Fall Fermi Math League
Do you like to measure, estimate, and play around with
technology? Then join the Fermi Off-the-Wall Math League!
Now in its 13th year, this Internet-based math competition
welcomes students in grades 1-9 from around the world who
seek enrichment, small group work, and creative,
A Fermi question is posed with limited information given.
- How many water balloons would it take to fill
- How many cockroaches will fill the trunk of a VW Beetle?
- How much fabric would it take to make a camo-suit for
- How many eggs would fit in the Trojan Horse's body?
Fermi questions require that students ask many more questions;
emphasize process rather than "the" answer; demand
communication and writing; and utilize estimation, rounding
numbers and guesses.
The six-week Fall '11 season of Fermi Math started Wednesday.
PoW taking place: math problem-solving moment of the week
"Changing the representation is a good way to see what happens
when you're dealing with infinite situations. Dion's equations
might give you a starting point for a graph. Richelle's guess
and check is a great start to a table, and Siena's insight
means you only have to test the odd integers."
- Max, commenting on the Algebra PoW's latest solution
Space Math @ NASA
The Space Math @ NASA website has officially re-launched.
Register for free to access the archives of over 400 math
problems, 20+ problem books, and timely news articles with math
extensions, all with complete answer keys.
In particular, check out the Inquiry Projects. This new area
boasts 15 free Microsoft Excel spreadsheets of data
- the sun and space weather
- rockets, satellites and spacecraft
- our own solar system
- the search for planets outside our solar system
- stars and the Milky Way
Now taking place: math education conversation of the hour
"What's cool about computer programming is the 'show your work'
part is built in: you won't have the numbers without showing
your work, which in turn is self checking as if the logic is
broken, you won't get the numbers. From a math teaching
standpoint, you've got one of those to-die-for self-reinforcing
feedback loops. Why more math teachers don't couch it in
programming is one of those TV pundit questions for the sports
bar (you can find me at Claudia's some Thursdays)."
- Kirby, posted to the math-teach discussion
World Space Week
Space Week takes off next Tuesday. This global celebration, as
declared by the United Nations in 1999, has grown to become the
largest public space event on Earth, with activities in over
55 nations to inspire students to study space.
Check and add to the calendar for events near and far:
Space Week 2011 marks 50 years of human spaceflight. Read more
about this year's theme here:
The free downloadable guide includes the lessons
- Eggnaut ... or ... Houston, We May Have an Omelet!
- Zero-G Game of Sport
- Observation Inclinometer
- Astronomy and Soccer
- Estimating Cloud Cover


Policy Reforms and Financing of Elementary Education in India: A Study of the Quality of Service and Outcome
AbstractEven as a case can be made out for public spending on elementary education, its link with enrolment rates does not appear strong. However, once efficiency and demand-side factors are accounted for, public spending is seen to make an impact on the rate of enrolment and quality of education as measured by teacher-pupil ratio. Teacher-pupil ratio and the number of schools, in turn, are seen to have a stronger impact on the rate of enrolment in efficient states. Literacy rates as well as state domestic product were seen to have a positive influence on education. The share of public expenditure on elementary education in GDP peaked in 1990-91 but never achieved the targeted level of 6 per cent of GDP. The reforms brought a break in the growth rate of public expenditure on elementary education, from which not all the states could recover even over an extended period of time.
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Bibliographic InfoPaper provided by National Council of Applied Economic Research in its series Working Papers with number 93.
Length: 46 pages
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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Taylor, Lance, 1993. "The rocky road to reform: Trade, industrial, financial, and agricultural strategies," World Development, Elsevier, vol. 21(4), pages 577-590, April.
- Sahn, David E., 1992. "Public expenditures in sub-Saharan Africa during a period of economic reforms," World Development, Elsevier, vol. 20(5), pages 673-693, May.
- Lau, Lawrence J. & Jamison, Dean T. & Liu, Shu-Cheng & Rivkin, Steven, 1993. "Education and economic growth Some cross-sectional evidence from Brazil," Journal of Development Economics, Elsevier, vol. 41(1), pages 45-70, June.
- Benedict J. Clements, 1999. "The Efficiency of Education Expenditure in Portugal," IMF Working Papers 99/179, International Monetary Fund.
- Gabriela Inchauste, 2000. "Educational Choices and Educational Constraints," IMF Working Papers 00/42, International Monetary Fund.
- Lorraine Dearden & Javier Ferri & Costas Meghir, 1998.
"The effect of school quality on educational attainment and wages,"
IFS Working Papers
W98/03, Institute for Fiscal Studies.
- Lorraine Dearden & Javier Ferri & Costas Meghir, 2002. "The Effect Of School Quality On Educational Attainment And Wages," The Review of Economics and Statistics, MIT Press, vol. 84(1), pages 1-20, February.
- Lorraine Dearden & Javier Ferri & Costas Meghir, 2000. "The effect of school quality on educational attainment and wages," IFS Working Papers W00/22, Institute for Fiscal Studies.
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The student is nervous. It is her first jury – the end of her first semester as a college freshman. She is a music education major.
She loves playing trombone; she has practiced diligently. She has a good accompanist and she is well prepared.
Yet…the student is nervous.
The first couple of phrases go well. She plays with a good, full tone and good technique. Then…a missed note…an out of tune note…a tricky articulation that does not go as planned.
Next, a very strange thing happens. She cannot finish the next phrase in one breath as planned. She must breathe where she never breathed before. This throws her off and the whole cycle starts over: missed note…out of tune note…tricky articulation…and the mistakes seem self-perpetuating.
How does she break the cycle, or better yet – how does she avoid getting sucked into the cycle to begin with?
1. Realize that everybody gets nervous. It is not practical to expect a complete lack of nerves.
2. As well prepared as you might be – prepare even more. Sustained, patient effort over the course of the semester will pay off.
3. Don’t forget to breathe. In any situation, 5 minutes of attention to breathing can change one’s outlook. Before going on stage, lie down and breathe – just observe your breathing…don’t try to change it. you can also try some constructive rest. Here’s a sound file guiding you through a sample session: Constructive Rest.
Rob from Canada says:
The new approach to breathing and tonguing is making a huge difference in my sound as you predicted. I can’t believe how effortless my playing has become along with the ability to play much louder and for much longer phrases with complete control.


Many parents struggle with whether or not to enroll their children in activities and courses before kindergarten, or to simply let kids be kids. On one hand, pushing your child to succeed academically before kindergarten can seem unnecessary, and even unhealthy at times. However when you see other parents focused on preparing their children for kindergarten, you can't help but wonder if your child will be left behind.
Fear of falling behind is NOT a good reason to send your child to school early. With that said, leaving your child at home to allow him or her plenty of time to play, is not necessarily the best option either.
The reason why parents and teachers feel forced to choose between learning and play is because they are not aware that doing one doesn't necessarily mean ignoring the other. Many parents and early learning centres have focused solely on free play or strict school-like lessons. The reality is, you can choose a hybrid of both. By this I don't mean a few strict lessons intertwined with free play. I mean creating an environment (whether it be at home or school) in which children can play, discover, make friends, laugh and express themselves, while receiving the stimulation they need to develop their brains to the fullest potential. Children rarely reach their fullest potential playing alone. By creating a play environment rich in language and allowing your child interactions with teachers and other children, you are nurturing your child's natural curiosity and stimulating their brain development at a critical age.
Research shows that a child's brain is in its most formative years before the age of six. This is a prime time for a child to learn as the impact is thought to be greater than all the years of elementary education combined. For this reason, I always recommend that parents expose their children to as much learning as possible before the age of six.
I caution you, however, to choose a program that is respectful of your child's interests and needs. If keeping your child at home is your best option, remember that children benefit tremendously from socializing with other children. So do your best to provide social experiences for your children in an environment where they can also begin to develop a variety of skills from reasoning to experimenting to reading, art and everything in between.
As long as your child receives the stimulation and socialization needed, the way you achieve this is not as important.
The other thing I would like to caution you of, is over-booking your child with activities. Parents who enroll their children in various activities each and every day may actually be depriving them of one essential component: the freedom to think independently. Always following instructions from teachers limits a child's critical thinking skills. Allow your child to spend longer amounts of time with friends as opposed to always enrolling them in highly structured music or dance classes. Let them play what they want to play. Too many activities and social settings for your child can cause unnecessary stress.
Children also need plenty of idle time. One of the biggest misconceptions in our society is that children must be busy all the time. Children need to take their time, spend time alone, and become involved in nothing in particular. This is how they develop their imaginations and actually learn from their environment.
An ideal early learning program should respect a child's interest and desire to participate (or not) in a variety of activities. Thankfully for Canadian parents, there are wonderful programs available for young children, which vary from only a few days a week to full-time.
To enhance your child's daily learning at home, try taking your time before, during and after your scheduled activities. Next time you walk to the park, notice how many things your child stops to explore, from a tiny bug to a colorful sign. Adults are more goal-oriented and want to get from point A to point B as fast as possible. Remember, for a child, everything is new. They may never have seen an insect climbing a leaf in a garden. They are learning so much about the way it moves, eats, and lives.
Learning about the world around them, classifying and interpreting that knowledge is how young children learn. You may think the park is fun for them, but absorbing their surroundings on the way there is just as interesting for them. All you have to do to provide these learning experiences is leave home with plenty of time and patience so your child is not rushed and can explore at ease. Similarly, when you go to the supermarket, take time to chat with them about the fruits and vegetables. Explore the different shapes, colours, and textures.
I wish you the very best in this wonderful journey. And I especially hope you take the time to enjoy it together, and talk about your wonderful experiences as a family!
Follow Natacha V. Beim on Twitter: www.twitter.com/natachabeim


Title: Using Research to Improve Soprano Recorder Performance Skills
Discipline(s) or Field(s): Education, Music
Authors: Steve Kimball, Mark Kiehn, Pao Lor, University of Wisconsin–Green Bay
Submission Date: February 26, 2007
Executive Summary: Future professional educators need to consult scholarly research to develop teaching philosophy, learning theory, and methods/pedagogy. This lesson study was designed to encourage students to go beyond the classroom by utilizing research to improve performance skills on the Soprano Recorder Instrument, and to further their practical knowledge of teaching pedagogy.
Past experiences indicate that students practice in different ways and often inconsistently. The course instructor emphasized learning how to practice efficiently and effectively by directing the students to the literature on muscial practice approaches.
The specific goals of the lesson were as follows:
- Students will be exposed to literature regarding formal systems of musical instrument practice.
- Students will be exposed to ways of improving their understanding of different methods of teaching/practicing instruments.
- Students will engage in small group and large group discussions to identify themes in the literature regarding efficient practice of musical instruments.
Students were required to find an article (ideally, an article on Soprano Recorder Instrument practice) through an over-night assignment. They were to write a summary of the article’s content and describe how the article related to their own practice of instruments. Additionally, students examined the article to see if it enhanced their understanding of different music education methods and pedagogy.
The activity was successful in several ways. The students received an opportunity to be exposed to the literature on musical instrument practice. They had the opportunity to see if their method of practice was actually one discussed by authors in the music education field. Students were exposed to various teaching methodologies in addition to a variety of practice methods in the literature. Students also were able to share their summary and findings with their peers in both small groups (n=10) and large groups (n=30) settings.
Title: Gesture Drawing: The Essence of Capturing the Moment as a Tool for Extended Investigation
Discipline(s) or Field(s) : Art & Design
Authors: Diane Canfield Bywaters, Susan Morrison, Sheila Sullivan, University of Wisconsin-Stevens Point
Submission Date: Spring 2007
When enrolling in Drawing II the University of Wisconsin–Stevens Point art and design students have already covered the basics of drawing. This second drawing class is then geared for developing conceptual ideas within an exploration of color media. However, faculty had noticed that the building block of gesture was applied inconsistently within the Drawing II class. This assignment was to reintroduce the student to gesture in a different way: building multiple gestural images on the same page and relating those images through color and mark-making utilizing the entire picture plane. The assignment emphasizes the importance of gesture and the application gesture has in drawing and painting development.
- Loosen Up
- Full body motion to move drawing hand (versus wrist action)
- Quick visualization
- Understanding that gesture is an unlimited root of extended drawing
Approach – Open minded, high energy, experimental and process oriented, for a kinesthetic experiential drawing.
Findings – The students resist this risk taking; and uncontrolled non-representational “scribbling”. However, once the student succeeds at this approach there is a confidence, and willingness to “go with the flow” and to let the picture grow from the page rather than be dictated by a mental construct.
Students have exhibited works created in this and related assignments in the UWSP Juried Annual Art Foundation Exhibition (juried by an outside judge). In addition, the faculty who are using this assignment and related assignments consistently receive excellent faculty evaluations, and student comments related in evaluations are consistently positive. Initially the assignment was taught without the use of master examples presented in the classroon and handouts, our findings indicate that this added information enriches the outcome. To our surprise, the act of creating the video segment of this project also enriched the experience of the students, and could be a teaching and learning opportunity for further study.


The Archaeological Survey of India, Department of Culture, Government of India declared in 1976 and 1979, the works of the following nine artists "not being antiquities, to be art treasures, having regard to their artistic and aesthetic value."
December 1, 1976 : Rabindranath Tagore, Amrita Sher-Gil, Jamini Roy and Nandalal Bose.
August 10, 1979 : Ravi Varma, Gaganendranath Tagore, Abanindranath Tagore, Sailoz Mookherjea and Nicholas Roerich.
The nineteenth century witnessed a change in the style of art that was institutionalized by the newly set up art schools encouraging British system of art education in India. It was in this context that Raja Ravi Varma (1848 -1906) came to be recognized as the first important Indian artist. He struggled to introduce many new elements into Indian painting - perspective, European drawing, construction and composition and a new medium that is oil.
The twentieth century saw a reaction against the existing western academic art education and emergence of a new movement towards "Modern Indian Art". Abanindranath Tagore (1871-1951) was the first major artistic figure to evolve a national style and a school of painting "The Bengal School". The sources of his inspiration were the frescoes of Ajanta, the Rajput miniature tradition, Chinese scrolls, Japanese woodcuts and the Shilpa Shastras.
The new artistic canon was also epitomized by Nandalal Bose (1882-1966), another artist of the Bengal School. He was the first Indian artist to react meaningfully to the various linguistic facets of the Indian Art tradition. He had a great breadth of sensibility and technical range. He made special efforts to establish contact between Indian artisans and artists. He pioneered experiments in modern Indian sculpture, fresco and graphics.
The artistic career of Gaganendranath Tagore (1867-1938) was marked by bold originality of conception and execution of many themes in different styles. His open attitude towards experimenting with Japanese and modern western art, from futurism and cubism to the ideas of German expressionism and his caricature albums reflecting social and religious hypocrisies of his times, mark him as a pioneer in this field.
A very different journey was being pursued by another artist Jamini Roy (1887-1972). He was the first Indian artist to draw sustainable inspiration from the living folk and tribal art forms and tradition. The colours he used were also drawn from folk usage both in their selection and in their making. His art derived its strength in his ability to distill the design in the pictorial space to the barest essential.
Rabindranath Tagore (1861-1941) gave artistic priority to the free creative spirit within a local-national-Pan Asian-Universal framework that made him stand out as a true artistic visionary. He created a new unity by welding together of many arts and movements. Bold and compact spatial design, a sombreness of palette, a matted tapestry of graphic textures and use of small range of materials highlight his works.
Amrita Sher-Gil (1913-1941) evolved a technique, which was essentially Indian in spirit and highlighted by emphasis on colour. In a re-discovery of abstraction within realism, her debt was clearly owed to Gauguin. The content of her paintings evolved based on her experience of the Indian reality - the people and the environment. She was the window of India onto the international expression in art.
Nicholas Roerich (1874-1947) who moved to India in 1936 expressed a sense of freedom through the imagery of nature's vastness juxtaposed with the solitariness of the human. Enchanted by the Himalayas, Roerich painted them not only to show their physical grandeur but as a symbolist to unravel the mountain's soul. Interwoven in his artistic visions are his philosophies on life.
Sailoz Mookherjea (1906-1960) pursued an inner creative journey exuding a sense of joy in his expressionism, focusing on the lyrical nature of line and an outburst of warm colours. The simplification of form and vibrancy were derived from his years in Europe and inspiration from works of Matisse but his main influences were folk art and Basohli miniatures. He focused on themes such as oneness with nature and rural serenity.


A new national programme to drive up numeracy standards in schools in Wales is to be launched today. The National Numeracy Programme sets out actions to be taken by the Welsh Government over the next five years to "achieve step changes in standards".
It's aimed at 5 to 14-year-olds and the Welsh government says it'll help pupils leave school with the skills they need.
But the National Union of Teachers says it's concerned that another government initiative may lead to workloads increasing to "unmanageable levels".
– Spokesperson, National Union of Teachers
We welcome the Welsh Government's ambition to raise numeracy standards, it is something our members are working hard on a daily basis to achieve. We are naturally cautious having seen past initiatives lead to increase in workloads to unmanageable levels. We would want to work with the Welsh Government on this programme but clearly would want to see more detail. It is important that this is not another labour intensive initiative that hinders rather than supports teachers.
According to the Welsh Government, the National Numeracy Programme will "propose action at national, local and school level to help support learners so that they leave school equipped with the numeracy skills they need."


Music lessons really are for all ages! Don’t believe us? Think you’re too old to learn? Read on as Dayton, OH teacher Mike H. explains why this is far from the case!
Studies have shown that the younger a child is, the better the chances of starting a successful music education. Children as young as 2 start learning under the Suzuki method and most children have a “window” of opportunity that opens around age 3. Sadly, that window closes around age 10, well past the age where most public schools now begin their instrumental music programs.
But what if you’re an adult who never got to learn the instrument of your dreams? I have talked to people over the years who were trying to encourage their own children to take the opportunities they had not. They were encouraging their children to learn music from a perspective of missed opportunities and the thought that it’s too late for them but not for their child.
Well, it’s never too late to learn a musical instrument! Adults may not realize that now that they’re fully grown with life experience, they are capable of learning an instrument despite the perceived setbacks. They often become bogged down with work schedules, family life and the delicate balance of life. But music lessons later in life have suggested a number of extra benefits such as:
- It can be relaxing and a great way to de-stress.
- Music lessons can help with organization and planning skills.
- Music can enhance your ability to do math and logical calculations
- There are more opportunities than you might realize for public performance
- Learning an instrument later life can act as an obstacle to Alzheimers
I’d like to start at that top of that list and discuss the relaxation benefits of taking music lessons and illustrate a few examples of what that might look like. If you’re like most adults, you already have some sort of activity you enjoy when you get the time whether that be a hobby, or a simple afternoon nap.
Listening to your favorite music has a calming effect. Your blood pressure will drop slightly and your heart rate will actually pace itself to the beat of the song. This is why you prefer hearing up-tempo music while exercising but not necessarily while trying to sleep. But what about playing an instrument? In my experience, this effect is heightened a bit more than just listening, which alone is often done in the background of other activity. In that case, it’s not likely to work at all. When you concentrate on the notes of a melody of a familiar song while playing it yourself, you can hear it come to life and the satisfaction from the hard work and perseverance is more rewarding than simply listening to the song on an iPod. The skills you pick up learning an instrument pay off huge dividends and you may find it’s easier than you think to get started. So drag out your guitar or dust off your old piano and take the first step!
Like this post? Don’t miss out on any of our tips, tricks and advice! Sign up for a free email subscription and receive our updates!
Mike H. teaches drum, guitar, piano, music recording, music theory, percussion and songwriting lessons in Dayton, OH. He received his Bachelor’s degree in Music Education from Wright State University, and has over 11 years of experience teaching music! Mike joined the TakeLessons team in December 2012. Learn more about Mike, or search for a teacher near you!
Photo by Tulane Public Relations


How to Use G2C Online. There are two ways of exploring the site: Navigation Interact with the dynamic Networks Maps to explore the full catalog of content.
Roll-over a node on the map for a preview and click to open the content. Move on to other content by returning to the network map. Each node you visit on the map gets flagged. Celebrating Science - A Family Science Project. Whether we realize it our not, everyday we ask ourselves critical questions that involve science.
Should I vaccinate my child? Should I buy a hybrid car? Do pesticides on food harm my family and me? For this reason, students graduating from K-12 schools need to develop a basic level of scientific literacy. 3M Science of Everyday Life - Discovery Education. New Sims. Scitable | Learn Science at Nature. Scitable is a free science library and personal learning tool brought to you by Nature Publishing Group, the world's leading publisher of science.
Scitable currently concentrates on genetics and cell biology, which include the topics of evolution, gene expression, and the rich complexity of cellular processes shared by living organisms. Scitable also offers resources for the budding scientist, with advice about effective science communication and career paths.
California - Homepage. Don't panic.
The page you are looking for has moved to: As of June 28, 2013, when you go to fossweb.com you will be taken to the new FOSSweb site by default. The old FOSSweb site has been moved to archive.fossweb.com. Science for Kids - Fun Experiments, Cool Facts, Online Games, Activities, Projects, Ideas, Technology. Kids' Science Challenge: Fun Educational National Competition! Animal Diversity Web. Classroom Earth | A Program of the National Environmental Education Foundation. Digital Library. Welcome to the Exploratorium's Digital Library.
The different collections in the library include digital media and digitized museum materials related to interactive exhibits and scientific phenomena, including images, educational activities in PDF and html formats, QuickTime movies, streaming media, and audio files. You may search, select and download digital files for individual, noncommercial educational use. Large scale or commercial use is strictly prohibited without permission (please see our Use Policy). To request high resolution versions for large scale or commercial use please contact email@example.com. Errors and "science myths" in K-6 Science Textbooks. Am I just a pedantic science-nitpicker?
Some Physical Science Misconceptions ( K-6 Grade) Ignorance is not the problem in the world. It's the things people "know" that aren't so. - Will Rogers. Wolfram|Alpha.


New rules on English and maths GCSE changes explained
Students in England who fail to get a Grade C or above in GCSE maths and English will have to carry on studying the subjects at school or in higher education from now on.
It's thought the change could affect more than 250,000 young people.
Ministers say it will help pupils become more employable but critics argue the changes aren't enough.
Education Secretary Michael Gove said the two subjects were the ones "employers demand before all others."
The Skills Minister, Matthew Hancock, said: "For lots of employers, if you don't have a C in English and maths you don't get that first foot in the door."
What are the main changes?
Until now you could drop English and maths at the age of 16, without gaining a qualification in them.
But from this new school term, if you fail to get a C or above in these subjects, you'll have to keep studying them until you're 18.
This may involve taking on extra classes at school or college.
If you're doing an apprenticeship or another form of training, those classes will be scheduled into your timetable.
As well as these changes, from this week, young people will also be expected to stay in some form of education or workplace training until the age of 17.
In previous years you could leave school at 16 and get a job straight away.
Does this mean having to re-take the exam?
You won't be made to resist the exams unless you want to and you'll be able to take other qualifications in these subjects.
Many employer groups are concerned about the number of people who come out of school without literacy and numeracy skills.
"It's not about the exam and re-sitting although obviously getting the exam is important," said Matthew Hancock.
"It's about continuing to learn English and maths."
Will the changes work?
Last year there were more than 250,000 19-year-olds without a C grade in English and maths.
But not everybody thinks these changes will work.
Alison Sherratt, from the Association of Teachers and Lecturers, says: "Tests sometimes create the feeling of failure. Children who fail the exams so consistently like this, they need the practical things rather than another test."
What do you think?
On Facebook Catherine says: "Didn't take any GCSEs and have never been out of work. Attitude counts for more than a piece of paper."
Adam also liked us on Facebook and said: "I got a D in both subjects, and have been very successful. Schools need to stop teaching to pass an exam, and should start teaching for life."
But Jonjoe disagrees. He tweeted: "I got D in maths and English. Re-took at college and went on to university. Got a job straight out of Uni."
Follow @BBCNewsbeat on Twitter


Our research aims to improve literacy attitudes, habits and skills by informing policy and practice. Our extensive survey work provides a platform for the views of children, young people, their parents and literacy practitioners. We also conduct literatur
Doug Dickinson's insight:
See the reports by Susie Formby
Parents' perspectives: Children's use of technology in the early years In collaboration with Pearson, we surveyed parents of children aged three to five, to explore the activities they engage in at home that support children’s language and literacy development, and how these relate to outcomes at age five.
Practitioner perspectives: Children's use of technology in the early years In collaboration with Pearson, we surveyed practitioners who work with three to five-year-olds to explore how they support children’s language and communication skills, and their use of technology.


The Pre-K-4 Program is concerned with the education of children from birth to the fourth grade and emphasizes child growth and development at these ages. It coordinates what is known about the child and the environment with sound educational practice. Current research and theory are related to practical application with an emphasis upon field-based experiences.
Early Childhood Education at Kutztown University is a program that offers preparation in early childhood education and in elementary education. A graduate of the program receives certification in Pre-K-4. The Pre-K-4 Program prepares teacher candidates as teachers in infants, toddlers, preschool, kindergarten, and grades one through four in the elementary school.
Required Courses: 120 Credits
Pre-K-4 Early Childhood Course Categories
Child development, Cognition and Learning (Child Development, typical and atypical, birth through age 9; cognition and learning-applied in the classroom)
Subject Matter Pedagogy Content (Language Development in Early Childhood, Language development, academic success and learning to read, Math foundations for the preschool years, Early literacy foundations for the preschool years (pk-1), Literacy foundations for the primary grades I (2-4), Differentiated reading instruction for the primary grades: focus on interventions, Math foundations for the primary grades, Social Studies methods, Science methods, Motor Development and Health, Social Development and Arts methods)
Assessment (Assessment Methods I Observation and Informal, Assessment Methods II Summative, Formative, Diagnostic, Benchmark)
Family and Community Collaboration Partnerships (Family and Community Relationships , Family Collaboration Diversity)
Professionalism (Evidenced based practices in pre-K through grade 4 care and education, Advocacy, Collaboration and Cooperative Learning, and Issues and Trends)


Daily Music Education Lesson Plans
|Vocabulary||Notes on the Bass Clef (Spaces): We will now learn about the notes on the bass clef. Remember, when we speak of bass clef the notes are played by the left hand. We will first go to the notes on the spaces, they are as follows: A - C - E - G. You can make it easier to remember by creating mnemonics like; All Cows Eat Grass.|
|Music History||The opera "Macbeth" premiered in Florence.|
- Draw a music staff on the board and ask student to write the notes on the spaces of the bass clef.
- Point to a space and call on student to say which note is on that space.
- Say the note and student will say which space that note belongs to (i.e. You say: G, Student will say: fourth space).
- Have fun creating mnemonics to remember the space notes on the bass clef.


Pennsylvania College of Technology hosted its annual Science Math Applications in Real World Technologies (SMART) Girls camp last week. Attendees at this year's camp were provided an educational experience using 3-D printers to create a product and market it to the public.
SMART Girls was created about 15 years ago to counter the academic and social trend that girls tend to shy away from math and sciences as they enter adolescence and their high school years. It provides young women in grades six through 11, the opportunity to experience math and science as a foundation for careers in technology.
The theme for this year's camp was "Dream It, Design It, Do It." Each girl was given the opportunity to experience the art of 3D printing from beginning to end. The girls were placed into teams of three and given a desktop 3D printer to build, design and print a product to help support a cause that they believe in, that was real or made-up.
Above left, Mikhayla Browne, a freshman at Midd-West High School, displays a skull she created at SMART Girls camp, where she learned to use a 3D printer to create objects from files on computers. Above right, Lizzie Leister, a junior at Lewisburg Area High School, shows the phone case she made.
"We are supporting music education in public schools, and I made a whistle and we also made little violin magnets," said Lizzie Leister, junior at Bloomsburg Area High School.
At the end of the camp the teams presented their creations at an event, that was similar to a trade show.
The trade show took place at the College Avenue Labs building on the Penn College campus, where the girls then tried to market their products to members of the public and the Penn College community.
At the end of the trade show the people who attended voted on which projecst were the best and prizes were awarded to those groups.
The girls spent the week learning about 3D printers and how the software is used to create designs. They also made creations using files that already were set up, enhancing those files or creating files of their own designs. They did this with the assistance of experts in the field of 3D printers.
They also focused on team leadership and personal reflections throughout the camp.
"I would find it successful if they would take away seeing themselves in a STEM (science, technology, engineering and mathematics) career," said Elizabeth Biddle, project manager for outreach for K-12.
Biddle also said that she hopes that after the camp the girls will consider entering into a field that they never considered before, and she hopes that the girls will consider starting their college career at Penn College, especially after seeing all the programs the college offers.
Throughout the camp the girls were able to build friendships with each other and connect with the camp counselors.
"I think Liz, our counselor, is really amazing. She is probably the reason I came back the past three years," Rachel Greising, junior at Columbia-Montour Area Vocational-Technical School said.
While attending the camp the girls also were able to get a taste of what college life will be like by staying at the residence halls on campus.
"It's nice to have some sort of insight on what college life is like," Leister said.
Once the camp came to a close, the girls left with a new knowledge of possible STEM careers and new ideas of what they would like to pursue after high school.
"I'm definitely going to pursue something within STEM," Leister said.


Champion the importance of arts education
"Will use the bully pulpit and the example he will set in the White House to promote the importance of arts and arts education in America."
Administration pushing arts education
Updated: Thursday, December 3rd, 2009 | By Lukas Pleva
During the campaign, Barack Obama pledged to "promote the importance of arts and arts education in America." Advocates of the promise say an arts education can help students raise their scores in writing and math, and that understanding of the arts is helpful for success in the modern, globally competitive economy.
Since taking office in January 2009, the Obama administration has made several public statements promoting arts education.
In May, at the opening night of the American Ballet Theater in New York, first lady Michelle Obama said, "Learning through the arts reinforces critical academic skills in reading, language arts and math, and provides students with the skills to creatively solve problems. My husband and I believe strongly that arts education is essential for building innovative thinkers who will be our nation's leaders for tomorrow."
In June, the White House hosted Jazz Studio, a jazz music workshop for 140 students from around the nation who had the opportunity to learn from and interact with the country's eminent musicians. The White House said this was the first of many workshops that it plans to host to provide students with access to some of the best musicians and artists in the world.
In August, Education Secretary Arne Duncan sent a letter to school and education community leaders to remind them of the importance of maintaining arts as a core curriculum subject, even in the midst of plummeting budgets. A meaningful arts education, wrote Duncan, can "help students become tenacious, team-oriented problem solvers who are confident and able to think creatively."
Later that month, Duncan took part in a nationwide teleconference with NAMM, the association of the international music products industry, during which he repeatedly emphasized the importance of the arts in schools: "Arts education plays an essential part in children's education. It enriches their learning experience and builds skills that they can apply across the curriculum. The Department of Education and the White House are working to promote the importance of arts education." Duncan also pointed out that the 2010 Department of Education budget includes $38 million in programs for arts and music education. Moreover, local districts can use money from the economic stimulus package for arts education. The National Center for Education Statistics is also planning to survey thousands of principals and arts specialists about the state of arts education in American schools during the coming school year.
All of that is evidence that President Obama is sticking to his tune. We rate this one a Promise Kept.
White House Press Release,
Remarks by the First Lady at the American Ballet Opening Spring Gala
, Accessed Dec. 2, 2009.
White House Blog, Streaming Now: The First Lady and the White House Jazz Studio , Accessed Dec. 2, 2009.
U.S. Department of Education, Letter from Secretary Arne Duncan to School Leaders , Accessed Dec. 2, 2009.
NAMM Foundation, Secretary Duncan Speaks with SupportMusic Coalition , Accessed Dec. 2, 2009.
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thanks for information, have more information of nonformal education? please send me..http://han i.centerblog.
Par Hani, le 17.07.2012
thanks for sharing with urgent information! :)
Par Ilze, le 21.10.2011
what is information technology? wh at are the advantages and disadvantages of it in schools? what are the chal
Par mugenyi david, le 18.02.2010
keep on like this.
Par adil , le 09.02.2010
hi safae, well done, go on. this is a great article. thank s a lot
Par Anonyme, le 09.02.2010
Abonnement au blog
Date de création : 02.02.2010
Dernière mise à jour : 10.02.2010
Definition of formal, non-formal and informal learning
• Formal learningtakes place in education and training institutions, leading to recognised diplomas and qualifications.
• Non-formallearning takes place alongside the mainstream systems of education and training and does not typically lead to formalised certificates. Non-formal learning may be provided in the workplace and through the activities of civil society organisations and groups (such as in youth organisations, trades unions and political parties). lt can also be provided through organisations or services that have been set up to complement formal systems (such as arts, music and sports classes or private tutoring to prepare for examinations).
• Informal learningis a natural accompaniment to everyday life. Unlike formal and non-formal learning, informal learning is not necessarily intentional learning, and so may well not be recognised even by individuals themselves as contributing to their knowledge and skills.
Until now, formal learning has dominated policy thinking, shaping the ways in which education and training are provided and colouring people‘s understandings of what counts as learning. The continuum of lifelong learning brings non-formal and informal learning more fully into the picture. Non-formal learning, by definition, stands outside schools, colleges, training centres and universities. lt is not usually seen as ‘real‘ learning, and nor do its outcomes have much currency value on the labour market. Non-formal learning is therefore typically undervalued.
But informal learning is likely to be missed out of the picture altogether, although it is the oldest form of learning and remains the mainstay of early childhood learning. The fact that microcomputer technology has established itself in homes before it has done so in schools underlines the importance of informal learning. Informal contexts provide an enormous learning reservoir and could be an important source of innovation for teaching and learning methods.


Throughout the elementary music learning years, our students experience a curriculum based on the New York State Standards for Music Education and the NAME (formerly MENC) Music Learning Standards. (NAME is the National Association for Music Education.) These standards are outlined below. If you are interested in reading about them in greater detail, the appropriate links are provided.
NATIONAL STANDARDS FOR MUSIC EDUCATION
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
FOR COMPLETE DETAILS: http://www.menc.org/resources/view/national-standards-for-music-education
NYS STANDARDS FOR MUSIC EDUCATION
1: Creating, Performing and Participating in the Arts
2: Knowing and Using Arts Materials and Resources
3: Responding to and Analyzing Works of Art
4: Understanding the Cultural Dimensions and Contributions of the Arts
FOR COMPLETE DETAILS: http://www.p12.nysed.gov/ciai/arts/artstand/home.html


Bolivarian Republic of Venezuela By B Lukas History 141 # 71154 Instructor: Dr. M Arguello Part 2 Nation Report
Venezuela Culture In the years that followed the conquest, the Spanish colonists came to entirely shape the national culture of Venezuela. The influence of the native, pre-Hispanic communities was marginal, as they were soon assimilated by the strong cultural and political unity of the Spaniards. The culture of Venezuela is a melting pot which includes mainly to three different families, the indigenous, African and Spanish. The first two cultures were in turn differentiated according to the tribes. Acculturation and assimilation, typical of a cultural syncretism, conditioned to arrive at the current Venezuelan culture, similar in many respects to the rest of Latin America, although the natural environment means that there are important differences. Art Venezuelan art was initially dominated by religious motifs, but began emphasizing historical and heroic representations in the late 19th century, a move led by Martín Tovar y Tovar. Modernism took over in the 20th century. Notable Venezuelan artists include Arturo Michelena , Cristóbal Rojas , Armando Reverón , Manuel Cabré ; the kinetic artists Jesús -Rafael Soto and Carlos Cruz- Díez ; and contemporary artist Yucef Merhi .
Literature Venezuelan literature originated soon after the Spanish conquest of the mostly pre-literate indigenous societies; it was dominated by Spanish influences . Following the rise of political literature during the Venezuelan War of Independence , Venezuelan Romanticism , notably expounded by Juan Vicente González , emerged as the first important genre in the region. Although mainly focused on narrative writing, Venezuelan literature was advanced by poets such as Andrés Eloy Blanco and Fermín Toro . Major writers and novelists include Rómulo Gallegos , Teresa de la Parra , Arturo Uslar Pietri , Adriano González León , Miguel Otero Silva , and Mariano Picón Salas . The great poet and humanist Andrés Bello was also an educator and intellectual. Others, such as Laureano Vallenilla Lanz and José Gil Fortoul , contributed to Venezuelan Positivism . Indigenous musical styles of Venezuela are exemplified by the groups Un Solo Pueblo and Serenata Guayanesa . The national musical instrument is the cuatro . Typical musical styles and pieces mainly emerged in and around the llanos region, including Alma Llanera (by Pedro Elías Gutiérrez and Rafael Bolívar Coronado ), Florentino y el Diablo (by Alberto Arvelo Torrealba ), Concierto en la Llanura by Juan Vicente Torrealba , and Caballo Viejo (by Simón Díaz ). The Zulian gaita is also a popular style, generally performed during Christmas. The national dance is the joropo . Teresa Carreño was a world-famous 19th century piano virtuosa. In the last years, Classical Music has had great performances. The Simon Bolivar Youth Orchestra , under the baton of its principal conductor Gustavo Dudamel , has hosted a number of excellent presentations in many European concert halls, notably at the 2007 London Proms , and has received several honors. The orchestra is the pinnacle of El Sistema , a publicly financed voluntary sector music education program now being emulated in other countries.
Food Venezuela Food is an assortment of scrumptious dishes that are authentic to Venezuela. Due to its location in the world, its diversity of industrial resources and the cultural diversity of the Venezuelan people. The traditional food of Venezuela consists of premium quality fish and shellfish. Most of the Venezuela native food contains a marine flavor. Pabellon Criolo is the national dish of Venezuela which is composed of stewed and shredded beef together with rice, black beans and banana. Arepas , which is a type of bread is The other most admired food in Venezuela . It forms a part of an exclusive dish, consisting of corn flour, water and salt. It can be savored with nearly anything, such as cheese, ham, jam, or chicken. The Arepas is a very popular food in and around Venezuela. It is to be found in most of the restaurants of the country. Pabellon A pabellón a caballo ( a caballo is Spanish for horseback riding ) means with a fried egg on top, as though the egg were "riding" the dish. The shredded beef can be replaced by chigüire ( capybara ), caiman shredded meat or even freshwater fish, depending on particular tastes, region or time of the year (beef consumption is prohibited by the Roman Catholic Church during Lent , however capybara and fish are approved). Arepas


ERIC Number: ED245839
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Teacher Reactions to Classroom Responses of Male and Female Students.
Sadker, David; And Others
The 3-year research and development project described in this paper was conducted (1) to develop new knowledge about sex equity in classroom interactions, and (2) to develop successful techniques for reducing or eliminating sex-biased interaction. Two interventions were developed to train teachers in more equitable instructional behaviors. In the Washington, D.C., metropolitan area, teachers from fourth-, sixth-, and eighth-grade classrooms were trained according to an intervention based on a microteaching model. In New England, teachers of the same grades participated in a training intervention based on a collegial problem-solving model. A comparable group of teachers composed the control group. Overall, the sample consisted of 102 classrooms located in six school districts. All classrooms were observed for 45-minute periods of active interaction by raters trained in the Interactions for Sex Equity in Classroom Teaching Observation System (INTERSECT). Primary analysis of observational data focused on the nature of interaction patterns and the distribution of interaction between male and female students. In the second phase, differences in teacher interaction with boys and girls across treatment groups were examined. Statistically significant differences among conditions and between male and female students were consistent across all approaches to data analysis. (A summary describes selected findings about general characteristics of classroom interaction and about bias reflected in classroom interaction and treatment and control differences. The INTERSECT observation form is also appended.) (RH)
Descriptors: Age Differences, Classroom Observation Techniques, Classroom Research, Elementary Education, Elementary School Students, Females, Inservice Teacher Education, Intervention, Males, Microteaching, Minority Groups, Problem Solving, Research Methodology, Sex Bias, Sex Differences, Student Reaction, Student Teacher Relationship, Teacher Response, Training
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Ameri


Lathrop Elementary School
Lathrop Elementary has the highest population of English Language Learners in Manteca Unified School District. Our project seeks to address the question: How can we create a school culture that helps our ELL students become more accomplished readers and writers? Through the use of grade-span learning communities within our school that are composed of staff, students, and families, we aim to create a school culture that respects ELLs as they develop literacy skills. Our grant team members will attend conferences, observe schools that are successful in working with ELLs, and implement literacy activities in both their own classrooms and those of their school colleagues. We will also collaborate with the Great Valley Writing Project, invite published authors to our school, and provide workshops for school and district staff. By the end of our two years, we hope to have a school culture that validates the literacy development of ELLs and helps our students to reach their full potential.


Learning About Cue Ball Speed
We have covered why it is important to shoot softly before, the pockets play bigger, your fundamentals don’t deteriorate, and the cue ball doesn’t move around a lot. The less the cue ball moves, the easier it is for us to predict where it is going to wind up.
But what if we have to move the cue ball around the table? How to we learn how to control how far the cue ball goes? Let’s look at some things we can do that will develop the feeling for speed that we need in our arms to play excellent pool.
Take a look at this diagram. Here is a great drill I learned from Bert Kinister a long time ago and still do once in a while. What you do is to roll the one ball to the end rail and bounce off a little. Next roll the two ball and bounce off the rail a little more. 5 balls is a good starting point. If that is too easy, do six; or if it is too hard, do 5.
It is also important that your cue ball comes straight back down the table. Not only are you developing the feeling of speed in your arm, but you are also working on rolling the cue ball straight by hitting it on the vertical axis. All foundational skills for your excellent pool game.
This drill will help you develop your normal standard game shots. Sometimes you have to roll the ball really slowly with control. This next drill will help you master that skill.
What you do is throw 5 or 6 balls out on the table in a random pattern. The goal is to roll the cue ball around the balls like an obstacle course. You can’t hit a rail and you can’t hit another ball! Keep track of how many shots it takes you to get around the course. The goal is to lower your score.
About now you might be asking yourself why I’m just rolling around one ball. That’s not how I play pool. Here is why.
When you cut a ball thinly, most of the energy stays in the cue ball. This means that your speed control problem is reduced to rolling the cue ball a specific amount, and that is exactly what we have been practicing!! Knowing this, it makes sense for us to play to our practiced strength and leave ourselves thinner cut shots when we have to move the cue ball.
Let’s look at an example.
In this problem, we would like to pocket the one ball and get good on the two so we can fall perfectly straight on the 3. That leads us directly to the 4 without having to do too much. We could stop on the one ball, but that leaves a straighter angle. Now pocketing the two is easier from there, but we have to juice up the cue ball to move it around the table and we are coming across the line of the 3. That doesn’t sound like a high percentage move.
We could also try to get straight on the two and draw back to get on the 3. We will be hitting the cue ball hard, the side pocket could grab our cue ball, if we over hit the shot we might wind up in the middle of the table and if we under hit the shot, we could be on the rail.
I like rolling forward on the one, taking a thinner shot on the two and rolling into position.
Work on these speed drills and I think you will like the results.


Over the past 20 years, the array of reading and language arts resources and products has grown dramatically. The use of computer hardware and software in education has driven an unparalleled metamorphosis in the methods available to educators to deliver pedagogy and promote professional development and best practices. In a period of sensational growth, the mid-1990s saw thousands of new educational software titles released, most designed for home use and the education of younger children. Knowledge Adventure's JumpStart series, The Learning Company's Reader Rabbit series, and the Disney Interactive Studios programs were setting the course for commercializing children's learning software. These programs offered structured play, usually oriented toward literacy or numeracy skills, and their appeal to a new generation of computer-using households was virtually irresistible. As educational software became more widely used and the failings of many commercial programs became clear, the challenge of actually delivering educational outcomes emerged.
Today the most successful educational software programs are tied directly to the core instructional goals in the classroom. As software delivery methods have migrated from CD-ROMs to web-based delivery, software developers and educators have seen the impact of using data to support and enhance classroom lessons using technology-based activities. The transition of educational technology from the home to the school is best exemplified by the efforts of educational publishers to meet the demand for reading skills improvement. To illustrate this point, it is essential that we first examine the basic strategies behind reading instruction.
READING WARS, RESOLVED
For nearly 2 decades the education community was embroiled in a debate widely described as the "Reading Wars," an argument that essentially pitted instructional methods that included phonics (the teaching of explicit rules for reading) against a "whole language" approach that featured an emphasis on reading aloud, the use of illustration as meaning cues, and a general fostering of creativity. Later, findings from the National Reading Panel outlined instructional best practices that essentially defined the best methods for teaching children how to read with an emphasis on phonics instruction for students at risk of reading failure. With an emerging consensus on the correct methods for reading instruction, the discussion has now actively shifted to a focus on identifying the right tools to deliver high-quality instruction.
ASSESSMENT THROUGH RTI
Today, the Response to Intervention (RTI) model has rendered moot the traditional debate between whole language and phonics. In concept, RTI asks educators to carefully assess students' development and apply the appropriate resources to ensure each student develops the necessary skills. Coupled with best practices such as differentiating instruction, small group instruction, and, most importantly, systematic and explicit instruction, educators have an extensive array of methods to approach the task of teaching reading. Implementing the RTI model can be daunting and particularly difficult for educators who are not clinically skilled instructors. And while there are many specialists in our schools who have that level of professional training, their presence is hardly uniform in all classrooms.
School- or district-based accountability measures, as well as student progress monitoring in an RTI program, have created a ubiquitous role for data in education. Although this may not have been a widely held belief 10 to 15 years ago, the use of student performance data informs every aspect of instruction in the RTI model, where the cycle of assessment, intervention, and reinstruction is driven by data-centric decisions. While the use of data plays a critical role in informing our instructional approach, it presents yet one more wrinkle for the classroom teacher to master in his or her instructional approach. …


THE SEVENTEENTH CENTURY 243
Poland in 1628. Yet all the while Comenius never allowed himself
to be wholly distracted from his educational studies, and only a
year before the departure for Poland he began his preparations
for writing a work on education in hopeful anticipation of the
restoration of the Church and the re-establishment of its schools.
The twelve years he spent in Poland were highly favourable to
this design. Under the stress of poverty he was compelled to
devote himself to teaching, and in reorganizing the gymnasium of
Lissa he had the opportunity of putting his ideas into practice.
The literary outcome of this experience took two forms : on the
one hand, he gave an exposition of his principles for the guidance
of educators in the noble treatise which he named the Great
Didactic ; on the other hand, he showed the application of these
principles in a series of graded textbooks for school use. The
Great Didactic was completed about 1632, but remained un-
published until a Latin translation from the original Czech was
given to the world in 1657. The textbooks included a work on
home education in the first six years of life (The School of Infancy),
six books on the education to be given in the vernacular school
from six to twelve (one for each year), and the Janua Linguarum
Reserata (The Door of the Languages Unlocked), an introduction
to the study of Latin which was intended to form part of a com-
prehensive system of word-books, grammars and dictionaries.
The books on elementary education received no attention : there
was as yet no general interest in vernacular instruction, and
they were never translated from the Czech in which they
were written. But the Janua met with an astounding success.
In a very short time it was translated into twelve European and
four Asiatic languages, and everywhere throughout Europe it
became the favourite textbook for beginners in Latin. It was,
indeed, a notable book not only as an aid to Latinity, but as the
practical embodiment of a new view of education. In writing it,
Comenius began by selecting eight thousand of the commonest
Latin words. These he combined in a thousand sentences of
progressive difficulty in grammatical structure, using each word
in its root-significance and including it only once. But the book
was more than a skilfully arranged collection of words and idioms.
Following the principle that language is only a means to the
expression of facts, he distributed the sentences in a hundred
sections, each dealing with a single topic, and giving, when taken


STEM event pushes for more science and engineering class in K-12 schools
The college of engineering and computer sciences and the Michael D. Eisner college of education came together Monday night to host “Enhancing the T-E in STEM – Technology and Engineering.”
The event, held in Nordhoff Hall, emphasized introducing engineering into K-12 curriculum and getting children excited about career fields within technology and engineering disciplines.
Dr. Susan Belgrad, a professor of elementary education and organizer of the event, said jobs in STEM (science, technology, engineering, and mathematics) are critical for the economy of California.
“Our lieutenant governor has cited there are 300,000 jobs out there (in STEM fields) that we are not preparing our kids for,” Belgrad said.
A representative of the U.S. Department of Labor, Alicia Villarreal, agreed, and said not only are STEM fields important for California, but for the nation as a whole.
“The future of our global workforce lies in STEM education, so it’s critical we get all levels of education interested,” Villarreal said. “The president set a goal of having one million engineers graduate in ten years.”
The keynote speaker was Dr. Ioannis Miaoulis, president and director of the Museum of Science, Boston, who has been developing programs through the museum’s National Center for Technological Literacy that will get elementary school-aged children interested in engineering.
“If you look at school curriculum in K-12, it’s all about the natural world in science, not the human-made, engineering world,” Miaoulis said. “Human-made science makes up 98 percent of the world.”
Miaoulis’s work introduces young children to problems in their everyday lives that they can solve through engineering and technology.
“Take a second grade project where they have a bunny rabbit as a pet,” he said. “Tell the children they have a classmate who is allergic to the bunny rabbit, and they need to design a habit that is safe for the child who is allergic to the bunny rabbit, and safe for the rabbit.”


Add fun, fitness, and motor skill development to the holiday seasons with Holiday Games and Activities. These fun activities, developed and field-tested by an experienced elementary physical education specialist, promote the spirit of the season in your classes and help you provide quality physical education for kids in kindergarten through grade 6. They're excellent teaching resources for elementary physical educators, recreation directors, YMCA directors, and playground supervisors.Holiday Games and Activities divides the school year into eight seasons:- Back to School- Halloween- Thanksgiving- Winter, Christmas, and Hanukkah- Valentine's Day, Presidents' Day, and Groundhog Day- St. Patrick's Day- Easter- SummerFor each holiday or season, you'll find physical fitness activities, skills, games, rhythm and dance activities, and illustrated bulletin board ideas. Games and activities like Thankful Turkey Tag, Scrambled Eggs relay race, and Escape From the Spiders obstacle course get students involved and excited about physical education. And their excitement makes teaching fun, too!To make the games simple for you to teach, Holiday Games and Activities has easy-to-find information that includes:- ages for which the activity is appropriate,- activity goals,- space required,- equipment needs and preparation requirements,- safety considerations,- adaptation suggestions, and- teaching hints.You'll also find over 30 certificates and decorations that you can reproduce and use.Liven up your physical education classes with this collection of holiday games and activities. You and your students will all enjoy it!


What Do Art Teachers Do?
The most important art profession of all is teaching. It’s art teachers who discover and nurture the hidden talent of the future artist, designer, or architect. Equally important, Art Teachers train the art public – building an audience for art by training people to understand and enjoy what the artist creates. What subjects you teach will depend upon where you teach. In a primary or secondary school you’ll probably be expected to teach a wide variety of subjects. Particularly if you’re the only art teacher in your school. You could teach drawing, painting, sculpture, ceramics, fabric design, stage design, fashion illustration, and perhaps even more.
This is not an 8 to 5 job and will require a true passion for the arts and teaching the arts. Your additional roles as an art educator is advocating for the arts and your program, by promoting and bringing awareness of the value of art in the schools to school board, the district and the community. Getting involved in the community and local organizations to build a network will pay off when you need to do fundraising for special art projects and field trips.
In Michigan, to qualify for a teaching certificate for K-12, you must earn a bachelors degree from a four-year college, student teach and pass a state licensure exam. To teach in higher education a masters degree is required. Each state has it’s own Department of Education and requirements. Each state will have a Department of Education. Visit the appropriate state’s DOE agency.
Occupations for Art Educators
- Art Teacher (Elementary /Secondary)
- College and Art School Professor
- Museum Art Education Programs
- Art Advocacy
- Art Historian
- Art Supervisor or Administrator
- Community Arts Program Director
- Slide Librarian
- Art Therapist
Michigan Salary Information
Salaries for Michigan Teachers : About 50% of Teachers in Michigan are making between $42,000 and $61,000
Job Search Sites
Websites for further research:


Those of us who built our musical skills through formal education may look at “garage band” musicians with some bewilderment. Maybe even with a little disdain (disguised jealousy in my case!). How is that these guitarists, electric bassists, and drummers are able to learn their instruments, all without the assistance of music teachers? We have to be somewhat impressed that they can figure out so much, seemingly on their own. But if they’ve done it without instruction from a musical expert, doesn’t that call into question the quality of their skills?
Ten years ago music educator and research Lucy Green published her book How Popular Musicians Learn. She shed light on the learning processes of “vernacular musicians,” as I like to call them, who acquire their musicianship outside of a school/lesson setting. Lucy followed up that landmark volume with another book and research studies further exploring the topic. Lately, many within the music education profession, myself included, have been paying greater attention to vernacular musicians. One thing we have found is that these people do not devote any less time and energy to their musical pursuits than those in more formal settings. Research refutes the notion that popular music skills are arrived at by osmosis (through just goofing around with music), whereas good “classical” musicianship comes through discipline. More likely, the real difference is whether the time and effort invested is perceived as pleasant or unpleasant. Most vernacular musicians describe their music activities as voluntary, enjoyable, and what they love to do. They seem to be tapping into more intrinsic motivation than many formally trained students, whose music experiences can be dominated by solitary technique-intensive practice of music assigned to them by teachers.
The interesting thing is that everyone starts off as a vernacular musician. Enculturation refers to learning that occurs through immersion in one’s culture and social environment. It’s how all young children begin learning music, as they’re exposed to music making around them and naturally engage themselves in playful exploration of musical sound. But upon reaching schooling age, some people become invested in formal music instruction, and their music making activities take on that value system. Much of their time is spent in teacher-led lessons and rehearsals, and in isolated practice sessions. Young vernacular musicians, however, continue on a more exploratory path. Below are some of the most important characteristics of vernacular music learning:
- Informal group learning with peers – A more experienced peer may lead informal sessions, sharing previously unfamiliar chords, progressions, or licks. In less directed peer situations, learning is accomplished as musicians engage in group efforts to reproduce popular songs, create new compositions or arrangements, and otherwise jam for pure enjoyment. (Check out this clip from the movie School of Rock, specifically at the 1:40 mark where Jack Black and a student disagree on whether to call their class activities “goofin’ off” or “creating musical fusion.” :) )
- Chosen musical material – Practicing is done within a real music context, meaning it emphasizes songs, tunes, or licks that they want to learn, as opposed to scales, long-tones, and exercises that they’ve been assigned. Interestingly though, many vernacular musicians eventually choose to practice scales, arpeggios, and the like as they “discover” the benefits, often through suggestions published in musician magazines.
- Listening-copying process – They often “just listen” to soak up a groove, or try to play along with recordings for fun. But they also thrive on the challenge of listening carefully and working up imitative performances of difficult passages.
Obviously the ear is a critical component of vernacular musicianship. It is the means by which they build up a huge repertoire of songs, quickly memorize heard music, embellish basic music material, and improvise. In contrast to formally trained music students who rely greatly on notation in their practicing, vernacular musicians naturally develop formidable aural skills as they practice.
This line of thinking should in no way discredit the value of a great music teacher of the effectiveness of individual practice. The research literature is replete with evidence that formal education works, and that deliberate practice is an leads to improved skills. But surely there is something music education can learn from the activities of vernacular musicians. I suspect that far fewer “garage musicians” pack away their guitars into permanent storage after their teen years, like so many high school band members do upon graduation. “Indeed,” Lucy Green writes, “those societies and communities with the most highly developed formal music education systems often appear to contain the least active music-making populations.”


Tue October 15, 2013
Teaching tolerance using racist memorabilia
The nation’s long struggle with racial discrimination has left some litter behind: objects some now call “contemptible collectibles”. Some of these are on display inside the Jim Crow Museum of Racist Memorabilia at Ferris State University in Big Rapids. Its founder and curator is David Pilgrim, the university’s vice-president for diversity and inclusion. He speaks Thursday, October 16th, at 5:30 p.m. at Western Michigan University in the Richmond Center for Visual Arts, Room 2008. Pilgrim's talk is cosponsored by the Gwen Frostic School of Art, WMU's Art Education Program, the Lewis Walker Institute for the Study of Race and Ethnic Relations, and by the Kalamazoo Black Arts and Cultural Center.
Pilgrim, who is black, began collecting racist objects while he was still in school. He smashed the first one immediately after buying it but began holding on to the ones that followed. Pilgrim says he isn’t exactly sure why he became fascinated by everyday objects that defamed African-Americans as “mammies, and toms, and sambos”. Over three decades he traveled the country, acquiring objects that he could afford, everything from ashtrays to plates, toys, and games to postcards.
“These things should be in a museum or a garbage can.”
Pilgrim began working on finding a permanent home for the collection after he came to Ferris in the early 1990’s. Thanks to financial support from the DTE Energy Foundation and the university, it grew from a single 500-square-foot room into its own building that opened last year.
Although he admits that collecting racist objects at times took a personal toll, Pilgrim says the effort is worth it if they become tools that help people reach a deeper understanding of racial discrimination and intolerance. The museum has a room devoted to dialog and encourages visitors to talk about their reactions to the artifacts on display. As Pilgrim puts it, “These things should be in a museum or a garbage can.”
Pilgrim says no one who has actually visited the museum considers it to be a “shrine to racism”. He’s also begun collecting objects that denigrate other minority groups. And Pilgrim says he also hopes to one day open a museum that displays objects connected to sexism and inequality between men and women in American society.


Stephen Krashen, noted educator and Professor Emeritus, University of Southern California, has conducted an intensive investigation of new legislation pending in both chambers of Congress (Senate Bill 2740, House Bill 4037). Introduced by Sen. Patty Murray (D-Wash.), the LEARN (sic) Act picks up where the widely denounced Reading First legislation of the Bush Administration left off, putting an emphasis on the "direct instruction" of phonemic awareness, phonics, fluency, vocabulary, and text structure.
Not only is this approach to children's literacy development not supported by scientific research, it runs contrary to good practice. There are also several other points of contention here:
1) Why do members of Congress feel so comfortable telling teachers how they must teach?
2) When cash-strapped local politicos scramble to get the money attached to whatever outrage Congress legislates, who's responsible for the devastating results?
3) Who's in charge of our schools? Members of Congress or local school boards?
4) Who's in charge of the classroom? The teacher, consulting with colleagues and parents, or members of Congress?
If your outrage hasn't reached the boiling point, think about this: The LEARN (sic) Act directs the Secretary of Education to award grants to states for comprehensive planning to direct the literacy development of children from birth through grade 12.
Yes, birth. Welcome to the world of George Orwell.
In an open letter to the members of Congress sponsoring this bill, Dr. Krashen points out: "The research shows again and again that we acquire our competence in literacy through wide, extensive reading, which has been marginalized in LEARN."
Dr. Krashen also illuminates that the LEARN (sic) Act opens the door to an unprecedented amount of testing, "a very bad idea at a time when children are already over-tested, when our schools have been turned into test-prep factories, and when our budgets are strained."
If Congress really wanted to help schools develop strong readers, they'd provide funds to strengthen the libraries instead of money for buying skill drill worksheets and standardized tests.
Dr. Krashen's research on the LEARN (sic) Act is available here.
In addition to offering extensive research, Dr. Krashen offers recommendations that should take precedence over misguided instruction and increased testing:The first priority should not be new standards and tests but should be reducing poverty. Decades of research (Martin, 2004; Coles, 2008/2009; Berliner, 2009) confirm that poverty has a huge impact on student learning.
Krashen makes the point that many politicos seem unable to grasp:American students from well-funded schools who come from high-income families outscore all or nearly all other countries on international tests of science and math. Only our children in high poverty schools score below the international average (Payne and Biddle, 1999; Bracey, 2009; Martin, 2004).
The US has the highest percentage of children in poverty of all industrializedcountries (25%, compared to Denmark's 3%). Our educational system has been successful; the problem is poverty.
People opposed to Congressional micromanagement of local classrooms should contact the members of Congress supporting this misguided legislation. Because of delays in getting mail delivered to D. C. offices, mail should be sent to local offices. D. C. phone numbers are provided.
Sen. Patty Murray
2930 Wetmore Avenue, Ste. 903
Everett, Washington 98201
Sen. Al Franken
60 East Plato Blvd
Saint Paul, MN 55107
Sen. Sherrod Brown
1301 East Ninth St., Suite 1710
Cleveland, Ohio 44114
Sen. Barbara Boxer
2500 Tulare Street, Suite 5290
Fresno, CA 93721Sen. Barbara Boxer
She has an online form for contacting her about specific legislation here.
Sen. Diane Feinstein
One Post Street, Suite 2450
San Francisco, CA 94104
Rep. John Yarmuth
202-225-5401 Southwest Government Center
7219 Dixie Highway
Louisville, KY 40258
Rep. George MillerRep. Henry Waxman
1333 Willow Pass Road, Ste 203
Concord, CA 94520
8436 West Third Street Ste 600
Los Angeles, CA 90048
Tuesday, January 19, 2010
Stop the LEARN [sic] Act
Ohanian's latest at HuffPo:


In Your Ear: word play
As the silly season rolls in, Professor Roly Sussex joins Chris Welsh to revel in rhyming slang.
"There's so much fun in rhyming slang," says Roly.
"Australians do this all the time, we kind of pass them around as a kind of code between ourselves.
"We got them from the East End of London.
"It used to be thieves' slang, because the thieves wanted to communicate in a way the early coppers... couldn't understand and so they invented these things which rhymed.
Some of the examples Roly shared include: 'taking a Ruben Wiki' (sickie), getting on the 'dog and bone' (phone), hitting the 'frog and toad' (road), 'give us a Captain Cook' (look) and 'no Dalai Lamas' (no dramas).
Jamie called in to add 'dog's eye and dead horse' meaning pie and sauce.
"There are literally hundreds of these in Australian English," says Roly.
Just for fun Roly also brought up a few alternative definitions including: adenoid - irritated by commercials on TV, to dilate - to live a long time, and shin - a device for finding furniture in the dark.
This is Professor Roly Sussex's last In Your Ear for 2011, but he will be back in 2012.
Each week, Professor Roly Sussex's language segment with 612 ABC Brisbane's Richard Fidler is available as a podcast. To subscribe, paste this link: http://www.abc.net.au/local/podcasts/inyourear.xml into your podcasting application, or visit our podcast page.
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Your child’s social and emotional development starts as soon as he is born and continues to develop for years after. According to The American Academy of Pediatrics, early social-emotional development “is a fundamental part of a child’s overall health and well-being.” Help your child build a strong foundation by planning some activities to encourage this development.
When children are involved in dramatic play, several components of social-emotional development occur. They use verbal and nonverbal communication as they play. Vocabulary and language skills are strengthened as they interact. The children learn to appreciate each other's feelings as they share space and work together to create the play scenarios. Since it is an open-ended type of play, the children can try on different roles and be anyone they choose. A bin of dress up clothes, puppets, dolls and flannel boards all fit into this dramatic play category.
Children’s games are not just for entertainment -- they can be educational, too. Games that require kids to take turns and share help develop their social development. They must co-habitate the play space and decide on what rules to follow. When a child loses or accidentally gets his feelings hurt, he must learn how to accept the loss or demonstrate emotional self-regulation. Age-appropriate board games, puzzles, field games, races or tag are all examples of games that can help your child mature socially and emotionally.
Art is an excellent means of providing an emotional and creative outlet for a child of any age. If you pair two or more children together to do a cooperative art project, you also tie in the social aspect. When the children have to work together, they must determine how to distribute the supplies evenly and share the art space to complete the task. Creating a large painting, gluing together an ice pop stick birdhouse or mixing up a batch of homemade modeling clay all require the kids to collaborate and brainstorm how to complete the task, as well as learn the valuable lesson of give and take.
What Else You Can Do
There are simple activities or actions that you can do to make a major difference in his life and development. One of the best things you can do for your child is to model appropriate behavior. He learns a lot from just watching you -- so set a positive example. Make sure to hug, kiss and praise your child often to let him know how valued and special he is. Spend quality time with him every day, even if it is only an assigned 15-minute block per day. Engage him in conversations, read to him and cuddle. All of these activities will help strengthen his self-image and allow him to develop a healthy view of the world.
- The Social Emotional Development of Young Children; American Academy of Pediatrics
- Early Childhood Learning and Knowledge Center: Domain 6: Social and Emotional Development
- Education.com: Why is Play Important? Social and Emotional Development, Physical Development, Creative Development


Excerpt from an interview with an anonymous elementary teacher:
“So, recently the school administration went all out with technology revolution, bringing digital pads, BYOD for students, projectors etc. for the kids. We were definitely having mixed feelings.
Most of us didn’t know exactly, how to get the best out of these tools.”
This is a common problem for many teachers all around the world. So, here is a list of such online resources. Each of these links have their own niche and depending upon the need of the instructor and the class response, these can give great results.
Puppet Pals, an app for tablets, lets students experiment/play with pictures, cartoons, audio, and videos. Until now only the basic format is free. It is one of the most widely used apps used by parents and teachers.
A free app (good for K-12) that lets the teacher put together interactive displays and allows students to submit feedback, offering a real-time way to assess their performance.
Sesame Street has a variety of activities that help students work on basic skills like counting, forming sentences, recognizing different shapes, objects, etc. It stands out in its proper organization and quality.
This is a great activity based resource. Students can help enhance their creativity with the beautiful use of colours, edit available templates and share them.
This website is a free resource for young students to practice letters and sounds. Its phonics-based approach is perfect for very new users like kindergarten, first grade or second grade.
A tested app created by PBS KIDS designed to help kids expand their vocabulary.
“According to a 2010 PBS KIDS-sponsored study of 90 children between the ages of three and seven who played with it for about two and a half hours over two weeks, the app was able to enrich vocabulary by as much as 31 percent.”
This website enhances English vocabulary and grammar at varying levels of difficulty. For each correct answer, the website will donate one grain of rice. Thus keep track of how much rice your students have contributed and hence their performance.
The pronunciation says it all. It has a variety of early elementary phonics worksheets and online phonics games.
Mathematics and Analytical Reasoning
Another app with a lot of buzz. According to a 2011 study by GameDesk, commissioned by Motion Math, “this game for the iPad improved the understanding of fractions in 120 children by an average of 15 percent.”
Free games for learning how to use money, tell time, count and read. Also, one can find brain puzzlers, mazes, memory games, Sudoku, etc.
Math-play is the online platform for competitions and real-time assessments globally. The respective math games are organized by grade level, content and game type. There is good collection of resources on basic mathematics, integers, fractions and more.
Aside from a great user-interface, the greatest benefit of this website are the splendid explainer videos for the trickier math concepts.
Contains numerous educational activities, games, animated lessons, printable worksheets, interactive storybooks and more. The key feature of this website are the storybooks.
Basically concentrated on Elementary students, who can practice their math, science and language proficiency with games and interactive activities.
This is the customized search engine especially for kids.
It is exactly what it sounds like—YouTube for teachers. The design of the website is getting a little outdated, but otherwise there are many educational videos to choose from and one can also make a channel specifically for a class or subject, etc.
What better way can be than to watch preview videos for some of Animal Planet’s renowned programming on the Earth’s natural resources, wildlife and more, for understanding the concepts of biodiversity and wildlife.
There are numerous other apps, websites and links for the help of teachers and elementary students. The above list can be actually enhanced many-folds. Although each and every website has its own benefits and customization, there are obviously some glitches and critics. But, as the education sector is evolving, one can hope for many better and customized options in the near future.
You may also refer few of our articles on elementary education published earlier this year.


Scaffolding children’s musical creativity : a case of a kindergarten teacher in Hong Kong
Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the teacher in response to children’s participation during the time for musical free play. It shows how the teacher scaffolded the attempts of George, a child aged 3.6 years to use musical notation. The findings are instructive for kindergarten teachers in Hong Kong and suggest ways in which teachers might begin to incorporate more creative approaches to musical education. They are also applicable to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage children’s musical creativity.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
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|Item Type:||Journal Article|
|Keywords:||musical notation, music education programme|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > Institutes > Institute for Creative Industries and Innovation
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2010 Cambridge University Press|
|Deposited On:||06 Dec 2010 09:33|
|Last Modified:||01 Mar 2012 00:28|
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“These scrappy little books are to historians among the most interesting productions of the sixteenth-century printing press. But they were no immediately thought of as worthy of a place in a respectable collection; often we owe their survival to the interest of collectors who in their own day would have been thought of as distinctly eccentric. Now these small books are very precious, but four centuries of hard living has dispersed them throughout the thousands of libraries around the world. This fact – that much of the output of the first age of print was seen at the time as being of no consequence – has meant that it has until now been very difficult to write the whole history of the first age of print. The books we now know best are those that were collected into libraries. On the whole these were the largest, most scholarly and most valuable, the sort cherished by scholars and rich collectors, then and now. Scholars who have written of the print revolution of the sixteenth century have likewise tended to concentrate on the most eye-catching achievements of the new art: the great multilingual bibles, notable achievements of scientific publishing, milestones of scholarship, the most richly and lavishly illustrated texts.
The more mundane productions of the press inevitably attracted less attention and admiration. But such books – almanacs and calendars, prayer books and pamphlets – were the bedrock of the new industry. They also offer the most eloquent window into the thought world of the sixteenth century’s new generation of readers.
How can one access the full extent of this trade, when so many of these publications have been almost completely lost? Happily this is one respect in which the new technological revolution of the twenty-first century has come to our aid. Tracing the sole surviving copy of these little books has been an almost impossible task. Now through, the sudden proliferation of online resources, catalogues and search engines allows us to gather together a vast amount of data that will permit us to match and compare information on almost all the books known to have been published in the first age of print – wherever they may be. This book presents a first attempt to take advantage of these global searches. The results are profound. We can for the first time chart a coherent narrative of print, from the first experiments of the 1450s to the dawn of a mass information society. For all the twist and turns, reverses, disappointments and misunderstandings, it is an arresting story.”
Andrew Pettegree, Prelude, The Book in the Renaissance, 2010.
Wednesday, March 23, 2011
Comics, Creativity, and Culture: Interdisciplinary and International Perspectives
October 6-8 Fall 2011
Partners: The Obermann Center for Advanced Studies, International Programs at the University of Iowa, and the University of Iowa Museum of Art.
Comics, Creativity and Culture: Interdisciplinary and International Perspectives, will take place on the University of Iowa campus October 6-8, 2011. This event, which has already received generous support, seeks to explore the historical, cultural, and artistic role of comics by bringing prominent creators together in dialog with teachers and students. In addition to the planned symposium, a series of linked events will offer participants a diverse range of activities that together seek to emphasize the significance of this always popular but once critically dismissed or ignored area of international cultural production and consumption.
June 22, 2011- One day training opportunity for k-12 teachers about using comics in the classroom hosted by Belin-Blank and the UI Art Education Department
September 24-December 11, 2011
Graphic Language: Comics, Creativity and Culture an Interdisciplinary and International Perspectives
Exhibition at the IMU Black Box Theatre
Featuring the private collections of Adam Mix, Corey Creekmur, Ana Merino and Felix de la Concha
October 6-8 2011-Symposium at various locations in Iowa City and around the UI campus
October 5, 2011 Mini conference for high school and middle school students hosted by the University of Iowa Museum of Art
Who: Phoebe Glockener, Jaime and Gilbert Hernandez, Joe Sacco, Jessica Abel, and James Sturm as well as comic scholars such as Jeet Heer and Charles Hatfield.
Neda Barrett at the UI Obermann Center for Advanced Studies (Nedafirstname.lastname@example.org)
Heidi Vekemans at International Programs (Heidiemail@example.com)
Professor Corey-Creekmur -Coreyfirstname.lastname@example.org
Professor Ana Merino- Anaemail@example.com
Professor Rachel Wiliams- Rachelfirstname.lastname@example.org
Posted by The Teacher at 1:24 PM