the "Comprehension 101" page), not phonics. However, I'm including this page to ensure that users of this Website are aware of the importance of phonics instruction for early readers.
If you haven't listened to it yet, I highly recommend Emily Hanford's podcast SOLD A STORY, which explains the history of reading instruction and sheds light on the research behind the science of reading. BOTTOM LINE: Children who struggle to DECODE will also struggle to COMPREHEND.
If you are the parent of a struggling reader, it may help you to know that you are not alone and that there are some research-supported things that your child's school can and should be doing to help. Again, Emily Hansford at APM Reports has done extensive reporting on how reading is taught: HERE.
Here are some additional useful links about WHY WE NEED TO TEACH PHONICS:
- "Inside the Massive Effort to Change the Way Kids Are Taught to Read," by Belinda Luscombe in TIME, Aug. 11, 2022.
- "2000 National Reading Panel Report."
- Sounding Out a Better Way to Teach Reading" by Bella DiMarco in The New York Times, Oct. 6, 2022.
- "Why Doesn't Every Teacher Know the Research on Reading Instruction?" by Susan Pimentel in Education Week, Oct. 26, 2018.
- Here are two eye-opening videos about how reading is taught in school: Is My Kid Learning How to Read? Part 1: Purple Challenge and Is My Kid Learning How to Read? Part 2: Our Friend "Ur"
If you believe your child is struggling with dyslexia, it may help to listen to this podcast: "Hard to Read: How American Schools Fail Kids with Dyslexia" APM Reports podcast by Emily Hanford, Sept. 11, 2017.
Also, "dyslexie" font may help: Check out https://www.dyslexiefont.com
FOR FREE ONLINE PHONICS RESOURCES:
- You can actually create your own CUSTOMIZED DECODABLE TEXTS using ChatGPT! See this TLC Blog post: "One Way to Solve Reading Problems with ChatGPT." (PS-- Check out the "A.I. TIPS" page for more ideas.)
- The Reading Universe (originally the Barksdale Reading Institute) offers a TON of SCIENCE OF READING RESOURCES.
- Fly Leaf publishing currently (2022-23) offers free online decodable books with "homework" sheets that can be used for independent practice HERE.
- West Virginia offers a free set of resources HERE. Also, see more HERE.
- Jessica R. Toste, PhD, provides FREE open-source reading intervention resources, including Word Connections, which is described as "
REGARDING TEACHER PREPARATION in the science of reading, here are some important research reports:
- Teacher Prep Review: Strengthening Elementary Reading Instruction, National Council on Teacher Quality, June 2023.
- The Four Pillars to Reading Success: An Action Guide for States, National Council on Teacher Quality, June 2020.


In 2015, for the first time, all high school seniors took a new assessment test, WorkKeys, designed to determine whether students are learning the skills they need to enter the workforce.
The results from that first WorkKeys assessment are in and are now available for local systems and schools.
Statewide, 60 percent of high school graduates tested were deemed workforce ready, according to the results. By the State Department of Education’s definition, a student who earned a Silver certificate or higher is workforce ready.
The WorkKeys test was developed by ACT, the same company that offers the ACT, the widely-known test of college readiness. The content of the test was developed using a similar approach to the ACT. ACT surveyed employers to develop a catalog of the foundational skills needed to succeed in the workplace, across industries and occupations. ACT then developed a test to measure whether prospective employees or, in this case, high school students, had those necessary skills to perform in the nearly 20,000 occupations ACT evaluated.
WorkKeys has three core skill assessments: Applied Mathematics, Locating Information, and Reading for Information. The assessments are then graded, and test-takers are assigned a skill level.
Those scoring at the Platinum Level have demonstrated the skills needed for 99 percent of the occupations in the ACT jobs dataset. Those earning a Gold level certificate should be ready for 93 percent of jobs in the database. Scoring at the Silver level indicates a candidate has the skills necessary to succeed in 67 percent of jobs in the ACT database. Those earning a bronze certificate are judged to be ready for 16 percent of jobs.
Additional information for understanding WorkKey’s scores can be found on ACT’s website.
Statewide, 1 percent of Alabama’s 2015 high school graduates earned a Platinum certificate; 16 percent earned Gold; 44 percent earned Silver. Those graduates were, by the State Board of Education, to be career ready. Graduates who earned a bronze level certificate, 27 percent of graduates, and those who failed to earn a certificate, 13 percent of graduates, did not earn the college and career ready stamp.
When the state’s strategic plan for education, Plan 2020, was adopted by the State Board of Education, the board set a goal of achieving a 90 percent graduation rate.
At the same time, it set a goal of having all those graduates ready for college and career. Earning a Silver WorkKeys certificate is one way a student can be judged as college and career ready. They can also demonstrate college and career readiness by:
Scoring at or above the college readiness benchmark on one of the tested subjects on the ACT
Earning a passing score (3 or above) on an Advanced Placement or International Baccalaureate exam
Receiving an industry-recognized credential recognized in the appropriate business sector
Earning college credit through dual enrollment at a two-year college or university
Successfully enlisting in the U.S. military.
In 2015, 89 percent of Alabama high school students graduated on time, four years after entering the 9th grade. A preliminary State Department of Education analysis found that 68 percent of those graduates met one or more of those college and career ready measures.
ACT WorkKeys assessments have been used for more than two decades by job seekers, employees, employers, students, educators, administrators, and workforce and economic developers. The assessments are designed to measure both cognitive (“hard”) and noncognitive (“soft”) skills tests.
Using the results, students should be able to determine their skill levels, identify skills needing improvement, and match the measured skill levels to specific job requirements.
The results can be provided to employers to demonstrate that a job applicant has the skills needed for workplace success.
You can explore the results for Alabama’s public schools and systems in the interactive charts below.