8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to match images to subtraction problems to 20.
Discuss with students that it is useful to use an image to determine what a subtraction problem is. You learn how subtraction works and are better able to calculate.
Show the white and red beads on the interactive whiteboard. Ask students to count how many white and red beads there are. Ask students if they know any clever ways to count. Say that one way to do so is to cross off the beads as you count them, so you don't miss any or count any twice. Next, show the image of the bears and count the bears together.
Show the image of the cans on the interactive whiteboard. Some of the cans are whole, and some are crushed. First count the total number of cans. Then count the total number of crushed cans. There are 20 cans in total, and 6 that are crushed. The 6 crushed cans are taken away. The subtraction problem that is represented is 20 - 6. Discuss all the variations of the subtraction problems shown by the cans and crushed cans. Next show the tree with apples. Count the apples- there are 19. Then count the apples that have fallen off the tree- there are 5. Emphasize to students that the - (minus sign) shows that something is being taken away and that the second number (subtrahend) is being taken away from the total, or first number (minuend). Repeat to students that the first number(minuend) in a subtraction problem is always the total, and the second number (subtrahend) is what is being taken away from the first number.
Next show a collection of paint tubes of which some have been emptied. Ask students if they can determine the subtraction problem shown by this image. Erase the grey boxes to show the answer. Students are given another image and asked to determine the subtraction problem of that image.
Next, using the image of the apples, discuss with students that when you have determined what the subtraction problem is, that you can also find the difference. You do so by taking the second number (subtrahend) away from the first number (minuend). The difference is what is left over. If you take away the apples that have fallen from the tree, you know how many apples you have left. Practice this with the example of the plates.
Check that students can recognize subtraction problems to 20 by asking the following questions:
- How do you know which numbers to use to form a subtraction problem?
- What must you do if you want to know how many you have left after taking one number away from another?
- What does the first number (minuend) of a subtraction problem mean?
- How do you know what the second number (subtrahend) of a subtraction problem is?
Students first practice recognizing subtraction problems and must match a subtraction problem to a given image. They must then write out the subtraction problem shown by an image, and finally must give not only the subtraction problem, but also the difference of the given image.
Discuss with students that it is important to be able to use an image to determine what a subtraction problem is, to help support your subtraction. Show a problem on the interactive whiteboard and have students drag the leaves so that they match the given subtraction problem. Ask students to draw a flower which has the correct number of petals on their own sheets of paper and then to hold them up in the air so they can be checked. Finally, drag the petals on the interactive whiteboard.
Students who have difficulty recognizing subtraction in an image can make use of MAB blocks or other manipulatives. Have them set out the total number of blocks and then practice taking away blocks (as represented by the second number- the subtrahend). Have them count how many are left.
Optional: MAB blocks or other manipulatives
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Evidence That It Works
Experiments have demonstrated that when even brief moments of awe are induced, people report less of a focus on themselves and an expanded appreciation of humansâ interconnectedness. For example, in a series of 6 studies of over 2,000 people, real world and lab experiences of awe led to people feeling a smaller sense of selfâin other words, they felt like one part of a larger system.
Moreover, in a study of 1,545 people from China between ages 16 -71, researchers found that feeling awe on a regular basis was associated with greater prosocial tendencies, in part through an increase in feelings of connectedness to other humans and living things.
Why Does it Matter?
When students experience awe they may be more able to appreciate interconnections and complexities of the world and move away from self-focused or limited beliefsâall foundational skills for transformative learning and prosocial citizens. For example, in two studies of over 500 mostly Dutch-speaking children between ages 8 â 13, children who watched brief movie clips that elicited awe were more likely to donate their research earnings to refugees than children who watched joy-eliciting or neutral clips.


Here are some good references that cover the developmental stages of reading and related topics. These references should provide a solid foundation for understanding the stages of reading development and evidence-based practices to support readers at each stage.
1. Chal, JS (1983). Stages of reading development. New York: McGraw Hill.
This seminal work by Jeanne Chall presents a detailed description of the stages of reading development, providing a basis for much of the understanding in this area.
2. National Literacy Institute. (2008). Developing Early Literacy: Report of the National Expert Panel on Early Literacy. Washington, DC: National Institute for Literacy.
This report summarizes scientific research on early literacy development, including key skills and strategies to support emerging readers.
3. Fountas, IC, & Pinnell, GS (2016). Guided reading: responsive teaching at all levels. Portsmouth, NH: Heinemann.
This book provides an overview of the process of teaching reading at different grade levels, with an emphasis on guided reading instruction and targeted support for readers at various stages of development.
4. Allington, RL, & Cunningham, PM (2007). Schools that work: where all children read and write. Boston, MA: Pearson Education, Inc.
This book offers research-based strategies to support the development of reading and writing in schools, taking into account the needs of diverse learners and different stages of literacy development.
5. Duke, NK, & Pearson, PD (2002). Effective practices for developing reading comprehension. In AE Farstrup & SJ Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 205-242). Newark, DE: International Reading Association.
This chapter reviews research on reading comprehension, including instructional strategies to support readers at different stages of development.


In Oakland County, kids get help focusing on whatâs being said.
You canât escape Suzy Gloverâs voice, whether youâre sitting directly in front of her or at the back of her second-grade classroom.
Thatâs because of a small device, commonly called a sound amplifier, that projects her voice to all corners of the room at Martell Elementary School in Troy.
Traditionally an aid for hearing-impaired students, amplifiers are increasingly being used in regular classes, mostly at the kindergarten to third-grade level.
Kids at that age often have ear infections, which can limit hearing for up to two months, said Joan Firestone, early childhood consultant for Oakland Schools, Oakland Countyâs intermediate school district. They also often have trouble distinguishing between sounds and concentrating because of background noises and classroom reverberations, Firestone said.
âIn first grade, we do so much with phonemic awareness,â said Karen Riley, a first-grade teacher at Martell who uses an amplifier much of the day. âItâs so important that the kids get those sound and letter associations.â
When thereâs a lot of noise in a classroom, âthey have a hard time filtering whatâs important to listen to and whatâs not. When a teacher has an amplification, they know what to focus on,â said Ferndale School District Superintendent Marcee Martin.
Teachers use it mostly when talking to the class as a group. When talking individually to a child, Gloverturns the transmitter off. The device amplifies a teacherâs voice by about 10 decibels, which is loud enough for students no matter where they are seated, but not so loud that neighboring classrooms can hear it. The average adult human conversational voice is about 60 decibels.
Glover clips the small microphone to her shirt. A cord connects it to a transmitter strapped to her belt. The wireless device reaches speakers placed around in the classroom.
Gail Whitelaw, director of clinical instruction and research at Ohio State University, said there has been a big push in the past five years for the use of amplifiers in early grades. She and colleagues have done research that found many classrooms, old and new, have poor acoustics.
âWhen you put a child in a noisy environment, theyâll have trouble discriminating sounds,â Whitelaw said. âThe sad thing is, sometimes kids donât know theyâre not hearing the teacher. They often donât know what they missed because they donât know they missed it.â
Whitelaw said Michigan is among the national leaders in the use of amplifiers in the classroom. Of the 28 school districts in Oakland County, 27 use the devices to varying degrees. Theyâre used widely in kindergarten through second-grade classes in the Troy, Bloomfield Hills, Farmington, Ferndale and Holly school districts.
In Troy, two elementary schools piloted their use about seven years ago. Now, every elementary school has them at the kindergarten, first- and second-grade level, said Mike Williams, assistant superintendent of elementary education.
Cost for the systems vary, ranging from $500 to $1,000. Most Oakland County districts buy the amplifiers through Oakland Schools, which can get them at a better price.
âIf it benefits a dozen children a year so they can move toward fulfilling their future, itâs certainly worth the expense,â Williams said.
Teachers said theyâve noticed students improve their focus. They not only become better at listening to the teacher, but also to their peers. Teachers frequently have their students use the microphone to read or give reports to the class, elevating even the smallest voices.
An added benefit for teachers: they go home at the end of the day with healthy voices because they no longer have to project them.
âI used to get laryngitis all the time,â said Dikki Cie Chanski, a kindergarten teacher at Martell. âI never get that anymore.â Contact LORI HIGGINS at 248-591-5625 or firstname.lastname@example.org


Literacy development involves encouraging children to link sounds and letters and to begin to read and write. We follow the Read Write Inc phonics programme to ensure rapid progress for all children. In addition, children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest in reading for pleasure.
Reading and phonics:
We use a synthetic phonics programme called âRead Write Incâ produced by Ruth Miskin. Read Write Inc. is a method of learning letter sounds and blending them together to read and write words. As part of this, all children in Reception and KS1 have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different stages, learning and developing their phonics sounds and knowledge. If a child is not making at least good progress, they are promptly identified and access to 1-1 tuition is provided daily in order to get them back on track.
Children take a Phonics Screening Check at the end of Year 1.
By the end of the Reception children will know how to say a sound for each letter of the alphabet and recognise at least 10 diagraphs eg sh, th, ch, qu. They will know how to read words that are consistent with their phonic knowledge by sound blending. They will know how to read aloud sentences and books that are consistent with their phonic knowledge, including some common words.
By the end of the Reception year children will know how to write recognisable letters, most of which are correctly formed. They will know how to spell words by identifying sounds in them and representing sounds with a letter or letters. They will know how to write simple phrases and sentences that can be read by others.
Story time takes place in school daily (sometimes twice daily) and children are encouraged to read and look at books when they are working independently in the classroom. Every term we have a 'Favourite Five' books which we read and re-read until the children know them by heart. These books are a mixture of traditional tales and modern classics. We also send home 'reading for pleasure' books on Fridays for you to read to your child.
We encourage parents and carers to read with their child every night. All children have a blue book bag and a Home Reading Record book. We invite parents to sign or make a comment to help support their childâs reading at home. Children's home reading books are well matched to their phonological stage of learning, and are changed weekly, as re-reading books allows children to develop their fluency in reading. Children also have the opportunity to take home a reading for pleasure book, which we encourage parents to read to or with their child to further develop their love of books and stories.
We want children to love and respect books. Encourage your child to look after the books and spend time talking to your child about what they are reading. You could model asking questions and say what is happening in the pictures. There are also questions in the back of the Read Write Inc books that you can ask your child about the book . Whilst out and about, we encourage the children to look at the print around them - in shops, posters, road names, signs, etc.


Active outdoor play is a regular part of your child's Montessori day that should be scheduled into the day at least once in addition to other active play periods.
Throwing exercises aid gross motor skill development and hand eye coordination. Here are some throwing and related activity ideas (a few can be used indoors):
1. Throwing a baseball across a field. You can also play catch with your child.
2. Passing a basketball back and forth with another person.
3. Dribbling a basketball.
4. Throwing a basketball or other large ball against a wall and catching it. The ball can also be bounced on the ground before and/or after catching.
5. Playing a game of basketball.
6. Tossing foam balls into a large washbasin.
7. Tossing tennis balls into a laundry basket.
8. Tossing a beach ball into the air and hitting it.
9. Tossing a beach ball to another person to play catch.
Do you have ideas to share? Let us know!
Encourage Exploration and Creativity
11 years ago


St. Patrickâs day is right around the corner! It doesnât matter if you have Irish heritage or not, this fun holiday is inclusive of everyone! Celebrate the day with charm by incorporating some engaging music activities for preschoolers.
This preschool music lesson plan is a wonderful way to celebrate St. Patricks day, but you could also use many of the activities for an Ireland-themed lesson any time of the year.
This lesson plan was designed for group, movement-based preschool music classes. It features several traditional Irish songs and includes some easy sing-along songs to lead your class with. There are also recommendations for short St. Patrickâs day themed childrenâs books. The activities are designed to get kids moving so that they can coordinate their little bodies and develop their motor skills. This sets them up for success in future music lessons and activities.
My goal is to make music lesson plans that are simple so that teachers with any amount of music background can lead a class with confidence. The lessons are easy to adapt for your own needs and situation.
You can buy the full lesson plan on Teachers Pay Teachers, but here are the highlights:
- 4 easy sing-along songs featuring an Ireland/St. Patrickâs Day theme.
- Sheet music and lyrics for those 4 songs
- 3 fun traditional Irish tunes to add to your playlist that appeal to young kids
- Specific instructions on how to use all of the songs and activities with kids ages 0-5
- Carefully ordered activities to keep your students engaged and to help your class flow smoothly
- Storybook recommendations for a literacy component
Other articles you may enjoy:
- Five Story Books To Introduce Preschoolers To Foreign Languages
- 6 Hello Songs for Preschool Music Classes
- 4 Goodbye Songs for Preschool Music Classes
- Patriotic Preschool Music Lesson Plan
- Motor Skill Development in Preschool Music Classes


21.01Â° overcast clouds
Navigate to the following curriculum areas using the topic buttons below:
Intent â What is Woodlane aiming to achieve through its Playtime Provision?
- To build self-esteem and confidence in Woodlane pupils.
- To develop pupilsâ personal, social and emotional development.
- To develop and encourage pupilsâ creativity and curiosity.
- To encourage collaboration and teamwork.
- To develop resilience and self-determination.
- To support positive play behaviours.
- To ensure that all pupils are provided with opportunities to play and interact.
- To teach and reinforce positive social interaction skills.
- To develop literacy skills through interactions, imaginative play and storytelling.
- To develop numeracy skills through problem-solving, construction activities, games and through interactions and use of language.
- To provide choice that allows pupils to express their own interests.
- To allow a balance of structured and less structured playtimes.
Implementation â How is the Woodlane Playtime Provision delivered?
- The Playtime Provision is delivered every lunchtime and is overseen by the TA teacher leader who takes overall responsibility for planning and implementation with the support of the TA team.
- High quality adult interactions are at the heart of Woodlaneâs Playtime Provision.
- We have a high staff: child ratio to support these high quality interactions and to demonstrate positive play behaviours.
- Planning is responsive to pupils needs and interests.
- Activities offer different levels of challenge and adult interactions successfully support challenge for all pupils.
- Activities are refreshed regularly to maintain interest and curiosity.
- All staff are involved in planning and understand the rationale behind the Playtime Provision.
- Staff allocated zoned areas of the playground:
Creative (small scale art, storytelling, smallworld, music and performance)
Messy play (water, mud kitchen, large scale art)
Construction (Den building, small scale and large scale construction with a variety of mediums including wooden blocks, planks, crates)
Basketball (Shot practice and team games)
Cage (Monday, Wednesday â Football, Tuesday - Parachute games, Thursday and Friday team games (rotated on a half-termly basis))
Gym area (Outdoor gym equipment offering opportunities for lower and upper body exercise)
Games area (snakes and ladders, connect 4, chess, draughts or open-ended pupil choice)
Impact â What difference is the Woodlane Playtime Provision making on pupils?
- Pupils will be able to apply the skills learnt during the Playtime provision during less structured but still highly supervised times, for example during morning break and before school.
- Pupils will develop positive relationships with peers and adults.
- Pupils will develop their social and communication skills to enable them to develop friendships.
- There will be a reduction in behaviour referrals at playtimes (as per our School Development Plan).
- Pupils look forward to playtime and feel they are involved in the development of the Woodland Playtime Provision.
- Pupils will develop their imaginative and expressive play to allow them to explore the world around them.
* Please see our annual SEF/SIP for further details.


Student teaching is a pivotal event in teacher education preparation programs, and there is a need to investigate emotions in teaching. This study examined how one elementary program navigated the emotional dimensions of teaching. Findings revealed that the emotional dimensions of student teachers were influenced by individualized factors unique to the teacher; certain emotions were perceived as more acceptable to express; and supervisors needed to support student teachers to manage and respond to the emotional dimensions of teaching. The recommendation is to go beyond the technical and academic aspects of teaching and address the emotional dimensions to best prepare the whole teacher.
teacher education, student teaching, elementary education, edTPA, case study, emotional dimensions of teaching
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Crawford, K. M., McBrayer, J. S., & Fallon, K. (2021). Emotional Dimensions of Teaching in Elementary Education Preparation. The Qualitative Report, 26(1), 52-68. https://doi.org/10.46743/2160-3715/2021.4408


This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.
The Writing Successful Grants KnowledgeBase is an online resource aiding education professionals in their pursuit of public and private grants to support local programs. Its five elements contain information and resources that assist the grant seeker with developing their project, writing the grant proposal and managing the grant upon its award.
Task 1: Communicate with School Board
Guideline: Achieving improvement in adolescent literacy requires marshaling district resources. To do so, district and school educators need to inform and create awareness among local school board members about adolescent literacy development.


8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to subtract numbers to 30 regrouping tens.
It is important to be able to subtract numbers to 30, to be able to determine how many you have left.
Start by asking students to determine which ball has the number shown by the question mark on the number line on the interactive whiteboard. Then practice a subtraction problem to 20 with students on the number line.
Start by discussing the importance of being able to subtract to 30 and explain how to calculate to the ten. The learning goal is then presented in three ways, visually, in the abstract, and in story form. You can select the method which best applies to your classroom situation by using the blue menu in the bottom right of the page. Otherwise, you can start at the first page with the visual support. Use the image of fruit to explain how to subtract the two numbers. Then have students practice the next set on their own. Then the abstract subtraction problem is given. Tell students that they can solve these by counting back in their heads, or by imagining a number line, or even by using blocks or a rekenrek. Discuss with students that it is useful to first count back to the ten, and then to take away the rest. Have students practice with a set of abstract subtraction problems. Then the steps of solving a story problem are given, discuss these step by step and solve the given story problem together. Then ask students to work in pairs and determine the difference in the next story problem. Discuss their answers as a class. Each method has the teacher explain first, then practice together, and then has the students practice individually to check their understanding.
Check that students are able to subtract to 30 regrouping tens by asking the following questions:
- Why is it useful to be able to subtract to 30?
- How do you determine which number is first in a subtraction problem?
- How do you regroup tens?
Students are given an abstract problem without visual support, and are then given story problems to solve. Ask how they solved the problems.
Do one of each kind of subtraction problems with the students (visual, abstract, and story). Then divide the class into groups. Give each group three dice. At the start of the first round each student starts with 30 points. Each student throws the three dice and subtracts those numbers from their total of 30 points. The round ends when each student in the group has subtracted their numbers from 30. The student who has the most points left, is the winner of the round. The second round, students start with 29 points, and in the third round, they start with 28 points (etc).
Students who have difficulty subtracting numbers to 30 can be supported by the use of manipulatives, like blocks. To help students regroup the tens, have students draw the subtraction problem on the number line, and then have them count back to the previous ten, and then count on.
3 dice per group
Optional: blocks or other manipulatives
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


"Improvising boosts the development of musical abilities"
Creative Music Education is a piano teaching program for children, based on learning to improvise.
The courses can be taught alone or in addition to another method.
Learning to improvise satisfies the natural need to create and thus boosts the development of fundamental musical abilities.
Educational materials are accessed online.
Teachers benefit from teaching guides and training adapted to their situation.
The goals are achievable.
The program is made up of progressive pieces and complementary creative activities.
There is a variety of musical styles and atmospheres.
The material is designed for lively practice-based teaching.
Your tablet, computer or smartphone becomes an interactive course book ...
Up to date
When you open a piece, you will find scores, advice, audio and video resources, laid out much like an app.
By placing a tablet on the music stand of the piano, the student can study the course with a real interactive score.
In addition to the practical aspects of online learning, using current technology matches this generation's expectations of tools and support.
Creative Music Education
for many advantages...
Energise your lessons with the teaching of improvisation.
Sign up for a fresh teaching approach.
Benefit from educational advice and training.
Be part of a community of teachers, discuss and share your experiences.


I taught a lesson on summarizing text in my class yesterday. We did it in a pretty traditional way using a great program my fourth grade team purchased that focuses on differentiating the teaching of the reading comprehension strategies. (Comprehension Strategies Kit by Sundance)
The class and I looked at a short fictional text and started to activate our prior knowledge as we took a picture and text walk and made connections to what we observed. Then I read the text aloud once and the second time through, we paused to put a box around the characters, to circle important information about the setting and underline the major events in the story. We jotted down our findings in a graphic organizer and finally, wrote a summary of the text.
There â a great whole class intro lesson to summarizing. But before I sent them off to work in partners, I showed them a helpful handout provided by the program: a checklist of what you need to remember about summarizing.
Now, Iâm all for short and sweet and helping students to remember things. As much as I do like these handouts, it can be a bit overwhelming, so the class and I went through each line and I asked them to choose only one or two words from each line to remember.
Instead of âdecide on whatâs important and whatâs not important in the story,â some students circled âdecideâ or âimportant.â For âchoose the most important events from the story,â most of us chose to circle, âmost important.â And so onâ¦
When we were done, I read the words I had circled on my paper and it sounded like poetry!
Some excited students started clapping. (Gotta love those kids!)
Thatâs when it hit me. I thought I would really do something drastic and show the kids blackout poetry! I asked a student to get me a thick, black sharpie and proceeded to black out all the words I did not circle. Some of the kids gasped as I crossed out many of the written words, but when I was done, they were all pretty impressed.
Before I was even done reading my black out poem, students were already getting up to get a black marker of their own or scribbling over words with their pencils. It was kind of exciting. They were happily creating their own black out poem about summarizing.
Then it started to strike them: it was a summary about summarizing.
It was overtime for us and we needed to move onto our writing project, but I can guarantee that many students will be happy to recite their summary black out poem to start our reading lesson tomorrow.


Illnesses related to water, sanitation, and hygiene (WASH) are the worldâs greatest threat to young children. Pneumonia and diarrhea claim the lives of more children under age five than measles, AIDS, and malaria combined. Knowledge can be a powerful antidoteâthatâs why proper WASH education is so critical.
Our global campaign to bring meaningful sanitation and hygiene education to kids is called WASH UP! Sesame character-filled storybooks, games, videos, and teacher training materials that make healthy habits easy to understand, practice, and adopt.
Sesameâs lovable characters have the unique ability to reach children and model behaviors around topics adults may see as taboo, such as toilet use and menstrual hygiene. Take our global health ambassador, Raya, an energetic six-year-old whoâs guiding conversations all over the world about clean water, handwashing, and proper latrine use. Raya always remembers to wash her hands with soap and water and wear her sandals in the latrine to avoid contracting illness. She encourages children to share what they learn with friends and family, making good habits contagious.
Now at work across Sub-Saharan Africa, Latin America, and the Middle East, WASH UP! is measurably shifting attitudes and behaviors in communities around the world. In Nigeria, kids who participated in the program were twice as likely to wash their hands after defecation. Children in India who participated were 48% more likely to use an improved latrine at home. In just two years, WASH UP! has reached over 52,000 children in Zambia and is now part of the countryâs primary school curriculum.
With results like these, weâre expanding WASH UP! to accomplish even more. We aim to reach 3.5 million children and caregivers in 15 countries, including Syrian refugees. As the program grows, weâre doubling down on a community-based approach to menstrual hygiene management, one that targets girls before they begin menstruating. That means less illness, more days of school, and more girls free to reach their full potential.
When you support Sesame Workshop, youâre making a positive difference in the lives of children around the world. Join us!


Bridging the digital gender divide
Technology and the internet can be a great enabler for girls but a lack of opportunities, skills and a fear of discrimination prevent many from using and creating digital tools and online content.
To achieve gender equality, girls and young women need equal access to technology, digital training and to be safe online.
What is the digital divide?
The digital divide, or technology gap, is the difference between groups with access to technology and the internet and those without.
Girls and women often have less access to technology and the internet compared to boys and men. Particularly in developing countries, girls and women struggle to afford technology and internet access. In addition, stereotypes around technology being âfor boysâ and fear of being discriminated against stop girls from using digital tools.
The gender digital divide in access to the internet* remains largest in the worldâs least developed countries at 32.9%. The internet gap is largest in Africa, while in terms of mobile phone ownership, the gender digital divide is most pronounced in South Asia where women are 26% less likely to own a mobile phone* than men.
What is the impact of the gender digital divide
Without equal access to technology and the internet, girls and women are not able to equally participate in our ever more digital societies. Holding back girls and women in this area affects every aspect of their lives, including their ability to speak out and campaign on issues that affect them.
Moreover, if girls and women are not involved in creating digital tools and online content, they may exacerbate existing inequalities.
The gender technology gap also negatively impacts countriesâ potential for economic growth and development. If 600 million more women are connected to the internet in 3 years, this would translate to a rise in global GDP of between US$13 billion and US$18 billion*.
What are the benefits of digital empowerment?
Digital literacy has become almost as important as traditional literacy.
Over 90% of jobs worldwide already have a digital component* and most jobs will soon require sophisticated digital skills. If governments equip girls with digital skills through prioritising education in ICT subjects, they will help girls thrive in economies where routine work has been automated and digital skills are prized.
Technology can also be a powerful tool for girls to become activists and lead change on issues that affect them. Social media platforms, for instance, allow activists to reach a wide audience and organise action towards common causes.
Girls must be digital leaders!
Girls are taking opportunities to become digital creators and learn skills that will allow them to flourish this Girls in ICT Day, write Julia Spencer and Nikita Shrubsole.
How is Plan International bridging the digital divide?
Plan Internationalâs global strategy states that âwe must harness the power of technology and use innovative solutions to extend our reach and impact. We must focus on the rights of girls, who are most vulnerable to being left behind as the world around us changes.â
It is our responsibility to ensure that instead of being barriers, technology and the internet become enablers for girls and women.
School is often the first place where children are introduced to technology as well as learning the literacy and numeracy skills to make the most of these digital tools. Therefore, we ensure girls and women have equal access to learning relevant technical skills and digital literacy in school and through training programmes to be able to take advantage of technology and digital tools.
Through our global, youth-led campaign Girls Get Equal we are campaigning for a world where girls can live and lead without fear or discrimination. This includes demanding that girls have a right to be safe online and be free to speak up without harassment.
Health advice app helps teens avoid pregnancy
A new smartphone app is helping combat teenage pregnancy in Timor-Leste by providing teenagers access to sexual and reproductive health services and information.
* Plan International is not responsible for the content of other sites.


Books, activities, and online resources for teaching kids about the human body.
Some links on this site are affiliate links and I may earn a small commission at no cost to you. Thank you! Learn more.
How to Teach Kids About the Human Body
What You'll Find on This Page
Kids have a natural curiosity about the human body, and giving them the answers they are looking for can be a wonderful way to lay a foundation for higher level biology and chemistry classes as they grow older.
Teaching kids about the human body can be done through structured units, but kids will also teach themselves when they are given the right resources. Todayâs post features some fun ways for kids to learn about the human body, through books and hands-on activities.
Parragon books recently sent us a copy of the Human Body Factivity Kit to review. Eight-year-old Johnny and six-year-old Lily worked together (with some help) to build the skeleton. That was fun, but the real win in this kit was the book, which has all sorts of fascinating facts about the human body presented in engaging ways. The book is colorful and well-illustrated, with lots of hands-on activities.
More Books for Teaching Kids About the Human Body
Here are some other great books about the human body that my kids enjoy reading:
- Uncover the Human Body is a very unusual book that includes a 3D model. Parts of the model are connected to each page, and kids discover the skeletal system, digestive system, urinary system, circulatory system, respiratory system, muscular system, and nervous system as they turn the pages. The 3D aspect of this book makes it engaging to preschoolers through older kids.
- The DK First Human Body Encyclopedia mixes illustrations with incredible photographs. This human body book feels like a science text, and some kids might find some of the pictures âcreepyâ.
- The human body sticker book. My kids love sticker books, and placing stickers where they go on a page as you learn can be a great way to reinforce memory.
- The Flip Flap Body Book answers questions kids have about what happens to food, how senses work, and how babies are made (more how they grow) in simple language for children aged 4 and up.
More Lesson Plans, Units, and Activities
There are some amazing educational resources for kids online! These are interactive sites, unless otherwise noted.
- Compare the human skeleton to the skeletons of different animals
- Learn how your heart works (YouTube video)
- Explore the five senses with these experiments
Here are some great human body activities from blog friends:
- Human anatomy unit
- My Body Activities for Tots & Preschoolers w/ Free Printables
- The Immune System and Personal Hygiene
- Skeletal System Unit Study
- Fingerprint Science for Kids
- 5 Messy Ways to Play Brain Surgeon
- Egg Carton Toothbrush Activity
- Muscular System Third Grade Unit Study
- Human Body and Nutrition Activities
- Human Body Activities for Kids
- Montessori Human Anatomy Introduction
- Montessori Human Anatomy Activities
- Skeleton and X-ray Crafts
- Teaching Body Parts to Toddlers
Do you have an activity we should try or a book we should read?
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Nearly 100 pre-k students in Texas have reason to be proud of their newfound reading and language skills. IDEA Pharr Academy in Pharr, Texas introduced a pre-kindergarten pilot program in the fall of 2014 featuring Direct Instruction programs with the goal of reducing the achievement gap and ensuring students begin kindergarten on grade level. 80% of Pharr Academyâs students speak Spanish as their first language, and nearly all students, 97.3%, come from low socioeconomic backgrounds.
The year began with eight groups of students in EspaÃ±ol to English and four more groups in DISTAR Language. Pharrâs goal for the half-day pilot program was for all students to complete EspaÃ±ol to English or DISTAR by the end of the year and be primed for starting Reading Mastery Signature Edition (RMSE) language and reading programs in the fall. With over 30 instructional days remaining until yearâs end, 66 of the 99 pre-k pilot program students had already started RMSE K â some had completed over 60 lessons! The other 33 students were finishing up EspaÃ±ol to English and were a few lessons away from being ready to placement test for RMSE.
The Battle of City Springs Epilogue tells the story of a school in a high-poverty area of a large U.S. city that experienced years of failure before implementing the full immersion model of Direct Instruction. Until Baltimoreâs City Springs Elementary started implementing the full immersion model of Direct Instruction in 1996, the school was considered to be the epitome of failure. Over 90 percent of the students were (and still are) eligible for free or reduced lunch. Academic performance was at sub-basement levels. No students in the 3rd grade or the 5th grade passed the Maryland state test, the MSPAP, in either mathematics or writing. The Abell Foundation rated City Springs as the 2nd lowest performing school in the city of Baltimore.
Gering Public Schools, a small district in northwest Nebraska, used to suffer from an achievement gap in reading. In 2004, 36 percent of all Hispanic students in second grade met fluency benchmarks compared to 59 percent of all white students in the district's three elementary schools. Low literacy performance was also a problem at the district's sole junior high school.
That was before the district implemented the comprehensive Direct Instruction model with the support of the National Institute for Direct Instruction (NIFDI). Now the achievement gap in reading has been closed. Over three-fourths of all students meet second grade fluency benchmarks, with a higher percentage of Hispanic students meeting benchmarks than white students! At the junior high school, the need for remedial reading programs has declined drastically as students are much more able to comprehend content area texts.
Direct Instruction (DI) is often used to help students who are struggling academically. DI can be used to accelerate the learning of higher performing students, too. The 16-minute DVD, Helping Kids Soar: Children Reaching Their Full Potential with Direct Instruction, portrays two schools in different parts of the country that have used DI successfully with all children, including high performing students: Emerson Elementary in Alliance, Nebraska and Fickett Elementary in Atlanta, Georgia.
A Review of Results from Two Middle Schools Implementing DI
The middle school grades are the last chance to customize instruction for large groups of students struggling to meet grade-level expectations. Schools serving these grades also often experience an influx of large numbers of students who canât access content courses. Generally, struggling students have limited reading and/or math proficiency that limits their understanding of science, social studies and other courses in which foundational skills are applied. If students donât receive instruction in middle school that increases their reading and math skills, they will have even more difficulty accessing content course material when they reach high school.
Once students reach high school, a system of credit requirements complicates school-wide efforts to address the skills of struggling student. Most high schools cannot offer remedial courses for credit. The middle school setting allows teachers and administrators to respond to studentsâ needs with customized solutions that target fundamental skills in reading and mathematics without the need to earn credits for graduation requirements.


Help Your Struggling 3rd Grader Improve Their Reading Skills
1. Identify the problem
2. Provided targeted instruction
Once you have identified the problem a reading teacher or tutor can provide targeted instruction. For instance, if your child has trouble decoding words, provide phonics instruction to help with sounding out words.
In 3rd grade, students are expected to have a solid foundation in reading, including phonics, vocabulary, and comprehension. However, some struggling readers may not have mastered these foundational skills, making it difficult for them to read fluently and comprehend what they are reading. To support a struggling reader, it is important to use research-based reading interventions that focus on building foundational skills, such as phonics-based instruction, word study, and explicit vocabulary instruction.
If your child struggles with comprehension, teach them to use context clues or visualization strategies to aid comprehension. Providing explicit instruction with targeted practice and feedback can help struggling readers make progress.
3. Encourage reading practice
The more a child reads, the better they become at it. Encourage your struggling reader to read every day, even if it is just for a few minutes.Make sure that they have been taught how to read the material you are asking them to read. Encourage reading at home and school, and provide positive feedback and praise for effort and progress.
A supportive reading environment can go a long way in helping a struggling reader. If your child is participating in reading tutoring, create a quiet and comfortable reading space that is free from distractions. You can also encourage the child to read aloud to you, which can help build their confidence and fluency.
4. Collaborate with your childâs teacher
Ask questions about how reading is being taught at school. Is your child being asked to memorize entire words or are they being taught to sound out words? Is there a plan in place to support your childâs current and future progress?
Share your observations and ask for the teacherâs recommendations. Work together to develop strategies and goals, and ask about your childâs progress. Is their reading improving? Regular communication and collaboration can help ensure that your child receives the support they need to succeed. You are your childâs advocate!
Do you need help teaching your child to read?
Helping a struggling reader in 3rd grade requires a multi-faceted approach that addresses the root cause of the reading difficulty, builds foundational reading skills, creates a supportive reading environment, provides frequent opportunities for reading practice, and collaborates with the childâs teacher. By implementing these strategies, you can help a struggling reader build the skills and confidence they need to become successful readers. If you need additional support, consider a reading tutor.


SoDaR is an approach to research that involves software development as an active research method in the humanities. This theory describes how software development can be used as a method for research in the arts and design fields in particular. It explains how software development can be used to externalize emerging ideas, how such externalization can aid research by allowing reflection, how it stimulates acting upon theories, and provides evidence about the validity of theories in practice that involves new software-based experiences. There are parallels with interactive software development process and established research methods such as action research, case study, and activity theory. The SoDaR approach features three stages; Identifying Activities to Improve, Design and Production of technologies to assist, Usage and Refinement of these through iterative feedback with users.
The application of the SoDaR approach to music education research was outlined in a paper published in the International Journal of Education & the Arts. The abstract of that paper reads:
This paper discusses how software development can be used as a method for music education research. It explains how software development can externalize ideas, stimulate action and reflection, and provide evidence to support the educative value of new software-based experiences. Parallels between the interactive software development process and established research methods are drawn, with particular focus on action research, case study, and activity theory. A new approach to arts educational research called Software Development as Research (SoDaR) is proposed. The paper includes examples from the authorâs use of this approach when developing the jam2jam software to facilitate networked music improvisation experiences for young children.
Brown, Andrew R. 2007. âSoftware Development as Music Education Research.â International Journal of Education & the Arts 8 (6).


Categories Art Class Be a CEEQER â¦ Resources Post author By Raine Dawn Post date October 16, 2015 2 Comments on Be a CEEQER â¦ Resources A few resources for teaching and learning with the C.E.E.Q.E.R. model MAEA CEEQER resources ARTFUL THINKING routine CEEQER presentation on PowToon Share this:Click to share on Facebook (Opens in new window)Click to share on Twitter (Opens in new window)Click to share on Pinterest (Opens in new window)Click to share on LinkedIn (Opens in new window)Click to email a link to a friend (Opens in new window)Like Loading... Related Tags Art, Art Class, Art Education, Art Studio, artful thinking, Arts Integration, BCPS, C.E.E.Q.E.R., CEEQER, classroom, create, Creative Balance Studio, Digital Conversion â I can and I WILLâ¦ â MAEA Conference 2015 2 replies on âBe a CEEQER â¦ Resourcesâ [â¦] TED talks about the importance of teaching students thinking. Her vision lined up nicely with the CEEQER model. Cindy had such an awesome presentation, and I got chills every time she mentioned something [â¦] Loading... Disturbingly true. Loading... You must log in to post a comment.This site uses Akismet to reduce spam. Learn how your comment data is processed.


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Free Phonics Worksheets
from the creators of Rock 'N Learn
Here, you will find free phonics worksheets to assist in learning phonics rules for reading. These free worksheets are printable and designed to accommodate any lesson plan for reading that includes phonics. Conveniently organized by the skills covered, these worksheets come with answer keys. You may print the worksheets from either PDF or JPEG versions and provide them to your children or students.
Each free phonics worksheet also includes a lesson extension â extra activities to help students learn specific skills taught on the worksheet or review material already learned. You will also find an instructional guide with tips for getting the most from phonics instruction as well as a collection of frequently asked questions.
Consonants and Vowels
Letter Candy (v1-01)
Consonants & Vowels
Digraphs and Trigraphs
Diphthongs, au, aw, all & al
Advanced Phonics Concepts
These free phonics worksheets may be used independently and without any obligation to make a purchase, though they work well with the excellent Phonics DVD and Phonics Audio CD programs developed by Rock 'N Learn. You are not required to register in order to use this site. These free phonics worksheets and lesson extensions are provided to you compliments of Rock âN Learn with our sincere desire that they assist students and raise awareness of other Rock âN Learn programs.
Phonics is a tried and proven method for learning to read. Although English is not purely a phonetic language, phonics is an important tool for beginners learning to read the language. Due to the effectiveness of phonics-based instruction, more public and private schools have emphasized phonics instruction in recent years. Parents who teach their children at home also frequently report satisfaction with instructional materials for phonics, based on the emails we receive.
Within this collection of 81 free phonics worksheets, students practice learning vowels, beginning consonants, ending consonants and plurals, beginning blends, ending blends, consonant digraphs, long vowel sounds, R-controlled vowels, diphthongs, ph and gh, silent consonants, and more.
We would love to hear from you about ways that you have used our free phonics worksheets in your home or classroom. Plus, we always appreciate suggestions for improving these worksheets or improving this site.
"I just wanted to say thank you for all your free worksheets. I've been looking around for a while, and you have exactly what I've been looking for. Thank you so much for making it affordable to teach our children."
â Misty Bounds
To supplement phonics instruction, you may find the Sight Words DVDs from Rock 'N Learn helpful. These DVDs cover over 180 sight words, including all pre-primer, primer and first grade Dolch words as well as many of the top sight words from Fry's list.
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NEP-NCF Aligned Pre-school Curriculum
Blending Curricular content with Indian Knowledge Systems
Holistic preschool education is important because it focuses on the whole child, including their cognitive, social, emotional, and physical development. This approach recognizes that children learn best through hands-on, experiential activities and encourages creativity, independence, and critical thinking. A holistic preschool education also helps to promote a child's self-esteem, self-confidence and self-awareness, which are essential for success in school and in life.
Preschool education is important for several reasons. It lays the foundation for a child's future success by helping children to develop important social and emotional skills, such as communication, cooperation, and problem-solving together with critical numeracy skills, literacy skills and values. It also helps children to become more independent, self-confident, and self-sufficient.
For many a millenia, Indian Knowledge Systems (IKS) have played a foundational role in the society by not only advancing the civilisationâs collective knowledge but also by kindling the wisdom to lead lives towards attaining fulfilment through puruá¹£Ärthas.
The Sadvidya curricular framework aligned with NCF-NEP for preschool education aims to draw from the rich wisdom of Indiaâs way of life and knowledge traditions to inspire a global movement in education that blends:
~ Indian philosophies at the heart of the framework that inform the principles of life and education
~ Unique pedagogical approaches that bring about wholesome and context-appropriate development
~ Content that ensures that child development happens at multiple dimensions
Interview highlighting Sadvidya Curriculum
VNM News, Vadodara covered the recent event on Sadvidya Curriculum offered at The M.S. University, Vadodara.


Updated: Feb 2
By Madison Beucler | Originally Published November 29, 2022
We are now at the start of the holiday season, so why not learn about a few easy ways to make your festivities âmore green.â? From meals, to decor and gifts, learn how to host a sustainable holiday through these simple measures!
The holiday season is responsible for over 25 million tons of garbage in the United States alone, 25% higher than average during the period from Thanksgiving to New Years. But what makes up this garbage? Food waste accounts for nearly 35% of all holiday wastes and is a notable problem year after year. Some simple ways to combat this waste is to simply account for every guest and anticipate leftovers! If the amount of leftover food is too high, you can donate to a local hunger relief organization, compost, or have a feast on leftovers! Another staggering statistic is the amount of wrapping paper thrown out each year. America alone is responsible for 2.3 million pounds of gift paper ending up in landfills at the end of the holiday season. You may be asking: What other alternatives do I have? 100%-recycled wrapping paper is a simple method many households opt for, as well as simply reusing gift paper from previous years or gifts. Wrapping paper can also be recycled, as long as it is not covered in foil, glitter or felt and can be reused to make DIY-decor. Junior psychology and elementary education major Angela Gallagher makes her own DIY decor for the holidays in the form of snowflakes.
âMy family and I make paper snowflakes out of gift paper that we reuse or recycle after the season,â Gallagher said.
Paper napkin holders can add a beautiful, elegant touch to holiday meals, and ornaments made out of wrapping paper tubes or faux paper candles are all fun DIYâs to add to your list!
The major contributor to holiday waste is the Christmas classic: the Christmas tree. Christmas trees are a staple of the holiday season and are often discarded directly after Christmas ends. Luckily, there are many ways to avoid throwing out your tree after one use. One way to dispose of your tree is to check local zoos and sanctuaries that utilize discarded trees to provide animal enrichment. Zoos such as the Cape May Zoo in Cape May County, New Jersey, accept trees following the Christmas season to use in their enclosures. Another method of recycling your tree is checking for local organizations that accept trees for other reasons. Island Beach State Park (IBSP) in Ocean County, New Jersey, is a great example of this. In previous years, IBSP has accepted trees to rebuild dunes on their beaches, and they will be doing this again this year! While plastic Christmas trees would cut back on waste as they can be reused, they also provide thousands of tons of carbon emissions pumped into the atmosphere annually. Using real trees actually helps support forests, as well as local tree farmers. You can easily avoid this carbon-contributor by buying a locally grown Christmas tree!
Another great green-tradition is hosting a vegan or locally-grown holiday feast. Instead of the typical ham or turkey served at holiday meals, why not try tofurkey, a meatless option? By buying local, organic foods, you can significantly cut back your emissions and carbon footprint. Organic produce and meats are also much better for your overall health. On the subject, Gallagher said, âMy family has a tradition of making pizza from scratch every year for our holiday meal, and we buy the tomatoes from our local farmers market to make the sauce.â
The meat and dairy industry produce incredible amounts of methane, with only a single cow producing anywhere from 150 to 265 pounds of methane a year. Rather than getting your protein from a cow, why not try beans or mushrooms, an equally plentiful alternative. Try new foods this holiday season and explore the wonderful world of vegan or organic cooking!
To learn more about green holiday traditions, make sure to check out our December Newsletter coming out on our website BroncsGoGreen.com!


This Course supports Participants with an intellectual disability in developing:
- initial literacy and numeracy skills
- recognition and use of letters of the alphabet
- job ready and behavioural skills
- general communication skills using pictures and symbols
- social skills through verbal communication and ques
- general study skills
- recognising numbers from 1 to 10
- coins and notes recognition
- self-esteem and self-worth
The Course is designed to assist Participants in maintaining literacy skills developed for the workplace and general community.
Units (and nominal hours):
Electives: Recognise and use letters of the alphabet (40), Read simple words (80), Communicate using pictures and symbols (40), Write simple words (80), Communicate verbally using single words (40), Recognise and use whole numbers from 1 to 10 (20), Recognise coins and notes (40).
There are no formal pathways from the Course in Initial Adult Literacy and Numeracy. Latrobe Lifeskills does recommend that Participants completing the Course in Initial Adult Literacy and Numeracy may then continue their studies in the higher level 22293VIC Certificate I in Initial Adult Literacy and Numeracy Course. The Course supports the development of skills and knowledge in literacy, language and numeracy as identified as being required for future volunteer work, work experience and for engaging within the community.
Pre-requisites / Entry Requirements:
There are no prerequisites for this Course.
Lifeskills is open to all Participant applicants and there are no minimum qualification requirements.
Anyone wishing to attend Lifeskills is required to complete an Application Form and attend a Pre-Training Review (interview). A Participant may be asked to attend a trial period to ensure the Course is suitable to the Participantâs needs and interests.
Fully classroom based and face-to-face supervised training delivery and assessment.
The course is delivered over 2 years on a part-time study basis. Lifeskills will provide a timetable and schedule prior to commencement of training.
|Unit Code & Title||Core/Elective||Nominal Hours|
|VU21724 Recognise and use letters of the alphabet||Elective||40|
|VU21726 Read simple words||Elective||80|
|VU21727 Communicate using pictures and symbols||Elective||40|
|VU21728 Write simple words||Elective||80|
|VU21729 Communicate Verbally using single words||Elective||40|
|VU21730 Recognise and use whole numbers from 1 to 10||Elective||20|
|VU21735 Recognise coins and notes||Elective||40|


Winding It Back provides a curriculum framework and practical suggestions for inclusive classrooms. The book's framework is centered on these core principles:
1. Honoring individual learning needs of all students
2. Providing multiple access points and learning levels
3. Providing adequate learning conditions for all students within the music classroom
Musical examples, lesson ideas, videos, sequencing ideas, and assessment tools are provided. The techniques have been tested and work with students in the music classroom and rehearsal.
Included is access to a companion website that has supplemental material for each chapter, video demonstrations, and all the songs referenced in the book.
Contributors include Alice Hammel, Ryan Hourigan, Herbert Marshall, Joy Anderson, Heather Russell, Roberta Hickox, Taylor Walkup, Jill Reese, Evan Bruno, Susan Harvey, and David Stringham.
1. Winding It Back: A Framework for Inclusive Music Education
2. Early Childhood Music: Setting the Tone for Inclusive Music Learning
3. Sequential and Flexible Instruction in the Primary Grades
4. Using Movement to Foster Creativity and Deepen Musical Understanding
5. Melodic Sequences: Accessing Tonal Content at Multiple Learning Levels
6. Accessing Rhythmic Sequences at Multiple Learning Levels for All Students
7. Vocal Creativity: Exploration, Improvisation, and Composition
8. Sequential Instruction for Older Beginners in Vocal and General Music
9. Combining Pitches into Scale Types: Extending Tonal Knowledge
10. Moving, Chanting, and Singing for All Students in Instrumental Music
Appendix: Teaching Students to Sing


William Wilson Hunter was a member of the Indian Civil Services. In 1882, he was appointed the chairman of the Commission on Education. He was elected as the Vice-Chancellor of Calcutta University in 1886.
The Hunter Education Commission was established in 1882. The Commission was charged with the establishment of a uniform state system of game protection. In 1909, the legislation established the State Conservation Commission and offered the provision of a State Game Department for the administration of the federal Weeks-McLean Act. It resulted in the creation of the Indian Education Commission in 1882.
Recommendations of Hunter Commission
The Hunter Commission stressed the neglect of primary and secondary education in the country and made the following recommendations.
It is recommended that the Local Boards and Municipal Boards must be responsible for Primary Education and they should supervise this section of education. Municipal councils and district boards should manage elementary schools and other bodies should be subject to inspection and supervision by the government.
The commission recommended that primary education in the British Indian territories lacks quality and part of the provincial revenues must be used for financing the primary education development in British Indian territories.
Moral and Physical Education
The commission recommended the exclusion of religious education and the inclusion of textbooks that can offer moral education to the students. It also emphasized physical education.
It recommended that the indigenous schools must have a grant-in-aid based on âPayment of Resultsâ and these schools would charge low fees like the government institutions.
Literary and Vocational Training
The Commission also emphasized the promotion of literary and vocational training.
The Commission put forward the inadequate resources available in womenâs education.
The Commission suggested the promotion of Muslim education.
The Hunter Commission also had to report on
âthe present state of elementary education and the means by which this can be extended and improved.â


There are longstanding benefits of exposing the child to the stage and a live audience at an early age.
A lot of children around the world have trouble communicating what they feel. As parents, especially working parents, it can be particularly exasperating. One of the ways young parents can work around this issue is to guide the child to find it within herself. And, one of the best ways to do this is to enrol him for drama classes meant for kids of all ages.
Only if a child has a reasonable amount of self-esteem will he/she be able to perform on stage. With proper training and weekly rehearsals, you will soon see him grow simultaneously in self-esteem and confidence.
Children are encouraged to listen to each otherâs ideas and take turns. Such activities increase their levels of concentration in leaps and bounds.
Helps develop language and communication skills
Learning new songs, playing new games and participating in pretend play (when children must take on the language of the role they are playing), all contribute to a child's developing vocabulary. They are encouraged to express themselves both verbally and through facial expression and body language; the key to making them better communicators.
Encourages children to cooperate
Every activity from playing drama games to improvisation to singing together, requires cooperation. Children quickly realise that to get the best out of sessions, cooperation is a much-needed skill!
Supports numeracy skills
Counting the number of beats in a song, counting the number of stars on a camping trip or working out how many eggs to put in a cake are just a few examples of how being involved in a drama can help to develop essential numeracy skills.
Develops emotional intelligence
By encouraging children to act out a range of emotions in a safe and supportive environment, kids are better able to understand their feelings and develop empathy for others.
Creative people can view things in new ways and from different perspectives. They can think on their feet and generate new ideas. The child-led approach to improvisation and pretend-play encourages the development of creativity as children lead the direction of the drama themselves, come up with solutions to problems in the role, and respond imaginatively to a range of pretend situations.
By its very nature drama can create strong bonds between children as they laugh, learn and grow together week after week after week!


Science experiment with water (Series) Alternatives
Currently, 75 science experiments in 5 different categories are presented in the application. We assure you, that the application is suitable not only for children, but for adults as well.
- - Science Experiments - Home Lab is the most popular Android & Android Tablet alternative to Science experiment with water.
- - Science Experiments - Home Lab is the most popular free alternative to Science experiment with water.
We use balloons for parties and various other fun activities but are you familiar with these amazing science and facts about these balloons? The amazing science experiments with balloons will be a perfect platform for all the kids and even grownups to learn the best scientific...
Kids love experimenting with new things. They always love taking challenges. Science experiments with eggs will be a perfect app for all those curious and eager kids who have a thirst to learn more of science and experiments on eggs.
Science Quiz is one of the best application to test your knowledge and sharpen your skills. Compete with your friends, kids and people around you and test who has more knowledge. Share your score with with your friends on facebook.
Let's do an amazing science experiments and learn about different science facts with Baby Emily Science Fair by Gameiva. Here our little baby Emily is excited to perform amazing science experiment as she has science fair.
Do you have ever tried to make an electric motor car & an oven with pizza box at home? If no, then let's give it a try with this Kids Science Amazing Experiment by Gameiva that gives you full of interesting science experiments that are a great way for kids to enjoy the...
Award-winning science activities for kids from NYC's American Museum of Natural History.
- - OLogy: Science for Kids is the most popular iPad alternative to Science experiment with water.


Key statistics on education in America, and the key features of the American education system including primary, secondary and tertiary education, the national curriculum and the examinations system.
This is part of a new set of posts designed to help students assess how developed countries are in terms of some of the key indicators of development such as economics, inequality, education, health, gender equality, peacefulness and so onâ¦
America is an interesting case study because it is the wealthiest nation on earth in terms of total GDP, and very wealthy in terms of GNI per capita, but these high levels of wealth and income do not translate into social development for all.
This is a summary post at first, to be expanded on laterâ¦
America: Key Education Statistics
Core education statistics taken from World Bank data
- Pre-primary net enrollment rate â 63.8%
- Primary enrollment rate â 93.1%
- Secondary enrollment rate -90.5%
- Tertiary enrollment rate â 86.7%
- Out of school children â 1.5 million !
- Government expenditure on education as percentage of GDP â 5.2%.
Education stats taken from other sources
- America ranks as having the 14th best education system in the world according to the Pearsonâs Global Education Index.
- Only 72% of 12-17 year olds are considered academically âon-trackâ (wiki, link below).
- Only 32% of Americans have a bachelorâs degree (70% of Americans donât have a college degree).
- 10% of children attend private schools and around 3% are home-educated (wiki, link below).
- Science â 24th
- Maths â 25th
- Reading â 39th
Key Features of the American Education System
Kindergarten, Primary, and Secondary Education in America
Schooling is compulsory for all children in the United States, with every child being entitled to a minimum of 12 years publicly funded education. Some states add on an additional year of pre-primary âKindergarten) education, and the school leaving age also varies from state to state: some states allow students to leave school between 14â17 with parental permission, other states require students to stay in school until age 18.
Children attend primary school from the ages of 6-11 where they are taught basic subjects, typically in a diverse, mixed ability class, with one teacher.
Children attend secondary school from the ages of 12-17, which is subdivided into junior high-school and senior high school. Here students are typically taught in different classes for different subjects and are allowed some degree of freedom to choose âelective subjectsâ.
While there is no overarching national curriculum, education in secondary school generally consists of 2â4 years of each of science, Mathematics, English, Social sciences, Physical education; some years of a foreign language and some form of art education, as well as the usual PSHE.
Many high schools provide âHonors classesâ for the more academically able during the 11th or 12th grade of high school and/ or offer the International Baccalaureate (IB).
The National (And Hidden) Curriculum
While there isnât a national curriculum in America, there are some very detailed national common core standards in subject areas such as English and Maths â so why schools arenât told what books they should actually get students to read, or how to teach maths, the standards dictate that they must spend a certain amount of time teaching these and other subjectsâ¦. When I say detailed, they really are â the standards on English stretch to over 60 pages.
In terms of the Hidden Curriculum â 50% of schools require their students to pledge allegiance as part of their daily routine, which I guess is an attempt to enforce a sense of national identity.
If youâre American I imagine this gives you a warm glowing feeling, if youâre not youâre probably fluctuating between an uncomfortable feeling of nausea and wondering WTF this has got to do with âlibertyâ. NB note the doting parents looking on, and that YouTube is full of this sort of thing.
Differential Educational Achievement in America
The education system clearly doesnât work for everyone equally â around 3 million students between the ages of 16 and 24 drop out of high school each year, a rate of 6.6 percent as of 2012.
Unsurprisingly, there are considerable ethnic differences in educational achievement in America, as this data from 2009 suggests:
Sources (those not included in links above!)


The Sloth Sanctuary, in Costa Rica, is currently home to 24 orphaned baby sloths.
âIssyâ, an orphaned Choloepus Sloth, was recently photographed during her daily weigh-in. With those who are not gaining weight properly, daily monitoring is essential to the special care they receive. As they grow and prosper, the weight checks are scaled back.
Due to the increasing number of orphans arriving at the Sloth Sanctuary, there was a need to relocate and expand their juvenile nursery. Their improved, larger installation features a new exercise area and more dedicated space for daily weighing, cleaning and feeding routine. The babies are taken to the new area daily for climbing practice, which is an essential lesson that aids their motor skill development. Agility allows them to forage more effectively, and, if they are released, it helps provide the skills needed to avoid hazards, such as dogs and workers clearing the forest.


- PreK-3rd: How Superintendents Lead Change
September 21, 2010
School districts with integrated PreK to Grade Three systems have demonstrated strong growth in student achievement, a narrowing achievement gap, and significant benefits for English Language Learners.
- Roots of Decline: How Government Policy Has De-Educated Teachers of Young Children
June 18, 2010
Dan Bellm and Marcy Whitebook document how federal policy on child care and early education led to a decline in wages and education among staff in early childhood programs.
- Ready or Not: Leadership Choices in Early Care and Education
June 4, 2010
In their new book, Stacie G. Goffin and Valora Wahsington argue that, after more than a century of evolution, early care and education in the U.S. is in transition.
- What Principals Should Know and Be Able To Do
May 27, 2010
Publication from NAESPâs Leading Early Childhood Learning Communities.


Refugees, in common with other migrants, bring labour, skills, and in some cases funds to Australia, and they increase the overall demand for goods and services. In terms of both supply and demand sides, therefore, refugees represent a potential economic contribution.
How do refugees improve economy?
Key findings: The resettlement of refugees is not just an exercise in international goodwill. Refugees make substantial contributions to their new country â expanding consumer markets for local goods, opening new markets, bringing in new skills, creating employment and filling empty employment niches.
Do refugees impact the economy?
Yet the positive impact of refugees has supplied much-needed labour and stimulated economic growth and services, contributing to the revitalization of country towns. â¦ While they are low paid jobs, refugeeâs wages still contribute to the economy through taxes.
What are the disadvantages of refugees?
distance and lack of communication with families in the home country and/ or countries of asylum (particularly if/where the family remains in a conflict situation) ongoing mental health issues due to trauma, including survivor guilt. financial difficulties. visa insecurity (temporary visa holders)
Do refugees pay taxes?
Now to dispel some mythsâ¦ MYTH: Refugees Do Not Pay Taxes. FACT: Refugees are subject to the same employment, property, sales, and other taxes as any U.S. citizen. Refugees cannot vote, however.
What are the impacts of refugees?
Developing countries that host refugees experience long-term economic, social, political and environmental impacts. From the moment of arrival, refugees may compete with local citizens for scarce resources such as water, food, housing and medical services.
Why do countries accept refugees?
The more people participating in a countryâs economy the better. â¦ Being able to work and make money, in general, allows refugees to stimulate the economy of their host country. Refugees allowed to work and enterprise are great for an economy, much more so than refugees that are not allowed in or not allowed to work.
What are the impacts of refugees on host countries?
In most of these countries hosting large numbers of refugees, local communities often experience a high level of poverty and face increased chances of economic vulnerability. In this regard, their economic conditions are not necessarily better than those seeking refuge in their communities.
What rights do refugees have?
Refugees must receive the same treatment as nationals of the receiving country with regard to the following rights: Free exercise of religion and religious education. Free access to the courts, including legal assistance. Access to elementary education.
Where do most refugees come from?
More than two thirds of all refugees under UNHCRâs mandate and Venezuelans displaced abroad come from just five countries (as of end-2020). Turkey hosts the largest number of refugees, with nearly 3.7 million people. Colombia is second with 1.7 million, including Venezuelans displaced abroad (as of end-2020).
How can we solve refugee problems?
Refugee problems can only be solved in three different ways: â through voluntary repatriation, through resettlement overseas and through integration either in the country of present residence or in combination with intra-European migration. Of these solutions voluntary repatriation is no longer of great importance.
Do refugees get free healthcare?
According to a 2018 study on healthcare access barriers, though refugees have access to free healthcare services from federally qualified health centers (FQHCs), nonprofit hospitals and General Assistance (GA), specialist care like dentist and eye care are often unaffordable.
Do refugees have to work?
Employment Rights and Resources for Refugees and Asylees
If you are a refugee or asylee, you have permanent permission to live and work in the United States. Several federal laws protect your right to work regardless of where you live in the United States.
Do refugees get citizenship?
You must meet all of the eligibility requirements to naturalize as a U.S. citizen. In general, after a certain number of years as a lawful permanent resident, you can apply for naturalization. Refugees and asylees may apply for naturalization 5 years after the date of their admission to lawful permanent residence.


I can identify and use intermediate directions to show location on maps.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
Students learn to identify intermediate directions and use them to locate places on a map.
Students will be able to use a compass rose to identify cardinal and intermediate directions on maps and in their community.
Students begin by playing a fun game of Simon Says. Explain the rules to students before playing. Then transition into how a compass rose shows direction. Explain the 4 cardinal directions and click the link to listen to a cardinal direction song. Students can also remember the saying, âNever Eat Soggy Wafflesâ to remember the cardinal directions.
Introduce the intermediate directions and explain that they go between the cardinal directions. Explain that they can help you explain location more accurately. Using the compass rose on the board, have students drag the items to the correct place by following the directions provided. Have them practice again. For example, students will drag the dog so that it is SW of the tree house. After this, students will observe two maps and answer questions about the locations of different items.
Check student understanding with ten true or false and multiple-choice questions. Students will be shown a map and they must answer questions about the location of different items on the map. For example, âWhat animals are southwest of the giraffes?â
To conclude, students will drag to label the compass rose on the board. Then have students stand up and get them moving around the classroom. Place labels on each wall of the classroom with the 4 different cardinal directions. Have students move around the room by giving them instructions like, âTake 2 steps northeast.â
Save time building lessons
Manage the classroom more efficiently
Increase student engagement
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Every day, over a million images are uploaded to flickr. This is a striking example of the so-called Â»floodÂ« of images that emerged with the beginning of the digital age. A generation of adolescents has already been socialised with this flood of images and deals with it on a daily basis, both in their networks and elsewhere. Art education thus faces significant challenges: art is the only school subject that deals with the problems inherent in images as images, making them the focus of pedagogic activity.
This volume presents both the foundations for engaging with the phenomenon of the Â»imageÂ« in a competent and historically informed manner as well as the perspectives for art education that arise from these foundations. It is based upon the conviction that providing orientation in a world defined by images does not mean following solely a technocratic, functionalist or even neoliberal Â»concept of educationÂ«. Quite the contrary: Â»providing an orientationÂ« for how to deal with images in a world that is dominated by them is a crucial part of the holistic development of young peopleâs personalities.
The volumeâs main focus lies upon the new functions taken on both by the image and by art more generally. It takes into account aspects of globalisation and participation and also includes more unusual views (often from a cross-media perspective) of art and its historical repertory, which even current image creation is unable to dispense with. The volume also deals extensively with architecture and the images it conveys.
you wanna buy it? click here.


Going to school is one of the most significant milestones in a childâs life. As parents, we do the best we can to prepare our kids as they embark on this new journey. This is why the concept of preschool literacy is so important.
âPreschool literacyâ means teaching preschoolers the fundamentals of reading and writing, as these are the skills that precede subsequent academic learning. Because a parent is a childâs first teacher, there are things you can do at home to introduce your little one to the foundations of reading and writing early on. In order to begin tackling preschool literacy with your child, itâs important to become with the different stages of a childâs developing reading skills, which include:
Introduction to the alphabet
This vital first stage of developing literacy skills is all about exposing kids to the letters of the alphabet. You can make this fun and exciting by trying out various activities. For example, you and your child can play with games or toys like alphabet puzzles, or sing alphabet songs. You and your child can also read plenty of books that focus on learning the alphabet.
Learning the alphabet
The second stage is where the actual learning of the letters happens. The exciting thing about this phase is that there is an extensive range of activities your child can do that will help make learning more fun and engaging!
Instead of relying solely on workbooks, or pen and paper, try using other fun materials at home. For example, your child can play with letter blocks in a sandbox. Ask your little one to randomly pick out a letter and recognize which letter it is. Or you can write the letters on the sand and ask them to identify each one.
âPhonological awarenessâ refers to oneâs ability to identify sounds in a spoken language. While this skill is one that comes naturally to some kids, others may need more help with it.
During this stage, children learn how to do things like picking out rhyming words, and noticing how the sounds of words repeat, or are similar at the end. This stage is also where children learn concepts such as alliteration (identifying words that begin with the same sound) as well as sound-matching (picking out among several words the ones that begin with the same sound.)
During the âemergent readingâ stage literacy development, young kids are encouraged to learn how to read books. This is when they learn the fundamentals of reading and literacy. To support your child during this learning stage, you can try various strategies.
For example, you can encourage your child to pay more attention to particular sounds around him or her, like the sound of the phone ringing. Or you may direct your childâs attention to the similarities between the sound of one word and another word. You can also spend more time reading books together as you engage your little one in learning new vocabulary. Talk about the pictures your child sees in a book, and ask questions along the way.
Introducing your little one to the foundations of early literacy doesnât have to be difficult, as there are plenty of fun activities and practices you can use as you prepare your child for reading, speaking, and writing. Take a look at these tips!
- Encourage your child to practice speaking by inviting him or her to help out at home. For example, let your little one help you in the kitchen. Engage your child in conversation by asking about the colors of the fruits or what the food youâre preparing smells like.
- When youâre out together in a store or restaurant, find moments to point out letters or simple words your child may recognize.
- Encourage your child to practice his or her fine motor skills by encouraging your little one to draw or scribble. Provide some fun to make drawing and writing more fun.
- Surround children with fun reading materials. Even better, let them choose books they find interesting. Take them to a bookstore or library, and let them pick out some books that pique their interest.
Devoting time to preschool literacy early on gives young kids a head-start that theyâll carry with them throughout their academic years. Help your little one achieve success in school and beyond by following these preschool literacy tips!
If youâre looking for a preschool that focuses on strengthening your childâs literacy skills, Wee Care Preschool is your best choice. Contact us for more information.


âPlay is the work of children. Itâs serious stuff and if itâs properly structured in a developmental program, children can blossom.â â Bob Keeshan a.k.a. âCaptain Kangarooâ Childrenâs TV Show 1955 -1984
This class serves children who will be eligible for kindergarten.
Many changes take place in preschoolers between ages 3 and 5. All preschool children do not progress at the same rate. Some children put more attention and energy into cognitive development, while others may be more concerned with making friends (socialization) or performing physical tasks (motor skills). The teachers assigned to the Butterfly Class are firmly committed to the creation of an environment in which learning occurs at each childâs pace and individual style. Because the children at this level are the oldest, the largest, the most verbal and the most active, the expectations placed on them by the teachers are higher than in any of our other classes.
Interacting positively with peers, sharing the attention of adults and working well in groups are skills that are critical to achieving kindergarten readiness. To promote this, the Butterfly Class emphasizes an emergent curriculum. Where teaching is not telling; teaching is guiding discovery.
COGNITIVE AND LANGUAGE DEVELOPMENT
Cognitive and language development are promoted through small group projects, which are in-depth studies of concepts, ideas, and interests. The children also participate in pre-math activities, art, dramatic play and story and group times. Students at this stage are expected to be able to answer questions about the stories they hear and show some abstract thinking. Responding to âHow and Whyâ questions about a story aid a child in the development of reasoning and linguistic skills. The children are encouraged to share their thoughts and experiences; to use puppets and to engage in dramatic play as methods to increase their cognitive and language abilities.
Responsibility for oneâs self is another important pre-kindergarten skill. In the Butterfly Class the children are expected to assist with setting up for snacks, and lunch; carrying their own belongings; setting up cots and blankets for naps; picking up toys after activities; and caring for their own clothes.
MOTOR SKILL DEVELOPMENT
With two large outdoor play areas, the children have many choices as to large motor activities. Teachers use games involving balls of all sizes, running, climbing, jumping, and balance. Bike riding provides exercise and develops balance and coordination. Activities such as using clay, construction projects, ârepairingâ old appliances, hammering pegs, building with Legos and using a variety of materials are important parts of the physical skills development portion of this class.
When a student is ready to leave the Butterfly Class they should be able to follow sequential directions, exhibit problem-solving skills, ask for assistance if needed, work independently and in groups, explore ideas and most importantly believe that learning is FUN.
Canyon Rim Childrenâs Center
6801 Easton Court
San Diego, CA 92120
CRCC has year round enrollment. Admission is based on availability. For more information, click here.
Call CRCC at (619) 287-6767
Contact the CRCC office with any questions that you may have. You can reach us during normal business hours at (619) 287-6767.


Progression from primary to senior cycle
While Wood Technology is not a stand-alone subject or area within the Primary School Curriculum, through its strands, elements and outcomes, junior cycle Wood Technology can progress related learning that has taken place at primary level.
A number of areas in the primary curriculum make reference to the development of problemsolving skills which are important for all aspects of Wood Technology. Throughout their years at primary school, learners engage in âdesign and makeâ activities that develop their creativity and their fine motor skills. Both domains are further developed in students of junior cycle Wood Technology. In Social, Environmental and Scientific Education, students learn about the importance of maintaining sustainable forests and the importance of wood as a renewable energy source. This understanding is developed as learners progress through Wood Technology at junior cycle.
The study of Wood Technology at junior cycle develops the foundations for a student to continue their studies in the suite of technology subjects in both the Leaving Certificate and Leaving Certificate Applied programmes.
More specifically, the subjects Construction Studies and Graphics and Construction Studies are available in the Leaving Certificate and Leaving Certificate Applied programmes respectively. The learning outcomes in junior cycle Wood Technology establish strong foundations for both these subjects. The activities students engage in during junior cycle Wood Technology aim to develop a technologically competent student who should be able to adapt to any discipline related to the technology subjects at senior cycle.


Why do we think, act and feel the way we do?
What Will I Learn?
In the Psychology track you will gain insight into and an understanding of how and why people think, feel, and act the way they do. You will be exposed to a comprehensive approach to psychology, ranging from early theorists such as Freud and Skinner to cutting edge research in neuroscience. A wide array of courses are taught by both researchers and practitioners, providing a glimpse into the professional world of psychological treatment and practice. Required courses such as Introduction to Psychology, Research Methods, and Psychopathology cover foundational areas, while elective courses such as Social Psychology and Developmental Psychology allow you to broaden your knowledge of sub-fields in psychology, and seminars enable you to delve deeply into a specific area such as Understanding & Treating Trauma in Israel or Children's Early Language & Literacy Development.
Is It for Me?
This track is suitable for you, if you are interested in understanding how and why people think and act the way they do.
What stands out about this track? Learn from both researchers and clinicians. Study psychology as it relates to real life situations.
Skills that you will gain or improve in this track include being able to differentiate between science and pseudo-science, understanding published research and appreciating psychologyâs relevance to our everyday lives.


CPCWHS1001 - Prepare to work safely in the construction industry
This unit of competency specifies the mandatory work health and safety training required prior to undertaking construction work. The unit requires the person to demonstrate personal awareness and knowledge of health and safety legislative requirements in order to work safely and prevent injury or harm to self and others. It covers identifying and orally reporting common construction hazards, understanding basic risk control measures, and identifying procedures for responding to potential incidents and emergencies. It also covers correctly selecting and fitting common personal protective equipment (PPE) used for construction work.
This unit meets the general construction induction training requirements of:
- Part 1.1 Definitions and Part 6.5 of the Model Work Health and Safety Regulations;
- Division 11 of Part 3 of the Occupational Safety and Health Regulations 1996 for Western Australia; and
- Division 3 of Part 5.1 of the Occupational Health and Safety Regulations 2007 for Victoria.
It is expected that site-specific induction training will be conducted prior to conducting construction work.
Licensing, legislative, regulatory or certification requirements apply to this unit. Relevant work health and safety state and territory regulatory authorities should be consulted to confirm jurisdictional requirements.
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions.
Identify health and safety legislative requirements of construction work.
Basic roles, responsibilities and rights of duty holders are identified and explained according to jurisdictional health and safety legislative requirements.
Duty of care requirements are identified.
Construction safe work practices are identified and explained.
Identify construction hazards and risk control measures.
Basic principles of risk management are identified.
Construction hazards are identified and discussed.
Purpose and use of PPE are identified and demonstrated.
Measures for controlling hazards are identified.
Identify health and safety communication and reporting processes.
Health and safety documents are identified and discussed.
Roles of designated health and safety personnel are identified and explained.
Safety signs and symbols are identified and explained.
Procedures for reporting hazards, incidents and injuries are identified.
Identify incident and emergency response procedures.
Procedures for responding to incidents and emergencies are identified and explained.
Procedures for accessing first aid are identified.
Types and purpose of fire safety equipment are identified and discussed.
This section describes the language, literacy, numeracy and employment skills essential to performance in this unit but not explicit in the performance criteria.
Numeracy skills to:
Oral communication skills to:
Reading skills to:
Problem-solving skills to:
Written skills to:
Range of Conditions
This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below.
Jurisdictional health and safety legislative requirements must include at least one of the following state and territory Acts or their equivalent: