Monthly Archives: January 2016
Stodden and colleagues (2008) created a model that investigated the relationship between motor skill competence, physical activity participation, and perceived motor skill competence.
Motor skill competence plays an important role in the initiation, maintenance, and decline of physical activity. The perceptions a child has of his or her competence in physical activity will influence whether or not a child will maintain participation in physical activity as development continues (Stodden et al. 2008). Also playing an important role in this relationship is health-related physical fitness and obesity.
Important to the relationship between competence and physical activity is the development of fundamental motor skills (FMS). FMS are learned early in childhood and include movements like walking and running. These movements form the foundation that all other movements are built off of. It’s vital for children to master a variety of FMS to participate in different physical activities. If children are unable to…
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Nobody is filling the talent pool! Youth sports coaches are overtraining youngsters and exploiting the relative age effect and PE is imposing an adult-centric model of “lifetime” fitness. How are we going to move toward physical literacy before, during, and after school when we can’t get many coaches and PE teachers on the same page for motor skill competence through integrated neuromuscular training? Part of the challenge is that some coaches overuse young athletes and some physical educators relegate them to afterschool so that there is no attention being paid to motor skill development and muscular strength, in alignment with the Composite Youth Development Model. What if we all were athletes?!
So, why the problem with us all being athletes?
In our adult-focused quest to display our kids as “the greatest athlete that ever lived” at Age 10 we have inadvertently turned many kids off from sport, led others to injury and burnout, and created champion 10-year-olds that can’t compete at Age 16. Overzealous parents and coaches are contributing to an alarming downturn in youth sports participation in our most popular sports. Youngsters are not being developed for athleticism so many are either not interested, burned out, injured, or are limiting their potential.
Conversely, in physical education’s quest to be recognized as a core subject, i.e., a subject every bit as important as any other subject like Math and English (a very worthwhile cause), they minimized the value of sports in their mission. This is akin to eliminating recess in order to drive test scores, i.e., neither makes sense or helps kids achieve on any level. Sports were relegated to the select few after school. Who is teaching the motor skills and sports skills needed? They forgot that kids want to learn, improve, and make us proud. That is, kids just want to have fun. Fun has been described as just the right mix of challenge and success. How many 3rd graders want to focus on reducing their risk of cardiovascular disease?
1. With the American Academy of Pediatrics’ definition of athletic readiness as adequate preparation of the physical, biological, social and psychological domains for sport and competition
2. With Margaret Whitehead’s distinction that each of us is an athlete within our given level of endowment, i.e., we may not all be elite athletes but we can and should pursue athletic endeavors throughout the lifecourse
3. Therefore, with the Aspen Institute, that everyone is an athlete
Step 1 to Universal Implementation of LTAD
All kids are athletes and deserve every opportunity to participate in unstructured play, semistructured play, and structured play in order to develop the movement skills and psychosocial balance to always be physical active, whether in recreational, competitive, or elite pursuits.
I am committed to contribute more regularly to my Youth Centered Sports and Fitness blog and focus my efforts on highlighting solutions to implementing long-term athletic development (LTAD). Through sharing my views in articles, presentations, invited reviews, position statements, etc. and learning from many other experts in the field I am excited to facilitate ongoing dialogue on LTAD and provide solutions to implementing LTAD universally.


The focus of this study was to examine how well Educational Leadership programs prepare principals to serve as literacy leaders. The role of a school leader is complex and multifaceted involving managerial duties and resource allocation (Jenkins, 2009). Yet, the primary role of the school leader is “…to promote the learning and success for all students” (Lunenburg, 2010, p. 1). In a 2017 report commissioned by the Learning Policy Institute, Sutcher, Podolsky and Espinoza noted a strong positive correlation between instructional leadership and student achievement. This raises questions and concerns regarding the extent to which leadership preparation programs are preparing K-12 leaders for an essential facet of their future work such as literacy instruction. Considering the findings in this study, the educational community might consider requiring educational leadership candidates to take courses in literacy in an effort to help them propel their teachers forward, prior to distributing principal certifications.
McGeehan, Catherine and Norris, Meganlyn
"The Case for Mandatory Literacy Training for Elementary Education Principals,"
Journal of Organizational & Educational Leadership: Vol. 6
, Article 3.
Available at: https://digitalcommons.gardner-webb.edu/joel/vol6/iss1/3


HearBuilder General FAQ's
All four HearBuilder programs combined in one convenient set, available by subscription or on CD-ROM.
- Following Directions with Basic Concepts
- Phonological Awareness – Sound Awareness for Reading
- Auditory Memory – Strategic Memory Training for Listening
- Sequencing – 2-6 Step Sequences
Step-by-step, each program leads students to acquire the basic skills they need to succeed in school and become proficient readers
The HearBuilder Collection is available on CD-ROM and online subscription – click here for pricing.
The HearBuilder Collection strengthens students’ listening, memory, comprehension, and early reading skills by combining research-based, multi-level activities with entertaining games that both challenge students and hold their interest. Here is the formula for school success:
Following Directions with Basic Concepts
From the first day of school, students must be able to follow directions in order to focus on classroom activities, interact well with others, and behave properly. With HearBuilder Following Directions, students:
- Develop essential listening skills as they learn 40 basic concepts.
- Become Master Toy Makers while building Toy Central factories.
- Learn to follow five different types of directions: Basic, Sequential, Quantitative/Spatial, Temporal, and Conditional.
Phonological Awareness: Speech Sound Awareness for Reading
Before students can learn to read, they must be aware of the sounds that letters make in words, phrases, and sentences — in other words, they must have good phonological (sound) awareness skills. With HearBuilder Phonological Awareness, students:
- Practice nine activities to help them hear the sounds in words, syllables, and sentences.
- Earn instruments and band members to form the rock band The Phonemix.
- Move from basic activities (Sentence Segmentation, Syllable Blending, Syllable Segmentation) to more difficult ones (Rhyming, Phoneme Blending, Phoneme Segmentation/Identification) to the hardest tasks (Phoneme Deletion, Phoneme Addition, and Phoneme Manipulation).
Auditory Memory: Strategic Memory Training for Listening
Next, students must be able to remember and recall information they have learned. With HearBuilder Auditory Memory, students:
- Practice memory strategies as they recall numbers, words, specific details, and multiple sentences.
- Embark on special missions with Recall Agents Kim and Joey to save Memory Town from Dr. Forgetsit.
- Learn memory strategies for answering WH questions.
Sequencing: 2 to 6 Step Sequences
Finally, students use all the information they learned in the first three HearBuilder programs to work on essential language and literacy skills. With HearBuilder Sequencing, students:
- Practice foundational skills such as reading left to right, understanding details, predicting, and identifying important parts of stories.
- Go to the Sequencing Fun House, earn tokens to use in the Arcade, and become Sequencing Superstars.
- Put 120 illustrated scenes in order, starting with basic 2-step sequences and progressing to 6-steps.
We recommend using HearBuilder 15-20 minutes each day until your child completes the programs. However, you can choose the length and frequency of use that works best for your child.
You can renew your home or educator subscription directly from your account.
- Login to your account at https://my.hearbuilder.com/
- Type in your email address and password to log in
- Click the “My Account” tab
- Click on the link provided to renew your subscription for another year.
To renew a school or district subscription, please email us at email@example.com.
HearBuilder Support FAQ's
Find the student login code on the home page of your Educator/Parent account.
Click the "Forgot Password?" button, enter your email address and follow the instructions.
Login to your Educator/Parent account with your email address. Click the "Students" tab and select the "Print Students" button. Make sure the "Show Passwords" box is checked.
Yes. Learn how to get started with these step-by-step instructions.
HearBuilder is a supplemental instructional tool; no specific age or grade equivalents are included. Review your state’s standards and compare them to HearBuilder’s learning objectives. use your professional discretion to determine which level in each activity aligns most closely with age-level expectations.
Select one of the global setting options or select the “Custom Settings” button. Home subscriptions provide access to global settings only. To learn more, watch a student settings tutorial.
In order to use the software on an iPad or Android tablet, an online subscription is required.


Students are more motivated, and are more likely to learn, when they are pursuing their own ideas. In choice-based lessons, teachers act as guides and support students to take charge of their own learning. Teachers interact with students as if they were artists and offer them real choices for responding to their own interests.
Choice-based art is an effective instructional choice because it puts learners in the driver’s seat. Too often in arts classes, students ask teachers, “Is this good enough?” This happens despite teachers striving to present projects in ways that will connect with students and encouraging students’ freedom in making art. Too often students complete projects to meet the criteria of the lesson rather than out of their own motivation. Often, this happens because as teachers, we want our students to create something that we want them to create.
Below is a list of steps art educators can follow to transition to choice-based art lessons from traditional art approaches. This is not the only way, but it is one straightforward formula that has been used at all grade levels, K-12.
- Choose a unit, such as painting.
- Pose an engaging question or example, ask students if they could paint anything, what they would paint, regardless of the skill necessary.
- Collect responses and separate into categories, for example people, landscapes, objects, imaginative scenarios.
- Gather age-appropriate books and resources for each of these subjects.
- Create four stations, one for each subject and put resources in the middle.
- Invite students to go to the table of the subject they want to paint and check out the resources on the table.
- Offer mini-lessons and individual instruction in the skills students would need to paint their chosen painting.
- Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom by Kathy Douglas
- Choice-Based Art Education website
- Blogs on Choice-Based Art Education
- Artful Thinking
For more information, contact Maine DOE Visual and Performing Arts Specialist Beth Lambert at email@example.com.


Benefits of Push Along Toys
Why should your child be playing with push toys?
There’s a reason why toy prams, push carts and toy lawn mowers are still some of the best sellers today. Even small toys like small cars and toy buses are popular among little kids. Children love push along toys. They are so much fun to play and can keep your little one occupied, entertained, interested and challenged for hours.
Push along toys are also great early developmental toys. Children can benefit from playing with them because these toys help them develop a wide range of essential and foundational skills as well as learn new things.
Let’s take a look at some of the benefits of playing with push along toys.
Push toys are great toys for physical development because these toys encourage movement in one form or another. For instance, you can let your baby play with a small push toy during his tummy time. Your little one will learn how to shift his weight as he reaches out for his toy and use both lower and upper extremities to push the toy. This is just one example of how you can use push toys for early development.
Push toys come in different sizes and forms and each push toy has its own advantages. Small push toys like toy cars are great for developing fine motor skills and hand-eye coordination while big push toys like activity walkers are recommended for developing gross motor skills, balance and physical strength.
Children need to develop these skills to perform tasks and actions when they grow up. For example, hand-eye coordination and fine motor skills are a set of skills needed to perform actions like using a pair of scissors to cut a piece of paper or use a pencil to write or use a spoon and fork for eating and many more.
Cognitive & Emotional Development
Role-playing is important during the early developmental stages. Some push toys resemble real-life items like a push cart or a lawn mower are great for role-playing. Playing with these toys allow your children to engage in imaginative and creative play. They can act out scenarios that they have experienced and explore new ideas. They can also experience a wide range of emotions and see things in different perspectives. It would be lovely when your child pushes his lawn mower next to you when you mow your lawn.
Children love magnet toys because they’re fascinating and simple to play. Push toys like the Tegu Magnetic Race cars are great toys to introduce science to your child. These toys come in removable pieces that can be mixed and matched to create a new car. Your child can also experiment with balance and magnetism with these small push toys.
Other push toys like activity walkers have other toys built right in. Tender Leaf Toys Baby Block Walker and Bigjigs Marine Activity Walker come with building blocks and sorting toys. These toys are wonderful for developing problem-solving, critical and analytical thinking.
Next Up: Choosing the Best Push Along Toys


Our classes are offered for children ages 4-7 who wish to develop and hone skills in sketching, drawing, and painting. Children travel through various techniques in our relaxing and creative studio. They will learn about artists in history and the background of each style they are working on.
We appreciate the importance of the creation of visual aesthetics as the building block of child development.
The various actions involved in creating art,
such as holding a paintbrush or scribbling with
a crayon, are essential to the growth of motor
skills in children.
When kids are encouraged to express themselves and develop visionary minds, they develop a sense of innovation that becomes the foundation of their careers as adults.
"Children's brain synapses fire away as they experiment and create, squishing paint between their fingers, mixing colors and the materials, or drawing from imagination or what they see in front of them," says author Jean Van't Hul.
Dr. Kenny Freedman, Head of Art and Design Education at Northern Illinois University, shares, "Children need to know more about the world than just what they can learn through text or numbers.
Art education teaches students how
to interpret, criticize, and use visual information, and how to make choices bases on it.
A report by American for the Arts states that young people who participate regularly in the art are four times more likely to be recognized for academic achievement, to participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate.
According to the International Child Art Foundation, research indicates that a child who is exposed to the arts acquires a special ability to think creatively, be original, discover, innovate, and create intellectual property - key attributes for individual success and social prosperity
in the twenty-first century.
Our students are taken through a learning process with each technique to discover and develop their own unique style.
We offer a $20 try out art class for children between 4-7 years of age, in order to provide them with a wonderful inside experience of our art program.
*includes materials for class
Fill out the form to request more information or to sign up for our introductory class.


Common Core State Standards
College and Career Readiness Anchor Standards for Reading
- Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
- Text Types and Purposes 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Text Types and Purposes 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
- Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
College and Career Readiness Anchor Standards for Language
- Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Vocabulary Acquisition and Use 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
College and Career Readiness Anchor Standards for Speaking and Listening
- Comprehension & Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Comprehension & Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- Speaking and Listening 3: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.
- Presentation of Knowledge 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Social Studies – National Council for the Social Studies (NCSS)
- Theme 3: People, Places, and Environments
- Theme 5: Individuals, Groups, and Institutions
- Theme 7: Production, Distribution, and Consumption
National Standards for Music Education
Core Music Standard: Connecting
Connect: Synthesize and relate knowledge and personal experiences to make music.
Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing and responding.
National Core Arts Standards
- Anchor Standard 7: Perceive and analyze artistic work.
- Anchor Standard 8: Interpret intent and meaning in artistic work.
- Anchor Standard 9: Apply criteria to evaluate artistic work.
- Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
- Anchor Standards 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.


Resources › For Educators How to Design a Pen Pal Program for Your Classroom Your Kids Will Learn Language Arts, Social Studies, and more Share Flipboard Email Print PeopleImages / Getty Images For Educators Elementary Education Classroom Organization Reading Strategies Becoming A Teacher Assessments & Tests Secondary Education Special Education Teaching Homeschooling By Beth Lewis Education Expert B.A., Sociology, University of California Los Angeles Beth Lewis has a B.A. in sociology and has taught school for more than a decade in public and private settings. our editorial process Beth Lewis Updated May 15, 2017 A pen pals program is one of the most fun ways to give your kids a real-life lesson in Social Studies, Language Arts, Geography, and more. Begin working on pen pals with your students as early in the school year as possible, so that you can maximize the number of letters that the participants can exchange. The Benefits of Pen Pals Pen pal relationships offer a number of significant inter-disciplinary benefits for your students, including: valuable practice at writing letters in the proper format (Language Arts standard)increased awareness of societies and cultures from around the world (can be tied into Social Studies, Geography, and more!)a chance to maintain ongoing communication with people who live far awayincreased odds that your students will continue to be letter writers for the rest of their lives Email or Snail Mail? As a teacher, you must decide if you want your students to gain practice at writing traditional letters or at composing emails. I prefer to use pencil-and-paper pen pals because I want to contribute to keeping the lost art of traditional letter writing alive. You'll want to consider: the grade level you are teachingthe availability of computers at your schoolthe level of computer literacy of your students Finding Pen Pals for Your Kids Using the Internet, it's fairly simple to find enthusiastic counterparts from around the world who would like to partner up with your classroom. Post an announcement on an education-related Message Board. Simply put the word out about where you are, the grade level of your students, and what kind of pen pal relationship you seek. Every summer, our Message Board bustles with pen pal activity, so it should be fairly easy for you to partner up.Sign up with a Pen Pal matching service. For example, International Pen Friends shuns email pals in favor of keeping the art of traditional letter writing alive. Fill out their School Class Application Form and, for a fee, you'll be matched up with other interested students from around the world. ePALS is one of the largest email pen pal sites, so it's definitely worth a visit if you want to go the email route. Keep Pen Pals Safe and Secure In today's society, you need to take extra precautions in order to keep activities safe, especially where children are concerned. Read Internet Safety Tips for Kids in order to minimize the risks involved with pen pal communications. You should also read through the letters your students write to make sure they aren't giving away any personal information, such as their home addresses, or family secrets. It's better to be safe than sorry. Get Connected and Get Started As your Pen Pal program continues, one of the keys to success is keeping in close contact with the teacher you are working with. Drop him or her a quick email to let them know when they can expect your letters to arrive. Determine ahead of time if you are going to send each letter individually or in one big batch. I would recommend sending them in one big batch just to keep it simpler for you. Explore the wide world of Pen Pal resources on the web and get ready for a school year full of new friends and fun filled letters. No matter how you choose to design your classroom's pen pal program, your students are sure to benefit from the interactions you facilitate.


Adults who have little chance of obtaining education through the formal education channels because of funding or their age benefit from the classes presented by Triple e where they learn to speak English. To speak English is only the first step towards a better future, the next step is to learn how to effectively speak English, write and read it.
This is why there are various levels in the ABET program to ensure that persons can progressively enhance their language, literacy and numeracy skills in a non-threatening environment. The Triple e basic course on how to speak English addresses the learning needs of those learners with little or no comprehension of the English language. Just as Xhosa is taught through the help of visual aids and various learning materials, the course on how to speak English also entails a lot of interaction ensuring that confidence is built while the candidate learns to speak English.


Webinar Date: Wed., Dec. 2 | 4:00 – 5:00 p.m. ET / 1:00 – 2:00 PT
Learning to read and developing as a reader is more complicated in a language you are simultaneously learning to speak and understand than in a language you already know well orally. This is one of the most significant challenges faced by millions of English learners (ELs) who are not in bilingual programs, as well as by their teachers.
During this free webinar Dr. Claude Goldenberg will share:
- What is known about promoting development in two distinct but related and complex domains: oral language and reading
- How the science of reading can be applied to teaching ELs to read and write in English
- The importance of English language support and English Language Development instruction to optimize ELs’ literacy development
Join this webinar to build your knowledge of how to help English learners become strong readers in their new language and have equitable opportunities for success.
If you’re not able to attend the live event, go ahead and register. Following the live webinar, we will email you a recording to watch at your convenience.


What is it
A clock is just a circular number line. Once children understand this, learning to tell the time becomes easier. The innovative 24-Hour Number Line Clock teaching clock helps children learn time by physically transforming a number line onto a clock face.
- Durable plastic teaching clock comprises a base, removable clock face number lines and removable hands (red for hours and blue for minutes).
- Number line clock faces comprise hour face numbered 1-12, hour face featuring both 12- and 24-hour numerals, and minute face numbered in five-minute intervals from 0-60.
- To use, children physically convert the hour and minute number lines into a round clock face and place those on the clock base. This visual and physical representation of time helps them understand telling time.
- Also available as a Magnetic Demonstration Set for teaching.
- This innovative learning clock comes with a Getting Started activity guide and four activities.
- Single student clock measures 12cm H x 11cm W.
- Features multilingual packaging and guide.
What our team of testers said
"This bit is good, it has numbers to help me." - Girl aged 5
"This is really easy to tell the time." - Girl aged 9
- Helps develop understanding of telling the time
- Encourages counting and numeracy skills
- Builds confidence
What our experts think
This 24-hour clock is a great way of helping children to develop their understanding and confidence when telling the time, as they count the numbers along a line and then see them overlaid on the clock. This works particularly well for the 24-hour clock as it makes the basics clear – i.e. 60 minutes in one hour and 24 hours in one day.
Our testers liked that the hours and minutes sections could be removed which made it easier to break down the different steps and explain them. The clock hands may be a little tricky for younger ones to move by themselves, so our testers found it better used with adult assistance.
- RRP: £12.50
- Brands: Learning Resources
- No batteries required
- Toy Types: Homeschool Resources
- Types of skills developed: Cognitive
Personal, social & emotional development
Speech, language and communication skills
Telling the time and date
Trial and error learning
Understanding the world


Earth Science And Systems
Earth system science seeks to integrate various fields of academic study to understand the Earth as a system.
It considers the interactions between the Earth's "spheres" — atmosphere, hydrosphere, cryosphere, geosphere, pedosphere, biosphere, and, even, the magnetosphere — as well as the impact of human societies on these components. – Wikipedia
This site from NASA allow you to learn more about the Earth and all the planets in the solar system.
Our Living Planet From Space
Life. It's the one thing that, so far, makes Earth unique among the thousands of other planets we've discovered. Since the fall of 1997, NASA satellites have continuously and globally observed all plant life at the surface of the land and ocean.
In the Northern Hemisphere, ecosystems wake up in the spring, taking in carbon dioxide and exhaling oxygen as they sprout leaves. Meanwhile, in the oceans, microscopic plants drift through the sunlit surface waters and bloom into billions of carbon dioxide-absorbing organisms — and light-detecting instruments on satellites maps all of this.
This video shows that process, on a planetary scale.
The link below will guide you to additional resources.
- YouTube URL
This site, co-sponsored by Discovery Education, makes science relevant for your students with a topic that affects them every day – dirt. The free interactive lesson plans, videos, and classroom tools promote a deeper understanding of core science concepts and encourage your students discover the complex world of soil.
This hidden ecosystem not only supports food production, but nearly every form of life on Earth!
While NASA's Earth Science for Kids site is no longer available, this site from NASA provides a lot of the same resources. Click on the Teach menu link for teacher resources.
Global Systems Science, for grades 9-12, focuses on science-related societal issues. 12 books, teacher guides, and software can support a 1-year integrated science course or supplement existing biology, physics, chemistry, Earth science, or environmental science. Provided by the Lawrence Hall of Science.
The Woodside Australian Science Project was created to support the delivery of the Earth Science component of the Australian Curriculum. This free resource with sections for grades 4 thru 12 includes hands-on experiments& fun activities with student worksheets and teacher guides along with media resources.
Topics covered include weathering & erosion, the solar system, oil & water, plate tectonics and global systems.
The Concord Consortium has combined the study of uncertainty with the study of new scientific discoveries. It is called High Adventure Science Project.
Other Areas To Check Out ...
● Benchmarks for Science Literacy - Project 2061
● The GLOBE Program
● Getting Started And Happy Endings
● The Earth, Sea and Sky
● The Oceans
● National, State, and Regional Education Networks Sampler


1. Students who studied music performance and music appreciation
scored higher on the SAT than students with no arts participation.
Students in music performance scored 57 points higher on the verbal
and 41 points higher on the math, and students in music appreciation
scored 63 points higher on verbal and 44 points higher on the
math. (Source: The College Entrance Examination Board).
2. Musicians have structurally and functionally different brains compared
with non-musicians. In particular, the areas of the brain used to process
music are larger or more active in musicians. Even just starting to learn a
musical instrument changes the neurophysiology of the brain.
(Source: Johns Hopkins Brain Science Institute)
3. Students who report consistent, high-level involvement in instrumental
music over the middle and high school years show significantly higher
levels of mathematics proficiency by grade 12. (Source: Champions of
Change: The Impact of the Arts on Learning)
4. Music training improves scores in spatial-temporal reasoning used in
higher levels of science and math. (Source: Keeping Mozart in Mind)
5. Students in high-quality school music programs score higher on
standardized tests compared to students in schools with deficient music
education programs, regardless of the socioeconomic level of the school
or school district. (Source: Journal of Research in Music Education)
6. Playing an instrument helps youngsters better process speech in noisy
classrooms and more accurately interpret the nuances of language that
are conveyed by subtle changes in the human voice. (Source: Physiology
and Communication Sciences at Northwestern University)
7. A correlation exists between the amount of music training and the
amount of improvement in reading fluency in children. (Source:
Learning, Arts and the Brain)
8. Music activities engage both the left and right hemisphere of the brain.
In fact, studying music involves more right- and left-brain functions than
any other activity measured. (Source: Good Music, Brighter Children)
For more information on why schools need music education, please download The Benefits of the Study of Music published by The National Association for Music Education.


The Office of Curriculum and Instruction oversees curriculum for the district, professional development for teachers, and assessment of students. The department also provides instructional resources for the district, manages summer academic enrichment programs, and supervises instructional facilitators, the English as a Second Language (ESL), and Gifted and Talented/College and Career Ready departments.
The six elementary schools in the Russellville School District educate students in kindergarten through fourth grades. The district believes building strong academic and social skills during the pivotal K-4 years provide a pathway for long-term success. The district accomplishes this by providing foundational skills in each core academic area, encouraging curiosity and exploration, fostering academic confidence and enthusiasm, and delivering an appropriate balance of individual and group learning settings. A typical day at any of our elementary schools includes instruction in literacy, math, science, social studies, computer technology, art, music, and physical education. The district adopted Eureka Math, Journeys, and Project Lead the Way Launch as the math, literacy and science curriculum in grades K-4.
Eureka Math provides students with practical skills and engages them in higher-order thinking by teaching them the Base-Ten System, math facts, practical application, multi-step problem solving, collaboration, critical thinking and explanation, and multiple approaches to solving problems. Eureka Math also has online parent overviews that explain what the student is being taught in the classroom and gives examples and tips that parents can use at home to help their child. RSD believes that this balanced approach will help our students become more math literate and will give them a deeper understanding of math principles.
Journeys is a comprehensive, research-based English Language Arts program that provides all students with a path to achieving rigorous standards with print and state-of-the-art digital components. Students are inspired by authentic, award-winning text that builds confidence with developing problem-solving and critical-thinking skills, strengthening the ability to analyze complex text, building the necessary skills for college and careers, learning vocabulary words, writing for understanding, and spelling and word comprehension.
Through Project Lead the Way Launch, students become problem solvers. Students use structured approaches, like the engineering design process, and employ critical thinking. They apply Science, Technology, Engineering and Math (STEM) knowledge, skills, and habits of mind, learning that it is okay to take risks and make mistakes. As teachers and students learn and discover together, education becomes far more engaging.
Students also have the opportunity to participate in the Gifted and Talented program beginning in the third grade.
The Russellville School District is in compliance with the following federal civil rights laws: Title VI, of the Civil Rights Act of 1964, Title IX, of the Education Amendments of 1972, and Section 504, of the Rehabilitation Act of 1973 which states that, “No person in the United States shall, on the grounds of race, color, national origin, sex, or handicap be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activities receiving federal financial assistance.”


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Evaluation Criteria for Web Resources
American Federation of Teachers
The American Federation of Teachers was founded in 1916 to represent the economic, social and professional interests of classroom teachers. It is an affiliated international union of the AFL-CIO.
International Reading Association
The mission of the International Reading Association is to promote reading by continuously advancing the quality of literacy instruction and research worldwide.
National Art Education Association
Founded in 1947, The National Art Education Association is the leading professional membership organization exclusively for visual arts educators.
National Association for Music Education
National Association for Music Education (NAfME), among the world’s largest arts education organizations, is the only association that addresses all aspects of music education. NAfME advocates at the local, state, and national levels; provides resources for teachers, parents, and administrators; hosts professional development events; and offers a variety of opportunities for students and teachers.
National Association for the Education of Young Children
The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8.
National Council for Accreditation of Teacher Education
NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century. NCATE’s performance-based system of accreditation fosters competent classroom teachers and other educators who work to improve the education of all P-12 students.
National Council for the Social Studies
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.
National Council of Teachers of English
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education.
National Council of Teachers of Mathematics
NCTM serves math teachers, math educators, and administrators by providing math resources and professional development opportunities.
National Science Teachers Assocation
NSTA is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all.


Avalon’s science curriculum integrates multimedia, including video, audio, text, and interactions, with hands-on activities and virtual labs that provide our students with a rich engaging learning experience. Our curriculum embraces the philosophy of three-dimensional learning and integrates Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCI), and Cross-Cutting Concepts (CCC). Our students are fully immersed in the work of scientists and engineers developing their own scientific explanations by…
- Exploring the overarching themes of science,
- Asking questions,
- Making claims,
- Supporting claims with evidence,
- Designing solutions to real-world problems,
- Developing the practices that scientists and engineers use daily,
- Identifying the cross-cutting connections between science.
Avalon’s math curriculum is a standard based, core curricular program that promotes deep and critical thinking skills among the students. Our math program concentrates on fewer topics and forces students to deeper understanding of math concepts, specifically manipulating and working with numbers on a much deeper level. Our program focuses on students practice fluency, developing concrete understanding of abstract concepts such as number bonds and regrouping, engaging in independent practice, and frequent checks for understanding. Our math program focuses on the key concepts of…
- Counting and Cardinality (CC)
- Operations and Algebraic Thinking (OA)
- Number and Operations in Base Ten (NBT)
- Number and Operations- Fractions (NF)
- Measurement and Data (MD)
- Geometry (G)
- Number Systems (NS)
- Expressions and Equations (EE)
- Functions (F)
- Statistics and Probability (SP)
Avalon’s ELA (English Language Arts) curriculum is an all-inclusive, standards based, core curricular program that integrates authentic texts and literature to master the essential skills of reading, writing, speaking, listening, grammar, and vocabulary. All strands of the standards taught are assimilated throughout each unit with:
- Instructional Routines that empower students to tackle complex texts with increasing independence within and across grades.
- Text-Dependent Questions to guide students to a deep understanding and establish a basis for the use of evidence in oral and written communication.
- Explicit Writing Instruction to empower students to write essays, narratives, arguments, and informational pieces.
- Text-Based Vocabulary that provides the basis for morphology and word work.
- Formative Assessments that inform teachers and students on progress towards knowledge and skill mastery.
Avalon’s elementary music curriculum consists of a well-planned sequence of developmentally appropriate experiences leading to clearly defined skills and knowledge. Our music curriculum is designed to actively involve students of all learning modalities using materials carefully selected for their aesthetic value. Our curriculum is aligned with the National Standards for Arts Education. Music activities include many opportunities for students to sing, play instruments, move to music, listen and analyze, learn musical notation, create, and perform. Students are engaged in our music program twice a week for 30 minutes and include instruction on the recorder, keyboard, guitar, ukulele, and general music education. At our school, we value allowing the students the opportunity to be creative and develop a passion for the arts.
Physical Education (PE)
Avalon’s Physical Education program is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity. Our curriculum is a sequential educational program that is based on physical activities undertaken in an active, caring, supportive and nonthreatening atmosphere in which every student is challenged and successful. Our goal is to provide every student with a wide variety of physical activities and challenges that will contribute to the development and maintenance of their physical, cognitive, and affective well-being. Students are engaged in our Physical Education program twice a week for 40 minutes wherein the students have the opportunity to move, compete, and develop essential team building skills.


Elementary First-Grade Vocabulary
There are five main components to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A student must master all five of these skills in order to be a successful reader. Kindergarten and first grade are crucial ages because this is when the foundation for reading is established. First grade instruction should focus primarily on phonemic awareness, phonics and vocabulary skills. These students should be working on letter-sound recognition, sound manipulation, vocabulary, discussions, and listening to stories being read aloud. All of these activities will help students develop reading skills. First grade teachers should also focus on vocabulary building. Reading comprehension is closely linked to word knowledge. Students can not comprehend what they are reading if they do not know the meaning of words. Students should learn an average of 2,000 new words per school year. These skills will build a solid foundation for young readers and they will be better equipped to understand reading comprehension and fluency.
Vocabulary development is essential to any solid reading program. Developing vocabulary at any grade level can be difficult because students come into every grade with vastly different levels of word knowledge. So teachers must ensure that their classrooms are "word-rich" environments (the alphabet should be displayed and books should be easily accessible). Teachers must directly and explicitly teach vocabulary on a daily basis. It includes providing definitions (for younger students the simpler the better) and context to the word (discuss the word in context to the text). Teachers should involve the students in learning words instead of having them write down definitions. Students could come up with antonyms or synonyms for the word which would encourage a deeper processing of the word meaning. Students should also encounter the vocabulary words in multiple contexts and they should be provided with different opportunities to utilize the word (either written or spoken). Two other important components of vocabulary development include morphemic analysis and contextual analysis.
Morphemic analysis is the ability to draw the meaning of the word by examining the meaningful parts (example: prefixes, suffixes, roots). Contextual analysis involves making predictions or inferences about an unfamiliar word based on the context in which it is used. Teachers should model how to use context clues in order to draw predictions about word meaning. These two components will help students develop vocabulary skills, which will encourage stronger readers with a more defined sense of independence.
Vocabulary instruction should also include the use of sight words. Sight words are words that readers should know instantly because they are used constantly in text. These words also do not sound as they are spelled, which makes it impossible to use phonics (the, that and you). These words should be openly displayed and taught to students in conjunction with phonics.
Phonics and Phonemic Awareness
Students need phonemic awareness in order to understand phonics instruction. These two components are often times confused with one another. It is crucial to understand the difference between the two; a simple way to remember is to associate phonemic awareness with the ears and phonics with the ears and eyes. Phonemic awareness focuses simply on the sounds. Students are not shown any print during this time. Young readers should be able to hear, manipulate and understand the sounds in words spoken aloud. The teacher can ask students to identify the beginning, middle, or end sounds. What is the beginning sound in the word cat? What is the ending sound in the word dog? Phonics is the connection of the sound to the symbol. Students are shown letters and then taught the sounds of the letters. When students are asked to "sound out words" they are using their phonics skills. Learning phonics is the prerequisite for reading (decoding) and writing (spelling). The teacher would point to a letter such as "B" and ask students what sound "b" makes. Teachers can use tools such as letter flash cards and BINGO games.
Students who have the ability to decode words can now move on to learning reading comprehension. Reading comprehension is simply the ability to understand text. Reading comprehension instruction would include rereading text, discussions, retelling, vocabulary building, thinking aloud, and summarizing. Students should be able to identify major components of stories: characters, sequence, major plot points, and details (graphic organizers are useful tools in helping students with reading comprehension).
The teacher must also help students develop strategies that they can use when they are having difficulty comprehending the text. These strategies will help create independent readers who have tools they need when encountering reading challenges. Students can take notes while reading, write down questions or highlight unknown words. Students can use their own graphic organizers to help them understand story sequence and character development. It is also helpful if students create a mental picture of the story in their heads, it can help them to better process the information. Students can draw pictures after they have read in order to recall story details and establish comprehension. If students are having difficulty they can always reread the text.


Student & Family Technology Resources
Technology Support for Students & Families
Click each Icon to explore the following resources that connect students and families with technology tools and support.
Family Portal & Announcement Updates
Learn more about how to view student grades, attendance, and more through the Aeries Family & Student Portal. Also, learn how to receive updates through our communication tools Blackboard and Peachjar.
Learning Management System
Digital learning takes place through a learning management system. A Learning Management System (LMS) is an application used as a one-stop-shop for teachers and students to post and receive assignments, quizzes, discussions and projects. It is where teachers can provide ongoing feedback to students, and communicate learning back to families. Canvas is San Lorenzo Unified School District's official learning management system. Click on the Canvas icon for more information.
Distance Learning Tools & Educational Resources
San Lorenzo Unified School District teachers incorporate online resources and tools to better teach their students. Applications and resources used in the classroom are accessible anywhere the Internet is available. Encourage your child to show you how technology has been integrated into their classroom curriculum and assignments with these tools.
Distance Learning Tools
Digital media is an excellent way to reinforce concepts and increase engagement in the classroom. Explore the multimedia resources recommended by the District below.
Elementary Education Resources
San Lorenzo Unified School District takes student data privacy seriously and is in compliance with regard to state and federal requirements including FERPA, COPPA, CIPA with our district-approved online applications. Learn more about online safety education at Stop.Think.Connect, NetSmarz, and OnGuard. Also, review the Student Acceptable Use of Technology Policy.
Student Technology Survey
Students, if you need a device to access Distance Learning – please complete the Student Technology Survey.


Music Theory Comprehensive: Part 13 – Modulation & Form
Welcome to the COMPLETE Music Theory Guide!
This is a class designed for the average person who is ready to take their music career (or music interest) and level up. Whether you are an active musician, an aspiring musician, or an aspiring music manager or agent – this class is perfect for you.
For years I’ve been teaching Music Theory in the college classroom. These classes I’m making for Udemy use the same syllabus I’ve used in my college classes for years, at a fraction of the cost. I believe anyone can learn Music Theory – and cost shouldn’t be a barrier.
My approach to music theory is to minimize the memorization. Most of these concepts you can learn by just understanding why chords behave in certain ways. Once you understand those concepts, you can find any scale, key, or chord that exists. Even invent your own. If you’ve tried to learn music theory before, or if you are just starting out – this series of courses is the perfect fit.
Dr. Allen is a professional musician, top-rated Udemy instructor, and university professor. In 2017 the Star Tribune featured him as a “Mover and a Shaker,” and he is recognized by the Grammy Foundation for his music education classes.
Throughout this class, If you get stuck, you can review the videos or post a question, and I’ll back to it as fast as possible.
This class is Part 13: Modulations and Form. It starts what would be the third semester of a college music theory class (according to the typical American academic system for learning music theory).
In this class, we will cover:
Modulation and Tonicization
Rules for Modulation
Using Pivot Chords
Modulating to V using Pivot Chords
Modulating to the Relative Major Using Pivot Chords
Pivoting from I to IV
Pivoting from i to v
Rules of Pivoting
Modulations by Secondary Dominant
Mary Had a Little Modulation
New Developments in Form
Rounded Binary Form
Binary Form in a Minor Key
Phrasing in Binary Form
Balanced Binary Form
Simple Ternary Form
Composite Ternary Form
…and much, much more!
You will not have another opportunity to learn Music Theory in a more comprehensive way than this.
All the tools you need to successfully learn Music Theory are included in this course and the entire course is based on real-life experiences – not just academic theory.
Please click the “Take This Course” button so you can launch your music career today.
This course is perfect for prep for the Praxis II Test (ETS Praxis Music), The ABRSM Music Theory Exam (up to Grade 8), AP Music Theory Exam, College Placement Exams (Music Theory), and other common secondary and post-secondary placement exams.
** I guarantee that this course is the most thorough music theory course available ANYWHERE on the market – or your money back (30 day money back guarantee, as per Udemy Policy) **
Closed captions have been added to all lessons in this course.
Praise for Courses by Jason Allen:
⇢ “It seems like every little detail is being covered in an extremely simple fashion. The learning process becomes relaxed and allows the complex concepts to get absorbed easily. My only regret is not taking this course earlier.” – M. Shah
⇢ “Great for everyone without any knowledge so far. I bought all three parts… It’s the best investment in leveling up my skills so far..” – Z. Palce
⇢ “Excellent explanations! No more or less than what is needed.” – A. Tóth
⇢ “VERY COOL. I’ve waiting for years to see a good video course, now I don’t have to wait anymore. Thank You!” – Jeffrey Koury
⇢ “I am learning LOTS! And I really like having the worksheets!” – A. Deichsel
⇢ “The basics explained very clearly – loads of really useful tips!” – J. Pook
⇢ “Jason is really quick and great with questions, always a great resource for an online class!” M. Smith


(Ages 4 - 7)
Music Moves for Piano (MM4P) is a 21st century piano method. It combines the best elements from traditional music education (Orff, Kodaly, Dalcroze, Suzuki) with modern research into both music education (Edwin E. Gordon's Music Learning Theory) and early childhood development.
MM4P is an audiation-based approach to learning piano. This means our approach is based on the way children acquire language skills:
think (audiate) & acquire vocabulary (rhythm & tonal patterns)
speak (sing or play music)
The focus with MM4P is on developing musical comprehension and the ability to play with both fluency and good technique. For optimal learning, reading music notation is delayed until students are developmentally ready for it.
MM4P classes are fun, engaging, active, and creative! Students will learn to:
sing in tune, move musically, and play by ear;
understand music in the context of meter and tonality;
build an extensive "vocabulary" of rhythm & tonal patterns;
play with good technique & freedom from muscular tension;
transpose, harmonize, improvise, arrange, & compose music;
perform solo or in groups with comfort and musical fluency;
become independent music thinkers;
and, when ready, learn to read and write musical notation.
Overall, the program provides a solid foundation in music that will set your child up for success in any future musical endeavor!
Classes are 45 minutes long, once per week, and our Spring Session will run for 10 weeks. There will also be opportunities for performing, such as informal performance classes and formal recitals.
MM4P classes are taught in small groups, providing a fun learning environment where children learn together through songs, games, various props, and practical keyboard experience. There are a maximum of 4 students per class.
Tuition & Fees
Books & Materials: Included
Due to the COVID-19 pandemic, we will not be offering group piano classes for our fall session. Please join our contact list if you would like to be notified when registration re-opens for this program!


Wala Lang Essay Sample
- Word count: 694
- Category: health
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Wala Lang Essay Sample
Deals with the educational foundations of Physical Education, Art and Music Education respectively. It covers the historical, philosophical, sociological and psychological theories and principles necessary to understand the bases for the various activities involved. The course shall interrelate the different subjects into common understanding of its importance in the MAPEH and in the life of a human being.
Philippine and Asian Music
Directs the study of the indigenous Music of the Philippines and the neighboring Asian continues with focus on the musical instruments and vocal music. Hands-on study is emphasized to develop the necessary knowledge and skills. Parallelism is love of country and appreciation of the music of the region as Asians. Historical and contemporary contexts of music shall be underscored.
Anatomical, Mechanical and Physiological Bases of Movement
Provides scientific analysis and understanding of the body parts and how the body functions in relation to the various physical activities. It enables the students to identify correct body movements in designing exercise, fitness activities and other physical programs for lifetime use.
Defines movement skills for educational gymnastics and sports activities. Developmental stages for skill acquisition enable the students to understand the importance and effect of body preparation through an exercise. Specific technique includes tumbling, floor exercise, heavy and light apparatus activities and dance-based routines. Programs shall focus on Rhythmic Sportive, Sports Aerobics and Artistic Gymnastics. Coaching as well as officiating of the mentioned programs shall likewise be introduced.
Philippine Folk Dance
Applies practical skills on understanding the rudiments of folk dancing from the raw materials of published and unpublished dances. Analysis of dance instructions and technical interpretations from the written materials are underscored. Emphasis is given to valuing the context of the dance as basis for interpreting dance movements with underpinnings of preserving the legacy of Filipino heritage.
Solfeggio and Applied Piano
Deals with necessary knowledge and skills in music such as note reading, notating pitch finding and identifying both the fixed and movable “do” systems. The course enables the student to acquire basic skills for introductory music and playing the piano is a requirement.
Personal, Community, Environmental Health, Safety Education and First Aid
Encompasses information knowledge and application of health education, health instruction, health services, and health promotion. Programs will focus on practical applications of health practices including safety education and first aid in preparation for emergency and natural calamities.
Team Sports (Volleyball, Softball, Basketball)
Provides playing skills and performances in volleyball, softball and basketball sports events. Built-in developmental skills necessary for playing the event is emphasized for instructional purposes such as lead-up game, low organized game activities and modified games leading to sports. Introduction of coaching and officiating of each event is encouraged.
Aquatics (Swimming and other Water Activities)
Requires scientific acquisition of knowledge and skills in managing the body in the different water types (swimming pool, river, sea). Basic and developmental skills for scientific swimming are introduced as well as games and other activities done on water. Life saving skill on water is likewise encouraged in the course.
Integrated Music Theory
An in-depth study on the fundamental and parameters of Music-rhythms, melody, timbre, tempo, texture, harmony and form. It involves the study of materials and structure of music application and theoretical skills.
International Folk Dance and other Dance Forms
Focuses on dance skills and techniques of other regions’ dances such as Asian and Western-originated dances from Europe and America. Other dance forms shall be introduced like ballet, jazz and social ballroom dances of South American influence.
Music Literature (Western Music)
Traces the development of period music from Pre-Baroque to contemporary or modern music. Emphasis is given on style, forms and characteristics of each representation of composers and their compositions on significant period and events in music.
Methods and Strategies in Teaching MAPEH
Prepares the students for teaching skills of physical education, health education and music education. Applications for actual teaching technique and approaches are introduced with emphasis on classroom and outdoor / field class management. Development and preparation of instructional materials and motivational aids are required.


The viability of individual oral assessments for learners: insights gained from two intervention evaluations
Download this report
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at email@example.com.
It is essential for learners to develop foundational literacy skills, ideally, in the first grade of formal education. These skills are then firmly entrenched and can be expanded in the following grades to form a basis for all future academic studies. Appropriate assessment practices and tools to aid this process can inform the achievement of quality education. Assessment and the curriculum are intertwined concepts in relation to teaching and learning. Through assessment, it can be established if all learners have attained curriculum content, knowledge and proficiencies in a given year. Furthermore, assessment can assist in advising teachers on which specific areas learners are struggling with as well as provide insight for remedial measures. Together, this can offer ways to improve education. In this article, individual oral assessment using the Early Grade Reading Assessment (EGRA) tool is discussed based on two recent impact evaluations of teacher interventions. Each intervention conceptualised its own theory of change to improve learner language and literacy development. The interventions also differed in relation to the target language; English as First Additional Language and Setswana as Home Language. Despite these differences, using the EGRA tool in both intervention evaluations allowed for a discussion on its usefulness in South Africa. This was done with regard to suitability, reliability and validity, assistance to educators, amendments and suggestions to overcoming challenges related to practicalities. In conclusion, recommendations for improving education and the development of literacy in South African schools are made.


Sarva Shiksha Abhiyan
Sarva Shiksha Abhiyan is aimed to provide useful and purposeful and relevant elementary education for all children in the 6-14 age group by bridging the social, regional and gender gaps, with an active participation of the community in the management of schools.
Sarva Shiksha Abhiyan – Scope
- A Programme with a clear time frame for universal elementary education.
- A response to the demand for quality basic education all over the country.
- An opportunity for promoting social justice through basic education.
- An effort at effectively involving the panchayati Raj Institutions, School management committees, village and urban slum level education committees.
- An expression of political will for universal elementary education across the country.
- A partnership between the central, state and the local government.
- An opportunity for states to develop their own vision of elementary education.
- All children shall enroll in school, education guarantee center, alternative school, back – to school camp.
- All Children have to complete five years of primary schooling.
- All Children have to complete eight years of elementary schooling.
- Focus on elementary education of satisfactory quality with emphasis on education for life.
- Bridge all gender and social category gaps at elementary education.
- Opening of new primary schools.
- Up gradation of primary schools in to upper primary schools.
- Integration of VIII with upper primary schools.
- Sanction of regular teachers to new schools(Primary & Upper primary) and additional teachers to existing schools as per RTE Act.
- Civil works – construction of school buildings, Additional classrooms, MRC Buildings, rooms for cluster resource centers(School Complexes), provision of compound walls toilets, electrification & drinking water facilities.
- Strengthening of Mandal Resource centers (MRC) and cluster resource centers(School complexes).
- Release of maintenance grants, school grants & Teacher Grants.
- Providing Teaching learning equipment grant to primary & Upper primary schools.
- Conduct of training to teachers
- Implementation of innovative activities for girls education, early childhood education, education of SCs & ST, urban deprived children minority children.
- computer education for upper primary schools.
- Research, evaluation, supervision & Monitoring.
- Interventions for children with special needs.
- Training of community leaders.
- Provision to mainstream out of school children by opening of residential/Non residential training centers.
- Supply of 2 pairs of free uniforms to all children, studying in government schools in classes I to VIII every year.
- Running of special residential schools for urban deprived children.
- Providing transport charges to the children of school less habitations.
At the District Level, the District Collector is the chairperson of the project.Project officer is appointed to implement the strategies of the project and to focus mainly on the project issues. The project officers is assisted by 6 Sectoral officers
Academic monitoring officer : On issues related to Pedagogy, research & Evaluation,Capacity building of teachers
Community Mobilization Officer : To look after the issues related to community mobilizations;
Inclusive Education Coordinator : will look after the issues of children with special educational needs;
Alternative schools coordinator : To look after the issues related to children out of schools.
Girl Child Development Officer : A lady officer is also positioned to look after the activities related to Girls’ Education, Early childhood Care and education on one hand and the KGBVs on the other.
MIS & Planning coordinator: An officer of the rank of a Gazetted officer with the knowledge in computer applications and drawn from the education dept, is kept in charge of the MIS wing as MIS & Planning coordinator.
Finance & Accounts Officer : in order to maintain the project accounts systematically, one officer in the cadres of the Asst Treasury Officer,is positioned as the Finance & Accounts Officer.
Executive Engineer :
On the Civil works side, 1 Executive Engineer is positioned by drawing them from the Govt Engineering Depts.


"This book helps the practicing educator turn research into seamless classroom practice. The practice exercises can be implemented immediately to help build student success."
—Katina Keener, Science/Social Studies Teacher, T. C. Walker Elementary School, Gloucester, VA
Launch young learners on positive pathways through school!
The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the Classroom Insights from Educational Psychology series, gives current and prospective PreK–3 teachers valuable insight into how young children feel, think, and learn.
Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction. Readers will gain a deeper understanding of:
- How children develop from the early years to middle childhood
- The importance of fostering positive teacher-child, child-child, and caregiver-child relationships
- Developmentally appropriate classroom practices that foster learning
- Children's experiences with technology and outdoor environments
Vignettes and case studies, practice exercises, suggested games, and reflection questions make A Developmental Approach to Educating Young Children a valuable asset in helping teachers design stimulating learning experiences for young children.


CORONA VIRUS DISEASE 2019: THE PERSPECTIVE OPINION FROM PRE-SERVICE ELEMENTARY EDUCATION TEACHER
Bramianto Setiawan, Vina Iasha
Recently, the corona virus as known COVID-19 is an influenza-like symptoms virus that can give a deadly effect on humans. World Health Organization (WHO) has declared that this virus is a “Pandemic” and there is not the country that considered safe from this virus. Indonesia is one of the countries affected by the Corona virus and according to the data from the National Disaster Management Agency (BNPB) of Indonesia on April 2, 2020, 1,790 people were positively infected by the corona virus. In this research, we will explain the knowledge of undergraduate students, especially the teacher education department about the corona virus to prevent the spread of the virus in its environment. The method that was used in this study was a qualitative method and 116 undergraduate students in the elementary education teacher department were used as respondents. The data was taken from March 23rd-31st,2020 from online questionnaires form. There were five questions in the online questionnaire form to test the level of student understanding of this virus. The research shows that almost all respondents (97.44%) stated that they knew information about the corona virus. Besides, the data shows that almost all respondents know about prevention methods and indicators of infected people with the corona virus even though the information is not known in depth.
corona virus, Indonesia, undergraduate students, perspective opinion, elementary education teacher department


The Musicology Programme aims at introducing students to different topics in music in theory and practice.
The Musicology Programme aims at introducing students to different topics in music in theory and practice such as Arabic and Western music history and theories, Palestinian folk music, Arabic music heritage, Harmony and Polyphony music, school songs, music distribution, audio engineering, music analysis and composition.
The programme also aims at developing the students’ understanding of basic theories and teaching methods in music education.
It is worth mentioning that the students at the end of their study must submit their graduation project and play music on the faculty theater.
More about the Program ..
The programme aspires to enhance the quality of music education, promote creativity and excellence among students and employees to adequately match the labour market’s needs and produce competent graduates who will be able to teach music and spread the art of fine music.
The programme aims at providing governmental and private institutions with qualified graduates in music who will be preserving the heritage of Palestinian folk music and promoting awareness of musical culture.
Educational Objectives and Outcome:
The department of musicology aims at developing its programmes and producing competent graduates who have qualifications that match the local community’s needs by adopting modern teaching methods.
- Fostering creativity and excellence among students
- Spreading awareness of musical culture
- Developing students’ musical skills
- Developing students’ understanding of basic theories in music education
The programme aspires to achieve the following educational outputs:
- Developing students’ ability to adopt musical vocabulary for musical criticism
- Developing students’ ability to adopt modern techniques in the field of music
- Building a cultural background on fundamentals of the various disciplines of fine arts
- Developing students’ ability to spread awareness on musical culture in the community
- Qualifying students to enter the labor market
- Developing students’ ability to communicate with institutions of musicology in the Arab World and other parts of the world
- Qualifying students to teach courses on music education for different educational levels
- Developing students’ ability to cope with today’s developments in music education and music performance
- Developing students’ basic musical skills in Arabic and Western music
- Developing students’ understanding of history of art and music over the ages
Local, regional or global references in setting the academic and professional educational goals:
That was set through developing the department’s study plan depending on other academic plans of other departments to achieve the department’s mission in the future. The department also reviews academic programmes of other Arab and international universities.
Why Studying Music?
- Developing students’ aesthetic sense and appreciation for music (musical taste).
- Developing children's capacity for artistic expression in all its forms since it develops children in very unique ways.
- Helping students to achieve energy balancing between their mental and emotional abilities.
- Allowing students to unleash their creativity.
- Shaping students’ personal and social identity, helping foster a positive attitude towards life and teach them teamwork since many musical education programmes require teamwork as part of a band or orchestra. In these groups, students will learn how to work together.
- Contributing to students’ emotional development as they tend to have higher self-esteem and are better at coping with anxiety.
- Developing students’ professional, technical and substantive skills which helps them to use free time in a healthful way.
- Discovering and identifying promising new talents as well as enhancing the skills and talents of students.
- Enriching students’ musical knowledge and developing students’ skills in this filed.
There are many employment opportunities available for the graduates of the musicology department including:
Where the largest majority of the musicology department graduates working in the field of teaching music education in public and private schools in all levels at home and abroad.
- Musical instruments teaching:
Some of the graduates work in private musical centers to teach kids how to play on variety of musical instruments through private musical sessions.
Some graduates take up singing as a profession, whether individually or in groups.
Some graduates enrolled in private music bands and play with them.
A Few of the graduates had the opportunity to involve in the field of music composition in all styles .
- Music Arranging:
A few of the graduates work in the field of music arranging and orchestration.


-Educate your community
-the Art of Science 4 Kids
lay Scientific letters
Patients can be lost in the abundance of new research, new fields, and sometimes false hope.
A scientific letter adapted to their level: explaining the scientific discoveries and progress relevant to their disease and their issues can help them feel more in control of this part of their life.
These letters are offered in French, English, and Italien. Here are examples that are written for the foundation GER-NF from Switzerland.
Rubriques scientifiques de GER-NF
The Art of Science for Kids foundation in the Plan For rare foundation
Molecules in the human body
3D movie explaining what are molecules, which kind are present in animals and how medicine work interacting with big molecules in our body.
Triangulate drug discovery
Using Art to explain drug Discovery
The Art of Science for Kids created an exhibition : "Triangulate Drug Discovery" using visual art to explain the drug discovery process, from target identification to clinical trials. This travelling exhibition allows patients and care givers to understand the process in which they are the center but don't know the principle. Empowering the patients with this knowledge help them and motivate them to be part of it, and by so, facilitates the success of clinical trials.


Posted on 15 March 2019
The new study, published in the journal Educational Researcher, found that 40% of large-scale randomised controlled trials (RCTs) in the UK and the US failed to produce any evidence as to whether an educational intervention helped to boost academic attainment or not.
The researchers evaluated 141 trials involving more than one million students, which tested schemes ranging from whether providing free school breakfasts raises grades in Maths and English, to whether playing chess improves numeracy skills.
The trials, which were carried out by the charitable organisation the Education Endowment Foundation (EEF) in the UK and the National Center for Education Evaluation and Regional Assistance (NCEE) in the US, are expensive - with costs often exceeding £500,000.
The authors of the study argue that more research is urgently needed to understand why RCTs in education are so often uninformative.
Lead author of the research, Dr Hugues Lortie-Forgues, from the Department of Education at the University of York, UK, said: “Just like in medicine, trials of educational interventions are an important way to allow policy makers and teachers to make informed decisions about how to improve education. However, many of these trials are currently not fulfilling their main aim of demonstrating which interventions are effective and which are not.”
“Further research to investigate the reasons for this should be a priority. These organisations are trying to achieve something positive and reform is urgently needed to help them to do so.”
In recent years there have been a growing number of RCTs conducted in education. For example, in the UK, the Education Endowment Foundation (EEF) has commissioned more than 191 trials since 2012.
The researchers cite possible reasons why current trials may be ineffective, including:
The authors suggest a series of changes that could make the trials more informative, including higher-standards when considering which new initiatives are trialled.
Rigorous Large-Scale Educational RCTs are Often Uninformative: Should We Be Concerned? Is published in the journal Educational Researcher. The study was carried out in collaboration with researchers at Loughborough University.
Explore our research here.


El camino de Amelia
By Linda Jacobs Altman
Illustrated by Enrique O. Sanchez
Six Pack: $65.70
Amelia Luisa Martinez hates roads. Los caminos, the roads, take her migrant worker family to fields where they labor all day, to schools where no one knows Amelia's name, and to bleak cabins that are not home. Amelia longs for a beautiful white house with a fine shade tree in the yard, where she can live without worrying about los caminos again. Then one day, Amelia discovers an "accidental road." At its end she finds an amazing old tree reminiscent of the one in her dreams. Its stately sense of permanence inspires her to put her own roots down in a very special way. The richly colored illustrations bring to life the landscape of California's Central Valley farmland. Translated from Amelia's Road, El camino de Amelia is an inspirational tale about the importance of home.
Check out these Reading Comprehension Strategies for English Language Learners by Ellen Douglas, from Learn NC, a program of the UNC School of Education which finds and shares the most innovative and successful practices in K–12 education.
About the Creators
is the author of Amelia's Road, published by Lee & Low, and named a "Choices" selection by the Cooperative Children's Book Center. Altman, who lives in Clearlake, California, frequently writes for the educational market.
has illustrated numerous award winning children's books, including LEE & LOW'S Abuela's Weave, Amelia's Road, and Confetti. A native of the Dominican Republic, he splits his time between his homes in Bass Harbor, Maine and Miami, Florida.


I was looking for what phrases are for each note value and found this (link below) is this correct? Can you use whatever one you prefer as I see numerous charts. If you have 2 eighth notes tied I do you say "Too" or "Ti-Ti"?
, I love that you are not content with what you get on the forum, but are actively looking for additional material. And that's what the Internet is for! I have never seen a blog under your link. Its author tries to honestly state what he knows, comparing the pros and cons of each syllabic counting system. Unfortunately, he does not create a complete picture at all (just like me - this requires a group of researchers associated with different genres and with different musical cultures). But here's what's missing IMO :
1. Ancient Karnat rhythmic language Konnakol
as a rhythmic language in West Africa;
Jazz scat of American origin with roots in bambara;Beatbox
- rhythmic language for young children from Germany ;
There are probably more.
appeared in the 90s, when it became clear to young music teachers that the independent study of pop - rock music by hook or by crook by students had taken root massively into wide musical education. There, the most important problem was ( and remained) the reading of a rhythm that was not associated with classical music no in patterns , no in in their sound . In any case, the sound of the syllabic languages of the past, with the possible exception of the Gordon system, does not correspond to the percussive nature of modern music. Diligili, invented for young children by Valery Brainin, is aimed at acquaintance with classical music of the 18-19 centuries. In our discussion with him, he convinced me that in accordance with the purpose, his language is best suited. By the way: his rhythmic patterns are called dragons
. For those who have not heard: Valery Brainin is one of the outstanding music educators in Europe.
It also says that many shift to using numbers to count rhythm after using this for a while, I wonder why that would be?
In the absence of strict statistics, taking into account general music education, specific jazz education, traditions of oral folklore education, this phrase cannot be taken seriously. My son uses beatbox to create his own music on his computer.


I will admit I believed all the hype about the supposed baby “Mozart effect,” that is, that listening to classical music helps to develop a baby’s brain. I didn’t so much as put the headphones on my pregnant belly, but I would definitely put on NPR when I was driving around with my baby on board.
Researchers at the University of California at Irvine first documented the Mozart effect in 1993. Their study reported that college students who listened to a Mozart sonata for a few minutes before taking a test, that measured spatial reasoning skills, performed better on the test than students who listened to another musician or to no music at all.
In reality, the effect on the students’ cognitive abilities was temporary, lasting only 15 minutes. And, in recent years, many scientists have debunked the Mozart effect and all the corporate hype.
However, that is not to say that listening to classical music—or to music in general—does not benefit infant brain development. Exposure to the complex sound patterns in classical music (which the baby’s developing brain must decipher) may help later on in life when it comes to deciphering language, math, and science in that both processes use the same spatial reasoning pathways. According to Diane Bales, PhD, “During the first years of life, the baby’s brain cells form connections with other brain cells. Over time, these connections that are used regularly become stronger. Children who grow up listening to music develop strong music-related connections which will help with other subjects that use spatial reasoning.”
Any form of positive stimulation is a good thing for a baby’s development, and music is particularly wonderful. Singing to your wee one is a beautiful way to communicate and bond with your baby, and it is widely accepted that there are benefits of actively playing music in the early developmental stages of childhood.
A child is naturally curious, and their first instrument may be as simple as a rattle. They instinctively react to music, and as any of you with a toddler knows, they love to move and dance to the beat.
In the early twentieth century, a German composer recognized the benefits of playing music in early childhood and created a music education program for children, known as the Orff Approach. The only person I know on the island who follows this approach is Miss Aubrey from La-ti-Da Music. Her music class for babies and tots (ages three months – two years) is great, and her piano class for kindergarten-aged kids is awesome. (Piano encompasses many techniques that help improve coordination and develop both sides of the brain. It also involves abstract reasoning skills necessary for learning math and science.) On a personal note, I have seen my six-year-old blossom with confidence and grow in Miss Aubrey’s class.
The positive effects of listening to and playing music in your young child’s life are numerous. Not only is it enjoyable, it facilitates bonding and is developmentally very supportive.
Image Credit: Malia Akinaka


SANTA FE, N.M. (AP) — John Pinto, a Navajo Code Talker in World War II who became one of the nation’s longest serving Native American elected officials as a New Mexico state senator, has died. He was 94.
Senate colleague Michael Padilla confirmed Pinto’s death in Gallup on Friday after years of suffering from various illnesses that rarely kept him from his duties.
After serving as a Marine, Pinto was elected to the Senate in 1976 and represented a district that includes the Navajo Nation for more than four decades. The region is one of the poorest in the country.
“Words cannot express the sadness we feel for the loss of a great Diné warrior,” said Navajo Nation President Jonathan Nez, using the indigenous word for Navajo. “He dedicated his life to helping others.”
Born in Lupton, Arizona, on the Navajo Nation to a family of sheep herders, Pinto didn’t start formal schooling until he was nearly a teenager.
“At the age of 12, I was in kindergarten,” Pinto told the Albuquerque Journal in a 2007 interview. “I guess I did all right.”
Pinto also recalled that his grandparents told of being forced at gunpoint from their land in the 1860s by the U.S. Army in the forced relocation of the Navajo people on foot to southern New Mexico.
After serving as a Code Talker — a group of radio men who translated American coordinates and messages into an indecipherable code based on the Navajo language — Pinto had to take an English test four times before he was finally admitted into the University of New Mexico’s College of Education.
He graduated with a bachelor’s in elementary education at 39, and eventually earned his master’s, becoming a teacher and a truancy officer in Gallup.
Pinto delved into politics to address the needs of impoverished indigenous populations. The Democrat won a seat in state Senate in 1976 as one of the state’s first Native American senators.
An unassuming appearance and manner belied Pinto’s political determination that carried him through 42 years in the Legislature. Laurie Canepa, the senior librarian for the Legislative Council Service, said that made him the longest serving senator in state history.
Manny Aragon, the state’s one-time Senate president, tells the story of driving to the Statehouse in a January 1977 snowstorm and picking up a middle-aged Navajo man who was hitchhiking in Albuquerque. The hitchhiker was newly elected Sen. Pinto.
“I just thought he was a transient,” Aragon said.
In the Legislature, Pinto advocated for education reform and anti-poverty programs. Receiving a lifetime achievement award in 2016, Pinto recalled going hungry at times as a child while his parents juggled odd jobs and said the experience influenced his work on issues of homelessness as a lawmaker.
Every year, Pinto would sing on the Senate floor the “Potato Song” — a Navajo song about a potato, planted in the spring and visited in the summer until it is harvested. Fellow senators, staff and aides clapped along to Pinto’s rendition.
Lenore Naranjo, the Senate’s chief clerk, says Pinto taught her bits of Navajo language over the decades.
“A beautiful man is all I can say,” Naranjo said.
Associated Press writer Russell Contreras contributed to this report from Albuquerque.


Using a digital poem of the week is a great way to integrate technology into the classroom and save paper at the same time! Poetry is a fabulous tool for helping students to develop fluency and comprehension skills while reading. Using a digital Poem of the Week format helps them to become familiar with a piece of text through repeated reading and follow up activities. I had originally created a printable version of my weekly poem activities but have since adapted it to a digital poem of the week version for several reasons.
Why I use a Digital Poem of the Week:
When Covid-19 happened, I was forced to adapt my weekly poems to a digital interactive version. I needed to create items for distance learning BUT I also love the interactivity of it. These are perfect for an in class learning centre as well as at home learning. Students are able to manipulate the activities in a more efficient manner. I also love that it saves paper.
I do still believe the printable version is important because of the fine motor skill development that comes along with cut and paste activities but this is a great alternative. For example, you could have a group of students working on one of the poem of the week printable activities and another group working on a different digital one. They would still be working with the same poem. This is particularly beneficial for teachers who do not have 1:1 devices in their rooms.


Our New, Unreliable Winter: Mabel May
Part of the collection of the National Gallery of Canada, Henrietta Mabel May's painting Melting Snow hangs among a cluster of cheerful winter scenes by her contemporaries, including fellow members of Montreal’s famed Beaver Hall Group, A.Y Jackson and Ethel Seath. Amid this pleasing arrangement, May’s work alone, with its mounds of old snow rendered so fluidly the viewer can almost watch their softening edges seep into the surrounding mud, speaks most directly to an increasingly common experience of winter in what were once reliably frigid climes: as a sustained period of freeze, thaw, freeze.
Born in Montreal in 1877, May was in her forties and a celebrated artist by the time she embarked on Melting Snow, likely during a 1924 painting excursion to Quebec’s Baie-Saint-Paul region with Jackson and Randolph Hewton. Her own concerns as she brought the muted yet light-infused scene to life – in contrast to our contemporary anxiety over the changing climate – probably centered on her craft, and the direction she wished to take it. Widely exhibited both during her lifetime and since her death in 1971, Melting Snow is an oft-cited example of May’s gradual adoption of a style associated with the Group of Seven: that is, a lyrical depiction of landscape, with bold, sweeping colours and simplified forms. In May’s hands, however, as noted by art scholar Kathryn Kollar, that style was more refined, less nationalistic, and never overtook her subject.
Once dubbed “the Emily Carr of Montreal,” May’s work consistently had critics and colleagues reaching for adjectives such as “joyous” and “vigorous.” She studied under William Brymner at the Art Association of Montreal; travelled to Paris with fellow artist Emily Coonan; became known for her early industrial and harbour scenes; recorded women’s work on the home front for the Canadian War Memorials Fund in masterworks such as 1919’s Women Making Shells; and was credited for furthering the development of Impressionism in Canada. She was said by one critic to display “an intense feeling for the Canadian scene and an assurance in handling it.”
A founding member of the Beaver Hall Group in 1920, the first collective of professional Canadian artists dominated by women, May maintained lifelong friendships and working relationships with fellow members such as Lilias Torrance Newton, Anne Savage and Sarah Roberston. In 1933, these three, with May, became founding members of the Canadian Group of Painters. Starting in 1938, she spent a decade teaching the popular children’s “Happy Art Class” at the National Gallery of Canada, and lectured there on the value of art education, “for by making pictures, the imagination and power of perception will be developed.”
The Montreal Star once credited May for a quality “that most Canadian painters of her generation neglected”: “a delight in people.” And it is true that, even in the unpeopled landscape of Melting Snow, humanity is felt: in the just-passable road and re-emerging fence tipping over curves and ruts.
The scene embodies the purgatory of early spring. A thin band of bright snow at the base of the hills emanates a stubborn chill, while the sky’s angular cuts of blue promise unpredictable weather. Yet May’s bulky clouds seem to hang in sympathy with the shrinking snow-heaps below. Sun streaks down in warm, generous rays. And subtle pinks and violets – even greens – ever-so-faintly shimmer with a sense of awakening.
We know all too well these mixed messages, these collisions of dark and light, cold and warmth. To gaze upon them rendered in May’s sure hand is a balm.
Works by H. Mabel May are on view in A105, A105a and A108a in the Canadian and Indigenous Galleries at the National Gallery of Canada. Share this article and subscribe to our newsletters to stay up-to-date on the latest articles, Gallery exhibitions, news and events, and to learn more about art in Canada.


A new popular topic for the past couple of years has been the question in validity and relevance of music education in schools. Why is this happening now? That is up to you to gather your own opinions on. However, as a Music Educator, I feel I would not be living up to the profession that I spent thousands of dollars preparing for if I didn't tell you what exactly I'm here for. To start, Confucius once said "If you would know if a people be well governed (and), if it's laws be good or bad, (then) examine the the music it practices." (Campbell 2008, 20) Why would a genius such as Confucius with the idea of music being just as important as the laws of the land? The answer to that is simple, music is just as important. Since the beginning of standardized education, music has been a required course that all students took. So why High School Choir ,you may ask. Well, in high school I believe that you are all at the point in your lives where you need music more than any other time in a person's life. This is because music is all about self discovery and the ideas presented in certain concepts that don't have simple explanations.This proves to be a difficult undertaking at any time before or after adolescence. In the years you spend in higher education, you voice changes, you discover new things is the world, and new things about yourself. It's the time in your life where you feel the most vulnerable as well as the most alone in that vulnerability. This is where music comes into play. I'm sure every student has heard the old "I remember when I was your age..." speech but taken from a musical stand point, one learns that the concepts of love, and loneliness, and loss, and profound excitement are all emotions that are valid and universal to everyone. This is why I've designed the class the way that I have. I wanted a more student-driven classroom, with open discussion because I believe that that is the key for an ensemble to grow together and personal as well as team growth are what we strive for in this field and if we can share that with our audience then that is what makes it even more worth it. Even St. Augustine would go on to confess that "all of his emotions could be echoed and made more alive in voice and song. He recognized the usefulness of music, too, in that people could be moved by the ideas carried by the text of a song rendered with a clear singing voice" (Campbell 2008, 21) Thus bringing home the point of a holistic education in music and why it is so important. Music not only teaches practical life skills but it also delves into genuine discussion of ones own self and how to better that as well as the world around us.
Campbell, P. S. (2008). Musician & teacher: An orientation to music education. New York, NY: W. W. Norton and Company