Best Facts About Bats Video for Kids
Facts about Bats
Bats are the only mammals that are able to fly instead of gliding. They are more active at night. They belong to the order Chiroptera. They can be found almost anywhere in the world except the Polar Regions and extreme deserts. They generally feed on insects, fish, blood and fruits etc. 70% of them consume insects and small bugs. Rest 30% are fruit consumers. Bats that solely feed on blood are called vampire bats. There are total more than 1000 species of bats. They can see in the dark using echolocation. They make high frequency yells and analyze the location of objects around them. The Giant golden crowned flying fox is the world’s largest bat.
Quick Facts: –
- There are total three species of vampire bats in the world.
- Bats are small, secretive and feed at night.
- Contrary to popular belief, all bats can see. Even though their vision may be less important than their other senses.
- They have a gestation period that ranges between 40 days to 6 months. Bigger the bat is longer its gestation period is.
- The Kitti’s hog nosed bat is the smallest in the entire world.
- Wings of bats are made of cartilage with small amounts of calcium.
- Bats are the slowest reproducing mammals on the earth.
- The world’s largest known bat colony is the bracken bat cave in Texas. More than 20 million bats live in the cave.
- A single bat can eat more than 600 bugs in an hour.
- Vampire bats are the only one to move well on the ground.
- In China and Japan, bats are symbol of happiness.
- The bats that feed on frogs can easily tell the difference between safe and poisonous frogs by listening to the male frog’s call.
- A group of bats is known as a colony.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Facts for Kids about Bats ." Easy Science for Kids, Feb 2020. Web. 28 Feb 2020. < https://easyscienceforkids.com/best-facts-about-bats-video-for-kids/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Facts for Kids about Bats. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/best-facts-about-bats-video-for-kids/
Sponsored Links :


HISTORY OF INDIAN ARTS EDUCATION IN SANTA FE, 1890-1962
By Winona Garmhausen, PhD
SEE "PRAISE FOR THIS BOOK" BELOW.
Order from Sunstone: (800) 243-5644
or Your INDEPENDENT BOOKSELLER
or PURCHASE eBOOK EDITION
or BUY FROM AMAZON
What price Indian education? What kind of education? These were questions that had faced government officials, dedicated teachers and Indians since the late 1800s. When tourist and collectors became interested in Native American art, the questions expanded to include training of Indian artists. The leading school for that became the Institute of American Indian Arts of Santa Fe, New Mexico. Its beginnings from an Indian boarding school with an emphasis on vocations to the 1960s is chronicled in this book that includes historic photographs, a bibliography, and an index.
Winona Garmhausen has been involved in the field of art education since 1959. She has taught art in secondary schools and colleges. Her involvement in Native American art dates from 1972 when she moved to New Mexico.
PRAISE FOR THIS BOOK
Inside This Book
6 x 9


Brothers looking at an artwork
Artist Hugo Simberg’s (1873–1917) oil painting Brothers was acquired for the Gösta Serlachius Fine Arts Foundations’ collection from an auction in 1999, nearly a hundred years after the artwork was completed. In the painting, two boys are studying an artwork that is resting on an easel.
The subject matter is viewing art. Each boy takes his own stance on what he sees. Simberg did not want to explain his works in words. That is why also the boys have their freedom to interpret the painting on the easel as they wish – to like it or not to like it.
The theme of the painting is art educational. In the end, the viewers create the artwork in their mind while looking at it. This idea fascinated Simberg, who himself participated in the art education movement of the early 20th century. He acted as an art expert and a member of the board of the association Konstverk till skolan / Art for schools. He pondered questions like what art is and how it works.
The viewer can interpret the artwork without knowing the artist, artwork or the background of the persons posing in it. Yet, people interested in art often want to learn more about the painter or where and when the work was created. Background information opens new perspectives and enhanced knowledge of art.
Information about the time of creation of Simberg’s Brothers and its models is controversial. Some of the so-called facts are true and some are not. Was it the Railo brothers, Kalle and Lauri, from Tampere or Sivenius’ boys from Helsinki that were posing for the artist?
Based on the photographs taken at artist’s studio in Helsinki, we know that the painting already existed in 1902. Simberg moved to Tampere in 1904 to commence the work on the frescos of the Johannes church, at present know as Tampere cathedral. A fresco interpretation of Wounded Angel was also completed in the church. Wounded Angel had been painted in oil in 1903 and awarded a States prize in 1904.
Reseachers are often reminded not to trust information based on recollection. Simberg married his pupil Anni Bremer in 1910. Almost thirty years after the creation of Brothers and twelve years after the artist had died, Anni Simberg gave information about the painting Brothers referring that it was painted in Tampere in 1904–1906. Thereafter people have suggested misleadingly that the boys posing in Brothers had been the Railo boys from Tampere.
The elder of the boys in Brothers is however clearly the same boy as in the version of the oil painting Wounded Angel. His name was Werner Sivenius. Therefore, the boys looking at art in the painting located in Mänttä are the Sivenius boys and the first name of one of them was Werner.
Curator, Art Historian


Why do some people consider a math test an overwhelming obstacle, whereas for others it's no different from any other exam? Why does mathematics trouble some people so much that they experience anxiety and develop veritable phobias? The author introduces the reader to the world of numbers and answers these and other questions concerning people's numeracy skills. Outlining the long evolution of numbers, she explains how humans have a natural aptitude for assessing "quantities", which even some animals possess at a perceptive level, and describes the fascinating history of great mathematicians and gifted calculators. The author also addresses problems relating to math learning and argues that fear and hatred of math often stem from bad teaching strategies.
Luisa Girelli is a researcher in Psychobiology and Physiological Psychology at the University of Milan-Bicocca.
Anteprima del testo delle prime cinque pagine a stampa del primo capitolo.
Il tuo browser non supporta la tecnologia necessaria per visualizzare l'anteprima.
Per visualizzzare l'anteprima utilizza uno dei seguenti browser.


Interactive Notebooks serve many purposes in the classroom. The notebooks become an “anchor” for the standards taught, as well, as a reference that your students can use throughout the year. I have found that my students are SO proud of the finished product. They love seeing all of the reading skills they have learned in one place.
This notebook covers all of the 4th grade Reading Standards (including Literature, Informational, and Foundational Skills).
In this product you will find:
A cover for the notebook
An “I can statement” for each standard to glue at the top of the notebook page
Printables to create each page
Dividers for each Reading strands
Photos of each page of the notebook put together so you have an idea of how the materials can be used
Each student will need:
A composition notebook
Crayons, markers, and/or colored pencils
Copies of the materials for each standard
You will find that I have included several of the same images on each page to reduce copying. Also, I have included both boy and girl images when the clipart option was available. You can either choose to provide both options for your students or just copy one or the other.
I hope that you find this instruction tool to be beneficial for your students. I feel confident that your students will love creating these as a way to reinforce the reading standards.
Characters (traits and details to describe the character)
Allusions from Greek Mythology
Structural Elements of Poetry
Structural Elements of Drama
Structural Elements of Prose
Point of View (first and third)
Text Visuals (connections between text and visuals)
Compare/Contrast literature from different cultures
Comprehension Strategies: make connections and visualization
Main Idea and Supporting Details
Explain Events, Procedures, Ideas from Text
Determine the Meaning of Words and Phrases
Text Structures (chronological order, compare/contrast, cause/effect, problem/solution, and description)
Firsthand and Secondhand Accounts
Text Features (charts, graphs, diagrams, and timelines)
Reason and Evidence to Support Claims
Comprehension Strategies- determining importance and synthesizing
Decoding Unfamiliar Words
Check out the preview for a closer look.
If you are interested in a notebook for the 4th grade Language Standards, I have that available as well. This resource is a nice complement to this Reading Notebook.
4th Grade Language Interactive Notebook
If you teach multiple grade levels, I would suggest just purchasing one grade level and make modifications as necessary. If you have already purchased a notebook and have switched grade levels, I would advise buyers to try to make modifications versus purchasing another grade level due to the commonalities in the notebooks and standards.
If you still have questions about my notebooks, please check my FAQs on my blog. I have addressed many questions you may have.
Answers to Questions About My Interactive Notebooks
Thanks for checking out my product!
Check out my notebooks for other grade levels:
2nd Grade Reading Interactive Notebook
3rd Grade Language Interactive Notebook
3rd Grade Reading Interactive Notebook
5th Grade Reading Interactive Notebook
Please email me at email@example.com if you have any questions.
The Common Core Standards were developed and written by the NGA.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.


Mathematics in Preschool, Kindergarten and Grade One, is all about building strong numeracy understanding and developing foundational skills that will prepare children for more complex math in years to come.
What is numeracy? Alberta Education defines numeracy as the ability, confidence and willingness to engage with quantitative and spatial information, to make informed decisions in all aspects of daily living. Numeracy understanding is strengthened in the early school years by encouraging children to explore, experiment, and play.
We see children naturally learning about numbers, patterns, quantity and space through materials like building blocks. Lining them up, counting them, putting them in pattern sequence, comparing which block is bigger or smaller than the others. They add and subtract without requiring paper and pencil. Teachers and parents can advance this natural discovery in mathematics by asking guiding questions, such as: “You have five blocks, how many will you have if I give you two more?” or, “I see you’ve made a pattern of blue, red, blue, red. What colour will come next?”
Rubber bugs are another one of our young students’ favourite math manipulatives. While they are playing with the toy caterpillars, ants and dragonflies, they are learning to count, sort and create pattern. They count how many legs are on the caterpillars, they tell their teachers “Butterflies are the smallest amount, we only have one!”, or “I need one more caterpillar so that I can have as many as my friend.” Students make a line of toy ants “walking” across the table top, often sorting them into a pattern of alternating colours. A child with more advanced skill in patterning would use the same manipulatives, but create a pattern of: ant, caterpillar, butterfly, ant, caterpillar, butterfly; or more advanced still: blue, blue, green, yellow, blue, blue, green, yellow.
Board games and puzzles are also regularly found in classrooms in the early grades. They are fun hands-on tools used to teach and strengthen numeracy skills. Board games require counting and problem solving and can be used at various skill levels. Rolling the dice in a board game, teaches children instant recognition of a set of numbers without counting. Puzzles teach size and shape as children try to fit pieces together.
At River Valley School, we believe the freedom to explore through hands-on experimentation is key to developing the child’s innate love of learning and strengthening early numeracy.


If you're looking to get a career in an industry that relies heavily on music, you may want to look at getting a degree in music. A music degree can help you in a lot of different career fields-for instance, if you are looking to work in the music and entertainment industry, want to be a performing artist, or work in a recording studio. The possibilities are endless when it comes to what you can accomplish with a degree in music, and this can open many doors for you when it comes to the entertainment arena of careers. Start your music degree from an accredited school near you.
Imagine teaching music to elementary school children, or spending days on end in a recording studio with celebrities and their crew. You could be in the performing arts, you could write and compose musical pieces, or you can play in an orchestra. No matter what your talent or focus is, a music industry degree will allow you a wide variety of options after graduation. You can, however, get a more specific degree in music, such as music history, music technology, or the like, but this will definitely narrow the jobs that you will be qualified for. After graduating with a degree in the music industry, you will be on your way to whatever your dreams and goals are in the music business. In fact, even while you are on your way to obtaining your music degree, you can utilize your college's faculty and resources to perhaps get your foot in the door as an intern for a recording company or theatre, or even set yourself up with a job before you even graduate college with your music degree!
Most colleges have numerous areas of study when it comes to the music industry. Everything from music engineering, instrumental and vocal performance, media writing and production, studio music, musicology, and music theory and composition are all options when it comes to the musical programs offered at your local college. Some of these studies are a little more specific to certain jobs and positions that you may want down the road, but something like a bachelors of arts in music may be a good start if you want to keep your options open. No matter what you decide, if desk jobs just aren't your thing, a career in the music industry could definitely be more your style.
There are colleges, both online and offline, that offer different music and music education degrees. You can focus more on the audio production side, the entertainment business, or audio/video production, along with electronic music degrees, sound and motion picture technical arts, and audio design technology, just to name a few. The options are endless when you're looking for a field that prepares you for a musical career. No matter what you decide, starting a career in the music industry will always be exciting, entertaining, and a career that will always be around-music is a worldwide love, not just a local thing. No matter where you go, what you study or who you know, you will always be surrounded by music. If you love it, learn it!


Blimps Dirigibles Zeppelins Worksheet – Free Easy Science Worksheets to Download
Blimps Dirigibles Zeppelins Worksheet – Get our fun and free easy science worksheets to download. This fun science worksheet for kids about airships includes a hidden word search game and a find the missing word puzzle. This worksheet is free to download and free to print.
Our Blimps Dirigibles Zeppelins worksheet is perfect for Preschool kids, Kindergarten kids and Primary school kids in Grades One to Five. Kids of all ages can enjoy the hidden words game and use this worksheet as a fun way to learn fun facts about Blimps Dirigibles and Zeppelins.
Pre-K kids and Kindergarten kids can use this worksheet as a fun way to learn facts about Blimps Dirigibles and Zeppelins as well as a listening comprehension exercise. Preschool kids, Primary school kids and Elementary school kids can use our free science worksheets to download as a reading comprehension activity.
Teachers and Educators can use our free to download science worksheets to engage kids in science classes, to supplement science enrichment classes, special education programs and after school science activities.
If your child is being home-schooled by you or interested in science, then this is a fun easy science worksheet with reading comprehension benefits for kids Grade 1 to 5.
EasyScienceforKids.com has many interesting and cool science facts for kids about the world and animals. Our site offers many free easy science worksheets to download and print for teachers, parents and private educators.
What are Dirigibles, Blimps and Zeppelins? These are different kinds of airships. Dirigibles are lighter than steerable air crafts. Blimps are technically known to be an “pressure ship”, the form of which is sustained by the pressure of the gases in it.
The Zeppelins is a rigid aircraft related to the German airships. Zeppelins are cigar shaped airships that contain gasses. At first the Zeppelins contained hydrogen, but as it was dangerous and inflammable, people later used helium instead.
Learn more fun facts about these air crafts by downloading the Blimps Dirigibles and Zeppelins worksheet!
Free Blimps Dirigibles Zeppelins Worksheet for Kids
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Blimps Dirigibles Zeppelins Worksheet - Free Easy Science Worksheets to Download - ." Easy Science for Kids, Feb 2020. Web. 21 Feb 2020. < https://easyscienceforkids.com/blimps-dirigibles-zeppelins-worksheet-free-easy-science-worksheet-to-download/ >.
APA Style Citation
Tobin, Declan. (2020). Blimps Dirigibles Zeppelins Worksheet - Free Easy Science Worksheets to Download -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/blimps-dirigibles-zeppelins-worksheet-free-easy-science-worksheet-to-download/
Sponsored Links :


The Role of Technology in the 21st Century Art Room
How are art teachers today utilizing computer technology in the classroom and what role do they feel it should serve in art education? The purpose of this study was to explore how elementary art educators in North Carolina schools are integrating computer technology into instructional delivery. The answers to these questions may provide art educators with more effective strategies for infusing computer technology into future classroom instruction. A total of eighty-six survey responses provided by elementary art teachers in the state of North Carolina comprised the data sample for this study. The study participants teach grades kindergarten through fifth in elementary schools across the state. The measuring instrument used to gather and tabulate data was the statistical software program Qualtrics. Surveys were made available to art teachers through online art education venues and emails. The data was analyzed and presented in graph and chart form in this thesis. It was hypothesized that as art teachers gain greater access to classroom based computer technologies they will both use those technologies more frequently and develop more favorable attitudes regarding computer technology usage in the classroom. The data did support the hypothesis. Results showed that greater access to computer technology correlates with increased technology integration and teachers having more favorable beliefs about technology usage in the classroom. Surveys demonstrated art teachers are frequently using computer technologies in their classrooms and many view computer technology favorably. The study outcomes give art teachers insight into how other art teachers are using computer technology in their classrooms and what types of use are most successful. Art teachers may have fewer opportunities for collaboration with one another since most schools only have one art teacher. This study offers art teachers the opportunity to see how other art educators are incorporating computer technologies in the classroom. This valuable insight into what types of computer technology usage are perceived as most useful can help others who may be uncertain how to incorporate computer technology in the classroom with useful integration strategies.
Diehl, David. (January 2013). The Role of Technology in the 21st Century Art Room (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/4231.)
Diehl, David. The Role of Technology in the 21st Century Art Room. Master's Thesis. East Carolina University, January 2013. The Scholarship. http://hdl.handle.net/10342/4231. February 24, 2020.
Diehl, David, “The Role of Technology in the 21st Century Art Room” (Master's Thesis., East Carolina University, January 2013).
Diehl, David. The Role of Technology in the 21st Century Art Room [Master's Thesis]. Greenville, NC: East Carolina University; January 2013.
East Carolina University


This month we published Heritage and School Language Literacy Development in Migrant Children edited by Raphael Berthele and Amelia Lambelet. In this post Raphael introduces the book and reveals how it came about.
The investigation of transfer phenomena is a classic topic in multilingualism research. Scholars have developed useful tools and frameworks for investigating crosslinguistic influence on linguistic structure and meaning: when patterns in an individual’s speech or writing can be compared to patterns known from dialects or languages that are in contact, positive or negative transfer can be identified. By contrast, the transfer of literacy skills, for example in the form of reading skills or knowledge about text genres, is trickier to investigate. Heritage and School Language Literacy Development in Migrant Children addresses this unsolved problem. Several studies focusing on different language pairs are presented; they deploy diverse methods, but all attempt to measure the impact of skills developed in one or more languages on the development of those same skills in another language. Languages investigated include – among others – Albanian, Turkish, Portuguese, French, German and Russian.
A considerable part of this book is devoted to a longitudinal study of primary school children who are heritage language speakers of Portuguese in Switzerland. This is the fruit of a project that was directed by the book’s two editors. Intrigued by some rather unexpected findings and questions that arose during this project, we contacted colleagues who had been investigating similar issues but with different methods and tasks. We realized that our work was complementary, and that they were able to fill some of the gaps we had identified in our data and in our thinking. That is how this book project was born. We are confident that it is a new and different contribution to the field, that puts into question some – at least in our view – rather problematic assumptions about the interdependence of heritage languages and school languages. We therefore hope that our contribution will nurture future thinking about research on heritage language speakers.
For more information about this book please see our website. If you found this interesting, you might also like Crosslinguistic Influence and Distinctive Patterns of Language Learning edited by Anne Golden, Scott Jarvis and Kari Tenfjord.


Virgin Islands Common Core Standards
VI.CC.L.5. Language Standards
Vocabulary Acquisition and Use
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5(a) Interpret figurative language, including similes and metaphors, in context.
VI.CC.RF.5. Reading Standards: Foundational Skills
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
RF.5.4(b) Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
VI.CC.RL.5. Reading Standards for Literature
Craft and Structure
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Key Ideas and Details
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Range of Reading and Level of Text Complexity
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.


Young children form 85 percent of their intellect, personality and social skills by age five, so child care that is focused on learning is critical in helping children to develop well and prepare them for school. These early learning experiences have a life-long impact: infants and toddlers whose care providers emphasize learning are more likely to graduate from high school and attend college, research shows. Despite the importance of early childhood care, studies show that at least one-third of kindergarten students come to school unprepared to learn; only 42 percent of children recognize the difference between letters and numbers, and only 38 percent know how to grasp a pencil and position their writing on paper.
The Colorado Trust committed improve the quality of child care through Qualistar Early Learning (formerly Educare Colorado). Qualistar works to offer all Colorado children quality early-childhood learning experiences by:
- Increasing awareness of the importance of early childhood learning experiences through a public education campaign aimed primarily at parents
- Improving the quality of licensed child care programs by offering child care providers quality improvement plans, college scholarships, training, quality improvement coaches, and loans and grants for facility improvements
- Rating licensed child care programs (using the Qualistar Rating System) so that parents may select a program with an emphasis on learning
- Working to increase funding in early childhood education so that all Colorado families can afford quality care for their children
A group of leaders from Colorado’s business, philanthropic, education and religious communities formed Educare Colorado in 1997. Other Colorado and national foundations joined The Trust to support the organization, which has helped raise the quality of care for Colorado’s children. In July 2004, Educare merged with the Colorado Office of Resource and Referral Agencies (CORRA), which coordinated the statewide network of child care resource and referral agencies supporting families in choosing quality child care. Collectively, Educare Colorado and CORRA are now known as Qualistar Early Learning. This innovative merger made Colorado the first state to combine its accountability system for preschools and child care facilities with its statewide network of agencies that help parents find child care.
The RAND Corporation conducted an evaluation which determined that the components of the Qualistar Rating System accurately measure early childhood program quality. Evaluation contact: nancy [at] coloradotrust.org (Nancy Baughman Csuti, DrPH), Director of Research, Evaluation & Strategic Learning, 303-837-1200.
GRANT AMOUNT: $10.4 million


Learn how to easily create beautiful scores and master the world's most popular music notation software, MuseScore! This self-paced course - created by MuseScore co-developer and Director of Education Marc Sabatella - offers both a quick introduction to jump start your experience and a more in-depth exploration of each and every feature of the program.
Following the outline of his acclaimed reference guide Mastering MuseScore, Marc begins with an introduction to the basics of creating and working with scores, allowing you to be productive within minutes even if you are a complete beginner. He continues with in-depth explanations of how to enter and edit every type of musical notation you can imagine, and then goes on to cover more advanced topics such as generating parts, page layout, score style settings, manual adjustments, and program customizations.
There are more than nine hours of video content in all, divided into over one hundred easily understood lessons, allowing you choose your own path. Spend as much time as you like on the basics, pick and choose the lessons that interest you most, or go through it all in order - the course is as flexible as the program itself! In addition, there are real-world demonstrations and exercises as well areas for discussion where you can engage with other students and with the instructor.
There is no one more knowledgeable about or experienced with teaching MuseScore than Marc Sabatella. Take advantage of this incredible opportunity to study with the most-recognized MuseScore expert in the world!
Scroll down to see the class curriculum and check out some of the free sample lessons!
While this course was originally developed for MuseScore 2, it has now been updated for MuseScore 3, with dozens of new videos and dozens more notes about what has changed.
Meanwhile, and development continues. The current version as I write this is MuseScore 3.2, and we have you covered. We want this course to always be the #1 resource for learning MuseScore, so we will strive to continue to keep it up to date!
"I use MuseScore daily and figured I’d give the course a try (the price was too low to pass up). It’s great – I’ve picked up a bunch of time-saving tricks and learned about some features I never knew existed. I’ve just been poking around at particular topics of interest but little by little I’m sure I’ll watch the whole thing. Thanks for this great resource!" - Jeff L.
My name is Marc Sabatella, and I am the Director of Education for MuseScore. I am one of the developers of the software, and I have been teaching music for over 30 years. I have worked with countless students in person through university courses, community programs, and private lessons, and I have been one of the pioneers of online music education since the dawn of the World Wide Web. From the publication of my groundbreaking "Jazz Improvisation Primer" back in the 1990’s, to my years on the faculty at major music schools, and culminating in this Mastering MuseScore School, I have dedicated most of my life to helping as many musicians as I can.
Frequently Asked Questions
NOTE: if you are a student or teacher at an educational institution, please check out the options below for receiving group discounts on subscriptions. I want to make Mastering MuseScore: Complete Online Course available to your entire school for a single low price! Also, please join our free MuseScore Educational Partnership program to receive further benefits and support in your use of MuseScore.


Complete your preparation for learning how to teach maths!
Following on from Prep for Teaching Maths 1 and 2, this third subject in the Prep for Teaching Maths subject series will cover the areas of statistics and probability.
You’ll get the opportunity to practise the numeracy skills required by the teaching profession, so that when you start your teaching course you already have a comprehensive understanding of key terminology and techniques. And, crucially, you’ll be able to help students in the classroom get to grips with them as well.
Topics covered in this subject include:
- Calculating relative frequencies to determine probabilities of events
- finding the upper and lower quartiles of a set of data
- interpretation of column charts, bar charts, histograms and line plots of data
- interpretation of mean, median and mode of data
- using box-and-whiskers plots and back-to-back stem-and-leaf plots to compare sets of data
- using the range and standard deviation to discuss the usefulness of the mean, median or mode as a representation of a set of data
- using Venn diagrams, tables or tree diagrams to calculate the probabilities of compound events.
|Session||CRN||Subject code||Subject name||Mode||Campus/Location||Term begins||Application closing date||Term ends|
|202015||391||SSS070||Prep fpr Teaching Maths 3||Distance||Orange||4/11/19||31/1/20||1/5/20|
|202045||273||SSS070||Prep fpr Teaching Maths 3||Distance||Orange||17/2/20||5/6/20||14/8/20|
|202075||413||SSS070||Prep fpr Teaching Maths 3||Distance||Orange||22/6/20||18/9/20||18/12/20|
Please note: You can start any time to suit you between Term start date and the close of applications.
Study material: 26 hours
Subject Coordinator: To be confirmed
This subject will be useful if you're studying:
The 3 subjects in this Prep for Teaching series i.e. SSS068, SSS069 and SSS070 will provide useful practice for Teacher Education students who need to pass the LANTITE – Numeracy professional pre-employment test.


If you wish you were more creative, this conversation is for you.
Drawing on the Right Side of the Brain is the number one drawing instructional book used in the world. Published 40 years ago, it revolutionized the way we think about learning to draw, by incorporating the then-nascent field of neuroscience into arts education.
Drawing on the Right Side of the Brain has been translated into 13 languages and has sold over 3 million copies.
I was privileged to speak with Betty Edwards artist and best-selling author of this fabulous book. We speak with Betty about her thoughts on creativity, learning to draw, its big-picture effects on society, the process of writing, and more.
Betty has been drawing since an early age. She got her bachelor and Master’s from California State University and went on to complete a Ph.D. in Art Education and Psychology from UCLA. She has taught high school, university, and adult workshops. She has written several other celebrated drawing books, including Drawing on the Artist Within, and Color: A course in mastering the art of mixing color.
QUOTES AND THOUGHTS FROM BETTY EDWARDS
“Art is discovery, of the highest nature.”
“If you can learn to read you can learn to draw.”
“Everything you need to know is right in front of your eyes. I was surprised that students weren’t learning to draw…”
“There’s a controversy that rages among neuroscientists, about where the [right side of the brain functions and left side of the brain functions] exist in the brain. I sort of ducked out of that controversy by calling those 2 styles “L-mode and R-mode
If you’re an educator it doesn’t really matter where the R[ight hemisphere]-mode is located, we’re not cutting into the brain! We simply need to know the facts of those modes of thinking, and how to bring those modes up to conscious level.”
“The school system teaches what is easy. R-mode isn’t easy to fit into a system.”
“You’re in a different mental state when you’re drawing.”
“In untold numbers of people, there is a yen to learn to draw…Drawing came long before written language…maybe it’s just fundamental to human beings to want to portray what they see. We’re the only creature in the world… who make drawings of their perceptions.”
Betty’s Blog and Workshop Schedule:


Numeracy skills are so important and I think the current Ontario curriculum for math doesn't emphasize them enough. Students who can add, subtract, multiply and divide quickly are at an immediate advantage to those who don't have that skill laid out as part of their mathematics foundation. When I was younger, I used to do math drills on various topics as part of a math program I was enrolled in, and which I use with many of the students I tutor. Sharing my own printable version with you today!
This game is such a fun way to practice the multiplication table for students in elementary school!
Never have I seen such enthusiasm from students towards a single class as I did in ninth grade science. By mere inspiration, our teacher had us finishing our lunches early to get a prime seat and eagerly printing and reading extra material the night before a new lesson. The pure passion he injected into his… Continue reading writing || Motivation starts in the Classroom: How teachers can inspire students


Phonics instruction is the practice of helping children to understand the connection between sounds and symbols. Children learn that each letter has a name and most importantly, a sound or several sounds. While there are many, many ways to approach phonics instruction, a systematic and explicit approach is crucial to children’s skill development. However, phonics is a small but important facet of children’s language and literacy development and must be balanced with other practices such as story telling, read alouds, learning to love books, journaling, and drawing/writing.
How to incorporate sandpaper letters into phonics instruction.
How to incorporate extensions using sandpaper letters.


In April we completed our 23 week program with great results and smiling faces, serving almost 300 K-2 students in 8 HISD elementary schools. All students started the school year 1 – 2 Reading Grade Levels below their actual grade level. Our tutors developed great lessons and activities designed to “meet the children” at their current academic levels enabling students to make great strides in their reading skills. Thanks to YOUR support and our dedicated staff, these children are better prepared for the next school year!
Program Results 2015-16
- 77% of the students reported an improvement of at least 1 Reading Grade Level, with 13% of those students improving 2 Reading Grade Levels.
- 87% of students scored 90-100% in the Foundational Skills assessment (Letter Recognition, Concepts of Print, Phonological Awareness and Phonics) compared to 25% at the start of the program.
- 91% of students reported an improvement of at least 1 Developmental Reading Assessment (DRA) level, with 41% improving 4+ DRA levels.
- 72 students (34%) who were unable to read even the lowest level book were able to read at the end of the program.
- 89% of students demonstrated increased confidence in reading (per teacher surveys).
- 96% of students benefited from the program (per teacher surveys).
We are seeking more volunteers for this program, which begins again in late September. Volunteers assist our staff during small group reading tutorials. Tasks vary, but typically include reading books, reviewing targeted literacy skills, or playing a game to reinforce skills with students. If YOU are interested in becoming a Reading Intervention volunteer, please contact us at email@example.com.


This Summer Festival State Library of Queensland held a series of workshops giving kids the chance to be the published author of their own book. These workshops celebrate children’s voices, placing children and families at the centre of their literacy experience. It gives them the chance to see themselves and their ideas in the stories they share.
Above: Participants committing their ideas to paper.
Children write their own story
Children can make stories about anything and with anything. All you need is A3 paper + textas or collage, paints, scraps of wool and material and plenty of ideas. State Library arts workers and Kids’ Own Publishing set the framework to get kids ideas onto paper but gave the children the freedom and encouragement to decide on their own story.
Above: Kid’s Own Publishing helped children develop their story ideas
Families worked together to create and bring their own special stories to life. The workshops implement the principles of First 5 Forever by acknowledging each child’s unique literary achievements.
Above: Children and families work on their stories
How to make the book
At the end of the workshops participants have a folded book of their own design. Their drawings and stories are told using this simple format.
Above: Photocopy of the final A3 paper with assembled artwork. Different pieces of material and textures help provide interest. A simple pallet of colours ensures a uniform overall look.
Free digital publishing apps
Kids’ Own WePublish App is a great way to write, illustrate, publish and print your own 8-page book you can share with family and friends. It’s a powerful tool to support literacy development. Download it to your iPad from the iTunes Store.
A published work
State Library will publish two picture books compiled from the stories from the workshops. The finished books will be available for sale online and in the library shop. Here is a link to other books published by Kids’ Own Publishing.
Hold your own workshop
Why not hold your own workshop and give children in your community the chance to be the published author of their own work? For more information please contact firstname.lastname@example.org or call 3840 7927. Contact Kids’ Own Publishing to arrange one of their workshops in your library.


Pre-School Kindergarten Readiness (Three to Four Years)
Our “Pre-School Kindergarten Readiness” is full of wonder and children spend their time observing and exploring the world around them. They love to play with words and language. Preschool children are moving into cooperative play, therefore the classroom centers are designed for small groups of children to interact and refine their social skills.
Fostering foundational skills to allow preschoolers to expand their horizons and seek out information by exploring new territory in a supportive secure environment is our number one goal. Our teachers understand that these Stars learn through repetition and provide a variety of hands-on learning activities that allow children to practice and master our curriculum goals.


Alerces Spanish Kindergarten Ages 5-6
At Alerces we provide kindergarten children a gentle introduction into the schedule and routine of elementary school where they gain confidence through social cooperation and play, reading and writing in both English and Spanish, music education, mindfulness practice through yoga and outdoor play as part of our Forest School initiative. With the guide of a primary school teacher they support each other through play-based learning that meet the benchmarks of the Saskatchewan kindergarten curriculum.
Spanish Kindergarten in Saskatoon
At Alerces Spanish Kindergarten in Saskatoon, children can continue their bilingual education beyond Pre-K and gently transition into kindergarten while still in their familiar preschool environment.
When Can My Child Start Kindergarten?
Your child can start Kindergarten in September as long as your child will be five years old by January 31.
Saskatchewan Kindergarten Curriculum
Alerces follows the Saskatchewan Kindergarten Curriculum from the Saskatchewan Ministry of Education. Alerces is inspired by the Reggio Emilia approach and inquiry curriculum, as part of kindergarten classes becoming a true child-centered approach, letting children's curiosity grow, becoming inspired and directing their learning.
Children at Alerces learn Spanish through passive integration allowing them to learn at their own pace, in an environment rich with activities taught in Spanish, and supported through English as a secondary instruction, to ensure each student’s learning needs are being met. We have several families who enrol their children in French Immersion programs, following their kindergarten graduation at Alerces. Their children excel in grade one, having been integrated into second language immersion in their early learning education, and typically transition easily from Spanish kindergarten to French Immersion. For additional information visit our FAQs page.


As we mentioned in a previous post, we will profile some of the states that have coordinated their pre-K programs with kindergarten.
The Oregon Department of Education’s Early Learning Division created 16 Early Learning Hubs across the state whose function is to enable local organizations involved in early learning, K-12, health and human services, and the private and not-for-profit sector to create “aligned, coordinated and family-centered early learning systems.”
Decades of research has shown that the first five years are important brain building years that shape our children’s futures. Quality early learning experiences are predictors of health, happiness, growth, development and learning achievement at school …
There are 250,000 children under the age of five in Oregon. Of those children, 130,000 are exposed to risk factors from the moment they are born. That’s more than half.
While these factors may be out of their control, making sure these children get access to early learning experiences before they are six, while their families also get access to support services is in our control—and it can change everything for these children and their families.
Each hub prepares its own strategic plan and work plan to accomplish this goal. For example, as described in individual program documents:
The Blue Mountain Early Learning Hub has among its strategic goals the following:
Increase by 10% the number of at-risk children served in 3, 4 or 5 star QRIS [Quality Rating & Improvement System] programs and quality early childhood programs in identified ‘hot spots.’
Increase by 5% the number of children who receive a developmental screening (ASQ) before the age of three.
Increase by 25% the number of families that participate in at least 70% of a parenting education series.
Increase by 10% the number of children who receive regular well child visits and regular dental visits.
The Northwest Early Learning Hub’s work plan includes the development of memoranda of understanding to allow organizations to
share information on budgets and enrollments;
conduct joint early learning and health screening events for children from target populations;
support parenting education efforts and increase parents’ utilization of supportive services; and
create opportunities for early childhood educators’ professional development, among other initiatives.
For example, Early Learning Multnomah, the early learning hub for the Portland area, has used a portion of its grant funds to establish the P–3 Schools Project. This project funds eight full-time P-3 coordinators in eight high-need schools across the county; they are charged with coordinating early learning activities such as Play and Learn groups where children aged zero to five can come together with their parents to play educational games while parents learn more about what is expected once children reach kindergarten. The P–3 coordinators also accompany kindergarten teachers on visits to the homes of incoming kindergarten students and families, and they help organize and staff the Early Kindergarten Transition Program, a two-to- three-week summer program in which incoming kindergarteners are given the opportunity to become familiar with their new school and parents learn about ways to support learning at home.
Oregon has shown a clear commitment to ensuring that at-risk children enter kindergarten ready to learn. Its multi-faceted approach supports children and their families by promoting community partnerships that focus on health and environmental issues at home, the provision of quality pre-K, teacher development, and the transition to kindergarten. The first year evaluation of the program showed that families gained confidence in their abilities to support their children’s reading and math skills; there were increases in the engagement of under-served communities in KRPI events; early childhood learning staff reported increased knowledge about the pre-K to kindergarten transition process, while K-3 teachers reported better understanding of the pre-K environment; and there were overall improvements in pre-K to K-3 program alignment.


What can you expect from the service?
We offer advice and support to professionals and parents about:
- the development of listening, language and communication
- social-emotional development
- transition between schools
- the use of hearing technology and specialist equipment
Our Teachers of the Deaf run sessions in Hertfordshire for deaf babies, toddlers, children and their families. The sessions, called Communication for Hearing Impaired Children and Support (CHICS), helps to develop children's communication skills through a range of fun activities.
- Provides free play activities, including arts and crafts, ball pools, puzzles and games, in order to help children understand communication through play and social interaction.
- Helps to improve listening skills with song and rhyme times.
- Provides a weekly programme of activities to improve language, literacy and numeracy skills.
- Provides support for parents, who can discuss their concerns with an expert. Teachers of the Deaf can also give parents resources and ideas to help their child at home.
Our Teachers of the Deaf provide staff at preschools and schools with practical ways to help their hearing impaired pupils to learn and progress. This includes helping staff to:
- Make reasonable adjustments in the classroom, such as reducing background noise where possible.
- Use assistive technology like radio aids.
- Use strategies to help pupils learn with the class, including providing visual aids in lessons and supporting pupils to contribute in group discussions.
- Support hearing impaired pupils during lunch and break times, which can often be difficult times for them.
Sometimes our Teachers of the Deaf will work directly with a pupil on a regular basis, or may give 1 to 1 support in the classroom. This is for pupils with the most severe needs (they may be in a special school or have an Education, Health and Care Plan).


EDUC5467 Teaching English to Speakers of Other Languages (TESOL) Curriculum I
- 6 points
Availability Location Mode Not available in 2020 UWA (Perth) Face to face
- This unit provides an introduction to the teaching of English as a second or foreign language (ESL/EFL). It deals with both theoretical and practical concerns and is designed to encourage pre-service teachers to build their own coherent intellectual frameworks for language teaching as they explore fundamental questions and problems relating to English language teaching. While the central focus is on ESL learners in Intensive English Centre contexts in Western Australian schools, a broader introduction to a range of other English language teaching situations is also provided. Students visit schools, observe professional teachers and engage in microteaching.
- Students are able to (1) demonstrate an awareness of the developmental needs and interests of adolescent learners in English as an Additional Language or Dialect (EALD); (2) demonstrate a repertoire of teaching and learning strategies relevant to the secondary EALD curriculum; (3) demonstrate a detailed understanding of the current EALD curriculum; (4) demonstrate sound specialist content knowledge; (5) plan and evaluate student centred instruction for effective and engaging learning; (6) plan for literacy and numeracy learning; (7) evaluate and develop instructional resources for secondary EALD including a range of educational technologies; (8) understand effective assessment practice in EALD through the planning of assessment tasks; (9) demonstrate an awareness of diverse student learning needs through the planning of differentiated learning and the selection of differentiated resources; (10) incorporate multicultural perspectives, particularly Aboriginal and Torres Strait Islander perspectives; (11) communicate effectively and professionally (in writing, orally and non-verbally) with peers, university staff and other professionals; (12) prepare forms and templates for communication with parents; (13) demonstrate high standards of professional conduct, including appropriate self-management, when engaging with peers, school and university staff and other professionals; (14) reflect on personal and professional development and plan for future learning as a member of the EALD teacher community; (15) work collaboratively with colleagues; (16) use research findings to improve practice; and (17) demonstrate research and information and communication technology (ICT) skills.
- Indicative assessments in this unit are as follows: (1) a series of lesson plans; (2) a learning program; and (3) professional conduct. Further information is available in the unit outline.
To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the a series of lesson plans, a learning program, and professional conduct components.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Gemma Contos
- Unit rules
re-enrolment in the Graduate Diploma in Education
Master of Teaching (Secondary)
- Advisable prior study:
- at least four units of study relevant to this curriculum area, including two Level 2 units. Relevant units could include at least two units of foreign language, English Literature, and Communications and Linguistics.
- Contact hours
- 30 contact hours (150 hours total time commitment). Further information is available in the unit outline.
Essential readings are provided through CMO (Course Materials Online).
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.


Our practice tests simulate the real thing in a number of key ways:
We offer 10 online practice exams with 1,450 unique questions. Our world-class practice certification tests are designed to give you the knowledge you need to pass your ABCTE Biology certification exam. We do this by delivering realistic practice tests that thoroughly prepare you for the ABCTE Biology exam. Taking our ABCTE Biology practice tests will give you the psychological advantage needed to walk into your test day with confidence.
To pass the ABCTE Biology test you need a score of 266.
We have ten great reasons why examedge.com is the #1 source on the internet for preparing for the ABCTE Biology test.
At examedge.com, we go to great pains to make sure that our tests are as realistic as possible. Our practice tests help you prepare for the real test in several key ways:
We have a team of professional writers that create the questions based on the official test breakdown by topic. We are continually updating our exams to keep them in sync with the most current version of the actual certification exam.
|ABCTE Biology ( Biology)|
|ABCTE Chemistry ( Biology)|
|ABCTE Elementary Education ( Biology)|
|ABCTE English Language Arts ( Biology)|
|ABCTE General Science ( Biology)|
|ABCTE Mathematics (High School Math) ( Biology)|
|ABCTE Physics ( Biology)|
|ABCTE Professional Teaching Knowledge ( Biology)|
|ABCTE Reading ( Biology)|
|ABCTE Special Education ( Biology)|
|ABCTE United States History ( Biology)|
|ABCTE World History ( Biology)|
For information regarding ABCTE Biology Certifications exam,
Please refer to American Board for Certification of Teacher Excellence's website at : http://www.abcte.org/
How do you rate this product?


Strong literacy skills are a crucial component to having a productive life, and literacy development begins at birth. Studies show that children who are successful readers by third grade are more likely to do well in school, graduate from high school, and have successful careers as adults. An investment in early literacy is an investment in the success and sustainability of a community.
East New York Reads is a collaboration of ten organizations working together to improve literacy outcomes for children in one of New York City’s most at-risk communities – East New York, Brooklyn. Through these partnerships, services are concentrated to give children and families a range of resources needed to support literacy development for children birth through fifth grade in schools, homes, libraries, healthcare facilities, and the surrounding community.


If you are one of those who are looking to make a career where you can design educational programs for children or adult learners then you need to acquire special expertise and skills, which you can basically learn with a degree program in Curriculum and Instruction. This is one of its own kinds of programs that generally emphasize training students about various skills that are generally required for developing and implementing curriculum used by teachers or college faculty in their classrooms. In fact, degree programs in a typical Curriculum and Instruction program can help individuals learn more about the basic requirements they generally need while designing the curriculum so that they can meet the standards set by state, local and federal educational guidelines.
The key feature that makes a degree in Curriculum and Instruction different from other education programs is it enable students understand and learn the vial relationship that exists between the society and schooling. Generally, the curriculum practices are prepared taking different factors that revolve around cultural and social issues. Adding to this, the coursework in this discipline primarily includes studies in comparative curriculum studies, history of curriculum development, and the effect of popular culture on curriculum. By now, if you are looking forward to making a career in this specialized field of an education industry, you can attain a degree at various levels from various schools.
Typically, you can easily possess at least a bachelor’s degree in their area of specialization and enjoy substantial work experience. Attaining a bachelor’s degree can help you enjoy major roles in supervisory or administrative positions. Once you complete a bachelor’s degree, you will be talented to express:
1. An advanced altitude of knowledge in the content discipline
2. Expertise in educating the content discipline
3. Knowledge of psychological, historical and philosophical elements that basically manipulate curriculum and pedagogy for students
The master of curriculum and instruction degree makes the broad use of integrated theoretical in the major program area of curriculum instruction with area of concentration in intervention specialist -mild/moderate. In fact, a master’s degree helps in acquiring skills and knowledge required for preparing education policies and procedures specializing in early childhood, elementary education, or grades 8-12. As a graduate with a master’s degree, you will learn the skills required for evaluating a curriculum presently in place and further develop current programming.
Adding to this, the doctor degree in curriculum and instruction provides a detail study in research foundations, curriculum and instruction, and other similar areas. Individuals with doctoral degrees in this field are able to attain top positions at universities or colleges. The major benefit of attaining a doctoral degree in this field is it trains learners become instructional leaders who can further tactically supervise and lead various procedures related to instruction and assessment. Moreover, as a graduate with a doctoral degree, you will be able to exhibit both scholarly and practical knowledge for improving the performance of educational institutions. The degree is actually meant to highlight curricular leadership and majorly concentrates on research that can help in the improvement of educational and instruction outcomes.
So as a student, if you are looking for applying to an undergraduate program or a bachelor’s degree, it is essential that you must have earned a high school diploma or GED. Besides this, you even require having a good knowledge of development and must be capable of working successfully with a diverse group of people. Apart from this, skills such as clear and brief writing, and a deep understanding of new technology can be more beneficial.
Today certainly earning a degree in Curriculum & Instruction can help you lead to a pleasing career by qualifying you for a variety of positions. All that you require is making a correct selection of curriculum and instruction degree program and education school.


With the end of the elementary education, students from grade 6 onwards are now prepped up for more in depth form of schooling. Also they are now expected to study and groom themselves as per the ICSE format of formal education.
The block system of education for main subjects, specific to Waldorf and Vishwajyot continues even in the 6th & 7th grades with equal emphasis on other ancillary subjects such as Computers, Physical Education, Handwork, MusicDance etc. Going forward, these students do not learn Science and SST as combined subjects. Science is segmented into its 3 main divisions- Physics, Chemistry & Biology. SST is bifurcated into History-Civics and Geography.
The block periods are now dedicated to each of the segmented subject for a minimum of 1 week per class, so that the subject experts are given sufficient time and space to allow children to explore the finer elements of each subject. The Eurythmy, Art-Drawings is tagged along during the block periods in the form of mime and movement, long book exercises respectively, which keeps them rooted and benefitted from the Waldorf system of education too. Co-Curricular activities and Core subjects other than Science and SST are given equal weightage across the week thereby keeping the focus balanced on wholesome education.
For grades 6 to 8, every year there are study trips or school excursions to different places based on the requirement of the demands and requirements of the syllabi which covers a wide range of subjects such as Art, Botany, Geography etc. At the 9 th and 10th grades there is concentrated efforts put up by the team of expert faculty to hone, strengthen & fortify the students to excel in ICSE board exams which will pave way for a strong foothold in their future career prospects. Right from an early start in their academic year to extra sessions, dual prelims to long durations of self-study, maximum care and efforts are taken to endow upon students the need to be meritorious by the standards that they set for themselves.
Regular interaction with parents by the principal, teachers and counselors are embodied in the school schedule for constant and close monitoring of the students physical, emotional and overall development.


SYDNEY AND MELBOURNE
SYDNEY AND MELBOURNE
Music therapy is a research-based practice and profession in which music is used to actively support people as they strive to improve their health, functioning and wellbeing.
At Giant Steps, music therapists do this by collaborating with all members of the transdisciplinary team – teachers, occupational therapists, speech therapists, educators and families to empower everyone involved in the child’s life to access music for building relationships.
Most children are attracted to music, and children with autism especially so. What makes the experience of music unique, is how it stimulates multiple areas of the brain. The act of making music – singing, playing instruments, moving – activates even more areas, making it an effective medium for integrating the senses. This motivation for music means the music therapist is able to work on the foundational skill of simply staying involved with someone for increasing amounts of time. This ability to maintain connections is one of the building blocks for engagement and learning, and often one of the first steps in making social connections.
Music therapists use the structure of music to help keep anxiety low, by providing a predictable means of knowing what is expected. The use of music laid over sequences and instructions for daily tasks such as tying shoelaces, putting on sunscreen and brushing teeth have helped many students overcome sensory barriers to these kinds of activities. Across the school day, music is used by all staff to help keep students at their optimal arousal level for learning, through upbeat dance and movement, singing, playing preferred instruments or providing calming sensory input along with steady, simple melodies. As many people with autism can feel stressed by difficulties with sensory processing, comprehension and understanding the world around them, music can add experiences of pleasure and joy when they are most needed.
Social learning forms the foundation of the music therapy program, with a focus on skills such as social orientation, initiation, referencing, imitation, turn-taking, adjusting to coordinate with others, joint attention and emotional regulation. Focusing on an object, such as a musical instrument, can provide a less threatening means through which to begin imitating others and to jointly attend to the same experience. Research is now showing that the simple act of keeping a beat with others increases prosocial behaviour and social bonding with group members and play partners. Activities such as drumming together, dancing with a partner or playing an instrument alongside another, help students to enjoy being with others and to build trusting relationships for learning and friendship.
The music program at Giant Steps combines therapy with curriculum, believing that music therapy and music education are different, but complementary. Music therapists traditionally focus on developing social and communication skills through music, however the teaching of music skills to a student will also enable them to participate more fully in social music groups. Learning outcomes are met through music programs and carefully assessed across the school year. A typical music session might include activities such as: singing and voicework, playing instruments, dance and movement, improvisation, storytelling, song writing, relaxation and listening to different genres of music.
Each semester features a music style or multicultural theme. Festival days are coordinated with performing groups visiting the school, and these authentic experiences help to bring content to life. Giant Steps also believes in equal access to the arts and has established working relationships with key arts organisations. These include setting up the autism-friendly performances at the Sydney Opera House and now collaborating with the Art Gallery of NSW and the Australian Museum. These partnerships are opening up opportunities for students of all abilities to experience all the learning, creativity and sensory pleasure that the arts have to offer.


The Kodály Concept
- Is a philosophy of education and a concept of teaching.
- Is a comprehensive program to train basic musical skills and teach the reading and writing of music.
- Is an integration of many of the best ideas, techniques, and approaches to music education.
- Is an experience-based approach to teaching.
Essential and Key Elements of the Concept
- We should first learn to love music as human sound and as an experience that enriches life.
- The voice is the most natural instrument and one which every person possesses.
- Kodály called singing “the essence” of this concept.
- Singing is a powerful means of musical expression.
- What we produce by ourselves is better learned; and there is a stronger feeling of success and accomplishment.
- Learning through singing should precede instrumental training.
- It is in the child’s best interest to understand the basics of reading music before beginning the difficult task of learning the technique of an instrument.
- What do we sing?
- Folk songs and games of the American Culture
- Traditional children’s songs and games
- Folk songs of other cultures
- Music of the masters from all ages
- Pedagogical exercises written by master composers
- Singing best develops the inner, musical ear.
“If we ourselves sing often, this provides a deep experience of happiness in music. Through our own musical activities, we learn to know the pulsation, rhythm, and shape of melody. The enjoyment given encourages the study of instruments and the listening to other pieces of music as well.”(Kodály, 1964)
- Folk music is the music of the people. There can be no better material for singing than the songs and games used by children for centuries.
- Folk Music has all the basic characteristics needed to teach the foundations of music and to develop a love of music – a love that will last a life time.
- Folk music is the classical music of the people, and, as such, is a perfect bridge leading to and working hand-in-hand with-art music.
“The compositions of every country, if original, are based on the songs of its own people. That is why their folk songs must be constantly sung, observed, and studied.” (Kodály, 1964)


Resources › For Educators Accommodations, Modifications, and Interventions in the Classroom Accommodating Students With Special Needs Share Flipboard Email Print Peter Muller/Getty Images For Educators Special Education Lesson Plans Applied Behavior Analysis Behavior Management Math Strategies Reading & Writing Social Skills Inclusion Strategies Individual Education Plans Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Teaching Homeschooling By Sue Watson Education Expert Sue Watson is a developmental support counselor who has worked in public education since 1991, specializing in developmental services, behavioral work, and special education. our editorial process Sue Watson Updated May 17, 2019 Teaching students with special needs comes with unique responsibilities and enormous rewards. Modifications—both to your physical classroom and to your teaching style—are often necessary to accommodate them. Modifications mean change while making accommodations means adapting to those things you can't change—existing circumstances. Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. Do you and your classroom have what it takes? Here's a checklist of strategies to help you develop a classroom that should meet the needs of all your students. ___ Special needs students should be within close proximity to the teacher or the teacher's assistant. ___ Implement procedures that are well understood by all your students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment. ___ Create a special carrel or private location for taking tests, and/or revise existing seating to accommodate students who more acutely need to be free of distractions for ultimate success. ___ Eliminate as much clutter as you can. This will also help keep distractions to a minimum. ___ Try to avoid presenting instructions or directions only verbally. Use graphic organizers, as well as written or graphical instructions. ___ Clarifications and reminders should be given as regularly as necessary. ___ Needy students should have agendas which you give them regularly and that you refer to yourself. ___ Communication between home and school should be in place for all students, but particularly for those students with special needs. Your relationship and interaction with a child's parents or guardian can be an invaluable tool and ensure consistency between the classroom and home. ___ Break down assignments and work into manageable chunks, particularly for students with attention span deficits. Provide frequent breaks. Make learning fun, not a draining challenge. A tired child is never at his most receptive to new information. ___ Your classroom expectations should be clearly outlined and understood, as well as consequences for inappropriate behaviors. Your approach for conveying this information will depend on the individual special needs of the children involved. ___ Extra assistance should be available when needed, either from yourself or from a more accomplished peer. ___ Praise students when you 'catch them doing things correctly, but don't overdo it. The praise should be a real reward, not something that happens over every small accomplishment but rather in response to a string of related accomplishments. ___ Use behavior contracts to target specific behaviors. ___ Make sure students are familiar with and understand your curing and prompting system that helps them stay on task. ___ Never begin instructions or directions until you have the undivided attention of your entire class. ___ Allow additional 'wait' time for your special needs students. ___ Provide special needs students with regular, ongoing feedback and always promote their self-esteem. ___ Make sure all your learning experiences really do promote learning. ___ Provide activities that are multi-sensory and that take learning styles into consideration. ___ Allow time to let your special needs students repeat instructions and directions. ___ Modify and/or shorten assignments to ensure success. ___ Have methods in place so students can have text written to them and so they can dictate their answers. ___ Provide opportunities for cooperative learning. Working together in groups often helps to clarify misconceptions for learning delayed students.


By Teachers, For Teachers
As educators, we are always looking for new techniques to help our struggling readers. Our job is to find learning strategies that will not only help our students succeed, but that will make it easier for them to learn, and develop a love for reading. While on your quest to present the best learning strategies that will be optimally learnable for all students, try a few of the following activities in your classroom. These instructional techniques can be used with all reading levels and represent a variety of ways to encourage proficient reading.
The Directed Listening-Thinking Activity (DLTA) is an instructional technique that was developed for students who have not yet mastered independent reading. Its format is used to develop students’ predictive listing and comprehension skills. Teachers use this learning strategy to help students establish a purpose for what they are reading. This technique involves pre-reading, during reading, and post- reading discussions where students will predict what will happen in the text, talk about what happened in the text, and discuss how they knew what happened in the text.
This technique is best for students who need to check for understanding, who need to practice active thinking strategies, and for passive readers who need help in making predictions.
The Vocabulary Self-Collection Strategy (VSS) is a technique that is used to help students advance and stimulate their word knowledge. Students are put into small cooperative learning groups where they select words they would like to study, and discuss why these words are important to the topic of study.
This technique is best for students who like to learn from their peers, as well as those who prefer to use his/her own personal interest to develop word meanings.
The Imagery Instruction Technique was developed to increase students’ active comprehension, and active their background knowledge about main ideas and characters in a story, and/or the key concepts in an expository text.
The teacher selects a text and identifies the important events, characters, or key concepts in the text.
This technique is best for students who are passive readers who do not use their prior knowledge or real-world connections to the text. It is also for students who are extremely imaginative and who like to use images to construct meaning.
These instructional techniques can be modified and used in different ways in order to engage students in literacy. In order to make these modifications, the teacher must observe and evaluate how the struggling reader(s) respond the strategy, as well as how he/she instructs the technique.
Do you use any of the above instructional techniques with your students? Share with us in the comment section below. We would love to hear your thoughts.
Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.


Students and probably teachers are looking forward to the start of the new academic year with perhaps a little bit of dread as the summer starts to fade into the past. But wait! Learning piano and indeed other instruments is a fun part of education AND it is good for you. There is scientific proof!
Ok, I agree that scales, technical exercises and sight-reading are not necessarily the most fun. However these scales etc and learning lots of pieces of music actually benefits the maturing of a child’s emotions and behaviour. There has been a study by the University of Vermont College of Medicine which showed that there were significant developmental benefits from even playing an instrument at the most basic level.
It might be that children who have access to good quality musical education will have a more effective path to success in life.
Dr James Hudziak scanned the brain of 232 children aged 6-18 and were looking for relationships between cortical thickness and musical training. The cortex is the outer layer of neural tissue and plays a key role in memory, attention, perception, thought, language and consciousness. Previous studies showed that changes in cortical thickness affected anxiety, depression, attention problems and aggression.
Rather than prescribing drugs to address the problems Dr Hudziak and his colleagues were trying to find out whether an activity such as musical training could reverse the effects of depression for example. It does seem that the more a child works at a musical instrument their attention gets better, lower anxiety and better emotional control. Music actually also helped memory, attention and organisational skills. The result seems to be that children do become more rounded.
It strikes me as a tragedy that so many children do not have access to instrumental music lessons. They miss out on the pleasure of learning an instrument and all that involves and we learn that it also deprives them of the mental health benefits. It has been demonstrated that learning a musical instrument helps the brain to be better able to solve complex mathematical problems and help improve reading comprehension.
Pupils with a practical engagement in music tend to concentrate better in class, are better able to problem solve, work better with others and generally perform better in exams.
Learning a musical instrument is good for you. It has many benefits and I will be discussing these again at a later date.
Here is a non-scientific list that comes to mind. To learn an instrument you learn time management, develop better concentration and discipline, perseverance, it helps coordination, boosts memory, team skills, listening skills, exposes students to cultural history and so much more.
Financial cuts in music education is a false economy, every child should have equal opportunity to play a musical instrument, it will enhance their life for their whole life.
I hope the academic year gets off to a flying start for everyone.


At the Texas Art Education Association conference last November, I was fortunate to meet Mariah Reading, one of the keynote speakers. Reading is a remarkable artist who expanded my understanding of STEAM, an educational approach that meaningfully integrates science, technology, engineering, art, and mathematics.
|Top: Nancy with eco-artist Mariah Reading at the 2018 Texas Art Education Association conference. Bottom: Mariah’s many works.|
She changed STEAM to STREAM by her addition of an “R” for recycling. Reading is an eco-artist and strong advocate for the existence, preservation, and accessibility of national parks. She has been an artist-in-residence at Denali and Zion National Parks and worked as an Arts in the Park volunteer at Guadalupe National Park. One of her goals is to visit all fifty-nine U.S. National Parks; so far, she has been to twenty-two. Reading’s intriguing Recycled Landscapes are designed to bring attention to the need for preserving and protecting the environment. She has developed a unique, zero-waste practice that involves creating canvases from trash found during her travels through the national parks. For example, she may pick up a discarded water bottle, paint it to match the landscape, and then photograph it while holding it against the horizon it represents.
I think Reading’s artwork will resonate with your students. You only need to see one of her artworks to understand what she is doing. Take a look at bit.ly/2KFxYbr.
Do you consider yourself to be a STEAM teacher? We find that many art teachers are already working from a STEAM perspective but may not realize it. In a STEAM artroom, every project should start with art and connect one or more disciplines as they naturally apply.
Whether you are a STEAM veteran or newbie, it will be a great benefit to your art program if you share what you and your students are doing with STEAM. Reflect on your own curriculum to consider how it may already work with STEAM, and don’t be shy about sharing your STEAM efforts.
Many thanks to this month’s guest editor Pam Stephens who is a SchoolArts magazine contributing editor as well as a professor and President’s Distinguished Teaching Fellow at Northern Arizona University’s School of Art. Pam and I have collaborated on countless projects over time, and we both have long believed in the power and importance of STEAM.


MindWare’s popular Science Academy line now features easy science projects for kids who are just getting started on their science adventure. Turn simple chemistry into creative playtime—in no time with Putty Lab! This science lab for young learners starts with pre-measured ingredients. Simply mix the putty materials, then blend your custom glitter mix to make it shimmer, and voila! Stretchy, sparkly stardust putty! The Space Sand Lab is an out-of-this-world adventure! With a few simple scientific steps, kids can make their own super squishy space sand. Simply mix the pre-portioned materials to create sand that sticks to itself, but not to little hands or clothes! It’s magic, moldable, mess-free fun.
• It’s science for kids that yields a fun play toy
• Provides an early introduction to chemistry
• Encourages curiosity and following directions
• Putty base, 4 glitters, 4 putty storage containers and instructions
• Corn starch, colored sand, mineral oil, 6 shaped molds and instruction
Age Recommendation: Ages 4 and up


Primary School Curriculum
The Primary School curriculum is well balanced and academically challenging. A strong emphasis on literacy and numeracy serves to build a solid educational foundation for reading, writing and mathematical development.
The Primary School follows the approved Australian Curriculum, and students are exposed to a variety of subjects covering the nine key learning areas of: English, Mathematics, Science, Humanities and Social Sciences, The Arts, Technologies, Health & Physical Education, Languages, and Christian Living.
Starting with Reception and continuing through to Year 6, the Primary School provides an education designed to stimulate the discoveries of learning.
One key feature Cedar College introduces in the Primary School is the progressive and gradual change from home room teacher to specialist subject teachers. Alongside this structural change is the progressive development of teaching context and methods, which adjust to the needs of the students as they move from being children to adolescents.
Realising that the early school years set patterns for a child’s latter years, Cedar College seeks to expose students to God’s truth as it applies to their learning both in and out of school, including home and Church.
Pastoral care is an important part of the Primary School ‘Home-Room’ environment. Teachers interact with students on a caring and personal level as they mentor students in both academic and social skills.


A fun book of warm-ups, pieces and advice for flautists preparing for grades 1-3. Covering areas such as tone, articulation and finger work, Abracadabra Flute Technique helps flautists build the solid technical foundation needed for successful exams whilst playing great music.
B eautiful Three blind mice Smoothies Home straight Gliding Lounging low Alice the camel Moving up The britches full of stitches Riding west Sky lantern Soualle Who will buy? The old letter Durme, durme Ode to joy Sweet home Chicago Steeple bells The jolly pirate Wake up! Diminuendo Feed the birds Tiny tango Song of the Volga boatmen At a canter Beauty and the beast Edelweiss Lord of the dance Love walked in Raindrops Gloriantur On tiptoes Lonely faces Moanin' Step back We are dainty little fairies Mumbai moonrise Laughing all day Parade Moscow nights Caazapa Can't hear any violins Can-can Saucy salsa Fanfare for five fair farmers Chitty chitty bang bang In the hall of the mountain king Michael Finnegan Hazy habenera Song at sunrise The conspiracy Steps of Paris Roll up Little yellow wooden horse Sidewinder rock A steady climb Minuet Shoemaker's dance The clockwork ballerina Breeze Do re mi Lenny the loafer Beneath the stars Cradle song The wizard prepares Rocky Ride March Queen of Sheba backwards Queen of Sheba Carnival Calypso Take a walk out of town Chirpy charleston All that is wonderful Rondeau Torna a Surriento
Malcolm Pollock is Head of Gloucestershire Music Service and has
a long career in music education, teaching woodwind and in
particular his own instrument, flute.
He is the author of the bestselling Abracadabra Flute.
Christopher Hussey is an experienced composer, arranger, and educational author. He is the author of many books in the bestselling Abracadabra series.


The ACT Government has set a goal of 15 hours per week, 600 hours per year of free, universal quality early childhood education for three year old children as a key part of the ACT Early Childhood Strategy.
Well established research evidence has shown that the period from birth through to eight years, especially the first three years, sets the foundation for every child’s social, physical, emotional and cognitive development.
The recent Report of the Review to Achieve Educational Excellence in Australian Schools through Early Childhood Interventions: Lifting Our Game comprehensively reviewed the evidence and recommended that:
- “Australian governments progressively implement universal access to 600 hours per year of a quality early childhood education program, for example preschool, for all three year olds, with access prioritised for disadvantaged children, families and communities during roll out” (Recommendation 5).
The ACT Government has accepted the overwhelming evidence cumulating in this recommendation and decided in-principle that a plan for incremental implementation of free, universal quality early childhood education should be a key part of the ACT Early Childhood Strategy currently being developed.
The ACT Government’s fundamental belief in educational equity requires a renewed focus on equitable access to high quality early childhood learning and development opportunities. Child learning and development in the years before school are the determinant of future school achievement, social, emotional and health outcomes, and ultimately life opportunities.
This policy objective clearly comes with a financial cost and its incremental implementation will require careful design of a model that is affordable, sustainable, but more importantly keeps the right focus.
It also means maintaining the pressure on the federal government to match its rhetoric in early childhood education with a sustained commitment to partnership funding.
Just as with school education, early childhood education needs to be focused on helping each child to gain a strong start with government funding flowing to the greatest extent to achieving learning and development. For this reason the government will be shaping the design of this policy around a non-commercial model in the same way we approach school education.
Additionally, a key issue in providing high quality early learning is the skill and professionalism of the workforce. Early childhood educators take on enormous responsibility for helping children learn things like the alphabet and how to count, and help children develop important physical, social and emotional skills. The government will be looking at how it can make sure the important work of educators is better valued.
Over the coming months I will have a conversation with parents, the early childhood education sector, schools and the wider community about how, and therefore when, the government will be able to make this vital education opportunity universally available.
The conversation and design of a model will be founded in some important principles that will keep the focus on child outcomes and make sure government investment has the greatest possible impact. Through this process the government will become able to make decisions about funding and other resource constraints so that progressively every three year old child in the ACT has access to free, high quality early childhood education.
Information about development of the ACT Early Childhood Strategy is available at http://www.yoursay.act.gov.au/.
- Statement ends -
Section: Yvette Berry, MLA | Media Releases
(02) 6207 1653
0435 960 505


This book is designed to provide a photocopiable resource for teachers to prepare their Year 7 students for the annual national numeracy test program called NAPLAN*. It focuses on mathematical problems that can be solved using a calculator. The companion book NAPLAN*- style Numeracy: Year 7 Non-calculator and books for Year 9 are also available. Teachers may notice that a small number of questions from the Year 7 books are repeated in the Year 9 titles. This reflects the official test format and is done for psychometric analysis purposes.
Each title in the Maximising Test Results: NAPLAN*-style Numeracy series contains four photocopiable practice tests. These tests cover the range of numeracy skills that students need to master in order to meet the minimum standards for their year level.
Test 1 is annotated with the following helpful teaching features:
HINTS – explain what the question is really asking students to do.
TIPS – offer helpful tips for students to use when working out the correct answer.
TRAPS – point out common errors or ways in which students may misinterpret the question.
THINGS TO KNOW – outline key facts, definitions and mathematical knowledge that students need to learn before sitting the tests.
The annotated test is designed to build students’ understanding and confidence about the kinds of knowledge required to answer questions in the test, and also to provide them with strategies for answering the different types of questions.
The other three tests provide students with valuable practice in sitting NAPLAN*-style tests, enabling students to become familiar with the style and presentation of questions and consolidating their numeracy skills and knowledge. Complete answers to all four tests are provided at the back of the book to assist with time-efficient marking.
All answers are provided.
Helps students to familiarise themselves with the multiple-choice test format
Thorough revision of key mathematical skills
As homework, revision, to supplement a lesson or for ongoing assessment
For when a regular teacher is absent
Teaching benefits and features:
Four new and complete tests that will make pre-test preparation easy
One test includes hints and tips to help students avoid the common traps that they may encounter in tests
A quick way to target student weaknesses
About this series:
Instant Lessons Quality ready-to-use resources
Each book in the Instant Lessons series is a collection of fresh and versatile work sheet activities that may be photocopied for student use. They are unique in providing the highest learning outcomes with instant usability.
* This is not an officially endorsed publication of the NAPLAN program and is produced by Blake Education independently of Australian Governments.


- Permanent Link:
- Spatial Thinking Concepts in Early Grade-Level Geography Standards.
- Series Title:
- Anthamatten, P. 2010. "Spatial Thinking Concepts in Early Grade-Level Geography Standards." Journal of Geography 109 (5):169-180.
- Anthamatten, Peter
- Place of Publication:
- Philadelphia, PA
- Taylor and Francis Group, LLC
- Publication Date:
- November, 2010
- Physical Description:
- Journal Article
- Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.
- Collected for Auraria Institutional Repository by the Self-Submittal tool. Submitted by Peter Anthamatten.
- Publication Status:
- Source Institution:
- Auraria Institutional Repository
- Holding Location:
- Auraria Library
- Rights Management:
- All applicable rights reserved by the source institution and holding location.