Reading courses for teachers
The ability to read well is a fundamental skill required for learning all other subjects. Being able to read with ease, along with strong comprehension abilities, helps students have a more meaningful education experience. You can learn how to help students master this crucial skill with our reading courses for teachers.
We have a range of reading courses for educators to offer insight into current instructional methods for improving student literacy. You can explore theories and methods for literacy development in primary students through high school. You can also learn complementary writing strategies to further boost student performance.
Our reading courses for teachers also cover specialty topics such as intervention methods and accommodations for struggling readers and instructional methods for culturally and linguistically diverse learners. These classes can help you gain a deeper understanding and create a more inclusive learning environment for everyone.
We also have courses that delve into important topics like
- The linguistic, cognitive and socio-cultural factors that influence readers.
- Identifying and understanding the various stages of reading development.
- Effective reading and writing instructional tools and strategies.
- How to develop effective plans for vocabulary development.
Let us help you get the skills you need to have a greater impact in the classroom. Our courses can give you the ability to more effectively guide students toward literacy. They might also meet certain criteria for potential recertification, endorsements and professional development.
We understand that continued education is vital for professional growth. By offering educators like you the support you need to succeed, along with helpful online tools and career resources, we can help you enhance your potential and grow in your field.
Discover how you can continue to grow with our convenient and flexible courses. Call 866.484.1815 to enroll or request additional information today.
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Transferability of credit is at the discretion of the receiving institution. It is the student's responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student's choice. Individual courses are not eligible for federal financial aid.
Although our Continuing Education for Teachers courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing Education for Teachers courses are not intended to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
While widely available, not all courses are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.


Effective watershed management is dependent on the having the scientific information to guide management decisions and on the social values of the communities living within the watershed. A common barrier to sustainable watershed management is that the people living within the watershed lack an understanding of basic watershed concepts and how it relates to human and ecosystem health. A starting point for increasing awareness of watershed ecology concepts is at the elementary level (k-5), but educational materials at this level often lack instructional resources related to land use impacts on watersheds. Our objective was to develop mobile instructional resources to be used within fifth grade classrooms within the Sugar Creek watershed in northeast Ohio. This 922 km2 watershed has been identified as one of the most impaired watersheds in the state. Land use consists mostly of family farms and dairies, some of which are managed by Mennonite German or Amish farmers. Meetings with fifth grade school teachers were organized so the resources were teacher driven. We adapted existing instructional materials and developed new materials on watershed ecology topics within the context of this particular watershed. Additionally, mobile kits were developed so that the instructional materials were available to all elementary schools within the watershed.
We developed four mobile kits intended to teach the concepts of watershed hydrology, the watershed as an ecosystem, anthropogenic impacts on watershed health, and conducting ecological research within a watershed. Instructional materials included in each kit consist of a pre-assessment, a post-assessment, a five day lesson plan, and materials required for exercises that build upon each concept addressed. Additionally, the exercises involve the use of traditional and active learning teaching methods to teach watershed concepts that meet the state of Ohio academic content standards. This approach of educational outreach through elementary education fosters awareness of the Sugar Creek watershed not just with the students, but also in the teachers and the parents within the school system.


The Curse Of The Easy A
By Chad Criswell
Many current music educators grew up in a time when being in an ensemble was solely about playing the music for the next concert. I personally cannot recall ever doing a worksheet or any real music theory work while in high school. It seemed that all I had to do to get an "A" was come to my lessons, play at the concerts, and otherwise stay out of trouble. Outside practice was expected but not enforced. I did not realize until many years later that this method of teaching had set me up for years of mediocrity and frustration.
The primary effect of giving a student an A for doing very little work produces much the same effect that we see in society where people become dependent on entitlement programs. Being given something for nothing slowly undermines a person's motivation and softens their personal initiative. In the music classroom this translates into producing a stagnant musician that has no driving force to improve his or her musical abilities. For many years I suffered with wondering why the members of my ensemble wasn't improving the way I felt they should. Finally I concluded that it was my fault for not pushing them hard enough. I had fallen back into my mentor's footsteps and had been cranking out the easy A's to my students regardless of what they truly deserved.
The grading rule of thumb that is used in other classes should also be used in the music classroom. This rule of thumb states that an A is to be reserved for excellent work while a C is given for work that is simply average. If you were to take this rule and apply it to your students, would they get the same grade that you gave them on their last report card? How did they come to earn the A that they received? Was it simply for showing up to class or was there real, verifiable learning going on?
The day that I realized my mistake and started requiring more work from my students the ensemble seemed to blossom almost overnight. I began requiring two hours of home practice each week, weekly theory worksheets, and mandatory private lessons or group sectionals. By the next concert I was already seeing a difference. By the end of the third quarter the new scale memorization requirements I threw in had turned my jazz and pep bands into the best groups that I had ever conducted. The attitudes of my students also changed. They realized that they were improving and that their hard work was indeed paying off. This in turn made them more interested in performing and made them want to practice even more.
Perhaps most important of all, requiring more of my students also required more of myself as a teacher. I started reading educational journals again, determined to improve myself as a conductor and as a teacher. I started writing about my experiences to help other people improve and learn from my mistakes. These simple things breathed new life into a career that was on the verge of being consumed by apathy. I love teaching again, and it is all because I finally broke free from the bonds of being a mediocre band director. If you care for your students and want them to come to love and appreciate music as much as you do, never again give away an easy A.
About The Author
Chad Criswell is an accomplished Iowa music educator. He hosts a web site dedicated specifically to music education topics of interest to students, parents, and teachers located at http://www.musicedmagic.com.


Recently, we did some work around developing learning outcomes with group that had a lot of painters and plasterers in it. This is a summary of my notes relating to how, as a group, we developed a draft learning outcome for an embedded approach to some very specific numeracy skills around measurement and area.
We also looked at what sample diagnostic questions might look like as well as ideas for a short teaching sequence.
I’ve written about embedded learning outcomes before here if this interests you or you need more detail on how we suggest that you write them.
Write the embedded numeracy learning outcome
Based on the needs of the group and their learners (who were working towards trades qualifications in painting and plastering) we came up with this:
- Estimate and calculate the area of a rectangle in the context of working out the amount of paint needed for a wall.
Unpack the calculation
In order to unpack a calculation we asked the following question as part of a group discussion:
- What do I need to know in order to do this?
Here’s a summary of what we brainstormed. Learners would need to know how to:
- Estimate and measure length in metres.
- Understand that area is measured in square metres.
- Know how to estimate the area of a wall in square metres.
- Understand and apply the knowledge that to find the area of a rectangle you multiply the length of one side by the other.
- Multiply numbers with decimals.
Develop some diagnostic questions
Once we determined what the outcome was that we wanted to achieve and what some of the key underpinning knowledge was, we needed to develop some brief diagnostic questions and activities to figure out what the learners actually knew.
The idea was that the tutors and trainers would use these as their pre and post assessments around the actual teaching component. These aren’t necessarily perfect, but here’s what we came up with and feel free to adapt or modify:
- Estimate the length of a wall.
- Measure the length of a wall.
- Draw a square metre on the wall or workshop floor.
- Estimate the area of the wall.
- Answer these questions
- 2 x 4 =
- 2.4 x 3 =
- 24 x 30 =
- Find the area of this rectangle:
Develop some teaching activities
Here’s a teaching sequence below that we came up with based on the needs of the painters and plasterers in the group. You could also adapt this to many other contexts where area is important, for example carpentry, joinery, engineering, horticulture, and farming.
- Start with an interactive discussion designed to activate learners’ prior knowledge about measurement and area and why it’s important to the job of painting and plastering.
- The point here is to get people talking about what they already know and what, if any experience, they might have estimating, measuring, or calculating area.
- It could be useful to formulate a discussion question (or a series of questions) prior to the teaching. For example, “Who has had to try and work out the amount paint needed for a job? Did you get it right? What happened? Why is it important to check your estimates? What happens when you get it wrong? Why would your boss care about this?”
- Do some teaching around estimating and measuring length.
- This could start with some work around common benchmarks for length, then move on to checking that learners know the correct way to use a tape measure for measuring length in metres, and conclude with learners practising estimating then measuring accessible objects, shapes, and spaces in the workshop, classroom, or training space.
- Do some teaching around estimating, measuring, and calculating area using decimals including with a calculator.
- This could start with some work around using square units of any kind, e.g. on paper grids so that they have to count and then calculate the number of square units need to cover different shapes and areas. Then learners could estimate the area of a large door or table in square metres and share their estimations. You could follow this up by measuring with tape measure, doing the area calculations, and discussion relevant fractions you need to cover the shape.
Feel free to improve on this… Let me know in the comments. Hat tip to Janet Hogan for leading this workshop activity.


By Timo Klemettinen, Director
Association of Finnish Music Schools
Finland’s acclaimed music education has succeeded in combining the best features of the old Russian and Hungarian schools with the principles of the Nordic welfare state and democracy. Establishing a good relationship between music and all other academic disciplines has become the basis of the new teaching methods. The audible result—quality—nevertheless continues to occupy a significant role. The pillars supporting the Finnish music school system have been—and still are—the state and municipal funding, the high standard of teacher training, institutional networking, the nationwide spread of good practices, and the Finns’ high respect for music and the arts in general.
Finland is also a real land of music play schools. Children learn basic musical skills by means of “aha experiences” and other meaningful experiences. Simultaneously, the lessons support the children’s cognitive, emotional, motor, and social development. As far as is known, there is no other music education system for preschool children elsewhere in the world that is as systematic.Finnish music and arts institutes have long evidenced a strong belief in nurturing creative talent both through intensive study and open exploration.
Numerous Finnish superstars like conductors Esa-Pekka Salonen, Jukka-Pekka Saraste, Osmo Vänskä, and opera star Karita Mattila are considered unique treasures. These and many other artists are the fruits of Finnish culture and education. It is our intent to bring these methods of pedagogy to the United States for the first time in a comprehensive manner at Soiva Camp at Salolampi. The initial program in 2008 focused on piano and flute instruction as well as improvisation and composition.


There are many studies linking music education and academic performance but writer Joanne Lipman, in a recent New York Times article Is Music the Key to Success? says the benefits of music go beyond. Lipman interviews high achievers – from Woody Allen to Alan Greenspan – who say that music has helped them with the ability to work with others collaboratively, improved their “creativity, discipline and the capacity to reconcile conflicting ideas.” Who wouldn’t want those qualities in themselves or their child?
That’s why I’ve followed Dr. Robert Cutietta’s advice in Creating a Musical Home Environment to nurture my daughter’s love of music. Here’s how I’ve incorporated his tips:
- Listen to all types of music. We listen to classical, rock, reggae, and pop. We’ve recently added Bossa Nova to the mix. Evie not only loves the beat but has learned about Brazil and Portuguese. Pandora has made it easy for us to explore other genres.
- Turn everyday events into singing time. After a recent nature walk when we talked about the changing leaves, I asked her to sing about it. I was surprised to hear about what else she knew about fall and the different seasons. It’s another way to discover what she’s learned at school.
- Dance together. We have a blast during our impromptu dance parties and playing freeze dance. Sometimes we act out how we think different animals would dance.
- Use household items as instruments. The other night, after her bath, Evie started to pat a rhythm on the tub and sang her version of London Bridge.
- Play music together. My husband plays the guitar while Evie shakes maracas or a tambourine. I, unfortunately, never learned to play an instrument but I plan to learn to play the piano with Evie next year. For now, I sing along, pat a drum, or tap my feet.
Below are more music activities from around the web. What music activities does your child enjoy?


Art is developed around the six formal components of design: color, line, form, shape, texture and space. Students explore these concepts using many different kinds of materials and techniques through a variety of projects and experiences. Beyond acquiring the knowledge and skills necessary to create and respond to visual art, students explore the artistic achievements of cultures, past and present. The art curriculum is often integrated with other school subjects such as science, social science
Lower School visual arts provides students with a well-rounded and cumulative understanding and knowledge of the elements and principles of design. Starting with our four and five-year-old students, we help students develop a basic understanding of color, shape and line and teach them how to appreciate art. As we go through the grades, the students begin to explore these concepts on a more challenging level. In addition to exploring key concepts and ideas students will also use a range of media, which will give them a new perspective on working with their hands and creating their own art.
The visual arts curriculum in Middle School focuses on building a vocabulary of skills and understanding used in conjunction with design principles. Through the explorations of line, form, color, negative space, texture, shading, three-dimensional forms, and a variety of materials and techniques, middle school students will develop an array of skills. The visual arts curriculum also encompasses digital media where digital photography, film-making, the use of apps and other emerging technology is explored.
Performing in front of an authentic audience is an essential Westside School experience. Whether it be pre-kindergarten student taking their first steps on the stage at our Winterfest celebration, fourth graders performing an interpretive dance, or our middle school students putting on a full scale musical, Westside students gain the confidence, artistic expression and feeling of accomplishment that comes from working hard to put on a show.The performing arts program in the Lower School brings music, creative movement, drama and dance alive in the hearts and lives of our children. Our students meet twice a week with their performing arts specialist to explore rhythm, creative movement, play instruments, act, sing, dance and perform. Our instrumental music curriculum begins with simple rhythmic instruments in the pre-kindergarten and kindergarten years, followed by pitched percussion in first and second, recorder in third and ukulele in fourth grade. Our vocal program begins by finding voice and dynamics and grows to more complex part singing by fourth grade. Movement and acting take a similar course of growth as we develop the whole child as a confident performer and presenter to fully prepare them for their Middle School years and beyond.
The performing arts curriculum in the Middle School focuses on building strong vocal, instrumental, acting and movement skills. Students develop talent and interest in the performing arts through active participation in various performing arts electives; such as instrumental ensemble, vocal ensemble, musical theater, acting and dance. Students will have the opportunity to explore different aspects of the rehearsal process and performance in these electives, while learning the essential terms and concepts that they will need as they move into more advanced programs both in and beyond Westside School.
Music education is essential to the physical, emotional, intellectual and social development of the whole child, and develops confidence, cooperation, and coordination in our students. Students learn about beat, rhythm, pitch, melody, harmony, dynamics, and form. They do before they label. By the time they learn the name of a musical concept, they will have already experienced it.
At all grade levels, students sing a varied repertoire of music and play a variety of rhythm instruments. As students grow in their understanding of music, they begin to improvise melodies, variations, and accompaniments, and compose and arrange music within specified guidelines. The curriculum develops and reinforces a love and appreciation of music in every student. Our music curriculum is derived from the national standards drawn up in 1994 by the Consortium of National Arts Education Associations.


Bringing literacy home
- KaiLonnie Dunsmore and Douglas Fisher, editors.
- Newark, DE : International Reading Association, c2010.
- Physical description
- x, 390 p. : ill. ; 24 cm.
Education Library (Cubberley)
|LC151 .B74 2010||Unknown|
- Includes bibliographical references and indexes.
- Family literacy or community learning?: some critical questions on perspective / Shirley Brice Heath
- Home is not where you live, but where they understand you / Nancy Frey
- The parental involvement process: implications for literacy development / Kathleen V. Hoover-Dempsey, Manya C. Whitaker
- Characteristics of three family literacy programs that worked / Lesley Mandel Morrow, Alan l. Mendelsohn, Melanie R. Kuhn
- Talking over books at home and in school / Nancy Roser
- Stories, facts, and possibilities: bridging the home and school worlds for nonmainstream students / Diane Lapp
- Teaching literacy in cultural context / Geneva Gay
- The role of family literacy programs in the school success or failure of African American families and children / Patricia A. Edwards
- Latino culture and schooling: reflections on family literacy with a culturally and linguistically different community / Flora V. Rodríguez-Brown
- Making the book talk: literacy in successful urban classrooms and communities / Gloria Ladson-Billings
- Making up for lost time: connecting inexperienced teenage readers with books / Gay Ivey
- Writing the next chapter in family literacy: clues to long-term effects / Jeanne R. Paratore ... [et al.]
- Cultivating new funds of knowledge through research and practice / Luis C. Moll, Julio Cammarota
- Considering time in the field of family literacy and in the lives of families / Catherine Compton-Lilly
- Rethinking family literacy through a critical lens: a focus on culturally and linguistically diverse families / Rosario Ordoñez-Jasis
- "I don't want you to die in your entire life. if you do I'll bring you flowers": words in families and word families at school / Denny Taylor.
- Publication date
- 9780872077119 (pbk.)
- 087207711X (pbk.)
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Are you considering Music Lessons for your child? If so, you are making a wise choice! Research today demonstrates how the study of the arts is vital to the intellectual, creative, emotional and social well-being of children. Reading and math scores are especially favorably affected by music study. Music students tend to have increased attention spans, less behavioral issues and increased self-confidence.
My musical background and philosophy of Music Education
I began my study of music at age five, and have been teaching for over 45 years. I teach piano, violin, voice, organ and guitar. (My husband sings and plays cello.) I graduated from Colorado Christian University. I have participated in church orchestra, worship teams, show orchestras, and have served as a church pianist/accompanist over the past 35 years. My professional affiliations include the National Federation of Music Clubs and National Guild of Piano Teachers. My passion is playing and teaching -- I love it!
I believe we have a creative God who made us in His image and therefore, we are creative beings. As educators and parents, we are constantly looking for avenues to encourage our children to develop their skills and talents. Music can often serve as a child's path to learn, explore, create and serve. Though most music students will not become professional musicians, developing the skills and discipline required to learn and communicate through music will add richness to his/her life that will continue well into adulthood.
Perhaps you're an adult beginner or returning to lessons after an extended break. Music helps with concentration, relaxation, learning new skills, memory, dexterity/flexibility of the hands. Most of all - it's simply fun and enjoyable. It's never too late to start (or pick music back up!)
More and more research is showing us how vital studying the arts is to the intellectual, creative, and emotional well being of children. As more and more school systems are dropping the arts from their curriculums, it is important that parents recognize the vital role that music can and should have in our children’s education. Private music instruction is a way to fill the void.
I believe music lessons should be fun. The curriculum I use is contemporary, fresh, and written alongside students for their insight and feedback. I include repertoire, theory, technic, flashcards, sight-reading, ear-training, composition, transposition, harmony, duets, accompanist techniques, and contemporary musical styles, as students progress. Many of these elements are included in the early years of study. I have found that students love the variety and enjoy feeling they are becoming more musically independent as they progress.
To learn more about my program please call me at on my cell at 407-415-8230, or email me at LCMusicMaker@gmail.com, and I will be happy to answer any questions you might have. (References are available upon request.)


Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future. 21st century curriculum and instruction enable innovative learning methods that integrate the use of supportive technologies, inquiry-and problem-based approaches and higher order thinking skills.
Virtual museums require students to use research skills. It motivates student learning through high-interest activities, makes them engaged in higher-level thinking, enables teachers to infuse 21st Century skills into traditional learning, allows for differentiated instruction/learning and offers a form of interactive learning. This paper provides suggestions for adapting visual arts curricula of middle school with the advantages of using virtual museums in order to meet the unique needs of the learner in the 21st century.
|Keywords:||Virtual Museums, Visual Arts, 21st Century Skills|
Lecturer, Art Education, Faculty of Specific Education, Alexandria University, Alexandria, Egypt


"Learn the elementary things! ... Learn the ABC. It won't be enough, but learn it! Don't be dismayed by it ... Don't be frightened to ask, comrade! Don't be talked into anything. Check for yourself! What you do not know yourself you do not know."
- Bertoldt Brecht (See International Literacy Day Poster, COSATU Education Department, SAHA Poster Collection, AL2446_1118)
International Literacy Day was established in 1965 by the United Nations General Assembly as a way of drawing attention to the global problem of illiteracy. It was first commemorated on 8 September 1966. In December 2001, the United Nations General Council proclaimed the United Nations Literacy Decade (2003-2012). Literacy Day remains a focal point of this campaign.
Literacy is recognised as the ability to read and write, as well as comprehension of basic numeracy skills. According to Kofi Annan, literacy "unlocks the door to learning throughout life...and opens the way for democratic participation and active citizenship." The ability to read, write and count is not a privilege or luxury. It is a fundamental human right, at the root of knowledge.
In South Africa, it is estimated that more than half of the population have not received an adequate level of education, with over five million who remain entirely illiterate. The vast majority of illiteracy is found in developing countries, and more than one quarter of the global adult population remains illiterate. Literacy, the basis for any education, enables a vastly improved quality of life.
Education Campaigns for Literacy Day
1Goal :: Launched in April 2010, 1GOAL strives to make education a reality for all, particularly children who remain deprived of an education through ensuring sufficient funds are available and that policies exist to facilitate improved access to education.
Learn more about 1GOAL.
Equal Education :: This movement of learners, parents, teachers and community members works for quality and equality in South African education. Through analysis and activism, Equal Education seeks to address the legacy of the apartheid-era education system, which entrenched unequal systems of learning in South African schools.
Learn more about Equal Education's Campaign for School Libraries.
Literacy and Education in SAHA Collections
AL2418 :: The Progressive Teachers' League Collection
The Progressive Teachers' League (PTL) was formed in 1986 in Lenasia. It was formed by progressive teachers who were concerned with the education crisis and the ineffectiveness of the Teachers' Association of South Africa (TASA). It largely organised teachers who fell under the Department of Education and Culture, House of Delegates. PTL was in its short life-span mainly based in Lenasia, although branches were established in Johannesburg Central, Actonville and Laudium. The thrust of PTL activity therefore occurred in Lenasia. From its inception PTL worked closely with other progressive teacher and education organisations in the country. The PTL was also a leading participant in the National Teacher Unity Forum which culminated in the launch of the South African Democratic Teachers' Union (SADTU). Upon the formation of SADTU, PTL ceased to exist.
AL2606 :: The Congress of South African Writers (COSAW) Collection
The Congress of South African Writers (COSAW) was launched in July 1987. It arose out of the need for a grassroots writer's organisation that sought to promote literature and redress the imbalances of Apartheid education. COSAW organises literary events, conducts research, liaises with literacy organisations, establishes writing groups, facilitates workshops for aspirant writers from disadvantaged communities and publishes materials.


First Grade Course Listings
First grade students increase their awareness of the similarities and differences in line, color, texture, and form and identify patterns in the environment. Students combine shapes, lines, and colors in new ways to create complex images in drawings. Students invent patterns and develop skills in organization. Students increase fine motor skills by manipulating constructions of paper, cardboard, and clay. Students experiment freely, drawing and identifying objects from different cultures and places. First graders recognize that artists use a variety of ways to share their ideas about many subjects such as themselves, their families, and their traditions. By viewing and discussing a variety of artists’ works, students identify genres by subject such as landscapes and portraits. First graders evaluate art pieces naturally and begin to use art vocabulary to describe art concepts. They improve listening skills and learn to show respect when listening to others’ opinions.
The first grade Bible curriculum is designed to teach students about God's interaction with man. Students will become familiar with major Bible characters and should develop positive attitudes from Bible teachings. They will learn of God's power and His love for mankind as we infuse God's teachings in all subjects.
The first grade math curriculum is designed to promote growth and understanding of number concepts: addition, subtraction, telling time, money, fractions and problem solving.
Students will learn basic computer parts, mouse skills, light word processing, awareness of the internet through the use of online curriculum-based learning sites, and graphics lessons using paint software. Students will be able to type complete sentences (including shift for capital letters, space bar for spacing and punctuation keys).
First grade students engage in a variety of activities, including development of the singing voice and singing a variety of simple songs. The Orff approach to music education is used to develop rhythmic abilities through use of body percussion and instruments. Students listen to classical music and learn about the lives of composers. Movement is used through singing games, following a leader, and creative expression. Children perform twice a year, once in a musical, and again as part of a large ensemble for parents and grandparents.
- Language Arts
The language arts curriculum encompasses guided reading, literacy centers, spelling and various genres of writing. A reading specialist and a reading assistant are utilized to monitor each student's progress throughout the year.
- Physical Education (PE)
The Physical Education curriculum is based on teaching the students locomotive skills such as running, jumping, hopping, galloping, sliding, and skipping, as well as teaching manipulative skills such as throwing, catching, and kicking. Through these activities, students are taught how to cooperate with others using various games and exercise activities. The goal for the physical education program is to lead students into activities that promote lifelong healthy habits.
- Hands-On Science
In the science lab, students experience hands-on activities that allow them to explore and investigate science in the environment in which we live. Our study includes the components of a Green School curriculum, earth science, physical science, health science, states of matter, the five senses, and weather.
- Social Studies
The first grade social studies curriculum is woven through our reading and writing programs throughout the year. Through community service projects, children experience how to be productive members of society.
First Grade learns simple greetings, numbers 0-30, colors, following two part directions, the days of the week, fruits, simple commands, expressing how they feel, what they like, body parts, how to describe themselves, hot, cold, please, thank you, Goldilocks and the Three Bears, classroom objects, special holidays, and seasons through songs, culture, games, and hands on activities. All grade levels learn Christian songs.


The Movable Alphabet is one of the few original didactic materials for teaching language arts that Maria Montessori gave us. Are you using this critical apparatus fully?
Join us for this informative workshop with Montessori teacher-trainer Cathie Perolman as she shares strategies and practical examples for how to make the movable alphabet come alive and lay the foundation for rich, deep, interconnected language development.
Cathie Perolman is a reading specialist, elementary educator, author, consultant, and creator of educational materials for primary and elementary students.
She has noticed that many classrooms have less than optimal Reading Materials often due to the time and energy it takes to create them. Using her skill as an educator and her knowledge of the process of learning to read, she decided to create interesting materials that could be easily used for early readers. Her work is the fruition of this effort!
For more than three decades she has dedicated her energies to improving reading for all youngsters. She serves as a Montessori teacher trainer, school consultant as well as a classroom teacher. She conducts workshops for teachers and administrators throughout the United States and has previously taught at the college level. She consults with teachers of all levels and enjoys advising students in training and supporting recent graduates.
Cathie has served as a Montessori educator for over 25 years. Presently she co-teaches a Primary Class at Nurturing Nest Montessori School in Columbia, Maryland.
Cathie is the author of Practical Special Needs For the Montessori Method: A Handbook for 3-6 Teachers and Homeschoolers. She is also the creator of Hands on Phonics, a phonics-based system of teaching reading to young children. She is a regular contributor to Tomorrow’s Child and Tomorrow’s Leadership.
Cathie Perolman holds a BS in Early Childhood Education and a M.Ed. in Elementary Education with a concentration in reading. She is credentialed as a Montessori teacher. She is married and has two adult children and two adorable granddaughters. Cathie lives in Ellicott City, Maryland.


Music education is a great way to help middle-school students express their creativity while also gaining an understanding of instruments, rhythm and the importance of music in society. Additionally, studies have found that students who participate in music education are more likely to excel in other academic areas, including standardized tests such as the SAT.
Combine a history lesson with music education by exploring the life and influential legacy of Elvis Presley. Provide students with a brief background on the biography of Elvis Presley. Challenge students to do research in small groups to find out more about the influence that Presley's style had on modern rock, and assign each group a specific topic to report on, such as current musical performers who draw from Elvis' style, and the evolving social views on rock music over time.
Instrument Group Composition
Create a lesson plan that introduces middle-school students to the four families of orchestra instruments: strings, winds, brass, and percussion. Once students have become familiar with the various instruments and their associated sounds within each group, assign students the task of composing a 15-second song including at least one instrument sound from each family. Songs may be composed by using musical software, such as "Garage Band" for Mac, on the classroom computer.
To kick off music education, help students realize the prevalence of music in their everyday lives by instructing them to create a "music journal." For one week, require students to jot down every place that they hear music. Provide examples such as background music in a television show or in the grocery store. Require that students think about the role of the music and how it may have affected their mood or train of thought. By becoming more aware of the presence of music, students are more likely to become interested in the topic.
Exploring Music's Cultural Influences
Examine music's relevance to historical and cultural events by assigning students a research project about music during the Civil War, times of slavery, and life in the United States. Provide historical music samples for students to listen to, and challenge them to find examples of other songs, both historical and current, that relate to culture and societal conditions. Lead a discussion about the ability of music to provide hope for a sector of society, express anger, or inspire change.
- Children's Music Network; "Twelve Benefits of Music Education", Carolyn Phillips
- Teacher's Network; "Elvis Lives", Vivian Nash
- Data Dragon; "Learn About Instruments"
- Teacher's Network; "Ready-Set-Tech With the Instrument Families"
- Music Education Madness; "Beginning of the Year Middle School General Music", Karen Stafford
- Teachers.net; "Looking at the Old South: Music and Culture", Virginia Martin,
- piano and music notes image by Franc Podgor...¡ek from Fotolia.com


Cindy Doyle Richardson-Keys
Daughter of Christ, wife to Amiri, mother of six, accounting student, entrepreneur, modest, humble, reliable, patient, grateful, blessed, ME!!
Educating your children beyond the classroom: Tips for re-enforcing what they are learning
Your degree may not be in Elementary Education, but you will always be your child’s teacher beyond the walls of the school building. Your lesson plans will vary depending on the child and the subject that will be used for enrichment for the day. There’s a math, reading, writing or science lesson waiting in the kitchen, grocery store or in front of the TV.
Younger children (infants – 5 years old) absorb any and every thing!!! Their brains are ready to receive everything you expose them to. If your child attends daycare/preschool, ask the teacher for a general calendar that covers material that will be taught for that week or month.
- If your child is learning letter sounds and phonetics, play “I Spy” in their room to find something that begins with the same letter sound. Ex: Lamp starts with the letter L.
- Pick out clothing to wear for the day that starts with the letter for the week. Ex: You can wear the shirt today that has something on it that starts with the letter D. The child can then pick between the two shirt options that you layout with the image of a dinosaur or a race car.
- Color and shape recognition is always fun! Use descriptive words when describing things to your child. Ex: Your dinner is on the green plate that is shaped like a square, here is a purple hair bow with a heart in the middle, do you see the red stop sign shaped like an octagon?
Adolescents (6-10 year olds) are eager to prove and show you how much they know! Pretend that you are the student and they are teaching you about something new and fascinating that they have learned in school. And actually, this may become a true role for you as your children began to teach you the new conceptual math methods that they are learning. This is the moment that you realize things change quickly in the classroom within a 20 year span.
- Thinking outside of the box is key here. Challenge your child to read the closed captioning on the TV screen for their favorite sitcom on Disney that may be showing a rerun.
- Economics lessons are great at this age! While grocery shopping, give your child a $10 budget to purchase all of their lunch items and snacks for the week. Remind them of the number of days that they will need to purchase items for as they make their shopping choices. This is also a great lesson on balancing a healthy diet. A lunch box filled with Rice Krispies Treats, Jell-O Pudding and a Kool-Aid Jammer may fit in the budget but will not balance according to the suggested servings on http://www.choosemyplate.gov.
These tips are great for applying and enforcing the knowledge that your child is receiving in the classroom. Constantly communicate with the teacher and check the school’s website to see what objectives must be learned for the standardized testing that your child will receive. When you are actively involved in their education by engaging them in out-of-the-classroom activities, they will better conceptualize and appreciate the extra lessons received from their most loved teacher, YOU!


What is Music Technology when we are talking about a class with the same name?
There are many ways to answer the question but for the purpose of refining the focus of this blog and for the benefit of those who are left wondering, here's a concise definition.
Music Technology by itself can mean digital musical instruments such as digital keyboards and sequencers. In Education though, music technology refers to technological applications (computers, software, digital sound machines, keyboards, etc..) being used to learn about and to create music. The term Music Education Technology might be more accurate but Music Technology works just as well.
Most elementary classroom music programs in the U.S. are still called General Music. This is where basic fundamentals of music are taught and learned. Increasingly, music technology labs are being adopted in secondary music classrooms (Grades6-12). These classrooms usually contain MIDI (Musical Instrument Digital Interface) labs where computers are connected to digital keyboards. Software is usually loaded onto the computers that allow for the learning of music via the direct manipulation of keys on the digital keyboards or via the computer mouse.
Some Music Notation programs will actually display notes on the computer screen that a music student plays on the digital keyboard. In this context the keyboard is called a MIDI instrument since it is connected to a computer. Other programs are focused on music literacy and offer game-like lessons that allow students to learn about musical elements such as music notation, scales, key signatures, clefs, time signatures and timbre.
With the increased use of technology in Education and in student's lives, it is well worth a school district's time and expense to gradually adopt music technology programs. The ubiquitous nature of the i-pod is reason enough to go this route. Performing programs such as Band and Chorus should always be a part of every school in the country but music technology programs should also exist to serve the musical interests of non-performing students. In terms of enrollment, these students usually outnumber the performers 3:1.
To learn more, try giving a Music Education Technology Magazine a read. There are many articles and examples to sample.


Given that the question asks about social studies, I am assuming you are looking for reading comprehension strategies at an elementary or middle school level. One of the most common reading comprehension methods employed with social studies is called SQRRR (or SQ3R). It stands for Survey, Question, Read, Review, Recite. The first two steps are pre-reading strategies, the third is the reading strategy, and the final two steps are post-reading strategies. This method is especially effective because it is so adaptable and each step can be employed in a number of creative ways.
A typical elementary or middle school social studies class uses a text book. The following are examples of how a teacher could guide students through SQRRR in one chapter of a social studies text:
- Survey (or skim): read through the section titles aloud; skim through each reading section and look for bold vocabulary words; have students look at pictures (and captions), sidebar information, timelines (if present) and the review questions at the end of the chapter; have students note anything they think they recognize from a previous lesson. This gives students a preview of what they are about to read, peaks interest, and also allows them to make connections to prior knowledge.
- Question: have students form open ended questions based on anything they notice in step one; what are they curious about? Does anything look interesting or confusing? Create a question out of the information from the section title. This trains students to "think like a teacher" or begin to train themselves to notice what is important in a text versus what is not as important; it also helps to focus their reading.
- Read: read through the text, section by section, and seek answers to the open ended questions created; more questions can be created while students read.
- Review: Can be done after each section or at the end of the entire chapter; have students discuss answers to the open ended questions created in step two.
- Recite: students close their books and the teacher (or another student) poses open-ended questions from the chapter, and students recite answers from memory.
You can see how there is certainly room for adapting each step above to be student-directed, teacher-directed, group or individual oriented, oral or written. I like this as a reading comprehension method because it is a simple version of the basic steps involved in outlining, which is a critical organizational skill for high school and college, both in writing and studying.
One pre-reading activity that bodes well with Social Studies is a anticipatory set, where the students can answer questions before--and then after--the lesson. Both the student and the teacher can see the growth of the student.
I also have had succes with "What's My Question?", where you show a picture related to the content and have them ask a "why" or "how" question as a prediction about what the content will be. For example, you might show a picture of the USS Constitution. A student might say, "How did this ship change America?" Another might add, "Why was this ship important to the U.S.?"
A third pre-reading might be to bring in a mystery item (or several) to give hints and have the students predict its importance to the lesson. For example, to intro a unit on Native Americans, you could place a paper bag for each group of students. Inside the bag, you could have a mixture of items and pictures, different ones for each group. Some items could be feathers, a piece of leather, pictures of wigwams, teepees, long houses, different clothing items. You would let the groups explore the bags and discuss. After the lesson, let them discuss again to review learning. The next day, you could bring the bags out again to activate prior knowledge.


As this is my last blog in the subject of digital literacy, it might be good to talk about the development of digital literacy through the generations to have a better understanding of it. Since the late 1960s,ICT literacy has been identified as a need (Martin & Grudziecki, 2006). So what the stages or phase have digital literacy have go through from that time till now?
Moreover, I have found seven pillars to help student in higher education to improve their awareness of information literacy in the UK
The three phases:
The development of digital literacy has been through three phases, the mastery phase (skills),the application phase (usage) and the reflection phase (Martin, 2003).
1- The mastery phase(up to the mid-1980s):
The computer was considered as a powerful thing. The literacy on that time was to know the computer basics, how it works and how to program it. Also, to know some additional socially and economically factors that affect it.
2-The application phase(mid-1980s to late-1990s):
The computer in this phase was seen as a tool with a simple graphical user. Also, the computer has been applied to the education, work and home. The software literacy was the focus in this phase rather than knowing how the computer works and programming it in the previous phase.
3-The reflection phase(late-1990s on):
In this phase, there is a realisation of the need of evaluative , critical and reflective look on using the computers. The literacy in this level has evolved from specific skills to meta-skills. A new definition of ICT Literacy was needed. OECD-ILO PISA project has defined it as following:
“ICT literacy is the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society.
(van Joolingen, 2004)”
Seven Pillars for student in higher education:
There are seven pillars to help student in higher education to their awareness of information literacy in the UK:
“1-Recognising an information need.
2-Identifying what information will fulfil the need.
3-Constructing strategies for locating information.
4-Locating and accessing the information sought.
5-Comparing and evaluating information obtained from different sources.
6-Organising, applying and communicating information.
7-Synthesising and building upon the information.”
( Town, 2000: 17–18)
It is clear that how the three phase developed from a stage to another and getting more complex as it developed. Also, we can see a change in the needed skills in digital literacy from pure engineering and scientific skills to critical skills which I covered in a previous blog post(https://hajarscotland.wordpress.com/2016/05/16/digital-literacy-blog-3critical-digital-literacy/). Now, being digitally literate does not mean you have to know how the computer works or how to program it, as long as the person know to use, critique, evaluate, communicate and so on. I wonder what is the future phase of digital development would be!
To reflect on the seven pillars, I really see it very useful not only for students in higher education but for everyone use want to be digitally literate.
I hope that my blogs are useful to everyone or at least interesting!
As for all these blogs were my first experience of blogging, and as I really like this experience, I am planning to develop my skills on that. So please if anyone have any advice or recommendation that would be very help to me. You all are welcome to leave me a comment.
Thanks for reading my blogs
MartinA. (2003) “Towards e-literacy” in Martin & Rader, 2003: 3–23
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 1–19. doi:10.11120/ital.2006.05040249
TownS. (2000) “Wisdom or Welfare? The Seven Pillars Model” in Corrall & Hathaway, 2000: 11–21
Van JoolingenW. (2004) “The PISA framework for assessment of ICT literacy” Powerpoint presentation Online at: http://www.ictliteracy.info/rf.pdf/PISA%20framework.ppt


This photograph was taken by R. Lewis Hill in the gymnasium of Kelly Miller High School in Clarksburg, West Virginia, sometime between 1942 and 1946. According to Wikipedia, the school opened in 1903 and closed in 1958. It was established for the education of African American students during the legislated practice of segregation. The names of the choir members are listed on the photo as follows: Margaret Beard, Joan Rae, Grace Saunders, Erleen Robinson, Mavena Demby, June Wise, and Augustine Johnson.
My cousin Margaret Beard (1928-2005), pictured standing next to the flag was the daughter of Oril and Grace Beard. She was born in Elkins, West Virginia. She earned a degree in Elementary Education from West Virginia State University. She married Herbert Watson in 1951. She died in Oxford, Ohio in 2005.
Margaret, known to friends and family as “Peggy” taught second grade for 32 years. Singing remained a significant part of her entire life. She was an excellent singer. When Dr. Martin Luther King visited Mansfield, Ohio, she was asked to perform a solo song for the occasion. She also taught many children (myself included) to play the piano.


Friday, 31 January 2014
What do occupational therapists really do?
In its goal to provide children with the best possible start, Alberta Education provides access to early intervention programs in an inclusive school setting to children in a variety of age groups. This forward-thinking approach allows students in programs across the province to receive the services of speech and language pathologists and occupational therapists, as well as a variety of other professionals. Specifically, Occupational Therapy (OT) can be useful in assisting children with a wide range of abilities in improving their motor, cognitive, and independence skills.
Three Things OTs do in Schools:
1. Occupational Therapists work on a wide variety of skills in a classroom.
Many members of the public aren’t familiar with the day to day tasks an occupational therapist can work on in a classroom. While the focus of some therapies can be on foundational skills like fine and gross motor skills, a therapist can also focus on other areas of concern like dressing, toileting, and sensory processing concerns.
2. Occupational Therapists work collaboratively with a team of other professionals.
In the multidisciplinary model employed by many school districts, an array of professionals provide services in the classroom. With assistance from speech and language pathologists, behaviour specialists, psychologists and more, occupational therapists help provide a comprehensive view of the child’s skills. The team also assists the children as well as their parents and teachers in understanding the child’s strengths and areas of future growth.
3. Occupational Therapy focuses on the child’s needs and interests first.
When working with children within the classroom, an occupational therapist will direct therapy goals and interventions to suit the individual. Whether it’s building an activity around a particular skill the child can improve or designing an engaging task that draws on his or her interests, the therapist ensures the child is engaged and having fun throughout the process.
Three Myths about OT in Schools:
Myth #1: Occupational Therapists solely work with children with disabilities.
Reality: Children with a variety of physical and cognitive abilities can benefit from occupational therapy services in the classroom. While the therapist may focus a greater number of individualized supports for children diagnosed with a particular physical, cognitive, or developmental condition, OT’s are also able to work with the class as a whole by focusing on a particular skill area.
Myth #2: Children will grow out of these issues and learn them anyhow.
Reality: Although children will continue to develop in many skill areas as they mature, a good foundation for future school success begins early. Poor motor skills or sensory dysregulation can impede a child’s learning, leading to decreased success in current and future academics. Early intervention in these areas and more is key in promoting proper development and increasing a child’s skill level across many areas.
Myth #3: Occupational therapists only provide 1:1 therapy with kids in isolation from the classroom.
Reality: Using an inclusive model, occupational therapists work within the classroom setting, often with multiple children at once. The therapist is able to pull in children of all skill levels to help provide positive peer models, increasing confidence in adept students. This approach also allows those who are improving to view their classmates as leaders and build positive relationships. Including the teacher in the process is vital, as a collaborative approach will ensure all children’s needs are met throughout the school year.
Réal Chenard works as an Occupational Therapist for Edmonton Catholic School District, working mainly with pre-kinder and kindergarten students. He holds a BSc Spec. (Psychology) and an MSc (Occupational Therapy) from the University of Alberta and has been working in his field for almost 2 years. While in graduate school, he was the President of the Rehabilitation Medicine Students Association.


By Victor López,
Belwin Concert Band Arranger
As educators, band directors certainly understand know the importance of music education and its positive effect on students. However, when teaching popular music, some do not realize its importance and the positive effects on students’ experiences in music education
Over the past 40 years, American popular music has consistently demonstrated great variety, originality and evolution. However, while the music has evolved widely, the same cannot be said for American music education. The issue is that in the classrooms, specifically in band rooms, we have not been inclusive of all types of music; teaching and programming popular music.
I must admit that when I first started teaching band, due to a unique situation at the school, I used pop tunes and film music to lure students into the band program and eventually to classical repertoire. I treated it as if I were feeding a baby. I would feed the students the music they liked and then slowly introduce them to more serious literature, in no particular order. I knew that each student was special and that each would assimilate and relate to the music learned in their own particular way. This process worked somewhat as I was able to build the program rapidly. Nevertheless, it was not a proper way to introduce popular music overall.
Popular music has its own merit. Perhaps more importantly, music in itself tends not to operate in isolation. Often, it involves an entire worldview and lifestyle associated with different cultures and subcultures. Therefore, we must be inclusive of all kinds of music. We must not forget that in order to provide meaningful and motivating connections between students and ensembles, band directors must realize that students’ prior experiences profoundly affect learning.
Given that band directors always strive to educate both the students and audiences, a concert program where most of the audience cannot identify with the music performed will leave the attendees with an empty feeling. Whether we like it or not, we have to admit that the nature of the beast, to a certain extent, is to entertain. Having said that, do yourself a favor and make certain that you include quality popular music at your next concert. You’ll be glad you did.


Mathematics instruction occurs in small homogenous groups of students at an appropriate instructional level. Some of our students are strong in math while others are challenged by this subject. Using multisensory teaching methods, teachers move students through the Concrete-Representational-Abstract (CRA) sequence to develop solid foundational skills. Students practice math facts in many ways, including using the computer, in order to increase fluency. Learning algorithms and correct format for solving computational problems is important. The goal of math is to be able to apply these facts and algorithms to real-life problems. Therefore, students use various methods to understand and solve word problems.
Our teachers understand the language of math and how this use of language impacts many of our students. Terms such as “greater than” and “less than” are quite confusing to students with language-based learning disabilities. Direct instruction in the language as well as strategy development help our students learn these terms and how to apply them in order to solve problems.
Depending on the math level and learning needs, students may use strategies such as TouchMath, singing songs to support memory for math facts, walking a number line, using manipulatives to solve equations in Hands-On Equations, or referring to their math journal for help with concepts. Calculators are used to support problem-solving activities.


For more on the school topics, click here.
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Should third graders use calculators in class?
This is a real question that has been brought up not once, but twice, within the first six weeks of school by an 8 year old boy who goes to a North American public school.
There are several astonishing thoughts that enter my head:
- This grade 3 child has yet to touch on multiplication (whether in class or as homework). He did learn some multiplication in grade 2 but the math sheets he has taken home so far, six weeks into grade 3, are about addition and subtraction, with or without carrying or borrowing the 1. If simple arithmetic is on the menu (curriculum) what is the need to use an aid like a calculator then? Why would an 8 year old kid even hear the suggestion about using calculators to add and subtract numbers?
- Reading the internet and talking to people of all walks of life, it appears that the grade 3 curriculum is inconsistently followed all over the place. One third grade kid is doing multiplication, another kids is using calculators to add or subtract, a third kid is practicing algebra by drawing and colouring patterns on paper. Some kids I personally talked to are incapable of adding four quarters together to make up a dollar at the grade 3 level. Another kid is doing word problem mathematics. I find this confusing.
- Repetition and practice of a subject matter is a proven concept that helps children to learn and get better. Repetition and practice appears to be completely absent in my own children’s elementary school activities. To remedy this, some parents try to supplement their children’s schooling by providing them with workbooks or activities they can do at home, whether or not they bring home any homework. Often, this is met with conflict, usually because the child is unwilling to spend time at home doing ‘school work’. (I talked about this lack of routine in the post about homework.) An alternative way to help the children to learn math without imitating a public school environment (worksheets) is to take them grocery shopping with a notepad and pencil, or have them help you bake something by letting them half, or double a recipe and measuring out ingredients. The point is, repetition of learned concepts make it easier to retain the concepts. I am not sure how much repetition of learned concepts are actually occurring…
Going back to the calculator issue at hand, an email to the teacher to ask for clarification resulted in a surprising outcome. Not only did the teacher agree to the use of calculators in the classroom (under specific circumstances, not at free will of the student), there was also mention of things like ‘feeling bogged down’ and ‘higher concept learning’.
I was stumped.
How is it possible a child might feel “bogged down” when doing certain types of mathematical exercises? If this is in fact the case, perhaps the child has not yet learned the concept at hand. Can the child add or subtract the numbers without help from an adult? Or a calculator? If not, why not? Why would a so-called ‘higher concept’ even be attempted if the basic, foundational concept has not been mastered yet?
The ‘higher concept’ remark bothered me as well. What does it mean? I was always under the impression that elementary education was about foundational learning. If you can add and subtract we move on to multiplication. Once you master the basics in multiplication we move on to division. Then, long division….
College professors are teaching higher concepts at the post-secondary level. Some of whom, my own husband for example, talk of struggle when trying to reach some of his own 20 year old students. Some of these high school graduates are having trouble doing mental math, like simple arithmetic, in their head. It would be interesting to query them about when they started using calculators in math class. Was it back in grade school? Are they now using their smartphones to plug in arithmetic at any given moment?
Has it become that easy to not think anymore?
Baffling. It just does not add up.


Clarion School Bring A Progressive American Education To Dubai
What is Progressive education?
By definition progressive education has a strong emphasis on problem solving and critical thinking, collaborative, cooperative work among students, inter-related, inter-disciplinary curriculum study units, opportunities for hands on learning and a learning in your community, social responsibility values. How does that work in the classroom? At Clarion School it translates into the process of teaching to children’s developmental stages was explored and studied to become the genesis of progressive education. Experiential learing is the core of our curriculum at Clarion School and is localized for Dubai to allow our children an opportunity to a learn-in-place environment.
I see the current trend to “push down curriculum” into the Kindergarten years as troubling. Our school will open Pre-K to Grade 2 in September with upper grades to follow each year. I am mentioning this because skipping development stages for learning in the kinder years is detrimental to growth in social, emotional and thinking skills. These are crucial skills, which need to commence in those young years. They are the basis for both curiosity about learning and life and social behaviour needed in the future. Those are the attributes that make children happy to come to school instead of arriving reluctantly each day with a sad frown. Reading and numeracy skills in young children are teacher accomplishments but not necessarily student accomplishments. Developing thinking skills by these young students are true accomplishments that can be built upon as they grow and go forward at school.
Because progressive education is founded on the knowledge of child development stages we have the liberty and I think gift of allowing children to be children, in an environment where children are curious to learn. Progressive educators are deeply committed to providing children with opportunities to learn by doing, observing, and experimenting. At a progressive school, classrooms are filled with intentionality. This means the classroom is filled with intentional tools to evoke wonder and assist the child to explore – be that an ipad to research or practice, a book on topics related to subjects being studied, tools to interpret and re-imagine and extend the lesson, items to provoke questions or support knowledge as it is gained. This is a rich environment for emergent learning as the curriculum lesson takes place, allow for wonder in classrooms, guided by teachers trained to progressive education teaching methods. Progressive educators are deeply committed to providing children with opportunities to learn by doing, observing, and experimenting.
Author: Dr. Kandace Williams, Superintendent Clarion School


Embracing all STEM strands
It is the Young Scientist Committee’s desire that teachers and school departments provide opportunities for students to work on STEM projects that embrace skills from each of the Working Scientifically, Working Technologically and Working Mathematically strands. By embracing these foundational skills of our current technological age, students will be better equipped to think critically and solve problems. To encourage student involvement in applying the different processes of Working Scientifically, Technologically and Mathematically, the STANSW Young Scientist Awards offers 41 sponsored prizes that award achievement in both specific skills and in general skills that encompass all three strands. We also have specific Category Awards that are sponsored by the Professional Teaching Association that is responsible for that area of STEM.
The Mathematical Association of NSW is the professional body sponsoring the MANSW Working Mathematically Awards, the major category awards in the Working Mathematically category. MANSW is offering 6 secondary prizes and 9 primary prizes. Visit the MANSW Working Mathematically Awards page to get specific details about these awards.
The Benefits of Working Mathematically?
Active engagement in the processes of Working Mathematically develops the capacity of students to respond to familiar and unfamiliar situations by employing strategies to make informed decisions and solve problems relevant to their further education and everyday lives.
“As an essential part of the learning process, Working Mathematically provides students with the opportunity to engage in genuine mathematical activity and develop the skills to become flexible and creative users of mathematics (Mathematics K-10 Syllabus). In our rapidly changing society, students need more than computational skills … students need to develop the ability to think creatively, reason mathematically, and to apply mathematics in a variety of situations. It is critical that students be provided with rich opportunities to see relationships between their mathematical studies and the real-life situations they come across, to solve a range of unfamiliar problems in creative ways and to develop a deep understanding of the mathematics involved.” Excerpt from the Mathematics 7-10 Professional Learning Module produced by the Catholic Education Office (CEO) Sydney
The Processes of Working Mathematically
The Working Mathematically processes adopted in the MANSW Working Mathematically Awards are those components that are adopted in the Mathematics K-10 Syllabus:
- problem solving
These processes are at the centre of learning and teaching in Mathematics. It is the level of coverage of these processes that determines the quality of the mathematical component of an investigation or innovative device nominated for the Working Mathematically category. For further guidance, visit the Primary Working Mathematically page or the Secondary Working Mathematically page where these processes are broken down and explained further.


The StaircasePosted: March 14, 2015
My grandfather was a joiner. He made window frames, doors, bookshelves and staircases. Of these, the staircases were the most difficult because each represented a unique problem, depending upon how the house had been designed. He would pull out a cigarette, take a few drags on it and the solution would come to him. Not that I am advocating smoking. Even though he quit, smoking eventually killed my grandfather.
I find it interesting that nobody ever taught him how to problem-solve or how to be creative. And yet he managed this nonetheless. In fact, I reckon humans have been solving problems for quite some time. Indeed, we seem to be pre-programmed with a problem-solving strategy known as ‘means-end analysis’. Contrast this with reading. We are not born with a strategy for reading and so we need to be taught how to do it. Indeed, for the major part of human history, most people never learnt how to do it.
The principle of parsimony, otherwise known as Occam’s razor, is often expressed as ‘the simplest solution is the best one.’ You could call it a ‘solution evaluating strategy’ if you like. I prefer a more arcane wording of the principle; entities must not be multiplied beyond necessity. Imagine that I leave a football in the back yard over night. When I wake the next morning, I see that it has moved. Perhaps the wind moved it? Or perhaps elves moved it? The first explanation is better because it does not involve invoking a new entity – elves. Instead, it relies on an entity that is already known – the wind. And yet, like Bertrand Russell’s teapot, orbiting out there between the earth and mars, I cannot prove that the elves don’t exist.
I think that there are potentially many elves and orbital teapots in education. One of these might be the notion of teaching problem-solving as a general kind of skill. Whilst we all possess the means-end analysis strategy, there is little evidence that we can be taught other such strategies that generalise across different kinds of problems. Solving a maths problem may well just be different to designing a staircase. And what of critical thinking and creativity? Do these generalise and can they be taught? There is evidence to suggest that they are more akin to properties of expertise within a specific area rather than generalisable skills.
I often hear or read comments that are something like this: NAPLAN tests only assess a narrow range of skills and if we focus on these then we may lose sight of equally important objectives.
Let’s examine this. NAPLAN tests assess whether children can read, write and do basic maths. I think these things are quite important. You certainly wouldn’t want children going through school and not learning to read, no matter how creative they were. Would you?
And reading definitely does exist and definitely can be taught. So this is a good thing to aim at. Perhaps when we have mastered teaching all children reading, writing and maths then we can worry about assessing these other things. But I don’t think we’ve done that yet and so perhaps these areas should rightly be a bit of a focus.
However, I would wish to make clear what that would look like. For instance, there is now a wealth of evidence that such skills should be explicitly taught. A new study by the Centre for Education Statistics and Evaluation in NSW is just the latest to review the research and come to this conclusion.
And a focus on reading should not lead to three hours a day spent on reading strategies. Yes, reading is more than just decoding print; it is also about comprehension. However, comprehension is best built by developing a broad knowledge of the world so that when you read something you can bring this knowledge to bear on it and understand what it means. This is more than just learning vocabulary; you need to understand the allusions and analogies in a text; you need to be able to fill in the gaps and make inferences. Reading comprehension strategies have some value but they cannot compensate for weak world knowledge.
Instead, we need a full and vibrant curriculum from the very start of school; a curriculum that includes English, history, science, the arts and a mathematics program; all explicitly taught and appropriately sequenced. The attributes that we tend to think of as critical thinking and problem-solving will gradually grow within these subject areas. We can encourage such growth as we, piece-by-piece and block-by-block, attempt to construct a curriculum with a clear objective; to bridge the space between an inquisitive child and a fulfilled and articulate adult, engaged in the world.
Like building a staircase.


Arts are an essential part of learning in all areas of life. John Goldonowisc published an article called “Art and Other Subjects” in the magazine Art Education in 1985 which highlights what art looks like in areas of our lives where you may not think of art to be.
“Like FRENCH or SPANISH, ART is a language that can be
learned and understood. It is a form of communication that one can
learn to read and speak through study and practice. Reading art means
understanding a visual statement. Speaking art means creating a visual
statement. When art seems strange or meaningless, it is only that this
language is yet to be understood.
Like ENGLISH, ART has an established vocabulary and grammar
(the elements and principles of design). These fundamentals of
composition are the basis for appreciating and producing works of art.
All creativity must be channeled through these rules of construction in
order to make a clear statement. To comprehend how art is put together
is to be visually literate.
Like SCIENCE, ART is based on a natural order and relationship of
elements. These elements, such as line and color, have unique properties
and can be explored in lab-like projects and exercises that reveal
individual characteristics, as well as how these qualities can be
manipulated and how these elements can work together. Through
experimentation, one can discover the nature and potential of art.
Like MATHEMATICS, ART possesses certain principles that are
logical, time-proven, and constant guidelines to pictorial organization.
An effective composition requires thought, planning, and order. All parts
must be considered toward the whole. Concepts such as linear
perspective and color theory are specifc examples of how art is as
analytical as it is emotional.
Like PHYSICAL EDUCATION, ART can require a sort of visual
toning—exercising one’s eyes earnestly and regularly. With
conscientious practice, one’s abilities can be recognized, developed, and
mastered. Through perseverance, a faithful routine can lead to
signicant accomplishment. A lazy or sporadic approach limits potential.
Gradual progress prevails over instant achievement.
Like SOCIAL STUDIES, ART promotes an awareness and
understanding of people and cultures. Art reflects the ideas and ideals of
societies, governments, and religions. Art has been influenced by
geography, war, and commerce. Art can help us understand past
civilizations and define our identity for future generations. Art is a visual
record of people and their world.
Like MUSIC, ART is based on the refinement of one of our senses.
As music relates to how one listens and hears, art focuses on looking and
seeing—on visual sensitivity. In both areas, the perception of subtlety is
essential to grasping variation and innovation. In music and art, the
greatest accomplishments are those in which subtlety and sensitivity are
balanced with skill and creativity.
Like RELIGION, ART can be a vehicle through which to tap one’s
soul. Art can be a mirror of one’s beliefs, one’s feelings, one’s identity,
one’s relationship to others. Art can express our secular and spiritual
quality, our orientation toward life. In exploring and exposing aspects of
people’s souls, art can communicate that which is universal and that for
which there are no words.”


Starting Early, Vol. 26, No. 2
“Math, Science, and Technology in the Early Grades”
What’s the focus of your research?
Our interests lie in research and development in early mathematics education, and especially in creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories.
If readers take one big idea from your Future of Children article, what should it be?
Children in the preschool through primary-grade years can learn more mathematics and other STEM topics, in multiple ways that honor their unique ways of thinking, than was previously thought possible.
What did you learn from writing a Future of Children article?
We learned more about the research that confirms that all STEM subjects are natural interests for children from birth.
Douglas H. Clements is the Kennedy Endowed Chair in Early Childhood Learning, a professor, and the executive director of the Marsico Institute at the University of Denver’s Morgridge College of Education. Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies, a professor, and the co-executive director of the Marsico Institute at the University of Denver’s Morgridge College of Education.


July 16, 2003
Olivier Messiaen (December 10, 1908 - April 27, 1992) was a French composer and organist.
Messiaen was born in Avignon into a literary family: his mother was the poet Cécile Sauvage, while his father was a translator who worked on an edition of Shakespeare in French. He began composing at a young age, and at the age of eleven, entered the Paris Conservatoire, where he had a traditional music education under Marcel Dupré and Paul Dukas among others.
He secured a post as organist of La Sainte Trinité church, Paris, in 1930. In 1939, with the outbreak of World War II, he was called up for military service. He was captured by the Germans, and in 1941 wrote one of his most famous pieces, the Quatuor pour la fin du temps as a prisoner of war.
Later the same year, he was released, and in 1942 took up a post as professor of harmony at the Paris Conservatoire (he became composition professor in 1966). He also gave informal lessons to young avant garde composers, including Pierre Boulez and Karlheinz Stockhausen. It was through these that he met his second wife, Yvonne Loriod, who was to become a champion of his work as a pianist.
He went on to teach in many places abroad, including in the summer school courses at Darmstadt.
Messiaen's musical style is a typically a mix of extended, but essentially tonal, harmony with often complex rhythms and structures. He frequently used what he termed modes of limited transposition, which he formulated in conjunction with a mathematician friend, and are not related to the "conventional" modes. He was also interested in mediaeval and Indian rhythms. He occasionally used the serial technique, but is better known for extremely heady harmonies (arising from his use of modes), which are sometimes accompanied in the sheet music by indications of the colours Messiaen is trying to evoke.
Many of Messiaen's works are concerned with the Roman Catholic faith (for example Vingts Regards sur l'enfant Jésus), but he also drew inspiration from Hinduism, and his Turangalîla Symphony takes its name from two Sanskrit words with manifold meanings, including "time", "play" and "love song".
Messiaen was also influenced by bird song, often walking in the woods with manuscript paper and transcribing the songs he heard. His books of piano pieces, Catalogue d'oiseaux, and his orchestral work, Oiseaux exotiques, are both based on bird song. Many of his other pieces also include fragments of birdsong.
He was also a champion of the Ondes Martenot, of which his sister-in-law, Jeanne Loriod, was a leading exponent.
[This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article: Olivier Messiaen.]
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Learning that Maths is Rocket Science in Ireland
Before they head off on their summer holidays, fifty-one Irish teachers had the opportunity to learn about using space in the classroom.
A five-day workshop (July 1st-5th) organised by the European Space Education Office (ESERO) Ireland gathered together primary school teachers to show them how space can be used across the curriculum to develop numeracy skills in pupils.
The course was called Maths - It is Rocket Science and was developed in co-operation with both the CIT Blackrock Castle Observatory and the Armagh Planetarium. It took place simultaneously at three locations across Ireland.
The objective of the course was to assist teachers develop their students’ numeracy skills in an integrated cross-curricular way. Specifically this happens through science and geography, with an emphasis on the theme of space.
The course was developed using ESA’s International Space Station (ISS) Education Kit. The same course was run last year, in 2012, and earned overwhelmingly positive feedback from the teachers involved making it was obvious that the course had to be run again.
Stephanie O’Neill, ESERO Ireland Manager, has been delighted with the reaction of participants at all three venues of the course this year. “Teachers have embraced the hands-on activities and all really got involved. They are discussing how they will use the resources and share their experience of attending this course in their own classrooms, and with teacher colleagues in their schools,” she says.
Topics that have been explored include some basic astronomy grounding and a tour of the Internet’s astronomy resources. Mars proved to be a specific theme on Thursday with the teachers learning about the experiments that have been undertaken on the Red Planet. In particular they learned about cratering through a hands-on experiment.
They used a sand, flour and ground coffee to replicate Martian terrains, and then dropped weights into each to explore the size of the resulting crater. By tilting the terrain tray, they could investigate the different angles and speeds of impact. They were particularly interested in the way actual craters had been formed on different planets.
The teachers also built foam rockets and paper helicopters. These activities proved popular as they supported the Energy and Forces strand of the Irish primary science curriculum and they address skills such as fair testing, predicting, recording and analysing.
Teachers launched the rockets and calculated the flight speed by dividing the distance by time. Likewise with paper helicopters, teachers will be able to explore with their students, the way some things fall and how varying the size, the shape and the weight of the rotor blades can affect the way a helicopter spins.
The feedback from teachers is that they find the ESERO Ireland courses invaluable in their classrooms. They love the practical, hands-on nature of them, and that everything taught can be easily replicated in classrooms. Not only do these activities assist a student’s science and maths knowledge but also how to work scientifically and develop skills of enquiry such as: observing, asking questions, suggesting explanations, predicting outcomes, planning investigations or experiments to test ideas, and drawing conclusions.
“The Summer Course for teachers is a great example of using space and astronomy to promote the STEM subjects and excite both teachers and students,” says O’Neill.
For more information, please contact:
Project Manager STEM Education & ESERO Ireland Manager
Tel: +353 1 607 3014
Email: Stephanie.O'Neill @ sfi.ie


- slide 1 of 5
Choosing your audience
If you want to become a math teacher, the first step is obviously to decide what level of mathematics you want to teach, as different positions will have their own set of requirements. While someone planning to teach college math will obviously need a PhD in mathematics, and someone teaching high school math will need at least a bachelor's degree in the area, someone teaching elementary school may be better off with a degree in elementary education with a math minor.
While your classes are likely to be at a much higher level than anything you're going to be teaching (unless you teach graduate students), your goal is to have a thorough understanding of not just how to do the math, but the reasoning behind the problem-solving algorithms and how everything works together.
- slide 2 of 5
The author's experience has been that many people who end up teaching elementary math don't particularly like the subject or have a great understanding of it; don't let that be you! If you're going to teach math at all, you should be comfortable with arithmetic and basic algebra.
One of the main reasons people struggle with math is that they never get the basics down, so when they have an algebra problem they're too busy trying to remember how to do multiplication and division to concentrate on the overall problem structure. If everything up to and including factoring isn't second nature to you, keep practicing until it is. Don't just take "Math for elementary school teachers"; sign up for a course in college algebra as well.
- slide 3 of 5
If you're planning to teach high school math, you should have at least a minor in mathematics and preferably a major. You'll want to be familiar with algebra, geometry, and trigonometry, as well as possibly some offshoots like business math. You should also be comfortable using a graphing calculator.
High school (and college) students are often more interested in the practical side of things than in appreciating a subject for its own sake, so if you get a chance, it's not a bad idea to learn about how each subject is actually used in the real world. This also lets you make up more interesting problems as you can relate the math to careers that your students may be interested in.
- slide 4 of 5
If you plan to teach college math, you'll need at least a master's degree (to teach community college) up to a PhD (to become a professor at a university). What subfield you specialize in is pretty much up to you; if you're going to teach community college, you no doubt took more advanced classes getting your bachelor's degree than the community college offers. Similarly, teaching at a university you won't get into the complex math you became accustomed to during your graduate studies unless you start teaching graduate students, in which case you'll be assigned classes in your area of specialty. Thus, while it's always helpful if your interests and background happen to line up with whatever the schools are looking for when you apply for a job, you're pretty much free to study any area you like. Regardless of the area though, you should endeavor to become an expert so that you're the obvious choice when a position teaching that particular part of mathematics opens up.
- slide 5 of 5
About the Author
William spend several years teaching middle school math before returning to school, where he taught undergraduate classes for four years while working on his PhD in computer science.


Primary schools’ arts education programmes in Australia, the United States of America and United Kingdom are under pressure from a combination of an expanded curriculum, national testing, and lack of curriculum support. Garvis and Pendergast (2010) came to the conclusion the arts were becoming marginalised, following the introduction of a national assessment programme in Australia. Barnes and Shirley (2007) recognised that the arts in primary schools in the UK suffered after the government pushed for a rise in literacy and numeracy standards in 1997. In the US, a study of the ‘No Child Left Behind’ policy’s impact on art education concluded the policy had a negative effect on school art education programmes (Sabol, 2010). New Zealand primary schools are facing a similar challenge. Using data from two New Zealand studies, this paper examines the role played by cultural centres in supporting teaching and learning within local primary schools. Comparing analysed data from both studies this paper examines the dynamic relationship between cultural centres and primary schools. Using the model of communities of practice as described by Lave and Wenger (1991), the purpose of this paper is to shed light on the impact of cultural centres and their educators on teaching and learning.
|Keywords:||Cultural Centres, Arts Education, Communities of Practice|
Lecturer: Visual Art, School of Education Policy and Implementation, Faculty of Education, Victoria University of Wellington, Wellington, New Zealand


Identifying, Encouraging and Developing an Early Love of Literacy
Developing Phonemic Awareness
Training your child to hear variations in sound, and patterning in language is as simple as a game of rhyme. Expose your child to the traditional "Mother Goose Nursery Rhymes," or engage them in a rhyme game on a long car trip. One of our favorite family traditions has become playing a rhyme game around the table during our Thanksgiving dinner.
Encourage your child to become an effective listener. On your daily strolls to the park, ask them to identify or mimic the various sounds produced in nature. Invite your child to identify beginning, middle and ending sounds in words.
The more trained your ear becomes; the simpler it will be to transfer these skills into pre-emergent writing.
During the stage of phonics instruction, you will be introducing or reinforcing letter and sound association. Fancy programs are not necessary in order to provide phonics instruction. Begin with self-made or store-bought alphabet flashcards. Begin by holding up each card and modeling (producing) each letter name and the sound associated with it.
Do a web-search for free online games or apps for your tablets that reinforce letter name and sound recognition.
Use your household as a resource. If you are focusing on a particular letter of the day or week, have your child use newspapers or magazines to cut out upper and lowercase versions of the letter in various fonts. Create a collage with these letters and pictures of items beginning with the letter sound.
One of my favorite rainy day activities is cooking spaghetti and then letting my children use a placemat or cutting board to fashion the spaghetti into letters. Encourage them to make words!
These are just some of many ideas to help promote phonemic awareness.
Children can display an inclination towards reading at a very young age, from the moment that they grasp a book between their hands. Your child may illustrate this love when they rush for their favorite book ahead of a beloved toy.
Families, who model reading and have a print-rich household, have a greater chance of passing on the love of reading to their child. A print-rich household will contain books of various genres, magazines, and newspapers. The members of the household will often be viewed curled up on the sofa reading, thumbing through a newspaper; catching up on the latest headlines or writing a letter, or message to a loved one.
You will know your child is ready for some formal reading instruction, when they are able to handle a book appropriately. Your child is able to hold the book open in the correct direction, and turn pages accordingly. Children will also be able to re-tell familiar stories, by simply looking at the book's illustrations. If your child is frequently read to, they may even have a slight idea of how to track. Meaning, they are able to follow text from left to right, and top to bottom
As a former kindergarten teacher, I can tell you how easily it is to teach a child how to read when they have what is referred to as basic Concepts about Print. These concepts include the ability to identify the basic components of the book (spine, front/back cover, and title page).
As soon as your child has demonstrated some of these basic concepts, it is an excellent idea to begin phonics and phonemic awareness, if you have not done so already. Phonemic Awareness is the ability to hear distinct sounds in a language, whereas Phonics is when you take this auditory knowledge and now associate it to a written letter.